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

2020 ◽  
pp. 104973152096218
Author(s):  
Jia-Yan Pan ◽  
Shengquan Ye ◽  
Petrus Yat-Nam Ng ◽  
Lucy Lu
Keyword(s):  
Hong Kong ◽  
University Students ◽  
Prevention Program ◽  
Chinese Students ◽  
Cognitive Behavioral ◽  
Mainland Chinese ◽  
Chinese University ◽  
Behavioral Group ◽  
Chinese University Students ◽  
Experimental Group

Purpose: This study developed a culturally appropriate cognitive behavioral group prevention program for Mainland Chinese university students in Hong Kong and tested its effectiveness. Method: A total of 74 Chinese students were recruited and randomly assigned to an 8-week cognitive behavior prevention program (experimental group) or a waiting list control (WLC) group. Results: Compared with the WLC group, participants in the experimental group significantly reduced psychological distress, acculturative stress, negative emotions, and negative thoughts and increased positive emotions, positive thoughts, and postmigration growth, with medium to large effect sizes. Upon immediate completion of the program, about 46% and 30% of the participants in the experimental group and WLC group, respectively, were classified as non-at-risk cases for developing mental health problems. Discussion: The positive intervention effects and clinical implication of cultural adaptation of cognitive behavioral group therapy to Chinese students are discussed.

Compliments and Compliment Responses of Singapore Chinese University Students

2015 ◽  
Vol 1 (1) ◽  
pp. 169-201 ◽  
Author(s):  
Lee Cher Leng
Keyword(s):  
University Students ◽  
Mainland China ◽  
Chinese Students ◽  
Mainland Chinese ◽  
Ethnic Chinese ◽  
Chinese University ◽  
Southern Chinese ◽  
Compliment Responses ◽  
Singapore Chinese ◽  
Chinese University Students

Abstract This paper examines the compliments and compliment responses of Singapore Chinese university students from naturally occurring data. Both Mainland China and Taiwan have received more attention in compliments research. Unlike China and Taiwan, Singapore is in the outer circle (Kachru 1992) of the Mandarin speaking community. Although the population of Singapore comprised of three-quarters of ethnic Chinese, Mandarin is taught in school as a second language with the medium of instruction of all other subjects being English (see Lee 2012). The different language environment and cultural bearings from the Mainland Chinese and Taiwan Chinese are reflected in this study. This study shows that unlike Taiwan college students (Wang and Tsai 2003) whose preferred compliment topic is Appearance, Singapore Chinese students prefer to compliment on Ability/Performance. Contrary to all other studies on Chinese compliment responses which show that Chinese are more modest and therefore tend to Reject compliments, this study shows that there are overall more Accept compliment responses especially between close friends. This is due to the predominant English-speaking environment in Singapore. In addition, Appreciation Token which is known to be a western response to compliments is also used more frequently by Singapore Chinese students. The linguistic features of code-switching to English and the presence of local discourse particles (from southern Chinese dialects and Malay language) are unique features of the diasporic colloquial Mandarin spoken in Singapore.

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