Dissertations / Theses: 'International Counseling Students'

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Kendagor, Solomon. "Pastoral care and counseling for international students studying in the USA." Thesis, Freely available online, 2005. http://upetd.up.ac.za/thesis/available/etd-08202005-072806/.

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Rahimi, Mohd Khairul Anuar. "Phenomenological Experiences of International Students in Marriage, Couple, and Family Counseling Programs." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1491436273098362.

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Jarrahi, Leila. "Under-use of counseling services by low acculturated Chinese international students." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/2216.

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This study??s primary focus was to determine why Chinese international students are not readily accessing counseling centers for help. A literature review explored issues of culture shock, acculturation, as well as help-seeking attitudes among this population. Additionally, the review addressed barriers to pursuing counseling and cultural considerations for counselors to make when working with international students. The students were selected using the Suinn-Lew Asian Self-Identity Acculturation Scale (SLASIA) and the Asian Values Scale (AVS) for selection criteria. This was an exploratory descriptive study and participants were interviewed regarding their beliefs, values, opinions, and feelings regarding counselors and the counseling process. Participants were also asked to provide suggestions for more effective marketing of counseling services to the international student population. Limitations of the study and future directions were addressed.

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Li, Miao. "THE ROLE OF ADULT ATTACHMENT IN INTERNATIONAL STUDENTS’ ACCULTURATION PROCESS." UKnowledge, 2016. http://uknowledge.uky.edu/edp_etds/42.

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International students face a variety of challenges in their acculturation process. The acculturation process is a highly variable process that is influenced by the mediating and moderating effects of individual factors that exist prior to, or arise during, acculturation (Berry, 1997). Among the moderating personal factors existing prior to acculturation, adult attachment has received heightened attention as an important variable impacting the acculturation process and adaptation outcomes. Wang and Mallinckrodt (2006a) suggested that successful adaptation involves exploration of unfamiliar social situations that resemble the infants’ exploration of their physical surroundings. The acculturation process can be challenging and stressful because individuals going through this process often encounter disparities in various situations. Similar to infants, whose attachment system tends to be activated particularly in a distressing situation, threatening events or situations in one’s adult life also activate the attachment behavioral system of seeking proximity to attachment figures for security and support. Limited research has investigated the relationship between adult attachment and the acculturation processes (e.g., Brisset, Safdar, Lewis, & Sabatier, 2010; Sochos & Diniz, 2011). Previous research has highlighted a link between adult attachment (e.g., attachment styles and attachment security) and psychological adaptation. However, the relationship between adult attachment and international students’ other acculturation outcomes (e.g., sociocultural adaptation) remains unclear in the existing literature due to inconsistent previous findings. The current study addressed the gaps in the literature by focusing on international students’ acculturation processes and examined how adult attachment contributes to, or influences, their adaptation. Data was collected from 228 international students that are enrolled in higher education institutions in different geographic locations in the United States. Hierarchical multiple regressions were conducted for data analysis. The results suggest that attachment anxiety was a significant predictor of international students’ psychological adaptation. Attachment avoidance significantly moderated the effect of acculturation to the U.S. culture on international students’ psychological distress, while attachment anxiety was a marginally significant moderator for the effect of acculturation to the U.S. culture on sociocultural adaptation. Attachment avoidance also moderated the effects of physical assault and behavioral discrimination on international students’ self-esteem. Study limitations and future directions are discussed.

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Sumer, Seda. "International Students' Psychological and Sociocultural Adaptation in the United States." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/34.

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International students constitute an important cohort in the United States (U.S.) colleges and universities. In order for the U.S. colleges and universities to better accommodate the significant number of international students and to recruit them in the future, it is critical to identify factors that influence these students’ acculturation and adjustment processes and provide professionals with guidelines for creating culturally appropriate services and programs for them. Therefore the current study examined international students’ adaptation to the U.S. in relation to their acculturation levels, coping processes, and intent to stay in the U.S. after their graduation. Center for Epidemiologic Studies - Depression scale was used as a measure of psychological adaptation. In addition, Sociocultural Adaptation Scale, Acculturation Index, and Ways of Coping Questionnaire, were used to measure sociocultural adaptation, acculturation dimensions, and coping processes, respectively. A total of 204 F1 visa holding international students participated in the current study. This project was a cross-sectional, exploratory study that measured depression and sociocultural adaptation among international students. Cronbach’s alpha for each instrument was calculated to determine the internal reliability for the current sample. Pearson product moment correlational analyses were performed to examine the relations between interval variables. Analysis of variance was utilized to examine gender differences in coping processes. Multiple regression analyses were conducted in order to explore the predictors of international students’ psychological and sociocultural adaptations. Results showed that in females identification with the host culture was associated with lower levels of depression, and Escape-Avoidance was associated with higher levels of depression. Identification with the host culture and Escape-Avoidance were predictors of sociocultural adaptation for both genders. Specifically, students who identified more strongly with the American culture were less likely to experience difficulty functioning in the U.S. In addition, these students were more likely to report higher levels of English proficiency, higher likelihood of staying in the U.S. after graduation, and lower levels of depression. The study identified important gender differences with regards to acculturation dimensions and coping processes. Implications and suggestions for future research were discussed.

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Xiong, Yiying. "An Exploration of Asian International Students’ Mental Health: Comparisons to American Students and Other International Students in the United States." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou152595195493441.

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Bartoszuk, Karin. "International Application Process—What International Students Need to Know." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4163.

