Educational interventions in secondary education aiming to affect pupils' attitudes towards mental illness: a review of the literature

Sakellari, Evanthia; Leino‐Kilpi, Helena; Kalokerinou-Anagnostopoulou, Athena

doi:10.1111/j.1365-2850.2010.01644.x

Cited by 54 publications

(23 citation statements)

References 29 publications

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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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“…12-15 However, there are also many initiatives, in the UK and other countries, taking anti-stigma programmes into the classroom (for example Rethink, Royal College of Psychiatrists). One review concluded that educational interventions in schools provide positive outcomes on pupils’ attitudes to mental illness, 16 a belief that seems widespread in the literature. However, it reports positive findings of the studies reviewed without clearly describing the quality of the studies, making the findings difficult to interpret.…”

mentioning

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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“…However, considering the grim situations young persons with ADHD and ASD end up in, evidenced in the present study, a general approach targeting students’ perceptions of mental illness should be considered. Educational interventions in secondary school targeting, e.g., the life situation for persons with ADHD and ASD could be a possible approach as such interventions may have a positive impact on attitudes and myths about mental illnesses (Sakellari, Leino-Kilpi, & Kalokerinou-Anagnostopoulou, 2011; Sakellari, Sourander, Kalokerinou-Anagnostopoulou, & Leino-Kilpi, 2014). Our study shows feelings of “stress and rest” and a span between these poles to which the young persons had to relate in everyday life was part of being vulnerable.…”

Section: Discussionmentioning

confidence: 99%

Difficulties in everyday life: Young persons with attention-deficit/hyperactivity disorder and autism spectrum disorders perspectives. A chat-log analysis

Ahlström

Wentz

2014

International Journal of Qualitative Studies on Health and Well

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This study focuses on the everyday life of young persons with attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). There are follow-up studies describing ADHD, and ASD in adults, and residual impairments that affect life. Few qualitative studies have been conducted on the subject of their experiences of everyday life, and even fewer are from young persons’ perspectives. This study's aim was to describe how young persons with ADHD and ASD function and how they manage their everyday life based on analyses of Internet-based chat logs. Twelve young persons (7 males and 5 females aged 15–26) diagnosed with ADHD and ASD were included consecutively and offered 8 weeks of Internet-based Support and Coaching (IBSC). Data were collected from 12 chat logs (445 pages of text) produced interactively by the participants and the coaches. Qualitative content analysis was applied. The text was coded and sorted into subthemes and further interpreted into themes. The findings revealed two themes: “fighting against an everyday life lived in vulnerability” with the following subthemes: “difficult things,” “stress and rest,” and “when feelings and thoughts are a concern”; and the theme “struggling to find a life of one's own” with the following subthemes: “decide and carry out,” “making life choices,” and “taking care of oneself.” Dealing with the problematic situations that everyday encompasses requires personal strength and a desire to find adequate solutions, as well as to discover a role in society. This study, into the provision of support and coaching over the Internet, led to more in-depth knowledge about these young persons’ everyday lives and revealed their ability to use IBSC to express the complexity of everyday life for young persons with ADHD and ASD. The implications of the findings are that using online coaching makes available new opportunities for healthcare professionals to acknowledge these young persons’ problems.

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Educational interventions in secondary education aiming to affect pupils' attitudes towards mental illness: a review of the literature

Cited by 54 publications

References 29 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

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

Difficulties in everyday life: Young persons with attention-deficit/hyperactivity disorder and autism spectrum disorders perspectives. A chat-log analysis

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