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

Jia Yan Pan; Xiaoyu Zhuang

doi:10.1177/10497315231163804

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

Jia Yan Pan, Xiaoyu Zhuang^*

^*Corresponding author for this work

Department of Social Work

Research output: Contribution to journal › Article › peer-review

Abstract

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.

Original language	English
Number of pages	14
Journal	Research on Social Work Practice
DOIs	https://doi.org/10.1177/10497315231163804
Publication status	E-pub ahead of print - 20 Mar 2023

Scopus Subject Areas

Psychology(all)
Social Sciences (miscellaneous)
Sociology and Political Science

User-Defined Keywords

adventure training
cognitive behavioral therapy
mental health
university students

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10.1177/10497315231163804

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title = "Adventure-based Cognitive Behavioral Intervention for Hong Kong University Students: A Randomized Controlled Study",

abstract = "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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author = "Pan, {Jia Yan} and Xiaoyu Zhuang",

note = "Funding information: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Research Grants Council, University Grants Committee (grant number 22603717). Publisher copyright: {\textcopyright} The Author(s) 2023.",

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AU - Zhuang, Xiaoyu

N1 - Funding information: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Research Grants Council, University Grants Committee (grant number 22603717). Publisher copyright: © The Author(s) 2023.

PY - 2023/3/20

Y1 - 2023/3/20

N2 - 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.

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

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