O Transtorno Afetivo Bipolar (TAB), conhecido por sua cronicidade, complexidade e altos índices de morbidade e mortalidade, é uma das principais causas de incapacitação no mundo, gerando um impacto significativo na qualidade de vida dos portadores, bem como uma grande carga para a família e a sociedade em geral. Há evidências crescentes de que o curso desse transtorno pode ser modificado por abordagens psicoterápicas, tais como a psicoeducação, que promove o aumento do funcionamento social e ocupacional, bem como da capacidade de manejarem situações estressantes. Assim, o objetivo deste trabalho foi identificar as implicações do grupo de psicoeducação no cotidiano dos portadores de Transtorno Afetivo Bipolar. Para tanto, optamos pelo estudo de natureza qualitativa, do tipo Estudo de Caso. Foram incluídos neste estudo doze sujeitos portadores de TAB que tiveram pelo menos seis participações no Grupo de Psicoeducação desenvolvido na Faculdade de Medicina de São José do Rio Preto (FAMERP). Para coleta de dados foram realizadas entrevistas semi-estruturadas, gravadas, transcritas na íntegra pela própria pesquisadora e, posteriormente trabalhadas por meio da Análise Temática. Os resultados apontaram para as conseqüências do TAB na vida das pessoas no que se refere às modificações da rotina, ao desejo de encontrar a causa de todo o sofrimento, ao preconceito sofrido dentro e fora da família, ao sentimento de culpa vivenciado pelo portador, bem como à influência nos relacionamentos interpessoais, nos estudos e no trabalho. Além disso, ao vivenciar o tratamento, é o notório o histórico de não adesão, as experiências negativas em relação a algumas formas de tratamento, a supervalorização do tratamento medicamentoso, o forte desejo de cura e a busca de outras formas de ajuda. Quanto às implicações do grupo de psicoeducação no cotidiano de portadores de TAB, este estudo demonstrou que tal experiência grupal favoreceu a aquisição de conhecimento sobre o TAB; a conscientização da doença e adesão ao tratamento; a realização de mudanças positivas na vida; a possibilidade de ajudarem outros portadores a se beneficiarem do aprendizado construído no grupo; a descoberta de outras realidades e estratégias de enfrentamento, obtidas por meio da troca de experiências entre os participantes; o desejo de ampliarem as possibilidades de acesso à informação pela comunidade.Compreender a percepção desses indivíduos sobre a influência do grupo no dia a dia deles favorecerá o enriquecimento deste programa de extensão à comunidade e, assim, contribuir para a prática em saúde mental neste momento de transformações e construção do paradigma psicossocial. / The Bipolar Affective Disorder (BD), known for its chronicity, complexity and high levels of morbidity and mortality, is one of the main causes of incapability in the world, generating a significant impact in the sick people\'s lives, as well as a great burden to the family and to the society in general. There are increasingly evidences that this disorder course can be changed by psychoterapic approaches, such as the psychoeducation, that promotes the increase of the occupational and social functioning, as well as the capacity to deal with stressful situations. Therefore, this study aim was to indentisy the implications of the psychoeducation group in the daily lives of the people with Bipolar Affective Disorder. For this, we opted for a qualitative nature study, like Case Study. Twelve people with Bipolar Affective Disorder, who attended the Psychoeducation Group developed in the Medicine University at São José do Rio Preto (FAMERP), were included in this study. In order to collect the data, some semi-structered, recorded interviews, whole transcripted by the researcher, were made and later on they were considered by means Subject Matter Analysis. The results pointed to the consequences of the BD in people\'s lives related to the routine change, the hope to find the cause of all the suffering, the prejudice suffered inside and outside the family, the guilt feeling the sick ones have, as well as the influence in the interpersonal relationships, in the study and in the job. Besides it, as they live the treatment, it is notorious the not adherence historic, the negative experiences related to some ways of help, the overestimation of the medicine treatment, the strong hope of cure and the search for other kinds of help. Related to the implications of the psychoeducation group in the daily life of people with BD, this study showed that such group experience favored the acquisition of knowledge about BD; the sickness awareness and adherence to the treatment; the fulfillment of positive changes in life, the possibility to help other sick people and benefit from the learning built in the group; the discovery of other realities and facing strtategies, obtained by means of experience exchanges among the participants; the hope to extend the possibilities to access information by means of the community. Comprehending these subjects perceptions on the group influence in their daily lives will favor the enrichment of this program focused on the community and then contribute to the mental health practice at this moment of transformations and building of a psychosocial paradigm.