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Yakunina, Elena Sergeeva. "Asian International Students' Intentions to Seek Counseling: Integrating Cognitive and Cultural Predictors." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1295704732.

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Zhang, Naijian. "Acculturation and counseling expectancies : Asian international students' attitudes toward seeking professional psychological help." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1125367.

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Coming to the United States, international students face numerous cross-cultural adjustment difficulties. Asian international students have had the most cross-cultural difficulties among all international students. Helping Asian international students deal with their life stress has become a challenge for American counselors and psychologists.Studies on the attitude toward seeking professional psychological help have been done primarily with African Americans, Mexican Americans, and Asian Americans. As the population of Asian international students increases, it becomes important that the attitudes of Asian international students toward seeking professional psychological help be examined. The present study examined the relationship between Asian international students' levels of acculturation and their attitudes toward seeking professional psychological help. In addition, this study explored the relationships between Asian international students' levels of acculturation and their recognition of need for psychotherapeutic help, their stigma tolerance, their interpersonal openness, and their confidence in mental health practitioners.One hundred and seventy Asian international students from one Midwestern university and one Northeastern university participated in this study. Participants completed two questionnaires and a demographic profile sheet: (1) the Suinn-Lew Asian Self-Identity Acculturation Scale-International (SL-ASIA-I); (2) the Attitudes Toward Seeking Professional Psychological Help Scale (ATSPPHS); and (3) the demographic sheet which included country of origin, religious beliefs, plans/intentions to stay in U.S., the length of time in the U.S., previous therapy experiences, age, gender, education, major, marital status, and children. Two hypotheses were tested: (1) There was a significant relationship between Asian international students' acculturation levels and their attitudes toward seeking professional psychological help; (2) The higher levels of acculturation the Asian international students had, the more positive their attitudes toward seeking professional psychological help. Multiple regression analyses were conducted to predict Asian international students' attitudes toward seeking professional psychological help.As was expected, a significant relationship between Asian international students' levels of acculturation and their attitudes toward seeking professional psychological help was observed. In addition, significant correlations were perceived between Asian international students' levels of acculturation and their stigma tolerance and their confidence in mental health practitioners. Discussions of these findings and limitations and recommendations for future research were presented.
Department of Secondary, Higher, and Foundations of Education

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Behl, Malvika Behl. "The Needs and Acculturative Stress of International Students in CACREP Programs: An extension of Ng (2006)." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1465004912.

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Duthie, Myrna. "International peers : perceptions of the host-national peers in a program designed to aid the adjustment of international students at the University of British Columbia." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26807.

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Perceptions of the Host-National Peers in a Program Designed to Aid the Adjustment of International Students at the University of British Columbia Foreign students want and need social contact with people from the host country when they study abroad. The Counselling Psychology Department at the University of British Columbia has developed a peer program where Canadian students are paired with foreign students in an attempt to ease the feelings of loneliness and isolation which these foreign students often experience. This paper contains a review of related literature, a description of the peer program, an analysis of interviews with host-national participants and recommendations for improvements to the program. The literature review surveys the problems associated with foreign students on North American campuses, several theories of the adjustment process and programs designed to aid that adjustment. Some factors which help students adjust to a new environment are counselling and peer support. Host peers commented on how and why they became participants in the program. They revealed some of the problems associated with being a helping peer. The benefits they received from the program were many but they were able to identify several aspects of the program which could be changed to make the program more rewarding to themselves and to the foreign peers.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Hsu, Pu-Yun. "An assessment of counseling needs of international students at the University of Wisconsin-Stout Spring 2003." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003hsup.pdf.

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Khizanishvili, Anna. "Counseling international students : presenting concerns and implications for the college mental health professional /." Full-text of dissertation on the Internet (260.54 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/masters/khizanax/khizanax_masters_04-16-2010_01.pdf.

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Stokes, Hannah La. "Psychotherapy Utilization and Presenting Concerns Among Asian International and Asian American Students in a University Counseling Center." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6925.

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To date, there has not been research that disaggregates the experiences of Asian American and international Asian college students seeking psychotherapy in college campus settings. We examined archival data collected over the course of a 17-year period that focused on experiences of Asian American, international Asian, and European American students at a large university in the intermountain west, US. More specifically, we used archival data to identify differences between the aforementioned groups of students in regard to psychotherapy utilization, presenting concerns, distress levels endorsed at intake, and distress levels endorsed at termination. Results were calculated based on findings from the Family Concerns Survey (FCS), Presenting Problem Checklist (PPC), and Outcome Questionnaire 45 (OQ-45). Results indicate no significant differences between these three groups in terms of the maximum number of psychotherapy sessions attended. Cox Regression analyses showed no significant differences between these groups of students in regard to their likelihood for treatment discontinuance. Odds Ratio analyses yielded little statistical difference between groups in terms of likelihood of attending therapy. We found significant differences between these groups of students on a number of items related to their presenting concerns. Additionally, we found a significant difference between students in these three groups in regard to the severity of their presenting distress (as measured by the Outcome Questionaire-45), with international Asian students presenting with the most distress followed by Asian American students and finally European American students. We also found a significant difference between these groups of students in treatment improvement as measured by change scores on the Outcome Questionaire-45 with European American students experiencing the greatest change, followed by Asian American students, followed by international Asian students. Given the nature of these results, practitioners are admonished to attend to initial distress levels upon intake as well as Asian American and international Asian students' experience of racism and discrimination. Practitioners are also encouraged to align treatment recommendations with the specific world view of the client they are meeting with.

