Kids Today Revisited: Lessons From Studying Abroad in Rome
Perspectives on the psychology of living from a semester in Rome.
Posted May 31, 2026 | Reviewed by Jessica Schrader
I recently spent the 2026 Spring Semester with 60 students from our Washington, D.C., campus who participated in a semester abroad at the CatholicU Rome Center in Italy. Situated in Trastevere—a stunning Roman suburb that overlooks “The Eternal City”—I lived with 19- to 20-year-old sophomores and juniors and taught two of my favorite courses, “Clinical Psychology” and the “Psychology of Living.” Any semester abroad in Rome promises incredible experiences; the opportunity to share this adventure with our students was extraordinary. We ate together, went on excursions, worshipped together, and had many long talks after dinner that would never have happened back home. The Psychology of Living course was especially well-suited to enhance the semester abroad experience in countless ways.
PSY 225 met on Tuesday afternoons with 19 students. Most were psychology majors but other majors were in the mix. The curriculum was similar to an earlier version of the class focusing on: lessons from suicidology, existential philosophy , the psychology of awe, life as a journey, the unconscious , intentionality, cultivating perspective, mental health, possible lives, love/relationships, grit, mindsets, spirituality /faith, values, purpose, and meaning—essentially what makes life worth living.
Each class began with student observations from living abroad, their weekly travel, and unique cultural experiences. For example, we all wondered how Italians can dine so late and not be overweight? We were baffled by having to ask for the check after a meal until we realized that eating with friends and family is something that Italians appreciate and extend for hours. A lecture on the psychology of awe came alive with images of awe-inspiring sites (e.g., the Vatican, the Colosseum, the Pantheon, etc.) which were a 15- to 30-minute walk away. In the past, teaching mostly Catholic students about existential philosophy could be unsettling, as many have never questioned the existence of God or an afterlife. In Rome, however, existentialism was seen in a different light when I showed documentary videos of World War I (the war to end all wars), World War II (the Holocaust and the devastation of Europe), and fascist speeches by Benito Mussolini to thousands at Palazzo di Venezia, a place we came to know well living in Rome. These images prompted one astute student to note, “…after all they went through in these awful wars, I can see why Europeans may have concluded that there is no God.” This simple observation sparked an expansive discussion about faith, religion, freedom, responsibility, and the choices we all make about how we live our lives.
There were transcendent moments and youthful epiphanies of ideas that have defined humanism for centuries. In “Something Big is Happening on Campus,” New York Times columnist David Brooks observes that professors are increasingly offering classes on: moral formation, the great questions, character formation, becoming a good person, civic thought, the common good, virtues, purpose, and meaning. Such ideas and intellectual aspirations are the lifeblood of the Psychology of Living, and in Rome our class was on steroids! There were several experiences within the course that particularly impressed me.
A class on Paulo Coelho’s novel, The Alchemist, was notable in terms of thinking of life as a journey and what we are meant to do (i.e., one’s “personal legend”). I conducted a class writing exercise and then had each student speak about their destiny. What they shared was quite moving—their honesty, vulnerability, and candor were remarkable. It was an emotional and bonding class. Students openly said they had never considered this idea which was scary, exciting, and rewarding all at the same time.
I was also impressed by a required group assignment. Four teams of students presented on topics they proposed including: Living in the Moment ; Between Presence and Pressure (The hidden struggles when romanticizing study abroad); Live to Work or Work to Live? ; and From Fear to Freedom: Studying Abroad as a Form of Exposure Therapy . I was quite moved as each student presented with exceptional poise and eloquence. Their content was riveting—fear of missing out, being present to their experiences abroad vs. the pressure to post on social media , cultural norms differentiating Americans and Europeans in terms of work and leisure, and many fears they encountered being abroad. Their PowerPoint slides were well-crafted and included many pictures from their experiences abroad. Again, their candor, good humor , and wisdom struck me and warmed my heart.
A final requirement were written class reflections. I opened 19 emails with excitement as each reflection felt like a gift. They thanked me, loved the content, and valued the “safety” of our class culture that enabled them to be open with their classmates and themselves. There was gratitude for concepts worked-through and for how the class had enhanced their life abroad.
I am now deeply grateful for the gift of this semester and these amazing young people. The experience has left me feeling actually quite hopeful about kids today. I sincerely believe the future will be in good hands because young people can do such extraordinarily things when they are duly inspired and given the right opportunity to shine which I witnessed firsthand.
In closing, the following are paraphrased student reflections that partly show what made our time together in Rome so magical.
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David A. Jobes, Ph.D., ABPP, is a Professor of Psychology, Director of the Suicide Prevention Laboratory, and Associate Director of Clinical Training at The Catholic University of America.
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This article is part of the Bringwise Psychology Journal — daily insights on human behavior, mental health, and personal growth.