This book integrates perspectives from different scholars and practitioners to examine issues relating to mental health education in multilingual academic settings and communities. It offers insight into the intricate interplay between language, culture, and mental health, providing a comprehensive exploration of how linguistic diversity influences the education, understanding, expression, and treatment of mental health issues. The book brings together scholars, educators, and mental health practitioners to examine real-world case studies and theoretical frameworks that highlight the barriers and opportunities presented by multilingual contexts for mental health education. In addressing the challenges and practices of mental health education in multilingual contexts, this book creates pathways for effective and inclusive mental health initiatives that resonate with diverse populations. It is an essential resource for educators, scholars, mental health professionals, and policy makers committed to promoting mental well-being across linguistic lines.
1.Reducing Anxiety in English-Chinese Interpretation: Teacher
Interventions through the Lens of Affective Filter Hypothesis. By Jinling
Zhang, Northeastern University, China.- 2.Fostering Whole Persons in
Globalized Era: Psychological Support Strategies for Multilingual Students in
Hong Kong and Singapore Universities. By Chaofan Chen & Ruonan Li, Chinese
University of Hong Kong.- 3.Analysis of barriers to the implementation of
mental health promotion program for university studentsbased on the ACE-LYNX
project. By Zhiying Yao, Shandong University.- 4.Enhancing Social Work
Students Cultural Diversity Awareness Through Bilingual Education. By
Xinshan Jia, Chengjun Han, and Li Han. South China Agricultural University.-
5.How the Changes of the Expression "Disability" Reflects the Awakening of
Chinese People's Awareness of Equality: A Theoretical Analysis. By Yiyang
Zhang, University of Hong Kong.- 6.Overcoming Cultural and Language Barriers
when Developing a Bilingual Mental Health Intervention App. By Xuan Ning, Yi
Wang, and Yupeng Li, BNU-HKBU United International College.- 7.The
Flourishing of Foreign Students Studying in China. By Sijia Guo, Shaoman Liu,
and Rujing Huo. Dalian Maritime University.- 8.Multilingual Learning
Motivation, Communication Friction and Psychological Well-being in Different
Cultural Settings. By Tianli Qin, South China Normal University.- 9.Different
Impacts of Second Language Proficiency on Childrens Chinese Reading Related
Emotions in AI Book Reading. By Yang Dong, Shengyuan Luo, Renyi Jin, and
Linzi Zhang. Hainan University.- 10.The Psychological Impact of Pluralingual
Educational Practices on Multicultural Children in Japan. By Qianye Gao,
Dalian Maritime University.- 11.From Barriers to Bridges: A Methodological
Framework for Culturally and Linguistically Inclusive Assessment Tools. By
Jingying Wang and Wenjie Duan, East China University of Science and
Technology.- 12.Emotions and Mental Health in Cross-Cultural Contexts. By
Xiaoyu Zhou and Yuxin Pei, Beijing Normal University.- 13.Navigating
Multilingual Challenges: Barriers and Strategies of Counselling Mainland
Students in Hong Kong Universities. By Shengzhe Yang and Xuan Ning, BNU-HKBU
United International College.- 14.Framing Vulnerability: Multi-Ethnic
Perspectives on Mental Health in Malaysian Newspapers. By Lai Fong Yang,
BNU-HKBU United International College.- 15.Multilingualism, Media, and Mental
Health: Experiences of Chinese Queer Women. By Yaxiang Liu, University of
Sydney.- 16.Mental Health Education for East Asian Students who Study Abroad.
By Han Zhou, National University of Singapore.- 17.Mental Health Implications
of Proactive and Inhibitive Conscientiousness in Early Language Learning
Procrastination: Mediator Roles of Five Typical Academic Emotions. By Renyi
Jin and Yang Dong, Hainan University.
Dr. Xuan Ning is currently an Associate Professor at Beijing Normal-Hong Kong Baptist University, China. She obtained her PhD at the City University of Hong Kong. As an interdisciplinary researcher, Dr. Ning conducts research on social network-based mental health interventions, social well-being, critical discourse analysis, and gender through digital and qualitative methods. She is a principal investigator for many national and provincial social and natural sciences research projects, and she has co-initiated several federal government-funded projects on mental health interventions in multilingual settings in Canada. Her research outputs have been published in top international journals in her field. She has been working on promoting resilience and social well-being for multilingual communities both within and outside China.
Dr. Sijia Guo is currently Associate Professor at the College of Public Administration and Humanities, Dalian Maritime University, China. She obtained her PhD from the Department of Behavioral and Social Science at City University of Hong Kong. As an interdisciplinary researcher, her research interests include child and adolescent well-being as well as evidence-based interventions. She has secured several grants from the National Natural Science Foundation of China, the Ministry of Education Humanities and Social Sciences Research Project and Social Science Project of Liaoning Province to promote the resilience and social well-being of vulnerable groups, cooperating with governmental officials, mental health service providers, and community leaders.