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Akcil, Suleyman. "CYBERBULLYING-VICTIMIZATION, ACCULTURATIVE STRESS,AND DEPRESSION AMONG INTERNATIONAL COLLEGE STUDENTS." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1529712251699618.

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Page, Nathaniel W. "International Student Support Groups: Understanding Experiences of Group Members and Leaders." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5565.

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A multi-site qualitative study explored the group experiences of 6 group leaders and 10 group members who participated in 7 different university counseling center international student support groups. Data collection and analysis phases followed the process of hermeneutic interpretation articulated by Kvale and Brinkmann (2009), which resulted in nine major themes and ten sub-themes organized into four sections: (a) Recruitment and group design, (b) Experiences of group members, (c) Experiences of group leaders, and (d) Additional considerations. Implications for international student support groups are discussed.

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Bernard, Julia M., M. Klein, C. Oaks, and Janna Scarborough. "Through a Glass Darkly: An International vs. National Student's Perspective of Racial Incident on a College Campus." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/938.

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Hy, Kevin Ha. "Motives as a factor in acculturation among Asian international students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2678.

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This research examined the relationships between international students' acculturation levels and their motives for study abroad, residency intentions regarding the United States, English proficiency, and length of residency in the United States. Implications are discussed, including how the understanding of students' motives can be used in counseling and recruitment of international students.

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Lee, Eunah Kim. "Effects of Three Interventions with International College Students Referred for Adjustment and Language Difficulties: A Preliminary Study." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3649/.

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This quasi-experimental study examined the effects of three interventions with international college students referred for adjustment and language difficulties. Fifty-four international students were assigned to treatment groups including expressive group counseling (n = 14), group speech therapy (n = 14), interdisciplinary counseling/speech intervention (n = 13), and the no treatment control (n = 13). Three null hypotheses were analyzed using a two factor repeated measures analysis of variance to determine whether the four treatment groups behaved differently across time according to pre- and posttest results of the ASR Total and Internalizing Problems scales and the CCSR total scores. Two null hypotheses were rejected at the alpha .05 level of statistical significance with large treatment effects. Post hoc analyses were conducted when a statistically significant interaction effect was found. The no treatment control group was established as a baseline to examine how each intervention group performed over time when compared to the no treatment control group. Results of the post hoc analysis for Total Problems indicated that international students in all three treatment groups demonstrated statistically significant improvements in total behavior problems at the alpha .025 level (Expressive counseling: p = .002, Speech: p = .01, and Interdisciplinary: p = .003) and large treatment effects (partial η2 = .33, .24, and .31, respectively), thus indicating all three may be considered effective mental health treatments to target international students' total behavior problems. Results of the post hoc analysis for Internalizing Problems indicated that the interdisciplinary counseling/speech intervention was statistically significant (p = .02) in lowering internalizing problems and had a large treatment effect (partial η2 = .22). The expressive group counseling intervention also demonstrated a large treatment effect (partial η2 = .15) although not a statistically significant level (p = .04). The large treatment effects obtained for both interventions highlight the benefit of expressive group counseling as a sole intervention, as well as when combined with group speech therapy, for ameliorating international students' internalizing problems.

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Bruner, John Patrick. "Validation of the Zhang and Moradi (2013) Acculturation Scale with Asian International Students." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1501196067903978.

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McGriggs, Mica Nicole. "Psychotherapy Utilization and Presenting Concerns Among Black International and African-American Students in a University Counseling Center." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6892.

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Little is known about the psychotherapy utilization, presenting concerns, and outcome differences between Black international and African American university students. The aim of this research is to identify potential similarities and differences between the two groups, as well as potential differences between the aforementioned groups and white students. This study examined archival data collected over the course of a 17-year period that focused on experiences of African-American, Black international, and White students at a large university in the Rocky Mountain West, United States. More specifically, archival data were analyzed to identify differences between the aforementioned groups of students in regard to psychotherapy utilization, presenting concerns, distress levels endorsed at intake, and distress levels endorsed at termination. Results indicate significant differences between African-American, Black international, and White student groups in terms of the maximum number of psychotherapy sessions attended and length of treatment in days. We found significant differences between these groups of students on several items assessed in the Presenting Problem Checklist and the Family Concerns Survey. We found no significant difference between African-American, Black international, and White student groups in the severity of presenting distress as measured by the Outcome Questionaire-45. We found a significant difference between groups in treatment improvement as measured by change scores on the Outcome Questionaire-45, with White students experiencing the greatest change, followed by Black international students and African-Americans. Possible explanations and implications for practice will be discussed in the body of the paper.

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Kirchhoefer, Jessica Ann. "Psychotherapy Presenting Concerns and Utilization Trends Among Latino-American and International Latino Students in a University Counseling Center." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7525.

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This study examines current trends of university counseling center utilization among Latino students at a large, private, western university. We examined counseling center data for Latino (n=1,231) and European American (EA) (n=18,125) students who presented for counseling services from 1996-2013. Latino students were divided into three subgroups, U.S. born Latino students (USB), international Latino students (IB), and Latino students who were born internationally but who are now U.S. citizens (IBUS). These three subgroups were compared with the EA student group on multiple variables; therapy utilization, length of treatment, Outcome Questionnaire (OQ) score at intake, OQ change, therapy usage by gender, and intake responses to the Family Concerns Survey and Presenting Problems Checklist. IB students presented for treatment with significantly higher levels of distress than any other group. EA students were more likely to attend therapy than any Latino subgroup. EA students also did not endorse any familial concerns or presenting problems at higher rates than any Latino subgroup. Further research is needed to understand why Latino subgroups are experiencing more distress and attend less treatment than EA counterparts and to look more in depth at resources for IB students, who appear to be the most at-risk Latino subgroup.

