Utilization of Mental Health Services by Asian American College Students at Emory University Público
Vo, Linda (2011)
Abstract
Asian American students are faced with multifaceted and complex issues in addition to traditional students' concerns. Most of their concerns and stigma are related to their cultural values and norms. In addition, the way they perceive their needs and describe their emotional problems contribute to the lower diagnosis and recognition of mental health issues and low service utilization rate among Asian American students. Thus, persons of Asian descent constitute a high-risk group for mental distress.
The mental health status and services utilization rates and predictors of use have not recently been assessed for Asian American students at Emory University. Therefore, this study used the Diffusion of Innovations Theory as a guide to assess the use of mental health services using two national surveys collected by Emory University Student Health and Counseling Services (i.e., ACHA-NCHA and HMS). The study utilized a secondary, quantitative design to assess mental health status, mental health services utilization, knowledge and perceptions of mental health services, and best predictors of mental health services use.
The findings showed that the prevalence of any mental illness
among Asian American students (.9% - 10.6%) at Emory University was
much lower than among white students (10% - 22.3%). Asian American
students had more negative feelings than white students had; and
reported fewer positive feelings. However, they reported less felt
need for mental health assistance. Fewer Asian American students
(3.3% - 26.1%) hadever used mental health services than white
students had (10.4% - 52.1%), although equal
proportions (35%-43%) had used campus counseling. They also used
other support less, including friends and roommates. They had less
knowledge about mental health services, perceived more public
stigma, were more likely to feel that therapy was less helpful,
and
less likely to know someone who had used it before. The findings of
this study also showed that needs felt is the best predictor of
mental health services use by Asian American students. Asian
culture is vital to address the mental health of Asian American
students. Therefore, efforts should focus on assessing the values
and needs of Asian American students using qualitative
methods.
Table of Contents
Table of Contents
I. Introduction
.................................................................................................1
II. Literature
Review..........................................................................................6
III. Methods
..................................................................................................19
IV. Results ....................................................................................................34
V. Discussion
.................................................................................................67
VI. References
..............................................................................................83
List of Figures
I. Diffusion of Innovations Theory (DOI) Framework
...............................................4
List of Appendices
I. Appendix A: IRB Letter of Determination
.........................................................94
List of Tables
Table 1. ACHA-NCHA Sample
...........................................................................21
Table 2. HMS Sample
.....................................................................................22
Table 3. Study Demographics of the ACHA-NCHA
................................................35
Table 4. Study Demographics of the HMS
..........................................................36
Table 5. Mental Health Diagnoses (ACHA-NCHA)
.................................................38
Table 6. Mental Health Diagnoses (HMS)
...........................................................39
Table 7. Mental Health in Last 4 Weeks (HMS)
...................................................40
Table 8. Suicide Risk Ever (ACHA-NCHA)
...........................................................41
Table 9. Suicide Risk in Past Year (HMS)
...........................................................41
Table 10. Intentional Self Injuries in Past Year (HMS)
..........................................42
Table 11. Negative Emotions Ever (ACHA-NCHA)
.................................................43
Table 12. Positive Emotions in Past Month (HMS)
................................................44
Table 13. Negative Emotions in Past Month (HMS)
...............................................46
Table 14. Mental Health Services Use (ACHA-NCHA)
............................................48
Table 15. Campus Mental Health Services Use (ACHA-NCHA)
.................................48
Table 16. Mental Health Services Use (HMS)
......................................................49
Table 17. Knowledge (ACHA-NCHA)
..................................................................51
Table 18. Intention to Learn (ACHA-NCHA)
........................................................52
Table 19. Knowledge (HMS)
............................................................................53
Table 20. Important Reasons to the Receipt of Mental Health
Services (HMS) ......... 53
Table 21. Felt Needs (ACHA-NCHA)
..................................................................54
Table 22. Issues Affecting Academic Performance (ACHA-NCHA)
............................55
Table 23. Felt Needs (HMS)
.............................................................................56
Table 24. Non-Clinical Previous Practice of Mental Health (HMS)
.............................57
Table 25. Social Norms ANOVA (HMS)
................................................................58
Table 26. Non-Clinical Mental Health Support (HMS)
.............................................59
Table 27. Other Support ANOVA (HMS)
..............................................................60
Table 28. Effectiveness of Alternative Mental Health Support
(HMS).........................60
Table 29. Mental Health Effectiveness ANOVA (HMS)
............................................61
Table 30. Incompatibility (HMS)
........................................................................61
Table 31. Complexity (HMS)
.............................................................................62
Table 32. Observability (HMS)
..........................................................................62
Table 33. Regression Model for Any Use (ACHA-NCHA)
..........................................63
Table 34. Correlations with Ever Use (HMS)
........................................................64
Table 35. Correlations among Independent Variables (HMS)
...................................65
Table 36. Regression Model for Any Use
(HMS).....................................................66
Table 37. Regression Model if Term Removed
(HMS)...............................................66
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