Amanda Jane Commons Treloar1. 1. School of Psychiatry, Psychology, and Psychological Medicine, Monash University, c/o Ballan District Health and Care, 33 Cowie St., Ballan, Victoria 3342, Australia. mcandpt@bigpond.net.au
Abstract
OBJECTIVE: This exploratory study was conducted in Australia and New Zealand and examined the impact of two types of education programs (cognitive-behavioral and psychoanalytic) on clinicians' attitude toward deliberate self-harm behaviors in borderline personality disorder and toward working with patients with this disorder. METHODS: The Attitudes Towards Deliberate Self-Harm Questionnaire was used to assess the attitudes of mental health and emergency medicine clinicians (N=65) before and after attending an education program and at the six-month follow-up. RESULTS: Compared with participants in the control group (N=22), participants in the cognitive-behavioral program (N=18) showed significant improvement in attitudes immediately after attending the program (p=.02), as did participants in the psychoanalytic education program (N=25) (p<.01). However, the six-month follow-up revealed that only the psychoanalytic education group maintained significant changes in attitude (p<.05). CONCLUSIONS: Results are discussed in terms of the use of relatively brief educational interventions in facilitating enduring attitude change toward working with patients with borderline personality disorder.
OBJECTIVE: This exploratory study was conducted in Australia and New Zealand and examined the impact of two types of education programs (cognitive-behavioral and psychoanalytic) on clinicians' attitude toward deliberate self-harm behaviors in borderline personality disorder and toward working with patients with this disorder. METHODS: The Attitudes Towards Deliberate Self-Harm Questionnaire was used to assess the attitudes of mental health and emergency medicine clinicians (N=65) before and after attending an education program and at the six-month follow-up. RESULTS: Compared with participants in the control group (N=22), participants in the cognitive-behavioral program (N=18) showed significant improvement in attitudes immediately after attending the program (p=.02), as did participants in the psychoanalytic education program (N=25) (p<.01). However, the six-month follow-up revealed that only the psychoanalytic education group maintained significant changes in attitude (p<.05). CONCLUSIONS: Results are discussed in terms of the use of relatively brief educational interventions in facilitating enduring attitude change toward working with patients with borderline personality disorder.
Authors: Mark Olfson; Carlos Blanco; Melanie Wall; Shang-Min Liu; Tulshi D Saha; Roger P Pickering; Bridget F Grant Journal: JAMA Psychiatry Date: 2017-11-01 Impact factor: 21.596
Authors: Stephanie Knaak; Andrew Ch Szeto; Kathryn Fitch; Geeta Modgill; Scott Patten Journal: Borderline Personal Disord Emot Dysregul Date: 2015-05-05
Authors: N Mehta; S Clement; E Marcus; A-C Stona; N Bezborodovs; S Evans-Lacko; J Palacios; M Docherty; E Barley; D Rose; M Koschorke; R Shidhaye; C Henderson; G Thornicroft Journal: Br J Psychiatry Date: 2015-11 Impact factor: 9.319