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A School-Based Intervention to Reduce Stigma & Promote Mental-Health Service Use

以学校为基础的减少耻辱的干预措施

基本信息

批准号：
8675947
负责人：
Bruce G Link
金额：
$ 50.18万
依托单位：
COLUMBIA UNIVERSITY HEALTH SCIENCES
依托单位国家：
美国
项目类别：
财政年份：
2011
资助国家：
美国
起止时间：
2011-09-01 至 2016-05-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8675947
关键词：
Address Adolescent Adult Attitude Behavior Belief Cells Child Control Groups County Cues Development Discrimination Ecology Education Educational Curriculum Effectiveness Effectiveness of Interventions Emotions Environment Evaluation Experimental Designs Exposure to Family Fright Funding Happiness Health Individual Intervention Intervention Studies Knowledge Lead Learning Light Long-Term Effects Measures Mental Health Mental Health Services Mental disorders New York Participant Persons Phase Population Prejudice Prevention Research Research Personnel Sampling Schools Shapes Social Marketing Stereotyping Testing Texas Treatment Efficacy United States National Institutes of Health Universities Work Youth arm base behavior change behavior influence critical period design early adolescence efficacy evaluation experience follow-up help-seeking behavior improved multi-component intervention novel novel strategies post intervention research study response self esteem sixth grade social norm social stigma success teacher theories therapy design tool

项目摘要

DESCRIPTION (provided by applicant): We propose a school-based field experiment to evaluate a comprehensive multifaceted intervention designed to change attitudes and behaviors regarding mental illnesses during the critical period of early adolescence. Research has documented that stigma and discrimination are painfully present in the lives of people with mental illnesses and their families, blocking opportunities, compromising self-esteem and keeping people from accessing helpful treatments. Efforts designed to address these critical issues have produced only limited success, suggesting the need for new approaches that address these problems in a comprehensive fashion that is informed by research and suited to the ecological circumstances in which the intervention will be implemented. Responding to this critical need, the proposed project seeks a rigorous test, with long term follow-up, of a comprehensive intervention in sixth grade that is designed to 1) improve knowledge attitudes and beliefs about mental illnesses, 2) change behaviors toward people with mental illnesses and 3) facilitate appropriate help seeking for mental health problems. Specifically, we evaluate the individual and combined effects of three arms of a multi-component intervention that includes: 1) a curriculum that actively engages youth to learn about mental illnesses, alter negative attitudes and address negative emotions (e.g. fear), 2) an opportunity for school-based contact with a person who has had a mental illness, and 3) a saturation of the context with positive messages and cues about mental illnesses. Achieved in two phases, Phase 1 of the evaluation assesses changes in knowledge, attitudes and beliefs about mental illnesses before and after the intervention in a fully crossed design of 800 youths arrayed in an 8-cell (2x2x2) design. Phase 2 involves a long-term follow-up at 6, 12 and 24 months of a stratified random sample of the same youth (N=xxx) that oversamples youth with mental health problems. Phase 2 will 1) evaluate the long term effects of the intervention on knowledge, attitudes and beliefs, 2) assess behaviors toward people with mental illnesses that are experienced, delivered or observed by study participants, and 3) examine whether help seeking occurs when mental health problems are experienced. Evidence of effectiveness for intervention components will provide public mental health with a tool it sorely needs to address the critical problems of stigma and discrimination experienced by people with mental illnesses.

描述（由申请人提供）：我们提出一项以学校为基础的实地实验，以评估旨在改变青春期早期关键时期对精神疾病的态度和行为的综合性多方面干预措施。研究表明，精神疾病患者及其家人的生活中存在着痛苦的耻辱和歧视，阻碍了他们获得机会，损害了自尊，并使他们无法获得有用的治疗。旨在解决这些关键问题的努力仅取得了有限的成功，这表明需要新的方法来以全面的方式解决这些问题，这些方法应以研究为基础，并适合实施干预措施的生态环境。为了满足这一迫切需求，拟议项目寻求对六年级的综合干预进行严格测试和长期随访，旨在 1) 提高对精神疾病的知识态度和信念，2) 改变对精神疾病患者的行为，3) 促进针对精神健康问题寻求适当的帮助。具体来说，我们评估了多成分干预措施的三个方面的个体和综合效果，其中包括：1）积极让青少年了解精神疾病、改变消极态度和解决消极情绪（例如恐惧）的课程，2）在学校与患有精神疾病的人接触的机会，以及3）充满有关精神疾病的积极信息和线索的环境。评估分两个阶段完成，第一阶段评估了干预前后关于精神疾病的知识、态度和信念的变化，该研究采用完全交叉设计，将 800 名青少年排列成 8 单元 (2x2x2) 设计。第二阶段涉及对同一青少年 (N=xxx) 的分层随机样本进行 6、12 和 24 个月的长期随访，对有心理健康问题的青少年进行过度抽样。第二阶段将 1) 评估干预措施对知识、态度和信念的长期影响，2) 评估研究参与者经历、实施或观察到的针对精神疾病患者的行为，以及 3) 检查在经历精神健康问题时是否会寻求帮助。干预措施有效性的证据将为公众心理健康提供一个急需的工具，以解决精神疾病患者所经历的耻辱和歧视的关键问题。