Made available in DSpace on 2015-03-05T19:35:31Z (GMT). No. of bitstreams: 0 Previous issue date: 22 / Nenhuma / A Doença Pulmonar Obstrutiva Crônica (DPOC) é uma patologia frequentemente acompanhada de um aumento dos sintomas de ansiedade e depressão. O objetivo desta dissertação foi investigar o efeito de uma intervenção psicológica cognitivo-comportamental associada à Psicoeducação nos sintomas de ansiedade, depressão e qualidade de vida em pacientes com DPOC. Participaram da pesquisa 22 pacientes divididos aleatoriamente em três grupos. Os pacientes do primeiro grupo (n=7) receberam o atendimento padrão do hospital. O segundo (n=8), o atendimento padrão e sessões de Terapia Cognitivo-Comportamental (TCC) e, para o terceiro (n=7), todo o procedimento anterior acrescido de uma sessão de Psicoeducação. Os participantes foram avaliados antes e após o atendimento com o Inventário Beck de Ansiedade e Depressão e o Saint George’s Respiratory Questionnaire (SGRQ), para a Qualidade de vida. Os dados foram analisados com técnicas estatísticas não-paramétricas para medidas repetidas. Os resultados indicaram que os participante / The Chronic Obstructive Pulmonary Disease (COPD) is a pathology often accompanied by an increase of anxiety and depression symptoms. The goal of this dissertation was the inquiry on the effects of a cognitive-behavioral psychological intervention associated to a psychoeducation of anxiety and depression symptoms, as well as quality of life, in patients with COPD. 22 patients randomly divided into three groups participated in the research. The patients of the first group (n=7) received the hospital’s medical standard of care. The second group (n=8) received the medical standard of care and cognitive-behavioral therapy sections (CBT) and the third group (n=7) received the procedures mentioned before with one psychoeducation section added. The participants were evaluated before and after the treatment, with the Beck Anxiety and Depression Inventory and the Saint George’s Respiratory Questionnaire (SGRQ), to quality of life. The data were analyzed with techniques from non-parametric statistics to repeated measur

Crianças e adolescentes com Transtornos Mentais apresentam déficits atencionais. Na literatura encontram-se estudos de treino cognitivo com TDAH que sugerem melhoras nos testes neuropsicológicos, porém, sem generalização dos benefícios para outros contextos. O objetivo deste trabalho foi avaliar os resultados de um Programa de Estimulação da Atenção (PEA) estruturado com treino cognitivo da atenção, psicoeducação e orientação aos pais de crianças e adolescentes que realizavam tratamento psiquiátrico e apresentavam queixas de atenção.Participaram deste estudo 29 crianças e adolescentes (8-17 anos) organizados em dois grupos: Experimental-GE (n=17), submetidos a 10 sessões de treino cognitivo associados à psicoeducação e orientação de pais / responsáveis e Grupo Controle-GC (n=12), que receberam apenas o treino cognitivo (10 sessões). Foi aplicada a escala MTASNAP- IV nos pais, professores e pacientes e uma bateria neuropsicológica nas fasespré e pós-intervenção. Os resultados evidenciaram melhoras no desempenho dos testes nos dois grupos após o treino cognitivo de atenção. No entanto, o GE apresentou melhora significativa no teste de atenção concentrada, com diminuição das omissões e aumento de estímulos detectados, indicando maior precisão e menos erros. Além disso, o GE também apresentou maior redução dos sintomas de desatenção, hiperatividade e comportamento opositor desafiador de acordo com Escala MTA-SNAP-IV. Esse dado representa um novo achado para literatura, já que até então os trabalhos existentes indicavam, apenas, os benefícios do treino cognitivo para os testes neuropsicológicos, sem mostrar a generalização dos benefícios para outros ambientes, inclusive na diminuição dos sintomas de desatenção ao levar em conta a percepção dos responsáveis. Acredita-se que os resultados alcançados indicam um quadro promissor em termos de formas de intervenções que auxiliem no tratamento dos Transtornos Mentais com queixas de atenção / Children and adolescents with Mental Disorders present attention deficits. In the literature, there are studies of cognitive training with ADHD that suggest improvements in neuropsychological tests, however, without generalization of benefits to other contexts. The objective of this study was to evaluate the results of an Attention Stimulation Program (ASP) structured with cognitive training of attention, psychoeducation and orientation to parents of children and adolescents who performed psychiatric treatment and presented complaints of attention.A total of 29 children and adolescents (8-17 years old) participated in this study organized in two groups: Experimental-GE (n = 17), undergone 10 sessions of cognitive training associated with psychoeducation and orientation of parents / guardians and Control Group-CG (n = 12), who received only the cognitive training (10 sessions).The MTASNAP- IV scale was administered in the parents, teachers and patients and a neuropsychological battery in the pre- and post-intervention phases. The results showed improvements in the performance of the tests in both groups after cognitive attention training. However, the GE showed a significant improvement in the concentrated attention test, with a decrease in omissions and an increase in detected stimuli, indicating greater precision and less errors. In addition, GE also showed greater reduction of the symptoms of inattention, hyperactivity and oppositional defiant behavior according to the MTA-SNAP-IV Scale. This data represents a new finding for literature, since until then the existing studies only indicated the benefits of cognitive training for neuropsychological tests, without showing the generalization of the benefits to other environments, including the reduction of the symptoms of inattention by taking into account the perception of those responsible.It is believed that the results indicate a promising scenario regarding the forms of interventions that assist in the treatment of Mental Disorders with complaints of attention

RESUMO Introdução: Nas últimas décadas a ideia limitada de que o tratamento para o Transtorno Afetivo Bipolar (TAB) consiste apenas em encontrar a medicação \"certa\" tem sido amplamente dissipada. A complexidade clínica dessa doença e os diferentes graus de adesão à farmacoterapia, demanda a utilização de opções terapêuticas variadas. Entre as alternativas para suprir essa demanda, tem-se combinado ao tratamento farmacológico uma abordagem psicoeducacional como opção eficaz no tratamento dos indivíduos com TAB. O uso da psicoeducação em formato de grupo tem sido frequentemente utilizada em vários estudos com bons resultados, porém a Psicoeducação Domiciliar ainda não foi avaliada e tal formato não tem sido aplicado em ensaios controlados até o momento. Objetivo: o objetivo deste estudo foi avaliar a eficácia da Psicoeducação Domiciliar em pacientes com Transtorno Afetivo Bipolar, em tratamento farmacológico padrão, realizada em suas residências. Metodologia: Tratase de um estudo randomizado controlado com 30 pacientes portadores de TAB tipo I ou II, de acordo com os critérios do DSM-IV TR; eutímicos com pontuação 8 na Escala de Depressão de Hamilton (HAM-D) 17 itens e 6 na Escala de Mania de Young (YOUNG). A distribuição dos sujeitos em dois grupos foi feita por meio de randomização estratificada. O grupo experimental (GE) composto de 15 pacientes recebeu além do tratamento farmacológico, visitas domiciliares com intervenção psicoeducacional. O grupo controle (GC) composto de 15 pacientes recebeu, além do tratamento farmacológico, visitas domiciliares placebo, sem intervenção psicoeducacional. Ambos os grupos receberam visitas semanais totalizando 8 sessões, com 90 minutos de duração cada uma. Os instrumentos de avaliação foram a escala de HAM-D para sintomas de depressão, e YOUNG, para a mania. As escalas para avaliar a recuperação funcional foram: WHOQOL-Bref e Escala de Adequação Social (EAS). Utilizou-se para avaliar a adesão medicamentosa a Escala de Adesão Medicamentosa (EAM) e o Teste de Morisk e Green. Resultados: Com relação à avaliação sintomática não houve recaída em ambos os polos, maníaco e depressivo, durante o estudo, somente uma diminuição nos escores da escala de HAM-D no grupo experimental ao longo do tempo (p<0,01). Na escala de YOUNG não houve uma diferença significativa entre os tempos e entre grupos (p=0,20). Na avaliação funcional as médias se mantiveram ao longo do tempo na escala EAS (p=0.08) e na escala WHOQOL-bref. Contudo em relação à adesão medicamentosa, no início do estudo a média de adesão no grupo experimental era 60% avaliada pela escala de Morisky e Green, no final do estudo houve um aumento dessa aderência para 93.3% (p=0.03). Na avaliação da Adesão Medicamentosa pela EAM o grupo experimental teve um aumento significativo nas médias ao longo do tempo (p<0,001), confirmando um aumento importante na adesão medicamentosa. Conclusão: Os dados demostraram que uma abordagem Psicoeducacional Domiciliar Breve de 8 sessões realizada em pacientes com TAB teve um impacto significativo na melhora da adesão medicamentosa. Não foi observado impacto funcional, pois as médias das escalas de avaliação funcional não se alteraram significativamente durantes o estudo em ambos os grupos. Não foi possível avaliar o impacto clínico da psicoeducação na sintomatologia afetiva destes pacientes, pois desde o início do estudo, eles permaneceram eutímicos, sem recaídas depressivas nem maníacas. A Psicoeducação Domiciliar demonstrou sua eficácia como abordagem psicossocial melhorando a adesão ao tratamento dos pacientes com TAB. / ABSTRACT Introduction: In last decades the restricted