Clinicians have long identified the psychological impacts and objective burdens on family members and caregivers who support loved ones with psychiatric conditions. However, there is a lack of programming available to support families with relatives who have been diagnosed with a personality disorder, and research in this area is scant. The current pilot study evaluated the impact of providing a peer-led education group for loved ones of individuals diagnosed with borderline personality disorder (BPD). A mixed-methods study design was implemented: quantitative self-report scales were used to derive scores of mastery and burden and focus groups gathered qualitative narratives. Data were collected from participants (N = 15) before and after the group intervention, as well as 4 months later. Quantitative results indicated that while participants initially reported a sense of burden in their caregiving role, their self-report of this phenomenon reduced over time following engagement with the group. The focus groups revealed that participants found the group had a positive impact on their well-being as a result of the information, skills acquisition, and support/validation they received. They also noted clinical improvements for their relatives with BPD. This study provides preliminary evidence for the effectiveness of the peer-led education group in supporting families. The results suggest that particular variables such as peer leadership, skills-based learning, and focus on caregiver wellness—rather than on the person with a diagnosis – may explain improved outcomes of this family intervention.

中文翻译：

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探索同伴教育小组对边缘型人格障碍患者的亲人的影响：一项试点研究

长期以来，临床医生已经确定了支持患有精神疾病的亲人的家庭成员和护理人员的心理影响和客观负担。然而，缺乏支持亲属被诊断患有人格障碍的家庭的程序，而且这方面的研究很少。当前的试点研究评估了为被诊断患有边缘型人格障碍 (BPD) 的个人的亲人提供由同伴领导的教育小组的影响。实施了混合方法研究设计：使用定量自我报告量表得出掌握和负担的分数，焦点小组收集定性叙述。数据是在组干预前后以及 4 个月后从参与者 (N = 15) 收集的。定量结果表明，虽然参与者最初报告了他们在照顾角色中的负担感，但随着时间的推移，他们对这种现象的自我报告随着时间的推移而减少。焦点小组透露，参与者发现，由于他们收到的信息、技能获取和支持/验证，该小组对他们的幸福感产生了积极影响。他们还注意到患有 BPD 的亲属的临床改善。这项研究为同伴领导的教育小组在支持家庭方面的有效性提供了初步证据。结果表明，诸如同伴领导力、基于技能的学习以及对护理人员健康的关注（而不是对诊断出的人）等特定变量可以解释这种家庭干预的改善结果。