At the end of an academic year, some students are relieved that they no longer have to stress about assignments, final examinations, or presentations. The thought of returning home or to work may be an exciting moment. With the busy-ness school entails, some may experience a lack of support during the academic year. Family’s worldwide have different cultural methods of expressing affection and it may be difficult to sense it under the pressure of stress. Social support does not necessarily mean that people have to constantly agree with you; but, social support can lead one to believe the individual is loved, esteemed, and included (Cobb, 1976). Meditation, relaxation, and exercising can reduce stress; however, family support prevents one from social deprivation. The purpose of social support is to help protect one against the health consequences of life stresses.
Though there are many ways to heal from stress such as interpersonalization with professionals/peers or through physical activities, families’ have predominance in understanding your innate characteristic during stressors. Using traditional social upbringings as an example, in eastern traditions, collectivism is a common practice. That is, it is common to prioritize people as a group rather than individualistically (Triandis, 1993). The advantage of this method of support suggests that every member of the group is informed rather than notifying each member separately. However, in western traditions, individualistic support may be more beneficial. Considering the fact that some recognize themselves as introverts, this method of support allows people to converse on a more intimate level.
Introvert or extrovert, family processing variables (e.g., family relationship, expectations), are more important than structural variables (e.g., parents education and/or occupation), and family background (e.g., socioeconomic status) (Gushue & Whitson, 2006; Raymund et al., 2012; Turner, Steward, & Lapan, 2004). Having supportive family members especially during adolescents can have great educational self-efficacy outcomes. Whether your family is overt or covert with communication, having a supportive family will ultimately lead one to become more independent. That is, with a supportive upbringing, the individual will continue development with resilience and learn how to manage with stressors more effectively.
Many believe that the transition into post secondary implies independence. Although that may be true, independence does not suggest the gradual abandonment of family. Whether you are living at home or living separate from your family, family will assist in providing essential needs for survival. That is, shelter, bodily needs (i.e., food, water), social support, etc. Even if one is not close with their family, family members can express their affection in other forms such as: (1) checking in; ensuring that the student is mentally well and has normal autonomic functions. (2) asking questions; parental curiosity can be alienated especially when the student is distant from home. Asking questions may seem interrogating but it ensures the student that they still matter. (3) expecting change; the experience associated with post secondary may affect changes in socialness, vocation, or behaviour and choices. Understanding the reasons and accepting the change is the best way to evaluate the situation. (4) Trusting the student; trust is a sensitive characteristic that can be obtained. It is difficult enough to have others’ judgement distort one’s own thought: trusting the student on their opinions ensures respect (University of Michigan, 2019). Indeed, the family process has a significant factor on the students’ outcome in post secondary; but, love and trust is what will secure the student’s well-being.
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