There has been an increased body of international students’ literature in recent years. Although 23.5% of student participants were local students, there is no recognition or inclusion of their perspectives. Right to privacy for consultations should have been of https://www.umaryland.edu/counseling/self-help-resources/student-parents-or-pregnant/ equal concern to local students, especially in advocating an inclusive model for mental health care. Thematic analysis allowed for the identification and categorization of recurring patterns within the data, providing insight into the experiences and perspectives of the participants;” the study aimed to answer the research question from the perspectives of different stakeholders” (p.9, line 9).
Included studies delivered the intervention program of The Guide or its modified versions. It’s crucial to highlight that Google Scholar searches complemented academic database searches, contributing to a more comprehensive retrieval of relevant literature. Each database received a tailored search string, adapted to its unique requirements. Unpublished data, grey literature (including dissertations, congress abstracts, and patents), and duplicate citations were excluded from this systematic review. To ensure a thorough examination of the existing literature, reference lists of all included studies and relevant review articles were meticulously scrutinized. This systematic review, following PRISMA (Preferred Reporting Items for Systematic Reviews) guidelines, employed a comprehensive search strategy to identify relevant studies.
School Race/Ethnic Diversity
Faculty can offer guidance on cultural competence and help candidates develop the necessary skills to work with international students. One finding is the positive effects of common therapeutic factors used by international students, such as unconditional positive regard and empathy. This concern was echoed by some participants in this study who reported feeling that the services did not consider their cultural and personal backgrounds. The professionals mainly provided individual mental health services, which can be individualistic and overlook clients’ social and cultural context.
Data analysis
Model 3 examined whether effects in Model 2 were attenuated after adjusting for sex, household income, parent education, family history of mental illness, and past mental health service use. Analyses also controlled for self-reported sex (female—referent), intervention assignment (no intervention/control—referent), assessment period (pre-test—referent), family history of mental-illness (none—referent), and past formal mental health service use (eg, doctor, therapist) at pre-test (never used—referent). Analyses controlled for parent-reported household income (≥$50,000—referent) and education (some college or more—referent). Items measured stressfulness of experiences of discrimination, feeling like an outsider, and being faced with different expectations. In the rare event that a parent/guardian declines to provide this information, the US Department of Education requires that the school district employ observer identification as a last resort to gather this information for federal reporting.24 This procedure was used for all schools.
- In a systematic review of digital mental health interventions in college students, Lattie et al. found that only 8 of 81 studies reported data on uptake, and rates of enrollment in these 8 studies ranged from 1 to 37% (Lattie et al., 2019a, 2019b).
- Students eligible for Tier 3 face-to-face treatment (severe depression or suicide risk) were contacted via telephone by a member of the research team to invite them to participate in the Tier 3 face-to-face treatment study within 24 h after completing screening.
- The study analyzed interview data using thematic and inductive analysis to identify patterns and build themes from the data itself.
- Each form of anxiety disorder carries its own unique symptoms and challenges.
- They provide actionable tips and strategies for those suffering from mental health conditions, as well as resources for friends trying to help.
- As adolescents spend much of their time in school and typically attend the same school over a number of years, school-based interventions have become increasingly prevalent and effective for providing support to students with elevated symptoms of anxiety and depression (Feiss et al., 2019).
We also discovered that ethnic-racial identity affirmation positively affected both social anxiety and self-esteem. We advance the existing literature by examining if ethnic-racial identity affirmation, family ethnic socialization, and school ethnic-racial composition influenced these associations. For example, using a discrimination scale for peers and school personnel may help us better determine which social sources directly impact social anxiety and self-esteem. Future research should examine how specific racial/ethnic group compositions, and the interactions among them, may shape campus climate and the impact of discrimination on mental health outcomes. Finally, the interaction between discrimination and school-ethnic-racial composition was significant when school diversity was low.
These findings demonstrate how educational settings may produce or lessen minority stress. All study procedures were approved and implemented in accordance with the ethical standards outlined by The Colorado Multiple Institutional Review Board (COMIRB). The authors did not receive financial support from any organization(s) for this submitted work. As a result, it is critical that we empirically confirm that we are offering effective mental health interventions for these youth, specifically.
