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

Academy of Wellness and Human Development

Research output: Contribution to journal › Journal article › peer-review

6 Citations (Scopus)

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
Pages (from-to)	144-157
Number of pages	14
Journal	Research on Social Work Practice
Volume	34
Issue number	2
Early online date	20 Mar 2023
DOIs	https://doi.org/10.1177/10497315231163804
Publication status	Published - Feb 2024

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 3 Good Health and Well-being

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.",

keywords = "adventure training, cognitive behavioral therapy, mental health, university students",

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.",

year = "2024",

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doi = "10.1177/10497315231163804",

language = "English",

volume = "34",

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journal = "Research on Social Work Practice",

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T1 - Adventure-based Cognitive Behavioral Intervention for Hong Kong University Students

T2 - A Randomized Controlled Study

AU - Pan, Jia Yan

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 - 2024/2

Y1 - 2024/2

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.

KW - adventure training

KW - cognitive behavioral therapy

KW - mental health

KW - university students

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DO - 10.1177/10497315231163804

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SN - 1049-7315

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JO - Research on Social Work Practice

JF - Research on Social Work Practice

IS - 2

ER -

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

Abstract

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