















































International Journal of Social and Educational Innovation (IJSEIro) 

Volume 10/ Issue 19/ 2023 
 

81 
 

 

 

STUDY ON THE SOCIAL DISTANCING 

TOWARDS PEOPLE WITH MENTAL DISORDERS 

                                                                                         

Elena BUJOREAN 

”Stefan cel Mare” University, Suceava, Romania 

bujorean_elena@yahoo.com 

 

 

 

Abstract 

Our study aimed to investigate the social distance towards people with mental disorders 

(MD). The ideational process marked by the concept of social distance led to equating this 

comcept with a lack of openness towards relating to other individuals, perceived to be different 

as a result of their inclusion in classes set apart from their own group, based on criteria judged 

to be correct. Thus, the objectives aimed to: 

- Assess the willingness to engage in befriending people with MD; 
- Assess the perception of the level of intelligence, trust and credibility given to people 

with MD in society and, in particular, in professional and couple relationships; 

- Identify perceptions on the causes of mental health problems, in particular, the extent 
to which there is individual responsibility for their occurrence;  

- Identify the extent to which people with MD are discriminated against in society. 
The study methodology consisted in the completion by the participants of a 12-item 

questionnaire – the Social Distance Scale (Link 1989). The group of subjects was made up of 

329 students from different specializations, enrolled in the psycho-pedagogical training 

programme, undergraduate, and postgraduate courses.   

Our study confirms that there is a need for more information on mental health issues, as 

it influences the degree of social distance. It is well-known that people with MD are subject to 

discrimination, and the consequences of stigma are visible both in accessing health services 

and in the quality of interpersonal relationships. 

 

Keywords: social distance, mental disorders, stigma, mental health education. 

 

  Introduction 

   

 Mental health is a key resource for effective functioning as community members and 

citizens. However, the World Health Organization points to statistical data on mental health. 

Globally, 10-20% of children and adolescents experience mental health difficulties. Half of the 

mental health difficulties start around the age of 14 and three quarters by the mid-20s. Mental 



International Journal of Social and Educational Innovation (IJSEIro) 

Volume 10/ Issue 19/ 2023 
 

82 
 

health disorders account for 16% of the young people aged 10 to 19, and suicide is the third 

leading cause of death among 15 to 19 year olds (cf. Grazzani, I., Colomeischi, A.A., 2021, 

p.14). The most common mental disorders in the EU member states are anxiety and depression, 

the latter affecting 4.5% of the population annually. In fact, it was estimated that by 2020 

depression would be the second most common cause of disability in developed countries. 

People with mental health problems, their family members, as well as psychosocial 

professionals, are confronted on a daily basis with stereotypes and fears of people in the general 

population concerning mental health issues. People with mental health problems are seen as 

dangerous, untreatable, unpredictable and bizarre. Their relatives and loved ones, in turn, are 

perceived as responsible for the illness or somehow “flawed”. At the same time, the public's 

view of mental health professionals associates them with the role of gatekeepers or freaks. The 

general public attitude towards people with mental health problems (and, in particular, 

schizophrenia) is generally negative (Angermeyer and Dietrich, 2006). Although public 

perception is differentiated according to different diagnoses, general attitudes have not changed 

considerably since the 1990s, with schizophrenia and alcoholism continuing to be associated 

with dangerousness in most cultures (Crisp et al., 2000; Link and Phelan, 1999; Thompson et 

al., 2002; Angermeyer and Matschinger, 1999). 

Several hypotheses can be put forward as possible explanations for the general public's attitude 

towards people with mental health problems (and especially those with severe problems) as 

being dangerous, unpredictable and “different”: 

1. The process of stigmatisation, which includes, among other aspects, the negative labelling 

of differences, is strongly activated in severe mental health problems and is influenced by 

cultural and power distribution mechanisms (Link and Phelan, 2001); 

2. Public concern is a reflection of the failure of the welfare system to contain violence (Torrey, 

1994); 

3. The media, especially through entertainment programmes, contribute to the idea that mental 

illness is closely linked to violence (Dietrich et al., 2006: Wahl, 2003). This public opinion is 

often supported by a discourse in the media that promotes a range of negative stereotypes, 

especially among people who have not had any direct contact with someone stricken by a 

mental disorder. A number of studies have shown that there is a correlation between the 

information about mental health issues in the media and the information held by the average 

person. Over 90% of the participants in one study said that they had had information about 

people with mental health problems from films. Unfortunately, film productions promote 

stigma, in that people with MD are portrayed as particularly dangerous. 



