2024-04-18 08:22:20
An original system supports students faced with a first psychotic episode: the Summer School. Developed by the First Psychotic Episodes (PEPS) team (CH Le Vinatier, Lyon), this intervention was presented during the last International Days of Emerging Pathologies in Young Adults and Adolescents (Jipejaad).
Psychotic disorders affect 3% of the population and most often occur before the age of 25 (1). If early intervention centers have shown their effectiveness in symptomatic remission, improving social functioning (studies, work, relationships) remains a priority need for users. Nearly 82% of young people experiencing a first psychotic episode (FEP) must interrupt their studies, and among them, only around 15% will obtain their diploma (2). The major obstacles are twofold: residual cognitive and clinical disorders and difficulties in accessing cognitive remediation programs (often long, they are generally offered during the week). In addition, young people with a PEP present a different clinical and cognitive profile from students with mental health difficulties encountered in university health services (SSU) who cannot devote a dedicated program to them.
It is in this context that the First Psychotic Episodes (PEPS) team (CH Le Vinatier) developed the Summer School, an original system which mobilizes academic, SSU, and healthcare workers, directly in the City and university premises, to support young people with PEP in their studies and avoid dropping out of school. This intervention takes place over 5 days, for small groups of 10 patients, identified during treatment. It revolves around psychoeducation and practical application around the following themes and techniques: learning strategies, concentration, procrastination, emotional regulation, life balance (studies, leisure, surroundings, etc.), physical activity, social skills training .
The objective is threefold :
• Intervene in the school environment (ecological intervention) : users are identified in their role as students and not as patients. In addition, as with exposure therapy, meeting academic speakers at university and within a supportive group reduces anxiety around schooling.
• Offer psychoeducation around cognitive functioning, emotions, social aspects. Understanding how memory works allows you to initiate strategies to better learn your lessons. These psychoeducation sessions also include practical applications based on concrete tools or strategies that students can test.
• Meet different people. The Summer School makes it possible to identify academic and healthcare stakeholders to whom students can turn if necessary during the year.
Presented at the last International Days of Emerging Pathologies in Young Adults and Adolescents (Jipejaad), the first results of the Summer School show good acceptability and satisfaction from users. Longitudinal measurements will be planned to check whether enrollment in studies is maintained and whether the feeling of well-being around studies improves.
1–Perala (2007). Lifetime prevalence of psychotic and bipolar I disorders in a general population, Arch Gen Psychiatry, doi: 10.1001/archpsyc.64.1.19. 2– Shinn et al. (2020).
• F. Haesebaert, Professor of psychiatrist, A. Pavard, neuropsychologist, T. Pichori, occupational therapist, Service PEPS-SUR-CL3R, CH Le Vinatier, Contact: [email protected] – See also the Jipejaad website.
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