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Transcript of Capstone Presentation
Common Stressors (Mori, 2000)
How research responded to my parent's advice
Intercultural communication with host-nationals [American] as a key to successful adaptation (Zimmerman, 1995).
International students who had higher ratio of host-nationals [American friends] showed higher levels of satisfaction, contentment, and significant lower levels of homesickness (Hendrickson et al., 2011).
Asian international students generally indicated a perception of a fairly high level of social support from non-hosts [international students from their home country & other countries] (Mak, Bodycott, & Ramburuth, 2015).
Having a Korean network of social support in America can be helpful in protecting students’ psychological distress. However, Korean students who strongly held on to Korean culture but developed less connection with American culture showed more adjustment difficulties (Okazaki, Saw and Cho, 2015).
Question still remains...
Mental Health Concerns
An increase in blood pressure
Dissertation Study (Cho, 2017)
explore, understand, and describe
Korean international students experiences of rebuilding social support in the U.S. higher education
Sense of belongingness
A sense of inferiority
Feelings of isolation
What stands out to you?
Poland (1996) wrote:
“The two minds are separate, but they also are not simply separate as they engage and exist in the interactive analytic context. Each mind is shaped by concerns over what the other thinks, means, and intends.”
“What the analyst views and how that view is conceptualized is shaped by the analyst’s prior experience, both clinical and personal.”
Clinical Implications for CAPS
Consider exploring the differences that KIS has expected and their experienced reality.
Consider their level of ethnic and cultural identity development
Consider providing service in a group modality.
Active collaboration with Office of International students and provide outreach services to encourage the use of University counseling center.
Provide practical support such as getting students connected to resources on campus
Help them consider joining various clubs or organizations on campus
Hye Min (pseudonym)
a 39 years old
Korean international student
a second year PhD student in Comparative Literature
Moved from Korea for a PhD program
Presenting Issue: A conflict with an American colleague in the program
Three major contextual events:
Impeachment of Korean President
U.S. Presidential Election
The news about potential merging of three literature programs
- The eldest of three sisters who were born and raised in South Korea
- At age 22, her father died at age 62 from cancer. He was a government administrator.
- At age 29, her mother died at age 58 from a heart attack in 2008. She was a housewife.
- SES: very poor, parents not well educated.
She was pursuing PhD in German literature at Seoul National University, a top university in Korea.
Her mother died while she was in the program. Her academic functioning was significantly affected.
Study abroad in Germany recommended by a professor.
This study abroad opportunity turned out to be a nightmare
To escape the political conflict in her department, she applied for PhD in comparative literature at Stony Brook University
Her racial experience in the department
A lack of social support at Stony Brook University
Attempted to socialize with KSA
Last romantic relationship was about 10 years ago.
Fear of gossip - Maintains distanced collegial relationship with her colleagues in the program
Lost most of her close friends in Korea after her mother's death
She has some Korean friends in the NYC
Not really close to her roommates
Mental Health History
Experience of racial microaggression in a classroom
Cultural adjustment – academic setting, working with the professor and fellow TAs.
She sought treatment with a psychiatrist in Korea for 2 years at age 17 due to depression and an eating disorder.
She said she returned to her after her mother’s death for once.
She reported a strong therapeutic relationship with her psychiatrist.
Crying spells at the beginning of the treatment
Sad and angry mood
Target of perceived adverse discrimination or persecution
Unconscious communication of her relational pattern
Fear of intimacy, Fear of endings
Helpless feelings in social relationships
Measures of progress
Different view of her presenting problem
Found a mentor on campus: whom she asked to be her dissertation advisor