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Pitre, Sneha J. Pitre. "INTERNATIONAL STUDENTS CAREER DEVELOPMENT: ACCULTURATIVE STRESS AND CAREER OUTCOMES." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1502890313639405.

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Li, Zhen. "Chinese International Students Attending American Universities: How Can We Help You? A Qualitative Study on Chinese International Students' Acculturation Experiences." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5872.

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Given the increasing number of Chinese international students attending American universities, an important study would be to consider problems arising during these students' initial transition period, as they acculturate into the American culture and educational system. Taking this information into account, university counseling centers, campus services, and those who interact with and support these students would be better able to assist in easing the initial and ongoing stress of living in a foreign country and adapting to a new way of life. Thirteen Chinese international students participated in qualitative interviews conducted in Mandarin Chinese, each participant's native language. Each participant was born and raised in mainland China, had never travelled to the US before studying abroad, had no direct family relative in the US, and had studied at a university in the US for more than two years. In order to gain a better understanding of Chinese international students' initial transition to live and study in the US, a qualitative research design was utilized. This study used a collaborative hermeneutic approach to obtain a valid and common understanding of the meaning of each transcribed interview. Data analysis followed the hermeneutic circle, which emphasizes that the meaning of the text can be better understood through reading individual parts and comparing meanings of parts and whole. These study used a team to analyze data, thus avoiding the narrow reliance on individual interpretations. Based on their personal perspectives, participants reported their experiences encountered during their initial transition into the US. More specifically, information shared during individual interviews with Chinese international students indicated specific experiences in regard to their initial and ongoing adjustment to the U.S. environment, including how they made sense of their experiences and how their ways of thinking and behaving changed as a result of being influenced by their experiences interfacing with U.S. culture. Participants also shared their strategies they perceived as helpful in specific situations. Based on an analysis of participants interviews, themes that arose from the interviews included (a) difficulties and challenges they faced as new immigrants; (b) differences they encountered in respect to their homeland and the new environment, including language/communication, culture, academic study and learning, living in the US, and psychological adjustments; (c) positive growth they acknowledged from facing challenges and adapting to their new environment; and (d) acknowledging the need to accept help and how to more proactively seek and receive help as needed. Implications for more actively assisting and including Chinese international students are discussed.

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Chae, Nancy M. "U.s. High School Counselors' Experiences Of Gatekeeping With Underrepresented Students In The International Baccalaureate Diploma Program." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593092070.

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This study explored U.S. high school counselors' lived experiences of gatekeeping in their work with underrepresented high school students enrolled in International Baccalaureate Diploma Programs (IB DPs). A transcendental phenomenological research design was employed with a social constructivist theoretical framework for this study. After conducting a pilot study (N = 5), a purposive, criterion-based sampling method was used to target U.S. high school counselors in IB World Schools with DPs who work with underrepresented students. Twenty-three school counselors (N = 23) participated in the study through three means of data collection to triangulate data sources: semi-structured individual interviews (n = 14), focus groups (n = 9), and document reviews of school-based documents regarding student criteria for consideration for DPs. Data analyses revealed three themes that encompassed school counselors' experiences of gatekeeping in their work with underrepresented students in IB DPs: (a) Pulling and Pushing, (b) Biases about Belonging, and (c) Double Bind. Altogether, these themes provided a greater understanding of the phenomenon of gatekeeping within the context of IB DPs in school counselors' work with underrepresented students and families and related stakeholders. School counselors experienced various challenges associated with gatekeeping, including enhancing access to DPs for underrepresented students and families, navigating biases of student belonging and fit for DPs, and grappling with the double bind of advocacy for students while constrained by systemic barriers. Additional novel findings that expand the understanding of gatekeeping are discussed, along with implications for school counseling practice and training, limitations, and recommendations for future research.

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Mupinga, Emily E. "Adjustment Experiences of Zimbabwean International Students Studying in the United States and Their Perception of United States Mental Health Counseling." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1522429226571264.

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Galligan, Patrick Kenneth. "Male Chinese international students' utilization of and barriers to mental health resources." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2078.

