Addressing media stigma for people experiencing mental illness using an Entertainment-Education strategy

Annenburg School for Communication, University of Southern California, Los Angeles, CA 90089, USA.
Journal of Health Psychology (Impact Factor: 1.22). 04/2006; 11(2):247-67. DOI: 10.1177/1359105306061185
Source: PubMed

ABSTRACT This study examines the effects of Entertainment-Education strategy on knowledge acquisition about schizophrenia and stigma reduction, using pretest posttest control group and 2 X 3 (advocate's perspective X message style) between-subjects factorial design. Participants watched an accurate and empathetic movie portrayal of schizophrenia, followed by an educational trailer. Participants (N= 165) were randomly assigned to one of eight conditions (six manipulated conditions, control, a group who watched a trailer prior to the movie). Results showed that viewing an accurate and empathetic movie portrayal increased knowledge. The educational trailer increased not only knowledge acquisition but influenced stigma reduction. Structural equation modeling analysis revealed that entertainment and educational value of the movie mediated stigma reduction. Implications of this study to the mental health research and the design of Entertainment-Education contents are discussed.

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Available from: Ute Ritterfeld, Feb 09, 2015
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    • "First, the primary outcome measure was designed specifically to assess mental health knowledge in relation to the HeadStrong program and is not a validated measure. Nevertheless, this approach is commonly utilised in studies assessing knowledge acquisition pertaining to educational programs (e.g., Burns & Rapee, 2006; Han, Chen, Hwang, & Wei, 2006; Ritterfeld & Jin, 2006) and the outcome measure was been adapted from an existing mental health literacy questionnaire (Griffiths et al., 2004). Second, the study was conducted in Catholic and Independent schools in Central West NSW. "
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    ABSTRACT: Evidence suggests that poor mental health literacy is a key barrier to help-seeking for mental health difficulties in adolescence. Educational programs have shown positive effects on literacy, however, the evidence base remains limited and available studies have many methodological limitations. Using cluster Randomised Control Trial (RCT) methodology, the current study examines the impact of 'HeadStrong', a school-based educational intervention, on mental health literacy, stigma, help-seeking, psychological distress and suicidal ideation. A total of 380 students in 22 classes (clusters) from 10 non-government secondary schools was randomised to receive either HeadStrong or Personal Development, Health and Physical Education (PDHPE) classes. Participants were assessed pre- and post-intervention, and at 6-month follow-up. Literacy improved and stigma reduced in both groups at post-intervention and follow-up, relative to baseline. However, these effects were significantly greater in the HeadStrong condition. The study demonstrates the potential of HeadStrong to improve mental health literacy and reduce stigma.
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    • "In sharp contrast to the vast amount of violent video games, however, only a few prosocial games are commercially available (for example, Greitemeyer, Osswald, & Brauer, 2010). In an interdisciplinary approach, psychologists, pedagogues, and computer scientists have coined the terms 'serious games' and 'game-based learning' to denote game-like tools that are carefully designed according to current models of educational learning (for example, Michael & Chen, 2005; Prensky, 2004; Ritterfeld & Weber, 2006). Thus, video games can provide an excellent medium for learning (Gentile & Gentile, 2008) and, thus, video games may either become a positive learning tool or a risk factor (Gentile & Bushman, 2012). "
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    • "The use of a theatrical approach appears particularly relevant, since the combination of entertainment and education can reach audiences on both a cognitive and emotional level (Ritterfeld, Weber, Fernandes, & Vorderer, 2004). Specific to psychiatric stigma, Ritterfeld and Jin (2006) found that the entertainment value of a movie combines with its educational value to reduce stigmatizing attitudes. Indeed, many participants in our study referred to the emotional impact of the intervention , which reflects previous findings (Roberts et al., 2007). "
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