International Journal of Social and Educational Innovation (IJSEIro) 

Volume 10/ Issue 19/ 2023 
 

83 
 

The study objectives:  

Our study aimed to investigate social distance towards people with mental disorders 

(MD). The ideational process marked by the concept of social distance led to equating it with 

a lack of openness towards relating to other individuals, perceived to be different as a result of 

their inclusion in classes set apart from their own group, based on criteria judged to be correct. 

Thus, the objectives aimed to: 

- Assess the willingness to engage in befriending people with MD; 

- Assess the perception of the level of intelligence, trust and credibility given to people 

with MD in society and, in particular, in professional and couple relationships; 

- Identify the perceptions on the causes of mental health problems, in particular, the 

extent to which there is individual responsibility for their occurrence;  

- Identify the extent to which people with MD are discriminated against in society. 

 

The study methodology consisted of participants completing a 12-item questionnaire - the 

Social Distance Scale (Link 1989). The questionnaire items were rated on a Likert scale from 

1 to 4, where 1 = Strongly Agree and 4 = Strongly Disagree. 

Subjects: 329 students from different specializations, enrolled in the psycho-pedagogical 

training programme, undergraduate and postgraduate courses. The mean age was 23.4 years 

(MD=23.48). Considering that more female persons work in the teaching field, the distribution 

of the sample, according to gender, is representative in this respect. 

It should be mentioned that the investigation of the opinion on the dimensions presented above, 

was carried out during the works of the seminar on Fundamentals of Pedagogy, with the 

presentation of the objectives of Health Education, focusing on the component Emotional and 

Mental Health Education (Theme: New Educations). 

 

Data Analysis - Presentation of the Basic Statistical Inventory and of the Results of the T 

One Test 

 Items M t p 

1.Most people would accept as a close friend a person who 

suffered from a mental illness in the past. 

2.62 2.994 0.003 

2.Most people think that a person who was in a mental 

institution is as intelligent as most people. 

2.77 6.014 0.000 



International Journal of Social and Educational Innovation (IJSEIro) 

Volume 10/ Issue 19/ 2023 
 

84 
 

3.Most people believe that a person who has suffered from a 

mental illness can be trusted as much as most people. 

2.62 3.025 0.003 

4.Most people would agree that a person who suffered from a 

mental illness and has recovered, should be a teacher in a state 

school or kindergarten. 

2.99 8.973 0.000 

5.Most people consider staying in a mental institution as a 

personal failure. 

2.78 5.557 0.000 

6.Most people would not accept a person who suffered from a 

mental illness to look after their children. 

2.03 -8.810 0.000 

7.Most people do not respect people who were in a mental 

institution. 

2.31 3.382 0.001 

8.Most businesses and companies would hire a person who 

suffered from a mental illness in the past if they are qualified 

for the job. 

2.40 -2.028 0.043 

9.Most businesses and companies would prefer anyone else to 

a person who suffered from a mental illness in the past. 

2.03 -8.449 0.000 

10.Most people in your locality would treat a person who 

suffered from a mental illness in the past in the same way as 

the rest of the people. 

2.64 3.104 0.002 

11.Most young girls would be reluctant to date a man who was 

admitted to a mental institution. 

1.69 18.936 0.000 

12.Most people do not take a person seriously if they find out 

they were admitted to a mental institution. 

2.12 -8.234 0.000 

 

 

 

 

  

 In order to check the students' general attitude towards interaction with people with 

MD, we used the t-test to compare responses with the neutral value 2.5. When the difference 

between the mean of the responses to an item and the neutral value is negative for items 1, 2, 

3, 4, 8, 10, and positive for items 5, 6, 7, 9, 11, and 12, the participants' responses are in favor 

of recognizing indicators for a negative attitude towards people with MD. 



International Journal of Social and Educational Innovation (IJSEIro) 

Volume 10/ Issue 19/ 2023 
 

85 
 

From the data presented, we note, following the presentation of the role of schools in 

promoting health, a relative tolerance in terms of engaging in friendly relationships with people 

with MD and a willingness to treat them fairly. However, the means obtained on these two 

dimensions (MD=2.6) indicate a slightly unfavourable opinion. The analysis of the mean for 

the dimension Confidence in people with MD points to the same conclusion. Yet, we note that, 

when there is information that people with MD were admitted to specialized medical units, 

credibility decreases (MD=2.12), "most people do not take a person seriously if they find out 

that they were admitted to a mental institution". 

Social distance towards people with MD seems to be more pronounced in the 

hypothetical situation of couple relationships (MD=1.69). 

