Determinants of students'' attitudes towards peers with disabilities

Aim  To explore factors associated with students' attitudes towards their peers with disabilities.
Method  All 7th grade students (aged 12−13y) from 12 schools in the Toulouse area were invited to participate ( n =1509). Attitudes were measured using the Chedoke-McMaster Attitudes Towards Children with Handicaps (CATCH) questionnaire (affective, behavioural, cognitive, and total scores). Personal characteristics, including KIDSCREEN quality of life scores, were recorded. Data regarding information about disabilities received from parents and the media and acquaintance with people with disabilities constituted the 'disability knowledge' factors. The characteristics of the schools were obtained from the local education authority. Multivariate multilevel linear regression analyses were conducted to explore the associations between CATCH scores and these three groups of factors.
Results  Responses from 1135 students (612 females, 523 males; mean age 12y 8mo SD 7mo; age range 10y 8mo–15y) were studied (75.2% of the students approached). Factors independently associated with more positive attitudes were being a female, having a good quality of life, being friends with a child with disabilities, or having received information about disabilities from parents and the media. Presence in the school of a special class for children with cognitive disabilities was independently associated with more negative attitudes.
Interpretation  This cross-sectional study identified different personal and environmental factors upon which interventions aimed at improving students' attitudes towards their peers with disabilities could be based.     

Attitudes of children and adolescents toward persons who are deaf,blind, paralyzed or intellectually disabled

This study aimed to explore Dutch students’ attitudes toward deaf, blind, paralyzed or intellectually disabled persons and to determine whether age, self-esteem, gender, religion and familiarity with a disabled person have a significant effect on these attitudes. The attitudes of 200 high school and 144 university students were determined with two questionnaires, the CATCH and MAS. Only the CATCH was applicable with all four disabled groups. Two factors were found: behavior–positive affect and cognition–negative affect. With regard to the first factor respondents had more positive attitudes toward deaf, blind and paralyzed persons than toward intellectually disabled persons. The cognition and negative affect factor showed that respondents had more positive attitudes toward deaf and blind persons than toward paralyzed and intellectually disabled persons. Being older and familiarity with a disabled person had a significant positive effect on attitudes, while self-esteem and gender had only a partial effect and having religious beliefs was not a significant predictor in this study.     

Improving attitudes towards children with disabilities in a school context: a cluster randomized intervention study

Aim Although inclusive education of disabled children is now an accepted practice, it is often challenged by negative peer attitudes. We undertook an interventional study aimed at improving students’ attitudes towards their disabled peers. Method The participants were students from the 7th grade of twelve paired schools (1509 students from 62 classes; age 12–13y), randomly allocated to an intervention group (205 males, 285 females) or a control group (132 males, 165 females). The intervention consisted of a mandatory comprehensive educational project on disability. The Chedoke‐McMaster Attitudes Towards Children with Handicaps Scale (CATCH) was used to assess children’s attitudes before (T0) and after (T1) intervention. The hierarchical structure of the data was taken into account by adjusting standard deviations and using linear multilevel models. Results Seven hundred and eighty‐four students had at least one score on the three domains (cognitive, affective, behavioural) of the CATCH at T0 and T1. The final scores were higher than baseline scores (total scores, intervention group: baseline score 25.6 (SD=5.4), final score 26.8 (5.9), p<0.001; Control group: baseline 25.2 (5.4), final 26.0 (5.7), p<0.009) with no significant difference between the intervention and control groups. Individual score changes over time were associated with baseline score (p<0.001 for total and all sub‐scores). Lower improvement in attitudes was found in students from schools with special units for their peers with cognitive impairment for total (p=0.013), affective (p<0.001), and behavioural (p=0.001) scores, while higher improvement existed for the cognitive domain (p=0.029). Interpretation Although we found no effect of our intervention, we found an improvement in attitudes in the intervention and control groups that could be a result of the nature of the scales and questionnaires the students had to complete before the intervention.     

