Feasibility, acceptability, and initial efficacy of a knowledge-contact program to reduce mental illness stigma and improve mental health literacy in adolescents

Pinto, Melissa D.; Logsdon, M. Cynthia; Myers, John

doi:10.1016/j.socscimed.2011.04.006

Cited by 136 publications

(165 citation statements)

References 55 publications

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“…Some authors have stated that information alone does not modify stigmatizing attitudes [26] . It is necessary to make contact and "feel" the people suffering from the stigma in question [16,27,28] .…”

Section: Discussionmentioning

confidence: 99%

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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: Discussionmentioning

confidence: 99%

“…Some authors have maintained that public educational campaigns are not effective because their effect is not long-lasting (Pinto-Foltz et al [26] ).…”

Section: Discussionmentioning

confidence: 99%

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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show abstract

“…Pinto-Foltz et al [45] evaluated the effectiveness of an intervention consisting of a video, an educational session, and direct contact (In Our Own Voice program). The program did not change stigmatizing attitudes, however, a change of knowledge about mental illness was observed at two follow-ups (the second conducted eight weeks after the intervention), but not at post-test.…”

Section: Video Intervention Compared With Inactive Controlmentioning

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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“…However, findings are tempered by study limitations including small sample sizes, lack of follow-up, low response rates and potential for intergroup contamination. Accordingly, there is a clear need for additional, well-controlled research in this area (Pinto-Foltz, Logsdon, & Myers, 2011). …”

Section: Introductionmentioning

confidence: 99%

Effects of a classroom‐based educational resource on adolescent mental health literacy: A cluster randomised controlled trial

Perry

Petrie

Buckley

et al. 2014

Journal of Adolescence

136

143

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Evidence suggests that poor mental health literacy is a key barrier to help‐seeking for mental health difficulties in adolescence. Educational programs have shown positive effects on literacy, however, the evidence base remains limited and available studies have many methodological limitations. Using cluster Randomised Control Trial (RCT) methodology, the current study examines the impact of ‘HeadStrong’, a school‐based educational intervention, on mental health literacy, stigma, help‐seeking, psychological distress and suicidal ideation. A total of 380 students in 22 classes (clusters) from 10 non‐government secondary schools was randomised to receive either HeadStrong or Personal Development, Health and Physical Education (PDHPE) classes. Participants were assessed pre‐ and post‐intervention, and at 6‐month follow‐up. Literacy improved and stigma reduced in both groups at post‐intervention and follow‐up, relative to baseline. However, these effects were significantly greater in the HeadStrong condition. The study demonstrates the potential of HeadStrong to improve mental health literacy and reduce stigma.

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Feasibility, acceptability, and initial efficacy of a knowledge-contact program to reduce mental illness stigma and improve mental health literacy in adolescents

Cited by 136 publications

References 55 publications

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

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

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

Effects of a classroom‐based educational resource on adolescent mental health literacy: A cluster randomised controlled trial

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