ERIC EJ1146555: Facilitating Study Abroad for Psychology Students

2016·0.11 MB·English

by  ERIC

Facilitating study abroad for
psychology students
Kenneth Abrams & Naomi Ziegler
Study abroad in psychology promotes knowledge of other cultures, global-mindedness, the re-evaluation of
one’s cultural identity, interest in civic engagement, and insight into the universality or non-universality of
psychological phenomena. Heightened recognition of these outcomes has led to increasingly larger numbers
of psychology students studying abroad. Still, psychology staff who wish to direct a study abroad programme
may find the process of organising and leading such a programme intimidating. They may also need
practical strategies for responding effectively to mental health issues that arise while abroad, a charge for
which professors of psychology are especially well suited. Additionally, psychology staff who advise students
seeking study abroad opportunities need to be knowledgeable about the benefits of study abroad, options that
exist for their students, and the basics of how to make study abroad administratively possible. In this paper
we provide theory-, research-, and experience-driven strategies to guide psychology staff through the complex
processes of advising students and directing study-abroad programmes.
Keywords: Study abroad, internationalisation, psychology education, intercultural learning, mental health.
BECAUSE OF increasing student mobility We expect that the advice dispensed will
and the vast number of students stud- be most applicable to psychology staff at insti-
ying psychology, psychology staff need tutes of higher education in the UK but also
to be able to provide informed advice to largely relevant to such staff at institutes in
students seeking study abroad opportuni- other EU (Erasmus) states and in the US.
ties and be familiar with the benefits of Although we both work at a US college, the first
studying abroad, options that exist for their author (KA) studied abroad in England and
students, and the basics of how to make has regularly led study abroad programmes
it administratively possible. Whether taking to Central Europe since 2000, and the second
students abroad or receiving students from author (NZ) guides US students in selecting
abroad, psychology staff require strategies to institutions in the UK and elsewhere in the
recognise students in distress, provide front- EU for study abroad as well as courses to take
line assistance, and refer them to profes- while abroad. Additionally, she assists inter-
sional help as needed. Psychology staff also national students – both direct enroll and
need to understand how foreign students exchange – on our home campus.
come to their campus and how their expe-
rience abroad integrates into their degree The importance and growth of study
programme back home. abroad in psychology
This paper addresses such issues by The heightened importance of study abroad
providing practical advice for psychology staff in psychology can be traced to the increas-
who: a) direct or wish to direct study abroad ingly interconnected world in which we
programmes; b) advise students who are live. This can be seen most clearly in issues
seeking study abroad opportunities or who have pertaining to the environment, communi-
traveled from abroad to study; or c) encounter cation, migration, security, health, and the
mental health issues among students stud- trade of goods and services, all on which the
ying abroad. We also discuss more briefly the field of psychology has some bearing. Current
importance of study abroad in psychology as a students wishing to be productive members
prelude to the more practical sections. of diverse communities benefit greatly from
4 Psychology Teaching Review Vol. 22 No. 2, Winter 2016
Facilitating study abroad
an enhanced internationalised perspective. surprising that the British Psychological
Yet, a sizable majority of the textbooks and Society (BPS) and American Psychological
articles read by Western psychology students Association (APA) have recently begun high-
are to some degree insular; that is, they lighting the importance of internationalising
include primarily Western – especially British post-secondary education. In 2011 the BPS
and American – perspectives, constructs, and sponsored a manuscript titled the ‘The
research findings (Arnett, 2008). Future of Undergraduate Psychology in the
Study abroad constitutes a critical means United Kingdom.’ Within it, a set of recom-
of bridging the gap between current prac- mendations was made to support psycho-
tices and student needs. It leads to gains in logical literacy. Recommendations include
intercultural competence, such as a greater that psychology departments provide oppor-
awareness of cultural differences (Levine, tunities for students to develop and manage
2009), increased knowledge about specific pluralistic viewpoints as well as facilitate
cultures (Braskamp & Engberg, 2011), placements, community work, and interna-
fewer stereotypes, and increased tolerance tional study for students (Trapp et al., 2011).
