Effects of school-based interventions on mental health stigmatization: a systematic review

Schachter, Howard; Girardi, Alberta; Ly, Mylan; Lacroix, Denise; Lumb, Andrew B; Berkom, Judith van; Gill, Ritu

doi:10.1186/1753-2000-2-18

Cited by 128 publications

(99 citation statements)

References 54 publications

(158 reference statements)

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“…The full search strategy is provided in the Appendix A. Additional data sources included reference lists of appropriate existing systematic literature reviews [29,30,[32][33][34][35][36]. The relevant references from these reviews were included in the data set.…”

Section: Search Strategymentioning

confidence: 99%

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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Section: Search Strategymentioning

confidence: 99%

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

et al. 2017

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“…Few stigma researchers address child mental illness. 5,6 Therefore, the field lacks suitable and empirically tested theoretic frameworks and conceptualizations. Particularly, lacking are conceptual frameworks addressing help-seeking that adequately account for the role of stigma among barriers to care 7 or caregiver strain variables.…”

Section: Introductionmentioning

confidence: 99%

The Stigma of Childhood Mental Disorders: A Conceptual Framework

Mukolo

Heflinger

Wallston

2010

Journal of the American Academy of Child & Adolescent Psych

101

119

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Objective-To describe the state of the literature on stigma associated with children's mental disorders and highlight gaps in empirical work.Method-We reviewed child mental illness stigma articles in (English only) peer-reviewed journals available through Medline and PsychInfo. We augmented these with adult-oriented stigma articles that focus on theory and measurement. 145 articles in PsychInfo and 77 articles in MEDLINE met search criteria. The review process involved identifying and appraising literature convergence on the definition of critical dimensions of stigma, antecedents, and outcomes reported in empirical studies.Results-We found concurrence on three dimensions of stigma (negative stereotypes, devaluation and discrimination), two contexts of stigma (self, general public), and two targets of stigma (self/ individual, family). Theory and empirics on institutional and self stigma in child populations were sparse. Literature reports few theoretic frameworks and conceptualizations of child mental illness stigma. One model of help-seeking (the FINIS) explicitly acknowledges the role of stigma in children's access and utilization of mental health services.Conclusions-Compared to adults, children are subject to unique stigmatizing contexts that have not been adequately studied. The field needs conceptual frameworks that get closer to stigma experiences that are causally linked to how parents/caregivers cope with children's emotional and behavioral problems such as seeking professional help. To further research in child mental illness, we suggest an approach to adapting current theoretical frameworks and operationalizing stigma highlighting three dimensions of stigma, three contexts of stigma (including institutions), and three targets of stigma (self/child, family and services).

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“…Certain educational programs can have a favorable effect on attitudes towards people who are stigmatized, and the changes found are mediated by knowledge about mental illness and the experience of contact with people who suffer from it. There have been few studies carried out to evaluate the change in stigma in adolescents [7] . Schulze et al [8] , working with an intervention among adolescents (14-18 years old), found a reduction in social stigma among the students.…”

Section: Introductionmentioning

confidence: 99%

Intervention for reducing stigma: Assessing the influence of gender and knowledge

Martínez-Zambrano

García-Morales²,

Garcia-Franco³

et al. 2013

WJP

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AIM:To evaluate the effectiveness in reducing social stigma of an intervention and to assess the influence of gender and knowledge. METHODS:The program consisted in providing information and contact with users of mental health in order to reduce social stigma in the school environment. A total of 62 secondary school students (age 14-16 years) were evaluated with the Opinions on Mental Illness (OMI) questionnaire before and after the intervention. The subscales of the OMI were: authoritarianism, interpersonal etiology, benevolence, restrictiveness and negativism. The analysis was performed over the total sample, separating by gender and knowledge of someone with a mental disorder. t -test for repeated measures was used in the statistical analysis. RESULTS:All the OMI subscales showed a significant change after the intervention (P < 0.001), except for benevolence. Women presented significant changes in the subscales of authoritarianism and restrictiveness, while men presented changes in negativism and interpersonal etiology rather than restrictiveness (P < 0.001-0.003). Students that knew someone with a mental disorder presented significant changes in authoritarianism, interpersonal etiology, and negativism (P < 0.001-0.003) and students that do not know anyone with a mental disorder improved in restrictiveness and authoritarianism (P < 0.001-0.001). In all the subscales of the instrument the students improved their perception of mental disorders, reducing their levels of stigma. CONCLUSION:The intervention designed to reduce social stigma was effective, especially in the area of authoritarianism. The whole sample showed improved attitudes towards mental illness, although the areas were different depending on gender and knowledge.

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Effects of school-based interventions on mental health stigmatization: a systematic review

Cited by 128 publications

References 54 publications

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

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

The Stigma of Childhood Mental Disorders: A Conceptual Framework

Intervention for reducing stigma: Assessing the influence of gender and knowledge

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