Factorial validity of the Chedoke-McMaster Attitudes towards Children with Handicaps Scale (CATCH)

The Chedoke-McMaster Attitudes towards Children with Handicaps Scale (CATCH) has been developed to measure the attitudes of children toward peers with disabilities. The present study aims to evaluate the factorial validity of the CATCH in a sample of 2396 students in 7th grade, including 179 students with disabilities and 2217 typically developing students. Each classroom included at least one student with a disability. The structure of the scale, as proposed by the developers, was tested and its stability was evaluated across gender, disability status, awareness of the disability status of classmates and having a classmate with a disability as a friend. Confirmatory factor analysis did not support the originally proposed subscale structure. Instead of the three proposed subscales, a single subscale including seven items was found. Strict factorial invariance was obtained across gender, disability status, awareness of the disability status of classmates and being friends with a classmate with a disability. Implications of these findings will be discussed.     

The positive impact of including students with intellectual disabilities in schools: Children’s attitudes towards peers with disabilities in Saudi Arabia

BackgroundThe purpose of this study is to examine the attitudes of Saudi students towards peers with disabilities. It examines how these attitudes are related to age, attending a school that includes students with intellectual disabilities, and having a relative with a disability.Methods and procedureParticipants included 357 elementary school male students (grades 3–6) who completed the Arabic version of the CATCH scale.Outcomes and resultsThe students presented positive attitudes towards peers with disabilities. Students in schools that included students with intellectual disabilities had more positive attitudes than other students. Older students were more likely to hold positive attitudes than younger students. Having a relative with a disability had no effect.Conclusion and implications The findings suggest that students generally hold positive attitudes towards children with disabilities. Moreover, including students with intellectual disabilities in schools associated with other students’ awareness about students with differing levels of abilities. Expanding schools to include children with disabilities in society in general will probably help increase the likelihood that they will be accepted and diminish the stereotypes that follow them.     

The attitudes of Belgian adolescents towards peers with disabilities

This study aimed to explore Belgian adolescents’ attitudes towards peers with disabilities and to explore factors associated with these attitudes. Based on the theory of persuasive communication, this study focused on receiver variables (the “whom”), characteristics of students with disabilities (“concerning who”) and channel (“how”). An online survey was created and published on several popular websites for youngsters. Attitudes were assessed by means of the CATCH questionnaire among 167 adolescents between 11 and 20 years old. Univariate and multivariate regression analyses were conducted. Belgian adolescents had fairly tolerant attitudes towards peers with disabilities. Factors associated with more positive attitudes were being female, and viewing a video introduction of a peer with a disability before assessing attitudes. Factors such as having a parent, sibling or good friend with a disability and frequent contact with persons with disabilities did not remain significant in the overall model. The way in which students with disabilities are presented to their peers is very important. Further research is needed among larger samples, including more diverse variables, concerning the former mentioned categories, and also concerning the source (the “who”) and message (the “what”).     

Impacts of labeling and competence on peers' perceptions: mentally retarded versus nonretarded perceivers

In an attempt to determine whether educably mentally retarded children hold the same attitudes towards members of their group that nonretarded children hold, regular-class and special-education class students in junior high school indicated their trait perceptions of and willingness to interact with same-sex target children who were either competent or incompetent spellers and who were labeled as either regular-class or special-class students. Although both groups perceived competent peers more positively than incompetent peers, only nonretarded students perceived peers labeled as special-education students more negatively than they perceived unlabeled peers. Neither group expressed any unwillingness to interact socially with either an incompetent or a special-class student. Thus, within the context of this study, there was no evidence that special-education students internalize prevailing negative attitudes toward their group.     

