Scoping Review: Mapping the Implementation and Adaptation of Life Skills Training Programmes for Individuals with Schizophrenia Spectrum Disorder:Contexts, Frameworks, Interventions, and Outcomes

Objective: To map the implementation and adaptation of life skills training programmes for individuals with schizophrenia spectrum disorder across diverse settings, identifying frameworks, intervention components, outcomes, and implementation strategies.<br/><br/> Design: A scoping review following Arksey &amp; O'Malley's methodology and PRISMA-ScR reporting guidelines. <br/><br/> Data Sources: Six electronic databases (Medline, PubMed, PsyINFO APA, CINAHL, Thaijo, TCI-Thailand) were searched from 1970 to present, supplemented by hand-searching reference lists and relevant organizational websites.<br/><br/> Eligibility Criteria: Primary studies targeting life skills training for adults with schizophrenia spectrum disorder, including at least three life skills components (medication management, social skills, communication, organization/planning, transportation, financial management), and providing intervention details.<br/><br/> Data Extraction and Synthesis: Data were extracted using the Template for Intervention Description and Replication (TIDieR) checklist. Outcomes were analysed using Kirkpatrick's four-level training evaluation framework. Implementation adaptation, barriers and enablers were identified through narrative synthesis.<br/><br/>Results: Thirty-three studies from seven countries (France, Italy, Spain, Canada, USA, Turkey, and China) met inclusion criteria. Three major programme frameworks emerged: UCLA Social and Independent Living Skills Programme, Functional Adaptation Skills Training (FAST), and Cognitive-Behavioural Social Skills Training (CBSST). Cultural adaptations were crucial for implementation success, with programmes demonstrating remarkable adaptability across diverse settings while maintaining core therapeutic components. Implementation barriers included cognitive deficits, transportation difficulties, <br/>and workforce limitations; enablers included structured formats, diverse teaching methods, and family involvement. Most studies showed positive behavioural changes, but only one third reported broader systemic outcomes.<br/><br/>Conclusion: Life skills training programmes can be effectively implemented across diverse settings when appropriately adapted to cultural contexts and resource constraints. The most effective programmes combine structured learning with real-world practice, accommodate cognitive limitations through diverse teaching methods, and engage families in the intervention process. Future research should focus on implementation strategies enhancing <br/>skill generalization, addressing resource limitations in low- and middle-income countries, and evaluating longer-term outcomes.