An Inquiry-Based Learning Activity to Address Mental Illness Stigma

Abstract

Background

Mental illness stigma includes inaccurate stereotypes and is associated with treatment reluctance. Undergraduate psychology courses represent an opportunity for stigma reduction efforts, and yet mental illness stigma may be only minimally affected by standard offerings.

Objective

We present preliminary evidence of a single-day inquiry-based learning (IBL) activity to address mental illness stigma.

Method

Undergraduate psychology students (N = 79) completed a stigma scale on the first day of class, participated in an IBL lab, and then completed the scale a second time.

Results

The mean score of mental illness stigma at the start of the semester was significantly higher than the postintervention mean score, providing preliminary evidence for the effectiveness of the activity.

Teaching Implications

This single-session IBL activity can be implemented in introductory to clinical psychology courses.

Conclusion

The activity shows promise as an active-learning strategy to address mental illness stigma. Future research is needed to build on the efficacy of the approach.

Keywords

inquiry-based learning mental illness stigma undergraduate education scholarship of teaching and learning

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