Ability to adapt to diversity
Conditions
Interventions
The intervention group participated in a lecture on diversity + a talk on the difficulties minorities face in their student lives (two physically disabled students, two international students, and an
Sponsors
Okayama University
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: Undergraduate students enrolled in universities in Japan Individuals aged 18 years or older who have provided written informed consent to participate in the study Able to attend all sessions of the cognitive-behavioral diversity education program No current diagnosis of mental illness and not receiving psychotherapy or psychiatric treatment at the time of the study Able to read, write, and communicate in Japanese
Exclusion criteria
Exclusion criteria: Individuals with prior experience in cognitive-behavioral-based education or training Individuals expected to be unable to participate continuously due to study abroad or prolonged absence during the study period Individuals who exhibit significant resistance or anxiety toward the content of the cognitive-behavioral diversity education program Individuals judged to have significant cognitive impairments (e.g., severe intellectual disabilities) Any other individuals deemed inappropriate for participation by the principal investigator
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Primary evaluation indicators 1) We used the Diversity Adaptability Assessment Scale (Tsuki et al., 2015). Measured using 32 items and 7-point scale including "ability to demonstrate individuality," "willingness to take on challenges," "ability to see things from a bird's-eye view," "creativity," "altruism," "tolerance," "ability to build trust," and "communication skills." Secondary evaluation indicators 2) We used the Diversity Climate Scale for University Students (Oue, 2022). This scale measured 32 items and 5-point scale including "gender education climate: 9 items," "equality education climate: 11 items," "diversity education environment climate: 9 items," and "women's active education climate: 6 items." 3) We used the Irrational Belief Scale (Mori et al., 1994). Measured using 20 items and 5-point scale including "self-expectation," "logical blame," "dependence," "problem avoidance," and "helplessness." 4) We used the Subjective Well-Being Scale (Ito et al., 2003). Measured using 12 items and 4-point scale. | — |
Countries
Japan
Contacts
Public ContactOHUE TAKASHI
Okayama University Graduate School of Health Sciences
Outcome results
None listed