영상물을 이용한 환자 만남 방식과 강의식 교육방식이 일반 대학생의 정신질환에 대한 낙인에 미치는 효과 비교
Comparison of the Effects of Video-Based Contact and Educational Lectures on the Stigma of Mental Illness in College Students
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Objectives: The purpose of this study was to compare the effects of video-based contact with educational lectures on the stigma of mental illness and to follow-up to determine any changes in their effects on college students. Methods: A total of 107 college students were randomly assigned to either an education group (n=50) or a video-based contact group (n=57). All were completed pre-tested, post-tested, and subjected to three month follow-up measures using the Community Attitudes to the Mentally Ill Inventory (CAMI). Results: The video-based contact group showed significant positive improvement in the subtypes authoritarianism, social restrictiveness, and community mental health ideology of the CAMI at posttest and three month follow-up. The education group also showed significant positive improvement in subtypes social restrictiveness and community mental health ideology of the CAMI；however, its effects were limited only after education. There were no significant changes in the benevolence subtype of the CAMI in either group at post-test and three month follow-up. Conclusion: In comparison with education that utilizes lectures, the video-based contact showed more effectiveness in decreasing the stigma of mental illness and its effects were evident at posttest and three month follow-up.
Abstract
Objectives: The purpose of this study was to compare the effects of video-based contact with educational lectures on the stigma of mental illness and to follow-up to determine any changes in their effects on college students. Methods: A total of 107 college students were randomly assigned to either an education group (n=50) or a video-based contact group (n=57). All were completed pre-tested, post-tested, and subjected to three month follow-up measures using the Community Attitudes to the Mentally Ill Inventory (CAMI). Results: The video-based contact group showed significant positive improvement in the subtypes authoritarianism, social restrictiveness, and community mental health ideology of the CAMI at posttest and three month follow-up. The education group also showed significant positive improvement in subtypes social restrictiveness and community mental health ideology of the CAMI；however, its effects were limited only after education. There were no significant changes in the benevolence subtype of the CAMI in either group at post-test and three month follow-up. Conclusion: In comparison with education that utilizes lectures, the video-based contact showed more effectiveness in decreasing the stigma of mental illness and its effects were evident at posttest and three month follow-up.
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