Journal articles: 'PSYCHOLOGY / Mental Illness'

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Alford, Brad A. "Psychology and Severe Mental Illness." Contemporary Psychology 45, no. 5 (October 2000): 535–36. http://dx.doi.org/10.1037/002296.

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Radović, J., I. Roncevic-Grzeta, and J. Rebic. "Prejudice towards people with mental illness." European Psychiatry 41, S1 (April 2017): S740. http://dx.doi.org/10.1016/j.eurpsy.2017.01.1363.

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This paper reports the results of a medical research that measured prejudice and attitudes towards mentally ill people and towards the mental illness. Three groups of respondents were studied: medical students, psychology students and the general population. Medical students and psychology students represented a population that is educated in regards to mental illness, and the general population was not trained so much about mental illness. The hypothesis was that the respondents who have been working with mentally ill people and had lots of knowledge about mental illnesses were the persons with less prejudice towards people with mental illness. The main objective of research was to examine the differences in prejudice and attitudes between respondents who had experience and knowledge related to mental illness and people with mental illness compared to those without such knowledge and experience. Testing was conducted using an anonymous online survey consisting of thirteen questions. The research confirmed the hypothesis and it could be an incentive for education aimed at specific groups.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Kasow, Zachary M., and Robert S. Weisskirch. "Differences in Attributions of Mental Illness and Social Distance for Portrayals of Four Mental Disorders." Psychological Reports 107, no. 2 (October 2010): 547–52. http://dx.doi.org/10.2466/13.15.pr0.107.5.547-552.

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For individuals with mental illness, others' perceptions of mental illness often limit integration into communities. Perceptions of mental illness manifest as social stigma in the form of social distance and may depend on individuals' attributions of the origins of mental illness. 180 university students completed a survey on attribution of mental illness and social distance across several disorders (psychiatric and physical). Participants indicated greater social distance for severe mental illness (i.e., schizophrenia) than less severe mental illness and physical illness. More desire for social distance may be related to unfamiliarity with severe mental illness rather than less severe mental and physical illnesses. Greater understanding of how individuals perceive mental illness can inform efforts to educate the public.

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Cooke, Anne. "Clinical psychology, mental illness and the media." Clinical Psychology Forum 1, no. 128 (June 1999): 7–10. http://dx.doi.org/10.53841/bpscpf.1999.1.128.7.

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Shorter, Edward. "Creating mental illness." Journal of the History of the Behavioral Sciences 39, no. 2 (2003): 188–90. http://dx.doi.org/10.1002/jhbs.10075.

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Feldman, David B., and Christian S. Crandall. "Dimensions of Mental Illness Stigma: What About Mental Illness Causes Social Rejection?" Journal of Social and Clinical Psychology 26, no. 2 (February 2007): 137–54. http://dx.doi.org/10.1521/jscp.2007.26.2.137.

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7

DRUSS, RICHARD G. "The Psychology of Illness." Journal of Nervous and Mental Disease 184, no. 6 (June 1996): 390. http://dx.doi.org/10.1097/00005053-199606000-00019.

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DRUSS, RICHARD G. "The Psychology of Illness." Journal of Nervous and Mental Disease 184, no. 6 (June 1996): 390. http://dx.doi.org/10.1097/00005053-199606000-00020.

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9

Baig, Sarima, and Elizabeth Schwaiger. "Using IAT to Measure Implicit Biases towards Mental Illness." Global Social Sciences Review VIII, no. II (June 30, 2023): 435–42. http://dx.doi.org/10.31703/gssr.2023(viii-ii).40.

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Mental illness for many years has been perceived in a negative light, greatly impacting the degree of treatment-seeking behaviour, the public attitude towards mental illness, laws and policies and the negative attitudes and associations that are formed towards mental illness. Therefore the research study investigates the attitude of psychology students; given their psychological knowledge about mental illness and evaluates the attributions they make towards mental illness. Participants from different institutions in Lahore participated in this research study and attempted Implicit Association Test to assess whether psychology students are implicitly biased towards the mentally ill or not.Quantitative data were collected and statistically analyzed with the help of SPSS; Independent samples t-test, paired samples test, One-way ANOVA and Pearson Correlation were applied to analyze the data. The study concluded that regardless of knowledge and exposure, students of psychology have an implicit bias towards mental illness.

