International Educator - May/June 2019 - 42

replace-broader conversations about
student behavior, including long-standing
programming focusing on alcohol and
drug use while abroad.

49%
Percentage of community college
students who experienced a current or
recent mental health condition.
Source: Wisconsin HOPE Lab,
University of Wisconsin-Madison

"We've shifted away from a focus on
alcohol concerns and toward mental
health, because that's what we're seeing,"
says NC State's Priebe. "We're helping
students understand what goes beyond
culture shock and what crosses the line
into a more serious concern....we're asking
students to do a little self-care and think
about the concerns they may have, who
their support networks are, and what
they will do." Another area of focus is
encouraging students to look out for
each other and become comfortable
discussing issues with their peers.
Materials such as mental health
checklists and tips for creating self-care
plans-for example, identifying who
students will reach out to if they feel
anxious or depressed while abroad-are
often presented as handouts or in large
group sessions. However, according
to Robinson, they are generally more
effective when discussed one-on-one.
"It's hard when you're sending a
thousand students abroad each year, but
the more that colleges can meet faceto-face with students who are studying
abroad to talk about self-care, the better,"
he says. "From anecdotal evidence, it's
not happening as often as it should."

International Student
Orientations
Helping prepare inbound international
students for their experience on U.S.
campuses can often present a greater
42  

INTERNATIONAL EDUCATOR M AY + J U N.2019

challenge. Some coordinating programs
and organizations provide orientations
before international students enroll, but
institutions must be mindful of cultural
barriers surrounding counseling and
communicating about health issues in
their own outreach to incoming students,
Robinson says.
"These students are coming from
another cultural context, and to get
materials sent to them about self-care may
or may not make sense-or [could] be
culturally offensive," he says.
Institutions can help orient inbound
students through the lens of helping
prepare them for U.S. campus culture (see
"Support for Inbound Students" on p. 39).
Colleges and universities can also provide
services such as peer counseling once
the students arrive (see "A Peer-Powered
Solution for International Students" on
p. 43) or encourage participation in
broader, campuswide orientation
and wellness initiatives, such as the

University of Southern California's Thrive:
Foundations of Well-Being, an elective
course that focuses on self-care and
resilience (see Resources box on p. 43).

Coordination Across Departments
While collaboration between international
offices and counseling departments is
now more common, a small number of
institutions are embedding counselors
within the international program,
according to Robinson.
"It's a best practice, but it's tricky
because you have funding issues," he says.
A more feasible option for many
campuses, Robinson adds, is dedicating
a point person on the counseling staff to
serve as a liaison who coordinates incoming
referrals from international programs and
provides context to other counselors.
Since inbound international students
often must navigate a wide range of services
and systems, just as their U.S. peers, it is
also essential for the international office to

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International Educator - May/June 2019

Table of Contents for the Digital Edition of International Educator - May/June 2019

