***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: This study examined how two types of public education programs influenced how the public perceived persons with mental illness  , their potential for violence , and the stigma of mental illness .  A total of 161 participants were r and omly assigned to one of three programs : one that aim ed to combat stigma , one that highlighted the association between violence and psychiatric disorders , and a control group . Participants who completed the education-about-violence program were significantly more likely to report attitudes related to fear and dangerousness , to endorse services that coerced persons into treatment and treated them in segregated areas , to avoid persons with mental illness in social situations , and to be reluctant to help persons with mental illness Due to the prevalence and serious consequences associated with mental illness stigma , a number of educational interventions have been developed to decrease stigma . One potential intervention is administering brief simulations of auditory hallucinations , but no empirical evaluations have been published . This research examined the efficacy of a brief simulation on stigma across two listening conditions . After completing a stigma measure , participants ( N = 127 ) listened to a simulation and were r and omly assigned to one of two listening conditions : ( 1 ) sitting in a research lab , or ( 2 ) ambulating around a college campus completing two tasks . All participants then completed the stigma measure a second time . Regardless of listening condition , the simulations led to changes on two aspects of stigma — less willingness to help/interact and stronger attitudes for forcing treatment on those with mental illness . These findings suggest that brief simulations require additional careful evaluation of their efficacy prior to wide implementation Acceptance and commitment therapy ( ACT ) has previously been shown to alter stigmatizing attitudes and to be relatively useful for psychologically inflexible participants . The present study is the first to bring those two findings together by comparing ACT to an education intervention for reducing stigma toward people with psychological disorders , and examining whether results differ for psychologically inflexible versus flexible individuals . A sample of college students ( N = 95 ) was r and omly assigned to a 2(1)2h ACT or educational workshop . Measures were taken before and after the workshop and at a 1-month follow-up . ACT reduced mental health stigma significantly regardless of participants ' pre-treatment levels of psychological flexibility , but education reduced stigma only among participants who were relatively flexible and non-avoidant to begin with . Acceptance could be an important avenue of exploration for stigma research ers 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 Stigma reduction programs are dominated by a biomedical model that presents depression as a medical illness . Alternately , a context ual model emphasizes that one should not be blamed for environmental influences . This study compared biomedical , context ual , and control stigma reduction programs to each other and to a no-program control . The main hypotheses were that the context ual program would have the greatest impact and that a match between participants ’ beliefs about depression and the model presented would moderate this effect . Seventy-four participants were r and omized to the 3 programs and 12 participants served as a no-program control . The context ual and control programs  reduced stigma significantly compared with the no-program control , whereas the biomedical program did not . Beliefs about depression moderated this effect only for the biomedical condition . Context ual and control programs seem to be effective but a biomedical model may be risky for those who disagree with the model . Theoretical implication s are discussed OBJECTIVE This study evaluated a consumer delivered anti-stigma presentation , In Our Own Voice ( IOOV ) , with Masters of Social Work ( MSW ) students , replicating a previous study with undergraduates . METHODS Thirty MSW students completed pre and post surveys to measure changes in attitude , knowledge and social distance after the presentation . RESULTS Paired sample s t-tests showed increases in attitude ( p < .001 ) , knowledge ( p < .05 ) , and social distance ( p < .001 ) . Compared with previous research on undergraduate students , MSW students scored higher on all three pre-test measures ( all p < .001 ) . CONCLUSIONS The results further support the effectiveness of IOOV and indicate that graduate level helping professionals can benefit from anti-stigma programs . Future research should go beyond self-report knowledge and attitude evaluation , test the efficacy of the components of the IOOV program ( video , contact with presenters ) , and test the lasting effects of the program 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 OBJECTIVE We design ed our study to assess if computer-assisted anti-stigma interventions can be effective in reducing the level of psychiatric stigma in a sample of special education university students . METHODS We enrolled 193 graduate students . They had two study visits with an interval of 6 months . The participants were r and omly distributed into three study groups : 76 students read anti-stigma printed material s ( reading group , RG ) , and 69 studied an anti-stigma computer program ( program group , PG ) , and 48 students were in a control group ( CG ) and received no intervention . We used the Bogardus scale of social distance ( BSSD ) , the community attitudes toward the mentally ill ( CAMI ) question naire , and the psychiatric knowledge survey ( PKS ) as the main outcome measures . RESULTS After the intervention BSSD , CAMI and PKS scores significantly improved both in RG and PG . After 6 months in RG two out of three CAMI subscales and PKS scores were not different from the baseline . In PG all stigma and knowledge changes remained significant . CONCLUSIONS This study demonstrated that computers can be an effective mean in changing attitudes of students toward psychiatric patients . PRACTICE IMPLICATION S A computer-mediated intervention has the potential for educating graduate students about mental disease and for reducing psychiatric stigma BACKGROUND Little is known about the efficacy of educational interventions for reducing the stigma associated with depression . AIMS To investigate the effects on stigma of two internet depression sites . METHOD A sample of 525 individuals with elevated scores on a depression assessment scale were r and omly allocated to a depression information website ( BluePages ) , a cognitive-behavioural skills training website ( MoodGYM ) or an attention control condition .  