of others (Levine, 2009). Study abroad also In 2013 the APA updated its set of learning
promotes global-mindedness, the re-evalua- goals for undergraduate majors (APA, 2013).
tion of one’s cultural identity, and increased Suggested learning outcomes nested within
interest in civic engagement and social these goals specify that psychology majors
justice. Students typically emerge from study should be able to:
abroad with greater confidence when faced • predict how sociocultural and interna-
with novel situations, an increased sense tional factors influence how scientists
of independence, and – for psychology think about behavioural and mental
students – heightened insight into the types processes;
of populations with which they would like to • explain how psychological constructs can
eventually work (Koch et al., 2014). be used to understand and resolve inter-
Of note, study abroad is enriching not personal and intercultural conflicts;
only for the students who directly partake • pursue personal opportunities to promote
but also for their classmates with whom they civic, social, and global outcomes that
interact upon return. While abroad, students benefit the community;
are regularly exposed to different values and • consider the potential effects of
perspectives on a range of psychological psychology-based interventions on issues
phenomena. They may encounter ‘different of global concern;
social values, patterns of social relationships, • interact sensitively with people of diverse
developmental norms, ways of thinking abilities, backgrounds, and cultural
about the self, attitudes toward out-groups, perspectives.
[and] intergroup conflicts’ (Lutsky, 2016).
Students may also be exposed to different Growth and means of study abroad
views on the etiology of and optimal treat- In line with these recommendations, the
ments for mental disorders (Abrams, 2016). popularity of study abroad has increased
For example, within the European Union markedly over the past decade. In 2003–04
(EU) attitudes toward the surgical castra- the number of students from US universi-
tion of convicted sex offenders range from ties who studied abroad for academic credit
acceptable and available (in the Czech was 191,321. By 2013–14, this number had
Republic and Slovakia) to completely unac- increased by over a third, to 304,467 (Institute
ceptable and reflecting a violation of basic for International Education, 2005 & 2015).
human rights (official policy of the EU; The number of British students who studied
Pfaefflin, 2010). abroad through ERASMUS, a network that
Given this backdrop it is perhaps not links European universities to increase
Psychology Teaching Review Vol. 22 No. 2, Winter 2016 5
Kenneth Abrams & Naomi Ziegler
student mobility, increased from 10, 278 in offered at the IES Abroad study centre itself.
2007/08 to 15,566 in 2013/14 (Universities Other organisations that operate similar
UK, 2016). Further, British students who study programmes in locations around the world
through Erasmus represent only half the total include CIEE: the Council on International
number of British students who study abroad. Educational Exchange and CET Academic
Another 40 per cent do so through third- Programmes.
party providers, with the balance using other Under the direct enrollment model,
methods. Most British students who study US students study at foreign universities
abroad stay within in Europe (57.5 per cent), as exchange or non-degree students. Top
and the top destinations overall for British direct enrollment destinations are the UK,
students are, in order, France, Spain, the US, Australia, and New Zealand, but many other
Germany, and Australia (Higher Education countries receive US students as well.
Statistics Agency, 2015). Of note, psychology In the remainder of the paper we provide
is the third most popular STEM field in which concrete advice for staff involved in all stages
British students study abroad, after clinical of the study-abroad process. More specifically,
medicine and pre-clinical medicine. we present sections that cover activities to be
For US students there are a number of undertaken pre-departure, while abroad, and
study abroad programmes in Europe that post-return, with key recommendations high-
cater specifically to psychology majors. For lighted at the end of each section.
example, DIS: Study Abroad in Scandi-
navia, a large Danish study abroad organisa- Pre-departure activities
tion receives about 2500 students per year, Advising students of study abroad options
including about 350 in their psychology Students today enjoy a great deal of choice
programme (see http://disabroad.org/ when considering study abroad opportuni-
copenhagen/programs/psychology/). The ties. They must weigh many different, and
programme offers a wide array of psychology sometimes competing, factors when making
courses, taught in English mostly by local decisions about if, when, and where to study.
