Higher levels of stress and a shift in support systems during the transition to another culture can put international students at risk for mood disorders like depression. Previous research supports there is also a higher level of depression stigma within Eastern cultures in comparison to Western cultures (Rao, Feinglass, & Corrigan, 2007). This may account for the strikingly low numbers from the Chinese population that seek and maintain professional counseling services while studying in the U.S. (Yakushko, Davidson, & Sandford-Martens, 2008). The present study sought to determine whether two self-produced Chinese videos regarding information about stigma, symptoms, and treatment of depression would significantly decrease stigma against depression and increase attitudes of help-seeking in Chinese international students in the U.S. Results of the paired sample t test with respect to the Social Distance Scale indicated a statistically significant decrease (t(44) = -2.14, p < .05), between the pre-test and the post-test in the participants’ desire for social distance. However, there was no statistically significant difference in participants’ association of negative attributes with individuals with depression. Post-test measures of attitudes toward helpfulness of different professions and treatment yielded no significant results, but attitudes toward the helpfulness of medicinal treatment of depression did significantly increase (t(44) = -3.93, p < .001). Therefore, our first hypothesis was partially supported and our second was minimally supported. Research with higher statistical power and a longitudinal design is necessary to further examine the relationship between these video interventions and reduction of stigma within Chinese international students.
Advisor(s) or Committee Chair
Anthony Paquin, Ph.D.
Multicultural Psychology | Other Psychiatry and Psychology | Psychology | Public Health
Trader, Elizabeth, "Decreasing Stigma Against Depression in Chinese International Students" (2018). Mahurin Honors College Capstone Experience/Thesis Projects. Paper 888.