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article · Alexandria Scientific Nursing Journal

Effect of Positive Emotion Training Program on Negative Symptoms, Motivation, and Enjoyment among Patients with Schizophrenia.

2024Open accessDamanhour University

Abstract

Background: Negative symptoms, motivational deficits, and lack of enjoyment are key symptoms among patients with schizophrenia and the most debilitating aspects of functioning. A positive emotion training program (PEPS) is a form of positive psychotherapy used for patients with schizophrenia to improve anhedonia and apathy. Objective: To investigate the effectiveness of a positive emotion training program on negative symptoms, motivation, and enjoyment among patients with schizophrenia. Setting: The study was conducted in the private inpatient wards of EL-Maamoura Hospital for Psychiatric Medicine. Subjects: 60 inpatients with schizophrenia. Tools: Socio-demographic and Clinical Data Structured interview Schedule, Scale for the Assessment of Negative Symptoms of schizophrenia (SANS), Behavioral Inhibition and Activation Scale (BIS/BAS), and Savoring Belief Inventory (SBI) were used as tools for data collection. Results: Findings of the present study revealed a statistically significant decrease in the total mean scores of negative symptoms and avoidance motivation among the study group after intervention (p=<0.001). In addition, a significant increase level of approach motivation and savoring (enjoyment) belief in the study group compared to the control group (p=<0.001). Conclusion: Patients with schizophrenia who participate in positive emotion training programs exhibit fewer negative symptoms, and higher motivation and enjoyment compared with those who follow the traditional hospital routine care. Recommendations: Psychiatric hospitals may add PEPS to the standard care for patients with schizophrenia. Future studies are needed to determine the sustainability of the effect of PEPS on patients' mental health and their ability to return to the community.

Research topics

  • Health and Well-being Studies
  • Problem Solving Skills Development
  • Child Therapy and Development

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DOI: 10.21608/asalexu.2024.376239

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