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The number of Chinese international students obtaining their education at American institutions of higher education has reached a pinnacle, in that more Chinese international students attend American colleges and universities than ever before (Institute of International Education, 2015). Colleges and universities actively recruit Asian international students, especially those from the People’s Republic of China. As Chinese international students continue to represent an ever-greater percentage of the student bodies at colleges and universities, these institutions have a responsibility to attend to the mental health needs of this population. Within this population, research suggests that male Asian international students hold less positive attitudes toward seeking help than their female peers (Komiya & Eells, 2001). Since the participants in this study represent an intersection of identities, the extant research from several populations will be reviewed. Specifically, literature examining college students’, college men’s, racial minorities’, and international students’ mental health needs, attitudes towards mental health resources, and help-seeking behaviors will be discussed. The literature review will also build a case for examining male Chinese international students’ mental health needs. The goal of this study is to provide greater insight into how male Chinese international students perceive mental health resources. The current study utilized Consensual Qualitative Research (Hill, 2012; Hill et al. 2005; Hill et al., 1997) to examine male Chinese international students’ experiences as international students, their adjustment to American culture, their mental health needs, their perceptions of mental health resources, and their help-seeking behaviors. Results indicated that participants struggled with a number of aspects of their experience as international students, specifically the adjustment to a new language, academic challenges, difficulty with isolation, and professional dilemmas. Participants also identified positive aspects of their experiences as international students including but not limited to making friends and academic successes. Participants revealed copious challenges within their adjustment to American culture. The majority of participants reported that they enjoyed the cultural differences, although participants often noted their dislike of American culture and their preference for Chinese culture. Participants also discussed perceived discrepancies in cultural norms between American culture and Chinese culture. The majority of participants in this study had never sought psychological counseling before. The results indicated that participants were aware of a number of barriers to seeking counseling including the lack of need for counseling, the desire to manage their concerns by themselves, the fear of judgment or stigma from seeking help, the perception that counseling is not helpful, and that other resources were preferred. Participants also identified several potential reasons for seeking help including relationship difficulties, academic challenges, and severe mental health needs. The findings of this study also point to several ways in which participants felt masculinity could impact their perceptions of counseling. Although many participants did not feel that masculinity impacted help-seeking behaviors or perceptions of counseling, participants acknowledged that masculine norms like the need to handle problems alone or not wanting to seem weak or emotional could impact their perceptions of counseling. Participants also identified a number of differences between counseling in the United States versus counseling in China. Results indicated that participants viewed counseling as more developed, professional, effective, and trustworthy in the United States. Lastly, participants shared their opinions about mental health concerns. Some participants identified mental health concerns as important, while others felt that they were not important or were perhaps less important than concerns like physical health. The author identifies practical applications for mental health professionals working with international students, aspiring to provide more culturally-sensitive services to male Chinese international students. Limitations of this study and suggestions for future research are provided.

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Kusaka, Tomoko. "An influence of individualism-collectivism orientations on East Asian international students' college adjustment." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2785.

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International students from East Asian countries often experience difficulties adjusting to life on American college campuses. It is hypothesized that the difference between the individualistic orientation of American culture and the collectivistic orientation of the students' home cultures is partly responsible for these adjustment difficulties. In order to understand how individualism-collectivism orientations affect college adjustment, this study addressed the following questions: (1) Is there a relationship between the individualism-collectivism orientation of East Asian international students and the level of their college adjustment? (2) Are there differences among East Asian international students in individualism-collectivism orientation based on various demographic characteristics? (3) Are there differences between the international students from East Asian countries and the international students from Western European countries in terms of individualism-collectivism orientation? A survey of 259 East Asian students and 54 Western European students was conducted. Survey instruments included the Individualism-Collectivism (INDCOL) Scale, the Student Adaptation to College Questionnaire (SACQ), and the Questionnaire for Demographic Data. Survey questionnaires were sent to East Asian and Western European international students at California State University, Sacramento; University of California, Davis; California State University, Stanislaus; and University of the Pacific. In order to gain a more complete understanding of students' responses, interviews were conducted with eleven Japanese students in their native language. The results showed that Western European students were actually more collectivistic than East Asian students. Among East Asian students, there were significant differences in the level of collectivism of students from different countries. East Asian international students from Japan and Hong Kong were the least collectivistic, and international students from People's Republic of China were the most collectivistic. Surprisingly, both East Asian and Western European students who were more collectivistic tended to show better college adjustment. A possible explanation may be that East Asian students who were more individualistic on the INDCOL Scale were "overshooting," i.e., trying to act like their American peers. This adaptation style seemed to create psychological problems for these international students. Recommendations for counselors and international student advisors who have contacted with East Asian students are suggested.

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Hamidi, Elmira. "Using the Theory of Planned Behavior to Predict International Students' Help-Seeking Intentions and Behaviors." Thesis, Virginia Tech, 2014. http://hdl.handle.net/10919/48593.

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U.S. colleges and universities have hosted international students from all over the world. Along with the increase of international student enrollment, campus counselors are challenged with identifying the students who need professional help but are reluctant to utilize their campus counseling services (Zhang and Dixon, 2003; Mitchell et al., 2007). Employing the Theory of Planned Behavior (TPB), the current study investigated Virginia Tech international students' help-seeking process in terms of their attitudes toward counseling services, subjective norms, and perceived behavioral control. A total of 132 international students completed a cross-sectional online survey. Contrary to TPB, the results indicated that attitudes toward help-seeking and subjective norms were not correlated with help-seeking intentions. Perceived behavioral control, however, was identified as a predictor of international students' willingness to seek professional help. Intentions and perceived behavioral control were not predictors of international students' utilization of the Thomas E. Cook Counseling Center. The correlation between acculturation and self-stigma with international students'] help-seeking intentions and behaviors was insignificant. Gender was a marginally significant predictor of help-seeking behavior. Previous experience of counseling services was strongly correlated with international students' help-seeking intentions and behavior. The majority of Virginia Tech international students reported emotional issues as their biggest challenge while studying in the U.S. Overall, as the first study which investigated international students' help-seeking process within the Theory of Planned Behavior framework, the present research expanded the literature about foreign students' adjustment issues and utilization of their campus counseling services. Limitations, future directions, and general implications were addressed.
Master of Arts

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Cruz-Virella, Yancy Luz. "THE RELATIONSHIP AMONG ACADEMIC ADVISEMENT, SATISFACTION AND PRODUCTIVITY OF INTERNATIONAL DOCTORAL STUDENTS IN REHABILITATION COUNSELING EDUCATION IN THE UNITED STATES." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1447.

