Prof. Zheya Jenny Yu
University of Pennsylvania, USA
Title:
Abstract:
Objective: As the number of Chinese international students
studying in the US increases, it is crucial for child and adolescent mental
health professionals to become familiar with the mental health challenges this
population faces, and to be equipped with specific strategies to help them.
Background: So far most studies on international students in
the US focused on undergraduate and graduate students; very little is
documented about middle and high school students studying here. Like college
students, these younger age students face significant but developmentally more
challenging stresses, including separation from their parents, adjusting to a
new school and cultural environment, language barriers and learning how to
advocate for themselves when living with host families. Misra et al. described
how international students endure two types of stressors: the initial stressors
of life stress related to cultural adjustments, language and financial
problems; and the secondary stressors surrounding academic success. Yan &
Berliner used Berry’s stress-coping framework to illustrate Chinese
international students’ personal and sociocultural stressors in the United
States. Difficulties in coping with these stresses can lead to academic and/or
social emotional issues. Without appropriate support and help, these students
may face dire consequences.
Methods:
1). Speaker will present the knowledge and experience by
presenting specific clinical cases and sharing clinical insights.
2). Speaker will discuss the systems of care that might be
involved in treating Chinese international students.
3). Speaker will highlight the unique legal, cultural and
educational concerns that these international students face.
Results: Obtaining knowledge on the topic of unique mental
health challenges of Chinese international students will help mental health
professionalsbuilding culturally competent clinical practices. This, in turn,
will improve the care and outcome of Chinese international students with
potential emotional/behavioral/academic difficulties.
Conclusion: Given the ever-expanding diversity and needs of
21st century children in the United States, child and adolescent
mental health professionals will greatly benefit from expertise and knowledge
concerning their clinical experiences on this topic, where research and
resource have been limited.
Biography:
Schofield, D.W., Al-Mateen, C.S., Hardy, L.T., Yu, Z.J. and Pumariega, A.Management of a Mental Health Crisis in an International High School Exchange Student: A Case Study.Adolescent Psychiatry 3: 52-60, 2013
Misra, R. Crist, M, andBurant, C. J. Relationships among life stress, social support, academic stressors, and reactions to stressors of international students in the United States. International Journal of Stress Management, 10 (2), 137-157, 2003
Yan, K and Berliner, D. C. Chinese international students’ personal and sociocultural stressors in the United States. Journal of College Student Development 54 (1), 62-84, 2013
Berry, J. W. Immigration, acculturation, and adaption. Applied Psychology: An International Review 46, 5-34, 1997