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Psychoeducation for borderline personality difficulties: a preliminary study

Fiammetta Rocca (West London NHS Trust, Southall, UK)
Chloe Finamore (West London NHS Trust, Southall, UK)
Sally Stamp (West London NHS Trust, Southall, UK)
Fiona Kuhn-Thompson (West London NHS Trust, Southall, UK)
Oliver Dale (Claybrook Centre, West London NHS Trust, Southall, UK)

Mental Health Review Journal

ISSN: 1361-9322

Article publication date: 10 May 2021

Issue publication date: 6 September 2021

224

Abstract

Purpose

National Institute for Clinical and Health Excellence guidelines (2009) state that low intensity psychological interventions should not be used for borderline personality disorder. However, an emerging body of evidence suggests brief interventions such as psychoeducation may be relevant for those presenting with borderline personality difficulties. The purpose of this study is to evaluate the benefit of learning about thinking, emotions and relationships (LATER), a co-produced psychoeducation programme for borderline personality difficulties in a community-based setting.

Design/methodology/approach

Participants (n = 125) self-referred to LATER, a group-based psychoeducation programme delivered at the [NHS Trust] Recovery College. Participants were assessed pre- and post-intervention using the tailor-made psychological education group evaluation scale, the borderline evaluation of severity over time and work and social adjustment scale. Paired t-tests were conducted on pre- and post-scores, and effect sizes were calculated.

Findings

After LATER, participants reported a significant decrease in negative thoughts and feelings, destructive behaviours and overall borderline symptom severity, but no significant increase in positive behaviours. Significant decreases were found in areas of work and social impairment. Participants’ overall understanding of personality difficulties significantly improved. Effect sizes were small to moderate.

Research limitations/implications

Limitations of the study include the lack of a control group, adjustment for confounders and follow-up. Replication with a more robust methodology is needed.

Originality/value

This study contributes to the evidence for the usefulness of brief interventions for personality difficulties, particularly in the context of a stepped model of care and adds to the research on co-production.

Keywords

Acknowledgements

The authors would like to thank the Cassel Hospital Charitable Trust for funding the Research Assistance for this study.

Citation

Rocca, F., Finamore, C., Stamp, S., Kuhn-Thompson, F. and Dale, O. (2021), "Psychoeducation for borderline personality difficulties: a preliminary study", Mental Health Review Journal, Vol. 26 No. 3, pp. 226-237. https://doi.org/10.1108/MHRJ-04-2020-0023

Publisher

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Emerald Publishing Limited

Copyright © 2021, Emerald Publishing Limited

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