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Query: UMLS:C0277787 (stigma)
 13,352 document(s) hit in 31,850,051 MEDLINE articles (0.00 seconds)

Given the increasing importance of education to socioeconomic attainment and other life course trajectories, early academic struggles can have long-term consequences if not addressed. Analysis of a nationally representative sample with official school transcripts and extensive data on adolescent functioning identified a social psychological pathway in this linkage between external feedback about early struggles and truncated educational trajectories. For girls, class failures absent of diagnosed learning disabilities engendered increasingly negative self-perceptions that, in turn, disrupted math and science course-taking, especially in family and peer contexts in which academic success was prioritized. For boys, diagnosed learning disabilities, regardless of class performance, engendered the same changes in self-perception and the same consequences of these changes for course-taking across family and peer contexts. These results reveal how ability labels and ability-related performance indicators come together to influence the long-term educational prospects of girls and boys attending mainstream schools in which the majority of students do not have learning disabilities or severe academic problems. Keywords: education, learning disability, academic failure, peers, and stigma.
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PMID:Gender, Self-Perception, and Academic Problems in High School. 2021 33

University engagement with mental health services has traditionally been informed by the vocational and pedagogical links between the two sectors. However, a growth in the interest in public history and in the history of mental healthcare has offered new opportunities for those in the humanities to engage new audiences and to challenge perceptions about care in the past. The introduction of the 'impact agenda' and related funding streams has further encouraged academics to contribute to historical debates, and to those concerning current services. One such example of this is the Arts and Humanities Research Council funded Heritage and Stigma project at the University of Huddersfield, which was conceived to support mental health and learning disability charities in the exploration and dissemination of their own histories. Using this project as a case study, this paper will draw on primary source material to reflect on the opportunities and challenges of working in partnership with such groups. In particular, it will consider the need to address issues of stigma and exclusion in tandem with a critical understanding of the moves to 'community care' instigated by landmark legislation in the form of the 1959 Mental Health Act. Overall, it provides evidence of an inclusive, coproductive model of design and highlights the positive contribution to communicating mental health made by those based in the humanities.
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PMID:Heritage and Stigma. Co-producing and communicating the histories of mental health and learning disability. 2855 66

Using a stigma-based bullying framework, the current study investigated how (a) disability status was related to bullying-related behaviors when controlling for gender, grade level, and free or reduced lunch status; (b) gender, grade level, and free or reduced lunch status moderated the associations of disability status with bullying-related behaviors; and (c) classification in specific disability categories was associated with bullying-related behaviors with a sample of 10,483 students (47.8% female) in elementary, middle, and high school. School records data were collected on grade level, gender, free or reduced lunch price status, disability status, and disability category. Students completed the Bullying Participant Behaviors Questionnaire (BPBQ), rating five types of bully role behaviors (bullying behavior, assistant behavior, victimization, defending behavior, and outsider behavior). Findings indicated that having a disability was associated with increased victimization, assisting, and defending behavior. Furthermore, disability status interacted in meaningful ways with several demographic factors: (a) females with a disability reported more victimization and reported engaging in more outsider behaviors than females without a disability, (b) elementary students with a disability reported more assisting and less defending behaviors than those without a disability, (c) high school students with a disability reported less bullying and assisting behaviors and more defending behaviors than those without a disability, and (d) students with a disability from low socioeconomic backgrounds reported more bullying and outsider behaviors than students not from lower socioeconomic family backgrounds. When comparing students from specific disability categories to those with no disability, students with an emotional disability reported more assisting, victimization, and outsider behaviors; students with other health impairment reported more assisting, victimization, and defending; students with autism reported less defending and outsider behaviors; and students with a learning disability reported more defending behavior. Exploratory analyses of the effects of school-level factors found that school size (enrollment) was positively related to prevalence of assisting and outsider behavior. The percentage of low-income students in a school was positively associated with the extent of victimization and defending behaviors reported, but negatively associated with the extent of outsider behaviors reported.
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PMID:Disability, poverty, and other risk factors associated with involvement in bullying behaviors. 3217 7