Navigating mental health needs of US students studying abroad: An appraisal and coping approach from program leaders perspective
DOI:
https://doi.org/10.36366/frontiers.v38i1.1112Keywords:
Cultural shock, faculty-led, mental health, study abroad, virtual therapyAbstract
This study focuses on navigating US college students’ mental health challenges in a semester-long study abroad from program leaders’ perspectives. Student challenges range from homesickness to depression, undiagnosed needs, anxiety, suicidal ideation, substance abuse, personality disorders, eating problems, and insomnia. The researchers deployed a qualitative multiple-case study across five universities. Interviews with program leaders afforded an examination of multiple variables and circumstances. The researchers interpreted the data using NVivo software. The appraisal and coping process model established in this study provided an understanding of how program leaders developed different coping strategies and measures when facing students’ mental health challenges. The data also produced five prescribed themes that could assist future program leaders in navigating said challenges. This research contributes to two post-COVID trends: (1) the acknowledgement of and growth in undergraduate students’ mental health needs and (2) student participation growth in faculty-led study abroad programs.
Abstract in Chinese本研究旨在从项目负责人的视角出发，探讨美国大学生在为期一学期的海外游学项目中面临的心理健康挑战及其应对之道。学生面临的挑战涵盖了从思乡病到抑郁症、未确诊的特殊需求、焦虑、自杀意念、药物滥用、人格障碍、进食障碍以及失眠等一系列问题。研究人员采用定性多案例研究法，对五所高校进行了调研。通过访谈项目负责人，研究人员得以深入审视多个变量及具体情境。研究人员利用 NVivo 软件对所收集的数据进行了解读。本研究构建的 “评估与应对过程模型” 有助于人们理解：当面对学生的心理健康挑战时，项目负责人是如何制定并实施各类应对策略与措施的。此外，数据分析还归纳出了五个核心主题，这些主题可为未来的项目负责人应对上述挑战提供切实指导。本研究对后疫情时代的两个发展趋势具有重要贡献： (1) 本科生心理健康需求的日益凸显及其受重视程度的提升； (2) 学生参与由教职人员带队的海外游学项目的人数呈增长态势。
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