Institute of Population Health Sciences, University of Liverpool, Liverpool, UK.
Program Director: Child and Adolescent Psychiatry Fellowship, Institute of Living/Hartford Healthcare, Hartford, CT, USA.
Psychiatr Q. 2020 Sep;91(3):887-903. doi: 10.1007/s11126-020-09751-4.
This investigation reviews the effectiveness of anti-stigma interventions employed at educational institutes; to improve knowledge, attitude and beliefs regarding mental health disorders among students. Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) checklist guidelines were followed and protocol was registered in PROSPERO (CRD42018114535). Forty four randomized controlled trials were considered eligible after screening of 104 full-text articles against inclusion and exclusion criteria.Several interventions have been employed to tackle stigma toward psychiatric illnesses, including education through lectures and case scenarios, contact-based interventions, and role-plays as strategies to address stigma towards mental illnesses. A high proportion of trials noted that there was a significant improvement for stigma (19/25, 76%), attitude (8/11, 72%), helping-seeking (8/11, 72%), knowledge of mental health including recognition of depression (11/14, 78%), and social distance (4/7, 57%). These interventions also helped in reducing both public and self-stigma. Majority of the studies showed that the anti-stigma interventions were successful in improving mental health literacy, attitude and beliefs towards mental health illnesses.
本研究调查了在教育机构中实施的抗污名干预措施的效果；旨在提高学生对心理健康障碍的知识、态度和信念。研究遵循了 Preferred Reporting Items for Systematic Reviews and Meta-Analysis（PRISMA）清单指南，并在 PROSPERO（CRD42018114535）中进行了方案注册。经过对 104 篇全文文章进行纳入和排除标准筛选，有 44 项随机对照试验符合条件。已经采用了多种干预措施来解决对精神疾病的污名化问题，包括通过讲座和案例情景进行教育、接触式干预以及角色扮演等策略，以解决对精神疾病的污名化问题。大多数试验都指出，污名（19/25，76%）、态度（8/11，72%）、寻求帮助（8/11，72%）、心理健康知识（包括对抑郁症的认识）（11/14，78%）和社会距离（4/7，57%）方面的改善有显著意义。这些干预措施还有助于减少公众和自我污名化。大多数研究表明，抗污名干预措施成功地提高了心理健康素养、对心理健康障碍的态度和信念。
