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Putting the person back into psychopathology: an intervention to reduce mental illness stigma in the classroom

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Social Psychiatry and Psychiatric Epidemiology Aims and scope Submit manuscript

Abstract

Objective

This research aims to compare the effectiveness of two methods of teaching psychopathology in reducing stigma toward mental illness. Based on previous stigma research, a first-person, narrative approach was contrasted with traditional, diagnosis-centered education.

Study 1 methods

Participants consisted of 53 undergraduates at a small, public university enrolled in two introductory psychology classes. During six hours of class time focused on psychopathology, one class received the experimental pedagogy while the other served as a control, receiving traditional instruction. Stigma was assessed pre- and post-intervention using a social distance scale and vignette design. Statistical analyses compared means and change scores between the two classes.

Study 1 results

Students in the experimental classroom showed a significant decrease in stigma following the intervention, whereas those in the control group showed no change.

Study 2 methods

A follow-up study was conducted to replicate the promising effects demonstrated in Study 1. Two additional classrooms (n = 48) were both exposed to the first-person, narrative pedagogy, and their stigma monitored pre- and post- intervention.

Study 2 results

Students reported a significant decrease in stigma following the intervention.

Conclusions

Together, these studies suggest that traditional methods of teaching psychopathology do not lessen mental illness stigma, a serious concern that can potentially be reconciled by incorporating more person-centered instructional methods. Results are discussed in terms of their implications for the way psychopathology is taught throughout the mental health field, as well as the practical application of stigma interventions woven into the curriculum.

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Notes

  1. The word “mental illness” is used throughout this paper to refer to a broad spectrum of psychological troubles society often labels as “mental illnesses” or “psychiatric disorders”. This term was chosen in order to remain consistent with previous literature, and for the sake of simplicity. However, it should be noted that “mental illness” is a problematic term because studies suggest this language may actually increase stigma [44], and our own research indicates it is not a unitary construct [16]. Therefore, we employ this imperfect language with caution.

  2. The film shown was “First Break”, directed by: Adreinne Amato, Derek Rogers, 50:55 running time, 1997 National Film Board of Canada, in Montreal Quebec.

  3. We would like to acknowledge the contribution of an anonymous reviewer for bringing this point to our attention.

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Authors and Affiliations

  1. Psychology Dept., University of Tennessee at Knoxville, Knoxville, TN, USA

    Caroline E. Mann BA

  2. Psychology Dept., University of North Carolina at Asheville, Asheville, NC, USA

    Melissa J. Himelein PhD

Authors
  1. Caroline E. Mann BA
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  2. Melissa J. Himelein PhD
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Correspondence to Caroline E. Mann BA.

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Mann, C.E., Himelein, M.J. Putting the person back into psychopathology: an intervention to reduce mental illness stigma in the classroom. Soc Psychiat Epidemiol 43, 545–551 (2008). https://doi.org/10.1007/s00127-008-0324-2

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  • DOI: https://doi.org/10.1007/s00127-008-0324-2

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