staff, that make extensive use of resources in Psychology staff who serve as advisers for
Copenhagen and Stockholm. Course offer- this process should ideally be knowledge-
ings include European Clinical Psychology, able of institutional policies, priorities,
Psychology of Adolescence: A Scandinavian and constraints surrounding study abroad
Perspective, and Cross-Cultural Psychology. as well as of programme types, courses
The programme features study tours to other offered, educational philosophies, health
European locations, internships, research, and safety practices, and quality of programs
and clinical observations. These opportu- from which students can select. Given that
nities to combine classroom learning with lack of staff support is a major barrier to
practical experience are highly attractive to students studying abroad (Anderson, 2005),
US undergraduates. staff should, at a minimum, know the types
IES Abroad is a US-based organisation of programmes available to their students
with study centres in 35 cities and 21 coun- and how to help students access resources
tries around the world, including Amsterdam to make study abroad possible. In making
and Vienna. Students in the Amsterdam recommendations, psychology staff should
Psychology and Sciences programme take additionally consider the student’s develop-
classes at Vrije University alongside local and mental readiness (Evans et al., 2010).
other international students. They receive Further advice stems from the Univer-
support and assistance from the IES Abroad sity of Minnesota, a leader in the intentional
study centre, but their academic experience integration of study abroad into degree
is otherwise very much like that of their programmes. There, psychology students are
local peers. In Vienna, many classes are advised to think broadly about what it means
6 Psychology Teaching Review Vol. 22 No. 2, Winter 2016
Facilitating study abroad
to travel abroad as a psychology major. More characteristics, such as temperament and
specifically, they are counseled to learn about personality variables, as well as specific skills,
diverse theoretical orientations to human such as problem-solving ability (Campbell-
behaviour from local staff, to extend the Sills, Cohan & Stein, 2006). Emotional resil-
home school curriculum by taking courses not ience further includes flexible thinking, the
offered on campus, to work in a research lab capacity to pause and reflect, tolerance of
internationally, to participate in field study, stress and negative emotions, an openness
internship, or experiential learning opportu- to experience, and the ability to regulate
nities, and to fulfill liberal education require- shifting moods (Abarbanel, 2015).
ments (University of Minnesota, 2016). Developing and harnessing resilience is
In recommending study abroad or a important as it predicts, when faced with
particular programme, staff may wish to challenging circumstances, both academic
consider the student’s level of academic performance (cumulative GPA) and mental
behaviour confidence (ABC); that is, the health (Hartley, 2011). It has been predicted
student’s confidence in his or her ability that resilience would be especially impor-
to engage in behaviours, such as managing tant in predicting academic performance for
one’s workload or responding to questions in students with more (vs. less) impaired mental
class, that lead to academic success (Sander health, though an initial test of this hypoth-
& Sanders, 2009). Among university students, esis was not supportive (Hartley, 2011). Resil-
ABC correlates with anticipated final-year ience may also decrease the negative effects
grades (Sander & Sanders, 2006); further, of homesickness, which otherwise may lead
confidence in class attendance (a compo- students to withdrawal both socially and
nent of ABC) and academic self-efficacy (a academically, and experience depression,
construct closely related to ABC) both predict culture shock, difficulties with concentra-
actual academic performance (Sander, 2009; tion, and a loss of identity (Blake, 2006;
Chemers, Hu & Garcia, 2001). Bradley, 2000; Fisher, 1989).
At Carleton College, students are
Preparing students to study abroad required to attend a health and safety pres-
Psychology staff directors can use discipli- entation that introduces resilience, among
nary knowledge to prepare students for other topics, as a key principle for staying
study abroad. For example, at a pre-depar- healthy abroad. They are given a self-report
ture meeting students might also be asked questionnaire (constructed by Carleton
to complete and reflect upon measures of staff) and further resources to consult if
identity and intercultural competence, such their resilience scores are low to medium,
as the Multigroup Ethnic Identity Measure including a video presentation for travelers
(Phinney, 1992) and the Intercultural Devel- abroad titled the Roots of Resilience (http://
opment Inventory (Hammer, Bennett & youtu.be/UsHER0tR89s; Weis, 2015). While
Wiseman, 2013). They might also be asked resilience is a commonly-used term, it is a
to reflect in writing or via a questionnaire relatively new research concept (Hartley,
on pre-existing attitudes that relate to the 2011) and additional research is needed to
programme (e.g. regarding the universality understand which resilience components
of mental disorders for a cross-cultural are most related to study abroad.
psychopathology programme).