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10

Payne, I. Reed. "Music and Mental Illness." Contemporary Psychology: A Journal of Reviews 36, no. 12 (December 1991): 1091–92. http://dx.doi.org/10.1037/031281.

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11

Sharma, Pradeep, Albert Michael, M. Venkataswamy Reddy, and P. S. Gehlot. "Migration and Mental Illness." Indian Journal of Psychological Medicine 8, no. 1 (January 1985): 47–52. http://dx.doi.org/10.1177/0975156419850113.

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Sarma, P. Gopala. "Marriage in Mental Illness." Indian Journal of Psychological Medicine 26, no. 6 (June 2005): 76–79. http://dx.doi.org/10.1177/0975156420050611.

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13

Ashfaq, Mehwish, Summaiyyah Nasir, Aisha Noorullah, Bushra Rashid, and Meha Irfan. "Stigma towards people with mental illness and community mental health ideology among university students: A comparative study." Asian Journal of Social Sciences and Management Studies 11, no. 1 (December 22, 2023): 1–7. http://dx.doi.org/10.20448/ajssms.v11i1.5262.

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The study examines the difference between the stigma among psychology and non-psychology students towards people with mental illness and to find out their ideology towards community mental health services. A cross-sectional study was conducted among university students. All together (N= 300) participants were recruited through the quota convenient sampling. CAMI (Community Attitude towards the Mentally Ill) scale was used in this research, assess four types of attitudes towards mental illness (i.e., Authoritarianism, Benevolence, Social restrictiveness, and Community mental health ideology). The findings of this study show a significant difference between the attitudes of psychology and non-psychology students. Both the subscales, authoritarianism and social restrictiveness conclude that non-psychology students showed more authoritative and restrictive behavior towards mentally ill people and are less oriented towards community mental health ideology as compared to psychology students. However, psychology students showed less benevolence as compared to non-psychology students towards mentally ill people. Additional findings indicated that the level of authoritarianism, social restrictiveness, and benevolence is high among males as compared to females. The study highlights the need for society to develop a plan and action to change stigma attached to mental illness at both institutional and community levels.

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14

Maranzan, K. Amanda. "Addressing Mental Illness Stigma in the Psychology Classroom." Psychology Learning & Teaching 15, no. 3 (September 16, 2016): 235–49. http://dx.doi.org/10.1177/1475725716666804.

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Seligman, Martin E. P., Acacia C. Parks, and Tracy Steen. "A balanced psychology and a full life." Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences 359, no. 1449 (September 29, 2004): 1379–81. http://dx.doi.org/10.1098/rstb.2004.1513.

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Psychology since World War II has been largely devoted to repairing weakness and understanding suffering. Towards that end, we have made considerable gains. We have a classification of mental illness that allows international collaboration, and through this collaboration we have developed effective psychotherapeutic or pharmacological treatments for 14 major mental disorders. However, while building a strong science and practice of treating mental illness, we largely forgot about everyday well–being. Is the absence of mental illness and suffering sufficient to let individuals and communities flourish? Were all disabling conditions to disappear, what would make life worth living? Those committed to a science of positive psychology can draw on the effective research methods developed to understand and treat mental illness. Results from a new randomized, placebo–controlled study demonstrate that people are happier and less depressed three months after completing exercises targeting positive emotion. The ultimate goal of positive psychology is to make people happier by understanding and building positive emotion, gratification and meaning. Towards this end, we must supplement what we know about treating illness and repairing damage with knowledge about nurturing well–being in individuals and communities.

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16

Strassle, Carla G. "Reducing Mental Illness Stigma in the Classroom." Teaching of Psychology 45, no. 4 (September 17, 2018): 351–57. http://dx.doi.org/10.1177/0098628318796922.

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Psychology courses present unique opportunities to reduce mental illness stigma. The literature highlights contact with people diagnosed with disorders as the best stigma reduction technique. Simple stigma education, however, is also promising and can be accomplished as part of course content coverage. Abnormal psychology students participated in one of five conditions to gauge the impact of different stigma reduction techniques. Results for overall stigma reduction indicate robust effect sizes (Cohen’s d; range = 0.77–1.52) for all interventions conditions, but no effect for the control condition. The current study supports the use of stigma reduction techniques but highlights the usefulness of stigma education as a simple but powerful tool for stigma reduction within standard course curricula.

