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Permanent link (DOI): https://doi.org/10.7939/R3P986

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Reducing stigma: the effect of an educational intervention Open Access

Descriptions

Other title
Subject/Keyword
psychosis
educational intervention
stigma
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Burns, Amy Minh Nhat
Supervisor and department
Purdon, Scot (Psychiatry)
Leighton, Jacqueline (Educational Psychology)
Examining committee member and department
Purdon, Scot (Psychiatry)
Leighton, Jacqueline (Educational Psychology)
Gierl, Mark (Educational Psychology)
Department
Department of Educational Psychology
Specialization

Date accepted
2009-09-02T15:01:59Z
Graduation date
2009-11
Degree
Master of Education
Degree level
Master's
Abstract
The stigma associated with a mental illness can be an impediment to recovery and has been described as more long lasting and disabling than the illness itself (Schulze & Angermeyer, 2003). Thus reducing stigma is an important cornerstone in any mental health strategy. This study examined the impact of an educational presentation by the Edmonton Early Psychosis Intervention Clinic (EEPIC) on reducing stigma associated with psychosis and schizophrenia. Stigma was measured using the Attribution Questionnaire (Corrigan, Markowitz, Watson, Rowan, & Kubiak, 2003) and the World Psychiatric Association’s Presentation Evaluation (Sartorius & Schulze, 2005). Respondents’ knowledge about the causes of schizophrenia improved as a result of the presentation. In addition, respondents viewed people with schizophrenia as less dangerous and were less socially distancing after the educational presentation. These results provide preliminary evidence that a time-limited educational presentation can foster positive attitudes and reduce the stigma related to schizophrenia.
Language
English
DOI
doi:10.7939/R3P986
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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