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The purpose of this study was to examine the relationship among the perceptions of international doctoral students enrolled in rehabilitation counseling regarding the quality of academic advising and its relationship with satisfaction and productivity. The sample for the study consisted of seven volunteer international doctoral students from four universities who are currently enrolled in rehabilitation counseling doctoral programs in the United States. Overall results from this qualitative study showed five themes: academic expectation, academic program satisfaction, cultural background, academic advising and factors than enhance the advisor relationship. The academic expectation reflects the importance of program ranking, completion of doctoral degree and research skills development. The academic program satisfaction theme reflects the vital role of receiving positive feedback from faculty members, the development of research skills, and coursework - plan of study related to the expectations of the international doctoral student. The cultural background should be included as criteria in the design and development of coursework. Academic advising reflects the significance of advisor availability consistent with course selection. The factors that enhance the advisory relationship reflect the areas of interest and future career plans, the program satisfaction, the cultural background, scholarly productivity and the quality advisory relationship. Keywords: international students, rehabilitation counseling education programs, academic advisement, satisfaction, productivity

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Aldawsari, Hussam. "The Relationship between Acculturative Stress and Well-being among Foreign-Born Arab International Students in the United States: An Exploratory Study." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo159441072560676.

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Sundin, Kimberly. "Developmental guidance program needs as perceived by students and staff at Falls High School in International Falls, Minnesota." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003sundink.pdf.

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Hofmann, Paul Norman. "Examining Factors of Acculturative Stress on International Students as They Affect Utilization of Campus-Based Health and Counseling Services at Four-Year Public Universities in Ohio." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1288203526.

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Huang, Hsiu 1964. "Alienation as a function of participation in college activities among selected international students." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/277873.

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The purpose of this study was to identity whether the following variables are related to a sense of alienation among international students: age, sex, marital status, length of time in the United States and in Tucson, the place of residence, the participation in campus activities, and their perception of language ability. Alienation is viewed as a sense of powerlessness, meaninglessness, and social estrangement. The instrument for collecting demographic information and measuring the level of participation and alienation were administered to randomly selected international students at a southwestern university. Responses (185) were analyzed to find out the relationship among variables. The analysis identified that the more international students participated in campus activities, the less they felt alienated. Asian students had higher alienation scores than non-Asian students. The results suggest that the needs of different groups among international students should be evaluated separately, especially when designing the language programs. The international students should take the initiative to utilize the resources on campus which could help them adjust to the environment easier.

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Carpenter, Carol Ann Marsh 1945. "Career development/practical training handbook for international students in the United States of America." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/278749.

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International students attending colleges and universities in the United States are eligible for temporary professional employment to complement their academic training. However, most of these students, who are culturally different, have not had the exposure to career development concepts that would prepare them for the job search and American workplace. Most educational institutions do not have available the specialized career counseling and job placement information needed to prepare this unique population for their cross-cultural vocations. A handbook with a cross-cultural perspective was developed to aid the international student in identifying career resources available in this country, interpret the immigration regulations governing practical training and prepare him or her for reentry into a career in the home country.

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Williams, Sheila Y. Guinier Clarke. "ASIAN INDIAN SOJOURNERS: AN INQUIRY INTO THE PROBASHI–“AWAY FROM HOME” EXPERIENCE OF GRADUATE STUDENTS AT A MID-WESTERN UNIVERSITY." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1188314140.

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Potkar, Kirti. "Adaptation to the U.S. and Religion/Spirituality: Experiences of Indian International Students." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3601.

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Religion and spirituality are deemed an important aspect of human diversity, found to be important to people, and have significant impact on different aspects of functioning. Given the rising numbers of international students on U.S. campuses, it becomes important to examine how religion/spirituality impacts their sojourn in the U.S. This study explored the religious/spiritual experiences of Indian international students here in the U.S. using a qualitative approach. Thirteen Indian international students pursuing graduate degrees in the U.S. were interviewed. The interviews were then transcribed and analyzed using a synthesis of hermeneutic methods informed by Kvale (1996). The following themes emerged through the analysis of data: religion is a highly personalized and complex concept, coming to a foreign land brings about changes in the practice of religion, context is important in the experience of religion, certain religious ideas and practices are seen as helpful, and new experiences lead to an evolved way of thinking about religion. The findings suggest that religion/spirituality does tend to be important for Indian international students, though often in an indirect manner. These results offer ideas about ways in which advisement and counseling center staff, international student associations, and university personnel can best serve Indian international students through an open and welcoming approach that acknowledges and respects this important aspect of human diversity.

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Hwang, Tony. "A exploratory study into the correlations between the cultural composition of social support network and acculturative stress for international students." Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3581381.

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One of most significant challenges for international students studying in the U.S. is their ability to adjust to a new social setting. The maladjustment of international students in a host country has been associated with negative impacts to their psychosocial development, educational experience, and perception of the host culture. The increasing demand to recruit and enroll international students in colleges and universities across the U.S. prompts the need to further investigate the various factors that impact the cross-cultural and educational experiences of these sojourning scholars.

This correlational study was conducted using a 65-item online survey instrument. The population under investigation was international undergraduate students who have been studying in the U.S. for at least one academic year. The sample for this population was taken from three public higher education institutions in southern California. The total sample size of the study was 368 participants, One-way ANOVA and hierarchical multiple regressions were conducted to analyze the data and answer the research questions.

