A Conceptual Framework for Incorporating Mentoring in the Clinical Supervision of International Counseling Students

Abstract

There has been an increased number of international students attending universities in the United States, which has resulted in a growing number of international students in counseling programs. Cultural differences necessitate culturally appropriate supervision models for counselors and supervisors to utilize when working with international students. The authors identify and delineate the challenges and unique supervision needs of international counseling students and highlight the importance of mentoring as a culturally appropriate complementary supervision technique when supervising international counseling students. The authors propose the inclusion of mentoring with Bernard’s discrimination model of supervision as a strategy to enhance the counseling skills of international students.