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A new intervention for people with borderline personality disorder who are also parents: a pilot study of clinician acceptability

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ABSTRACT

Background: Engaging parents who have a personality disorder in interventions designed to protect children from the extremes of the disorder supports both parenting skills and healthy child development. In line with evidence-based guidelines, a ‘Parenting with Personality Disorder’ brief intervention was developed, focusing on child safety, effective communication and parenting strategies.

Method: Ratings of acceptability for the brief intervention model were given by 168 mental health clinicians who attended training. Changes in clinician attitudes, knowledge and skills were also assessed following training.

Results: Providing clinicians treating personality disorder clients with additional skills to address parenting was well received and filled a gap in service provision. Clinicians reported improvements in clinical skills, knowledge, willingness and confidence to intervene in parenting issues with clients. Qualitative responses endorsed three major modes of learning: case study analysis, reflective learning activities, and skills-based intervention practices.

Conclusions: Current treatment guidelines emphasise addressing parenting, but no evidence-based therapy includes specific parenting skills. This brief intervention model improved skills, efficacy and willingness to intervene. This approach can be readily added to current evidence-based therapy protocols and promises to improve client functioning and protect children from the extremes of the disorder. Clinical trials are now required to validate the approach in the field.

No MeSH data available.


Mean Clinician Ratings of Acceptability of the Brief Intervention. Legend: The scale scores are from 1 indicating ‘not useful’ to 4 indicating ‘very useful’
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Fig1: Mean Clinician Ratings of Acceptability of the Brief Intervention. Legend: The scale scores are from 1 indicating ‘not useful’ to 4 indicating ‘very useful’

Mentions: Ninety-four percent (94 %) of responding clinicians (n = 168) reported being either satisfied or very satisfied with the brief intervention model training, and 95 % reported that they felt the brief intervention model would be helpful or very helpful in improving outcomes for parents with personality disorder. All clinicians (100 %) also reported that they would recommend the brief intervention model to a colleague. Ratings of usefulness suggested that overall, 83.6 % of clinicians felt the brief intervention model to be useful or very useful in improving their general attitudes towards people with personality disorder. Similarly, 88.1 and 85.7 % indicated the brief intervention model was useful or very useful in improving their theoretical knowledge and skills, respectively. Figure 1 provides the mean ratings for theoretical knowledge, clinical skills and attitudes for those with minimal or developing self-rated expertise as well as those with sound or advanced self-rated expertise (N = 168). Ratings did not differ significantly according to self-rated expertise, or professional group.Fig. 1


A new intervention for people with borderline personality disorder who are also parents: a pilot study of clinician acceptability
Mean Clinician Ratings of Acceptability of the Brief Intervention. Legend: The scale scores are from 1 indicating ‘not useful’ to 4 indicating ‘very useful’
© Copyright Policy - OpenAccess
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC5017053&req=5

Fig1: Mean Clinician Ratings of Acceptability of the Brief Intervention. Legend: The scale scores are from 1 indicating ‘not useful’ to 4 indicating ‘very useful’
Mentions: Ninety-four percent (94 %) of responding clinicians (n = 168) reported being either satisfied or very satisfied with the brief intervention model training, and 95 % reported that they felt the brief intervention model would be helpful or very helpful in improving outcomes for parents with personality disorder. All clinicians (100 %) also reported that they would recommend the brief intervention model to a colleague. Ratings of usefulness suggested that overall, 83.6 % of clinicians felt the brief intervention model to be useful or very useful in improving their general attitudes towards people with personality disorder. Similarly, 88.1 and 85.7 % indicated the brief intervention model was useful or very useful in improving their theoretical knowledge and skills, respectively. Figure 1 provides the mean ratings for theoretical knowledge, clinical skills and attitudes for those with minimal or developing self-rated expertise as well as those with sound or advanced self-rated expertise (N = 168). Ratings did not differ significantly according to self-rated expertise, or professional group.Fig. 1

View Article: PubMed Central - PubMed

ABSTRACT

Background: Engaging parents who have a personality disorder in interventions designed to protect children from the extremes of the disorder supports both parenting skills and healthy child development. In line with evidence-based guidelines, a ‘Parenting with Personality Disorder’ brief intervention was developed, focusing on child safety, effective communication and parenting strategies.

Method: Ratings of acceptability for the brief intervention model were given by 168 mental health clinicians who attended training. Changes in clinician attitudes, knowledge and skills were also assessed following training.

Results: Providing clinicians treating personality disorder clients with additional skills to address parenting was well received and filled a gap in service provision. Clinicians reported improvements in clinical skills, knowledge, willingness and confidence to intervene in parenting issues with clients. Qualitative responses endorsed three major modes of learning: case study analysis, reflective learning activities, and skills-based intervention practices.

Conclusions: Current treatment guidelines emphasise addressing parenting, but no evidence-based therapy includes specific parenting skills. This brief intervention model improved skills, efficacy and willingness to intervene. This approach can be readily added to current evidence-based therapy protocols and promises to improve client functioning and protect children from the extremes of the disorder. Clinical trials are now required to validate the approach in the field.

No MeSH data available.