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The Effect of an Educating versus Normalizing Approach on Treatment Motivation in Patients Presenting with Delusions: An Experimental Investigation with Analogue Patients

机译:教育与正常化方法对妄想患者治疗动机的影响:类似患者的实验研究

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Until recently a widespread recommendation for clinicians was not to respond to the content of patients' delusions but to stress at an early time point that the patient has a mental illness (educating approach). An opposed recommendation is to validate the patients’ symptoms and normalize them (normalizing approach). This study used an experimental design to compare the impact of these two approaches on treatment motivation (TM). A cover story about a person who develops persecutory delusions was used to guide a sample of 81 healthy participants who served as analogue patients into imagining experiencing delusions. This was followed by a random assignment to either an educating or a normalizing consultation with a fictive clinician. Consultations only differed in content. Finally, we assessed the participants' motivation to accept medication (Medication TM), psychological treatment (Psychological TM), and treatment offered by this particular clinician independent of the kind of treatment (Clinician-related TM). Participants in the normalizing condition showed higher Clinician-related and Psychological TM than those in the educating condition. Medication TM was unaffected by condition. Following our results using a normalizing approach seems to be advisable in a first-contact situation with patients with delusions and favourable to a simple educating approach.
机译:直到最近,临床医生普遍建议不要对患者的妄想内容做出回应,而应在早期就强调患者患有精神疾病(教育方法)。一个相反的建议是验证患者的症状并将其标准化(标准化方法)。这项研究使用实验设计来比较这两种方法对治疗动机(TM)的影响。使用有关一个人遭受迫害性妄想的掩盖故事来指导81位健康的,作为模拟病人的参与者的样本来想象经历妄想。然后随机分配给虚构的临床医生进行教育或正常化咨询。咨询内容不同。最后,我们评估了参与者接受药物治疗(Medication TM),心理治疗(Psychological TM)以及由该特定临床医生提供的治疗的动机,而与治疗的类型无关(与临床医生相关的TM)。处于正常状态的参与者显示出比处于教育状态的参与者更高的与临床医生相关和心理的TM。药物TM不受条件影响。根据我们的研究结果,在有妄想患者的初次接触情况下,建议使用归一化方法,并且建议采用简单的教育方法。

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