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Personalised epilepsy education intervention for adolescents and impact on knowledge acquisition and psychosocial function
Author(s) -
Frizzell Claire K,
Connolly Anne M,
Beavis Erin,
Lawson John A,
Bye Ann ME
Publication year - 2011
Publication title -
journal of paediatrics and child health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.631
H-Index - 76
eISSN - 1440-1754
pISSN - 1034-4810
DOI - 10.1111/j.1440-1754.2010.01952.x
Subject(s) - epilepsy , psychosocial , medicine , intervention (counseling) , clinical psychology , psychiatry
Aim: Patients frequently have poor knowledge of epilepsy, and this is associated with low self‐esteem in adolescence. There is a paucity of data determining whether education alone can improve psychosocial outcome. The study investigated whether an educational intervention in adolescence:1 Increased understanding of epilepsy syndrome and general epilepsy knowledge. 2 Improved self‐esteem, seizure self‐efficacy and attitudes towards epilepsy.Methods: In session 1, adolescents were educated about their epilepsy syndrome in a one‐on‐one session, producing a personalised epilepsy medical record. In session 2, the impact of epilepsy on life‐style was discussed. Pre‐ and post‐intervention measures of knowledge, self‐esteem, seizure self‐efficacy and attitudes towards epilepsy were completed using validated scales. Focus groups explored the intervention's value. Results: Thirty adolescents with epilepsy participated (female: 24, male: 6; median age: 16 years; partial symptomatic epilepsy: 15, generalised idiopathic epilepsy: 15). Self‐knowledge of syndrome ( P < 0.0001), general knowledge of epilepsy ( P < 0.0001), attitudes towards epilepsy ( P = 0.008) and seizure self‐efficacy ( P = 0.049) improved. Focus group data indicated that sessions were enjoyable and valuable, and the medical record was helpful. Conclusions: The intervention significantly improved self‐knowledge and general knowledge of epilepsy, attitudes towards epilepsy and seizure self‐efficacy. This is the first study to demonstrate a positive impact on psychosocial outcomes following an educational intervention without a psychological component. The model has widespread application.