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Nuriyeva, Nishan. "THE RELATIONSHIP OF GENDER DIFFERENCES TO MENTAL DISORDERS." Scientific Works 91, no. 1 (June 3, 2024): 240–43. http://dx.doi.org/10.69682/azrt.2024.91(1).240-243.

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In this article it was touched health and illness have biological, psychological and social aspects. Medical psychology, which is a sub-branch of psychology, deals with social aspects of health and illness. In society, one of the social factors that determines people’s health statue, health behavior, risky health attitudes and access of health care services is gender. Health and illness have biological, psychological and social aspects. Medical psychology, which is a sub-branch of sociology, deals with social aspects of health and illness. In society, one of the social factors that determines people’s health statue, health behavior, risky health attitudes and access of health care services is gender. Also, in this chapter, subjects such as gender’s effects on physical and mental health, relationship of gender with healthy life behaviours and risky health behaviours are addressed.

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Kendra, Matthew S., Lauren B. Cattaneo, and Jonathan J. Mohr. "Teaching Abnormal Psychology to Improve Attitudes Toward Mental Illness and Help-seeking." Teaching of Psychology 39, no. 1 (December 28, 2011): 57–61. http://dx.doi.org/10.1177/0098628311430315.

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Abnormal psychology instructors often use traditional and personal methods to educate students about and improve student attitudes toward mental illness and professional help-seeking. Data from abnormal psychology students ( N = 190) were used to determine if and how students’ attitudes toward mental illness and professional help-seeking attitudes change over time. The study also examined whether stigma-related variables were influenced by student presentations about personal experiences with mental illness. With few exceptions, stigma-related variables did not change over time or in relation to student presentations. Implications for research and teaching to improve attitudes toward mental illness and professional help-seeking are discussed.

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Page, Stewart. "Correlates of mental illness: A neglected problem in demonstrating the "mental illness culture."." Canadian Psychology/Psychologie canadienne 27, no. 1 (January 1986): 96–98. http://dx.doi.org/10.1037/h0079863.

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20

Walkup, James, Laura J. Cramer, and Jeddel Yeras. "How is Stigmatization Affected by the “Layering” of Stigmatized Conditions, Such as Serious Mental Illness and HIV?" Psychological Reports 95, no. 3 (December 2004): 771–79. http://dx.doi.org/10.2466/pr0.95.3.771-779.

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Vignettes were used to examine the effect of labeling a person with two stigmatized illnesses, HIV disease and serious mental illness (schizophrenia). The additive model predicted that stigma associated with combined HIV and serious mental illness would resemble the simple sum of those for the two conditions. The discounting model predicted that the presence of serious mental illness would lead subjects to view the target individual as less responsible for infection, resulting in less stigmatization than given for HIV alone. Data collected from 244 participants at a public northeastern university supported the additive model. Stigmatization was highest in the group labeled with both HIV and serious mental illness, while stigmatization associated with someone with only HIV was less than those associated with someone with only serious mental illness. Possible explanations are discussed.

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21

Ericson, Karl. "Preventing Mental Illness." Journal of Humanistic Psychology 26, no. 1 (January 1986): 61–71. http://dx.doi.org/10.1177/0022167886261004.

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22

Lisansky, Ephraim T. "The Psychology of Physical Illness." Journal of Nervous and Mental Disease 175, no. 11 (November 1987): 700–701. http://dx.doi.org/10.1097/00005053-198711000-00014.

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23

Martin, Andrés. "Creating Mental Illness." Journal of the American Academy of Child & Adolescent Psychiatry 42, no. 7 (July 2003): 877–78. http://dx.doi.org/10.1097/01.chi.0000046879.27264.5b.

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24

Tillman, Douglas R., David D. Hof, Aiste Pranckeviciene, Auksė Endriulaitienė, Rasa Markšaitytė, and Kristina Žardeckaitė-Matulaitienė. "Social Distance from Mental Illness Among Counseling, Social Work, and Psychology Students and Helping Professionals." Journal for Social Action in Counseling & Psychology 10, no. 1 (December 28, 2018): 24–37. http://dx.doi.org/10.33043/jsacp.10.1.24-37.

