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OBJECTIVE: This study assessed the prevalence and correlates of mental health (MH) symptoms and diagnoses in international college students in the United States. PARTICIPANTS: The sample included 44,851 degree-seeking undergraduate students (42,428 domestic students and 2,423 international students). METHODS: Logistic regression analyses were conducted using international student status to predict MH symptoms and diagnoses from the Spring 2017 administration of the American College Health Association-National College Health Assessment (ACHA-NCHA). RESULTS: International students were less likely than domestic students to report a diagnosis of anxiety, co-morbid depression and anxiety, or other psychiatric diagnoses. International students were more likely to report suicide attempts and feeling overwhelmingly depressed. CONCLUSIONS: Among international students studying in the US, lower rates of MH diagnoses despite higher rates of depressive symptoms and suicide attempts mirror similar trends seen in American-born minority students. University campuses should consider culturally sensitive and targeted psychoeducation, mental health services, and outreach programming.

The current study represents the first psychometric evaluation of an expanded version of the Integrated System Teacher Rating Form, which is a German language school-based universal screening measu...

Although there is a growing body of evidence to support the use of direct behavior rating (DBR) as a formative behavioral assessment method in school-based problem-solving models, this work has centered largely on the assessment of attending and problem behaviors and on the use of single-item DBR scales. The primary purpose of the current study was to report on the development and initial validation of teacher-completed multi-item DBR scales (DBR-MIS) designed to expand upon prior DBR research to assess three constructs representing behaviors that are widely considered to support student academic achievement (academic engagement, interpersonal skills, and study skills), only one of which (academic engagement) has been the target of DBR assessment methods. Development of the scales involved a content validity study utilizing feedback from a panel of consumers (teachers, parents, and school administrators) and a panel of researchers with expertise in school-based behavioral assessment. Results of an exploratory factor analysis of ratings of students completed by teachers in Grades K through 3 (N = 307) supported a one-factor solution for each of the aforementioned constructs. Favorable internal consistency was found for each scale.

This study examines the reliability and validity of the Chinese language version of the Integrated Screening and Intervention System Teacher Rating Form (ITRF) as a screening tool for problem behav...

Hillary Clinton described Asian Americans as “among the most prosperous, well-educated, and successful ethnic groups in America.” This seemingly positive stereotype of the “model minority,” frequently promoted by the popular media, may in fact serve to obscure significant challenges faced by this population, particularly with regard to mental health. Issues such as depression and suicidality among Asian American and Asian international students in the United States have become increasingly recognized as major problems at both the high school and university levels, driven by a range of cross-cultural, psychological, familial, and systemic factors. In this chapter, we focus on depression in Asian American and Asian international students as one example of the unique mental health challenges faced by diverse populations in the United States. After outlining the background and context for the chapter, the available literature regarding prevalence of depression in Asian American and Asian international students is summarized. Next, contributing factors and correlates of depression in Asian American and Asian international students are reviewed. Finally, the founding of the MGH Center for Cross-Cultural Student Emotional Wellness is described as one innovative approach to tackling these complex challenges. Clinical recommendations based on the experience of the Center are offered to help foster greater cultural awareness when working with members of these populations.