This study explored how Chinese international students view seeking mental health services. One hundred and ten Chinese international students responded to the Attitude Toward Seeking Professional Psychological Help Scale–Short Form (ATSPPH-SF) and a demographic questionnaire. Results of our data analysis revealed no significant main effects of the demographic factors (gender, length of stay in the United States, and awareness of on-campus counseling services) on attitudes toward seeking mental health services. However, awareness of on-campus counseling services was found to be a mediating factor in the relationship between gender and students’ mental health help-seeking attitudes. Based on the findings, we make recommendations on how student affairs professionals can better serve the mental health needs of Chinese and other international students.

n this exploratory phenomenological study, the authors researched the experiences of doctoral level supervisors (N=5) who piloted a new supervision approach, Multi-Tiered Intensive Supervision (MTIS). MTIS is a 13-week supervision intervention that involves hierarchical supervisory experiences which includes clinical supervision with three different professionals. This approach applies an anti-racist framework and merges the components of traditional supervision models which allows concepts such as knowledge development of multicultural counseling theory, conceptualization of the intersectionality of cultural identities and enhanced personal self-awareness across each layer of supervision. Five themes were identified: (a) recognition of power, privilege, and oppression; (b) personal impact; (c) deficits in current supervision training and models; (d) supervisory skill development; and (e) impact of MTIS. Implications and recommendations for supervisors, counselor education programs, and researchers are provided.

This chapter explores the specific needs of child-centered play therapist (CCPT) supervisees, how to address these needs through the use of expressive arts, and important multicultural and ethical considerations for supervisors to follow. The authors use a case example to illustrate the use of expressive arts to enhance CCPTs' self-awareness, proper use of play therapy skills, and case conceptualization. This case example illustrates the integration of person-centered within the discrimination supervision model to exemplify supervisors' intentionality when using expressive arts to address the needs of CCPTs.