Table 2.
Arrangements for “Courses for Guardians” classes
| Weeks | Thematic | Objectives | Main elements and methodology | Forms of treatment |
|---|---|---|---|---|
| 1st | Building relationships of trust | Understanding the patient’s family situation and the purpose of self-injury | Building trusting relationships and ensuring that everyone is open to expressing feelings and experiences | Questionnaires, interviews, observations |
| 2nd | Knowledge transfer | Explaining the psychological and physiological mechanisms of NSSI | Teaching about NSSI to help the patient’s carers understand the causes and effects of self-injury | Group lectures, discussions |
| 3rd | Family communication training | Enhancing effective communication in the family | Instructing the patient’s carers in using communication techniques such as active listening and non-violent communication | Mock demonstrations, group lectures |
| 4th | Emotional support training | Promoting emotional connections in the family | Using emotional expression and empathy training | Role-playing and simulation exercises |
| 5th | Conflict resolution training | Avoiding being emotional | Learning compromise and co-operation techniques, such as the stop yelling trilogy | Group lectures, simulation exercises |
| 6th | Establishment of family rules | Providing a harmonious and safe family environment | Jointly establishing family rules and ensuring consistent enforcement | Discussion, written contributions |
| 7th | Family interaction | Learning how to display love | Learning the five languages of love, such as physical touch and exchanging gifts | Hands-on |
| 8th | Crisis intervention | Providing timely support and interventions to overcome difficulties together | Developing a crisis response plan, such as background to the crisis, response plan, and how to call for help | Written material, simulation exercises |
| 9th | Ongoing family support | Ensuring a continuous support system for families | Verbal-behavioral transmission, such as couples in the same frequency, classmates, empathy, and gay orientation | Group lectures, simulation exercises |
| 10th | Maintenance and consolidation | Consolidation of treatment effects and prevention of recurrence | Developing a long-term plan with regular follow-up visits | Group presentations, questionnaires |