***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: Stigmatizing , or discriminatory , perspectives and behaviour , which target individuals on the basis of their mental health , are observed in even the youngest school children . We conducted a systematic review of the published and unpublished , scientific literature concerning the benefits and harms of school-based interventions , which were directed at students 18 years of age or younger to prevent or eliminate such stigmatization . Forty relevant studies were identified , yet only a qualitative synthesis was deemed appropriate . Five limitations within the evidence base constituted barriers to drawing conclusive inferences about the effectiveness and harms of school-based interventions : poor reporting quality , a dearth of r and omized controlled trial evidence , poor methods quality for all research design s , considerable clinical heterogeneity , and inconsistent or null results . Nevertheless , certain suggestive evidence derived both from within and beyond our evidence base has allowed us to recommend the development , implementation and evaluation of a curriculum , which fosters the development of empathy and , in turn , an orientation toward social inclusion and inclusiveness . These effects may be achieved largely by bringing especially but not exclusively the youngest children into direct , structured contact with an infant , and likely only the oldest children and youth into direct contact with individuals experiencing mental health difficulties . The possible value of using educational activities , material s and contents to enhance hypothesized benefits accruing to direct contact also requires investigation . Overall , the curriculum might serve as primary prevention for some students and as secondary prevention for others BACKGROUND Direct social contact interventions are known to reduce mental health stigma .  Filmed social contact may be equally effective and have practical and cost advantages . AIMS To compare the effectiveness of a DVD , a live intervention and a lecture control , in reducing stigma , testing the hypotheses that : ( a ) DVD and live interventions will be equally effective ; and ( b ) the interventions with social contact ( DVD/live ) will be more effective than the lecture .  Cost-effectiveness , process and acceptability are also assessed . METHOD Student nurses were r and omised to : ( a ) watch a DVD of service users/informal carers talking about their experiences , ( b ) watch a similar live presentation , or ( c ) attend a lecture . Primary outcomes were changes in attitudes ( using the Mental Illness : Clinicians Attitudes Scale , MICA ) , emotional reactions ( using the Emotional Reactions to Mental Illness Scale , ERMIS ) , intended proximity ( using the Reported and Intended Behaviour Scale , RIBS ) , and knowledge ( using the Social Contact Intended Learning Outcomes , SCILO ) , immediately after the intervention and at 4-month follow-up . RESULTS For the 216 participants , there were no differences between the DVD and live groups on MICA , ERMIS or RIBS scores . The DVD group had higher SCILO ( knowledge ) scores . The combined social contact group ( DVD/live ) had better MICA and RIBS scores than the lecture group , the latter difference maintained at 4 months . The DVD was the most cost-effective of the interventions , and the live session the most popular . CONCLUSIONS Our hypotheses were confirmed . This study supports the wider use of filmed social contact interventions to reduce stigma about mental illness An implicit association test ( IAT ) measures differential association of 2 target concepts with an attribute . The 2 concepts appear in a 2-choice task ( 2-choice task ( e.g. , flower vs. insect names ) , and the attribute in a 2nd task ( e.g. , pleasant vs. unpleasant words for an evaluation attribute ) . When instructions oblige highly associated categories ( e.g. , flower + pleasant ) to share a response key , performance is faster than when less associated categories ( e.g. , insect & pleasant ) share a key . This performance difference implicitly measures differential association of the 2 concepts with the attribute . In 3 experiments , the IAT was sensitive to ( a ) near-universal evaluative differences ( e.g. , flower vs. insect ) , ( b ) expected individual differences in evaluative associations ( Japanese + pleasant vs. Korean + pleasant for Japanese vs. Korean subjects ) , and ( c ) consciously disavowed evaluative differences ( Black + pleasant vs. White + pleasant for self-described unprejudiced White subjects ) PURPOSE This study examined the effectiveness of an intervention to reduce explicit and implicit stigma-relevant attitudes toward mental illness and treatment-seeking and behavioural indicators of willingness to seek treatment . METHODS Adolescents were r and omly assigned to the experimental ( education about mental illness and treatment involving psychoeducation and contact ( via DVD ) with an affected individual ) or control intervention ( education about tobacco ) . RESULTS Findings suggest the stigma intervention was effective at reducing explicit but not implicit stigma-relevant attitudes . As hypothesized , participants receiving the experimental intervention reported less explicit stigma toward treatment and greater openness to personally seek treatment if they had also reported prior mental health treatment . CONCLUSIONS AND IMPLICATION S These findings support the potential for a brief educational intervention among adolescents to reduce negative attitudes toward mental health treatment , but raise questions about how to effectively address implicit stigma as well as the importance of translating stigma reduction into behavior changes This study examined whether viewing a documentary that depicts individuals with schizophrenia can reduce psychiatric stigma .  