In terms of ascribing the causes for the development of MD, there seems to be 

recognition of a causal complex, since 58.9% of respondents tend to disagree with the view 

that "staying in a mental institution is a personal failure". However, the opinion on the 

intelligence level of people with MD is negatively shaped (MD=2.7), with only 5.2% of young 

people strongly agreeing that these people can be as intelligent as the majority. 

The problem of labour market integration of people with MD can be an indicator of 

social distance. There is the view that a person who has had a moderate emotional and mental 

health problem can no longer present credibility. Thus, 67% of respondents believe that most 

businesses and firms would prefer anyone else to a person who suffered from a mental illness 

in the past. Most professions require some development of specific skills, and some require 

good physical and mental integrity. Most respondents legitimately have an unfavourable view 

of the possibility for people with MD to hold teaching positions or to practise a profession that 

involves looking after children. Although many professions involve a level of overload, we 

learn from the occupational profile of the teaching profession that "there is the risk of 

developing neuropsychological disorders over time due to physical and mental overload and 

overload of the phonatory apparatus as a result of intense vocal effort" (Cognitrom, 2007). We 

infer that the promotion of mental and emotional health in schools is aimed at both students 

and teachers. 

 

Conclusions  

 Mental health problems have always been seen as threatening, frightening problems that induce 

people's instinctive reaction to stay as far away as possible. The social perception associated with these 

problems includes the loss of what is considered a distinctively human characteristic: qualities of 

rationality and free will (American Journal of Public Health, 1999). 



International Journal of Social and Educational Innovation (IJSEIro) 

Volume 10/ Issue 19/ 2023 
 

86 
 

It is well-known that people with MD are subject to discrimination, and the consequences of stigma are 

visible in accessing health services and in the quality of interpersonal relationships. Some researchers 

have argued that the impact of mental illness stigma is so overwhelming that the stigma can be as 

damaging as the illness (Feldman și Crandall, 2007). Studies show that both people's awareness and 

familiarity (experience of contact with people with MD) influence the degree of social distance from 

people with MD. 

Given the impact of stigma on people with MD, information is needed on the following issues: 

- Recognising mental health problems; 

- Informing about the known causes of MD; 

- Discussing misconceptions about people experiencing MD. 

 Given the increased prevalence of emotional and conduct disorders among children, it is 

imperative that schools are involved alongside other institutions in primary prevention, promoting the 

importance of mental and emotional health. The aim of primary prevention is to reduce risk factors and 

enhance protective factors, thus ensuring the child’s better mental development. The examples of good 

practice in this area invite us to reflect and take initiative. Thus, PROMEHS-Promoting Mental Health 

at Schools- is an Erasmus+ project in which the first curriculum for promoting mental health has been 

developed through collaboration between researchers, educational stakeholders and scientific 

associations from seven European countries (Croatia, Greece, Italy, Latvia, Malta, Romania and 

Portugal). The study, conducted on a group of 1,392 students from all levels of education, confirms the 

effectiveness of a programme to promote mental health in schools. Thus, by comparing social-emotional 

skills, strengths and difficulties before and after running an experimental programme, it is found that 

the internalisation of problems in primary and lower secondary school children has been reduced, as 

well as the externalisation of problems for kindergarten and primary school children (Colomeischi,A.A., 

Duca, D.S., Bujor, L., Rusu, P.P., Grazzani, I., Cavioni, V. ,2022). 

An important project on education for mental and emotional health was initiated in 2002 by the 

Romanian League for Mental Health. The project "Mental health problems are treatable. How do you 

treat people with mental health problems?" aimed to set up an educational campaign against the stigma 

that leads to the social marginalisation of people with mental health problems (Dumitrescu, M., 

Dumitrescu, S., 2005, p.16). 

Mental health, as well as its imbalances, depends on the education system, on the values offered to the 

individual and on the way they are assimilated. The destiny of each individual is marked by his or her 

early years, the socio-cultural environment, the quality of parental models, the educational shortcomings 

and the form and content of psychobiological developmental crises. 



International Journal of Social and Educational Innovation (IJSEIro) 

Volume 10/ Issue 19/ 2023 
 

87 
 

Therefore, we can conclude that any improvement in the child's quality of life can be considered primary 

prevention in the issue of emotional and mental disorders. 

 

 

References 

Batastini, A.B., Lester, M.E., Thompson, R.A. (2018),  Mental illness in the eyes of the 

law: examining perceptions of stigma among judges and attorneys. Psychology, Crime & Law 

24:7, 673-686. 

Buchman-Wildbaum T., Paksi, B., Sebestyén, E., Kun, B., Felvinczi, K., Schmelowszky, 

A., Griffiths, M.D., Demetrovics, Z., Urbán, R. (2018) Social rejection towards mentally ill 

people in Hungary between 2001 and 2015: Has there been any change?. Psychiatry Research 

267, 73-79. 

