中華心理衛生協會

Purpose: We investigated the effect of an anti-stigma educational programs on psychosis in undergraduate students. We also examined the mechanism underlying its effects. Methods: A total of 207 undergraduate students (107 in the experimental group and 100 in the control group) were recruited from May to June 2014. Participants completed self-report questionnaires regarding stigma toward psychosis (i.e., cognition, attitude, and social distance), depressive symptoms, and demographic characteristics. Three waves of surveys were conducted, including pre-test, post-test, and one-week follow-up surveys. Generalized estimating equation analysis was used to examine the effect of the anti-stigma educational intervention program. Structural equation modeling (SEM) was used to examine the path underlying the intervention effect. Results: After controlling for depressive symptoms, the degree of stigma in the experimental group was significantly higher than that in the control group as indicated in the post-test and one-week follow-up survey. The results of the SEM showed the full mediation effect of the path from signal to cognition to attitude to social distance. Conclusions: Our findings indicate that the anti-stigma educational intervention program for psychosis can decrease the degree of stigma experienced by undergraduate students. Cognition can be changed via educational intervention, which influences the attitude toward psychosis, and then the social distance of patients with psychosis.