One hundred and sixty-three individuals were r and omly assigned to one of four conditions : no documentary film , documentary about polar bears , documentary about fears of being overweight , and documentary about schizophrenia .  Participants also completed a battery of tasks assessing attitudes toward persons with schizophrenia , attributions about the disorder , and intentions to interact with individuals with schizophrenia . The findings showed that compared to the other experimental conditions , the documentary about schizophrenia result ed in more benign attributions about schizophrenia ( e.g. , less likely to blame individuals with schizophrenia for the disorder ) but did not change general attitudes about schizophrenia ( e.g. , perceived dangerousness ) . The film also did not increase participants ' intentions to interact with persons with schizophrenia . These findings could not be attributed to mood changes associated with the film or how much participants liked the film . The findings provide partial support for the hypothesis that a media depiction of persons with schizophrenia can reduce stigma ABSTRACT This study examines the impact of two versions of anti-stigma programs — education and contact — presented on videotape .  A total of 244 people were r and omly assigned to education or contact conditions  and completed pre-test , post-test , and follow-up measures of stereotypes . Results suggest that the education videotape had limited effects , mostly showing improvement in responsibility ( people with mental illness are not to blame for their symptoms and disabilities ) . Watching the contact videotaped showed significant improvement in pity , empowerment , coercion , and segregation . Contact effects were evident at post-test and 1 week follow-up . Implication s of these findings for future research are discussed BACKGROUND As part of a longitudinal study , prevalence findings of DSM-IV disorders are presented for a r and om sample of 3021 respondents aged 14 to 24 , with response rate 71 % . METHOD Assessment included various subtypes of disorders , subthreshold conditions and disorders that have only rarely been studied in other epidemiological surveys . The computer-assisted Munich-Composite International Diagnostic Interview ( M-CIDI ) was used to derive DSM-IV diagnoses . RESULTS Substance disorders were the most frequent ( lifetime 17.7 % ; 12-month 11.4 % ) , with abuse being considerably more frequent than dependence . Other mental disorders had a lifetime prevalence of 27.5 % ( 12-month , 17.5 % ) with depressive disorders ( 16.8 % ) being more frequent than anxiety disorders ( 14.4 % ) . Eating disorders ( 3.0 % ) and threshold somatoform disorders ( 1.2 % ) were rare disorders . Subthreshold anxiety and somatoform disorders , however , were more frequent than threshold disorders . Prevalence of disorders was equally high for males and females , although specific disorder prevalence varied significantly by gender . The co-occurrence of disorders ( co-morbidity ) was substantial and was significantly related to greater reductions in work productivity and increased rates of professional helpseeking behaviour . CONCLUSIONS Findings underline that mental disorders in young adults are frequent and impairing , limiting work and education ability and social interaction . Given the fact that adolescents and young adults are in a key phase of socialization in terms of professional career and interpersonal relationships , our findings indicate a considerable risk potential for an accumulation of complicating factors and future chronicity . This paper is the first report of this ongoing longitudinal study about early developmental conditions of mental disorders This study examines the effects of Entertainment-Education strategy on knowledge acquisition about  schizophrenia and stigma reduction  , using pretest posttest control group and 2 X 3 ( advocate 's perspective X message style ) between-subjects factorial design . Participants watched an accurate and empathetic movie portrayal of schizophrenia , followed by an educational trailer .  