A brief web-based depression literacy, efficacy, and stigma intervention among college students

ABSTRACT

Objective

The purpose of this study was to examine the impact of a brief web-based depression literacy intervention compared to a control condition on depression literacy, depression literacy efficacy, self-stigma, perceived public stigma, and personal stigma toward depression.

Method

College students (N = 210) from a large university in the southeastern United States were recruited via a human subject pool and randomly assigned to the intervention (web-based depression literacy) or control condition. Participants completed online surveys at pre-intervention, post-intervention, and 1-month follow-up time points. A short qualitative reflection question was also responded to post-intervention.

Results

No significant intervention condition by time interactions were seen across any variables included in the study. Significant main effects of time were found for the depression literacy, depression literacy efficacy, self-stigma, and personal stigma variables. Qualitative results show participants reported gaining a general understanding of depression in addition to more specific information such as knowing different treatment options or depression related resources.

Discussion

Education through a brief web-based depression literacy intervention did not improve college students’ literacy, confidence in recognising, managing, and preventing depression, or stigma towards this mental health disorder, compared to an active control condition.

KEYWORDS:

• Brief intervention
• destigmatisation
• mental health
• mental illness
• mood disorders

Acknowledgements

We would like to acknowledge Heather Kiefer, Samantha Gilmore, and Aaron D’Addario for their assistance on the study.

Disclosure statement

No potential conflict of interest was reported by the author(s).