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Does Mental Health Literacy Predict Help- Seeking Behaviors Among Depressed Asian International Students? Da Hwin Kim Emma C. McWhorter Linda G. Castillo Department of Educational Psychology, Texas A&M University, USA ABSTRACT This study aimed to examine whether Asian international students’ mental health literacy predicts mental health help-seeking behaviors above and beyond known influencing factors. Hierarchical logistic regression was conducted in analyzing a national sample of 460 Asian international students who reported depressive symptomatology. Results indicated that students who identified as female and experienced more days of academic impairment were more likely to seek counseling. Additionally, having more knowledge on mental disorders and treatments and campus mental health services were positively related to helpseeking behavior. However, the ability to recognize the development of mental disorders in others was negatively associated with seeking mental health help. Implications for administrators, college program planners, and mental health providers are discussed. Keywords: Asian, college students, help-seeking, international students, mental health literacy
A descriptively annotated, multidisciplinary, cross-referenced and extensively indexed guide to 2,395 dissertations that are concerned either in whole or in part with Hong Kong and with Hong Kong Chinese students and emigres throughout the world.
The Journal of International Students (JIS) is a quarterly publication on international education. JIS is an academic, interdisciplinary, and peer-reviewed publication (Print ISSN 2162-3104 & Online ISSN 2166-3750) indexed in major academic databases. The journal publishes scholarly peer-reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of education worldwide. We encourage the submission of manuscripts from researchers and practitioners around the world from a myriad of academic fields and theoretical perspectives, including international education, comparative education, human geography, global studies, linguistics, psychology, sociology, communication, international business, economics, social work, cultural studies, and other related disciplines.
In recent years China has witnessed unprecedented economic growth, emerging as a powerful, influential player on the global stage. Now, more than ever, there is a great interest and need within the West to better understand the psychological and social processes that characterize the Chinese people. The Oxford Handbook of Chinese Psychology is the first book of its kind - a comprehensive and commanding review of Chinese psychology, covering areas of human functioning with unparalleled sophistication and complexity. In 42 chapters, leading authorities cite and integrate both English and Chinese-language research in topic areas ranging from the socialization of children, mathematics achievement, emotion, bilingualism and Chinese styles of thinking to Chinese identity, personal relationships, leadership processes and psychopathology. With all chapters accessibly written by the leading researchers in their respective fields, the reader of this volume will learn how and why China has developed in the way it has, and how it is likely to develop. In addition, the book shows how a better understanding of a culture so different to our own can tell us so much about our own culture and sense of identity. A book of extraordinary breadth, The Oxford Handbook of Chinese Psychology will become the essential sourcebook for any scholar or practitioner attempting to understand the psychological functioning of the world's largest ethnic group.
Journal of International Students (JIS) is a quarterly publication on international education. JIS is an academic, interdisciplinary, and peer-reviewed publication (Print ISSN 2162-3104 & Online ISSN 2166-3750) on international student affairs. The journal publishes narrative, theoretical, and empirically-based research articles, student and faculty reflections, study abroad experiences, and book reviews relevant to international students and their cross-cultural experiences and understanding in international education.
This cross-cultural study investigates help-seeking for depression among Japanese primary school teachers. Help-seeking for depressive symptoms is examined quantitatively by administering the Help-Seeking Scale for Depression among participants. In addition, this study qualitatively examines the help-seeking pathways of participants according to Kleinman's explanatory model of help-seeking. The objective of the study was to determine possible motivators for Japanese and other Asian people to seek professional help for symptoms of mental illness. The participants consisted of 71 Japanese school teachers from four primary schools located in the Kansai region of Japan. Participants' conceptualizations of depression were assessed using the Help-Seeking Scale for Depression (HSSD) after reading a vignette describing depressive symptoms. Participants' perceived severity of depressive symptoms (hypothesis 1) and prior therapy/counseling experience (hypothesis 2) significantly predicted professional help-seeking. The prevalence of depression was significantly higher in female participants (hypothesis 3); results indicating prevalence were non-significant for males. Hypotheses 1 and 2 were supported at p
Issue 10.2 continues the journal's yearlong celebration with special 10th Anniversary Essays from influential voices in the field like Karin Fisher and Rahul Choudaha who highlight the need for research in the face of the current pandemic, the affordability crisis for students, and the workplace experiences of international students. The 10.2 issue features essays, research articles, reflections, and book reviews from authors in Australia, Canada, China, Eritrea, the Netherlands, Singapore, Thailand, Turkey, and the United Kingdom.
This book makes a highly innovative contribution to overcoming the stigma and discrimination associated with mental illness – still the heaviest burden both for those afflicted and those caring for them. The scene is set by the presentation of different fundamental perspectives on the problem of stigma and discrimination by researchers, consumers, families, and human rights experts. Current knowledge and practice used in reducing stigma are then described, with information on the programmes adopted across the world and their utility, feasibility, and effectiveness. The core of the volume comprises descriptions of new approaches and innovative programmes specifically designed to overcome stigma and discrimination. In the closing part of the book, the editors – all respected experts in the field – summarize some of the most important evidence- and experience-based recommendations for future action to successfully rewrite the long and burdensome ‘story’ of mental illness stigma and discrimination.
This collection of 18 articles, contributors share their direct experiences with foreign students in the US, describing the difficulties international students tend to have, regional characteristics, and counseling approaches most likely to help them.