Can a carer (peer) led psychoeducation programme improve mental health carers well-being, reduce burden and enrich empowerment: a service evaluation study

DOIhttps://doi.org/10.1108/JMHTEP-10-2018-0057
Published date11 March 2019
Pages131-140
Date11 March 2019
AuthorJohn Chiocchi,Gary Lamph,Paula Slevin,Debra Fisher-Smith,Mark Sampson
Subject MatterHealth & social care,Mental health,Mental health education
Can a carer (peer) led psychoeducation
programme improve mental health carers
well-being, reduce burden and enrich
empowerment: a service evaluation study
John Chiocchi, Gary Lamph, Paula Slevin, Debra Fisher-Smith and Mark Sampson
Abstract
Purpose Carers of people with mental health problems present with high levels of burden, poor mental
well-being and feelings of disempowerment by mental health services. The purpose of this paper is to
establish whether providing a psychoeducation skill programme for carers would lead to an improvement of
mental well-being, reduce the levels of burden that carers sometimes feel while caring for someone with
mental illness and also to increase empowerment. This paper provides a service evaluation study of an
innovative carer-led psychoeducational intervention that was undertaken.
Design/methodology/approach This programme was initiated and led by a carer who had experienced a
lack of service provision to support carers and families in understanding and caring for a relative with severe
and enduring mental health diagnoses. A model of co-production was adopted with the carer who led this
initiative working closely with an occupational therapist and consultant psychologist in its development and
delivery. Data were collected to measure the impact of the training at five different time points. The measures
employed to measure outcomes were the Warwick-Edinburgh Mental Well-being Scale, the Burden
Assessment Scale and Family Empowerment Scale.
Findings Results indicated improved well-being, reduced burden and increased family empowerment in
carers who completed this peer-led carer initiative psychoeducational programme.
Research limitations/implications Thisservice evaluation study was conducted in a single site and in the
site in which it was developed. The carer consultant who led this evaluation and development of the
intervention was also the peer worker who delivered the interventions. Hence, the authors are unable to
ascertain if the results reported are unique to the individual peer worker. The transferability of this programme
and generalisability of the result should therefore be treated with caution and further replication ofthis model
and research is required. This would be beneficial to be conducted in an alternative site from where it was
developed, delivered by different facilitators and include a control group.
Practical implications The evidence from this study indicates that carers are able and willing to attend a
group psychoeducational programme. A high number of referrals to the programme in a relatively short
timeframe indicates that there is significant demand for such a service. The implementation of the programme
is relatively straightforward. The key challenges for practical implementation are to have the right carer to lead
and deliver the programme and the right support system in place for them (financial and supervision).
Co-production also is not without challenges, the peer worker and occupational staff need to ensure that
mutually valued and respected working relationship should develop.
Originality/value This is the first evaluation of the impact of a carer-led psychoeducation intervention for
carers of people with mental health difficulties in secondary mental health services.
Keywords Mental health, Personality disorder, Psychoeducation, Carer, Peer worker
Paper type Research paper
Introduction
The purpose of psychoeducation is to increase knowledge, insight and understanding of mental
health and treatment. Psychoeducation for carers of people with mental health difficulties has a
growing body of research to support its effectiveness (Cuijpers, 1999; Cassidy et al., 2001).
Received 11 October 2018
Revised 11 December 2018
Accepted 18 January 2019
The authors would like to
acknowledge the contributions
made to this initiative by all the
carers who engaged in the
process.
John Chiocchi is based at
North West Boroughs
Healthcare NHS Foundation
Trust, Warrington, UK.
Gary Lamph is based at the
University of Central
Lancashire, Preston, UK.
Paula Slevin is based at North
West Boroughs Healthcare
NHS Foundation Trust,
Warrington, UK.
Debra Fisher-Smith is based at
the Institute of Global Health,
University of Liverpool,
Liverpool, UK.
Mark Sampson is based at
North West Boroughs
Healthcare NHS Foundation
Trust, Warrington, UK.
DOI 10.1108/JMHTEP-10-2018-0057 VOL. 14 NO. 2 2019, pp. 131-140, © Emerald Publishing Limited, ISSN 1755-6228
j
THE JOURNAL OF MENTALHEALTH TRAINING, EDUCATION AND PRACTICE
j
PAGE131

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