Personal stigma ( personal stigmatising attitudes to depression ) and perceived stigma ( perception of what most other people believe ) were assessed before and after the intervention . RESULTS Relative to the control , the internet sites significantly reduced personal stigma , although the effects were small . BluePages had no effect on perceived stigma and MoodGYM was associated with an increase in perceived stigma relative to the control . Changes in stigma were not mediated by changes in depression , depression literacy or cognitive-behavioural therapy literacy . CONCLUSIONS The internet warrants further investigation as a means of delivering stigma reduction programmes for depression 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 Rreliminary evidence suggests that mental health consumers can successfully serve as peer companions , case management aides , case managers , job coaches , and drop-in center staff . However , few empirical investigations have addressed the use of consumers to train mental health professionals . This project employed a r and omized design to test the effects of using consumers as trainers for mental health service providers . Fifty-seven state mental health professionals participated in a two-day training design ed to acquaint trainees with the attitudes and knowledge necessary for delivering assertive case management services . Participants were r and omly assigned to one of two conditions : one in which they received the second day of training from a consumer and the other involving training by a nonconsumer .  Analyses revealed that post-training attitudes were significantly more positive for those participants trained by the consumer . Subjective evaluations also reflected positive reactions to the use of consumers as trainers . Implication s for further use of mental health consumers as trainers are explored The effects of stereotype suppression on psychiatric stigma were investigated in two studies . In experiment 1 , 52 participants were presented with a photograph of someone labeled with schizophrenia  and instructed to write a passage describing a day in that person 's life . Half of the participants were instructed to avoid using schizophrenia-related stereotypes in their passages ( the stereotype suppression condition ) . Participants were then presented with a photograph of a different individual labeled with schizophrenia and asked to write another passage with stereotype suppression instructions omitted . The results showed that while stereotype suppression occurred for the first passage , the expected rebound effects were not observed in the second passage . Furthermore , the results were unchanged when participants ' prior experience with persons with mental illness was considered . In a second study , the effects of stereotype suppression on behavior ( i.e. seating distance from a person with schizophrenia ) were examined in 58 participants . While the stereotype suppression instructions result ed in less stereotypical passages , replicating the results of study 1 , no rebound effects on behavior were observed . A non-significant trend was observed whereby previous contact with persons with mental illness was associated with less social distance from someone with schizophrenia . Implication s of the findings for reducing psychiatric stigma are discussed BACKGROUND Education is integral to reducing stigma toward the mentally ill . Medical educators have a key role in delivering education that reduces that stigma . Undergraduate psychiatric training and specific education programs are both effective in reducing stigma . However , many students are exposed to concepts of mental illness at a much earlier stage in their education . No previous study has explored the effect of intervention such as role-play on student attitudinal development . OBJECTIVES This study 's objective was to identify whether undergraduate role-play exercises featuring mental illness influenced development of attitudes toward the mentally ill . METHODS A r and omized controlled trial was used to compare attitudinal scores between students exposed to a mental illness role-play as part of routine teaching and a control group that did not receive the teaching . RESULTS A total of 332 students provided data . There were no between-group differences for any attitudinal scores , although gender ( being female ) and experience of mental illness were associated with more positive attitudinal scores . CONCLUSIONS Single high-intensity routine teaching sessions such as role-play involving metal illness do not influence student attitudes Trauma risk management ( TRiM ) is an intensive posttraumatic stress disorder ( PTSD ) psychoeducational management strategy based on peer-group risk assessment developed by the UK Royal Navy ( RN ) . TRiM seeks to modify attitudes about PTSD , stress , and help-seeking and trains military personnel to identify at-risk individuals and refer them for early intervention . This quasiexperimental study found that TRiM training significantly improved attitudes about PTSD , stress , and help-seeking from TRiM-trained personnel . There was a nonsignificant effect on attitudes to seeking help from normal military support networks and on general health . Within both the military and civilian population s , stigma is a serious issue preventing help-seeking and reducing quality of life . The results suggest that TRiM is a promising antistigma program within organizational setting 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 . The efficacy of a hallucination simulations intervention remains dubious OBJECTIVE This study was design ed to investigate the efficacy of a 
    Output:
    
RESULTS Overall , both  education and contact had positive effects on reducing stigma for adults and adolescents with a mental illness .
However , contact was better than education at reducing stigma for adults .
For adolescents , the opposite pattern was found : education was more effective .
Overall , face-to-face contact was more effective than contact by video .