Joanne Mueller1, Margie M Callanan2, Kathryn Greenwood3,4. 1. a Lewisham Child and Adolescent Mental Health Service, South London and Maudsley NHS Foundation Trust , London , UK . 2. b Salomons Centre for Applied Psychology, Canterbury Christ Church University , Kent , UK . 3. c School of Psychology, University of Sussex , Brighton , UK , and. 4. d Early Intervention Service, Sussex Partnership NHS Foundation Trust , Hove , UK.
Abstract
BACKGROUND: Limited literature on the stigma of mental illness has examined the socio-cultural processes involved in the development of stigma around mental health in children, which emerges in mid-childhood (7-11 years). Greater understanding might inform preventative interventions. AIMS: This review aims to integrate disparate theoretical and empirical research to provide an overview of social communications to children aged 7--11 years about mental illness and their role in the development of stigmatised views. Four key socio-cultural contexts (the media, school, peers, parents) of relevance to children's development will be considered. METHOD: Systematic literature searches were conducted within electronic databases and abstracts were scanned to identify relevant studies. Fifteen papers were selected for the review. RESULTS: The review found few studies have directly examined communications about mental illness to children. Available evidence suggests messages across children's socio-cultural contexts are characterised by silence and stigma, which may shape children's developing views. Specific theoretical frameworks are lacking; possible mechanisms of transmission are discussed. CONCLUSIONS: This review suggests overcoming stigma will require efforts targeting young children, explicitly tackling mental illness, and spanning multiple social spheres: further research is warranted.
BACKGROUND: Limited literature on the stigma of mental illness has examined the socio-cultural processes involved in the development of stigma around mental health in children, which emerges in mid-childhood (7-11 years). Greater understanding might inform preventative interventions. AIMS: This review aims to integrate disparate theoretical and empirical research to provide an overview of social communications to children aged 7--11 years about mental illness and their role in the development of stigmatised views. Four key socio-cultural contexts (the media, school, peers, parents) of relevance to children's development will be considered. METHOD: Systematic literature searches were conducted within electronic databases and abstracts were scanned to identify relevant studies. Fifteen papers were selected for the review. RESULTS: The review found few studies have directly examined communications about mental illness to children. Available evidence suggests messages across children's socio-cultural contexts are characterised by silence and stigma, which may shape children's developing views. Specific theoretical frameworks are lacking; possible mechanisms of transmission are discussed. CONCLUSIONS: This review suggests overcoming stigma will require efforts targeting young children, explicitly tackling mental illness, and spanning multiple social spheres: further research is warranted.
Entities:
Keywords:
child development; mental illness; social communication; socialisation; stigma