Asian International Students’ Construals of Well-Being and Distress

Abstract

The ways in which people conceptualize and experience psychological distress and well-being are culturally grounded. This study explored conceptualizations of loss, trauma, anxiety, and well-being among international students from Asia living in the United States. Participants ( N = 24) from China, India, and other South Asian countries described community members who experienced a distressing event and were now either functioning well or not well. Interpretative phenomenological analysis was used to analyze interview data, and 18 identified themes were organized in the following five domains: contextual conceptualizations of well-being and distress, value of distress, social relationships, intrapersonal factors, and other factors contributing to well or poor functioning. Findings highlighted that conceptualizations of well-being and distress not only included intrapsychic states, but were also grounded in social contexts and included the presence or absence of relational support, material resources, physical health, and academic/career achievement. Having social connections with family, friends, and community were considered vital to well-being, and disruptions in these relationships were thought to lead to distress, among other factors. Participants also reported that after experiencing a distressing event, continuing to withdraw from social relationships was an indicator of poor functioning, whereas reengaging with people and with one’s social roles was an indicator of better functioning. These findings contribute to culturally informed understanding of distress and well-being, and culturally sensitive mental health services for international students.

Abstract

Impact and Implications

This study contributes to the conceptual understanding of well-being and distress among Asian international students as not just emotional and intrapsychic, but also as contextual. Taking into consideration their communities’ sociocultural contexts, particularly regarding social connections, may have significant implications for the functioning, needs, support, and mental health treatment for these students, who often face unique challenges.