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The mental health of international students in Australian universities

The mental health of international students in Australian universities. Professor Trang Thomas and Dr. Sophia Xenos, Ivan Mathieson, David Pavone, Diana Summers, & Naomi Thomas RMIT University. OVERVIEW. Predictors of good adjustment P sychopathology and s uicidal i deation

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The mental health of international students in Australian universities

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  1. The mental health of international students in Australian universities Professor Trang Thomas and Dr. Sophia Xenos, Ivan Mathieson, David Pavone, Diana Summers, & Naomi Thomas RMIT University

  2. OVERVIEW • Predictors of good adjustment • Psychopathology and suicidal ideation • Problem gambling

  3. “My experience is that the international students are very unhappy. We invite them to Australia, we take their money, then we just leave them to find their own way around, to pass or fail their course, to make friends, or be left alone” (Counselling psychologist, Deakin University)

  4. Australian higher education institutions are experiencing significant growth in the number of IS enrolments Recent research has drawn attention to the additional stressors experienced by IS and the impact on their general well being.

  5. COMMON DIFFICULTIES Language difficulties Changes in economic status Separation reactions Unfamiliar social norms A foreign educational system Academic performance expectations Racism/prejudice

  6. Coming to Australia: Homesickness and adjustment What family variables influence homesickness? How do the circumstances of the move predict homesickness? What factors in the new environment predict homesickness?

  7. 60 International Students surveyed on a 99-item questionnaire. Recruited through colleges and social clubs. METHODOLOGY Students from Melbourne and RMIT University, 29 male, 31 female Aged 18-36 years; mean 21.9 years Countries of origin: Anglo-European, Africa, Malaysia, other Asian countries.

  8. Self-Report Measures Demographics Circumstances of move and pressure to succeed Self-Esteem Locus of Control Coping Style Family Cohesion Homesickness Settlement

  9. RESULTS • The majority were only mildly homesick. • Students were happy about being in Australia. • No student endorsed the statement ‘I wish I had never come to Australia’.

  10. Predictors of good adjustment • High self-esteem • High family cohesion • Low pressure for academic success. • Being happy about the original decision to come to Australia. • Coping: unwillingness to ignore problems. • Frequent correspondence with home. The importance of the family

  11. Psychopathology and Suicidal Ideation in Domestic & International Students (1) Do IS report higher levels of psychopathology/suicidal ideation than domestic students? (2) What factors impact on attitudes to help seeking in IS populations?

  12. 337 Domestic & International Students surveyed. Recruited through colleges, social clubs, and lectures/tutorials. METHODOLOGY 170 Australian born students 167 International students IS:18-32 years; mean age 21.4 years Domestic: 18-30 years; mean age 20.6 years

  13. Self-Report Measures Brief Symptom Inventory Positive and Negative Suicide Ideation Scale Attitudes Toward Seeking Professional Psychological Help ScaleDepression, Anxiety and Stress Scales COPE Scale Social Support Appraisals Scale

  14. RESULTS IS reported significantly higher levels of depression, suicidal ideation, and somatisation than domestic students Higher levels of paranoid ideation in recently arrived IS No difference in reported levels of anxiety between IS and domestic students

  15. Predictors of help seeking & suicidal ideation • IS reported less positive attitudes towards help seeking • Depression, gender (male), length of time away, and suicidal ideation predicted LESS willingness to seek help • Only support from FRIENDS was related to lower levels of suicidal ideation and greater willingness to seek help

  16. Gambling • Cultural differences • Greek people : social reasons, Chinese and Vietnamese: to make money • Australian students prefer games of chance, e.g. lotteries, International students preferred casino table gambling. • Chinese are most at risk of becoming problem gamblers Cognitive distortions

  17. Research Questions • Are cognitive distortions related to the gambling behaviour of IS and their risk of developing problem gambling? • Do cultural background (Chinese, non-Chinese) and country of origin influence gambling behaviour and risk of becoming a problem gambler?

  18. Method • 280 international students participated. • Two groups: Chinese and others • Control Belief Scale • Gambling behavior • Gambling problem (SOGS)

  19. Results • 25.4 percent of the students were gamblers in their home country. Of those who had been non-gamblers, 60.3 percent STARTED to gamble in Australia. • A significant proportion of the new gamblers were at risk of becoming problem gamblers

  20. Findings • Need for money is a significant predictor • Chinese students from Malaysia gambled more than Chinese from other countries. • Chinese students from Hong Kong were more at risk for developing problem gambling than Chinese from other countries

  21. Conclusion • International students in Australia are vulnerable. • We have duty of care for our IS • Research is needed in development of effective help services and increasing mental health service utilisation e.g. mentoring

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