Evaluating the impact of direct and indirect contact on the mental health stigma of pharmacy students

Nguyen, Elizabeth; Chen, Timothy; O’Reilly, Claire

doi:10.1007/s00127-011-0413-5

Cited by 85 publications

(87 citation statements)

References 64 publications

(104 reference statements)

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“…Congruent with previous studies, 22,24,25,28,45,46 our study showed significant decreases in separation stigma postintervention. Higher scores (more stigmatizing attitudes) were associated with more personal social relationships such as marriage or sharing living space as opposed to lower scores (less stigmatizing) for less personal social relationships such as being a coworker or living next door.…”

Section: Discussionsupporting

confidence: 83%

“…22,25,48 Nguyen et al compared a face-to-face consumer educator intervention with film based interventions and found that both interventions had an equally positive impact on key items relating to MHS. 46 The current study showed significant improvements in stigma perceptions without the use of consumer educators, but through role-playing, active-learning exercises, and patient videos. In fact, our study had similar findings to those of Nguyen et al's 46 when comparing safety and recovery questions.…”

Section: Discussionmentioning

confidence: 56%

“…46 The current study showed significant improvements in stigma perceptions without the use of consumer educators, but through role-playing, active-learning exercises, and patient videos. In fact, our study had similar findings to those of Nguyen et al's 46 when comparing safety and recovery questions. This suggests that our study's intervention without consumer educators produced similar results to a consumer educator intervention.…”

Section: Discussionmentioning

confidence: 56%

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Impact of a Mental Illness Stigma Awareness Intervention on Pharmacy Student Attitudes and Knowledge

Bamgbade

Ford

Barner

2016

American Journal of Pharmaceutical Education

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Objective. To determine if exposure to an intervention course impacts pharmacy students' mental health stigma (MHS) and mental health knowledge (MHK). Methods. A one-group pre/posttest intervention study of third-year pharmacy students (N5120) was conducted. Dependent variables were subdomains of MHS (recovery, safety, disclosure, separation, comfort) which were measured on a 5-point Likert scale (15strongly disagree; 55strongly agree). Mental health knowledge was measured with 10 true/false questions. The 2.5-hour intervention included presentations, videos, discussions, and active-learning exercises. Pre/posttests were administered, and data were analyzed using paired t tests and McNemar's tests. Results. Among responding students (n588; 73.3% response rate), the following stigma subdomains significantly decreased after the intervention for depression and schizophrenia: recovery, safety, separation, and comfort. Mental health knowledge scores significantly increased from 5.9 (1.5) to 6.8 (1.5). Conclusion. Pharmacy students' MHS and MHK related to depression and schizophrenia can be improved through a brief and interactive anti-stigma intervention.

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Section: Discussionsupporting

confidence: 83%

Section: Discussionmentioning

confidence: 56%

Section: Discussionmentioning

confidence: 56%

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Impact of a Mental Illness Stigma Awareness Intervention on Pharmacy Student Attitudes and Knowledge

Bamgbade

Ford

Barner

2016

American Journal of Pharmaceutical Education

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“…Research by NGUYEN, CHEN and O'REILLY (2012) suggests faceto-face (direct) contact between pharmacy students and individuals with a mental health problem vs. film contact (indirect method) between the same populations, was significantly more successful in reducing mental health stigma. Future studies could focus on varying levels of direct and indirect contact to find a suitable medium for use with heterogeneous rather than specialist student populations.…”

Section: Discussionmentioning

confidence: 99%

Reducing Mental Health Stigma : The Relationship between Knowledge and Attitude Change

Simmons¹,

Jones²,

Bradley³

2017

EJMH

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The impact of how knowledge can effect attitude change is important in order to understand the consequences for stigma. The relationship between increasing subject knowledge of mental health and attitude change was explored. The sample comprised 39 students (18 male and 21 female) from a university in the West Midlands. Participants' level of knowledge and stigma were recorded through pre-and post-tests using the Mental Health Knowledge Schedule (MAKS), Community Attitudes toward the Mentally Ill (CAMI) and the Opinions about Mental Illness (OMI) scale. Information about mental illness was provided between conditions followed by a distractor task. Responses were calculated and combined to give an overall score. A sign test with continuity correction was used to see whether there was a difference in attitudes. The pre-and post-test conditions were scored. Results demonstrate a statistically significant median decrease in stigma in the post-test condition (p = 0.03). Therefore, this research provides support for the success of providing knowledge and information about mental illness in order to reduce stigma. Keywords

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“…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%

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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Evaluating the impact of direct and indirect contact on the mental health stigma of pharmacy students

Cited by 85 publications

References 64 publications

Impact of a Mental Illness Stigma Awareness Intervention on Pharmacy Student Attitudes and Knowledge

Impact of a Mental Illness Stigma Awareness Intervention on Pharmacy Student Attitudes and Knowledge

Reducing Mental Health Stigma : The Relationship between Knowledge and Attitude Change

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

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