The Persistence of Stigma Reduction after Teaching Abnormal Psychology Using Celebrity Narratives

Autor/in	Ferrari, Anne
Titel	The Persistence of Stigma Reduction after Teaching Abnormal Psychology Using Celebrity Narratives
Quelle	In: Teaching of Psychology, 48 (2021) 3, S.191-196 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628320979886
Schlagwörter	Mental Disorders; Psychopathology; Teaching Methods; Instructional Effectiveness; Personal Narratives; Popular Culture; Cultural Influences; Social Distance; Undergraduate Students; Late Adolescents; Help Seeking; Self Disclosure (Individuals); Sustainability; Attitude Change + Suchen Sie Ihr Suchwort? Mental illness; Geisteskrankheit; Psychopathologie; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Erlebniserzählung; Popkultur; Cultural influence; Kultureinfluss; Halbstarker; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Nachhaltigkeit; Attitudinal change; Einstellungsänderung
Abstract	Research shows that stigma toward mental illness prevents a large percentage of college students from seeking help. Finding pedagogies that can be utilized in the classroom to reduce stigma is important. The present study replicated previous research that utilized celebrity case material in the teaching of abnormal psychology for the purpose of reducing public stigma toward mental illness and help seeking. The present study also examined whether stigma reductions would persist beyond the initial post-testing. Data were collected using a pre-post design from 48 (experimental group) and 23 (control group) college undergraduates enrolled in an abnormal psychology course. Compared to the control group, the use of celebrities as narratives to teach about mental illness resulted in reduced public stigma toward mental illness and reduced stigma toward seeking help which persisted over a 6-month time period. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01