JCPSLP November 2017
Table 3. Change in stigmatizing beliefs and attitudes pre- and post-placement (Attribution Questionnaire AQ-27)
EP
SLP
DTn
Pre-/post- change
Mean score (Post)
Pre-/post- change
Mean score (Pre)
Mean score (Post)
Pre-/post- change
Mean score (Pre)
Mean score (Post)
Mean score (Pre)
↑ 1.6
↑ 0.2
↓ 1.3
Blame
8.4
10
9.2
9.4
11.6
10.3
↓ 3.9
↓ 2.3
no change
Anger
12.5
8.6
9.4
7.1
5.6
5.6
↓ 0.7
↓ 2.7
↓ 2.0
Pity
18.5
17.8
19.7
17
21
19
↓ 0.4
↓ 0.8
↓ 1.3
Help
19.6
19.2
18.4
17.6
19.6
18.3
↑ 0.2
↓ 1.9
↓ 1.0
Dangerousness
12.2
12.4
10.8
8.9
8
7
↓ 1.0
↓ 1.7
↓ 1.0
Fear
12
11
10.4
8.7
8.6
7.6
↓ 5.6
↓ 4.1
no change
Avoidance
17.6
13.2
17.1
13
15
15
↓ 3.9
↓ 3.3
↑ 1.4
Segregation
14.3
10.4
10.5
7.2
7.6
9
↓ 1.8
↓ 0.3
↓ 2.6
Coercion
17
15.2
15.2
14.9
17.6
15
NB. Numbers in bold indicate degree and direction of change on this item.
Attribution Questionnaire Students rated each statement on the AQ 27 using a 9-point Likert scale. Three items in the questionnaire were associated with each attitudinal subscale. Thus each domain could receive a possible total of 27 points, with higher scores representing greater endorsement of that attribute. Changes from pre- to post-placement occurred across all domains and all disciplines; changes were larger for some disciplines than others and the direction of change (positive or negative) varied. • Blame: scores for this domain increased by 1.6 points for the EP students and 0.2 points for SLP students, and dropped by 1.3 points for the DTn students from pre- to post-measure collection. • Anger: this was a prominent domain pre-placement for all disciplines. Scores decreased for EP and SLP by post-placement (3.9 and 2.3 points respectively), and were unchanged for DTn students. • Pity: the average score on this domain was high for all disciplines both pre- and post-placement. There was a drop of 0.7 points for EP students, 2.7 points for SLP students and 2.0 points for DTn students at post- placement collection. • Help: similar to the Pity domain, this was highly scored for all three disciplines pre-placement and only very small reductions in scores noted post-placement (0.4; 0.8 and 1.3 points for EP, SLP and DTn students respectively). • Dangerousness: this was a domain that saw a reduction in scores from pre- to post-placement for SLP (1.9 points) and DTn (1.0 point) students, but increased by 0.2 points for EP students. • Fear: scores for this domain were relatively low at pre- placement and reduced further by post-placement for students across all disciplines. • Avoidance: scores for this domain at pre-placement were high for all students. Scores reduced for exercise physiology and SLP students by post-placement (by 5.6 points and 4.1 points, respectively), with no change seen in the scores of DTn students.
• Segregation: scores for this domain were low to moderate at pre-placement across the disciplines. Scores decreased by post-placement for EP and SLP students (by 3.9 and 3.3 points respectively); however, there was an increase of 1.4 points for DTn students on this domain. • Coercion: this attribute attracted moderate to high endorsement from students across all three disciplines pre-placement, but there was a small decrease in scores by post-placement for all disciplines (EP 1.8 points; SLP 0.8 points and DTn 2.6 points) Table 3 summarises the pre- and post-scores and direction of change for the EP, SLP, and DTn students separately. Discussion In this study, allied health students from three disciplines (EP, SLP and DTn) were asked to reflect on their familiarity with and beliefs and attitudes about mental health prior to commencing a 6–8 week clinical placement in a mental health setting and again on completion. The aim of this small-scale exploratory study was to examine whether exposure to a mental health population (and specifically clinical placement within this area of practice) would positively impact beliefs and attitudes held about people with mental illness, by enhancing familiarity and understanding. Students from the disciplines of exercise physiology, speech-language pathology and dietetics demonstrated low to moderate levels of familiarity with mental illness on commencement of their placement. By the end of their placement students across all disciplines experienced a statistically significant increase in familiarity with mental illness. This is a promising albeit expected finding, given that the purpose of the placement experience was to increase exposure to and familiarity with people who have a mental illness and assist students to explore their potential role with this population. Students across all disciplines began their placement with some positive attitudes towards mental illness as demonstrated by high scores on the Attribution
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JCPSLP Volume 19, Number 3 2017
Journal of Clinical Practice in Speech-Language Pathology
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