Overall, this study found that a relationship exists between the cultural composition of social support networks and the acculturative stress of international students. The results of the analysis indicate that international students who are more likely to seek support from members of their support network who are from a different culture experienced lower levels of acculturative stress. Furthermore, the findings suggest that the cultural composition of a social support network is positively correlated with feelings of homesickness.

The findings from this study can inform the practice of student affairs personnel responsible for working with international students. it can also inform institutional policies related to the strategic planning of increasing the enrollment of international students on a campus. This study contributes to the existing body of knowledge aimed at understanding the specific needs of international students by investigating the relationship between the cultural composition of social support networks and acculturative stress.

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Li, Longwei. "A Study on International Cultural Sensitivity: How to Eliminate Barriers of Chinese International Students at DAAP to Access Better Mental Healthcare." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin156199649507075.

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Seijas, Octavio L. "Mental Health Support Services for International Students in Japanese Universities: A Multiple-case Study of Five Universities in Japan." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108965.

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Thesis advisor: Hans de Wit
This study looks at how services for mental health, a growing crisis on college campuses worldwide, are being provided and promoted to international students, a portion of the student body that faces additional mental health challenges, in Japan, a country where the culture historically stigmatizes mental health. Using the theories of comprehensive internationalization and cross-cultural adjustment to guide a series of semi-structured interviews, data was collected from international office members, counseling office members, and professors of higher education from five Japanese universities and compiled into five case studies which were then categorically and comparatively analyzed. The study found international offices provided a variety of services and activities aimed at easing cross-cultural adjustment but could improve collaboration with counseling offices. Counseling offices were found to be lacking specialized services and promotion to international students. Furthermore, although perceptions of mental health are improving, advocacy was found to be near non-existent
Thesis (MA) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Akkurt, Mehmet Nurullah. "International students in supervision| Multicultural discussion as a moderator between supervision related constructs| Acculturation, counselor self-efficacy, supervisory working alliance, and role ambiguity." Thesis, Duquesne University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10109533.

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Recent studies have focused on international students’ needs and experiences in counseling training and supervision, however, there is a lack of research regarding effective approaches for supervising international students. The purpose of this study was to investigate whether international counseling supervisees' perceptions regarding the degree to which multicultural discussion occurred in their university supervision moderates the relationship among supervision related variables, including acculturation, counselor self-efficacy, supervisory working alliance, and role ambiguity in supervision. The research questions were: (a) Does the frequency of cultural discussions in university supervision, as perceived by international counseling supervisees, moderate the relationship between acculturation to the US and counseling self-efficacy among international counseling students in the US, (b) Does the frequency of cultural discussions in university supervision, as perceived by international counseling supervisees, moderate the relationship between supervisory working alliance and counseling self-efficacy among international counseling students in the US, and (c) Does the frequency of cultural discussions in university supervision, as perceived by international counseling supervisees, moderate the relationship between supervisory working alliance and counseling self-efficacy among international counseling students in the US. Three moderation analyses were utilized, using regression analysis, to answer each research question. The results from the analysis indicated no significant moderating affect of frequency of multicultural discussions among supervision related variables of interest. Interpretation of the results included possibility of a direct relationship among the variables, or other potential moderators as well as probability of false negative results (Type II Error).

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Pang, Lan-Sze. "The Role Of Code-Switching In Emotional Expression And Autobiographical Memory Recall: Implications For Bilingual Counseling." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1879059541&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009.
"Department of Psychology." Keywords: Autobiographical memory, Bilingual counseling, Chinese-English bilinguals, Code-switching, International students, Multiculturalism. Includes bibliographical references (p. 162-182). Also available online.

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Can, Ahmet. "An Examination of the Relationship Between Adjustment Problems, Homesickness, Perceived Discrimination and Psychological Wellbeing Among International Students." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1438986868.

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Paez, Georgia Somerville. "The Student Service Related Problems of International and English as a Second Language Students in a Selected Community College." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331264/.

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The study focused on the student service related problems of culturally distinct groups of students attending a community college. The groups selected for the study were sixty international students and sixty English as a Second Language students. The researcher administered the Michigan International Student Problem Inventory, an instrument which has been widely used to indicate foreign students' problems. Combining the use of naturalistic research methodology, the researcher utilized an indepth interview to document the problems they were facing. Patterns and trends among the problems were analyzed and reported. The results indicated that many international students experienced concerns in the area of financial aid, had difficulties with some of the immigration regulations and work restrictions, and experienced forms of racial and social discrimination. The English as a Second Language students tended to experience most difficulties in the area of English language functioning but also experienced problems related to academic functioning and making friends. The student service areas most closely related to the international students' concerns were Financial Aids, Admissions, Placement, Counseling, and English Language Services. English as a Second Language students' problems were most closely related to the areas of English Language Services, Admissions, Counseling, and Academic Advisement. Recommendations generated by the study include the development of a new instrument to include topics generated by the students in the open-ended section of the questionnaire, a translation of the instrument into the major languages of the English as a Second Language population, and the need for future research on subgroups of the populations who indicated a greater number of problems than the others. Institutional recommendations are included which focus on how the college could address the problems which the students identified.

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Mason, Dia. "THE RELATIONSHIP AMONG ACCULTURATION ORIENTATION, PERCEIVED DISCRIMINATION, PSYCHOLOGICAL FUNCTIONING AND GENDER AMONG SOUTH ASIAN AND SOUTH EAST ASIAN INTERNATIONAL STUDENTS IN THE UNITED STATES OF AMERICA." UKnowledge, 2017. http://uknowledge.uky.edu/edp_etds/63.

