Fighting psychiatric stigma in the classroom: The impact of an educational intervention on secondary school students’ attitudes to schizophrenia

Economou, Marina; Louki, Eleni; Peppou, Lily Εvangelia; Gramandani, C.; Yotis, Lambros; Stefanis, C.

doi:10.1177/0020764011413678

Cited by 61 publications

(47 citation statements)

References 28 publications

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“…The intervention should contain information, attacks on myths, discussion of the topic, and contact with people with a mental illness. These results are in agreement with those of Schulze et al [8] , Arbanas [9] and Economou et al [10] from interventions carried out with groups of high school-aged students designed to change their attitudes toward people suffering from mental illness. It would appear that intervention programs that include information and contact with persons suffering from mental illness create an environment in which students call into question some of their beliefs about mental illness.…”

Section: Discussionsupporting

confidence: 92%

“…Although women did not reduce the level of stigma in negativism, their baseline levels were higher than those for men at the end of the intervention. Other authors have reported that girls are more positive towards patients [10,18,33] . People with knowledge of someone with a mental illness reduce stigmatizing attitudes in all areas with the exception of restrictiveness and benevolence.…”

Section: Discussionmentioning

confidence: 88%

“…Likewise, the study by Arbanas [9] found that the interventions made modified the stigmatized view toward people with mental illness in a sample of high school students (17-18 years old). Economou et al [10] found a reduction in stigma after an intervention in several high school students. However, only the changes in beliefs and attitudes were maintained after 1 year.…”

Section: Introductionmentioning

confidence: 98%

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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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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 88%

Section: Introductionmentioning

confidence: 98%

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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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“…Nine were education-only, 24-32 whereas eight had indirect 33,34 or direct 35-40 contact with someone with lived experience. Fifteen studies targeted secondary-school pupils, two targeted primary school pupils.…”

Section: Resultsmentioning

confidence: 99%

School-based interventions targeting stigma of mental illness: systematic review

Mellor

2014

Psychiatr. Bull.

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Aims and method To systematically review the published literature on the effectiveness of classroom-based interventions to tackle the stigma of mental illness in young people, and to identify any consistent elements within successful programmes.Results Seventeen studies were included in the analysis. A minority of studies reported a positive impact on stigma or knowledge outcomes at follow-up and there were considerable methodological shortcomings in the studies reviewed. These interventions varied substanitally in content and delivery. It was not possible to use this data to draw out what aspects make a successful intervention. There is currently no strong evidence to support previous conclusions that these types of intervention work for children and adolescents.Clinical implications When anti-stigma interventions for young people are rolled out in the future, it is important that the programme design and method of delivery have evidence to prove their effectiveness, and that the audience and setting are the most appropriate to target. There is a current lack of strong evidence to inform this.

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“…Stigma is a complex social process that involves labeling, stereotyping, separation, status loss and discrimination, which occurs when a power differential exists (Bailey 1999 . Negative stereotypes, often endorsed in relation to people with mental illnesses such as "dangerous", "violent", "less intelligent", "incapable", "weak", and "indolent" (Brown 2008 We designed a workshop that reduced limitations to the broad applicability of previous interventions, such as the need for multiple classroom sessions (Watson et al 2004), time commitment outside of school (Schulze et al 2003), direct contact with patients (Economou et al 2012;Pinfold et al 2003), and well-trained individuals to deliver the workshop (Stuart 2006). We used a combined approach of education with indirect video-based contact, along with strategies to promote participation, including games with small prizes, quizzes, open discussions and active demonstrations involving students.…”

Section: Introductionmentioning

confidence: 99%

Healthy Young Minds: The Effects of a 1-hour Classroom Workshop on Mental Illness Stigma in High School Students

Sun

Yang

et al. 2014

Community Ment Health J

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Fighting psychiatric stigma in the classroom: The impact of an educational intervention on secondary school students’ attitudes to schizophrenia

Abstract: For anti-stigma interventions to be effective, they should be continuously delivered to students throughout the school years and allow for an interaction between students and patients. Health promotion programmes might be an appropriate context for incorporating such interventions.

Cited by 61 publications

References 28 publications

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

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

School-based interventions targeting stigma of mental illness: systematic review

Healthy Young Minds: The Effects of a 1-hour Classroom Workshop on Mental Illness Stigma in High School Students

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