An Experimental Evaluation of "Culture and Coping: Asian American Approaches"--A Psychoeducational Curriculum to Enhance Asian American Student Coping

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Autor/in	Lee, Caroline Chin-I
Titel	An Experimental Evaluation of "Culture and Coping: Asian American Approaches"--A Psychoeducational Curriculum to Enhance Asian American Student Coping
Quelle	(2009), (324 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Stanford University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1092-6087-8
Schlagwörter	Hochschulschrift; Dissertation; Control Groups; Graduate Students; Intervention; Mental Health Programs; Rating Scales; Asian American Students; Coping; Social Environment; Instructional Effectiveness; Course Descriptions; Stress Variables; Psychoeducational Methods; Cognitive Restructuring; Behavior Modification; Skill Development; Interviews; Surveys; Measures (Individuals); Help Seeking; Student Attitudes; Self Concept; Futures (of Society); Cultural Awareness; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Rating-Skala; Asian immigrant; United States; Asiatischer Einwanderer; USA; Schüler; Schülerin; Bewältigung; Soziales Umfeld; Unterrichtserfolg; Kursstrukturplan; Behaviour modification; Verhaltensänderung; Kompetenzentwicklung; Qualifikationsentwicklung; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Messdaten; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Schülerverhalten; Selbstkonzept; Future; Society; Zukunft; Cultural identity; Kulturelle Identität; Kalifornien
Abstract	Few mental health resources focus on Asian American students in higher education. The aim of this pilot study was to evaluate the effectiveness of "Culture and Coping: Asian American Approaches," a culturally-tailored, cognitive-behavioral psychoeducational course. The course was based on a curriculum which was created to give Asian and Asian American students at Stanford University an opportunity to develop a supportive social environment where they could discuss psychosocial stressors in a non-stigmatized, non-threatening space while developing positive coping skills and resources. Two studies were conducted. The first was an experimental study where students were randomly assigned to either a treatment or a control group. The second study was based on a non-randomized sample without a control group. A mixed methodology was used for both studies. Qualitative methods (post-interviews, open-ended survey questions) and quantitative methods (pretest-posttest online surveys, session rating scales) were utilized as outcome criteria. Measures evaluated student mental health, negative automatic thoughts, knowledge of relevant on- and off-campus resources, willingness to seek professional help, and coping skills. In the experimental study, students in the treatment group reported higher scores on seeking assistance, information, and advice after the intervention than the control group. The students in the treatment group also reported lower anxiety, more positive help-seeking attitudes, and a greater increase in knowledge about relevant on- and off-campus resources after the intervention than the control group. In the second study, which did not have a control group, students reported feeling more hopeful about the future after the intervention. Students also reported fewer negative self concepts and fewer negative expectations after the intervention. Similar to the experimental study findings, students in the second study reported an increase in positive help-seeking attitudes and also demonstrated an increase in their knowledge of relevant on- and off-campus resources. Post-intervention interviews investigated how the curriculum affected the students' personally and whether the curriculum changed any of their thoughts, feelings, or actions. The intervention did have a personal impact on students. Students reported an increased ability to help others as well as increased willingness to seek help from others. Students reported increased knowledge of mental health resources and coping skills. Students also reported an enhanced ability to control their cognitions after the intervention through creating alternative explanations or counter arguments to negative automatic thoughts. These preliminary findings suggest that a culturally-tailored, cognitive-behavioral psychoeducational curriculum taught as an academic course may benefit Asian and Asian American undergraduate and graduate students. Promotion of mental health should be integrated into university curricula to better serve the Asian American student community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10