Holmes E P, Corrigan P W, Williams P, Canar J, Kubiak M A
University of Chicago Center for Psychiatric Rehabilitation, Tinley Park, IL 60477, USA.
Schizophr Bull. 1999;25(3):447-56. doi: 10.1093/oxfordjournals.schbul.a033392.
Research on the effectiveness of short-term education programs in changing societal attitudes about mental illness has been mixed. Education efforts seem to be mediated by characteristics of the program participants. This study determines whether the effects of a specially prepared, semester-long course on severe mental illness are mediated by pre-education knowledge about and contact with severe mental illness. Eighty-three participants who were enrolled in either a course on severe mental illness or general psychology completed the Opinions about Mental Illness Questionnaire before beginning the course and at completion. Research participants also completed a pre-and posttest of knowledge about mental illness and a pretest on their contact with people who have severe mental illness. The education program had positive effects on some attitudes about mental illness. Interestingly, the effects of education group interacted with pre-education knowledge and contact and varied depending on attitude. Participants with more pre-education knowledge and contact were less likely to endorse benevolence attitudes after completing the education program. Participants with more intimate contact showed less improvement in attitudes about social restrictiveness. Implications of these augmentation and ceiling effects are discussed.
关于短期教育项目在改变社会对精神疾病态度方面有效性的研究结果不一。教育效果似乎受到项目参与者特征的调节。本研究旨在确定一门专门准备的、为期一学期的严重精神疾病课程的效果是否受到对严重精神疾病的教育前知识及接触的调节。83名参加严重精神疾病课程或普通心理学课程的参与者在课程开始前和结束时完成了《关于精神疾病的看法问卷》。研究参与者还完成了关于精神疾病知识的前后测以及关于他们与患有严重精神疾病的人接触情况的前测。该教育项目对一些关于精神疾病的态度产生了积极影响。有趣的是，教育组的效果与教育前知识和接触相互作用，且因态度而异。教育前知识和接触较多的参与者在完成教育项目后不太可能认可仁慈态度。接触更密切的参与者在社会限制态度方面的改善较少。讨论了这些增强效应和天花板效应的影响。
