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

• 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
• 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

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）：我们提出了一项基于学校的现场实验，以评估旨在改变青春期早期关键时期的全面多面干预措施。研究表明，污名和歧视在患有精神疾病及其家人的人的生活中痛苦地表现出来，阻止了机会，损害自尊心并阻止人们获得有用的治疗方法。旨在解决这些关键问题的努力仅产生了有限的成功，这表明需要以全面的方式解决这些问题的新方法，该方法由研究告知并适合于实施干预措施的生态环境。拟议的项目应对这一批判性需求，寻求一项严格的测试，并长期随访，对六年级进行全面干预，旨在提高对精神疾病的知识态度和信念，2）对患有精神疾病的人进行改变行为，3）促进适当的帮助寻求精神健康问题。具体而言，我们评估了多组分干预措施的三个臂的个人和综合效果，其中包括：1）一种课程，积极吸引年轻人学习精神疾病，改变负面态度并解决负面情绪（例如恐惧），2）与患有精神疾病的人接触的基于学校基于学校的人的机会，以及3）对精神疾病的情境和阳性疾病的伴侣，并伴随着阳性疾病的恋情和态度。评估的第1阶段分为两个阶段，评估了干预前后的知识，态度和信念的变化，以800名在8个细胞（2x2x2）设计中的年轻人的完全交叉设计。第2阶段涉及在同一青年（n = XXX）的分层随机样本中进行6、12和24个月的长期随访，该样本占据了心理健康问题的青年。第2阶段将1）评估干预对知识，态度和信念的长期影响，2）评估研究参与者经历，交付或观察到的精神疾病的人的行为，3）检查是否在经历精神健康问题时会发生帮助寻求帮助。干预组件有效性的证据将为公共心理健康提供一种迫切需要解决污名和精神疾病患者歧视的关键问题的工具。