One construct that readily ties to prepa- Mental health
ration for study abroad is resilience, ‘the Because foreign cultures often have different
process of, capacity for, or outcome of norms, taboos, and treatment approaches
successful adaptation despite challenging surrounding mental health, staff directors
or threatening circumstances’ (Masten, Best should ensure they have an understanding
& Garmezy, 1990, p.426). It includes trait of these issues prior to departure (University
Psychology Teaching Review Vol. 22 No. 2, Winter 2016 7
Kenneth Abrams & Naomi Ziegler
System of Georgia, n.d.). Staff should also the event that mental health issues intensify
familiarise themselves with laws in the host while abroad.
country regarding involuntary hospitalisation. Finally, staff should be aware of and relay
Study abroad offices and organisations to students customs, laws, and penalties
that sponsor programmes should have clear regarding alcohol and drug use, which may
processes in place to screen for pre-existing differ from those of the home country. Staff
mental health issues and, when necessary, directors and study abroad offices may wish
for responding to recurrences while abroad. to have a policy requiring students to sign a
Best practices on these issues include: a) drug/alcohol policy statement (University
requiring each student to submit a health of Georgia, n.d.). The policy should specify
assessment form, completed jointly by the consequences for using substances in a way
student and a physician, after acceptance that violates local laws, impairs academic
into the programme but well before depar- performance, threatens the health of the
ture; and b) following up on areas of concern user, or disrupts the larger group.
revealed on the form with the student,
mental health provider, and (less frequently) While abroad: Academics
parents. In some cases, students should post- At a conceptual level, psychology staff leaders
pone their plans or not travel at all. Staff should structure programmes to further
leaders also need to consider how students students’ intercultural skills, including the
will obtain psychiatric care while abroad and abilities to understand different cultural
who will coordinate and pay for it. Relatedly, contexts and viewpoints, and to induce ‘diso-
staff should be aware of whom they should rienting dilemmas,’ which occur when recent
contact at the home institution in the event experiences cannot be assimilated into one’s
of a mental health crisis, how decisions are present frame of reference (Mezirow, 1997).
made with respect to sending students home, Working through dissonance through care-
and who is responsible for initiating contact fully conceived assignments, especially ones
with parents. A strong working relationship that require self-reflection and analysis, may
between the staff director, study abroad lead students to challenge and even modify
office, and university health centres is impor- culturally-based assumptions (e.g. that the
tant when sorting through individual cases structure and function of mental disorders
and making decisions. common in the West are consistent across
Pre-departure materials provided to cultures; Abrams, 2016).
students should include location-specific Excursions can complement textbook
resources for obtaining mental health and classroom learning and provide oppor-
treatment. Students who have pre-existing tunities for students to apply knowledge to
health (including mental health) condi- the real world, while providing a welcome
tions should be advised to bring medical change of pace. The best suited excursion
records with them. In some cases students sites will vary by programme and will often
should, prior to departure, set up an initial require arrangements to be made in advance
appointment with a mental health profes- of the term. The following are examples of
sional and have medical records transferred. excursions that have been effectively inte-
Often, health insurance providers are able to grated into programs of various types:
provide referrals for counselors and psychia- • for a cross-cultural psychopathology
trists. Students should be advised about the course taught in the Czech Republic,
desirability of acquiring and transporting visits to psychiatric institutes, outpatient
psychiatric medications to the host country, mental health clinics, and forensic hospi-
taking into account the particular health tals (Abrams, 2016);
condition(s) and local laws. By taking these • for a cultural psychology course taught in
precautions, students will have support in Japan, walks around local neighborhoods
8 Psychology Teaching Review Vol. 22 No. 2, Winter 2016
Facilitating study abroad
in which students are asked to reflect Whiteford et al., 2013). Rates, though, do
on the function of cultural activities vary by region, and staff should consider this
and local institutions and to learn about when working with international students.
