58 EFFECT OF PSYCHOLOGICAL EDUCATION ON COGNITIVE FUNCTION IMPROVEMENT IN PATIENTS WITH SCHIZOPHRENIA

Abstract Background Patients with schizophrenia often show significant cognitive deficits in the course of the disease, including impairment of attention, memory, executive function and language ability, which significantly affect the quality of life and social function of patients. In recent years, psychological education has been widely used as an auxiliary intervention to improve the cognitive function of patients with schizophrenia. In order to better treat schizophrenic patients, the study analyzed the effect of psychological education on improving cognitive function of schizophrenic patients Methods Randomized controlled trial design was used in this study, and two experimental stages were set up: baseline assessment and intervention experiment. An intervention group and a control group with 40 participants were randomly divided. The control group received only conventional medication and regular psychiatric outpatient visits. The intervention group received a 12-week psycho-educational course and was divided into three intervention phases. The first stage is 1-4 weeks and includes cognitive education and functional assessment feedback. The second phase is five to eight weeks and involves training in specific cognitive skills, including attention, memory and language skills. The third stage is 9-12 weeks and involves emotion management and social function enhancement. SPSS 24.0 software was used for statistical analysis of the data, independent sample T-test was used to compare the differences between the two groups, and paired sample T-test was used to evaluate the changes before and after intervention in the group, and the significance level was set at P<0.05. Results There was no significant difference in baseline cognitive function between the intervention group and the control group (P>0.05). The effect of intervention is shown in Table 1. As can be seen from Table 1, the total score of Wexler Adult Intelligence Scale increased by 15.8% (from 78.4±6.5 to 90.7±7.2, P<0.001) in the intervention group and only 3.5% (from 77.9±6.8 to 80.6±6.7, P>0.05) in the control group. In the Wisconsin card classification test, the intervention group increased from 12.6±4.2 to 19.3±4.5 (P<0.001), and the control group only increased from 12.3±4.1 to 13.1±4.3 (P>0.05). Discussion Our findings suggest that psychoeducational interventions can significantly improve cognitive function, especially attention, memory and executive function, in patients with schizophrenia. Compared with drug therapy alone, psychoeducation provides a more comprehensive functional recovery program through the combination of cognitive skill training and emotional management. This study provides a feasible scheme for the comprehensive management of schizophrenia. Funding No. 242400410379.