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Negative stereotypes of people with mental illness may lead to stigma of those with mental illness, impacting their self-confidence and willingness to seek mental health treatment. Few studies have looked at the health professional’s role and the impact they may have on the stigmatization process of people with mental illness. The purpose of this article was to better understand the concept of social distance among individuals in the helping professions of counseling, social work, and psychology. A total of 305 students and 95 professionals from counseling, social work and psychology participated in this study. Results revealed that counseling, social work, and psychology students, and helping professionals do not differ in their need for social distance from people with mental illness. Helping professionals reported significantly more social distance from people with mental health problems in close personal relationships, compared to their social relationships. In conclusion, there were no significant differences in social distance observed as a function of professional experience.

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25

Williams, David G. "Population Density and Mental Illness." Journal of Social Psychology 134, no. 4 (August 1994): 545–46. http://dx.doi.org/10.1080/00224545.1994.9712205.

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26

Schooler, Nina R. "Pharmacologic Treatment for Mental Illness." Contemporary Psychology: A Journal of Reviews 35, no. 6 (June 1990): 585–86. http://dx.doi.org/10.1037/028709.

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27

Rogers, Richard. "Models of feigned mental illness." Professional Psychology: Research and Practice 21, no. 3 (1990): 182–88. http://dx.doi.org/10.1037/0735-7028.21.3.182.

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Bennett, Frank H., and Gail Jackson. "Families Coping With Mental Illness." Contemporary Psychology: A Journal of Reviews 34, no. 8 (August 1989): 793. http://dx.doi.org/10.1037/031028.

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29

Palaniappun, V. "Infectious Agents and Mental Illness." Indian Journal of Psychological Medicine 14, no. 1 (January 1991): 1–2. http://dx.doi.org/10.1177/0975156419910101.

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30

Corrigan, Patrick W., L. Philip River, Robert K. Lundin, Kyle Uphoff Wasowski, John Campion, James Mathisen, Hillel Goldstein, Maria Bergman, Christine Gagnon, and Mary Anne Kubiak. "Stigmatizing attributions about mental illness." Journal of Community Psychology 28, no. 1 (January 2000): 91–102. http://dx.doi.org/10.1002/(sici)1520-6629(200001)28:1<91::aid-jcop9>3.0.co;2-m.

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31

Weiss, Marc Franchot. "Children's Attitudes toward Mental Illness as Assessed by the Opinions about Mental Illness Scale." Psychological Reports 57, no. 1 (August 1985): 251–58. http://dx.doi.org/10.2466/pr0.1985.57.1.251.

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Research on attitudes toward mental illness held by the public, by mental health professionals and personnel, and by psychiatric patients and their families is substantial. Little attention has been given to children's attitudes toward mental illness and the mentally ill, so this exploratory-descriptive study examined the developmental trends of children's attitudes toward the mentally ill. An adaptation of the Opinions About Mental Illness Scale was given to 512 elementary school age children who were placed in Grades 2, 4, 6, and 8. It was determined that with increasing grade/age children took a less authoritarian attitude toward the mentally ill and viewed mentally ill persons as more like themselves. Children rook an increasingly parernalistic view of the mentally ill, were less likely to see mental illness as an illness like any other, perceived mental patients as less of a threat to society and needing fewer restrictions. Finally, with increasing age/grade children perceived mental illness as less likely attributable to inadequate, deprived or interpersonal experiences. Results were discussed in terms of a relatively increased “positive attitude” and the relative acceptance and rejection of the mentally ill.

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Shim, Young R., Rebecca Eaker, and Junkoo Park. "Mental Health Education, Awareness and Stigma Regarding Mental Illness Among College Students." Journal of Mental Health & Clinical Psychology 6, no. 2 (August 24, 2022): 6–15. http://dx.doi.org/10.29245/2578-2959/2022/2.1258.

