Rehabilitation for students diagnosed with depression and/or anxiety disorder - feasibility and perceived impact of OPI group rehabilitation program in Finland
DOI:
https://doi.org/10.61841/affc2502Keywords:
supported education, depression, anxiety,, young people,, recoveryAbstract
The OPI mental health rehabilitation program is a new form of outpatient group rehabilitation for adolescents and young adults aged 16−25 years studying in vocational schools and diagnosed with mood or anxiety disorders. This study aimed at investigating the feasibility and perceived impact of the program on participants’ learning and func- tional capacities, quality of life and severity of depression.
The data (n=70) were collected using questionnaires and with focus group interviews. Quality of life was measured with the Eurohis-8 scale, severity of depression with RBDI.
Quality of life and learning capacities were increased and severity of depression was reduced among participants during the rehabilitation. Positive outcomes were associated with timely occurrence of the rehabilitation, co-opera- tion with the mental health service responsible for the treatment during the program and with well-functioning inter- action between client and counsellor. Peer support was experienced as the most remarkable benefit of the program among participants
Downloads
References
Alonso, J., Petukhova, M., Vilagut, G., Chatterji, S., Heeringa, S., Üstün, T...Kessler, R. (2011). Days out of role due to common physical and mental conditions: results from the WHO World Mental Health surveys. Molecular Psychiatry, 16, 1234-1246.
Best, L., Still, M. & Cameron, G. (2008). Supported education: Enabling course completion for people experiencing men- tal illness. Australian Occupational Therapy Journal, 55, 65-68.
Bruffaerts, R., Vilagut, G., Demyttenaere, K., Alonso, J., AlHamzavi, A., Andrade, L...Kessler, R. (2012). Role of common mental and physical disorders in partial disability around the world. British Journal of Psychiatry, 200, 454-461.
Johnson, J. (2012). Effectiveness and cost-effectiveness of group versus individual motivational enhancement for substance use. International Journal of Group Psychotherapy, 62 (4), 655-660.
Kessler, R., Foster, C., Saunders, W. & Stang, P. (1995). Social consequences of psychiatric disorders, I: Educational at- tainment. American Journal of Psychiatry, 152, 1026-1032.
Krueger, R. & Casey, M. (2000). Focus Groups: A Practical Guide for Applied Research. 3rd ed. Thousand Oaks, CA: Sage Publications.
Mansbach-Kleinfeld, I., Sasson, R., Shvarts, S. & Grinshpoon, A. (2007). What education means to people with psychiatric disabilities: A content analysis. American Journal of Psychiatric Rehabilitation, 10 (4), 301-316.
Matsunaga, M., Okamoto, Y., Suzuki, S., Kinoshit,a A., Yoshimura, S., Yoshino, A., Kunisato, Y. & Yamawaki, S. (2010). Psychosocial functioning in patients with treatment-resistant depression after group cognitive behavioral therapy. BMC Psychiatry, 10, 22.
McCrone, P., Weeramanthri, T., Knapp, M., Rushton ,A., Trowell, J., Miles, G. & Kolvin, I. (2005). Cost-effectiveness of individual versus group psychotherapy for sexually abused girls. Child and Adolescent Mental Health, 10 (1), 26-31.
Mowbray, C., Collins, M., Bellamy, C., Megivern, D., Bybee, D. & Szilvagyi, S. (2005). Supported education for adults with psychiatric disabilities: An innovation for social work and psychosocial rehabilitation practice. Social Work, 50 (1), 7- 20.
Newbold, A., Hardy, G. & Byng, R. (2013). Staff and patient experience of improving access to psychological therapy group interventions for anxiety and depression. Journal of Mental Health, 22 (5), 456-464.
Padron, J. (2006). Experience with post-secondary education for individuals with severe mental illness. Psychiatric Rehab-
ilitation Journal, 30 (2), 147-149.
Paone, T., Malott, K. & Maldonado, J. (2008). Exploring group activity therapy with ethnically diverse adolescents. Journ- al of Creativity in Mental Health, 3 (3), 285-300.
Power, M. (2003). Development of a common instrument for quality of life. In: A Nosikov & C. Gudex. EUROHIS: De- veloping Common Instruments for Health Survey (pp 145-163). Amsterdam: IOS Press.
Raitasalo, R. (2007). Mielialakysely. Suomen oloihin Beckin lyhyen depressiokyselyn pohjalta kehitetty masennusoireilun ja itsetunnon kysely. Kela, Sosiaali- ja terveysturvan tutkimuksia 86. Helsinki.
Raitasalo, R. & Maaniemi, K. (2011). Nuorten mielenterveydenhäiriöiden aiheuttamat sairauspoissaolot ja työkyvyttömyys vuosina 2004–2011. Nettityöpapereita 23. Helsinki: Kela.
Rogers, E., Kash-MacDonald, M., Bruker, D. & Maru, M. (2010). Systematic review of supported education literature 1989-2009. Center for Psychiatric Rehabilition. Boston: Boston University, Sargent College, Center for Psychiatric Rehab- ilitation. http://www.bu.edu/drrk/research-syntheses/psychiatric-disabilities/supported-education/
Sommers-Flanagan, R., Barret-Hakanson, T., Clarke, C. & Sommers-Flanagan, J. (2000). A psychoeduational school-based coping and social skills group for depressed students. Journal for Specialists in Group Work, 25, 170-190.
Unger, K. (1990). Supported postsecondary education for people with mental illness. American Rehabilitation, 16, 10-14.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
