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A quasi-experimental approach to measuring the impact of educational interventions on attitudes and social distance towards depression, in relation to authoritarian personality type

Martin, Emma (2014) A quasi-experimental approach to measuring the impact of educational interventions on attitudes and social distance towards depression, in relation to authoritarian personality type. Manchester Metropolitan University. (Unpublished)

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Abstract

Individuals with depression repeatedly face negative attitudes and stigma. Numerous factors influence these harms; however, educational interventions are suggested to produce attitude change and reduce stigma towards those with depression. This research investigated whether those with authoritarian personality type display more negative attitudes and stigma towards those facing depression. This research also assessed the use of educational intervention on improving attitudes and reducing stigma towards depression, and measured whether having an authoritarian personality would positively influence the effect of intervention. Fifty six participants took part in the research (females, n=32, males, n=24) with an age range of 18 to 57 years. A quasi-experimental design of non-equivalent control group pretest-posttest was used to allow for the assessment of intervention. The study used three independent variables; time, authoritarianism and intervention, and two dependent variables; stigma, with relation to social distance and attitudes, with relation to blame. Two 2x2x2 mixed ANOVA’s were conducted to assess the effect of the independent variables on the two dependent variables. Authoritarianism was found to have a non-significant effect on attitudes and stigma. Educational intervention also had a non-significant effect on attitudes and stigma; authoritarianism similarly did not significantly impact the effect of intervention on attitudes and stigma.

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