Corrigan P W, River L P, Lundin R K, Penn D L, Uphoff-Wasowski K, Campion J, Mathisen J, Gagnon C, Bergman M, Goldstein H, Kubiak M A
University of Chicago Center for Psychiatric Rehabilitation, Tinley Park, IL 60477, USA.
Schizophr Bull. 2001;27(2):187-95. doi: 10.1093/oxfordjournals.schbul.a006865.
The effects of three strategies for changing stigmatizing attitudes--education (which replaces myths about mental illness with accurate conceptions), contact (which challenges public attitudes about mental illness through direct interactions with persons who have these disorders), and protest (which seeks to suppress stigmatizing attitudes about mental illness)--were examined on attributions about schizophrenia and other severe mental illnesses. One hundred and fifty-two students at a community college were randomly assigned to one of the three strategies or a control condition. They completed a questionnaire about attributions toward six groups--depression, psychosis, cocaine addiction, mental retardation, cancer, and AIDS--prior to and after completing the assigned condition. As expected, results showed that education had no effect on attributions about physical disabilities but led to improved attributions in all four psychiatric groups. Contact produced positive changes that exceeded education effects in attributions about targeted psychiatric disabilities: depression and psychosis. Protest yielded no significant changes in attributions about any group. This study also examined the effects of these strategies on processing information about mental illness.
研究考察了三种改变污名化态度的策略——教育（用准确的观念取代有关精神疾病的误解）、接触（通过与患有这些疾病的人直接互动来挑战公众对精神疾病的态度）和抗议（旨在抑制对精神疾病的污名化态度）——对关于精神分裂症和其他严重精神疾病的归因的影响。一所社区学院的152名学生被随机分配到这三种策略之一或一个对照条件组。在完成指定条件之前和之后，他们完成了一份关于对六个群体——抑郁症、精神病、可卡因成瘾、智力迟钝、癌症和艾滋病——归因的问卷。正如预期的那样，结果表明，教育对关于身体残疾的归因没有影响，但在所有四个精神疾病组中都导致了归因的改善。接触产生了积极的变化，在关于目标精神疾病残疾（抑郁症和精神病）的归因方面超过了教育效果。抗议在关于任何群体的归因方面都没有产生显著变化。这项研究还考察了这些策略对处理有关精神疾病信息的影响。
