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Self-Stigma in Youth: Prevention, Intervention, and the Relevance for Schools

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Handbook of School-Based Mental Health Promotion

Part of the book series: The Springer Series on Human Exceptionality ((SSHE))

Abstract

Adolescents undergo significant physical and emotional changes while also simultaneously encountering life challenges such as navigating relationships with parents and peers, forming a self-identity, and perhaps responding to instances of peer pressure and bullying. While these difficulties may provide opportunities for self-reflection as well as help to foster resilience and build character, in their entirety, they may lead to significant emotional distress. Self-stigma is also associated more broadly with findings of lower levels of functioning across multiple life domains reflected in self and parental report. Given that there have been no full-scale interventions developed to reduce self-stigma in children and adolescents, we review intervention programs for adults with mental health problems and provide suggestions for mental health professionals, counselors, and educators who are seeking to reduce the tendency to internalize mental illness stigma.

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Authors and Affiliations

  1. York University, Toronto, Canada

    Alison L. Rose, Sarah K. Atkey & Joel O. Goldberg

Authors
  1. Alison L. Rose
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  2. Sarah K. Atkey
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  3. Joel O. Goldberg
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Correspondence to Alison L. Rose .

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Editors and Affiliations

  1. Althouse College, Western University, London, ON, Canada

    Alan W. Leschied

  2. Department of Psychology, Western University, London, ON, Canada

    Donald H. Saklofske

  3. Department of Psychology, York University, Toronto, ON, Canada

    Gordon L. Flett

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Rose, A.L., Atkey, S.K., Goldberg, J.O. (2018). Self-Stigma in Youth: Prevention, Intervention, and the Relevance for Schools. In: Leschied, A., Saklofske, D., Flett, G. (eds) Handbook of School-Based Mental Health Promotion. The Springer Series on Human Exceptionality. Springer, Cham. https://doi.org/10.1007/978-3-319-89842-1_13

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