Effectiveness of an Adventure-based Cognitive Behavioral Program for Hong Kong University Students

Pan, Jia-Yan; Zhuang, Xiaoyu

doi:10.1177/10497315211042096

Cited by 11 publications

(7 citation statements)

References 54 publications

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“…Health authorities should provide public health education, implement psychological health services online and offline [ 75 ], integrate cognitive behavioral intervention and adventure training in a class setting [ 78 ], and offer mental health services reducing posttraumatic stress disorder [ 87 ].…”

Section: Resultsmentioning

confidence: 99%

Interventions in Chinese Undergraduate Students’ Mental Health: Systematic Review

Shan¹,

Ji²,

Xie³

et al. 2022

Interact J Med Res

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Background Over 30% of university students from 8 countries were afflicted with mental distress according to a World Health Organization survey. Undergraduate students in increasing numbers in China have also been reported to suffer from different mental problems. Various psychological distresses significantly impact their academic and daily life, thereby causing role impairments and unsatisfactory academic achievements. While the prevalence of, diverse underlying factors for, and interventions of social support in college students’ mental health have extensively been investigated in China, there is no study exclusively focusing on the impact of interventions on their psychological well-being. Objective The aim of this review was to identify and synthesize the interventions in the mental health concerns of Chinese undergraduate students studying in China reported in the literature to inform educational authorities, college and university management, students’ affairs counselors, and mental health providers. Methods We performed a systematic review and reported the research findings of previous studies according to the protocol of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) 2020 statement. First, based on the predefined search strategy, keyword searches were performed in the PubMed and ProQuest databases to retrieve relevant studies. Subsequently, we screened the candidate articles based on predefined inclusion and exclusion criteria. Finally, we analyzed the included papers for qualitative synthesis. Results We retrieved a total of 675 studies from the PubMed and ProQuest databases using the search strategy on March 15, 2022. Among these candidate studies, 15 that were not written in English, 76 duplicates, and 149 studies of other document types were removed before screening. An additional 313 studies were excluded in the screening process, with 73 articles ruled out for being not relevant to interventions, not related to mental health, or not focused on undergraduate students in the full-text review. As a result, 49 papers were eligible and included in this systematic review. In the qualitative synthesis, we divided the interventions reported in the selected studies into two categories: (1) social support from government authorities, university authorities, students’ affairs counselors and teachers, family members, health care authorities and professionals, and the media (various online platforms), and (2) various coping strategies adopted by undergraduate students themselves. We identified further research on mental health interventions that may be delivered by digital medical platforms, conversational agents (eg, chatbots), and researchers. Conclusions This was the first systematic review of interventions to address the mental health concerns of Chinese undergraduate students studying in China. The categorization of reported interventions and the identification of new intervention channels can effectively inform stakeholders. Interventions for undergraduate students’ mental health is a research topic worth further investigation.

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Section: Resultsmentioning

confidence: 99%

Interventions in Chinese Undergraduate Students’ Mental Health: Systematic Review

Shan¹,

Ji²,

Xie³

et al. 2022

Interact J Med Res

View full text Add to dashboard Cite

show abstract

“…This study advances a pilot study (Pan & Zhuang, 2022) to further determine the effectiveness of aCBI on university students through a more rigorous RCT research design. The findings confirm the positive effects of aCBI on improving various mental health outcomes of university students.…”

Section: Discussion and Applications To Practicementioning

confidence: 99%

“…The third component was adventure-based activities. A pilot study of the aCBI model has yielded promising results based on a pre-post quasi-experimental design (Pan & Zhuang, 2022) conducted with 217 undergraduate students in Hong Kong and found that the participants showed a significant reduction of psychological distress, depressive symptoms, and negative thoughts and emotions, and a significant increase of positive thoughts upon immediate completion of the program. The positive effects were sustained at the 3-month follow-up test.…”

Section: Current Studymentioning

confidence: 99%

Adventure-Based Cognitive Behavioral Intervention for Hong Kong University Students: A Randomized Controlled Study

Pan

Zhuang

2023

Research on Social Work Practice

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Purpose: This study developed and evaluated an adventure-based cognitive behavioral intervention (aCBI) program to respond to the higher education mental health crisis in Hong Kong. Methods: The aCBI program was delivered in the form of a 13-week general education (GE) course and was evaluated at pre-, post-, and 3-month follow-up. A total of 544 undergraduate students who experienced psychological distress were randomized to either the aCBI group (n = 197) or the wait-list control group (WLC) (n = 347). Results: Compared with their WLC counterparts, the aCBI participants showed significantly stronger improvements in psychological distress, perceived stress, positive and negative emotions, and resilience at the posttest and 3-month follow-up. Positive and negative thoughts and sense-making coping partially mediated the treatment effects of aCBI. Conclusions: The aCBI program shows promise for inclusion in higher education curriculums to bridge the mental health service gaps for Chinese university students.

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“…The functions of the program include: (1) 8 online modules, which focus on a variety of cognitive behavioral skills to cope with university stress. The contents are developed based on CBT in Beck (2011) and Wong (2005) for Chinese clients, and the CBT work for Chinese university students ( Pan and Zhuang, 2022 ). The skillsets include cognitive skills such as self-talk, building evidence for and against, advantage and disadvantage analyses, pie chart and cognitive continuum, and behavioral skills such as behavioral experiment and behavioral activation.…”

Section: Methodsmentioning

confidence: 99%

A therapist-guided internet-based cognitive behavioral therapy program for Hong Kong university students with psychological distress: A study protocol for a randomized controlled trial

Pan

Carlbring

2023

Internet Interventions

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Effectiveness of an Adventure-based Cognitive Behavioral Program for Hong Kong University Students

Cited by 11 publications

References 54 publications

Interventions in Chinese Undergraduate Students’ Mental Health: Systematic Review

Interventions in Chinese Undergraduate Students’ Mental Health: Systematic Review

Adventure-Based Cognitive Behavioral Intervention for Hong Kong University Students: A Randomized Controlled Study

A therapist-guided internet-based cognitive behavioral therapy program for Hong Kong university students with psychological distress: A study protocol for a randomized controlled trial

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