Comprehensive Evaluation of a Global Mental Health Study Abroad Program in Switzerland
Introduction
This exploratory study evaluates an international study abroad program focused on Global Mental Health (GMH), exploring key considerations for maximizing the effectiveness of short-term programs and increasing inclusivity of students from underrepresented backgrounds.
Key questions include: What were the key areas of personal and professional growth for mentors and students?
How can study abroad programs uniquely prepare students for both academic and workforce settings?
The Bern Program uniquely provides undergraduate students the opportunity to: experience and learn about supporting mental health in contexts of migration and displacement through site visits with key stakeholders at the macro and micro level practice and deliver psychosocial trainings support individual research projects that incorporate lessons learned to increase mental health infrastructure in their local communities
Methodology
Data were collected through semi-structured interviews with undergraduate fellows (n=12) and graduate mentors (n=4) across five program cohorts (2019–2024)
Thematic analysis was conducted by 2 coders to identify key patterns in participants reflections Findings were contextualized within existing literature on international education, clinical psychology training, and culturally responsive care.
Themes / Results
Cross-cultural Communication
Contextualizing Reflections
Financial Accessibility
Students emphasized that the program encouraged them to approach d scuss ons with intellectual curiosity, such as framing contribut ons as questions to nvite nuanced d alogue rather than definit ve statements. A key takeaway ncluded the reinforcement of help ng sk lls, greater appreciation for cultural humil ty, and an openness to learn ng from different perspect ves
For the r final project, students reflected on personal exper ences regard ng system c dispar ties n mental health and considered how lowcost, scalable ntervent ons could be effect vely ntegrated w th n exist ng nfrastructure n the r own communities Students reported greater abilit es to advance the mpact of psychological sc ence n diverse, real-world contexts
By provid ng a relat vely lowrisk environment for experimentation, creat vity and reflection unencumbered by financ al constra nts through st pends, the program not only conf rmed students interests in mental health, but also the desire to support clients of underserved backgrounds in overcoming system c and ndiv dual barr ers to well-be ng that may reap greater rewards for the future of GMH
conf
reported
not only in academic settings, but also in broader contexts The studentled nature of the program prompted students to take n t at ve n setting and ach ev ng goals, and to actively engage in meet ngs with key stakeholders, mark ng a shift from traditional academic settings Mentorship also enhanced students’ will ngness to seek gu dance, and ab l ty to manage uncertainties.
Discussion
Immersing students in real-world, community-based global mental health contexts can foster “cultural competemility” (Campinha-Bacote, 2018), the integration of cultural competence and cultural humility, by approaching cultural differences with openness and reflexivity.
Experiential learning and reflection encourage the development of “deep smarts,” (Eljiz, 2018) the flexible integration of explicit knowledge, tacit knowledge, and emotional intelligence that is instrumental in complex, multicultural environments
Increased self-confidence and a heightened desire to explore interests among lower-SES students challenge traditional assumptions about socioeconomic disparities in career and educational decision-making. In contexts of perceived scarcity, students of low SES were previously found to prioritize immediate stability over exploratory activities, while their higher-SES peers were more likely to invest in future-oriented goals (Hu et al., 2020). Perceptions of financial insecurity and uncertainty can limit long-term educational investments like leadership opportunities that instill greater self-efficacy.
Future Directions
Longitudinal studies on impacts of shortterm immersion on participants’ career trajectories, intercultural sensitivity, and leadership development across diverse institutional and cultural contexts.
Employ measures such as the Cultural Humility Scale (Hook et al., 2013), Career Adapt-Abilities Scale (Savickas & Porfeli, 2012), the Career-Related Peer Support Scale (Zhang & Huang, 2018), and the Career Decision SelfEfficacy Scale (Betz et al , 2005) to evaluate pre-post changes
