Up To Me: Erasing the Stigma of Mental Illness on College Campuses

NCT05784818 | Unknown

• 1 other identifier: 90IFRE0056-01-00
• Study Type: interventional
• Target: 201
• Locations: 1 country
• Sites: 1

Brief Summary

This is a three-lesson, disclosure-based stigma reduction program meant to reduce barriers to community living and participation for college students with psychiatric disabilities. The goal is to improve community living and participation of individuals with psychiatric disabilities within their postsecondary community using the Honest Open Proud (HOP) program. There are 3 specific objectives of the project:1) evaluate program fidelity, 2) assess program feasibility, and 3) conduct a randomized controlled trial of the HOP program with college students with mental illness to examine its efficacy. Anticipated outcomes include increases in 1) community integration, 2)self-esteem and self-efficacy, 3) empowerment and self-determination, 4) disclosure of mental illness in order to obtain needed support, and 5) care seeking/service engagement for mental illness. Ultimately, we expect to see increased academic persistence and achievement among HOP program completers.

Conditions

Mental Illness; Behavior Disorders; Severe Mental Illness; Psychiatric Diagnosis; Psychiatric Diseases; Psychiatric Disorders; Psychiatric Illness

Keywords

mental illness; disclosure; empowerment; stigma

Outcome Measures

Primary Outcomes (5)

• Self-Stigma of Mental Illness Scale-Short Form

  Scores correspond with the four stage regressive model of self-stigma. The min of this scale is 1 or "I strongly disagree" and the max is 9 or "I strongly agree". Using this scale, an observed decrease would be a better outcome.

  Change from baseline to week 3, week 7, week 15 and 27 for all participants

• Stigma Stress Scale

  This scale includes 4 items measuring appraisal of stigma as a stressor (e.g., "prejudice against people with mental illness will have a negative impact on my future") and 4 items measuring perceived resources to cope with stigma (e.g., "I am prepared to deal with prejudice against people with mental illness"). The min on the scale is 1 or "Strongly disagree" to 7 or "Strongly agree". Using this scale, an observed increase would be a better outcome.

  Change from baseline to week 3, week 7, week 15 and 27 for all participants

• Why Try Stigma Scale (WTSS)

  The current version of the WTSS does not include items specific to the pursuit of postsecondary education. Therefore, the investigators will add two items for the purpose of this study: "I am not worthy of obtaining a college degree because I have a mental illness" and "I am not capable of obtaining a college degree because I have a mental illness." After the addition of the two aforementioned items, this scale includes 16 items on a seven-point agreement scale. The min on the scale is 1 or "Strongly disagree" to 7 or "Strongly agree". Using this scale, an observed decrease would be a better outcome.

  Change from baseline to week 3, week 7, week 15 and 27 for all participants

• The Empowerment Scale

  Yields five factors: self-efficacy/self-esteem, power/powerlessness/community activism, righteous anger, and optimism/control over the future. This scale includes 28 items on a 4-point agreement scale. The min on the scale is 1 or "Strongly Disagree" to the max of 4 or "Strongly Agree". Using this scale, an observed increase would be a better outcome.

  Change from baseline to week 3, week 7, week 15 and 27 for all participants

• Self-Determination Scale

  Participants respond to a vignette about a person, Harry, living with schizophrenia. The scale includes 14 items on a 9-point agreement scale. The minimum on the scale is 1 or "Strongly Agree" to 9 or "Strongly Disagree". Using this scale, an observed decrease would be a better outcome.

  Change from baseline to week 3, week 7, week 15 and 27 for all participants

Secondary Outcomes (18)

• College Student Experiences Questionnaire (CSEQ Fourth Edition)

  Change from baseline to week 3, week 7, week 15 and 27 for all participants

• Peer Group Interactions Scale

  Change from baseline to week 3, week 7, week 15 and 27 for all participants

• Interactions with Faculty Scale

  Change from baseline to week 3, week 7, week 15 and 27 for all participants

• Sense of Campus Belonging Scale (SoCB)

  Change from baseline to week 3, week 7, week 15 and 27 for all participants

• Attitudes Towards Seeking Professional Psychological Help Scale (ATSPPHS)

  Change from baseline to week 3, week 7, week 15 and 27 for all participants

Study Arms (3)

Intervention + No Booster

EXPERIMENTAL

This arm will have n=67 participants. The Up To Me behavioral intervention will be administered via 2-hour sessions over three consecutive weeks. During these sessions, participants will complete worksheets from the Up To Me workbook.

Behavioral: Up To Me Intervention + No Booster

Intervention + Booster

EXPERIMENTAL

This arm will have n=67 participants. The Up To Me behavioral intervention will be administered via 2-hour sessions over three consecutive weeks. During these sessions, participants will complete worksheets from the Up To Me workbook. Additionally, participants randomized to this arm will complete an additional session 4 weeks after the third session of the intervention.

Behavioral: Up To Me Intervention + Booster

Waitlist Control

NO INTERVENTION

This arm will have n=67 participants. Those randomized to this arm will be engaged in "treatment as usual", participating in the same services and activities that they were engaged with prior to recruitment into the study.

