Students in science, technology, engineering, and mathematics (STEM) majors struggle with various psychological problems that prevent them from persisting to graduation. There is a need for campus service providers to adopt a new approach to effectively address STEM students' psychological challenges; hence the appeal of the interactionist neurodiversity framework (INF), which focuses on students' choices, strengths, insight, and self-determination. Our study adopted an INF-infused cognitive behavioral therapy (CBT) protocol in a six-session intervention to address the psychological needs of students in STEM majors using a case study design. The Counseling Center Assessment of Psychological Symptoms (CCAPS) was administered to participants with major depression, generalized anxiety, and social anxiety disorders. at baseline, after the intervention, and at 3-week follow-up. The Blanchard and Schwarz formula was used to calculate the percentage of clinically significant change for participants. While the overall results were mixed, the findings hold promise for improving the well-being of students in STEM majors struggling with depression, generalized anxiety, and social anxiety. Specifically, five participants with depression, four with generalized anxiety, and three with social anxiety maintained significant gains at follow-up, underscoring the need for continuing development of the INF-infused CBT protocol model to enhance the psychological well-being of students in STEM majors. Implications for future research and continuing usage of the protocol are examined and discussed.
Dipeolu et al. (Tue,) studied this question.