Abstract:Young people with mental health problems are often excluded from their peer group; however, research has not specifically explored their peers’ explanations for this exclusion. Drawing on data from group interviews with Irish adolescents (N = 148), this study explores the reasons offered for rejecting young people with mental health problems. Such reasons include perceived violation of expectations of friendships, and perceived social and personal risks to members of the peer group. The implications of these f… Show more
“…58 Especially for adolescents, for whom peer acceptance is important during this developmental stage, mental illness is perceived to incur personal and social risks, leading to the stigmatization of the mentally ill adolescent. 59 Our results suggest that the participants' knowledge of depression is associated with their attitude toward getting help. This is similar to findings from Schmidt et al, 60 Spagnolo et al, 61 and Strunk et al 62 Information related to the biological and neurological origins of mental illness, especially, may lead the public to be more open to seeking medical help for their condition.…”
This study evaluated the effectiveness of a depression literacy program on depression literacy, mental health stigma, and help-seeking attitude among adolescents with a monthly household income of RM3900 a month or less (B40) in Malaysia. The program included a lecture, mental awareness activities, and a short video on depression. Residents from a boarding school for lower income families were involved in this study (N = 101); 53 of them underwent the program and another 48 served as the control group. There were significant improvements for all variables in the intervention group (better depression literacy, reduced self-stigma, reduced negative beliefs on mental health, and increased help-seeking) at posttest. However, the results were sustained at 3-month follow-up only for the depression literacy, mental help-seeking attitude, and self-stigma of seeking help variables when compared with the control group. The findings highlight the need to improve the program to enhance the effectiveness and sustainability of the outcomes.
“…58 Especially for adolescents, for whom peer acceptance is important during this developmental stage, mental illness is perceived to incur personal and social risks, leading to the stigmatization of the mentally ill adolescent. 59 Our results suggest that the participants' knowledge of depression is associated with their attitude toward getting help. This is similar to findings from Schmidt et al, 60 Spagnolo et al, 61 and Strunk et al 62 Information related to the biological and neurological origins of mental illness, especially, may lead the public to be more open to seeking medical help for their condition.…”
This study evaluated the effectiveness of a depression literacy program on depression literacy, mental health stigma, and help-seeking attitude among adolescents with a monthly household income of RM3900 a month or less (B40) in Malaysia. The program included a lecture, mental awareness activities, and a short video on depression. Residents from a boarding school for lower income families were involved in this study (N = 101); 53 of them underwent the program and another 48 served as the control group. There were significant improvements for all variables in the intervention group (better depression literacy, reduced self-stigma, reduced negative beliefs on mental health, and increased help-seeking) at posttest. However, the results were sustained at 3-month follow-up only for the depression literacy, mental help-seeking attitude, and self-stigma of seeking help variables when compared with the control group. The findings highlight the need to improve the program to enhance the effectiveness and sustainability of the outcomes.
“…La mejora inicial de las actitudes que se informa en algunos estudios puede tener poco poder predictivo sobre las conductas estigmatizantes o discriminatorias que podrían quedar inalteradas en un nivel más implícito. De hecho, algunos autores argumentan que la existencia de actitudes implícitas no adecuadamente medidas puede estar contaminando buena parte de los resultados encontrados en las investigaciones sobre el estigma en el contexto escolar (González-Sanguino, Muñoz, Castellanos, Pérez-Santos y Orihuela-Villameriel, 2019;O'Driscoll et al, 2012;O'Driscoll, Heary, Hennessy y McKeague, 2015a;Silke et al, 2017). Formatos muy cortos quizá logren cambios actitudinales explícitos, pero van a tener un efecto muy recortado sobre los estereotipos y prejuicios básicos hacia la enfermedad mental (Ke et al, 2015) por lo que, a nuestro juicio, es necesario optar por intervenciones más globales y extensivas para optimizar los rendimientos.…”
Existe un creciente interés por las intervenciones educativas encaminadas a la reducción del estigma hacia los trastornos mentales en el contexto escolar. A pesar de la importante disparidad en cuanto a formatos y metodología de actuación, por lo general, este tipo de programas han demostrado ser una herramienta útil y costo-eficiente para favorecer la promoción de la salud mental del adolescente y que este reduzca sus prejuicios y miedos hacia la enfermedad.El presente trabajo describe el pilotaje del programa Lo Hablamos, una estrategia de intervención manualizada, con alto nivel de estructuración en sus contenidos y diseñada para la reducción del estigma hacia la enfermedad mental en las aulas.Participaron en el estudio un total de 315 alumnos de 3º y 4º de Enseñanza Secundaria Obligatoria, con edades comprendidas entre los 14 y 17 años. El programa se desarrolló en una única sesión de 3 horas dentro del horario lectivo habitual. Al finalizarla los participantes cumplimentaron una encuesta anónima diseñada para extraer sus valoraciones y preferencias sobre las actividades realizadas.Los resultados indican que la intervención es valorada de manera positiva por el alumnado, exhibiendo además las tareas y ejercicios que en ella se proponen un elevado nivel de comprensión y de dinamismo percibido. El programa parece tener una población diana situada entre los 14-16 años, por encima de estas edades se evidencia un mayor porcentaje de opiniones negativas. Los datos apuntan a que se trata de una herramienta interesante para la actuación sobre el estigma en el ámbito escolar.
“…The study presented by O’Driscoll, Heary, Hennessy, and McKeague (2015) took place in Ireland and investigated the ways that adolescents with mental health problems are excluded by peers. Using vignettes of adolescents with attention deficit hyperactivity disorder (ADHD) or depression, they found that reasons for excluding peers with these problems centered on two themes, reciprocity and risk.…”
Section: The Special Section: Expanding Research On Cultural Variatiomentioning
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