Interventions

Up To Me Intervention + No Booster BEHAVIORAL

Participants will complete two-hour sessions once a week over three weeks in which they complete modules in the Up To Me Workbook. These sessions are facilitated by a peer facilitator and a member of the USF Counseling center. Other members in the group sessions are university students who are peers who are also experiencing some form of shame around their mental health challenges.

Intervention + No Booster

Up To Me Intervention + Booster BEHAVIORAL

In addition to the Up To Me Intervention, participants also complete a booster/additional session where additional topics of the Up To Me workbook are covered. This additional session occurs four weeks after the completion of the third session.

Intervention + Booster

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• College students enrolled at USF
• Over 18 years of age
• Individuals with psychiatric disability(ies) who feel shame regarding their mental illness or keep it secret

You may not qualify if:

• Individuals with a sole substance abuse disorder
• Individuals who plan to graduate before the conclusion of the data collection period; for intervention participants, this would be a graduation date within 6 months of starting the intervention.

Sponsors & Collaborators

• University of South Florida: lead
• National Institute on Disability, Independent Living, and Rehabilitation Research: collaborator
• Temple University: collaborator
• Illinois Institute of Technology: collaborator

Study Sites (1)

University of South Florida

Tampa, Florida, 33620, United States

RECRUITING

Related Publications (10)

• Salzer MS. A comparative study of campus experiences of college students with mental illnesses versus a general college sample. J Am Coll Health. 2012;60(1):1-7. doi: 10.1080/07448481.2011.552537.

  PMID: 22171723 BACKGROUND

• Gonyea, R.M., Kish, K.A., Kuh, G.D., Muthiah, R.N., & Thomas, A.D. (2003). College Student Experiences Questionnaire: Norms for the Fourth Edition. Bloomington: Indiana University Center for Postsecondary Research, Policy, and Planning.

  BACKGROUND

• Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research (Vol. 2).

  BACKGROUND

• Hurtado, S., & Carter, D. F. (1997). Effects of college transition and perceptions of the campus racial climate on Latino college students' sense of belonging. Sociology of education, 324-345.

  BACKGROUND

• Jones, N., Brown, R., Keys, C. B., & Salzer, M. (2015). Beyond symptoms? Investigating predictors of sense of campus belonging among postsecondary students with psychiatric disabilities. Journal of Community Psychology, 43(5), 594-610. https://doi.org/10.1002/jcop.21704

  BACKGROUND

• Rickwood DJ, Braithwaite VA. Social-psychological factors affecting help-seeking for emotional problems. Soc Sci Med. 1994 Aug;39(4):563-72. doi: 10.1016/0277-9536(94)90099-x.

  PMID: 7973856 BACKGROUND

• Rickwood, D., Deane, F. P., Wilson, C. J., & Ciarrochi, J. (2005). Young people's help- seeking for mental health problems. Advances in Mental Health, 4(3), 218-251.

  BACKGROUND

• Bean, J. P. (1980). Dropouts and turnover: The synthesis and test of a causal model of student attrition. Research in higher education, 12(2), 155-187.

  BACKGROUND

• Bers, T. H., & Smith, K. E. (1991). Persistence of community college students: The influence of student intent and academic and social integration. Research in higher Education, 32(5), 539-556.

  BACKGROUND

• Milem, J. F., & Berger, J. B. (1997). A modified model of college student persistence: Exploring the relationship between Astin's theory of involvement and Tinto's theory of student departure. Journal of college student development, 38(4), 387.

  BACKGROUND

MeSH Terms

Conditions

Mental Disorders; Empowerment; Social Stigma

Interventions

Immunization, Secondary

Condition Hierarchy (Ancestors)

Social Behavior; Behavior

Intervention Hierarchy (Ancestors)

Immunization; Immunotherapy; Immunomodulation; Biological Therapy; Therapeutics; Immunologic Techniques; Investigative Techniques

Study Officials

• Kristin Kosyluk

  University of South Florida

  PRINCIPAL INVESTIGATOR

Central Study Contacts

Kristin Kosyluk, PhD

CONTACT

813-974-6019; kkosyluk@usf.edu

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: SUPPORTIVE CARE
• Intervention Model: SEQUENTIAL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: December 13, 2022
• First Posted: March 27, 2023
• Study Start: March 7, 2022
• Primary Completion: March 30, 2024
• Study Completion: March 30, 2024
• Last Updated: March 27, 2023

Record last verified: 2022-08

Data Sharing

• IPD Sharing: Will share
• Time Frame: Data will be available for sharing no sooner than one year after the completion of the study.
• Access Criteria: A contractual agreement will be developed on a case-by-case basis if data are requested by a certified researcher. The restriction will be based on the provision of data that cannot be linked to identifiers, either directly or by deduction. Thus, the precise content of each data-sharing plan will vary, will be developed in collaboration with investigators requesting the data, and will be a formal, written agreement. The agreement will specify: Which named researchers have access to the data, what research questions they will examine, what analyses they will do, how they will dispose of the data after analysis, which specific conditions are placed on the use of the data, procedures for maintaining protection of confidentiality of participants, the timeline for publication of results, and details of research collaboration if relevant (e.g. tasks of each group, authorship, etc.).

Locations

US (1)