Journal of Counseling Psychology
Volume 56, Issue 4, 2009, Pages 590-596

Effects of Assertiveness Training and Expressive Writing on Acculturative Stress in International Students: A Randomized Trial (Article)

Tavakoli S. , Lumley M.A.* , Hijazi A.M. , Slavin-Spenny O.M. , Parris G.P.
  • a Department of Counselor Education, Wayne State University, United States
  • b Department of Psychology, Wayne State University, United States
  • c Department of Psychology, Wayne State University, United States
  • d Department of Psychology, Wayne State University, United States
  • e Department of Counselor Education, Wayne State University, United States

Abstract

International university students often experience acculturative stress, and culturally appropriate techniques to manage stress are needed. This randomized trial tested the effects of group assertiveness training, private expressive writing, their combination, and a wait-list control on the acculturative stress, affect, and health of 118 international students at an urban North American university. Interventions were conducted at the start of a semester, and assessments were conducted at baseline and at the end of the semester. Group assertiveness training was rated positively by students and led to lower negative affect, whereas expressive writing was less well received and led to higher homesickness and fear, but also to higher positive affect. The combined intervention had no effects, perhaps because the 2 components negated each other. It is concluded that group assertiveness training improves emotional adjustment of international students but that expressive writing has mixed effects and needs further development and study. © 2009 American Psychological Association.

Author Keywords

International students expressive writing assertiveness training Acculturative stress Randomized clinical trial

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-70449499311&doi=10.1037%2fa0016634&partnerID=40&md5=29675a9bc23eeb2901bb66470cd2b224
DOI: 10.1037/a0016634
ISSN: 00220167
Cited by: 26
Original Language: English