Barriers to the Utilisation of Counselling Services by International Students
Bibliographic record
Abstract
International students are particularly affected by issues related to physical health, academic studies, and social andpsychological matters. Despite sometimes-enormous emotional distress, there is evidence to suggest that thesestudents are reticent to use counselling services to address these issues. The purpose of this study is to examine therate of utilisation of counselling services by students at two Australian university campuses. Ninety participantscompleted a survey that examined their help-seeking behavior, the barriers that hindered them from seekingcounselling, and how they eventually came to access the service. Follow-up interviews with a subset of thesestudents (n=21) were used to gain more detailed information about their use and experience of counselling services.Counsellors were also interviewed to obtain their perspective on these issues. It was found that several factorshindered students’ use of counselling services and that an overwhelming majority seek help from their friends andother fellow international students rather than counselling services. However, some sought assistance unilaterally, orby referral from academic staff. It was concluded that international students were indeed reticent to attendcounselling services, and there is a strong need for counselling services to be aware of cultural attitudes that act as ablockage to their utilisation.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".