AN INVESTIGATION OF THE HELP-SEEKING PROCESS AMONG OMANI STUDENTS AT SULTAN QABOOS UNIVERSITY A dissertation presented to the faculty of the College of Education of Ohio University In partial of fulfillment of the requirements for the degree Doctor of Philosophy Muna A. Al-Bahrani June 2004 ©2004 Muna A. Al-Bahrani All Rights Reserved This dissertation entitled AN INVESTIGATION OF THE HELP-SEEKING PROCESS AMONG OMANI STUDENTS AT SULTAN QABOOS UNIVERSITY By Muna A. Al-Bahrani has been approved for the Department of Counseling and Higher Education and the College of Education by Patricia Beamish Professor of Counselor Education James Heap Dean, the College of Education Al-BAHRANI, Muna, A. Ph.D. June 2004. Counselor Education An Investigation of the Help-Seeking Process Among Omani Students at Sultan Qaboos University (246 pp.) Director of Dissertation: Patricia Beamish ABSTRACT Matriculation to college life can often pose adjustment problems that require identification and help. This is especially true in societies where gender separation is the norm. This qualitative study explores the help-seeking process from the subjective and cultural perspective of Omani students. The process of help-seeking behavior within the Omani cultural framework are explored in terms of recognizing and defining a problem, seeking help, and selecting sources of help. A triangulation methodology was used in this study that included two and a half months of observation and interaction at Sultan Qaboos University in the office of Deanship Student Affairs, the Counseling and guidance Center, and the Psychiatric Department of the university medical center. Individual and focus group interviews were conducted. There were two focus groups. Individual interviews were conducted with students, psychiatric patients, staff members, counselors, instructors and physicians as well as a traditional healer. The interviews were, for the most part, extensive dialogues. Statistical documents in regard to student academic probation as well as newspaper articles aided in understanding the Omani help-seeking process. The results show that Omani students experience multiple challenges that impact their psychological adjustments. These challenges can be associated with the novelty of academic life and the coeducational culture of the institution. Freshmen face with new expectations of learning as well as separation from their close ties, struggle to find a balance between their traditional points of reference and the new sets of values to which they are exposed at Sultan Qaboos University. The influence of traditional culture on the dynamic of problem recognition may be expressed by anger and rejection, declining academic achievement, and violation of religious principles. For these students, traditional values and religious practices are seen as key coping mechanisms. The study shows that, at the present time in Oman, and specifically at Sultan Qaboos University, there is a lack of student guidance for addressing help-seeking, and there is a need for established university policies and practices for identifying and addressing student emotional problems. Approved: Patricia Beamish Professor of Counselor Education Acknowledgments My thanks and praise to Allāh for providing me with the strength and patience to complete my program and research. I would like to express my thanks and appreciations to my adviser Dr. Beamish, for her patience, understanding, professional guidance, and for constantly challenging me in my course work and my research. I would like to thank Dr. Davis for his encouragement and support through my journey to complete my program. I give special thanks to Dr. Coleman for his encouragement, support, and valuable contribution to this research. Also, my sincere thanks to Dr. Howard who helped me with his insightful suggestions to my research. I would like to thank my participants, both females and males, for their generosity in sharing their experiences and stories with me. Without your contributions, this study would not exist. I would like to thank the Dean of Student Affairs and all staff members at SQU who helped me through the data collection process. To all my friends Sana Al- Bluchi, Muna Al-Jardani, Alya Alsadi, and Widad and Nihad Al-Bahrani, who provided me with a tremendous emotional support through the painful experience of gaining access to CGC, thank you. I express my sincere thanks to the Shaars, and most particularly, Khāla Nihad, who has been like a mother to me. Thank you for your kindness, support, and generosity. You have made my journey easier and less lonely. My gratitude is also extended to the wonderful individuals who I have gotten to know during my years at Ohio University and who have helped me and made my research journey more meaningful: Mary Kay, Chuck, Katherine, Maryam, and Fatma, thank you. I will be forever indebted for my family to their love, support, and encouragement over the years. To my mother, sisters, brothers, nieces and nephews, you have been my inspiration. Without you, I would never be able to complete this endeavor. Thank you 8 Table of Contents Abstract................................................................................................................................4 CHAPTER ONE ................................................................................................................11 The Background of the Study ................................................................................11 The Problem in the Research Context .......................................................15 The Problem within a Western Context.....................................................15 The Problem within Arab Cultural Contexts .............................................17 The Statement of the Problem....................................................................18 The Significance of the Study............................................ .......................20 Methodology ..................................................................... .......................21 Limitations of the Study..................................................... .......................22 Delimitations of the Study ................................................. .......................23 Definition of Terms............................................................ .......................24 CHAPTER TWO ...............................................................................................................26 Review of Literature ..............................................................................................26 Help Seeking Behavior ..............................................................................26 Problem Recognition .................................................................................29 Definition of the Problem ..........................................................................33 The Decision to Seek Help ........................................................................37 The Selection of Services...........................................................................43 Healing Systems among Cross-Cultures....................................................45 The supernatural oriented healing systems................................................45 Naturally oriented healing system. ............................................................46 Medical physiological oriented treatment..................................................46 Counseling informal and social support systems.......................................47 The Structure of Locus of Control within a worldview.............................48 Summary....................................................................................................50 CHAPTER THREE ...........................................................................................................51 Methodology..............................................................................................51 Research Design.........................................................................................51 Omani Society............................................................................................53 Geographic, demographic, and sociologic aspects ....................................53 9 Family structure .........................................................................................57 Education ...................................................................................................58 The Settings ...............................................................................................59 Sultan Qaboos University (SQU)...............................................................59 The Deanship of Student Affairs ...............................................................61 The Counseling and Guidance Center (CGC) ...........................................62 The Department of Behavioral Science .....................................................64 Procedure of Gaining Entry to Settings .....................................................65 Gaining access to Student Affairs Deanship..............................................65 Gaining entry to Counseling and Guidance Center ...................................67 Gaining entry to the Behavioral Science Department................................68 Factors that Facilitated my Immersion in SQU Culture ............................68 Recruiting the Participants.........................................................................70