Challenging Forensic Stigma: The Efficacy of Education and Indirect Contact Interventions in Addressing Stigma Towards Forensic Patients

Abstract

This study examined whether education, indirect contact, and a combination of education and indirect contact was associated with lower scores of forensic stigma. Undergraduate students (N = 698) were randomly assigned into one of four conditions: An education video that provides empirical evidence challenging the myths about forensic patients, a contact video using clips from a documentary about a real forensic patient, a combination of both education and contact videos, and a control video providing general psychology facts. Participants completed questions about demographic characteristics, previous education in forensic psychology, and contact with forensic patients, as well as completing the Forensic Stigma Scale-Revised which measures the key stereotypes driving forensic stigma (i.e. dangerousness/unpredictability and responsibility/blame). Overall, participants in the education and combined condition had the lowest scores of forensic stigma. Participants in the contact condition scored similar to the control group. There were significant effects for gender (men and women) within conditions. The findings support the use of education interventions as an effective means of addressing stigma towards forensic patients.