THE ROLE OF GENETIC UNDERSTANDING IN SHAPING PERCEPTIONS OF MENTAL HEALTH AMONG AFFECTED INDIVIDUALS

Background Mental health conditions arise from a complex interplay between genetic and environmental factors, with influences ranging from media exposure and personality traits to perinatal complications. Although heritability estimates of many mental health conditions are substantial, public understanding often underestimates genetic contributions while overestimating personal responsibility, contributing to stigma and misconceptions. Improving awareness of genetic influences may reduce blame, increase help-seeking, and enhance acceptance of treatment, but it also carries risks such as genetic essentialism, feelings of helplessness, and increased guilt among individuals and families. Clear, responsible communication of genetic risk - ideally supported by genetic counselling and educational tools - is therefore essential to maximise benefits and minimise harm. Aims In people with an eating disorder, depression, or anxiety, this study aimed to evaluate the impact of a co-developed educational video detailing the jar model of mental health on (1) genetic determinism and (2) feelings related to their condition. Methods Participants were drawn from the Genetic Links to Anxiety and Depression Study (GLAD) and the UK arm of the Eating Disorders Genetics Initiative (EDGI UK) who enrolled in the Perceptions of Psychiatric Risk (PerPsych) study (n=4,007). The PerPsych study included longitudinal assessments of genetic determinism and feelings related to their condition. The study was conducted over four weeks, with measures taken before, immediately after, and at two- and four-week follow-ups following exposure to either an animated educational video on the influence of genes and environment on mental health conditions or a comparison animated video that discusses mental health more generally without mentioning genetics. Participants were randomly assigned to either the case or comparison group. We calculated change scores between baseline and (1) two-week follow-up and (2) four-week follow-up for the two outcomes. Results A significantly greater proportion of participants who watched the intervention video (86%) than the comparison video (48%) showed a reduction in genetic determinism at two-week follow-up (p < 0.004). Participants in the case group showed a significantly greater decrease in the endorsement of feelings related to guilt and shame between baseline and two-week follow-up (-0.72) than the control group (-0.35) (p=0.001). We found no differences in feelings related to expected stigmatisation or judgement, or between baseline and any of our outcomes at four-week follow-up. Conclusion The intervention video led to a short-term reduction in genetic determinism and greater decreases in feelings of guilt and shame compared to the control group at two-week follow-up. These findings suggest that while educational tools focussed on mental health genetics can positively influence perceptions and emotions, their effects may be short-lived and require reinforcement.