Informing people with schizophrenia about their illness: The effect of residual symptoms

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Abstract
An educational intervention for individuals with schizophrenia is described and evaluated in two groups of subjects: those with residual symptoms (n=18) and those without (n=10). Its impact was monitored on a number of variables including information assimilation, insight and attitude to medication compliance. Significant knowledge gains were observed in both groups in all information areas except aetiology; the greatest gains were in information about demography and coping. The ‘symptom-free’ group had consistently higher pre and post knowledge scores than the symptom group. The residual symptom group absorbed less information about symptoms than did the symptom group, suggesting a selectivity of information assimilation according to their pre-existing constructions of their illness. No significant changes in insight or medication compliance scores were observed for either group. The clinical significance of these findings and their implication for further research are discussed.