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Objective: The present study examined whether psychoeducational tools are beneficial in improving awareness and reducing stigma regarding mental health. This study aims to increase mental health awareness and reduce the stigma associated with mental illness. Methods: The study is quantitative research. In this study, 147 students registered in the Abnormal Psychology course, which focuses on mental illness, were recruited. Students signed informed consent and participated in the study voluntarily. Students completed the demographic questions, Beliefs Toward Mental Illness Scale (BTMI), and Stig-9 questionnaire (stig-9). Results: Our findings revealed a significant difference in beliefs and awareness about mental health and a decrease in stigma after students completed the Abnormal Psychology course. The statistical analysis revealed that students believe mental health is more curable and less embarrassing after taking mental health education. Finally, our findings demonstrated a direct impact of the educational experience on student attitudes toward mental health. Conclusion: Our finding indicates that mental health education is a promising tool to raise awareness and understanding and reduce the stigma regarding mental health. Providing students with mental health education and training enabled students to learn and understand issues with mental illness. This study demonstrated a direct impact on the educational experience on student attitudes toward mental health.

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Hudson, Joanna L., and Rona Moss-Morris. "Treating Illness Distress in Chronic Illness." European Psychologist 24, no. 1 (January 2019): 26–37. http://dx.doi.org/10.1027/1016-9040/a000352.

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Abstract. Cognitive-behavioral therapy (CBT) is an evidence-based treatment for depression and anxiety recommended for those with and without physical long-term conditions (LTCs). However, the cognitive-behavioral mechanisms targeted in CBT protocols are based on empirical cognitive-behavioral models of depression and anxiety. In these models, emotions are conceptualized as primary mental health disorders rather than a reaction to the challenges of living with a LTC commonly referred to as illness distress. This raises important clinical questions with theoretical implications. These include: Is the experience of illness distress conceptually distinct from primary mental health diagnoses of anxiety and mood disorder? Are there unique cognitive-behavioral mechanisms related to illness self-management, which should be incorporated into CBT for illness distress? How can illness self-management interventions be embedded within existing CBT protocols for depression and anxiety? To address these questions, we distinguish between primary mental health disorders and illness distress conceptually and explore the impact of this on tailored treatment planning and engagement. Second, we review how health psychology theoretical models can help to inform modifications of existing cognitive-behavioral treatments for anxiety and depression to better support the needs of individuals experiencing illness distress. Third, we provide examples of how to embed processes important for illness self-management including, illness cognitions and adherence, alongside existing CBT techniques. The mechanisms and intervention techniques discussed may help to inform the development of integrated CBT treatments for illness distress for future hypothesis testing in comparative effectiveness trials.

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Welsh, Patrick. "Psychology and the ‘At Risk Mental State’." Clinical Psychology Forum 1, no. 204 (December 2009): 16–19. http://dx.doi.org/10.53841/bpscpf.2009.1.204.16.

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Over the last decade there have been orchestrated efforts to detect and intervene during the earliest stages of psychotic illness. This article reviews some of the literature and highlights the current and future contributions of psychology to a rapidly expanding area of research and clinical practice.

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35

Levine, Bruce E. "Mental Illness or Rebellion?" Ethical Human Psychology and Psychiatry 7, no. 2 (June 2005): 125–29. http://dx.doi.org/10.1891/1559-4343.7.2.125.

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The rate of emotional difficulties and self-destructive behaviors has increased since the advent of the Industrial Revolution, with dramatic deterioration in the last generation. In attempting to understand root causes of our malaise, common sense tells us that rather than focus on our genes, which have not changed, we should focus on society, which has significantly changed. It is argued here that much of what we call mental illness is essentially a rebellion—more often passive rather than active—against an increasingly dehumanizing society in which consumption, production, and technology are worshipped at the expense of life. It is also argued that society, including mental health treatment, has become radically industrialized and commercialized, resulting in a loss of historical antidotes to emotional malaise such as autonomy, meaning, and community.

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Dembling, B. P., and L. Vachon. "MORTALITY AND MENTAL ILLNESS." Psychosomatic Medicine 61, no. 1 (1999): 105. http://dx.doi.org/10.1097/00006842-199901000-00120.

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Crowe, Michael. "Couples and mental illness." Sexual and Relationship Therapy 19, no. 3 (August 2004): 309–18. http://dx.doi.org/10.1080/14681990410001715436.

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Ernst, Frederick A. "The Myth of Mental Illness Revisited: Language Matters." Ethical Human Psychology and Psychiatry 18, no. 2 (2016): 92–110. http://dx.doi.org/10.1891/1559-4343.18.2.92.

