Metadata for the Understandings of Distinctive Experiences of Mental Health, Disclosure and Help Seeking Among Asian Students Project, 2019-2022

The current study explored the understandings and experiences of Asian International Students (AISs) in terms of mental health, disclosure and help-seeking within Higher Education (HE) in Scotland, UK. A qualitative study using individual semi-structured interviews with AISs (n=20) was used and an inductive thematic approach to analysis was conducted. Three major themes were developed: (1) Negative beliefs, stigma and fear of judgment impacting on understandings and disclosure of mental health issues (mental health as taboo and collective pressures to succeed), (2) Adaptation and acculturation difficulties (lack of sense of belonging), and (3) Barriers in communication, social disconnection and loneliness. Supporting AISs involves challenging negative judgements surrounding mental health, increasing mental health literacy and addressing barriers in overcoming adaptation, acculturation and communication difficulties that may inhibit disclosure and help-seeking behaviour. The need for culturally sensitive mental health practitioners and awareness of diverse understandings of mental health issues is essential to improving supports and services for AISs.

本研究探讨了英国苏格兰高等教育（Higher Education，HE）场景下，亚洲国际学生（Asian International Students，AISs）在心理健康、心理状况披露与求助行为方面的认知与经历。本研究采用质性研究方法，对20名亚洲国际学生开展一对一半结构化访谈，并运用归纳式主题分析法进行数据分析。最终提炼出三大核心主题：（1）负面认知、污名化与对评判的恐惧，对心理健康问题的认知与披露产生负面影响（如将心理健康视为禁忌，以及集体性的成功压力）；（2）适应与文化融入困境（归属感缺失）；（3）沟通障碍、社会联结断裂与孤独感。为亚洲国际学生提供支持，需要破除围绕心理健康的负面评判、提升心理健康素养，并破解可能阻碍心理披露与求助行为的适应、文化融入及沟通障碍。要优化针对亚洲国际学生的支持与服务，亟需配备具备文化敏感性的心理健康从业者，并提升对心理健康问题多元认知的重视程度。