Overview

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.

Full Product Details

Author:   Xuan Ning ,  Sijia Guo
Publisher:   Springer Nature Switzerland AG
Imprint:   Springer Nature Switzerland AG
ISBN:  

9783032201546

ISBN 10:   3032201543
Pages:   287
Publication Date:   10 June 2026
Audience:   Professional and scholarly ,  College/higher education ,  Professional & Vocational ,  Postgraduate, Research & Scholarly
Format:   Hardback
Publisher's Status:   Forthcoming
Availability:   Not yet available  
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Table of Contents

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 students—based 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 Children’s 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.

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Author Information

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.

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