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Changing middle schoolers' attitudes about mental illness through education
Amy C Watson1, Emeline Otey, Anne L Westbrook
1Center for Psychiatric Rehabilitation at Evanston Northwestern Healthcare, 1033 University Place, Suite 450, Evanston, IL 60201, USA. acwatson@gmail.com
Schizophrenia Bulletin
|January 6, 2005
Summary
A middle school curriculum improved students' understanding of mental illness. The educational intervention increased knowledge and reduced stigma, particularly among students with more negative initial attitudes.
Area of Science:
- Psychology
- Neuroscience
- Education
Background:
- Mental illness knowledge and attitudes in middle schoolers are not well understood.
- Stigma surrounding mental illness can negatively impact individuals.
- Educational interventions may be key to improving youth mental health literacy.
Purpose of the Study:
- To assess baseline knowledge and attitudes about mental illness in middle school students.
- To evaluate the impact of a mental illness curriculum on student knowledge and stigma-related attitudes.
Main Methods:
- A field test of "The Science of Mental Illness" curriculum supplement.
- Survey administered to over 1,500 middle school students across the U.S.
- Pre- and post-intervention assessment of knowledge and attitudes.
Main Results:
- Students demonstrated some understanding of mental illness causes but lacked knowledge on treatments.
- Baseline attitudes were not strongly negative, but students were often "not sure" about mental illness aspects.
- The curriculum significantly improved both knowledge and attitudes, with the greatest impact on those holding more negative baseline attitudes.
Conclusions:
- A brief educational program can effectively increase mental illness knowledge in middle schoolers.
- Curriculum intervention shows promise in improving attitudes and reducing stigma related to mental illness.
- Targeted interventions can be particularly effective for students with pre-existing negative attitudes.