The Effect of Cognitive Behavioral Psychoeducation on Internalized Stigma in Individuals With Bipolar Disorder

This study is designed as a randomized controlled trial utilizing a true experimental design to evaluate the effects of a cognitive-behavioral theory-based psychoeducation program on internalized stigma among individuals diagnosed with bipolar disorder. The research is conducted at a local community mental health center.The intervention group receives a structured psychoeducation program specifically built upon the cognitive-behavioral approach. The program consists of eight sequential sessions, with each session designed to last approximately 90 minutes. To maintain participant engagement and prevent fatigue, sessions are conducted in 90-minute blocks that include 10-minute breaks every 30 minutes. The structured curriculum advances through specific therapeutic milestones across the eight weeks. The initial phase focuses on an introduction and program overview, followed by sessions dedicated to recognizing internalized stigma and identifying various cognitive distortions or cognitive processing types. Participants then transition to active therapeutic techniques, including challenging stigmatizing thoughts through Socratic questioning and developing alternative thoughts to combat stigma beliefs. Subsequent sessions address coping with stigma-related emotions, emotion regulation, and navigating social support and boundaries in personal relationships. The final stages of the program emphasize relapse prevention, coping strategies, and synthesizing the acquired skills into a comprehensive relapse prevention plan. Throughout these sessions, core cognitive-behavioral techniques such as the Thought-Emotion-Behavior framework, cognitive restructuring, and specific homework assignments are systematically utilized.Participants assigned to the control group do not receive this structured intervention during the study period but continue to receive their standard follow-up and routine care at the community mental health center. Content validity of the psychoeducation curriculum was rigorously established prior to implementation by obtaining expert consensus from faculty members specializing in cognitive behavioral therapy, achieving a flawless Content Validity Index (CVI) score after minor adjustments. Data collection points for evaluating the primary and secondary outcomes are scheduled at baseline, immediately following the completion of the eight-week program, and at a three-month post-intervention follow-up.