Reaching Out to High School Youth: The Effectiveness
Why this work is in the frame
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Bibliographic record
Abstract
Reducing psychiatric stigma is an important public healthstrategy because it can promote timely treatment seeking and reduce the burden of disability caused by mental and emo-tional problems (1–5). Adolescence is a strategically impor-tant time to implement antistigma programming. One in 5 adolescents will experience a mental disorder (6–7), and many more will experience psychosocial problems that will interfere with their daily functioning (8–10). Fear of stigma will prevent many (perhaps most) from accessing treatment early in thecourseof their illnesswhen theyneed itmost (11–12). Positive contact with members of a stigmatized group can reduce prejudice and discrimination, particularly if this con-tact is combined with active learning (13–14). Brief contact-based educational interventions have shown improvements in students ’ knowledge of mental illness, and in their socially rejecting attitudes toward individuals with mental disorders (15–20)—changes that have persisted over 1 Can J Psychiatry, Vol 51, No 10, September 2006 647 Objective: To evaluate the impact on high school students of a video-based antistigma program portraying real life experiences of individuals with schizophrenia and lesson plans to guide classroom discussions and active learning. Method: We used a pre- and posttest design to measure the short-term impact of the program on student’s knowledge of schizophrenia and its treatment as well as students ’ self-reported socially distancing behaviours. Participants (571 students) were from 8 high schools across Canada. Results: Following the Reaching Out antistigma program, high school students were significantly more knowledgeable and less socially distancing. Impact also varied by age group and sex. Conclusions: Video-based antistigma programs are comparable to programs that deliver educational messages through direct contact with individuals with mental illnesses. Video-based programs are more easily disseminated on a broad scale. (Can J Psychiatry 2006;51:647–653) Information on funding and support and author affiliations appears at the end of the article.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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) | 0.000 | 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 it