idea for Bipolar Disorder (BD) treatment was only to find the \"right\" medication has been largely dispelled. The clinical complexity of this disease, and the different levels of adherence to pharmacotherapy, demands the use of diverse therapeutic options. Among the alternatives to answer this demand, it has combined to pharmacological treatment to psychoeducational approach as an effective option in the treatment of individuals with BD. The use of psychoeducation in group has often been used in several studies with good results, but the Home Visit Psychoeducation at patients homes has not been evaluated and this format has not been applied in controlled trials to current. Objective: To evaluate the effectiveness of Home Visit Psychoeducation in patients with bipolar affective disorder in standard pharmacological treatment. Methodology: This is a randomized controlled trial with 30 patients with bipolar I or II, according to the DSM-IV TR, with score 8 on the Hamilton Depression Rating Scale (HAM-D) - 17 items 6 and the Young Mania Rating Scale (YOUNG), follow up at Mental Health System of Ribeirão Preto. The patients distribution was made by stratified randomization, patients, were divided into stratified blocks according to gender, age, education and marital status. The experimental group (EG) consisting of 15 patients received in addition to pharmacological treatment, home visits with psychoeducational intervention. The control group (CG) composed of 15 patients received, in addition to pharmacological treatment, \"placebo\" home visits. It is understood by \"placebo\" home visits unstructured visits without psychoeducational intervention. Both groups received weekly visits in a total of 8 sessions with 90 minutes duration. The scales used to assess symptomatic recovery were: HAM-D for depression, and YOUNG for mania. The Scales to assess functional recovery were: WHOQOL-Bref and the Social Adjustment Scale (SAS). The Medication Adherence Scale (MAS) and the Test of Morisk and Green were used to assess medication adherence. Results: In relation to symptomatic assessment there was no relapse in both poles, manic and depressed during the study, only a decrease in scores on HAM-D in the experimental group throughout the time (p<0,01), not significant difference between groups (p=0,67). In YOUNG scale there was no significant difference between times and among groups (p=0,20). The scores of the functional assessment scale EAS remained throughout the time (p=0,08), the scale WHOQOL-bref there was no significant difference in the four domains. However in relation to medication adherence at the beginning of the study the average membership in the experimental group was 60% as assessed by Morisky and Green scale at the end of the study there was an increase this adherence to 93.3% (p=0,03). In the evaluation of the Medication Adherence EAM the experimental group had a significant increase in the average throughout the time (p<0,001), confirming a significant increase in medication adherence. Conclusion: Our data demonstrated that a Home Visit Psychoeducational in brief 8 sessions held in homes of patients with BD had a significant impact on improving medication adherence. There was no functional impact, the averages of functional assessment scales have not significantly changes during the study in both groups. It was not possible to assess the clinical impact of psychoeducation on affective symptomatology of these patients, because since the beginning of the study, they remained euthymic, without depressive relapses nor manic.

Neuropsychological assessment and psychoeducation of patients diagnosed with psychogenic nonepileptic seizures (PNES) Mgr. Lucia Hrešková Tutor: Assoc. Prof. Lenka Krámská, Ph.D. Abstract: The term psychogenic non-epileptic seizures (PNES) refers to a conversion disorder (300.11) imitating epileptic seizures that are psychological etiology (DSM-5). Neuropsychological assessment including personality profile and mood status is an integral part of the diagnosis and treatment of PNES. The main treatment is psychotherapy. In the theoretical part of this research project, we have processed psychoeducation guide for clinical psychologists and psychotherapists working with patients diagnosed with PNES, based on recommended standards (Myers, 2014; LaFrance & Wincze, 2015; Reiter et al., 2015) and long-term clinical experiences with these patients (in particular Assoc. Prof. Lenka Kramska, Ph.D.). The purpose of our research project was to assess the presence of maladaptive emotional regulation in the profile of patients diagnosed with PNES (N = 51) compared to healthy populations (N = 51), through self-report questionnaires Affective Style Questionnaire (ASQ) and Difficulty in Emotion Regulation Scale (DERS). The results of our research show a significantly higher level of maladaptive emotional regulation in the...

