speaking your language cacuss
Post on 06-Aug-2015
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Learning Outcomes
1. Recognize language international students use to talk about mental health
2. Recognize international student key challenges and perceptions towards mental health
3. Discuss opportunities and challenges in culturally/ linguistically-specific and counselling-centered approaches
3 Phases of the Project1. Student engagement and
knowledge gathering
2. Implementation of models of support
3. Resource creation, dissemination of findings and recommendations
Homesickness Culture shock Language barriers Financial stress Food changes Getting sick Social or cultural isolation Cultural misunderstandings Educational system adjustments Staff/faculty unaware Discrimination No Canadian friends Housing
2X
Depressed 66%
Overwhelmed 75%
Stressed 81%
Crisis appointments
Psychiatric hospitalizations
Suicidal ideation
(Mitchell et al., 2007)
(Speaking Your Language Survey)
The definition, cause, prevention, and treatment of mental health, is culturally defined
It’s not a mental health issue,
It’s my life
In my country there are two categories of mental health
insane fine
I knew something was wrong, but I didn’t know it had a name
Open, continuous intake through Counselling centre
Curriculum for students new to Canada
Concerns about information “getting back home”
Confidentiality forms
Benefits
Hope
Company Information sharing
Social opportunities
(Dipeolu et al., 2007)
Barriers
Therapeutic vs social
Ethical boundaries Therapist client relationship
Priority is academics Confidentiality forms Audio taping
(Dipeolu, 2007)
Literature Suggestions• Involve counsellors at events
• Design group support as skills workshops or discussion groups
• Market counselling services through videos or group tours
• Create testimonials
• Hold information sessions later in term
• Integrate with domestic students
• Train peer mentors to support mental health
• Extend an invitation
Literature Suggestions
Students Suggested
They leadIntentionally created supportive communitiesActivity basedInformal, but with structure to encourage “real” conversationsProfessionals availableConsistent relationships
Career
Consultant
International
Advisor
International
Alumni
Counsellor
Other TopicsAcademic CultureAcademic IntegrityCommunications - class - professors - supervisors
Health Resources Food Stress eating Body image Exercise
Life Administration Skills Finances Immigration regulations
Preferred counselling language
(Speaking Your Language Survey)
Highly recommended
Leadership building
Stress management
Trainedpeers Informal
Staff invited
Structured Life
AcademicsInternat’lPeers
Domesticstudents
Legalliability Training
MOU(MemorandumOf Understanding)
Support Fun
FunTime
Partnerships
References
Dipeolu, A., Kang, J., Cooper, C. (2007). Support group for international students. Journal of College of Psychotherapy, 22(1), 63–74.
Mitchell, S. L, Greenwood, A. K., & Guglielmi, M.C. (2007). Utilization of counseling services: Comparing international and U.S. College Students. Journal of College Counseling, 10, 117-129.
Vigor, J. (2015), Speaking Your Language: Promoting Mental Health Awareness and Support for International Students University of Toronto, Ryerson University and OCAD University Partnership. Toronto, ON: Author
DiscussionApproaches:
A. Language-/culture-specific group counseling
B. Drop-in themed discussion events
C. Mental health promotion
1. Who could be involved (offices, staff, other)? What roles would they play? What strengths/assets would they bring to the project?
2. What challenges do you anticipate? (in planning, implementing, evaluating, etc.)
Contacts
Abu ArifProject Co-ordinator / Co-ordinator of International Student ServicesRyerson Universityarif.abu@ryerson.ca
Nicole KellyCommittee Member / International Transition AdvisorUniversity of Torontonicole.kelly@utoronto.ca
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