Melissa Bartsch, Ph.D. Presented as part of Innovations 2.0 ACPA- Indianapolis, 2014 COMBATING THE...
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Transcript of Melissa Bartsch, Ph.D. Presented as part of Innovations 2.0 ACPA- Indianapolis, 2014 COMBATING THE...
Melissa Bartsch, Ph.D. Presented as part of Innovations 2.0
ACPA- Indianapolis, 2014
COMBATING THE STIGMA OF MENTAL ILLNESS FROM
THE INSIDE OUT
Providing clinical supervision
Teaching practicum
Conversations with clients
Reflections on my own training
ORIGIN STORY
Negative effects (Couture & Penn, 2003) Low self-esteem Discrimination (employability, leasing) Reluctance to seek treatment Perceived as being responsible for mental illness Exclusion
Identified as the number one barrier to mental health treatment by the U.S. Surgeon General (1999)
MENTAL HEALTH STIGMA
Stigmatizing attitudes (Corrigan & Penn, 1999) Fear and exclusion Authoritarianism Benevolence
Trained professionals within mental health have stereotypes about mental illness (Lyons & Ziviani, 1995)
MORE ON STIGMA…
Education (Corrigan & Penn, 1999) Personal info about the individual with mental illness Directly attack myths Involve discussion Increase empathy through simulations
Contact (Corrigan, 2001)
Perspective-taking (Mann, 2010)
Protest (Corrigan & Penn, 1999)
LEVELS OF INTERVENTION
Modeled after UT’s Safe Zone training curriculum
Incorporated effective destigmatization education
Second-year Counseling Psychology doctoral students
Experiential Activities Stereotypes and Messages Continuum Storyboards
Reaction/reflection paper written after the training
OUR TRAINING
Goals Become a mental health ally (inside and out)
Among peers and colleagues On campus In session In the community
Become inclusive, affirming, and broadening prospective
Facilitate dialogue regarding interaction between personal beliefs and professional behavior
Discuss ways in which beliefs impact therapy
GOALS
Two groups of 3
3-hour training
Experiential activities and dialogue
Rules and debriefing
Exploration vs. shame Agree to disagree
TRAINING STRUCTURE
Diagnoses on large notepad around the room Bipolar Disorder, BPD, Alcohol Dependency,
Amphetamine Abuse, GAD, Anorexia, Adjustment Disorder
Instructions: List messages received or things believed/heard about each
Time: 2 minutes per sheet
Discussion Questions: What stands out? What was surprising?
STEREOTYPES AND MESSAGES
Strongly Agree to Strongly Disagree
Instructions: Stand on the continuum after each of the following questions: I would be comfortable referring my clients for
medication I would tell my friends I’m in therapy I would be in a relationship with someone who has
Bipolar Disorder
Discussion Questions: Do you notice any discrepancies regarding what’s o.k.
for clients and not o.k. for you? How did I get to this place on the continuum?
CONTINUUM
“I think what really stuck with me was writing down our stereotypes for certain diagnoses. I became really aware how we, as mental health professionals, talk about our clients in sometimes negative ways, and how labels can be damaging because of stigma. After that class, I remember making conscious efforts to talk about my clients as if they were healthy individuals experiencing life difficulties, rather than disordered or diseased people. It was just fun to do, too. Way better than just getting a lecture on stigma =).”
A TRAINEE’S PERSPECTIVE
“One thing that sticks to my mind is that through this activity I was able to acknowledge how my expectations of others as clients is different from my own expectations as a client. It helped me realize that I have my own bias towards others, especially those with psychological disorders, even if these biases are somewhat unconscious. It also provided a more experiential understanding of the fears and stigma tied to psychotherapy and psychotropic medication that many clients probably feel when making the decision to seek help.”
ANOTHER TRAINEE’S PERSPECTIVE
Be flexible Time devoted to discussion versus activities
Tailor training to audience Mindfulness of basic knowledge level Language
Room for debriefing
COMMUNITY INTERVENTION
• What efforts are being made on your campus to combat mental health stigma?
• How might you adapt this destigmatization training to fit your needs?
• What sorts of things are you doing on your campus to combat mental health stigma?
• What might be some of the challenges of implementing this sort of training with other professions?
QUESTIONS FOR THE AUDIENCE
Byrne, P. (2000). Stigma of mental illness and ways of diminishing it. Advances In Psychiatric Treatment, 6, 65-72.
Corrigan, P. & Penn, D (1999). Lessons from social psychology on discrediting psychiatric stigma. American Psychologist, 54(9), 765-776.
Corrigan, P. (2004). How stigma interferes with mental healthcare. American Psychologist, 59(7), 617-625.
Couture, S.M. & Penn, D.L. (2003). Interpersonal contact andthe stigma of mental illness: A review of the literature. Journal of Mental Health, 12(3), 291-305.
Lyons, M. & Ziviani, J. (1995). Stereotypes, stigma, and mental Illness: Learning from fieldwork experiences. The American Journal ofOccupational Therapy.
Mann, C. E. (2010). In a Stranger's Shoes: Reducing mental illness stigma through perspective-taking. Unpublished doctoral dissertation, University of Tennessee, Knoxville, TN. Retrieved June 1, 2012, from Dissertations and Theses
database.
REFERENCES
Changing Minds Campaign http://www.rcpsych.ac.uk/campaigns/changingminds/
whatisstigma/mentaldisorderschallenging.aspx
National Alliance for the Mentally Ill (NAMI) http://www.nami.org/template.cfm?section=fight_stigma
SAMHSA’s Resource Center to Promote Acceptance,Dignity and Social Inclusion Associated withMental Health (ADS Center) http://www.stopstigma.samhsa.gov/
RECOMMENDED WEBSITES