Reducing stigma in high school youth. (August 2016)

• Record Type: Journal Article
• Authors: Koller, M.; Stuart, H.
• Is Part Of: Acta psychiatrica Scandinavica. Volume 134:(2016:Aug.)supplement 446
• Page Start: 63
• Page End: 70
• Publication Date: 2016-08
• Subjects: social stigma -- social distance -- stereotyping -- prejudice -- programme effectiveness -- Adolescent; Psychiatry -- Periodicals; 616.89
• DOI: 10.1111/acps.12613
• Languages: English
• ISSNs: 0001-690X

Abstract

Abstract : Objective: We evaluated 21 contact‐based education interventions in 5047 Canadian high school students and identified student characteristics associated with success. Methods: We used a one‐group pretest/posttest design with standardized instruments to measure changes in behavioural intent. Variability across interventions was assessed using meta‐analysis, and a mixed‐effects logistic regression was used to identify student characteristics. Results: Interventions were heterogeneous ( I 2 = 62.4%) but generally successful. The odds of getting an A grade was 2.57 times greater on the posttest than the pretest (95% CI = 2.18, 3.03). Males were less likely to achieve a passing score overall; however, males who self‐disclosed a mental illness were more likely to pass. Three percent of students experienced a large drop in social acceptance following the intervention. These were more likely to be male [OR = 1.5 (95% CI = 1.0, 2.1)]. Conclusion: Contact‐based education is a promising practice for reducing stigma in high school students, although the field would benefit from fidelity criteria to reduce variation across interventions. Males and females react differently to antistigma programming; particularly those with self‐reported mental illnesses and a small proportion may become more intolerant.