A model for bicultural assertion training with asian-pacific american college students: A pilot study

Fukuyama, Mary A.; Coleman, Nancy C.

doi:10.1080/01933929208414352

Cited by 9 publications

(4 citation statements)

References 22 publications

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“…The students' level of function in the U.S. can also be improved by their learning assertive communication skills. Based on the fundamental premise that different modes of behavior can be properly used in different situations (Fukuyama & Coleman, 1992), the primary goal of the training model proposed by Wood and Mallinckrodt (1990) is to increase an understanding and a repertoire of assertive behaviors in various cultural contexts. According to their model, the circumstances, gender, socioeconomic status, and ethnicity of those involved need to be specifically identified in determining the etiology of the students' lack of assertiveness.…”

Section: Areas Of Counseling Focusmentioning

confidence: 99%

Addressing the Mental Health Concerns of International Students

Mori

2000

Jour of Counseling & Develop

719

663

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International students on the American college campus are a diverse and increasing population whose unique concerns are traditionally overlooked. However, given the evidence that the demands for cultural adjustments frequently place international students at greater risk for various psychological problems than are students in general, it is important that sufficient and readily accessible mental health services be established for them. This article examines the sources of international students' psychological concerns, the reasons for their notable underutilization of existing counseling services, and the ways to provide more culturally sensitive services.

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Section: Areas Of Counseling Focusmentioning

confidence: 99%

Addressing the Mental Health Concerns of International Students

Mori

2000

Jour of Counseling & Develop

719

663

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“…For example, counseling center staffs have studied and worked to improve their multicultural competence as therapists and as supervisors of interns (e.g., Lee et al, 1999;Rogers, Hoffman, & Wade, 1998;Sevig & Etzkorn, 2001). Their efforts have resulted in a variety ofprograms and services, such as multicultural cocurricular activities (Grieger & D'Onofrio, 1996); groups for gay male, lesbian, and bisexual male and female students (Welch, 1996); bicultural "assertion" training groups (Fukuyama & Coleman, 1992); and peer education programs that target the developmental needs of historically underserved populations (Nolan, Levy, & Constantine, 1996).…”

mentioning

confidence: 98%

Applying a Social Justice Framework to College Counseling Center Practice

Smith

Baluch

Bernabei

et al. 2003

J of College Counseling

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Counselors are often challenged to address issues of social justice in the counseling context, and they must be deliberate and innovative in their attempts to respond. Counselors will be required to relate social justice considerations to their practices and to the theoretical foundations of these practices; they must then operationalize an approach that suits their particular practice setting. The authors present the early results of their attempt to meet this challenge.

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“…Asians and Asian Americans have been characterized as being passive, deferential, nonassertive, and anxious in interpersonal situations, particularly in contrast to White Americans, who tend to be characterized as assertive. Such characterizations are based on clinical observations (Fukuyama & Coleman, 1992;S. Sue, 1977;Yanagida, 1979) as well as on studies of ethnic differences between Asian Americans and White Americans on self-report measures of assertiveness and social anxiety (e.g., Okazaki, 1997Okazaki, , 2000D.…”

mentioning

confidence: 99%

Asian American-White American differences in expressions of social anxiety: A replication and extension.

Okazaki

Liu

Longworth

et al. 2002

Cultural Diversity and Ethnic Minority Psychology

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This study examined whether Asian American-White American differences on a trait measure of social anxiety extend to nonverbal behavior and to reports of anxiety-related emotions during a 3-min social performance task. Forty Asian Americans and 40 White Americans completed a trait measure of social anxiety and rated their emotions before, and immediately after, a social performance task. Their videotaped behavior was coded using microlevel behavioral codes (e.g., gaze avoidance, fidgeting). Results indicated that Asian Americans reported more anxiety than White Americans on the trait measure and on the emotion rating scales but that they did not differ substantially on microlevel behavioral indexes of social anxiety. Implications of ethnic variations in the patterns of anxious responding are discussed.

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A model for bicultural assertion training with asian-pacific american college students: A pilot study

Cited by 9 publications

References 22 publications

Addressing the Mental Health Concerns of International Students

Addressing the Mental Health Concerns of International Students

Applying a Social Justice Framework to College Counseling Center Practice

Asian American-White American differences in expressions of social anxiety: A replication and extension.

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