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ERIC Number: ED213294
Record Type: Non-Journal
Publication Date: 1981-Aug
Pages: 27
Abstractor: N/A
Reference Count: N/A
Identifying the Affectively Handicapped among the University Freshmen: A Cross-Cultural Approach.
Miao, Emily Shiao-Chun Y.
The identification and treatment of anxiety and depression among incoming freshmen from six colleges of the Chinese Culture University, Taiwan, were undertaken by the University Mental Health Center. A total of 2,121 students from 53 departments were assessed using the Self-Rating Anxiety Scale (SAS) and Self-Rating Depression Scale (SDS) (Zung, 1974, 1976, 1980), which were translated and adapted to the present culture. Raven's Progressive Matrices also were administered. At the end of the diagnostic survey, those students whose responses indicated moderate to severe levels of anxiety, or depression, or both were invited to go to the University Mental Health Center for interviews and further diagnostic procedures. The percentages of students whose mean SDS and SAS indices were above morbidity cut-off scores were about 30 percent for depression proneness and 22 percent for anxiety. Both of these findings are in basic agreement with Zung's cross-national findings on normal populations. Freshmen in the College of Arts and Humanities had significantly higher mean SDS and SAS indices than the other five colleges. The present 1980-81 findings for the entire freshman class are compared to those of the previous years, which consisted of randomly selected samples, and to findings of a study conducted in India. Intervention strategies include both group and individual measures (e.g., panel discussion on specific topics, psychodrama, interviews, and individual therapy). Depending on the needs of individual students, the intervention may vary from behavioral, nondirective, or directive to emotive-rational approaches. The Zung scales are presented and described, and a bibliography is appended. (SW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A