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Creating a Supportive Environment Using Staff Psychoeducation in a Supervised Residence
Jules M. Ranz; Bonnie T. Horen; William R. McFarlane; Julie Magno Zito
Psychiatric Services 1991; doi:
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The authors thank Ralph Mosella and his staff of the State-Operated Community Residence whose gracious cooperation allowed this project to thrive.

New York State Psychiatric Institute, Box 111, 722 West 168th Street, New York, New York 10032

Biosocial Treatment Research Division at the Institute, The Columbia University College of Physicians and Surgeons in New York City

Nathan Kline Institute The Department of Psychiatry at New York University School of Medicine in New York City

1991 by the American Psychiatric Association

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The prevailing approach to rehabilitation in residential care emphasizes goal attainment. This approach often produces considerable stress for residents, most of whom have schizophrenia. Based on the view that low-demand environments, incorporating graduated expectations, may be more appropriate for this patient population, a three-component model for creating and maintaining a calm, supportive environment in a supervised residence was developed. The model utilizes staff psychoeducation, which is based on the principles of family psychoeducation, a highly effective intervention for patients with schizophrenia. The three components of the model are training in supportive interaction, a medication-monitoring program, and a behavioral approach to problem solving. Resident groups promote each of these components. The groups' goals are encouragement of positive, low-key interactions, compliance with medications, and slow, steady rehabilitation.

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