An Examination of Two Brief Stigma Reduction Strategies: Filmed Personal Contact and Hallucination Simulations

Brown, Seth A.; Evans, Yolanda; Espenschade, Kelly; O’Connor, Maureen K.

doi:10.1007/s10597-010-9309-1

Cited by 66 publications

(64 citation statements)

References 30 publications

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“…These findings confirm the hypothesis that such an educational, contact-based initiative can facilitate students' acceptance of an integrated bio-psycho-social model of care in schizophrenia (Deacon & McKay, 2015), and support the favorable changes found at immediate post intervention assessment in previous studies (Brown et al, 2010;Magliano et al, 2014;Mann & Himelein, 2008).…”

Section: Discussionsupporting

confidence: 85%

Improving psychology students’ attitudes toward people with schizophrenia: A quasi-randomized controlled study.

Magliano¹,

Rinaldi²,

Costanzo³

et al. 2016

American Journal of Orthopsychiatry

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Despite scientific evidence that the majority of People With Schizophrenia (PWS) have personal histories of traumatic life events and adversities, their needs for psychological support often remain unmet. Poor availability of non-pharmacological therapies in schizophrenia may be partly due to professionals' attitudes toward people diagnosed with this disorder. As future health professionals, psychology students represent a target population for efforts to increase the probability that PWS will be offered effective psychological therapies. This quasirandomized controlled study investigated the effect of an educational intervention, addressing common prejudices via scientific evidence and pre-recorded audio-testimony from PWS, on the attitudes of psychology students towards PWS. Students in their fifth year of a master's degree in Psychology at the Second University of Naples, Italy were randomly assigned to an experimental group -which attended two three-hour sessions a week apart --or to a control group. Compared to their baseline assessment, at one-month reassessment, the 76 educated students endorsed more psychosocial causes and more of them recommended psychologists in the treatment of schizophrenia. They were also more optimistic about recovery, less convinced that PWS are recognizable and unpredictable and more convinced that treatments, pharmacological and psychological, are useful. No significant changes were found, from baseline to one-month reassessment, in the 112 controls. At one-month reassessment, educated students were more optimistic about recovery and less convinced that PWS are unpredictable than controls. These findings suggest that psychology students' attitudes toward PWS can be improved by training initiatives including education and indirect contact with users.

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Section: Discussionsupporting

confidence: 85%

Improving psychology students’ attitudes toward people with schizophrenia: A quasi-randomized controlled study.

Magliano¹,

Rinaldi²,

Costanzo³

et al. 2016

American Journal of Orthopsychiatry

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“…Attrition bias was assessed for the 12 follow-up studies. Two studies reached response rate at follow-up 95% and above [42,49]. Table 1 Characteristics of included studies…”

Section: Resultsmentioning

confidence: 99%

“…Seven studies compared video intervention to some other type of intervention; five of them compared video intervention to direct contact [25,40,41,48,57], three compared video to an educational session [25,58], one to a session where the experience of hallucinations was simulated and experienced by the study population [42].…”

Section: Is Video Intervention Effective Compared To Other Interventimentioning

confidence: 99%

“…Overall, the majority of video interventions had positive effect (shown either, in all or only in some of the measures used) in comparison with an inactive control group. Only one video intervention [42] demonstrated a positive effect at follow-up (out of three studies that conducted follow-up measurements). However, this follow-up was conducted only one week after the intervention.…”

Section: Video Intervention Compared With Inactive Controlmentioning

confidence: 99%

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Can video interventions be used to effectively destigmatize mental illness among young people? A systematic review

et al. 2017

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ABSTRACT:Video is considered to be an effective, easy to use tool employed in anti-stigma interventions among young people. Mass media has been shown to be effective for reducing stigma; however, there is insufficient evidence to determine the destigmatization effects of videos specifically. This article systematically reviews the effectiveness of video intervention in reducing stigma among young people between 13 and 25 years.We searched 13 electronic databases including randomized controlled trials, cluster randomized controlled trials, and controlled before and after studies. Of the 1426 abstracts identified, 23 studies (reported in 22 papers) met the inclusion criteria.Video interventions led to improvements in stigmatising attitudes. Video was found to be more effective than other interventions, such as classical face-to-face educational sessions or simulation of hallucinations. According to results of two studies, social contact delivered via video achieved similar destigmatization effect to that delivered via a live intervention.Although the quality of studies as well as the form of video interventions varied, the findings suggest that video is a promising destigmatization tool among young people; however, more studies in this area are needed. There was a lack of evidence for interventions outside of school environments, in low-and middle-income countries, and studies which looked at long-term outcomes or measured impact on actual behaviour and implicit attitudes. The review generates recommendations for video interventions targeted at young people.

