Combining education and video-based contact to reduce stigma of mental illness: "The Same or Not the Same" anti-stigma program for secondary schools in Hong Kong
ABSTRACT This study examined the effects of three versions of school-based stigma reduction programs against mental illness - education, education followed by video-based contact (education-video), and video-based contact followed by education (video-education). The participants, 255 students from three secondary schools in Hong Kong, completed measures of stigmatizing attitudes (Public Stigma Scale), social distance (Social Distance Scale), and knowledge about schizophrenia (Knowledge Test) at pre-test, post-test, and 1-month follow-up. Results suggested that adding video-based contact to education could significantly improve program effectiveness only when video-based contact was presented after but not prior to education. In comparison with the education condition, the education-video condition showed larger improvements in stigmatizing attitudes at post-test, in social distance at both post-test and follow-up, and in knowledge at follow-up. However, such differences were not observed when the education condition was compared with the video-education condition. Implications of these findings for future research are discussed.
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- "In 2009, a study examining the perceptions of Hong Kong students towards people with schizophrenia found that, after an 30 min educational lecture followed by the viewing of a video that dispelled myths surrounding this condition, students showed a significant reduction in stigmatising attitudes at post-test (3.21 to 2.34, p b 0.05) (Chan et al., 2009). This study also showed the student's perceived 'social distance' between themselves and individuals with schizophrenia reduced at both post-test (3.31 to 2.66, p b 0.001) and follow-up test (2.91, p b 0.05), and student knowledge of the condition increased after a follow-up test (22.44 to 25.41, p b 0.05) (Chan et al., 2009). A number of studies have shown that during the course of undergraduate education, a student's capacity for empathy and the extent they stigmatise patients with certain conditions can change and this change can be positive (McKenna et al., 2011) or negative (Chen et al., 2007; Nunes et al., 2011). "
ABSTRACT: In the healthcare context empathy is the cognitive ability to understand a patient's perspectives and experiences and to convey that understanding back to the patient. Some medical conditions are frequently stigmatised or otherwise detrimentally stereotyped with patients often describing healthcare practitioners as intolerant, prejudiced and discriminatory. The purpose of this study was to find how a group of paramedic students and nursing/paramedic double-degree students regard these types of patients and to note any changes that may occur as those students continued through their education. The 11-questions, 6-point Likert scale version of the Medical Condition Regard Scale was used in this prospective cross-sectional longitudinal study. This study included paramedic students enrolled in first, second, third and fourth year of an undergraduate paramedic or paramedic/nursing program from Monash University. A total of 554 students participated. Statistically significant differences were found between double-degree and single-degree students (p<0.0001), year of course (p<0.0001) and gender (p=0.02) for patients presenting with substance abuse. Similar results were found for patients with intellectual disability and attempted suicide. No statistically significant results were found for acute mental illness. This study has demonstrated significant differences in empathy between paramedic and nursing/paramedic double-degree students in regard to patients with these complex medical conditions. Paramedic/nursing students generally showed a positive change in empathy towards these complex patients by their third year of study; however, they also showed some alarming drops in empathy between second and third year. Copyright © 2014 Elsevier Ltd. All rights reserved.Nurse Education Today 12/2015; 35(2):e14-e18. DOI:10.1016/j.nedt.2014.12.007 · 1.36 Impact Factor
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- "In addition, though to a lesser extent, normative beliefs that important to others would appreciate seeing a psychiatrist contributed to shaping helpseeking attitudes (Schomerus et al., 2009a). Besides being a beneficial period in life to reduce or prevent social distance towards people with mental health problems, adolescence has proven to be an appropriate time to facilitate positive changes in help-seeking behavior (Offer et al., 1991; Chan et al., 2009). "
ABSTRACT: The study aims at evaluating the impact of the Germany-wide film festival "AUSNAHME|ZUSTAND" on social distance and help-seeking attitudes of the adolescent audience. The festival, on the subject of mental health, was staged for the second time, aiming to give a podium to the topic mental health and to inform and entertain an adolescent audience that has not been in close contact with the subject before. A pre-post test was carried out to look for the effect of feature films and documentaries on social distance of the audience towards people with mental illness and on the change in help-seeking attitudes. A total of 532 young people with a mean age of 15.6 were questioned during the film festival in Leipzig. As the results show, the effect on the viewers׳ social distance and their help-seeking attitudes strongly depend on the content of the feature films and documentaries. Two films improved attitudes - one both social distance and help-seeking, one only help-seeking. One film increased social distance, and two films did not affect either outcome. Age, gender, and knowing someone with mental health problems also turned out to be decisive factors influencing the development of social distance and help-seeking attitudes. Feature films or documentaries about mental illness can reduce social distance or influence help-seeking attitudes, but effects strongly depend on the particular film. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.Psychiatry Research 09/2014; 220(3):1043-1050. DOI:10.1016/j.psychres.2014.09.006 · 2.47 Impact Factor
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- "The comparison groups, other than Chan et al’s,33 which compared three intervention conditions, had normal lessons (no intervention) in 14 of the studies, a talk about healthy living from external speakers in 132 and a video presentation about smoking in another.34 The vast majority therefore did not control for the effect of a novel programme, in many cases with outside speakers. "
ABSTRACT: Aims and method To systematically review the published literature on the effectiveness of classroom-based interventions to tackle the stigma of mental illness in young people, and to identify any consistent elements within successful programmes. Results Seventeen studies were included in the analysis. A minority of studies reported a positive impact on stigma or knowledge outcomes at follow-up and there were considerable methodological shortcomings in the studies reviewed. These interventions varied substanitally in content and delivery. It was not possible to use this data to draw out what aspects make a successful intervention. There is currently no strong evidence to support previous conclusions that these types of intervention work for children and adolescents. Clinical implications When anti-stigma interventions for young people are rolled out in the future, it is important that the programme design and method of delivery have evidence to prove their effectiveness, and that the audience and setting are the most appropriate to target. There is a current lack of strong evidence to inform this.08/2014; 38(4):164-71. DOI:10.1192/pb.bp.112.041723