Exploración del estigma en estudiantes de la salud hacia personas con diagnóstico de trastorno mental.
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Date
2025
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Publisher
Universidad de Concepción
Abstract
El presente estudio explora el fenómeno del estigma hacia personas con diagnóstico de trastorno mental en estudiantes de carreras del área de la salud de la Universidad de Concepción, Chile. Mediante una metodología cualitativa, con enfoque fenomenográfico y diseño descriptivo relacional, se analizaron las experiencias, conocimientos y actitudes de 28 estudiantes de pregrado pertenecientes a Medicina, Enfermería, Kinesiología, Obstetricia y Puericultura, Trabajo Social y Psicología. La recolección de datos se realizó a través de entrevistas individuales semiestructuradas y el análisis de contenido asistido por software ATLAS.ti.
Los resultados muestran la persistencia de creencias estigmatizantes, prejuicios y prácticas discriminatorias, tanto explícitas como sutiles, apreciadas en estereotipos culturales, discursos familiares y modelos biomédicos presentes en la formación profesional. Asimismo, se observa que el contacto previo, tanto familiar como personal, se asocia con una mayor empatía y cuestionamiento de los prejuicios, mientras que la ausencia de estas experiencias refuerza actitudes de distanciamiento y desconocimiento.
El análisis permitió comprobar que el estigma hacia las personas con diagnóstico de trastorno mental en estudiantes del área de la salud constituye un fenómeno persistente y multicausal, sustentado tanto por creencias y prejuicios individuales como por marcos formativos e institucionales que, aunque han avanzado en la incorporación de contenidos sobre salud mental, mantienen enfoques predominantemente biomédicos y normativos. Se comprobó que el contacto significativo y las experiencias personales y familiares constituyen factores protectores frente a los prejuicios, mientras que su ausencia refuerza actitudes de distanciamiento y desconocimiento. Asimismo, emergieron expresiones de estigma interseccional asociadas al género, la edad y el origen social, que complejizan las dinámicas de exclusión y discriminación. Las conclusiones subrayan la necesidad de fortalecer los espacios curriculares y pedagógicos orientados a la empatía, el respeto y la inclusión, así como el desarrollo de estrategias institucionales y éticas que permitan una transformación real de las prácticas y discursos sobre salud mental en la formación de futuros profesionales.
This study explores the phenomenon of stigma toward people diagnosed with mental disorders among students in health-related degree programs at the University of Concepción, Chile. Using a qualitative methodology with a phenomenographic and descriptive-relational approach, the experiences, knowledge, and attitudes of 28 undergraduate students from Medicine, Nursing, Kinesiology, Obstetrics and Midwifery, Social Work, and Psychology were analyzed. Data were collected through individual semi-structured interviews and content analysis was conducted using ATLAS.ti software. The results show the persistence of stigmatizing beliefs, prejudices, and discriminatory practices, both explicit and subtle, rooted in cultural stereotypes, family discourses, and biomedical models present in professional training. Furthermore, prior contact—whether familial or personal— is associated with greater empathy and a critical stance toward prejudice, while the absence of such experiences reinforces attitudes of social distance and lack of knowledge. The analysis demonstrated that stigma toward people diagnosed with mental disorders among health students is a persistent and multi-causal phenomenon, fueled by both individual beliefs and prejudices, as well as by formative and institutional frameworks that, despite advances in mental health content, retain predominantly biomedical and normative approaches. Significant contact and personal or family experiences emerge as protective factors against prejudice, while their absence strengthens attitudes of distancing and ignorance. Additionally, expressions of intersectional stigma related to gender, age, and social origin were observed, adding complexity to exclusion and discrimination dynamics. The findings highlight the need to strengthen curricular and pedagogical spaces focused on empathy, respect, and inclusion, as well as to develop institutional and ethical strategies that enable a real transformation of practices and discourses about mental health in the training of future professionals.
This study explores the phenomenon of stigma toward people diagnosed with mental disorders among students in health-related degree programs at the University of Concepción, Chile. Using a qualitative methodology with a phenomenographic and descriptive-relational approach, the experiences, knowledge, and attitudes of 28 undergraduate students from Medicine, Nursing, Kinesiology, Obstetrics and Midwifery, Social Work, and Psychology were analyzed. Data were collected through individual semi-structured interviews and content analysis was conducted using ATLAS.ti software. The results show the persistence of stigmatizing beliefs, prejudices, and discriminatory practices, both explicit and subtle, rooted in cultural stereotypes, family discourses, and biomedical models present in professional training. Furthermore, prior contact—whether familial or personal— is associated with greater empathy and a critical stance toward prejudice, while the absence of such experiences reinforces attitudes of social distance and lack of knowledge. The analysis demonstrated that stigma toward people diagnosed with mental disorders among health students is a persistent and multi-causal phenomenon, fueled by both individual beliefs and prejudices, as well as by formative and institutional frameworks that, despite advances in mental health content, retain predominantly biomedical and normative approaches. Significant contact and personal or family experiences emerge as protective factors against prejudice, while their absence strengthens attitudes of distancing and ignorance. Additionally, expressions of intersectional stigma related to gender, age, and social origin were observed, adding complexity to exclusion and discrimination dynamics. The findings highlight the need to strengthen curricular and pedagogical spaces focused on empathy, respect, and inclusion, as well as to develop institutional and ethical strategies that enable a real transformation of practices and discourses about mental health in the training of future professionals.
Description
Tesis presentada para optar al grado de Magíster en Intervención Familiar.
Keywords
Estigma (Psicología social), Salud mental, Trastornos mentales, Estudiantes universitarios