Developing guidance on providing psychoeducation after an autism diagnosis

Research Team

• Professor Bryony Beresford 
• Dr Suzanne Mukherjee

Project summary

Background

Being diagnosed with autism is a significant event for many people, generating complex emotions and requiring a process of assimilation and adjustment. Our earlier research found that autistic adults typically describe psychoeducation in the post-diagnostic period as helping that process, and that it may reduce the risk of deteriorations in mental health post-diagnosis. Psychoeducation integrates educational and psychotherapeutic elements to address information and support needs arising from a new diagnosis. For autism, their objective is to: develop understanding and acceptance of autism; address information needs; and support the development of adaptive strategies to manage everyday life. In England, only a small minority of autism diagnostic services provide such support. If psychoeducation interventions are to become more widespread, it is important that commissioners and clinical leads have access to guidance on how to provide a high quality psychoeducation intervention.

About this project

This project will identify the key components of good psychoeducational care for autistic adults. We are doing this by reviewing existing evidence and by consulting with four stakeholder groups: autistic adults, family members (partners and parents), and clinicians and experts by experience (EbE) with experience of providing psychoeducational care. We are using online focus groups and workshops to consult with these different groups and come to a consensus on what a ‘good’ psychoeducational care looks like, as well best practice regarding its implementation and delivery.

Additional information