Impact of contact on adolescents' mental health literacy and stigma: the SchoolSpace cluster randomised controlled trial.
Impact of contact on adolescents' mental health literacy and stigma: the SchoolSpace cluster randomised controlled trial.
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DOI：
10.1136/bmjopen-2015-009435
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发表时间：
2016-02-19
期刊：
影响因子：
2.9
通讯作者：
Birchwood M
中科院分区：
文献类型：
--
作者：
Chisholm K;Patterson P;Torgerson C;Turner E;Jenkinson D;Birchwood M
调查除了教育之外的群体间接触是否比单纯的教育更有效地减少青少年对精神疾病的污名。一项实用的随机对照试验比较了单独教育与教育加接触。封锁被用来随机分层学校内的条件类。随机分配是隐藏的，由计算机算法产生，并在预测后进行。在预测试和2周随访时收集数据。分析使用意向治疗基础。英国伯明翰的中学。所有八年级学生（12-13岁）的家长和监护人都参加了这项活动。 在每所学校开展为期一天的教育方案，由心理健康专业人员领导。在“接触”条件下的学生接受了一个与精神疾病的生活经验的年轻人的互动会议。主要结果是学生对精神疾病的态度污名。次要结果包括基于知识的耻辱，心理健康素养，情绪健康和弹性，以及寻求帮助的态度。参与者于2011年5月1日至2012年4月30日期间招募。769名参与者完成了预测试，并被随机分配到条件。657例（85%）提供了随访数据。在2周的随访中，两种情况下的态度耻辱感都有所改善，条件无显著影响（95% CI-0.40至0.22，p=0.5，d=0.01）。与接触和教育条件相比，单独教育条件下的次要结果有显着改善，这些次要结果包括基于知识的污名，心理健康素养，情感幸福感和弹性以及寻求帮助的态度。研究发现，接触可以减少干预措施对许多结果的影响。在与较年轻的学生年龄组进行组间接触之前，应谨慎行事。教育干预似乎成功地减少了耻辱，促进心理健康知识，提高心理健康素养，以及改善情绪健康和复原力。需要更大规模的试验来证实这些结果。ISRCTN 07406026;结果。
To investigate whether intergroup contact in addition to education is more effective than education alone in reducing stigma of mental illness in adolescents. A pragmatic cluster randomised controlled trial compared education alone with education plus contact. Blocking was used to randomly stratify classes within schools to condition. Random allocation was concealed, generated by a computer algorithm, and undertaken after pretest. Data was collected at pretest and 2-week follow-up. Analyses use an intention-to-treat basis. Secondary schools in Birmingham, UK. The parents and guardians of all students in year 8 (age 12–13 years) were approached to take part. A 1-day educational programme in each school led by mental health professional staff. Students in the ‘contact’ condition received an interactive session with a young person with lived experience of mental illness. The primary outcome was students’ attitudinal stigma of mental illness. Secondary outcomes included knowledge-based stigma, mental health literacy, emotional well-being and resilience, and help-seeking attitudes. Participants were recruited between 1 May 2011 and 30 April 2012. 769 participants completed the pretest and were randomised to condition. 657 (85%) provided follow-up data. At 2-week follow-up, attitudinal stigma improved in both conditions with no significant effect of condition (95% CI −0.40 to 0.22, p=0.5, d=0.01). Significant improvements were found in the education-alone condition compared with the contact and education condition for the secondary outcomes of knowledge-based stigma, mental health literacy, emotional well-being and resilience, and help-seeking attitudes. Contact was found to reduce the impact of the intervention for a number of outcomes. Caution is advised before employing intergroup contact with younger student age groups. The education intervention appeared to be successful in reducing stigma, promoting mental health knowledge, and increasing mental health literacy, as well as improving emotional well-being and resilience. A larger trial is needed to confirm these results. ISRCTN07406026; Results.