There is a lack of research in the mental health field and on help-seeking regarding the Asian Indian population. Asian Indians are the third largest Asian subgroup in the United States; thus, it is important to understand their culture and lifestyle. Collectively, they are more likely to consult family and close friends rather than seek help from mental health professionals. Asian Indians may not choose to discuss these problems because they feel it is unnecessary, or it could bring shame to the family. The purpose of this study was to look at the effects of acculturation on the help-seeking attitudes of Asian Indian parents and caregivers when considering seeking help for their children. Inclusion criteria included parents and caregivers of children ages 7-17, who are 18 years of age or older, of Asian Indian ancestry, have resided in the U.S. for at least one year, and who have been the primary caregiver for at least 6 months. Measures used examined culture, acculturation, help-seeking attitudes, and some basic demographic information. The survey was available online as well as on paper to be returned to the researcher. A total of 89 participants, the majority of whom were mothers and well-educated, completed the survey. Participants were recruited at community events, at a temple in Houston, and through family members and friends by emailing the online link. Analyses of the data indicated that acculturation does not impact openness to seek mental health services, level of mental health stigma, and intentions to seek mental health services. It was also shown that openness and stigma do not mediate the relationship between acculturation and the intention to seek mental health services. Finally, the top sources of help indicated by the Asian Indians in this study are intimate partners, mental health professionals, and doctors or general practitioners. There were participants who had taken their children to see a professional before, but opinions varied regarding its helpfulness. It is hoped that this study will provide valuable information to inform mental health professionals about an understudied population and to continue to emphasize the importance of understanding diversity and what that means for school psychology and the mental health field.

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Religion and spirituality are deemed an important aspect of human diversity, found to be important to people, and have significant impact on different aspects of functioning. Given the rising numbers of international students on U.S. campuses, it becomes important to examine how religion/spirituality impacts their sojourn in the U.S. This study explored the religious/spiritual experiences of Indian international students here in the U.S. using a qualitative approach. Thirteen Indian international students pursuing graduate degrees in the U.S. were interviewed. The interviews were then transcribed and analyzed using a synthesis of hermeneutic methods informed by Kvale (1996). The following themes emerged through the analysis of data: religion is a highly personalized and complex concept, coming to a foreign land brings about changes in the practice of religion, context is important in the experience of religion, certain religious ideas and practices are seen as helpful, and new experiences lead to an evolved way of thinking about religion. The findings suggest that religion/spirituality does tend to be important for Indian international students, though often in an indirect manner. These results offer ideas about ways in which advisement and counseling center staff, international student associations, and university personnel can best serve Indian international students through an open and welcoming approach that acknowledges and respects this important aspect of human diversity.

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Doctor of Philosophy / Curriculum and Instruction Programs / Jacqueline D. Spears / BeEtta L. Stoney / There is a paucity of research on Asian Indians (AI) and Asian Indian Americans (AIA) and their experiences in the American school system. Studies suggest that the educational experiences of Asian Indian American students are related to Asian Indian parents' cultural background, and acculturation into the host society. Previous research also shows that Asian Indian students excel academically. However, the researcher has from personal experience seen that there is a variation in the experiences and academic performance of Asian Indian American students in the middle and high schools. This study describes the educational experiences and the academic achievements of Asian Indian students in a middle and high school district in a Midwestern college town. It uses the multiple case study design, which results in a picture of the commonalities among these Asian Indian students as well as their unique individual experiences. The researcher studies the experiences that the Asian Indian students have in school through student, parent and teacher feedback. Nine Asian Indian American students are interviewed in detail, eight of their parents are surveyed with detailed electronic surveys, and five core curriculum teachers were surveyed with a detailed email survey questionnaire. This study reveals three major themes, namely, the struggle for self-identity in the AIA students, the various definitions of academic success and success in life; and the role and responsibility of the school district in nurturing these concepts of self-identity and academic success. The recommendations for schools and the teachers are to modify the curriculum to include AIA information as part of the regular curriculum. Asian Indian and Asian Indian American culture, history, geography, literature, must be taught regularly. Teachers must conscientiously incorporate the contributions of AIs and AIAs as a part of the regular curriculum. The recommendation for AI parents is to realize that their children are Americans of Indian origin, and not Asian Indians. The recommendations for further research are an inquiry into the absence of AIA information in the curriculum, a longitudinal study to follow the success of AIA students in later life.

South Asians are the third fastest growing racial/ethnic minority group in the United States with distinct cultural characteristics. The coronavirus disease 2019 (COVID-19) pandemic has disproportionately impacted racial and ethnic minorities in the U.S, including South Asians, across several life domains: work, home life/education, social activities, economic, emotional and physical health, infection, quarantine, and positive changes. The COVID-19 pandemic may have critically impacted South Asians with traumatic event experiences and posttraumatic stress disorder (PTSD) symptom severity across several life domains. Limited work suggests high rates of interpersonal traumas and substantial PTSD symptom severity in the South Asian community. Uniquely, the current study examined which life domains impacted by the COVID-19 pandemic associated with a greater count of traumatic event types, interpersonal vs. non-interpersonal traumas, and PTSD symptom severity. Results revealed that negative experiences in social activities, as well as distress in economic, emotional, and physical health domains, were significantly associated with the count of traumatic event types. Negative social activity experiences, and distress in the economic and emotional health domains, were also significantly associated with PTSD symptom severity. Quarantine and physical health domains significantly associated with the count of interpersonal traumas, while COVID-19-related experiences (in social, quarantine, and infection domains) significantly associated with the count of non-interpersonal traumas. Findings inform clinically relevant pandemic research in a vulnerable population and provide trauma and PTSD prevalence estimates in the South Asian community.