Children's stigmatization of childhood depression and ADHD: magnitude and demographic variation in a national sample

ObjectiveTo estimate the magnitude of stigmatizing attitudes toward peers with depression or attention-deficit/hyperactivity disorder (ADHD) in a national sample of children ages 8 to 18 and to examine variation in level of stigma by school location, region of the United States, grade level, race/ethnicity, or sex.MethodSurveys were administered to 1,318 children and adolescents. Respondents were randomly assigned to depression, ADHD, or asthma conditions and were presented with a vignette about a peer with one of the conditions. Participants responded to items assessing positive and negative attributions, social distance, and family attitudes. Mean differences were tested for statistical significance and effect sizes were computed.ResultsRespondents were more likely to make negative attributions about peers with ADHD and depression versus asthma, particularly regarding the likelihood of antisocial behavior and violence (Cohen d range 0.78-1.35, large effect sizes). Moderate effect sizes were found for preferences for social distance from peers with ADHD (d = 0.37) and depression (d = 0.45). Effects were found for perceptions of negative family attitudes toward both mental health conditions, with depression (d = 0.78) seen as even more stigmatized than ADHD (d = 0.47). The level of stigmatization was relatively constant across demographic variables, with the exception of greater stigmatization evident in Asian/Pacific Islander youths.ConclusionsAcross most items, both depression and ADHD were more stigmatized than asthma, with depression more stigmatized than ADHD. The perception of likelihood of violence and antisocial behavior was particularly high for both ADHD and depression, greatly exceeding the real-world association for depression. J. Am. Acad. Child Adolesc. Psychiatry, 2008;47(8):912-920.     

Familiarity with, understanding of, and attitudes toward epilepsy among people with epilepsy and healthy controls in South Korea

This study identifies differences between people with epilepsy (PWE) and healthy controls in South Korea with respect to their familiarity with, understanding of, and attitudes toward epilepsy. PWE and controls older than 18 years of age were recruited from outpatient clinics and health promotion centers, respectively, associated with five university hospitals located throughout the country. Structured questionnaires consisting of 18 items were administered in face-to-face interviews. The sample consisted of 1924 participants (PWE: 384, controls: 1540). The groups did not differ with respect to age, sex, and place of residence. However, the groups did differ significantly in educational, marital, and occupational status (P = 0.000). Familiarity with seizures and epilepsy (two items) did not differ significantly between the groups. Questions pertaining to understanding seizures and epilepsy (seven items) showed that controls had significantly greater misunderstanding of the etiology and long-term prognosis of epilepsy compared with PWE. Attitudes expressed toward PWE were significantly different in response to six of seven questions. Control subjects expressed more negative attitudes toward PWE than did PWE themselves, particularly concerning potential relationships with their children (e.g., friendships, marriage). In conclusion, we found significant differences between PWE and controls, particularly with respect to understanding of and attitudes toward epilepsy. We recommend the development of different strategies for PWE and controls to improve understanding of and attitudes toward epilepsy and to reduce the knowledge gap between these groups. Nationwide educational programs conducted by associated organizations and the government may provide the solution to this problem.     

Low-income children's attitudes toward mentally retarded children: effects of labeling and academic behavior

Effects of the label "mentally retarded" and academic competence on low-income sixth-grade children's attitudes toward peers were examined. Attitude was defined in terms of children's affective feelings and behavioral inclinations. The results showed that low-income children expressed more favorable attitudes toward a competent than an incompetent child and, paradoxically, toward a labeled than a nonlabeled child. The data also revealed that an academically incompetent child who was not labeled as retarded evoked negative attitudes, especially from boys, whereas an incompetent child who was labeled as retarded evoked positive attitudes. The findings were discussed in terms of the pros and cons of the current trend toward delabeling.     

