Diversity as a Barrier to Group Psychotherapy
According to the Center for Collegiate Mental Health, the psychopathology of college students, and their demand for counseling services in university college centers (UCCs) has risen substantially over the last decade (Center for Collegiate Mental Health, 2014). Well, there are number of reasons why this is so. The most significant of these perhaps is that the modern-day college student faces significant psychological concerns in the form of anxiety, depression, substance abuse, suicidal ideation, and history of hospitalization resulting from lifestyle factors. It is reported, for instance, that between 15 and 20% of college students today suffer from depressive symptoms, compared to between 5 and 6% ten years ago (Center for Collegiate Mental Health, 2014). For this reason, most UCCs have adopted and expanded the use of group psychotherapy platforms as an alternative to the traditional individual psychotherapy in a bid to address the rising demand. Peters (2015) was in fact, able to show that in addition to addressing the issue of increasing demand, group psychotherapy platforms accord student-patients an opportunity to receive reinforcement from peers on how to form their adult identities. Worryingly, however, research has shown that these group psychotherapy programs are yet to realize the level of effectiveness inherent in the traditional counseling platforms. This is partly because the barriers that deter students from accessing the same are yet to be adequately addressed. This text is intent on exploring the role of diversity as a potential barrier to group psychotherapy, and devising possible ways of minimizing its effect and improving overall health outcomes.
The Problem
As already mentioned, UCCs are expanding their use of group psychotherapy in counseling owing to its effectiveness in increasing access and providing developmental opportunities to student-patients. However, Lee (2014) and Peters (2015) were able to show that ethnic and racial minorities are less likely than their majority counterparts to attend such groups when referred by their physicians. This is at the least dangerous, given the unprecedented transformation that the country is currently undergoing in its demographic make-up. The U.S. Department of Education (2013), for instance, showed that the percentage of ethnic and racial college students aged 25 and above had risen substantially over the last decade, while that of their white counterparts had declined by approximately 23%. Despite these diverse demographics, however, group work in clinical settings still continues to borrow heavily from attachment and psychodynamic theory, whose development was based primarily on white Americans. This only implies that things in such group settings continue to be done the 'white' way, even as the demographic dynamics change.
Most often, these group psychotherapy platforms fail to take into account that different demographic groups have different expectations and cultural values, which shape their worldviews differently. Separate studies by Harris (2012), Peters (2015) and Suri (2015) were able to show that most minority students either opt out or fail to participate at all in group psychotherapy because they feel that the group activities do not address their specific cultural needs. It is important, therefore, that professionals in UCCs adequately understand the role of culture in shaping college students' expectations and attitudes about group psychotherapy; only then will they be able to respond effectively to the specific needs of their diverse student base in their group therapeutic sessions. The subsequent subsections are focused on showing how diversity acts as a barrier to effective utilization of group psychotherapy by college students.
Significance
This text highlights the multicultural issues that shape college students' attitudes towards group psychotherapy with the aim of providing insight to UCCs and Student Affairs professionals on how to attract and retain minority students in such programs. The facts and findings presented herein shape my very own clinical practice as an individual as they increase my effectiveness as a professional in a multicultural setting and place me in a better position to respond adequately to the needs of my patients. Generally, the findings will go a long way in making group psychotherapy sessions in UCCs more inclusive and favorable for minorities, and this will increase accessibility of mental care and improve the overall health outcomes of the community.
Diversity as a Barrier
Differences in Distress Management Strategies
Literature has demonstrated that the distress management strategies preferred by college students differ with their diversity variables (Suri, 2015). In other words, the distress management strategies that black students prefer are based on their cultural values and differ significantly from those preferred by white...
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