Study Skills competence in at-risk mentale state and first episode psychosis patients. Do a systematic study skills intervention decrease at-risk mentale state and first episode simptomatology? Preliminary data from single subject investigations across at-risk mental state and first-episode psychosis.
Poster C131, Saturday, October 22, 11:30 am - 1:00 pm, Le Baron
Valentina Tirelli1, Francesca Cavallini1, Luisa Amato2, Anna Meneghelli2, Alessia Pisano3; 1Tice Learning Centre, University of Parma, 2Cambiare la Rotta ONLUS, 3Ausl Piacenza
Objective. For people with early psychosis or at risk scholastic drop-out is very frequent. It is very important to complete their course of study, which for many is a significant stress and anxiety, for many reasons, in particular “practical" to earn a title to enter the world of work, and "psychological “ to improve self-esteem and self-efficacy (Galvan e Pisano, 2012). More studies need to refine strategies for the teaching study skills, motivation and autonomy to improve the quality of the school support service. Aims. This study aims to investigate the implementation of a training to improve study skills based on Self monitoring and Goal setting (Miller, 1994) evaluated in young high-risk psychotic or whit early psychosis patients, attending a Learning Centre and the Menthal Healt service in Piacenza. Method. ERiraos checklist and systematic observations were compared between pre and post treatment using single subject design. Results. The data show benefits of study skills intervention in both situations. Conclusion. For people at risk or with early psychosis, study skills intervention appear to have clinically important benefits. The longer-term benefits of this approach and its component treatments for people at risk or with early psychosis need further research.
Topic Area: Ultra High Risk / Prodromal Research