Changing MSW students' attitudes towards the severely mentally Ill

Shera, Wes; Delva-Tauiliili, Jorge

doi:10.1007/bf02249753

Cited by 33 publications

(19 citation statements)

References 29 publications

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“…Despite these limitations, our results are consistent with findings from contact-based education programs targeting other target groups (Holmes et al 1999;Pinfold et al 2005;Shera and Delva-Tauiliili 1996;Shor and Sykes 2002;Stuart 2006a;Wallach 2004), including experimental designs where participants were randomized to study and control conditions (Altindag et al 2006;Corrigan et al 2002;Reinke et al 2004;Wood and Wahl 2006). Thus, while it is difficult to draw firm conclusions from a single uncontrolled study, placed within the context of the existing literature, it would appear that this relatively brief contact-based intervention changed journalism students' selfreported views of people with a mental illness.…”

Section: Discussionsupporting

confidence: 90%

“…Contact-based education has been shown to reduce prejudice and social intolerance in high-school (Pinfold et al 2005;Stuart 2006b), undergraduate (Corrigan et al 2001;Corrigan et al 2002;Reinke et al 2004), psychology (Holmes et al 1999;Wallach 2004), social work (Shera and Delva-Tauiliili 1996;Shor and Sykes 2002) and medical students (Altindag et al 2006). To our knowledge, there are no examples of contact-based education used to reduce stigma among journalism students.…”

Section: Introductionmentioning

confidence: 99%

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Reducing Mental Health Stigma: A Case Study

Stuart¹,

Koller²,

Christie³

et al. 2011

hcq

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The purpose of this study was to evaluate a contact-based educational symposium designed to reduce mental healthrelated stigma in journalism students. Repeated surveys conducted before (n = 89) and again after the intervention (n = 53) were used to assess change. The estimated average response rate for each survey was 90%. The instrument, adapted from prior research, contained items pertaining to stereotypical content, attitudes toward social distance and feelings of social responsibility (Cronbach's alpha =.74).There was a statistically significant reduction in stigma (reflecting a 5% reduction in the aggregated scale score). A large, item-specific change was noted pertaining to attributions of dangerousness and unpredictability (reflecting a 26% improvement). The majority of students reported that the symposium had changed their views of people with a mental illness. Half of these students considered that they would change the way they would report stories involving someone with a mental illness. A potential unexpected negative side effect was that 14% fewer students reported post-test a willingness to go to a doctor if they experienced a mental illness.Though it is difficult to draw firm conclusions from an uncontrolled study, it would appear that this relatively brief, contact-based intervention changed journalism students' views of people with a mental illness. More controlled investigation is needed to rule out alternative explanations that could account for this change.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Reducing Mental Health Stigma: A Case Study

Stuart¹,

Koller²,

Christie³

et al. 2011

hcq

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“…Studies have shown that exposure and cognitive restructuring with destigmatising information combined with structured interactions between students and individuals with mental illness improves attitudes and creates a more comprehensive understanding (Shera, and Tauliili, 1996;Shor, and Sykes, 2002). This approach could also be applied to potential employers.…”

Section: Discussionmentioning

confidence: 99%

Employer and employment agency attitudes towards employing individuals with mental health needs

Biggs

Hovey

Tyson

et al. 2010

Journal of Mental Health

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DisclaimerThe University of Gloucestershire has obtained warranties from all depositors as to their title in the material deposited and as to their right to deposit such material.The University of Gloucestershire makes no representation or warranties of commercial utility, title, or fitness for a particular purpose or any other warranty, express or implied in respect of any material deposited.The University of Gloucestershire makes no representation that the use of the materials will not infringe any patent, copyright, trademark or other property or proprietary rights.The University of Gloucestershire accepts no liability for any infringement of intellectual property rights in any material deposited but will remove such material from public view pending investigation in the event of an allegation of any such infringement. PLEASE SCROLL DOWN FOR TEXT.This is a peer-reviewed, post-print (final draft post-refereeing) version of the following published document:Biggs, David M and Hovey, Nicola and Tyson, Philip J. and MacDonald, Sophie (2010). Employer and employment agency attitudes towards employing individuals with mental health needs.

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“…Future research would benefit from examining experimental strategies to improve social work students' knowledge about schizophrenia, and see if improvements in attitudes follow. Preliminary work with the general population (e.g., Corrigan et al, 2001Corrigan et al, , 2002 and social work students (Shera & Delva-Tauiliili, 1996) suggests that this may be so, however, larger experimental investigations are needed to confirm these findings. In addition, longitudinal studies could be helpful for identifying potential mediators of the relationship between knowledge and attitudes, to identify the mechanisms by which improved knowledge affects attitudes.…”

Section: Discussionmentioning

confidence: 99%

An Investigation of the Relations Between Student Knowledge, Personal Contact, and Attitudes Toward Individuals With Schizophrenia

Eack

Newhill

2008

Journal of Social Work Education

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A survey of 118 MSW students was conducted to examine the relationship between social work students' knowledge about, contact with, and attitudes toward persons with schizophrenia. Hierarchical regression analyses indicated that students' knowledge about and contact with persons with schizophrenia were significantly related to better attitudes toward this population. Moderated multiple regression analyses revealed a significant interaction between knowledge about and contact with persons with schizophrenia, such that knowledge was only related to positive attitudes among students who had more personal contact with persons with the illness. Implications for social work training in severe mental illness are discussed (99 words).Social workers are the primary providers of psychosocial treatment to individuals with schizophrenia (Substance Abuse and Mental Health Services Administration, 2001), a complex and disabling mental disorder that poses unique treatment challenges to mental health professionals. Recent evidence has suggested that while social workers have remained committed to serving this population, they often feel inadequately prepared for this challenging work (Author, 2004), and that the challenges they face in the course of working with persons with schizophrenia may negatively influence their attitudes toward this population (Author, in press). Such attitudes are of particular importance, as they have been consistently linked with negative outcomes among persons with schizophrenia (e.g., Moore & Kuipers, 1992;Snyder et al., 1996). Unfortunately, the mechanisms by which negative attitudes develop among social workers are not well known.Social psychological theories of attitude and stereotype development suggest that inadequate knowledge about a group of people may lead to negative attitudes toward that group (Allport, 1954;Weber & Crocker, 1983). Given that many social workers feel inadequately prepared for working with persons with schizophrenia (Author, 2004), a lack of requisite knowledge about this population may be a primary mechanism by which negative attitudes develop. However, to date, no study has examined how social workers' knowledge about schizophrenia is related to their attitudes toward this population. One of the primary functions of social work education is to ensure that successive generations of social workers continue to "practice without discrimination and with respect, knowledge, and skills related to clients' age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation" (Council on Social Work Education [CSWE], 2004, p. 7, italics added). An investigation of the relationship between knowledge and attitudes about schizophrenia is of particular importance to social work educators, as it can provide key insights about how negative attitudes develop among social Knowledge, Stigma, and Attitude DevelopmentAlthough clinical social workers are trained in diagnosing and treating severe me...

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Changing MSW students' attitudes towards the severely mentally Ill

Cited by 33 publications

References 29 publications

Reducing Mental Health Stigma: A Case Study

Reducing Mental Health Stigma: A Case Study

Employer and employment agency attitudes towards employing individuals with mental health needs

An Investigation of the Relations Between Student Knowledge, Personal Contact, and Attitudes Toward Individuals With Schizophrenia

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