Overall Life Satisfaction and Help-Seeking Attitudes of Turkish College Students in the United States: Implications for College Counselors.
Overall Life Satisfaction and Help-Seeking Attitudes of Turkish College Students in the United States: Implications for College Counselors.
复制标题
美国土耳其大学生的总体生活满意度和寻求帮助的态度：对大学辅导员的启示。
DOI：
10.1002/j.2161-1882.2003.tb00227.x
复制
发表时间：
2003
影响因子：
1
通讯作者：
Paul F. Granello
中科院分区：
文献类型：
--
作者：
A. Kilinc;Paul F. Granello
这项研究考察了文化适应、对精神疾病的信念以及选定的人口变量对 120 名在美国上大学的土耳其学生寻求帮助态度的影响。作者认为，如果心理健康专业人员增加对土耳其国际学生的了解，他们就可以为这一人群开发更有效的服务。国际学生在超过 2,500 所美国高等教育机构就读，每年在美国大学就读的国际学生数量比世界上任何其他国家都多。 2000-2001学年，在美国高校就读的国际学生人数为547,867人，占美国高等教育总入学人数的3.9%。这是美国有史以来入学国际学生人数的最高记录，比上一学年增加了 6.4%（国际教育研究所，2002 年）。由于这些学生在美国接受教育的费用很高（通常是国内学生的 4 倍），并且由于家庭、赞助组织或政府在学业上取得成功的巨大压力，国际学生可能面临与压力相关的精神和身体困难的特别风险（Aubrey，1991）。之前的研究结果支持这样一种观点，即国际学生作为一个整体，比国内学生更容易出现身体和心理问题。国际学生经常面临语言障碍、移民困难、文化冲击、社会适应、孤独和思乡（Mon, 2000）。尽管存在这些困难，国际学生并没有充分利用大学咨询中心，当他们寻求咨询时，他们往往不满意并倾向于过早退学（Mori，2000；Zhang，2000）。原因包括不鼓励寻求专业帮助的文化价值取向，以及对心理健康和精神疾病的不同文化观念（Manheim，1996）。因此，为国际学生提供敏感且符合其文化价值观和世界观的咨询至关重要（Brinson & Kottler，1995）。土耳其学生的心理健康和心理疾病在本研究中，对土耳其大学生进行了调查，以更好地了解他们的整体生活满意度以及寻求帮助的态度和行为。土耳其目前在每年派遣大学生赴美留学的国家中排名第九。在美国的土耳其学生人数从 1992-1993 年的 4,978 人大幅增加到 2000-2001 年的 10,983 人（国际教育研究所，2002 年）。尽管数量不断增加，但在美国的土耳其学生人数却很少被研究，而且对这些学生的适应问题和寻求帮助的行为知之甚少（Towle & Arslanoglu，1998）。土耳其人普遍缺乏对心理健康和精神疾病的看法以及应对方式的了解，这与土耳其心理和精神病学专业相对较新的状况有关（Yazgan，1997）。现有的少数关于土耳其学生态度的研究是在土耳其进行的。总的来说，这些研究表明土耳其大学生并不完全了解校园咨询服务，因为他们没有在本国的大学接触过这些服务。 Demir 和 Aydin (1996) 以及 Guneri 和 Skovholt (1999) 指出，土耳其学生不知道咨询的功能，并且在提供服务时不愿意使用这些服务。 Erkin (1994) 报告称，土耳其中东技术大学的 51% 的学生缺乏关于咨询中心功能的信息，尽管在得知这些服务后，94% 的学生表示他们对咨询中心有高度或中等的需求。 ……
This study examined the effects of acculturation, beliefs about mental illness, and selected demographic variables on the help-seeking attitudes of 120 Turkish students who were attending college in the United States. the authors maintain that if mental health professionals increase their understanding of Turkish international students, they can then develop more effective services for this population. International students attend more than 2,500 U.S. institutions of higher education, and there are more international students enrolled annually in universities in the United States than in any other country in the world. During the 2000-2001 academic year, the number of international students enrolled in U.S. colleges and universities was 547,867, 3.9% of the total enrollment in U.S. higher education. This represents the highest number of international students ever enrolled in the United States, a 6.4% increase over the previous academic year (Institute of International Education, 2002). Because of the high cost of pursuing an education in the U.S. for these students (typically 4 times as expensive as for domestic students) and because of immense pressure to succeed academically from their families, sponsoring organizations, or governments, international students may be at particular risk for stress-related mental and physical difficulties (Aubrey, 1991). Findings from previous studies supported the notion that international students, as a whole, are more at risk for both physical and psychological problems than are their domestic counterparts. International students often face language barriers, immigration difficulties, culture shock, social adjustment, loneliness, and homesickness (Mon, 2000). In spite of these difficulties, international students underutilize college counseling centers, and when they do seek counseling, they are often dissatisfied and tend to drop out prematurely (Mori, 2000; Zhang, 2000). Reasons include a cultural value orientation that discourages seeking professional help, as well as differing cultural perceptions of mental health and mental illness (Manheim, 1996). Thus, it is essential to provide counseling to international students that is sensitive and congruent with their cultural values and worldviews (Brinson & Kottler, 1995). Mental Health and Mental Illness in Turkish Students In the present study, college students from Turkey were surveyed to better understand their overall life satisfaction and their help-seeking attitudes and behaviors. Turkey now ranks ninth among countries that send college students to study in the U.S. each year. The number of Turkish students in the U.S. has increased significantly to 10,983 in 2000-2001, an increase from 4,978 in 1992-1993 (Institute of International Education, 2002). In spite of the increasing numbers, the Turkish student population in the U.S. has rarely been studied, and not much is known about the adjustment problems and help-seeking behavior of these students (Towle & Arslanoglu, 1998). The general lack of knowledge about perceptions of mental health and mental illness and ways of coping among Turkish individuals has been linked to the relatively new status of the psychological and psychiatric professions in Turkey (Yazgan, 1997). The few available studies of attitudes of Turkish students were conducted in Turkey. Taken together, these studies suggested that Turkish college students do not fully understand on-campus counseling services because they have not been exposed to these services at universities in their home country. Demir and Aydin (1996) and Guneri and Skovholt (1999) noted that Turkish students did not know the function of counseling and were reluctant to use the services when they were provided. Erkin (1994) reported that 51% of students at the Middle East Technical University in Turkey lacked information about the function of the counseling center, although when informed of the services, 94% stated that they had high or moderate needs for them. …