M Koller1, H Stuart2. 1. Department of Public Health Sciences, Abramsky Hall, Queen's University, Kingston, ON, Canada. 2. Centre for Health Services and Policy Research, Abramsky Hall, Queen's University, Kingston, ON, Canada.
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.
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.
Authors: S K W Chan; K W Lee; C L M Hui; W C Chang; E H M Lee; E Y H Chen Journal: Soc Psychiatry Psychiatr Epidemiol Date: 2016-12-01 Impact factor: 4.328
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