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The safety of the American public has been violated by a mental health treatment enterprise that is badly broken because it is based on a fundamentally flawed model of understanding distress and dysfunction. The system has generated language that has caused serious confusion among the public as well as the providers of mental health services. And language matters. Psychologists have drifted from their core identity and contributed significantly to this system by embracing the illness model as if it was their own. In their philosophical confusion feeding a myopic neuroscience zeitgeist, proponents of this flawed model and broken system have minimized the influence of psychological factors and emboldened a psychopharmaceutical industry that is now dangerously in control of the country’s mental health needs. Unless psychologists scrutinize the language on which they have become dependent and the practices dictated by that language, the broken system will be irreparable and the level of harm perpetrated on the American public will escalate from dangerous to perilous. Psychology is a unique basic science discipline among the mental health professions, and there is a faint pulse in the scientist–practitioner model of clinical psychology suggesting perhaps a glimmer of hope. Historians will not be kind to this era, and psychology will be found deeply culpable unless a major paradigm shift is achieved soon. Change cannot be accomplished without a complete rejection of the illness model and action to replace it in similar fashion to what is already under way in Great Britain.

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Wetzler, S., and Jeanne B. Funk. "Measuring Mental Illness." Journal of Developmental & Behavioral Pediatrics 11, no. 4 (August 1990): 219???222. http://dx.doi.org/10.1097/00004703-199008000-00012.

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MacMillan, Gemma, and Helen St Clair-Thompson. "The relationship between mental toughness and subjective mental illness recovery." New Ideas in Psychology 63 (December 2021): 100881. http://dx.doi.org/10.1016/j.newideapsych.2021.100881.

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Nikapota, A. D. "Mental disorders and somatic illness." Behaviour Research and Therapy 23, no. 6 (1985): 711. http://dx.doi.org/10.1016/0005-7967(85)90074-9.

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Capps, Donald. "The Minister and Mental Illness." Pastoral Psychology 63, no. 1 (November 13, 2012): 13–22. http://dx.doi.org/10.1007/s11089-012-0499-z.

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Haywood, Darren, Frank D. Baughman, Peter Bosanac, Kim Johnston, Inge Gnatt, Jennifer Haywood, Judith Gullifer, and Susan Rossell. "Research Directions for Leveraging and Supporting the Lived Experience of Mental Illness within Psychology." Healthcare 11, no. 16 (August 17, 2023): 2318. http://dx.doi.org/10.3390/healthcare11162318.

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This paper explores the lived experience of mental illness within the field of psychology across higher education and the mental health workforce. There is a high prevalence of mental health issues among psychology students and practitioners, and it is critical not only to provide support for these populations, but also to acknowledge the value of leveraging their lived experience within their education and practice. There has been increased interest in and advocacy for the involvement of those with lived experience of mental illness within mental healthcare service provision to improve patient experiences and outcomes. However, there have been limited acknowledgement and research regarding the role of psychologists with personal lived experiences of mental illness, and how to leverage this experience. Further, there are challenges faced by both psychology students and practising psychologists with lived experience that act as barriers to leveraging their unique skills and experiences. Psychology students with lived experience face stigma, inadequate support, and incongruence between the course material and their personal experiences. Similarly, practising psychologists with lived experience encounter stigma and isolation, indicating the need for a culture change that promotes transparency and understanding. The paper calls for research in five key directions to provide evidence that can be used to support and leverage lived experience in psychology.

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Keshavan, Matcheri S., and Jai L. Shah. "Violence and mental illness." Asian Journal of Psychiatry 6, no. 1 (February 2013): 1–2. http://dx.doi.org/10.1016/j.ajp.2013.01.001.

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Maham Zehra, Farzana Khan, and Shumaila Naureen. "Exploring Stigmatizing Discourses of Mental Illness in Pakistani Newspapers through CDA Lens in Psychology." sjesr 6, no. 2 (May 25, 2023): 1–10. http://dx.doi.org/10.36902/sjesr-vol6-iss2-2023(1-10).

