[关注抑郁症的教育会改变对精神分裂症的态度吗？一项以目标群体为导向的反污名干预]

Kohlbauer Daniela, Meise Ullrich, Schenner Manuela, Sulzenbacher Hubert, Frajo-Apor Beatrice, Meller Harald, Günther Verena

Universitätsklinik für Allgemeine Psychiatrie und Sozialpsychiatrie, Medizinische Universität Innsbruck.

Neuropsychiatr. 2010;24(2):132-40.

OBJECTIVE

It should be evaluated, whether two units of education about depression in a secondary school alter the student;s attitude towards patients suffering from depression and whether this intervention could also change the attitude towards patients with schizophrenia.

METHODS

A patient with depression - at the moment without symptoms - was involved in the educational program. At three specific times (T0 = some days before the intervention; T1 = some days after the intervention; T2 = 3-4 month follow-up), students have been presented with the same case vignette, one with the description of a fictitious depressive classmate as well as with one fictitious classmate with schizophrenia. The affective, the behavior-related and the cognitive dimensions of attitudes towards the described person were assessed by questionnaires.

RESULTS

At T0, the attitudes towards the case vignette "depression" have been significantly more positive than the attitudes to the case vignette "schizophrenia" in all dimensions of attitude. At T1, in the case vignette "depression" the factor "fear" showed a decrease, as well as the opinion this person could be dangerous. At T2, these factors reached the level of T0 again. The opinion, that these fictitious depressive classmates suffer from a treatable illness, was approved significantly more often at T1 and T2 compared to T0. The change of attitude towards the case vignette "schizophrenia" was even more distinctive. Compared to T0 feelings of fear, social distance and stereotypes, that such a person would be dangerous and unpredictable, decreased significantly at T1 as well as T2.

CONCLUSIONS

Target group oriented interventions including the contact with patients, may improve the attitude towards patients with mental illnesses. Seeing that some improvements decreased again after three month one may wonder whether a single shortterm educational program would be sufficient in order to provoke a sustainable change in attitudes. Although the intervention focused on a less stigmatized illness (like depression), the attitudes towards a more stigmatized illness (like schizophrenia) could markedly be improved.

目的

评估中学开展的两个抑郁症教育单元是否会改变学生对抑郁症患者的态度，以及这种干预是否也能改变对精神分裂症患者的态度。

方法

一名目前无症状的抑郁症患者参与了教育项目。在三个特定时间点（T0 = 干预前几天；T1 = 干预后几天；T2 = 3 - 4个月随访），向学生展示相同的病例 vignette，一个是虚构的抑郁同学的描述，另一个是虚构的患有精神分裂症的同学。通过问卷评估对所描述人物态度的情感、行为相关和认知维度。

结果

在T0时，在态度的所有维度上，对病例 vignette“抑郁症”的态度明显比对病例 vignette“精神分裂症”的态度更积极。在T1时，在病例 vignette“抑郁症”中，“恐惧”因素有所下降，以及认为此人可能危险的看法也有所下降。在T2时，这些因素又回到了T0的水平。与T0相比，在T1和T2时，认为这些虚构的抑郁同学患有可治疗疾病的观点得到显著更多的认可。对病例 vignette“精神分裂症”态度的变化更为显著。与T0相比，恐惧、社会距离和认为这样的人危险且不可预测的刻板印象在T1和T2时显著下降。