Table 2 Culturally adapted dimensions of the StudiCareM-TR
Core components | Specific components | Example |
|---|---|---|
Content components | ||
1. Illustrated characters | Â | Â |
| Â | Appearances/ names of characters | changing the names of characters to diverse names (e.g. AyÅŸe, Mehmet, Havin) |
| Â | Content/ stories/ background of characters | added characters from various regions of Turkey who migrated to study in the capital city of Istanbul, who have not just university-related issues, but other problems such as working while studying, adapting to a big city, leaving the family home |
2. Illustrated activities | Â | Â |
| Â | Daily life | tutoring, socializing, engaging in physical activity, contacting family |
3. Illustrated environment/ burdens | Â | Â |
| Â | Burdens | high level of pressure for academic excellence, social comparison, being away from close family, working while studying, job market |
4. Language translation | Â | Â |
| Â | Translating intervention | German to Turkish |
5. Language tailoring | Â | Â |
| Â | Simplify text: shortening text passages, simplifying sentences | less technical phrasing, modify wording for easier readability |
| Â | Use of concrete terms or informal language | the colloquial form and youth jargon were used |
| Â | Milder descriptions of mental health concepts | describing psychological problems in a university context |
6. Difference in concepts of mental health and its treatment | Â | Â |
| Â | Stigmatization of mental health problems | framing the goal of the intervention as a mindfulness-based stress management tool instead of mental health intervention in order to reduce the stigma |
7. Goals of treatment | Â | Â |
| Â | Increase understanding of treatment possibilities | Informing about the ways of coping with stressors in university life, promoting value-oriented actions |
8. Methods of treatment | Â | Â |
| Â | Information/ links to other helpful addresses | psychological help offers which might be available free-of-charge or within the public health system are presented to each participant |
9. Illustrated values/traditions | Handling relationships/Values/Importance of family | keeping close contact with family members |
Methodological components | ||
10. Guidance | Â | Â |
| Â | Person used as guide | Guidance by a Turkish-speaking psychologist (SB) |
| Â | Format of guidance (tailored feedback) | participants can ask for personal contact in addition to semi-structured feedback, the feedback occasionally included personal touches, such as wishing success for an upcoming exam week |
11. Structure | Shorten intervention | Intervention duration per module has been decreased to approximately 30–35 minutes from 50 minutes |
Procedural components | ||
12. Methods used to obtain information | Â | Â |
| Â | Personal interaction (focus groups, interviews, discussions, think-aloud) | received feedback in the form of qualitative data for the process evaluation and further implementation of the program |
| Â | Surveys/ questionnaires | assessed acceptance and potential efficacy |
| Â | Pilot/ feasibility studies | this trial has been conducted to measure the feasibility to inform a future definitive trial. |
13. Persons involved | Â | Â |
| Â | Target group and associated people | Turkish-speaking students studying at a public university in Istanbul |
| Â | Professionals not working with the target group | Student affairs office workers of Turkish German University and university clubs from other universities in Istanbul distributed recruitment emails |
14. Theoretical framework | Â | Â |
| Â | Guideline for cultural adaptation of face-to-face treatment | surface structure changes were based on the cultural sensitivity framework by Resnicow [52] |