This article offers an overview of the adjustment concerns of international students in the United States and explores venues for inclusion of this population in multicultural training and counselor competency development opportunities for graduate students. Counselor educators need to provide awareness and knowledge about the issues faced by international students within graduate course work and training models. This will ensure that counselor trainees are competent within a multicultural framework to understand the unique issues of international students and respond by providing culturally sensitive counseling services and programming. A model of programming implemented at a private university that provided a training opportunity for counselors-in-training is highlighted., Considerations in designing collaborative programs are also discussed.Este articulo da un resumen de las preocupaciones de ajustamiento de estudiantes internacionales en 10s Estados Unidos y explora avenidas para incluir esta poblaci6n en el entrenamiento y desarollo multicultural de estudiantes de consejeria. Educadores de consejeros necesitan proveer consciencia e informacidn sobre las situaciones enfrentadas por estudiantes internacionales en el entrenamiento de estudiantes graduados. Esto asegurara la competencia multicultural de 10s estudiantes para que asi entiendan las necesidades unicas de 10s estudiantes internacionales y puedan proveer sensibilidad cultural en la consejeria y programaci6n de servicios. Este articulo describe un modelo de programaci6n implementado en una universidad privada que entrend a estudiantes de consejeria. Ademas se discuten consideraciones para el diseiio de programas colaborativos.

This is the first biannual review of research for the Journal of Career Assessment. A selective review, this article covers the 2- year period, 1993-1994. Seven inclusion criteria were employed in an effort to reduce the extensive literature by up to 50%. Principal topics were: The origin, structure, and nature of vocational interests; Career indecision; Culture and career assessment; Gender and career assessment; and Tests as tools: What should we teach graduate students? Several conclusions were drawn from this review. The proportion of vocational interests that can be attributed to genetic sources is apparently greater than was previously believed. Further, interests may be broad constructs if strong correlations between interests and personality continue to be found. Repeated confirmation of the circular arrangement of interests is leading to three-dimensional (spherical) models of interests. The introduction of one new, and three revised, interest inventories is testimony to the future viability of vocational interests as diagnostic and treatment devices. Career decision appears to have a strong neurotic component, but our understanding of the nature of indecision is limited by a failure to relate this area to basic decision science. Research on culture and gender in career development continues at a high rate. Finally, questions are raised about the adequacy of vocational assessment training in graduate programs. A call is made for more systematic theoretical work in vocational assessment and for a closer link to interventions.

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