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

Background: Adolescents constitute an appealing target group for fighting stigma and discrimination surrounding mental illness, since it is during this developmental period that adult attitudes about mental illness are formed and consolidated. Aim: The aim of the present study was twofold, to explor...

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Bibliographic Details
Published in:International journal of social psychiatry 2012-09, Vol.58 (5), p.544-551
Main Authors: Economou, M., Louki, E., Peppou, L. E., Gramandani, C., Yotis, L., Stefanis, C. N.
Format: Article
Language:English
Subjects:
Adolescent
Adolescents
Attitude
Attitudes
Belief & doubt
Educational programmes
Female
Fighting
Greece
Health Promotion - methods
High schools
Humans
Intervention
Male
Mental disorders
Mental Illness
Patients
Schizophrenia
Secondary school students
Secondary schools
Stereotyping
Stigma
Stigmatization
Student Attitudes
Students
Students - psychology
Surveys and Questionnaires
Teenagers
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Summary:Background: Adolescents constitute an appealing target group for fighting stigma and discrimination surrounding mental illness, since it is during this developmental period that adult attitudes about mental illness are formed and consolidated. Aim: The aim of the present study was twofold, to explore adolescents’ beliefs and attitudes to schizophrenia and to evaluate the effectiveness of an anti-stigma intervention in altering them. Methods: A total of 616 high school students participated in the study, divided into a control condition and an anti-stigma intervention group. Data were collected at three time points: before the intervention, upon its completion and at a 12-month follow-up. Results: Baseline measurements indicated that students espoused certain stereotypical beliefs about patients with schizophrenia and were reluctant to interact with them on some occasions. Upon completion of the intervention, positive changes were recorded in students’ beliefs, attitudes and desired social distance; however, only the changes in beliefs and attitudes were maintained after one year. Conclusion: 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.
ISSN:0020-7640
1741-2854
DOI:10.1177/0020764011413678