First Advisor
Samuel Gioia
Date of Award
Spring 6-18-2023
Document Type
Thesis
Degree Name
Bachelor of Science (B.S.) in Social Work and University Honors
Department
Social Work
Language
English
Subjects
Mental illness -- Study and teaching, Stigma (Social psychology), Social work education
DOI
10.15760/honors.1370
Abstract
Mental illness stigma interventions have not been shown to be effective on a large scale. It has been suggested by stigma researchers that being in close proximity to people with mental illness, or listening to their lived-experience narratives, could reduce mental illness stigma. This study proposes an inclusion of a Mad studies framework in social work education -- a framework that highlights the importance of lived-experience accounts of mental illness in knowledge production about this population. Inclusion of lived-experience narratives could reduce stigma and discrimination of people with mental illness among social workers and other service providers.
Rights
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Persistent Identifier
https://archives.pdx.edu/ds/psu/40273
Recommended Citation
Hawkins, Jessica D., "Disrupting Epistemic Injustice: Implications for Lived-Experience Accounts of Mental Illness in Social Work Education" (2023). University Honors Theses. Paper 1341.
https://doi.org/10.15760/honors.1370