***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 We conducted a systematic review of the published and unpublished , scientific literature concerning the benefits and harms of school-based interventions , which were directed at students 18 years of age or younger to prevent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 Existing literature shows that the level of biological attribution and stigma of depression influences willingness to seek help . However , no study has used experimental methods to explore the question whether increasing biological attribution and decreasing blameworthy attitude towards depression will enhance willingness to seek help . In so doing , 299 college students were r and omly assigned to biological , destigmatization , combined , and control groups . The measures included the Biological Attribution Scale , Psychological Blame Scale , and Help-Seeking Willingness Scale . The data were analyzed by a 2 x 2 ancova ( with or without biological attribution education x with or without destigmatization education ) on willingness to seek professional help which was assessed 2 weeks later , with adjusting for help-seeking willingness at baseline . Results showed that biological education had a significant main effect to elevate help-seeking willingness , but destigmatization education did not . In addition , no interaction effect existed between the two independent variables . The authors suggested that biological education makes people legitimize depression as a disease entity , so that it would be a practical approach to increase people 's motivation to solve their emotional afflictions , especially in societies that emphasize emotional constraints . In contrast , although destigmatization information reduces people 's negative appraisal s to the depressed individuals , it does not go a step further to increase people 's motivation to seek professional help . Further studies are needed to clarify the mechanisms of educational effects 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 Stigma is a barrier to mental health care access for patients with schizophrenia and can interfere with developing therapeutic relationships . This study demonstrates success of a voice simulation experience during orientation in changing the biases of nursing students and the effect on the development of the nurse-patient relationship . Ninety-four individuals participated ; 52 received a voice simulation experience during orientation , and 42 received orientation with no voice simulation experience .  The Medical Condition Regard Scale was administered before and after orientation . Posttest paired t test results show significant differences in attitudes toward patients with voice hearing experiences between the two groups . The themes of personal growth from the focus groups postorientation include Affective Experience , Physical Experience , and Empathy . Findings demonstrate that the orientation process should include methods to challenge stereotyping and bias to decrease stigma , improve service access , and enhance the ability to develop therapeutic relationships 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 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 Two stigmatizing attitudes related to dangerousness and personal responsibility may undermine the opportunities of persons with serious mental illness . This study set out to examine path models that explain how these attitudes lead to discriminatory behavior and to assess the impact of antistigma programs on components of personal responsibility and dangerousness models . Two hundred thirteen persons were r and omly assigned to one of five antistigma conditions : education on personal responsibility , education on dangerousness , contact with a person with serious mental illness where personal responsibility is discussed , contact where dangerousness is discussed , or no change . Persons completed an attribution question naire ( AQ ) representing personal responsibility and dangerousness path models at pretest , posttest , and 1-week followup . They also completed tasks that represented helping behavior . Goodness of fit indexes from linear structural modeling were mixed for both models but suggested that fear of dangerousness was a key attitude leading to discriminatory behavior . Results also showed that subjects who had contact with persons with serious mental illness experienced greater changes than subjects in the education or control groups did on measures of attribution and helping behavior Sixty nursing students were administered the  Opinions about Mental Illness ( OMI ) scale .  Students whose scores fell above the median on authoritarianism and social restrictiveness were r and omly assigned to experimental and control groups . The experimental subjects ' scores on authoritarianism and social restrictiveness  decreased significantly ( p < 001 ) . whereas the control groups ' scores on these two factors remained essentially the same OBJECTIVE Despite considerable policy interest in the association between perceived public stigmatization of mental illness and use of mental health services , limited empirical evidence , particularly from longitudinal data , documents this relationship . This study used longitudinal data to estimate the association between perceived public stigmatization and subsequent mental health care seeking . METHODS A Web-based survey was used to collect data from a r and om sample of undergraduate and graduate students at a university at baseline and two years later ( N=732 ) .  Logistic regression models assessed the association between students ' perceived public stigma at baseline and measures of subsequent help seeking for mental health problems ( perceived need for help and use of mental health services ) at follow-up . RESULTS No significant associations were found between perceived public stigma and help-seeking behavior over the two-year period . CONCLUSIONS In this population of college students , perceived stigma did not appear to pose a substantial barrier to mental health care Individuals who exhibit motor and vocal tics are viewed as less socially acceptable than persons who do not exhibit tics . Efforts have been made to alter the negative perceptions through the use of education . However , the effectiveness of peer education and whether it need be Tourette syndrome ( TS ) specific remains unclear . One hundred and seventy college students were r and omly assigned to view either an educational video about TS , a video about depression , or no educational video , before providing attitudinal and behavioral data on social acceptance of either an actor or actress engaging in motor and vocal tics . Those viewing the TS-specific educational video held more positive attitudes toward persons with tics than those receiving the other two interventions ; however , the effect on social behavior intentions and actual social behavior was unclear . Implication s of these findings and directions for future research are discussed Improving carers ' knowledge of Alzheimer 's disease ( AD ) has been associated with benefits for carer well-being . This has led to recognition of the need to systematic ally evaluate dementia education tools . In this study dementia knowledge was measured before and after interventions design ed to improve knowledge in a sample of 100 undergraduate students .  Dementia education material s were selected from existing re sources that are readily accessible and are recommended for use in clinical setting s. Subjects were allocated to one of four conditions , including a control group . Subjects allocated to education conditions were asked to view a video on AD , read written information about the disease or do both . Results showed that education improved knowledge of AD , as measured by increased scores on a dementia knowledge question naire . This study has important implication s for public education about dementia and re source allocation for service providers The effects of three strategies for changing stigmatizing attitudes -- education ( which replaces myths about mental illness with accurate conceptions ) , contact ( which challenges public attitudes about mental illness through direct interactions with persons who have these disorders ) , and protest ( which seeks to suppress stigmatizing attitudes about mental illness)--were examined on attributions about schizophrenia and other severe mental illnesses . One hundred and fifty-two students at a community college were r and omly assigned to one of the three strategies or a control condition . They completed a question naire about attributions toward six groups -- depression , psychosis , cocaine addiction , mental retardation , cancer , and AIDS -- prior to and after completing the assigned condition . As expected , results showed that education had no effect on attributions about physical disabilities but led to improved attributions in all four psychiatric groups . Contact produced positive changes that exceeded education effects in attributions about targeted psychiatric disabilities : depression and psychosis . Protest yielded no significant changes in attributions about any group . This study also examined the effects of these strategies on processing information about mental illness 
    Output:
    
Social contact or video-based social contact interventions seemed to be the most effective in improving attitudes and reducing desire for social distance .
Evidence from one study suggests that a lecture that provided treatment information may enhance students ' attitudes toward the use of services .
There was a lack of evidence for interventions in medical students , for long-term effects of interventions , or for having a positive impact on actual behaviors .