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“…For example, Brown, Evans, Espenschade, and O'Connor (2010) found increased negative attitudes and an increased desire for social distance (see also Kalyanaraman et al, 2010).…”

Section: Implicit Negativity Toward Hearing Voicesmentioning

confidence: 99%

The effects of a voice hearing simulation on implicit fear of voices

McEnteggart

Barnes‐Holmes

Adekuoroye

2016

Journal of Contextual Behavioral Science

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The current study investigated potential changes in implicit negativity of hearing voices in a non-voice hearing student population (N=28) subjected to a hearing voices simulation using the Implicit Relational Assessment Procedure (IRAP). On the Baseline IRAP, participants were required to pair voices-as-positive and voices-as-negative statements on alternating trial blocks. Participants were subsequently exposed to a simulation procedure and a Post-Simulation IRAP. At baseline and post-simulation, hearing voices was implicitly evaluated as both positive and fearful, however positivity toward voices reduced and negativity increased after the simulation. Interestingly, implicit changes also appeared to be influenced by high delusional ideation. Keywords: hearing voices simulation, IRAP, implicit measures IMPLICIT NEGATIVITY TOWARD HEARING VOICES 3Given the breadth of the label of psychosis, and even schizophrenia, researchers have begun to investigate key features that may be specific to these patterns of suffering, specifically hearing voices. This impetus is likely due to two related facts: 1. It is now established that voices are a very commonly reported symptom, not only in diagnoses of psychosis and other psychiatric diagnoses (see Sartorius et al., 1986; Slotema et al., 2012), but also in non-clinical contexts (e.g., Beavan, Read, & Cartwright, 2011); and 2. Social movements, such as the Hearing Voices Movement (aim to normalize and promote the acceptance of unusual experiences) have grown rapidly and are now powerful advocates for social change (Bentall, 2004;Corstens, Longden, McCarthy-Jones, Waddingham, & Thomas, 2014).Given the prevalence of voice hearing in clinical and non-clinical contexts, and the growing desire for a social change in attitudes toward mental health difficulties, an increasing number of studies have examined attitudes toward voice hearing. Indeed, a vast literature exists demonstrating the presence of negative professional attitudes toward psychological suffering (Schulze, 2007), thus many studies on voice hearing contain interventions that attempt to target these negative attitudes in mental health professionals, often with the aim of targeting stigma, empathy, etc. regarding voices. Many of these studies have included simulations of distressing (or critical) voices within these interventions, due to the prevalence of these types of voices, as reported by voice hearers (Larøi et al., 2012). Overall, these interventions have been associated with positive outcomes and voice simulations have been shown to reduce stigma, but improve empathy, behavioral intentions, and positive attitudes toward voice hearers (Bunn & Terpstra, 2009;Chaffin & Adams, 2013;Dearing & Steadman, 2009;Deegan, 1996;Hojat et al., 2001;Kalyanaraman, Penn, Ivory, & Judge, 2010;Kidd, Tusaie, Morgan, Preebe, & Garrett, 2015;Sideras, Mckenzie, Noone, Dieckmann, & Allen, 2015;Ward, 2015;Wieland, Levine, & Smith, 2015;Wilson et al., 2009 (Ando, Clement, Barley, & Thornicroft, 2011). Furthermore, the simulation pr...

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An Examination of Two Brief Stigma Reduction Strategies: Filmed Personal Contact and Hallucination Simulations

Cited by 66 publications

References 30 publications

Improving psychology students’ attitudes toward people with schizophrenia: A quasi-randomized controlled study.

Improving psychology students’ attitudes toward people with schizophrenia: A quasi-randomized controlled study.

Can video interventions be used to effectively destigmatize mental illness among young people? A systematic review

The effects of a voice hearing simulation on implicit fear of voices

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