How Do I Go Back? Psychotherapy with International Students Who Face Stigma upon Their Return Home

Matic, Dina; Russell, Glenda M.

doi:10.1080/87568225.2019.1574216

Cited by 5 publications

(3 citation statements)

References 39 publications

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“…Another possible explanation is related to the fact that early reentry (from any type of sojourn) still holds stigma for sojourners who (for any reason) cannot complete their experience (Doty-Yells et al, 2017). Because early reentry is associated with feelings of failure, incompleteness, and deficit (Matic & Russell, 2020), students who were forced to return home due to the pandemic might have internalized similar feelings even when they acknowledged that they had no control over the situation. Study abroad programs should strive to normalize the experience of early reentry and provide a counternarrative of empowerment (rather than incompleteness) to reframe circumstances that involve early reentry (Irene, 2014).…”

Section: Discussionmentioning

confidence: 99%

Disrupted Sojourn and Forced Reentry: A Qualitative Inquiry of College Students’ Experiences, Stressors, and Coping Strategies After Returning Home During the COVID-19 Pandemic

Fanari

Segrin

2023

Frontiers

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This study explores the unique experience of disrupted sojourns and early reentry among U.S. college students who were abruptly repatriated from their study abroad experience in March 2020. Using a combination of focus groups and interviews with 25 U.S. returning students, the findings suggest that students’ experiences were characterized by themes of accelerated reentry and a deep grieving process, as well as numerous financial, academic, interpersonal, and COVID-19 related stressors. The findings also highlight returning students’ coping strategies of staying busy, seeking social support, and reframing the situation under a positive light. This research provides insights into the challenges and adjustments associated with a heretofore unstudied phenomenon of early reentry among returning students. Important practical implications for study abroad programs and administrators who might face additional cases of early reentry due to the uncertainty of the pandemic are discussed.

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Section: Discussionmentioning

confidence: 99%

Disrupted Sojourn and Forced Reentry: A Qualitative Inquiry of College Students’ Experiences, Stressors, and Coping Strategies After Returning Home During the COVID-19 Pandemic

Fanari

Segrin

2023

Frontiers

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“…Several researchers have discussed whether the host university should provide counselling support for international students by regarding their transition process and helping them to cope with inner conflicts about whether to return home or to remain abroad (Christofi and Thompson (2007), Arthur (2003), and Matic and Russell (2019). Kostohryz et al (2014) suggested that counsellors should develop self-help groups in which international students can connect and share experiences.…”

Section: Reacculturation and Its Evolutionmentioning

confidence: 99%

“…The host university should be involved in the reentry process of exchange students and international full degree students, not only the home university. Matic and Russell (2019) have emphasised that international students whose social statuses are treated differently in their home and host countries (i.e. in the cases of physical ability, gender roles, sexual orientation, and so on) need special counselling at their host universities before returning home to be prepared mentally for the prospect of reverse culture shock.…”

Section: Reacculturation and Its Evolutionmentioning

confidence: 99%

Betwixt and between: a qualitative review of the (re)acculturation of international students and returnees

Sonnenschein

Michelini

King

2021

British Journal of Guidance & Counselling

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Social Contact and Adaptation

Pho

2022

Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication

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This longitudinal mixed methods study examined the relationship of social contact and socio-cultural, academic, and psychological adaptation outcomes of international students. The study was conducted over 16 months, spanning over the complete sojourn of the students. Surveys were distributed early and near the end of the academic year (N=84), and semi-structured interviews were conducted once students returned home for at least a month (N=13). Findings suggest there was a significant increase of the quantity and quality of co-national and international contact over the academic year. However, the international students tended to socially segregate from “host national” students (UK students) and had difficulties in maintaining the degree of contact over time. The study also confirms the importance of non-co-national international contact in adaptation during the sojourn and re-adjustment to home cultures.

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How Do I Go Back? Psychotherapy with International Students Who Face Stigma upon Their Return Home

Cited by 5 publications

References 39 publications

Disrupted Sojourn and Forced Reentry: A Qualitative Inquiry of College Students’ Experiences, Stressors, and Coping Strategies After Returning Home During the COVID-19 Pandemic

Disrupted Sojourn and Forced Reentry: A Qualitative Inquiry of College Students’ Experiences, Stressors, and Coping Strategies After Returning Home During the COVID-19 Pandemic

Betwixt and between: a qualitative review of the (re)acculturation of international students and returnees

Social Contact and Adaptation

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