Combating Prejudice and Discrimination through PhotoVoice Empowerment: Results of the Research Project

1. Combating Prejudice and Discrimination through PhotoVoice Empowerment: Results of the Research Project USPRA Conference 2011, Boston, MA Cheryl Gagne, Sc.D., Zlatka Russinova, Ph.D., Philippe Bloch, M.Ed. Center for Psychiatric Rehabilitation Boston University

2. Overview of Presentation • PhotoVoice: Defined • Brief History of PhotoVoice • PhotoVoice Empowerment Class • PhotoVoice Exhibit and Discussion • Presentation of Research Findings • Implementing PhotoVoice • Future Directions of PhotoVoice

3. PhotoVoice: Defined PhotoVoice is a methodology mainly used in the fields of community development, public health, and education, which combines photography with grassroots social action. Participants are asked to represent their community or point of view by taking photographs, discussing them together, developing narratives to go with their photos, and conducting outreach or other action.

4. Brief History of PhotoVoice • Developed by Caroline Wang at University of Michigan and Marianne Burris of the Society of Oriental and African Studies at the University of London • Originally called "Photo Novella," was first used in 1992 as a way to enable rural women of Yunnan Province, China, to influence the policies and programs that affected them

5. Goals of the PhotoVoice Class(as outlined in participants’ workbook) • Learn about the process of PhotoVoice • Learn about prejudice and discrimination as experienced by people who have been diagnosed with mental illnesses • Document in pictures experiences of prejudice and discrimination • Write narratives that educate others • Learn how people cope with ignorance, prejudice and discrimination • Organize presentations of our work

6. Structure of PhotoVoice Class • Instructors are people in recovery • 2 instructors per class with one teaching while the other assists students • Class comprised of 8-16 students • Presentations, discussions, exercises • Sharing of photographs • Writing narratives is a group and individual process

7. Recruitment, Training and Supervision of Peer Leaders • Recruited 12 students in the Recovery Education Center to train as peer leaders for PhotoVoice class • Trained in skills of group leadership and PhotoVoice simultaneously • Peer leaders demonstrated their acquired skills • Live observation of teaching with supervision and lots of support.

8. Implementing PhotoVoice • Origins of PhotoVoice in mid-90’s, Carolyn Wang and M.A. Burris’ vision • “Grassroots” movement, self-replicating • Peer aspects of our program • Training issues • Ease and expense of replicating program • Bring the message to the people • On-line forums and opportunities

9. Future Directions • Flexibility of methodology • Impact and immediacy of work • Empowerment issues (tied into research project) • Opportunity for self-reflection and measured outward communication • “External” form of medium, opportunity to “objectify’ one’s issues

10. Poster Presentation • $3000 grant from Josef and Anni Albers Foundation • Partnering with Colortek Lab of Boston • Series of posters, eight per set (see display) • Initial run produced non-commercially, following sets produced commercially • Opportunity to produce and present a “finished” PhotoVoice work to stakeholders and the community. Fliers, info to purchase.

11. Research Study: Design • Conducted a small randomized pilot study to test the efficacy of the PhotoVoice curriculum. • Eighty-two individuals were randomized to either participate in a PhotoVoice class or to a waitlist control group. • All study participants completed assessments at baseline, 10 weeks later at the end of the intervention, and at a 3-month post-intervention follow-up. • Ran a total of four PhotoVoice classes delivered in 3 waves. • Trained peers led all PhotoVoice classes.

12. Research Study: Sample Study participants were: - Average age = 47 (range of 21 to 71 years) - 68% female - 68% were Caucasian - 32% had high school education; 24% - post-high school education, and 44% - Bachelor’s degree or above - 16% were working at the time of the study - 20% reported having a diagnosis of schizophrenia-spectrum disorder; 38% - bipolar disorder; 35% - depressive disorder, and the remaining 7% had other diagnoses.

13. Research Study: Outcome Variables • Stigma awareness and advocacy • Coping with stigma • Internalized stigma • Overall recovery and growth • Empowerment • Self-efficacy • Depression

14. Research Study: Findings • The pilot study demonstrated that the PhotoVoice curriculum was effective in increasing participants’ capacity to address the prejudice and discrimination surrounding mental illness. • Participants in the PhotoVoice class were more likely to use strategies that educate others about mental illness and were also more likely to challenge those who manifest prejudicial attitudes and behaviors. • Younger participants were more likely to try to educate others about mental illness or to challenge prejudicial attitudes and behaviors.

15. Exercise: Directions • Walk around the room and look at the eight works by students in the PhotoVoice class • Pay attention to your reaction to the exhibit • Think about mental health programs and the people who participate in these programs • Think about what their responses might be to this exhibit • Return to your seat when you have finished looking and read the questions on the next slide

16. Questions • How would you use this exhibit to increase peoples’ awareness of prejudice and discrimination as experienced by people who have been diagnosed with mental illnesses? • How might you use this exhibit to generate discussions of peoples’ experiences of prejudice and discrimination? • What are some reactions you would anticipate?

17. The Credits This project was funded by Rehabilitation Research and Training Center Grant H133B040026-008 from the National Institute on Disability and Rehabilitation Research within the Department of Education, and the Center for Mental Health Services, a division of the Substance Abuse and Mental Health Services Administration And thanks to Sasha Bowers

18. Stay in Touch Slides are available at: Center for Psychiatric Rehabilitation Boston University 940 Commonwealth Avenue West Boston, MA 02215 617-353-3549 www.bu.edu/cpr