Differences in Stigma and Attitudes Toward Counseling Between College Student-Athletes and Nonathletes

ABSTRACT

Researchers have inconsistently found differences between student-athletes and nonathletes regarding levels of stigma and attitudes toward counseling. One limitation of previous comparison studies is that they do not control for factors known to influence attitudes and stigma, such as gender and previous treatment history. Therefore, the purpose of this study was to examine differences in stigma and attitudes toward counseling between a sample of student-athletes and nonathletes while controlling for these variables. In this brief report (N = 902), we used multivariate analysis of covariance (MANCOVA) to analyze differences between the groups. After controlling for gender and previous therapy experience, there were no differences between the groups on stigma or attitudes. The results of this study have implications for future outreach and intervention with student-athlete populations.     

An Examination of the Impact of a Biological Anti-Stigma Message for Depression on College Students

Stigma is one reason that some people avoid seeking mental health treatment. This study tested whether a biologically based anti-stigma message affected various stigma-related outcomes in college students. One hundred eighty-two undergraduate participants were randomly assigned to see a billboard presenting the message, “Depression is a brain disease,” or a control message. Dependent variables included positive and negative affect, message appeal, stigma, and willingness to seek treatment. The biologically based anti-stigma message increased participants’ affect, was rated as relatively unappealing, and failed to reduce stigma or increase willingness to seek treatment. These preliminary findings raise concern about continued use of similar messages in college populations.     

Children's attitudes towards ADHD,depression and learning disabilities

Attention deficit hyperactivity disorder (ADHD), depression and general learning disabilities (LD) are common difficulties for British primary school children. It has been found that characteristics associated with these difficulties can result in negative attitudes and stigma from other children, causing problems with peer relationships. Furthermore, problematic peer relations can intensify the difficulties associated with these disorders. Packages such as ‘Tackling Stigma: A Practical Toolkit’ aim to combat stigma in schools. However, these packages have not been based on evidence regarding children's attitudes towards different disorders. This study aims to explore children's attitudes towards ADHD, depression and LD from a conative (measure of social distance) and cognitive (measure of positive or negative attributes ascribed to a person) perspective. Participants were 273 children (M= 9.2 years). Vignettes were used to describe a child with ADHD, depression, or LD or a ‘normal’ child. The Shared Activities Questionnaire was utilised to assess conative attitudes, and the Adjective Checklist was utilised to assess cognitive attitudes. Results showed that children generally displayed more negative attitudes to vignettes describing mental health difficulties (MHD) (ADHD and depression) than LD. Children had more negative attitudes towards the ADHD (externalising disorder) vignette than the depression vignette (internalising disorder). Younger children had more positive conative attitudes than older children. Those who had previous contact with children with ADHD, depression and LD had more positive attitudes. These findings can enhance current stigma reduction interventions through contributing a deeper understanding of children's attitudes towards the most common MHD and LD in childhood.     

Stigma,agency, and motherhood: Exploring the performativity of dual mother–female sex workers identities in Kathmandu,Nepal

ABSTRACT

Drawing upon the lived experiences of 35 female sex workers (FSW) in Kathmandu, Nepal, this article explores the performativity of sex work–mother dual identities. Performativity presents a way to rupture proscribed singular identities of being a sex worker and highlight agency through the act of expressing dual identities. Global South research has established a link between mothers’ vulnerability and the likelihood of sex work becoming the means of livelihood. Thematic analysis highlights performativity of the dual identities as well as highlighting agency of FSWs to navigate economic necessity, stigmatized societal conditions, gender inequalities, and motherhood through performativity of dual identities.     

Childhood obesity: psychosocial outcomes and the role of weight bias and stigma

Research, policy and media discourses highlight negative physical and non‐physical outcomes for overweight/obese children and adolescents compared with their non‐overweight/obese peers. The research findings that have positioned this “vulnerable” group are reviewed with particular reference to the desired outcomes of the Every Child Matters agenda. The mediating role of weight bias and stigma is also explored. The relevance of these issues with regard to educational psychology service delivery priorities is also considered. A key question is how educational psychologists position themselves in relation to challenging some of the discourses alongside providing support for children, families, schools, and other service providers for whom the phenomenon of childhood obesity is a concern.     

Identity Management and the Fostering of Network Ignorance: Accounts of Queer Iranian Women in the United States

This qualitative study explores the narratives of 12, first-generation, queer, Iranian-American women in an attempt to better understand the experiences of being both Iranian and queer, and to explore the various ways participants manage their sexual identities within their ethnic communities. Online interviews were analyzed using grounded theory analysis, which revealed that shame anxiety motivates the fostering of network ignorance. Feelings of fear and guilt, which together cultivate shame anxiety, motivate the identity management strategies of queer Iranian women as they attempt to foster ignorance of their sexual orientation within the Iranian community. Strategies include (co)-covering, deceiving and passing, and avoiding.     

艾滋病污名研究述评

艾滋病污名是影响艾滋病预防、治疗及艾滋病患者生活质量的重要因素。文章从艾滋病污名的概念、理论、研究方法及干预措施等几个方面，回顾了国外近20几年来研究者关于艾滋病污名的研究脉络，在此基础上，提出了今后有待研究的五个问题。     

Erasing the Scarlet Letter: How Positive Media Messages About Sex Can Lead to Better Sexual Health Among College Men and Women

This study explores how positive media messages about sex can lead to better sexual health among young adults (college students at a large university, N = 228) by de-emphasizing sensation seeking, condom embarrassment, and stigma. Employing social learning theory and normative influence frameworks, the research found that college-age women had higher stigma (β =.22, t = 3.37, p <.001 for felt stigma) and lower sensation seeking (β = –.34, t = ?3.17, p <.01). Participants exposed to more media in some forms (e.g., news reading, β = –.131, t = ?1.94, p =.05) had less felt self-stigma. Thus, exposure to media, such as TV and media, and positive messages could encourage healthy sexual behavior in young women (around college age).     

Student-Athletes’ Perceptions of Mental Illness and Attitudes Toward Help-Seeking

Given that there is evidence that college student-athletes may be at risk for psychological disturbances (Pinkerton, Hintz, & Barrow, 1989), and possibly underutilizing college mental health services (Watson & Kissinger, 2007), the purpose of this study was to examine attitudes toward mental illness and help seeking among college student-athletes compared to college student nonathletes. The roles that athletic identity and gender play in treatment-seeking comfort were examined. Contrary to what was hypothesized, the results showed that student-athletes and nonathletes did not significantly differ in willingness to seek mental health treatment. Student-athletes perceived significantly less discrimination toward individuals based on mental illness status.     

Student estrangement in higher education: identity formation and the struggle against stigma

Abstract

While investigation on family estrangement is growing within academic circles, research regarding the interconnection between experiences of estrangement and higher education (HE) is still limited. Sociological understandings of these issues are even scarcer, with policy interventions and practical guidance forming early interventions in HE. Set within the context of Scotland, this paper explores the experiences of HE students who are estranged from their family, and interrogates the ways students develop a sense of identity in the context of their academic lives. The paper applies Goffman’s work on stigma and identity management in relation to Bourdieu’s concept of capitals to cast a critical eye on the identity formation of estranged students. In doing so, we challenge normative assumptions of what it means to be a university student in contemporary society and urge institutions and policy makers to rethink the complexity of students’ academic lives in more inclusive ways.