A brief web-based depression literacy, efficacy, and stigma intervention among college students

Objective The purpose of this study was to examine the impact of a brief web-based depression literacy intervention compared to a control condition on depression literacy, depression literacy efficacy, self-stigma, perceived public stigma, and personal stigma toward depression.Method College students (N = 210) from a large university in the southeastern United States were recruited via a human subject pool and randomly assigned to the intervention (web-based depression literacy) or control condition. Participants completed online surveys at pre-intervention, post-intervention, and 1-month follow-up time points. A short qualitative reflection question was also responded to post-intervention.Results No significant intervention condition by time interactions were seen across any variables included in the study. Significant main effects of time were found for the depression literacy, depression literacy efficacy, self-stigma, and personal stigma variables. Qualitative results show participants reported gaining a general understanding of depression in addition to more specific information such as knowing different treatment options or depression related resources.Discussion Education through a brief web-based depression literacy intervention did not improve college students’ literacy, confidence in recognising, managing, and preventing depression, or stigma towards this mental health disorder, compared to an active control condition.