Article

Reducing stigma by meeting and learning from people with mental illness

Department of Psychiatric Rehabilitation, University of Medicine and Dentistry, Scotch Plains, New Jersey 07076, USA.
Psychiatric Rehabilitation Journal (Impact Factor: 1.16). 02/2008; 31(3):186-93. DOI: 10.2975/31.3.2008.186.193
Source: PubMed

ABSTRACT

This study examines the effects of a public education program, developed in large part by consumers of mental health services, on the attitudes of high school students toward people with mental illnesses.
Four hundred and twenty-six students were provided an informational session delivered by consumers and a faculty member from the University of Medicine and Dentistry of New Jersey (UMDNJ). The content of these sessions included facts about mental illness, characteristic symptoms, recovery strategies, and personal stories told by the consumer presenters. The students' attitudes were assessed pre- and post-session using the Attribution Questionnaire-Short Form for Children. Independent samples t-tests were used to assess changes in attitudes from pre- to post-assessment.
After viewing these presentations, students reported less stigmatizing views toward people with mental illness on seven of the nine factors and the total scale score.
A 1-hour informational session developed and facilitated by consumers of mental health services can significantly affect the attitudes of adolescents toward people with major mental illnesses. Future studies will evaluate the sustainability of attitude changes as the result of these presentations, as well as the effects of demographic and socioeconomic differences on attitude change.

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    • "An education/teaching session including discussion and interactive activities formed part of the interventions, although this was not always clearly stated. Three of the interventions provided written material (Pinfold et al. 2003, Rickwood et al. 2004; Spagnolo et al. 2008). Apart from discussion, other active methods included a posterpainting competition (Rahman et al. 1998) or exhibitions (Ng & Chan 2002) and art work (Schulze et al. 2003), games (Schulze et al. 2003, Essler et al. 2006), group exercises (Pinfold et al. 2003), drama, quiz and stickers (Essler et al. 2006), questionnaires, answer sheets, overhead templates (Stuart 2006), short plays and skits (Rahman et al. 1998), and role playing (Bronwyn & Dale 1993, Stuart 2006), as well as guided imagery (Bronwyn & Dale 1993) and web-based activities, such as scenarios, simulations, animations and videos (Watson et al. 2004). "
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    ABSTRACT: Nowadays, in many countries, mental health care is primarily community based. Community perceptions of mental illness are an essential issue for the quality of life of people with mental health problems and the promotion of mental health in general. The aim of this study was to explore adolescents' perceptions of mental illness and to examine the extent to which those perceptions changed after an educational mental health intervention. The data were collected twice, before and after the educational mental health intervention. Fifty-nine pupils from two Greek secondary schools were individually interviewed, and data were analyzed by inductive content analysis. The findings show that adolescents can provide a rich description of mental illness in a multidimensional way. After the intervention, they provide different descriptions, identify various forms of mental illness and express opinions on what mentally ill people need and how they should be treated. It is concluded that mental health educational interventions in schools can be effective in changing adolescents' perceptions towards mental illness.
    No preview · Article · Apr 2014 · Journal of Psychiatric and Mental Health Nursing
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    • "Esta información nos permite comprender que la salud mental es uno de los principales problemas de salud en el país. La población en general ha desarrollado actitudes y creencias, usualmente basadas en el miedo y la falta de información, acerca de la persona con un trastorno mental que expone a ésta a sufrir de prejuicios y discrimen (Hinshaw, 2007; Spagnolo, Murphy, & Librera, 2008; Wesselman & Graziano, 2010). Una persona diagnosticada con algún trastorno de salud mental usualmente es considerada por el resto de la población como alguien peligroso, minusválido e incapaz de asumir responsabilidad por su condición de salud (Babic, 2010). "
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    ABSTRACT: Resumen El estigma hacia pacientes de salud mental ha sido identificado como una barrera para la búsqueda de tratamiento y la adherencia al mismo. Literatura reciente ha documentado la necesidad de crear instrumentos válidos, confiables y adaptados culturalmente para medir este fenómeno. El objetivo de este estudio fue desarrollar y validar una escala para medir el estigma hacia pacientes de salud mental por parte de profesionales de la salud en adiestramiento. La muestra del estudio estuvo compuesta por 146 participantes divididos en las siguientes profesiones: medicina, psicología y trabajo social. El 76 % (n=111) se identificaron como mujeres y el 24 % (n=35) como hombres. La edad promedio de los participantes fue de 25 años. Los resultados obtenidos a través del análisis de factores, sugiere que la variabilidad de las puntuaciones se debe a tres factores, a saber: Distancia Social, Atribuciones Caracterológicas Negativas y Problemas de Autosuficiencia. Los coeficientes de confiabilidad fluctuaron entre 0.67 y 0.74. Abstract Stigma towards mental health patients has been identified as a barrier to treatment seeking and adherence. Recent literature has documented the need to create valid, reliable and culturally appropriate instruments to measure this phenomenon. The
    Full-text · Article · Jan 2012
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    • "Arts educational program [CC] Undergraduate students 43 K(?), AT(?) Spagnolo et al. (2008), PP 54 A presentation by users (1 h) [CC] High school students 277 AT(+) Brown (2009), PP 35 Educational sessions: faith-based initiatives [CC] Nursing students 38 AT(+) "
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    ABSTRACT: There is a need to reduce stigma and increase awareness in order to prevent social exclusion of people with mental illness and to facilitate the use of mental health services in young people. The purpose of this review was to examine the effects of educational interventions to reduce stigmatization and improve awareness of mental health problems among young people. An electronic search using MEDLINE, PsycINFO and Academic Search Complete was carried out for studies that evaluated the effectiveness of educational interventions. Forty eligible studies were identified. There were three types of educational interventions (Educational condition, Video-based Contact condition and Contact condition). Eighteen of 23 studies reported significant improvements in knowledge, 27 of 34 studies yielded significant changes in attitudes towards people with mental illness. Significant effects in social distance were found in 16 of 20 studies. Two of five studies significantly improved young people's awareness of mental illness. However, six studies reported difficulties in maintaining improved knowledge, attitudes and social distance in young people. Furthermore, the majority of studies did not measure the actual behavioral change. From the comparison of the three types of educational interventions, direct contact with people with mental illness (Contact condition) seems to be key in reducing stigmatization, while the components of Education and Video-based contact conditions are still arguable. Despite the demonstration of the positive effects of each educational intervention, their long-term effects are still unclear. Further research needs to involve measuring actual behavioral change and performing a long-term follow up.
    Preview · Article · Aug 2011 · Psychiatry and Clinical Neurosciences
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