Cabrera, L.Y.,  Reiner, P.B., A  (2018). Novel Sequential Mixed-method Technique for 

Contrastive Analysis of Unscripted Qualitative Data. Sociological Methods & Research 47:3, 

532-548. 

Colomeischi, A.A., Duca, D.S., Bujor, L., Rusu, P.P., Grazzani, I., Cavioni, V. (2022). 

Impact of School Mental  Health Program on Children's and Adolscents' Socio-Emotional Skills 

and Psychosocial Difficulties, Copii, 9(11):1661, https://doi.org/10.3390/children9111661 

Corrigan, P.W. & s.a (2001). Familiarity and Social Distance frim people with have a 

serious mental Ilness, Psychatrics Services, Vol5, No2. 

Dumitrescu, M., Dumitrescu, S. (2002). Educația pentru sănătate mentală și emoțională, 

Ghid metodologic pentru pregătirea cadrelor didactice, Editura Arves. 

Grazzani, I., Colomeischi, A. A. (2021), Promovarea sănătății mintale în școală. Ghid 

pentru decidenți în educație, Editura Universității ”Ștefan cel Mare” Suceava. 

Guajardo, G.U., Slewa-Younan, S.,  Kitchener, B.A., Mannan, H.,  Mohammad, Y., Jorm, 

A.F. (2018). Improving the capacity of community-based workers in Australia to provide initial 

assistance to Iraqi refugees with mental health problems: an uncontrolled evaluation of a Mental 

Health Literacy Course. International Journal of Mental Health Systems 12:1. 

Hart, L.M., Morgan, A.J., Rossetto, A., Kelly, K.M., Mackinnon, A.,  Jorm. A.F. (2018) 

Helping adolescents to better support their peers with a mental health problem: A cluster-

randomised crossover trial of teen Mental Health First Aid. Australian & New Zealand Journal 

of Psychiatry 52:7. 

Katschnig, H.,  Ciumăgeanu, M., Ghenea, D., Sfetcu, R. (2009). Manual pentru acţiuni 

antistigma în şcoli.Cluj-Napoc : Qual Media, Vol. 3. 

https://doi.org/10.3390/children9111661


International Journal of Social and Educational Innovation (IJSEIro) 

Volume 10/ Issue 19/ 2023 
 

88 
 

Link, B.G., Jo C. Phelan, J.c., Bresnahan, M., and Pescosolido B.A. (1999). Public 

Conceptions of Mental Illness: Labels, Causes, Dangerousness, and Social Distance,  American 

Journal of Public Health, Vol. 89, No. 9. 

Pang, S., Subramaniam, M.,  Lee, S.P., Lau, Y.W., Abdin, E., Chua, B.Y., Picco, L., 

Vaingankar, J.A., Chong, S.A. (2018).  The Singaporean public beliefs about the causes of 

mental illness: results from a multi-ethnic population-based study. Epidemiology and Psychiatric 

Sciences 27:4.  

Paquette, C.E., Syvertsen, J.E.,  Pollini, R.A. (2018). Stigma at every turn: Health services 

experiences among people who inject drugs. International Journal of Drug Policy 57. 

Sandys, M., Pruss, H., Walsh, S.M. (2018). Capital jurors, mental illness, and the 

unreliability principle: Can capital jurors comprehend and account for evidence of mental 

illness?. Behavioral Sciences & the Law 30. 

Smith, A., Cashwell, C. (2011). Social Distance and Mental Illness: Attitudes Among 

Mental Health and Non-Mental Health Professionals and Trainees, The Professional Counselor, 

Volume 1. 

Smith-Merry, J. (2018) Public Mental Health, Discourse and Safety: Articulating an 

Ethical Framework. Public Health Ethics 11:2. 

Parrish, E.M., Kim, N.S., Woodberry, K.A., Friedman-Yakoobian, M. (2018). Clinical 

high risk for psychosis: The effects of labelling on public stigma in a undergraduate population. 

Early Intervention in Psychiatry 8. 

Zaninotto, L., Rossi, G., Danieli, A., Frasson, A., Meneghetti, L., Zordan, M., Tito, P.,  

Salvetti, B., Conca, A.,  Ferranti, R., Salcuni, S., Solmi, (2018) M. Exploring the relationships 

among personality traits, burnout dimensions and stigma in a sample of mental health 

professionals. Psychiatry Research.  

***Cognitrom-Profiluri ocupationale, 2007. 

 

 