Master of Science / Haematopoietic stem cell transplantation (HSCT) is a complicated and high-risk procedure used to cure disease or stop the spread of disease in a range of cancers. HSCT carries a high incidence of mortality and is associated with distressing short and long-term side effects. In addition, patients remain at risk of recurrence or mortality years after transplantation. Therefore, patients undergoing HSCT have been found to experience significant emotional and psychosocial distress because of the trauma associated with treatment. The literature suggests that about 50% of HSCT patients will experience clinical levels of distress. Carers and family members play an important role in caring for these ill patients in the short and long-term. Major role changes and financial stressors are experienced in many families, adding to the burden of care. However, very little is known about the rates of psychopathology in carers of HSCT patients. Due to the arduous nature of HSCT, psycho-educational programmes have been developed by major transplant centres and hospitals in order to provide HSCT patients and their families with information on the treatment process, side effects, risks, and long-term outcomes. Research on patient education in oncology has shown that providing patients and carers with information about their illness and treatment reduces anxiety and distress. To date, there have been no empirical evaluations to support the use of education programmes for HSCT patients. While it could be assumed that information would be helpful in reducing anxiety and depression in HSCT as it is in oncology generally, the information provided to these patients is usually more confronting and therefore, may be less reassuring. Thus, it is not known whether providing patients with education about HSCT reduces patient and carer distress or whether it might actually increase adverse outcomes. The aim of the present study was to evaluate the rates and correlates of distress in carers and patients and examine the effect of a psychoeducation programme for patients undergoing HSCT and their carers on knowledge, distress, information satisfaction, social support and caregiver burden. A randomised control trial was conducted to provide empirical data in relation to the latter aim. The following hypotheses were proposed. Firstly, it was hypothesised that patients and carers who received the education programme would have higher levels of knowledge, not evidenced in a group waiting to receive the programme. Secondly, it was hypothesised that the education program would not lead to increased anxiety and depressive symptoms. Thirdly, patients who know more about their condition would be the least distressed. As predicted, this study found high levels of distress, particularly in carers. Higher patient distress was related to having more concern about one’s illness and experiencing more symptoms. Education was effective in increasing patient and carer knowledge. Importantly there were no adverse effects of knowledge and greater patient knowledge following the education program was associated with less distress, although there was no direct effect of education on distress. Future research should aim to identify what aspects of the education program are helpful to patients. Finally, support interventions such as CBT are needed to help patients and carers, in particular, cope with the high levels of distress inherent in the HSCT experience.

The main aim of this study is to investigate the effects of a brief psycho-educational intervention for the key relatives of schizophrenic patients, on perceived expressed emotion of patients, and the expressed emotion and burn out of their key relatives. Seventy five schizophrenic patients and their key relatives were included in the study. They were assigned into three groups randomly. The key relatives in the first experimental group were given a one-day psychoeducational workshop and written material package about schizophrenia were provided for them. In the second experimental group, key relatives were only given the written material package about schizophrenia which was the same as that of the Experimental Group I. The third group was the control group received no intervention or any material. All of the participants including patients and key relatives were given the instruments of the study as pre-test. Two weeks after pre-test, the relatives in Experimental Group I and Experimental Group II were invited to the hospital without their patients. The first group participated in the psychoeducational workshop and they were given written material package and the second group was only given the written material package. Pre test was given to Control Group without any intervention. Two months later, the post&ndash / tests were applied to all of the key relatives and their patients. Overall the results indicated that a one day intensive psycho-educational workshop enriched with audiovisual components, written material package about schizophrenia and an interactive discussion part has a positive impact on the key relatives&rsquo / burnout levels, expressed emotion levels and knowledge about schizophrenia. Furthermore, although no direct intervention was conducted with the patients, the results showed that patients&rsquo / perceived expressed emotion levels were reduced as well. The results also showed that simply providing written material about schizophrenia does not have an effect on burnout levels, expressed emotion levels and knowledge of relatives and the perceived expressed emotion of their patients.

No description available.

