Date of Award
5-2025
Document Type
Honors Thesis
Degree Name
Bachelor of Arts
Department
Psychology
Advisor/Committee Chair
Mitch Earleywine
Abstract
This research project tests how educational materials influence individuals’ perceptions of ketamine-assisted psychotherapy (KAP). Previous literature indicates that educational materials shape perceptions of credibility. The hypothesis predicts that education will enhance positive perceptions.
This study recruited participants from Sona Systems and Prolific, with 924 individuals completing the study. The questionnaire gathered demographic information, assessed drug use history, and measured participants’ beliefs about the causes of depression. Participants then evaluated treatment credibility by responding to open-ended questions, the Treatment Adherence/Acceptability Scale (TAAS), the Credibility/Expectancy Questionnaire (CEQ), and the KAP credibility questionnaire.
The results indicate that education does not consistently improve perceptions of KAP. Participants provided significantly more positive spontaneous comments after exposure to the educational materials, but negative comments did not significantly decrease. Attitudes before the intervention did not differ based on beliefs about depression’s causes. However, those who attributed depression to non-biological causes expressed more positive post-intervention responses and greater confidence in treatment effectiveness.
These findings clarify the role of educational materials in shaping attitudes toward mental health treatments. More importantly, they offer insight into current perceptions of KAP and highlight ways to improve educational materials to strengthen support for this treatment. Clearly, KAP will require extensive increases in education to later public perceptions of their credibility.
Recommended Citation
Bowman, Haley, "Perceptions of Ketamine-Assisted Psychotherapy" (2025). Psychology. 49.
https://scholarsarchive.library.albany.edu/honorscollege_psych/49