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The acculturation process for international students is influenced by several factors such as experiences of discrimination, economic condition, language fluency, and social support. Discrimination, which refers to negative or prejudicial behavior towards an individual or a group of individuals, takes place towards international students due to their poor grasp of the English Language (Lee & Rice, 2007), cultural differences (Cole & Ahmadi, 2003), and racial differences (Hanassab, 2006). Perceived discrimination (among other factors) has been identified as a potential moderator of the relationship between acculturation preferences and psychological functioning in acculturation theory (Berry, 2003). Apart from perceived discrimination, gender has also been recognized as predicting adjustment among international students (Lee, Park, & Kim, 2009). This study investigated the role perceived discrimination plays in the relationship between acculturation orientation and psychological functioning (i.e., depression and global life satisfaction), and the influence gender has on the relationship between acculturation orientation and psychological functioning among international students from South Asia and South East Asia. A series of mediational and moderational analyses were performed with hierarchical multiple regression analyses. The mediation effect of perceived discrimination on the relationship between acculturation orientation and psychological functioning was not significant for either factors of psychological functioning. While the interaction between identification with host culture and gender did not predict depression, it predicted global life satisfaction (GLS). Specifically, men who identified with their host culture had higher global life satisfaction scores. However, the interactions between identification with heritage culture and gender did not predict depression or global life satisfaction. The findings suggest that the Berry’s (2003) acculturation model may not fit for international students. Future research on acculturation orientation as a variable mediating the relationship between perceived discrimination and psychological functioning is recommended.

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Fischer, Nicole. "Pre- and post-migration attitudes among Ghanaian international students living in the United States: A study of acculturation and psychological well-being." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2551.

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This qualitative study investigated attitudes among international students prior to their departure and following their arrival in the United States through a phenomenological research approach. Eight participants completed individual interviews in Accra, Ghana, and four participants completed follow-up email correspondence. The purpose of the study was to explain pre-migration expectations, post-migration experiences, and compare similarities and differences between perceptions and actual encounters. The researcher investigated five principle components of pre-migration: satisfaction with life prior to departure from the country of origin, impressions and expectations of the host country and predominate influences, awareness of discrimination in the host country, and culture-specific coping strategies used to overcome challenges related to acculturation. The researcher also investigated similar components of post-migration. The results of this study are consistent with those of prior acculturation research. Regarding pre-migration, participants acknowledged the following: the importance of preparation prior to departure, the likelihood of an adjustment period upon arrival, specific goals to strive for during the time abroad, and the emotional impact of discrimination and racism. Regarding post-migration, participants acknowledged the following: stress related to unfamiliar experiences with discrimination, stress related to overwhelming academic responsibilities, and the importance of culture-specific coping strategies, (e.g. family support and religiosity). The results of this study also identified new information regarding pre- and post-migration. Participants discussed a yearning to meet new people and gain exposure to foreign perspectives and viewpoints; however, they also expressed a strong desire to return home afterward and impart knowledge to others. Upon their arrival, participants recalled unanticipated causes of stress including transportation, time management, and communication with foreign counterparts. This study draws attention to the steadily increasing population of international students from Ghana living in the United States. The findings indicate that mental health professionals and academic advisors must consider the geographic and cultural context from which international students arrive and gather insight to enhance social, emotional, and academic resources prior to departure and immediately following arrival. This study also makes the case that current resources do not adequately account for the array of cultural differences between the United States and West African countries.

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Gaballah, Heba Mohamed Mustafa. "Training and Supervisory Experiences and Challenges of International Doctoral Students in CACREP-accredited Counselor Education Programs: Acknowledging the Voices of an Unheard Group." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1396220492.

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Weber, Wade Michael. "A literature review of the reentry and adjustment experience of college students returning from short-term international christian mission experiences and implications for student affairs professionals." Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1436.

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Zama, Anri. "A Relevance Rule Organizing Responsive Behavior During Projectably Multi-Unit Tellings." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2750.

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Research on projectably multi-unit tellings (e.g., stories) has largely focused on their contexts of emergence, beginnings, endings, and uptakes (or lack thereof), rather than on their ‘middles.’ The relatively small literature on such ‘middles’ has focused on different types of responsive behaviors when they do occur (e.g., continuers). However, there is virtually no research on relevance rules that might systematically organize these ‘middles,’ including the production of responsive behaviors (or lack thereof) and the management of intersubjectivity. This thesis describes and defends one such relevance rule: Advisors are strongly accountable for responding – either vocally and/or nonvocally – at each and every complex possible-completion place. This relevance rule provides an inferential framework with which to monitor and manage advisors’ understanding of ‘middle’ units. The method used is conversation analysis – including the analysis of deviant cases – complemented by the coding of data and resultant distributional patterns. Data are dual-camera-videotaped, drop-in, advising sessions conducted in English between 20 non-native-English-speaking international students and native-English-speaking advisors working for a university's Office of International Affairs. Specifically, data involve students’ projectably multi-unit problem presentations (e.g., related to Visa status, course scheduling, international travel, housing, etc.).

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Abdel, Razek Abdel Nasser A. H. "An Exploration of the Case of Saudi Students' Engagement, Success and Self-Efficacy at a Mid-Western American University." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1337282450.

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Dissertations / Theses on the topic 'International Counseling Students'

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