摘要
Families need sufficient learning opportunities about mental illness. Therefore, family peer education program has been developed in Japan following the U.S. and Hong Kong. We aimed to identify program components that families recognize which would provide suggestions in modifying the program. We used qualitative and inductive study design. Data were collected through group interviews for six family research participants. We coded the data to focus on relationships between program components, program processes, and impacts. Data Analysis resulted in seven assumptions based on causal relationships and three types of program components: program form, learning style and facilitation skills. The program form is family-led peer group, closed-membership, 5 times per course, and small group. The learning style is combination of textbook and experiential knowledge, family peer learning, and sharing experiences. The facilitation skills are group work focusing on strengths of family members, the acceptance of emotional disclosure, omotenashi, and teamwork skills.
Families need sufficient learning opportunities about mental illness. Therefore, family peer education program has been developed in Japan following the U.S. and Hong Kong. We aimed to identify program components that families recognize which would provide suggestions in modifying the program. We used qualitative and inductive study design. Data were collected through group interviews for six family research participants. We coded the data to focus on relationships between program components, program processes, and impacts. Data Analysis resulted in seven assumptions based on causal relationships and three types of program components: program form, learning style and facilitation skills. The program form is family-led peer group, closed-membership, 5 times per course, and small group. The learning style is combination of textbook and experiential knowledge, family peer learning, and sharing experiences. The facilitation skills are group work focusing on strengths of family members, the acceptance of emotional disclosure, omotenashi, and teamwork skills.
