Although in recent years we can observe the blossom of the studies on the psychosocial
interventions in bipolar disorders, there is still surprisingly little known
about the therapeutically active components and effective psychological mediators
of the positive change in psychoeducation. The results of this study seem to widen
the area of cognition in this field. This raises an important question: in which mechanisms
the enforcement of the illness acceptance, self-efficacy, hope for success,
therapeutic cooperation and pro-health beliefs towards the illness obtained as a result
of psychoeducation, may contribute to the improvement of its image and clinical
process and the improvement of psychosocial functioning of the patients? Referring
to the three mechanisms of psychoeducation postulated by Coloma and Vieta [15], i.e.,
1) the acquisition of knowledge about the disorder, 2) early detection of new episodes,
and 3) compliance with recommendations for treatment, it can be assumed that they are
difficult to be implemented into life without the acceptance of the diagnosis, without
recognising one’s own influence on the treatment process, without looking with hope
on the possibility to achieve success, being unwilling to cooperate or having inadequate
or erroneous beliefs about the illness.