‘work and play, equality and inequality, For example, depressive disorders are espe-
[and] methods of expressing identity and cially common in Eastern Europe, Northern
belongingness’ (Enns, 2016); Africa, and the Middle East and relatively
• for a developmental psychology course uncommon in Australia and Pacific Asian
taught in India, visits to NGOs that vari- countries. Alcohol use disorders are espe-
ously provide education for street chil- cially common in Eastern Europe and
dren in an urban slum area, vocational relatively uncommon in North Africa, Sub-
rehabilitation, palliative care, and HIV/ Saharan Africa, and the Middle East. Eating
AIDS prevention services for sexual disorders are especially common in Western
minorities (Gross, 2016); Europe, North America, and Australia, and
• for an environmental psychology course relatively uncommon in Sub-Saharan Africa,
taught in Costa Rica, visits to NGOs that Latin America, and Asia. In contrast, rates
protect sea turtles and local biodiveristy of schizophrenia and bipolar disorder vary
more generally (Ganzel & Siebert, 2016); much less by region (Whiteford et al., 2013).
• for a psychology and society course taught
in Vienna, visits to the Sigmund Freud Mental health issues among university students
museum, the Narrenturm (a psychiatric Even in the absence of study abroad, univer-
asylum built in 1784), and a museum of sity students face many stressors that are
medical history (IES Abroad, n.d.). not as frequently present for other young
adults. They often find themselves in a new
More generally, staff might investigate for environment, away from family and friends,
possible outings local museums, historic sites, with a heightened workload and time
cultural activities (such as a tea ceremony; management demands, and the expecta-
Enns, 2016), religious festivals and temples tion for self-directed learning (Royal College
(for example, to study Hindu meditation; of Psychiatrists, 2011). These situational
McMillan & Muir, 2016), ethnic districts, demands run counter to the popular senti-
local markets, and psychology conferences. ment that college students are privileged indi-
Possible assignments tied to excursions viduals who live a coddled life. In fact, serious
include the completion of field journals, mental illness, including bipolar disorder,
presentations that link the experience to schizophrenia, and eating disorders, often
course concepts, and reflection papers in manifests initially in individuals 18–25 (Royal
which students discuss assumptions of theirs College of Psychiatrists, 2011), though may
that were recently challenged. be difficult to diagnose in the early stages.
Examining particular classes of disor-
While abroad: Mental health ders, Eisenberg and colleagues used results
Both globally and in Western Europe in from an internet-based survey to conclude
particular, the most pervasive mental disor- that the prevalence of ‘any depressive or
ders – not counting developmental disorders anxiety disorder’ was 15.6 per cent among
– are, in order, depressive disorders (which US undergraduates and 13.0 per cent among
account for 40.5 per cent of the disability US graduate students (Eisenberg, Gollust,
adjusted life years [DALYs] caused by mental Golberstein & Heffner, 1997). In a related
disorders globally), anxiety disorders (14.6 study, Andrews and Wilding (2004) admin-
per cent), drug use disorders (10.9 per cent), istered the Hospital Anxiety and Depression
alcohol use disorders (9.6 per cent), schizo- Scale to UK undergraduates both a month
phrenia (7.4 per cent), bipolar disorder (7.0 before matriculating and in the middle of
per cent), and eating disorders (1.2 per cent; their second year. They found that, among
Psychology Teaching Review Vol. 22 No. 2, Winter 2016 9
Kenneth Abrams & Naomi Ziegler
students who were initially symptom free, logical disorders or predispositions may self-
9 per cent developed depression and 20 select into the discipline. Consistent with
per cent struggled with anxiety ‘at a clini- this, one study found high rates of affec-
cally significant level’ at the latter assessment tive symptoms among psychology graduate
period. MacCabe and colleagues found that students at US universities (APA, 2012). In
excelling in (vs. doing average at) school at particular, 87 per cent reported anxiety and
age 16 conferred a four-fold increased risk of 68 per cent reported symptoms of depres-
developing bipolar disorder, suggesting that sion – with 19 per cent indicating a history
bright university students may be especially of suicidal thoughts (APA, 2012). The inves-
at risk (MacCabe et al., 2010). tigators, though, did not examine the preva-
Data from other studies also suggest that lence of DSM disorders per se or compare the
college students are far from immune to participants to graduate students in other
mental illness. A study of university students disciplines.
