Mixed methods analysis of multicultural identity and psychological help seeking beliefs in college students.
2012-06
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Mixed methods analysis of multicultural identity and psychological help seeking beliefs in college students.
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2012-06
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Research on the psychological help-seeking beliefs and behaviors of college students has provided evidence for differences among students based on demographic factors, with different variables being salient for different cultural groups. This mixed methods study focuses on understanding how common psychological help-seeking variables, including the role of one's social network, predict help-seeking beliefs, while triangulating these results with students' responses to questions about psychological help-seeking. Two hundred sixty-nine students from an urban, nonresidential, state university in the Midwest participated in the study, completing a questionnaire comprised of 2 scales, several demographic questions, and a variety of open-ended questions about seeking psychological help. Cultural dimensions of sociorace, gender and social class were combined to examine students' beliefs about psychological services by multicultural identity. Differences were found between groups when contrasting students who had previously sought help and those who had not previously sought help and also when contrasting European American and Racial/Ethnic Minority students. These differences were understood in light of qualitative responses which emphasized both the importance of being familiar with what psychological services have to offer and the confidence that psychological services could be helpful to someone from a similar cultural background. Suggestions for psychological professionals are discussed.
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University of Minnesota Ph.D. dissertation. June 2012. Major: Educational Psychology. Advisor: Thomas M. Skovholt. 1 computer file (PDF).
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Walter, Jeffrey Paul. (2012). Mixed methods analysis of multicultural identity and psychological help seeking beliefs in college students.. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/132063.
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