Development of Translation Materials to Assess International Students' Mental Health Concerns

By Chalungsooth, Pornthip; Schneller, Gregory R. | Journal of Multicultural Counseling and Development, July 2011 | Go to article overview

Development of Translation Materials to Assess International Students' Mental Health Concerns


Chalungsooth, Pornthip, Schneller, Gregory R., Journal of Multicultural Counseling and Development


International college students in the United States often face adjustment difficulties; therefore, cultural sensitivity is necessary to help them express their concerns. This article describes the development of translations of international students' common mental health concerns into 7 languages. Suggestions for the use of translated materials with distressed international students are provided.

Los estudiantes internacionales universitarios en los Estados Unidos se enfrentan a menudo con dificultades de ajuste; por Io tanto, la sensibilidad cultural es necesaria para ayudarles a expresar sus preocupaciones. Este articulo describe el desarrollo de traducciones a 7 idiomas de problemas de salud mental comunes. Se ofrecen sugerencias sobre como usar los materiales traducidos con estudiantes internacionales afligidos.

**********

In the last half-century; international students enrolled in U.S. colleges and universities have been one of the fastest growing groups of students. For example, in the academic year of 2007-2008, the enrollment of international students in U.S. institutions of higher education increased by 7% to a record high of 623, 805 students, despite rising international political tensions and the increased difficulty of obtaining a U.S. visa in recent years (Institute of International Education, 2008).

cross-cultural adjustment concerns of international students

Although all students encounter some stressful circumstances during college, international students face many special challenges as they transition into new academic and social roles (Mori, 2000; Sodowsky & Plake, 1992; Thomas & Althen, 1989). For instance, large geographic distances typically separate them from family members and friends, thereby decreasing accessibility to familiar support networks. Homesickness is a common experience for this

population, because many international students miss loved ones, traditions, holidays, ethnic food, and other comforts of home. Language difficulties are another source of stress for international students, and individuals with underdeveloped language skills report lower levels of academic success and social functioning (Mori, 2000; Pedersen, 1991). Academic distress is particularly problematic for international students because they often arrive in the United States with expectations of maintaining or advancing their status as talented students (Arthur, 2004). International students must also adjust to a U.S. education system that is defined by very different values, beliefs, customs, and traditions. Students who are familiar with different teaching methods and examination schedules are forced to develop new learning strategies and study patterns. The nature of interpersonal relationships in America may confuse international students as well (Pedersen, 1991). The individualism and lack of formality common in America may be unfamiliar or uncomfortable and therefore pose adjustment challenges for international students. Even if international students become acculturated to America, they will ultimately face the daunting task of reentering their home countries with altered self-concepts and worldviews (Arthur, 2004).

There is mounting evidence that international students experience greater stress and more psychological problems than do their U.S. counterparts (Arthur, 2004; G. Bradley, 2000; Mori, 2000; Sandhu & Asrabadi, 1994; Tidwell & Hanassab, 2007; Yakushko, Davidson, & Sanford-Martens, 2008). A number of authors have suggested that within the first 6 months of study in a foreign country, international students' stress can reach crisis levels (Aubrey, 1991; Hyun, Quinn, Madon, & Lustig, 2007; Yoon & Portman, 2004). This distress is often associated with the acculturation process (Lee, Koeske, & Sales, 2004; Misra, Crist, & Burant, 2003; Zhang & Dixon, 2003).

When problems arise, foreign students typically approach friends or family first, then professors, and then if help is still required, they seek mental health services (L. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Development of Translation Materials to Assess International Students' Mental Health Concerns
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.