A short, animated storytelling video to reduce addiction stigma: A pilot randomized controlled trial
Bibliographic record
Abstract
Background and aims Public stigma towards people with addiction negatively impacts help-seeking, treatment and recovery. This pilot study tested the feasibility of conducting a large-scale, online trial to measure the effect of a short, animated storytelling (SAS) stigma reduction video, with and without soundtrack, on addiction stigma, optimism, warmth towards people with addiction, and hopefulness at two timepoints (immediately post-exposure and 14 days later). Design We used a parallel group, three-arm randomized controlled trial (RCT). Setting We conducted this fully online study on the Prolific Academic research platform (participant recruitment) and the Qualtrics survey platform (data collection). Participants We recruited 631 English-speaking adult participants, aged 18–49, residing in the United States. Interventions Intervention group A received the SAS video intervention. Intervention group B group received the SAS video intervention without sound. The control group received written information about global addiction prevalence, estimated to be time-equivalent with the video interventions. Measurements We measured participant retention rate at the two-week follow-up to determine the feasibility of conducting the definitive trial. Our co-primary outcomes were addiction stigma, optimism, warmth towards people with addiction and hopefulness, measured using an abbreviated 18-item version of the Attribution Questionnaire (AQ-18), the Brief García’s Interactive Optimism Scale (BIOS-G), a stigma thermometer and a visual analogue scale (VAS). We used repeated-measures ANOVA to assess group-by-time interactions and compared changes from baseline to post-intervention. Participants completed follow-up surveys 14 days post-intervention. Findings The retention rate from baseline to follow-up was 88.0 %. Exposure to both the video with sound and without sound resulted in significant positive changes compared to the control group, for pity [F (4,1046) = 3.26, η 2 = 0.012, p = 0.011], willingness to help [F (4,1046) = 8.48, η 2 = 0.031, p < 0.001], dangerousness [F (4,1046) = 2.95, η 2 = 0.011, p = 0.019], avoidance [F (4,1046) = 4.25, η 2 = 0.016, p = 0.002], as well as optimism [F (2,595) = 7.7, η 2 = 0.014, p < 0.001], warmth toward people with addiction [F (2,594) = 6.5, η 2 = 0.014, p = 0.002], and hopefulness [F (2,594) = 5.4, η 2 = 0.013, p = 0.005]. No effects were observed for fear or blame stigma sub-scales. These effects were no longer visible at follow-up in this pilot sample. No significant differences were observed between the video with sound and the video without sound. Conclusions This pilot study demonstrates the feasibility of proceeding with our registered, largescale, multi-country, online RCT. The significant effect observed in a relatively small pilot population, after a single exposure to this 2.5 min SAS intervention aimed at reducing addiction stigma, was unanticipated and is worthy of highlighting. A larger sample size will adequately power the full trial to detect both immediate effects and their potential durability over time, in various global settings.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".