in Spain found that the prevalence of Examinations of mental health profes-
eating disorders was 6.4 per cent (Lameiras- sionals are also consistent with the self-selec-
Fernández et al., 2002). McCauley and tion hypothesis. A study comparing female
colleagues reported that, among their sample psychotherapists with other professional
of 1980 students at US universities, 11.3 per women found that the former group had
cent reported a lifetime history of rape and, higher childhood rates of family dysfunction,
hence, enhanced risk for PTSD and depres- parental alcoholism, sexual and physical
sion (McCauley, et al., 2009). With respect to abuse, parental psychiatric hospitalisation,
alcohol abuse, MacCall and colleagues found and parental death (Elliott & Guy, 1993).
that at the University of Aberdeen 50 per cent A separate study found that one-third of male
of men and 34 per cent of women exceeded therapists and two-thirds of female therapists
‘sensible’ limits (defined as at least 21 drinks reported being sexually or physically abused
per week for men and 14 for women) and as children (Pope & Feldman-Summer,
11.5 per cent of men and 5.2 per cent of 1992). Additionally, Epstein reported that
women drank at hazardous levels (defined ‘physicians with affective disorders tend to
as at least 51 drinks per week for men and select psychiatry as a specialty.’
36 for women). Only 9.4 per cent of students In short, there is circumstantial evidence
indicated that they abstained from drinking that psychology majors are at heightened
altogether (MacCall et al., 2001). risk for psychiatric problems relative to their
Some evidence suggests the number of peers in other disciplines.
students with mental health problems has
been steadily rising. For example, the Insti- Mental health issues among students studying
tute for Employment Studies (2015) found abroad
that, among British students in higher At least in the US, there is very little difference
education, the per cent that declared a in the percentage of university students who
mental health issue increased by 132 per study abroad among those with and without
cent between 2009 and 2013. mental health disabilities (in 2004: 16.8 per
cent vs. 17.1 per cent; Mobility International
Mental health issues among psychology majors USA, n.d.). Because study abroad requires
Though little research has directly addressed rapid adjustment to a new culture in the
the issue, there is a common perception absence of one’s social support network, pre-
in academia that a fair number of students existing mental health issues can become
pursue the study of psychology to better exacerbated (Hoffa & Pearson, 1997). So,
understand the mental health issues of as the prevalence of psychological disorders
themselves and their family members (APA, in university students and the number of
2012). As such, students with existing psycho- students studying abroad have simultane-
10 Psychology Teaching Review Vol. 22 No. 2, Winter 2016
Facilitating study abroad
ously increased, the need for focused poli- major stressor, such as one of the following
cies addressing mental health issues among (Settle, 2005):
students studying abroad has also grown. • the death of a family member or close
friend;
Common signs of psychological distress • the end of a romantic relationship;
Many psychology staff are likely to be familiar • sexual harassment or assault;
with common signs of psychological distress. • the diagnosis of a serious medical condition.
As such, we provide an intentionally brief and
abbreviated list of psychological syndromes Responding to signs of psychological distress
common among university students in rough Psychology staff, because of their disciplinary
order or prevalence (Whiteford et al., 2013) knowledge and skill set, are especially well
as well as associated signs most likely to be suited to identify and respond effectively to
salient to staff directors. stress and more severe mental health issues
• Depression – depressed or irritable among students. Upon noticing signs or
mood, expressions of hopelessness or being approached by a student, the staff
worthlessness, coursework with suicidal member should demonstrate interest and
themes, lethargy, anhedonia. concern for the student’s welfare while main-
• Anxiety – muscle tension, excessive sweat- taining professional boundaries. Conversa-
iness, complaints of nausea, compulsive tions with the student should take place in
behaviours. private, even if the issue initially arises in
• Substance use – bloodshot eyes, unusual a classroom setting. The staff might note
smells on breath or clothing, impaired in a non-judgemental tenor any concerning
coordination, deterioration of hygiene. behaviours he or she noticed and then listen
• Disordered eating – dramatic weight loss, reflectively and ask follow-up questions in an
wearing of bulky clothes, avoidance of effort to understand the student’s perspec-
eating in front of others, trips to the bath- tive. Ideally, the conversation should lead to
room after meals. the development of a concrete plan, based
• Psychosis – delusions, disorganised in part on what has been effective for the
speech, disorganised behaviour, marked student in the past. The Socratic method
changes in dress and hygiene. may be employed to enable the student to
• Mania – rapid and voluminous speech, a identify likely outcomes if the plan is or is
rapid shifting of ideas, excessive activity, not followed. Before parting, a specific loca-
impulsive behaviour. tion and time for continuing the conversa-
tion should be agreed upon (Settle, 2005).
