Department of Teaching, Learning and Teacher Education
Date of this Version
2016
Document Type
Article
Citation
Published in The Nebraska Educator 3 (2016). doi:10.13014/K29G5JR2
Abstract
As international students make up an increasing body of students on U.S. college campuses, how to effectively assist their transition becomes an emerging task for staff in this educational setting. This intervention is designed to inform educational administrators as a protocol to help international students transition to U.S. college campuses. The intervention aims to target international students’ psychological adaptation by addressing social support and adaptive emotion regulation through increasing social self-efficacy, level of assertiveness and mindfulness. Proposed interventions include peer mentoring, assertiveness training and mindfulness exercises. Details on implementation and evaluation of this program are provided. The intervention proposed incorporates the social support as well as emotionfocused coping component, which has not been proposed nor tested in the literature.
Comments
Copyright © 2016 The University of Nebraska–Lincoln.