The Effect of Suicide Prevention Education on Attitudes Toward Suicide in Police Officers

ObjectiveThis study investigated the effect of suicide prevention education on attitudes toward suicide among police officers. MethodsWe used an anonymous questionnaire for 518 officers and surveyed the demographic profiles and examined attitudes toward suicide utilizing the Attitudes Towards Suicide Scale (ATTS) (1=totally agree, 5=totally disagree). Our study divided participants into two groups, based on whether or not they had received suicide prevention education, and examined the differences in attitudes toward suicide between the groups. ResultsOf the total population, 247 (47.7%) officers had received suicide prevention education. The education group thought suicide as a predictable matter, disagreeing significantly more with the ATTS factor ‘suicide is unpredictable’ (3.36 vs. 3.35; p=0.001) compared with the no education group. Also, the education group more perceived suicide as a cry for help and at the same time disagreed more with the notion ‘suicidal thoughts will never disappear’ (2.08 vs. 2.26; p=0.025, 3.2 vs. 3.05; p=0.035, respectively). ConclusionOfficers with experience in suicide prevention education showed more positive attitude toward suicide and suicide prevention. These findings suggest a need to organize more opportunities of suicide prevention educations, such as making the training mandatory for police officers.     

Children's attitudes toward handicapped peers

As services for severely handicapped children become increasingly available within neighborhood public schools, children's attitudes toward handicapped peers in integrated settings warrant attention. Factor analysis of attitude survey responses of 2,392 children revealed four factors underlying attitudes toward handicapped peers: social-contact willingness, deviance consequation, and two actual contact dimensions. Upper elementary-age children, girls, and children in schools with most contact with severely handicapped peers expressed the most accepting attitudes. Results of this study suggest the modifiability of children's attitudes and the need to develop interventions to facilitate social acceptance of individual differences in integrated school settings.     

Effects of short-term disability awareness training on attitudes of adolescent schoolboys toward persons with a disability

Background Schoolboys (N = 156, M age = 13 years) participated in a disability awareness training program that included guest speakers (athletes from the Paralympics and the Special Olympics), a documentary about people with a disability, a disability simulation activity, and factual information about different disabilities.

Method Participants were allocated to a training program or a control condition. Subsequently, control participants completed the training program. Attitudes toward disability were measured by the Chedoke–McMaster Attitudes Towards Children With Handicaps (CATCH) Scale and the scale from the “Just Like You” disability awareness intervention, before and after training.

Results Training improved attitude scores, and gains were retained at one-month follow-up.

Conclusions Disability awareness training that delivered relevant information by involving guest speakers with a disability, included documentary evidence about the lives of people with a disability, and included interactive discussion, was successful. CATCH and “Just Like You” are useful tools for measuring self-reported attitudes about disability.     

Educating the public about mental illness and homelessness: a cautionary note.

OBJECTIVE: To determine whether the viewing of a video depicting the successful struggles of homeless persons with mental illness in finding and maintaining housing can have a positive impact on attitudes toward homeless persons with mental illness. METHOD: Five hundred and seventy-five high school students attending a brief educational session on mental illness participated in 1 of 3 comparison versions of the 2-hour program (control, video, video plus discussion). All completed an "Attitudes toward Homelessness and Mental Illness Questionnaire." Demographic and prior exposure variables were entered as a covariates in between-group analyses of variance. RESULTS: Females and subjects who had more prior encounters with homeless persons were found to have the most positive attitudes. After controlling for these effects, the video alone had a negative impact on attitudes relative to the other groups, while the video followed by a discussion with one of the people featured in it had a largely positive impact. CONCLUSIONS: The apparent immediacy and the evocative power of video presentations cannot substitute for direct contact for the purpose of promoting positive attitude change. The findings are consistent with prior research emphasizing the importance of direct interaction with members of stigmatized groups to reduce negative attitudes. Education programs trying to destigmatize mental illness and homelessness using videos should proceed with caution.     

Activity levels among adolescents with migraine

Data was analyzed from the nationally representative Canadian Community Health Survey. A total of 17,549 adolescents reported whether they had "migraine headaches" (response rate 99.9%) and in what exercise activities they participated. Those with migraine reported more daily activity than migraine-free peers when corrected for age and sex. They were as likely to play contact sports but were more involved in other noncompetitive activities, such as walking (P<0.001), gardening and yard work (P=0.008), jogging and running (P=0.002), and fishing (P=0.03). Canadian adolescents with migraine are therefore overall more active than their peers without migraine.     

