Interpretative Phenomenological Analysis of Wellbeing of an International Student with Depression and Suicidality from a Coping Perspective

Journal of Comparative and International Higher Education. 3107 B Hampton Highway, Yorktown, VA 23693. e-mail: oic213@lehigh.edu; Web site: https://www.ojed.org/index.php/jcihe/index

Y

15

Phenomenology; Well Being; College Students; Suicide; Student Adjustment; Mental Disorders; Second Language Learning; Cultural Differences; Psychological Patterns; Self Disclosure (Individuals); Foreign Students; Case Studies; Females; Coping; Trauma; Health Promotion; Educational Experience; Depression (Psychology); Foreign Countries

2151-0393
2151-0407

Students in higher education settings are susceptible to well-being concerns, as indicated by the global pervasiveness of mental illness and high rates of suicide. International students especially tend to encounter problems due to necessary adjustments in language and culture as well as loneliness when separated from family and close friends. This paper presents a case study (Jane) drawn from a larger mixed-methods project regarding international students' well-being and coping strategies. Case study data were processed using interpretive phenomenological analysis. Jane regained her well-being after an adverse event and attributed her recovery to self-disclosure, support, dependence on support, and learning about scientifically proven ways to promote well-being via informal channels. Findings shed light on the importance of dependency in well-being recovery. Results can offer guidance for creating formal structures to help international students develop the skills required to maintain well-being.

As Provided

2025

EJ1473478