Changing Young People's Perceptions of Mentally Handicapped Adults

McConkey, Roy; McCormack, Bob; Naughton, Mary

doi:10.1111/j.1365-2788.1983.tb00299.x

Cited by 8 publications

(40 citation statements)

References 1 publication

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“…Comparisons of the studies are shown in Table 1. In 21 studies, the participants were university or college students, including those studying medicine, nursing and psychology 17–37 and 18 studies included children or adolescents aged younger than 18 in schools 38–55 . One study included both school students (under 18) and college students 55 …”

Section: Resultsmentioning

confidence: 99%

Strategies and future attempts to reduce stigmatization and increase awareness of mental health problems among young people: A narrative review of educational interventions

Yamaguchi

Mino²,

Uddin

2011

Psychiatry Clin Neurosci

132

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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.

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Section: Resultsmentioning

confidence: 99%

Strategies and future attempts to reduce stigmatization and increase awareness of mental health problems among young people: A narrative review of educational interventions

Yamaguchi

Mino²,

Uddin

2011

Psychiatry Clin Neurosci

132

View full text Add to dashboard Cite

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“…Future research must control for the effects of this variable in addition to other factors, such as gender, that have been shown to influence attitudes towards children with disabilities (e.g. McConkey , McCormack & Naughton, 1983).…”

Section: Discussionmentioning

confidence: 98%

Do Special Educational Needs courses have any impact on student teachers' perceptions of children with severe learning difficulties?

Hastings¹,

Hewes²,

Lock³

et al. 1996

British J Special Edu

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IntroductionIt has long been accepted that teachers' perceptions (expectations, attitudes, attributions) can play an important role in determining the experiences and accomplishments of children in school environments. Most importantly, these perceptions appear to influence the way in which teachers behave towards particular children. An early investigation in this area by Rosenthal and Jacobson (1966) has been particularly influential. In this study, the researchers told classroom teachers that particular identified pupils were more likely than others to improve over the course of the year. Despite the fact that these 'academic bloomers' were selected randomly, they showed large improvements in IQ in comparison with controls on end-of-year testing.

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“…. '') (Clunies- Ross & O'Meara, 1989;Hazzard & Baker, 1982), role playing (McConkey, McCormack, & Naughton, 1983;Simpson, Parrish, & Cook, 1976), experiential exercises (Shortridge, 1982), or a combination of these activities (Clunies- Ross & O'Meara, 1989;Favazza, Phillipsen, & Kumar, 2000: Hunt, Alwell, Farron-Davis, & Goetz, 1996. All of these approaches have resulted in different levels of success.…”

Section: Changing Children's Attitudesmentioning

confidence: 99%

“…One study, in particular, showed that positive change in attitudes could occur from "kids-teaching-kids about mental retardation'' (Turnbull & Bronicki, 1986. While several of these studies demonstrated that the positive effects of direct instruction are sustainable (Clunies- Ross & O'Meara, 1989;Favazza et al, 2000;Salend & Knops, 1984;Turnbull & Bronicki, 1987), a few studies have shown a fading of intervention effects as early as 1 month after the treatment conclusion (Hazzard & Baker, 1982;McConkey et al, 1983).…”

Section: Changing Children's Attitudesmentioning

confidence: 99%