Additional signs that a student may be expe- To be clear, the role of the staff member
riencing acute mental health issues include should be to provide support but not formal
the following (Settle, 2005): treatment, regardless of clinical background.
• academic impairment, reflected by dimin- In cases where treatment is warranted, the
ished quality of work, frequent absences student should be referred to a mental
from class, missed deadlines or exams, or health provider. The staff member should
inappropriate behaviour in class; indicate why seeing a professional might be
• social impairment, reflected by diffi- helpful and to normalise the act of seeking
culty making friends and frequent social help (e.g. to suggest it as a sign of courage
isolation; rather than weakness; JED Foundation,
• physical symptoms, such as headaches 2016). For a variety of reasons, students may
and gastrointestinal problems. resist pursuing help, and staff should listen
empathically to any concerns expressed in
Staff may also wish to be especially vigilant that regard (Settle, 2005).
upon learning a student has experienced a A common concern among staff who
Psychology Teaching Review Vol. 22 No. 2, Winter 2016 11
Kenneth Abrams & Naomi Ziegler
direct study abroad programmes is not action and deciding whether to send a
knowing to whom to refer students in need. It student home should be done in consul-
is desirable for staff members, at the front end tation. Where appropriate, staff should
of the term abroad, to obtain information consider coordinating among the local
about counselling and crisis services offered mental health practitioners, the student’s
by the host school, the names and locations mental health practitioners back home,
of nearby hospitals and mental health clinics, staff from the home university’s counseling
the local emergency phone number, and the center and study abroad office, and the
process of involuntarily hospitalising a student student’s parents. It may be necessary to
(JED Foundation, 2016). Additionally, many obtain written releases from the student to
study-abroad insurance providers are able to allow the staff member to consult with the
refer students to local mental health profes- various practitioners and the parents. Typi-
sionals (University System of Georgia, 2016). cally, detailed information about the student
Staff should bear in mind that procedures who is struggling should not be provided to
for seeing mental health professionals vary by other students.
country, with some requiring a referral from
a physician to see a mental health profes- Post-return: Facilitating integration
sional and other requiring a referral from a Too often students experience study abroad
mental health professional to see a psychia- in isolation, without the opportunity to
trist (Settle, 2005). connect gains in knowledge, global-minded-
At times a student’s symptoms may be ness, and intercultural skills to events back
severe enough to warrant immediate inter- on the home campus. In this section we
vention. This might occur, for example, in discuss means for facilitating this connection
the case of a depressed student with suicidal for staff programme leaders and for all staff
ideation or a student with anorexia nervosa who advise students returning from abroad.
who has recently experienced significant Where available, students can be directed
weight loss. Other signs that a student may toward courses that specifically target
need to be removed, temporarily or perma- students who have recently studied abroad.