Master of Science / Haematopoietic stem cell transplantation (HSCT) is a complicated and high-risk procedure used to cure disease or stop the spread of disease in a range of cancers. HSCT carries a high incidence of mortality and is associated with distressing short and long-term side effects. In addition, patients remain at risk of recurrence or mortality years after transplantation. Therefore, patients undergoing HSCT have been found to experience significant emotional and psychosocial distress because of the trauma associated with treatment. The literature suggests that about 50% of HSCT patients will experience clinical levels of distress. Carers and family members play an important role in caring for these ill patients in the short and long-term. Major role changes and financial stressors are experienced in many families, adding to the burden of care. However, very little is known about the rates of psychopathology in carers of HSCT patients. Due to the arduous nature of HSCT, psycho-educational programmes have been developed by major transplant centres and hospitals in order to provide HSCT patients and their families with information on the treatment process, side effects, risks, and long-term outcomes. Research on patient education in oncology has shown that providing patients and carers with information about their illness and treatment reduces anxiety and distress. To date, there have been no empirical evaluations to support the use of education programmes for HSCT patients. While it could be assumed that information would be helpful in reducing anxiety and depression in HSCT as it is in oncology generally, the information provided to these patients is usually more confronting and therefore, may be less reassuring. Thus, it is not known whether providing patients with education about HSCT reduces patient and carer distress or whether it might actually increase adverse outcomes. The aim of the present study was to evaluate the rates and correlates of distress in carers and patients and examine the effect of a psychoeducation programme for patients undergoing HSCT and their carers on knowledge, distress, information satisfaction, social support and caregiver burden. A randomised control trial was conducted to provide empirical data in relation to the latter aim. The following hypotheses were proposed. Firstly, it was hypothesised that patients and carers who received the education programme would have higher levels of knowledge, not evidenced in a group waiting to receive the programme. Secondly, it was hypothesised that the education program would not lead to increased anxiety and depressive symptoms. Thirdly, patients who know more about their condition would be the least distressed. As predicted, this study found high levels of distress, particularly in carers. Higher patient distress was related to having more concern about one’s illness and experiencing more symptoms. Education was effective in increasing patient and carer knowledge. Importantly there were no adverse effects of knowledge and greater patient knowledge following the education program was associated with less distress, although there was no direct effect of education on distress. Future research should aim to identify what aspects of the education program are helpful to patients. Finally, support interventions such as CBT are needed to help patients and carers, in particular, cope with the high levels of distress inherent in the HSCT experience.

xvi, 159 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / This dissertation involves two studies investigating the disclosure of life experiences in the context of real relationships in real time. Study 1 included 126 university students and community members. Pairs of participants who had known each other for at least three months were eligible. After participants completed a set of self- report measures, one member of the pair was randomly selected to disclose an experience he/she had not previously disclosed to the other member of the pair. A final set of self- report measures was then completed by each participant. The interaction was videotaped for coding and analyses. Using the coders' and disclosers' ratings of listeners' behaviors, we examined the impact of both verbal and nonverbal responses to disclosure and identified two modifiable behaviors (interruptions and posture) that contributed to conveying support. Results indicated that leaning backward was associated with more negative responses to disclosure and moderate levels of interruption were associated with more supportive responses to disclosure. Study 2 involved similar recruitment procedures to Study 1 and included 220 university students and community members. Pairs of participants were randomly assigned to an experimental or control condition and researchers were blind to condition. After completing a series of self-report questionnaires, the person randomly assigned to the discloser role was asked to describe an experience of mistreatment not previously disclosed to the other participant. This interaction was videotaped. Following this, participants completed post-disclosure questionnaires Then, psychoeducational materials regarding either healthy lifestyle improvements (control condition) or supportive listening techniques (experimental condition) were distributed, followed by a quiz on these materials. A second experience of mistreatment was disclosed and a final set of post-disclosure questionnaires was completed. Results indicated that the psychoeducational materials were effective in enhancing supportive responses to disclosure such that listeners in the experimental condition demonstrated significantly fewer unsupportive behaviors than listeners in the control condition. Listeners who started with high levels of unsupportive behaviors benefitted the most from the psychoeducational materials. Although there are several limitations of these studies and additional research with more diverse samples is needed, the findings represent an important preliminary step in research. / Committee in charge: Jennifer Freyd, Chairperson, Psychology; Gordon Hall, Member, Psychology; Sara Hodges, Member, Psychology; Jeff Todahl, Outside Member, Counseling Psychology and Human Services