INVESTIGATING THE IMPACT OF EDUCATION AND CONTACT-BASED ANTI-STIGMA INTERVENTIONS ON THE STIGMA OF MENTAL ILLNESS IN THE COLLEGE POPULATION

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Description

Approximately one in four college students screen positive for a mental illness, however many who might benefit from mental health care do not seek treatment. Amongst both the general adult population and college students, stigma has been shown to be a predictor of treatment engagement, with... Show moreApproximately one in four college students screen positive for a mental illness, however many who might benefit from mental health care do not seek treatment. Amongst both the general adult population and college students, stigma has been shown to be a predictor of treatment engagement, with higher levels of stigma with regard to mental illness predicting lower levels of treatment utilization. It has been demonstrated in the general adult population that contact-based anti-stigma programs are the most effective approach to stigma change, followed by education-based programs. This study aimed to investigate the impact of contact- and education-based anti-stigma interventions, relative to a control condition, on mental illness stigma, affirming attitudes towards individuals with mental illness, discrimination towards individuals with mental illness, and treatment seeking amongst college students. Both contact- and education-based interventions were found to have a significant impact on personal stigma, perceptions of empowerment, desired social distance from individuals with mental illness (a proxy of discrimination), attitudes towards treatment seeking, and intentions to seek treatment from formal sources of support. No difference in effect was demonstrated between the contact- and education-based conditions. These findings suggest that these two approaches may be equally effective for challenging stigma amongst college students.
Ph.D. in Psychology, December 2014 Show less

Details
Department

PSYCH / Institute of Psychology

Title

INVESTIGATING THE IMPACT OF EDUCATION AND CONTACT-BASED ANTI-STIGMA INTERVENTIONS ON THE STIGMA OF MENTAL ILLNESS IN THE COLLEGE POPULATION

Institution

Illinois Institute of Technology

Creator(s)

Kosyluk, Kristin

Advisor(s)

Corrigan, Patrick

Date

2014
2014-12

Description

Approximately one in four college students screen positive for a mental illness, however many who might benefit from mental health care do not seek treatment. Amongst both the general adult... Show moreApproximately one in four college students screen positive for a mental illness, however many who might benefit from mental health care do not seek treatment. Amongst both the general adult population and college students, stigma has been shown to be a predictor of treatment engagement, with higher levels of stigma with regard to mental illness predicting lower levels of treatment utilization. It has been demonstrated in the general adult population that contact-based anti-stigma programs are the most effective approach to stigma change, followed by education-based programs. This study aimed to investigate the impact of contact- and education-based anti-stigma interventions, relative to a control condition, on mental illness stigma, affirming attitudes towards individuals with mental illness, discrimination towards individuals with mental illness, and treatment seeking amongst college students. Both contact- and education-based interventions were found to have a significant impact on personal stigma, perceptions of empowerment, desired social distance from individuals with mental illness (a proxy of discrimination), attitudes towards treatment seeking, and intentions to seek treatment from formal sources of support. No difference in effect was demonstrated between the contact- and education-based conditions. These findings suggest that these two approaches may be equally effective for challenging stigma amongst college students. Show less

Type

Dissertation

File type

application/pdf

Access

Restricted Access

Rights

In Copyright
http://rightsstatements.org/page/InC/1.0/

Identifier

http://hdl.handle.net/10560/3468

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