International Homesickness By Safwan M. Alhawsawi Submission

International Homesickne.docx by Safwan M Alhawsawi Submis...

Identify the core assignment task—discussing homesickness among international students, its causes, effects, and possible interventions—by analyzing the provided research and perspectives on the topic.

Write a comprehensive academic paper of approximately 1000 words, integrating credible sources, with proper citations. The paper should include an introduction, detailed discussion on causes and effects of homesickness, and suggestions for interventions and solutions. Incorporate at least 10 scholarly references, cite them properly, evaluate sources critically, and include quotations where appropriate. Maintain a clear structure with proper academic language, and ensure the paper addresses the psychological, cultural, and social aspects of homesickness among international students.

Paper For Above instruction

Homesickness is a pervasive and complex issue faced by numerous international students studying abroad. It encompasses emotional distress caused by separation from home, familiar cultural and social environments, and loved ones. This phenomenon has garnered considerable scholarly attention due to its significant impact on the mental health and academic performance of international students. This paper explores the causes underpinning homesickness, its diverse effects, and potential interventions aimed at alleviating its adverse consequences, thereby contributing to the broader conversation on supporting international students' adaptation and well-being.

Understanding Homesickness: Causes and Triggers

Homesickness arises predominantly from the psychological and social dislocation experienced by students who transition from familiar environments to unfamiliar, often contrasting, settings. A critical factor is the profound sense of loneliness and social isolation. Many international students arrive with no established social networks, often feeling detached from local communities due to language barriers, cultural differences, and differing social norms. For instance, Oghenerhoro (2020) highlights that difficulty in forming social connections exacerbates feelings of loneliness, which serve as a primary catalyst for homesickness. Moreover, the absence of familial support intensifies this emotional distress, as students may struggle with the absence of familiar emotional anchors, especially during stressful academic periods.

Language proficiency also plays a pivotal role in triggering homesickness. Gebregergis (2018) emphasizes that language barriers hinder effective communication, leading to frustration and helplessness, which intensify feelings of alienation. Furthermore, acculturative stress, which encompasses the challenges associated with adapting to a new cultural context, significantly contributes to homesickness. Thomas (2020) notes that differences in cuisine, social customs, and everyday routines can elicit cultural shock, disrupting students' sense of normalcy and orientation in the new environment.

Distance and the inability to maintain regular contact with family and friends further escalate homesickness. Ferrara (2020) indicates that the greater the geographical distance from home, the higher the perceived intensity of homesickness, especially when coupled with infrequent communication or inability to share daily experiences with loved ones. These factors collectively create an emotional void that students may find difficult to fill, thereby escalating their homesick feelings.

Effects and Consequences of Homesickness

The manifestations of homesickness are multifaceted, impacting students’ psychological, social, and academic lives. Psychologically, homesickness often associates with increased levels of anxiety, depression, and in extreme cases, suicidal ideation (Kegel, 2009). Symptoms include irritability, sadness, withdrawal from social activities, difficulty concentrating, and disrupted sleep patterns. Such symptoms adversely affect students’ overall mental health and can predispose them to further mental health issues if unaddressed.

Academically, the consequences are equally deleterious. Homesick students may experience diminished motivation and engagement, leading to poor attendance, reduced participation, and declining grades. Poyrazli and Devonish (2020) highlight that emotional distress stemming from homesickness distracts students from their academic responsibilities, often resulting in academic underperformance and dropout in severe cases. Furthermore, persistent homesickness and its allied depressive states increase the risk of self-harm and suicidal behaviors, emphasizing the urgent need for effective interventions.

Socially, homesickness may cause students to withdraw from peer interactions, further reinforcing feelings of alienation. Kegel (2009) observed that students exhibiting homesick symptoms tend to avoid participating in social or campus activities, which hinders their integration into the campus community. This social withdrawal perpetuates a cycle of loneliness, thereby deepening their emotional distress and hindering cultural adaptation.

Interventions and Support Strategies

Given the profound impact of homesickness, universities and support services have a vital role in implementing targeted interventions. Promoting social networks remains the cornerstone of effective strategies. Poyrazli and Devonish (2020) advocate fostering peer support programs that connect international students with domestic students and community groups. Peer mentoring programs, especially those pairing students with local peers, have proven effective in easing cultural transitions and providing emotional support, which mitigates feelings of loneliness and homesickness.

Counseling services tailored to the cultural contexts of international students are also crucial. Rathakrishnan et al. (2021) suggest that culturally sensitive counseling, incorporating understanding of students’ backgrounds, can better address their unique needs. Such services should aim to develop students’ resilience, emotional regulation, and coping skills, enabling them to navigate cultural differences more effectively. Workshops on adaptation, stress management, and language skills can empower students with practical tools to handle homesickness.

Additionally, encouraging students to explore and engage with their new environment can foster a sense of belonging. Billedo, Kerkhof, and Finkenauer (2020) demonstrate that active engagement in campus activities, exploration of local culture, and maintaining contact with home through technology significantly reduce homesickness. Strategies like regular communication via social media or video calls help maintain emotional bonds with loved ones, alleviating the sense of loss.

Moreover, universities should recognize the importance of pre-arrival orientation and ongoing adaptation programs. Providing comprehensive orientation sessions on cultural norms, academic expectations, and available support resources prepares students better for the transition. Continuous support throughout their academic journey ensures they do not feel abandoned and can develop adaptive coping mechanisms.

In conclusion, homesickness among international students is a complex, multifaceted issue that demands a comprehensive, culturally sensitive approach. Addressing its root causes—social isolation, language barriers, cultural differences—and its consequences—psychological distress and academic struggling—requires collaborative efforts among educational institutions, counselors, and peer support networks. By fostering inclusive campus environments and providing targeted psychological and social interventions, universities can significantly enhance the well-being and academic success of international learners, enabling them to thrive in their new settings.

References

  • Billedo, C. J., Kerkhof, P., & Finkenauer, C. (2020). More facebook, less homesick? Investigating the short-term and long-term reciprocal relations of interactions, homesickness, and adjustment among international students. International Journal of Intercultural Relations, 75.
  • Ferrara, T. (2020). Understanding Homesickness: A Review of the Literature. Journal for Leadership and Instruction.
  • Gebregergis, W. T. (2018). Major causes of acculturative stress and their relations with sociodemographic factors and depression among international students. Open Journal of Social Sciences, 6(10), 68-87.
  • Kegel, K. (2009). Homesickness in International College Students. Compelling Counseling Interventions, 67-76.
  • Oghenerhoro, A. A. (2020). Homesickness among International Students in Famagusta, North Cyprus (Master's thesis, Eastern Mediterranean University).
  • Poyrazli, S., & Devonish, O. B. (2020). Cultural Value Orientation, Social Networking Site (SNS) Use, and Homesickness in International Students. International Social Science Review, 96(3), 2.
  • Rathakrishnan, B. A., Bikar Singh, S. S., Kamaluddin, M. R., Ghazali, M. F., Yahaya, A., Mohamed, N. H., & Krishnan, A. R. (2021). Homesickness and socio-cultural adaptation towards perceived stress among international students of a public university in Sabah: an exploration study for social sustainability. Sustainability, 13(9), 4924.
  • Thomas, D. (2020). Factors that contribute to homesickness among students in Thailand. Kasetsart Journal of Social Sciences, 41(1).

Related Assignments