From the Desk of
In Brief
Global Spotlight: Iran
Quick Questions
Feature: Africa’s Education Evolution
Feature: Mental Health: At Home and Abroad
Feature: The Faces of International Education
Education Abroad
International Student Affairs
International Enrollment Management
International Education Leadership
Forum
Take 5
International Educator - May/June 2019 - Cover1
International Educator - May/June 2019 - Cover2
International Educator - May/June 2019 - 1
International Educator - May/June 2019 - 2
International Educator - May/June 2019 - 3
International Educator - May/June 2019 - 4
International Educator - May/June 2019 - 5
International Educator - May/June 2019 - 6
International Educator - May/June 2019 - 7
International Educator - May/June 2019 - From the Desk of
International Educator - May/June 2019 - In Brief
International Educator - May/June 2019 - 10
International Educator - May/June 2019 - 11
International Educator - May/June 2019 - 12
International Educator - May/June 2019 - 13
International Educator - May/June 2019 - 14
International Educator - May/June 2019 - Global Spotlight: Iran
International Educator - May/June 2019 - Quick Questions
International Educator - May/June 2019 - 17
International Educator - May/June 2019 - 18
International Educator - May/June 2019 - 19
International Educator - May/June 2019 - Feature: Africa’s Education Evolution
International Educator - May/June 2019 - 21
International Educator - May/June 2019 - 22
International Educator - May/June 2019 - 23
International Educator - May/June 2019 - 24
International Educator - May/June 2019 - 25
International Educator - May/June 2019 - 26
International Educator - May/June 2019 - 27
International Educator - May/June 2019 - 28
International Educator - May/June 2019 - 29
International Educator - May/June 2019 - 30
International Educator - May/June 2019 - 31
International Educator - May/June 2019 - 32
International Educator - May/June 2019 - 33
International Educator - May/June 2019 - 34
International Educator - May/June 2019 - 35
International Educator - May/June 2019 - Feature: Mental Health: At Home and Abroad
International Educator - May/June 2019 - 37
International Educator - May/June 2019 - 38
International Educator - May/June 2019 - 39
International Educator - May/June 2019 - 40
International Educator - May/June 2019 - 41
International Educator - May/June 2019 - 42
International Educator - May/June 2019 - 43
International Educator - May/June 2019 - 44
International Educator - May/June 2019 - Feature: The Faces of International Education
International Educator - May/June 2019 - 46
International Educator - May/June 2019 - 47
International Educator - May/June 2019 - 48
International Educator - May/June 2019 - 49
International Educator - May/June 2019 - Education Abroad
International Educator - May/June 2019 - 51
International Educator - May/June 2019 - International Student Affairs
International Educator - May/June 2019 - 53
International Educator - May/June 2019 - International Enrollment Management
International Educator - May/June 2019 - 55
International Educator - May/June 2019 - International Education Leadership
International Educator - May/June 2019 - 57
International Educator - May/June 2019 - 58
International Educator - May/June 2019 - 59
International Educator - May/June 2019 - Forum
International Educator - May/June 2019 - 61
International Educator - May/June 2019 - 62
International Educator - May/June 2019 - 63
International Educator - May/June 2019 - Take 5
International Educator - May/June 2019 - Cover3
International Educator - May/June 2019 - Cover4
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https://www.nxtbook.com/nxtbooks/nafsa/ie_20190304
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https://www.nxtbook.com/nxtbooks/nafsa/ie_20180708
https://www.nxtbook.com/nxtbooks/nafsa/ie_20180506
https://www.nxtbook.com/nxtbooks/nafsa/ie_20180304
https://www.nxtbook.com/nxtbooks/nafsa/ie_20180102_supp
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https://www.nxtbook.com/nxtbooks/nafsa/ie_20170708
https://www.nxtbook.com/nxtbooks/nafsa/ie_20170506
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https://www.nxtbook.com/nxtbooks/nafsa/ie_20151112
https://www.nxtbook.com/nxtbooks/nafsa/ie_20150910
https://www.nxtbook.com/nxtbooks/nafsa/ie_20150708
https://www.nxtbook.com/nxtbooks/nafsa/ie_20150506
https://www.nxtbook.com/nxtbooks/nafsa/ie_20150304
https://www.nxtbook.com/nxtbooks/nafsa/ie_20150102
https://www.nxtbook.com/nxtbooks/nafsa/ie_20141112
https://www.nxtbook.com/nxtbooks/nafsa/ie_20140910
https://www.nxtbook.com/nxtbooks/nafsa/ie_20140708
https://www.nxtbook.com/nxtbooks/nafsa/ie_20140506
https://www.nxtbook.com/nxtbooks/nafsa/ie_20140304
https://www.nxtbook.com/nxtbooks/nafsa/ie_20140102
https://www.nxtbook.com/nxtbooks/nafsa/ie_20131112
https://www.nxtbook.com/nxtbooks/nafsa/ie_20130910
https://www.nxtbook.com/nxtbooks/nafsa/ie_20130708
https://www.nxtbook.com/nxtbooks/nafsa/ie_20130506
https://www.nxtbook.com/nxtbooks/nafsa/ie_20130304
https://www.nxtbook.com/nxtbooks/nafsa/ie_20130102
https://www.nxtbook.com/nxtbooks/nafsa/ie_20121112
https://www.nxtbook.com/nxtbooks/nafsa/ie_20120910
https://www.nxtbook.com/nxtbooks/nafsa/ie_20120708
https://www.nxtbook.com/nxtbooks/nafsa/ie_20120506
https://www.nxtbook.com/nxtbooks/nafsa/ie_20120304
https://www.nxtbook.com/nxtbooks/nafsa/ie_20120102
https://www.nxtbook.com/nxtbooks/nafsa/ie_20111112
https://www.nxtbook.com/nxtbooks/nafsa/ie_20110910
https://www.nxtbook.com/nxtbooks/nafsa/ie_20110708
https://www.nxtbook.com/nxtbooks/nafsa/ie_20110506
https://www.nxtbook.com/nxtbooks/nafsa/ie_20110304
https://www.nxtbook.com/nxtbooks/nafsa/ie_20110102
https://www.nxtbookmedia.com