Do you have opportunities to teach, counsel, or mentor international students at your university or in your practice? Do you supervise international students in practica and internships? If so, are you aware of the different cultural backgrounds of your students and their sometimes unique educational and personal needs? This article briefly reviews the literature on mentoring and examines the mentoring relationship with a particular focus on the needs of international students. The authors highlight the difficulties confronting international students learning to cope with a different, challenging, and sometimes bewildering new environment and recommend ways in which psychologists can support international students through mentoring.

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The social processes involved in the development of criminal laws have been studied by several scholars (Jeffery, 1957; Hall, 1952; Chambliss, 1964; Lindesmith, 1965; Sutherland, 1950; Becker, 1963). Generally, two major perspectives have guided these studies. One orientation has been the functionalist perspective (Pound, 1922, 1942; Durkheim, 1964) which stresses the emergence of moral consensus and the functional interdependence of the law with other institutions. Dicey (1920) suggests that public consensus is preceded by the origination of such ideas among elites, and is only later accepted by the mass of citizens. Such consensus, he claims, supplies the foundation for eventual legal change. An alternative view is the conflict . orientation (Quinney, 1970; Vold, 1958: 203-219; Engels, 1972; Laski, 1935) which views law as the instrument through which one interest group dominates another. In the development of workman's compensation laws, Friedman and Ladinsky (1967) trace the history of conflict and eventual accommodation between workers and factory owners.

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