Participants ( N= 165 ) were r and omly assigned to one of eight conditions ( six manipulated conditions , control , a group who watched a trailer prior to the movie ) . Results showed that viewing an accurate and empathetic movie portrayal increased knowledge . The educational trailer increased not only knowledge acquisition but influenced stigma reduction . Structural equation modeling analysis revealed that entertainment and educational value of the movie mediated stigma reduction . Implication s of this study to the mental health research and the design of Entertainment-Education contents are discussed The purpose of this school-based cluster-r and omized trial was to determine the initial acceptability , feasibility , and efficacy of an existing community-based intervention , In Our Own Voice , in a sample of US adolescent girls aged 13 - 17 years ( n = 156 ) . In Our Own Voice is a knowledge-contact intervention that provides knowledge about mental illness to improve mental health literacy and facilitates intergroup contact with persons with mental illness as a means to reduce mental illness stigma . This longitudinal study was set in two public high schools located in a southern urban community of the U.S. Outcomes included measures of mental illness stigma and mental health literacy . Findings support the acceptability and feasibility of the intervention for adolescents who enrolled in the study . Findings to support the efficacy of In Our Own Voice to reduce stigma and improve mental health literacy are mixed . The intervention did not reduce mental illness stigma or improve mental health literacy at one week follow up . The intervention did not reduce mental illness stigma at 4 and 8 weeks follow up . The intervention did improve mental health literacy at 4 and 8 weeks follow up . Previous studies have assessed the preliminary efficacy In Our Own Voice among young adults ; rarely has In Our Own Voice been investigated longitudinally and with adolescents in the United States . This study provides initial data on the effects of In Our Own Voice for this population and can be used to further adapt the intervention for adolescents This study examined the effects of a mass-media video intervention on expectations , attitudes , and intentions to seek help from professional mental health care services . A public service announcement-style , mass-media video intervention was developed , with prior empirical research on help-seeking behaviors organized according to the theory of reasoned action/planned behavior . In total , 228 participants were r and omly assigned to 1 of 2 conditions : ( a ) the media-exposed intervention group , who watched programming in which the media intervention was inserted , and ( b ) the control group , who watched the same programming without the media intervention . The media intervention was not influential on expectation and belief-based barrier variables . However , the media intervention was effective at increasing positive attitudes toward help seeking . Findings regarding the intervention 's ability to increase help-seeking intentions for interpersonal problems were complex . Implication s of these findings for future research are discussed Purpose Contact with mental health consumers has shown to be a promising strategy to address mental health stigma , particularly in the context of pharmacy education . This research aim ed to compare the effectiveness of a direct ( face-to-face ) contact intervention with an indirect ( film based ) contact intervention in reducing the mental health stigma of pharmacy students . Method A two-group , non-r and omized , comparative study was conducted with third year pharmacy students ( n = 198 ) allocated to the direct contact arm and fourth year pharmacy students ( n = 278 ) allocated to the indirect contact arm . Baseline and immediate post-intervention data were collected using a vali date d 39 item survey instrument to assess the impact of the interventions on mental health stigma as well as attitudes towards providing mental health pharmaceutical services . Results Participants in the direct contact group showed a significant improvement in 37 out of 39 survey items and participants in the indirect contact group showed a significant improvement in 27 out of 39 items ( P < 0.05 ) . While direct contact had a stronger impact than indirect contact for 22 items ( P < 0.05 ) , for numerous key measures of mental health stigma the impact of the two contact interventions was equivalent . Conclusion Both indirect and direct contact may positively impact mental health stigma . While the strength of the stigma-change process may be heightened by face-to-face interactions , the largely positive impact of indirect contact suggests that stigma reduction may depend less on the medium of contact but more on the transcendent messages contributed by the consumers facilitating the contact experience Mental illness stigma is quite prevalent with dire consequences . A number of interventions to decrease stigma have been formulated , but have variable effectiveness and limited dissemination . This research examined the impact of two brief interventions : a film depicting individuals with schizophrenia ( filmed contact ) and a simulation of auditory hallucinations .  Participants ( N = 143 ) were r and omly assigned to one of three interventions : ( 1 ) filmed contact , ( 2 ) simulation , or ( 3 ) no intervention , and completed two stigma measures prior to , immediately after , and 1 week after the intervention . The filmed contact intervention led to decreases in stigma which persisted across 1 week . However , the simulation led to increases in stigma . The results suggest that a filmed contact intervention may decrease two aspects of mental illness stigma ( social distance and negative emotions ) , which has implication s for wide dissemination 
    Output:
    
Video interventions led to improvements in stigmatising attitudes .