Drug abuse: a comparison of attitudes

Attitudes toward police, amphetamine user, marijuana user, heroin user, LSD user, and pusher were examined in 52 staff, 24 social work students, and 36 drug users. Osgood's Semantic Differential was used to measure concepts. Overall attitudes of the three groups were found to be significantly different. Results showed that the amphetamine user was viewed more negatively, at a significant level, by the drug users as opposed to either the staff or student groups. Furthermore, both the student and drug user groups had more negative attitudes toward the police than staff.     

Does a clerkship in psychiatry contribute to changing medical students' attitudes towards psychiatry?

OBJECTIVE: The psychiatric clerkship is perceived as an intervention point in medical students' attitude toward psychiatry and career choice after graduation. The authors aim to assess the impact of the psychiatric clerkship in students from Israeli and U.S. origin on their attitude toward psychiatry. METHODS: A modified Nielsen's questionnaire was administered at the start and end of the clerkship in two groups of students. RESULTS: There was no statistically significant difference in attitude scores between the start and endpoint of a clerkship on both the Israeli and the United States groups. Item analysis did not reveal significant impact of clerkship. CONCLUSION: The psychiatry clerkship does not change students' view on the attitude assessed in this study, regardless of their origin (Israeli or U.S.). Further research is needed in order to find more clerkship-dependent contributors to positive or negative attitudes toward psychiatry.     

Attitude of medical students to psychiatry. A study with the German translated, expanded version of the ATP-30

Medical students' attitudes toward psychiatry are very important for the future care of psychiatric patients and the recruitment of qualified graduates. We examined the attitudes of 105 German medical students toward psychiatry using a German translation of the ATP-30, a reliable, self-administered questionnaire. In spite of a marked interest in psychiatry, most students thought it improbable that they would become psychiatrists. Attitudes toward psychiatry were generally positive (ATP-30 score: 104.6 +/- 13.4, where 90 represents middle, or neither positive nor negative) but showed clear differences in some aspects. Attitudes toward psychotherapy were markedly positive, while those toward psychiatric therapy in general or the scientific basis of psychiatry were less positive. We could find no influence of sex on the ATP score, whereas students having previous experience with psychiatry showed more positive attitudes towards it.     

Indigenous beliefs and attitudes to AIDS precautions in a rural South African community: An empirical study

Background: It was recently hypothesized that indigenous belief systems might have a bearing on attitudes toward HIV/ AIDS prevention in Southern Africa (1).Purpose: This article comprises the first empirical test of the hypothesis.Methods: Participants (n = 407) lived in a remote rural area of KwaZulu Natal, South Africa, and were divided into younger (18–24 years) and older (35–45 years) cohorts. All participants completed a questionnaire measuring Attitudes to AIDS Precautions, indigenous knowledge, indigenous beliefs about ancestral protection, and indigenous beliefs about illness.Results: Indigenous beliefs pertaining to health behavior emerged as multidimensional in both structure and effect. Among older participants, there were significant associations between indigenous belief measures and Attitudes to AIDS Precautions. In this group, a strong belief in ancestral protection was associated with more negative Attitudes to AIDS Precautions, whereas a strong belief in traditional explanations for illness was associated with more positive Attitudes to AIDS Precautions. The indigenous beliefs measures were not associated with Attitudes to AIDS Precautions among younger participants.Conclusions: The data lend modest support to the hypothesis that indigenous beliefs have a measurable association with attitudes to AIDS prevention, although these associations may be diminishing across generations. Further research, exploring a wider range of indigenous beliefs and focusing on actual precautionary behaviors rather than attitudes, seems merited. Arum Bydawell, Delisiwe Dlamini, Doris Dubazane, Sibongile Mabaso, Benedictor Setipa, and Zodwa Zondo collected the data on which this study is based. The research was made possible by a grant from the Spencer Foundation. Comments made by two anonymous reviewers are gratefully acknowledged. The statements made and the views expressed are our sole responsibility.