nently, from the programme are a marked For example, at Carleton College (North-
decline in academic performance as a result field, Minnesota) a course titled ‘I am a
of the mental health issue and behaviour that Stranger Here Myself’ uses the experiences
impairs the learning environment of other of students in the class to explore theories
students on the programme (Settle, 2005). of cultural identity, intercultural compe-
Providing emergency assistance to tence, and intercultural transition (Johnson,
students in need while abroad which can 2005). Another set of courses at Carleton,
include arranging telephone or video consul- titled ‘Coffee and News,’ is aimed especially
tations with mental health practitioners back at students returning from overseas study
home, connecting the student to local mental in foreign languages (French, German and
health clinics, and arranging for voluntary Spanish). The courses help students stay
and, if necessary, involuntary hospitalisation. abreast of current events and maintain their
When pursuing hospitalisation, the staff language skills through the reading of inter-
member is advised to escort the student to national news in its original language and
the hospital if possible, to ensure he or she regular meetings to exchange ideas. In ‘Crea-
is not alone and to help the student navigate tive Travel Writing,’ also offered at Carleton,
the admissions process. Depending on the students learn about travel writing as a genre
severity of the issue, this assistance may go and draw on their study abroad experience
on for several days or weeks and may result (a course pre-requisite) to produce and
in the student returning home. critique essays.
Developing a comprehensive plan of A re-entry course at St. Mary’s College
12 Psychology Teaching Review Vol. 22 No. 2, Winter 2016
Facilitating study abroad
(Notre Dame, Indiana) provides opportu- graduate thesis. As an example, one student’s
nities for students to study identity devel- thesis was titled ‘Lowering the recidivism
opment theory (Erikson, 1968) and Kolb’s rates of sex offenders: A legal and cross-
experiential learning model (1984) in the cultural analysis of sex crimes in the United
context of their study abroad experience. States and the Czech Republic.’
Toward that end, students complete a Another means for psychology staff to
number of related inventories prior to and connect students’ abroad experiences with
following their time abroad and consider the home campus is to organise public
in the context of various theories how their symposia and poster sessions that enable
perspectives have evolved (Bikos et al., 2016). students to present the results of research
Some course assignments may be espe- conducted abroad or a problem faced by
cially valuable for recent returnees. For the host country. Beliot College holds a
example, Bikos and colleagues (2016) campus-wide event called the International
described a writing assignment in which Symposium that fits this description (and
students are asked to reflect on changes even cancels all classes that overlap with it;
they have observed in themselves as a result Bikos et al., 2016). Such events may inspire
of studying abroad and to relate particular younger students to pursue study abroad and
experiences that contributed to these serve to highlight for them the academic
changes. Krusko (2009) asks students to nature of the programmes (Lutsky, 2016).
engage in an ‘individual foray,’ which entails There are still other means by which
visiting a cultural context in which they are psychology staff can assist returnees. Students
a minority (e.g. a centre for veterans or an can be guided to the campus career centre,
event for senior citizens) and which is likely which often has information on interna-
to produce discomfort. Students are asked to tional fellowships and foreign employment
consider similarities and differences between opportunities. Staff can also recommend
the event and their study abroad immersion. relevant co-curricular opportunities, such
Subsequent discussions focus on the lifelong as international film series, language tables,
process of developing cultural competence. and student and community organisations
Psychology staff can also guide students related to the host country. Staff should also
toward internationally and cross-culturally- be aware of online resources for returnees.
focused psychology courses. Relatedly, For example, lifeafterstudyabroad.com
psychology departments may wish to circu- supports students with stories about immer-
late the names and areas of study of recent sion and return, resources to help plan
returnees so that staff teaching such courses future international ventures, and tips for
may invite these students to classes to give connecting the study abroad experience
presentations on topics tied to the course with subsequent educational and career
content (Lutsky, 2016). opportunities (Bikos et al., 2016). Students
Returnees might also be encouraged to might even be encouraged to write an article
conduct independent research connected for the campus newspaper.
with their experience abroad. For instance, Students who struggled with mental health
students might investigate a problem that issues while abroad (and even those who did
plagues the region, outcomes achieved from not) may experience transition stress upon
previous attempts to address the problem, return. The best reentry support often comes
and general theories of change (Downey, from a student’s social network; however, in
2005). Upon return from a cross-cultural some cases, professional counselors can help
psychopathology programme in Prague students unpack their experience in a deeper
led by the first author (KA), students have way. Psychology professors should pay atten-
occasionally built on their experience when tion to signs of distress and refer students to
developing and writing their senior under- professional services when necessary. Addi-
Psychology Teaching Review Vol. 22 No. 2, Winter 2016 13