Evaluation of Cognitive Behavioral Intervention for Chinese International Students in Hong Kong

Abstract

Objectives: This study aims to test the effectiveness of a culturally attuned cognitive behavioral intervention (CBI) in promoting mental health and quality of life (QOL) among Chinese international students in Hong Kong. Method: A waitlist control designed was adopted. Sixty-five Chinese international students in a university in Hong Kong were assigned to experimental groups and control groups. The intervention consisted of eight weekly 3-hr sessions. All the participants were assessed preintervention, postintervention, and at a 3-month follow-up. Results: Participants in the experimental group showed a significant and continuous increase in mental health and overall QOL compared to those in the control group. Changes of dysfunctional attitudes mediated the effect of CBI on mental health and QOL. Conclusion: The current culturally attuned CBI may be useful in improving mental health and QOL among Chinese international students in Hong Kong.

A Randomized Controlled Trial of Cognitive Behavioral Group Prevention Program for Mainland Chinese University Students in Hong Kong

“…However, the change in automatic thoughts is more related to the change in depressive symptoms than dysfunctional attitudes (Furlong & Oei, 2002). It confirms the theoretical assumption that automatic thoughts are at the surface level which is more accessible to change (Jacobson et al, 1996), while dysfunctional attitudes are in a deeper level which may take more time to bring about changes in mental health outcomes (Xie & Wong, 2020).…”

“…Pie chart is a technique helping client change biased way of thinking by graphically presenting more contributing factors to an event or outcome (Greenberger & Padesky, 1995). Advantage and disadvantage analysis, also called cost–benefit analysis, helps clients broaden their views by weighing the pros and cons of a certain belief (Xie & Wong, 2020). Cognitive continuum is a skill that helps client make a more accurate conclusion or judgment by taking more evidences into consideration.…”

“…Group cognitive behavioral therapy (CBT) programs for international students were found to be effective in improving their psychological adaptation and coping self-efficacy (Elemo &Türküm, 2019; Smith & Khawaja, 2014); increasing their positive emotions, postmigration growth, and quality of life; and reducing their psychological distress, depressive/anxiety symptoms, negative thoughts, and negative emotions (Pan et al, 2017; Xie & Wong, 2020). The positive effects maintained at 1-month (Smith & Khawaja, 2014), 3-month (Pan et al, 2017; Xie & Wong, 2020), and 6-month follow-up assessment (Elemo &Türküm, 2019). Furthermore, group assertiveness training may reduce international students’ negative affect (Tavakoli et al, 2009).…”

“…Specifically, the change in automatic thoughts is related to the change in depressive symptoms at the end of the CBT treatment (Furlong & Oei, 2002). Changes in dysfunctional attitudes were found to mediate the effect of CBT on depression, anxiety, and stress (Xie & Wong, 2020). However, the change in automatic thoughts is more related to the change in depressive symptoms than dysfunctional attitudes (Furlong & Oei, 2002).…”

“…The effects of CBT on dysfunctional thoughts and coping were in the small range. Although CBT has been applied to Chinese clients with a wide range of disorders and problems around the world, only two studies (Cui et al, 2016; Su et al, 2011) have targeted at university students and just two studies (Pan et al, 2017; Xie & Wong, 2020) have aimed at Chinese international students. In this connection, more studies need to be conducted to explore the treatment and preventive effects of CBT when working with Chinese international students, particularly for their psychological adaptation in the host society.…”