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Mental health stigma remains a significant challenge in Pakistan, contributing to negative attitudes, behaviours and outcomes for people with mental illness. The present study aims to analyse stigmatizing discourses of mental illness in Pakistani English newspapers using the three-dimensional model of Critical Discourse Analysis (CDA). A sample of newspaper headlines published between 2015 and 2023 was selected and analysed using the CDA framework. The results revealed that stigmatizing discourses were prevalent in these newspapers including labelling, anthologizing, stereotyping and marginalizing. These discourses reflected broader social and cultural factors such as cultural norms, beliefs and power relations. The findings also highlight the need for more effective policies and interventions aimed at reducing mental health stigma in Pakistan and promoting a more inclusive understanding of mental illness. The study also provides valuable insights into the role of the media in shaping public perceptions towards mental illness in Pakistan and can inform the development of more responsible media practices as well as more comprehensive mental health policies.

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Wang, Bingxuan, Peilin Dong, Yulin Yang, Qianyu Zhang, and Qijun Li. "To What Extent Can Evolutionary Theories Explain Mental Illness?" Lecture Notes in Education Psychology and Public Media 6, no. 1 (May 17, 2023): 80–89. http://dx.doi.org/10.54254/2753-7048/6/20220186.

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Clinical psychology, the psychiatry field, and medical conditions all tend to ignore the role of evolution in them. However, the human brain is indeed a product of natural selection. Its complexity, including both normal functions and potential dysfunctions, has developed over evolutionary time under the process of natural selection. Evolutionary psychology provides guidance for psychologists today on how to think about individual differences in terms of psychopathology. Therefore, understanding the evolutionary origin of psychiatric conditions is a crucial component of a complete understanding of psychological illnesses and their etiology. This paper explores this idea of evolution with four examples of mental illnesses, depression, postpartum depression, agoraphobia, schizophrenia and autism.

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Fosker, Hannah, Hayley Andrews, Sarah Addison, and Rachel Winter. "Exploring School Students’ Knowledge and Expectations of Careers in Psychology, Psychiatry and Mental Health Nursing: A Thematic Analysis." BJPsych Open 8, S1 (June 2022): S50—S51. http://dx.doi.org/10.1192/bjo.2022.191.

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AimsAttracting more doctors and nurses to mental health careers is vital to support the growing demand for mental health services. Despite low numbers of doctors choosing psychiatry, and a shortage of mental health nurses, psychology degrees remain a popular choice. This study explores the understanding and knowledge students studying psychology A Level have about mental health careers, and the careers guidance they have received. We ask ‘are students who are interested in studying psychology at university an untapped resource for recruitment to psychiatry and mental health nursing?’.MethodsFocus groups were held with A-Level psychology students considering applying to university to study psychology. Focus group discussions were recorded, transcribed and anonymised and were analysed using thematic analysis.ResultsThree key themes were identified. Firstly, student interest in psychology as a degree subject (with mental illness, neurobiology and human behaviour cited as key interests). Secondly, student motivation for a future career in which they would have a therapeutic role working with people with mental illnesses. Thirdly, student knowledge, or lack of it, around what a career in psychology or other mental health careers would entail, and the pathways to these.ConclusionThere remains uncertainty in young people regarding what the different types of mental health practitioner roles are, and the career pathways to these. More detailed, accurate information made available to students interested in working with people with a mental illness may lead to more students considering a career in mental health nursing or medicine (and then psychiatry) as an alternative to a psychology. It is important that those aspiring to become clinical psychologists understand the qualifications required and competitive nature of this profession. Inaccurate information runs the risk of students acquiring significant university debt, only to find they are not qualified for the type of role they envisaged. A lack of accurate, high quality and timely careers information may also be depriving psychiatry and mental health nursing of enthusiastic, able and motivated students. This study adds support to the need for better careers guidance and awareness around mental health careers for school and sixth form students.

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Steward, Robbie J. "Culture and Mental Illness: Insiders' Viewpoints." Contemporary Psychology: A Journal of Reviews 41, no. 7 (July 1996): 725. http://dx.doi.org/10.1037/004657.

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Dixit, Shikha. "Meaning and Explanations of Mental Illness." Psychology and Developing Societies 17, no. 1 (March 2005): 1–18. http://dx.doi.org/10.1177/097133360501700101.

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Hayes, Steven C. "The Mechanistic Approach to Mental Illness." Contemporary Psychology: A Journal of Reviews 38, no. 11 (November 1993): 1214–15. http://dx.doi.org/10.1037/032796.

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Journal articles on the topic 'PSYCHOLOGY / Mental Illness'

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