RESEARCH ARTICLE
A Comparison of the Effectiveness of Problem Solving Training and of Cognitive-Emotional Rehabilitation on Neurocognition, Social Cognition and Social Functioning in People with Schizophrenia
Franco Veltro1, Monica Mazza2, *, Nicola Vendittelli1, Mirella Alberti1, Massimo Casacchia2, Rita Roncone2
Article Information
Identifiers and Pagination:
Year: 2011Volume: 7
First Page: 123
Last Page: 132
Publisher ID: CPEMH-7-123
DOI: 10.2174/1745017901107010123
Article History:
Received Date: 14/11/2010Revision Received Date: 28/4/2011
Acceptance Date: 30/4/2011
Electronic publication date: 7/7/2011
Collection year: 2011
open-access license: This is an open access article licensed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, provided the work is properly cited.
Abstract
Objective:
Social cognition and Problem Solving (PS) impairments are common characteristics in patients with schizophrenia. Experimental neuropsychological findings support the hypothesis that schizophrenia is characterized by a broad range of heterogeneous cognitive impairments. Since that time Problem Solving Training has been employed as a core strategy in a wide variety of therapeutic settings. Renewed interest in cognitive functioning, including social Problem Solving skills and social cognition in schizophrenia, has led us to reconsider the potential value of metacognitive strategy as a rehabilitation strategy.
Methods:
The present study reports the results obtained by 24 persons with schizophrenia who were randomly assigned to one of two training session groups: Cognitive-Emotional Rehabilitation (REC) vs Problem Solving Training (PST). Both treatments were administered to small groups composed of subjects suffering from schizophrenic disorders over a 12 months period: primary measures of clinical, social outcomes and secondary measures of cognitive and Problem Solving functions were conducted at 0, and 12 months.
Results:
Results showed that both training methods were found to be effective in psychopathological measures and in social functioning. On cognitive function improvements were specific to the rehabilitative approach. PST are mainly improved capacities for planning and memory, while the REC improved measures such as social cognition Theory of mind and emotion recognition.
Conclusion:
The results confirmed that it is no necessary to divide the rehabilitation training in treatments directed to specific domains. The conceptualization and applicability of PST and REC its implications for persons with schizophrenia, and future studies in this research area have also been discussed.
