Gender differences in personalized psychological interventions for college students: a narrative review integrating the Theory of Multiple Intelligences
This narrative review explores gender differences in the design of psychological interventions for college students, using Gardner’s Theory of Multiple Intelligences (MI) as a conceptual framework. It examines how variations in mental health challenges, such as the higher prevalence of anxiety an...
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| Format: | Article |
| Language: | English |
| Published: |
MRE Press
2025-05-01
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| Series: | Journal of Men's Health |
| Subjects: | |
| Online Access: | https://oss.jomh.org/files/article/20250530-542/pdf/JOMH2025031101.pdf |
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| Summary: | This narrative review explores gender differences in the design
of psychological interventions for college students, using Gardner’s Theory of
Multiple Intelligences (MI) as a conceptual framework. It examines how variations
in mental health challenges, such as the higher prevalence of anxiety and
depression among females and the greater propensity for risk-taking behaviors
among males, correspond with cognitive profiles outlined in MI theory.
Socialization processes further reinforce these differences, with females often
exhibiting stronger linguistic and interpersonal capacities, making
emotion-focused interventions—such as expressive writing and group
discussions—more effective. In contrast, males, who frequently demonstrate
enhanced bodily-kinesthetic and spatial abilities, may benefit more from
action-oriented interventions, including physical activities or virtual reality
(VR) tasks. To integrate these cognitive and psychological dimensions, this
review introduces a Gender-Sensitive Psychological Integration Model, which
synthesizes biological factors (e.g., neuroendocrine pathways),
sociocultural influences (e.g., gender norms) and MI profiles to
establish a systematic framework for personalized interventions. While universal
strategies, such as mindfulness training and digital platforms, enhance
accessibility, gender-specific approaches ensure that interventions align with
cognitive and psychological predispositions, thereby optimizing their
effectiveness. This dual-framework approach addresses both broad and
individualized mental health needs. Despite its contributions, this review is
limited by its focus on binary sex and gender distinctions, which may not fully
capture the diversity of gender identities and psychological experiences. Future
research should adopt a more inclusive perspective, incorporating non-binary and
intersectional considerations to enhance the applicability of gender-sensitive
psychological interventions. |
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| ISSN: | 1875-6867 1875-6859 |