Internationalization of the Counseling Profession: Meaning, Scope and Concerns

Abstract

The present study sought to clarify the meaning and delineate the scope of internationalization of the counseling profession. Using a qualitative approach, the study recruited a panel of eight experts to help generate a consensus statement on the meaning of internationalization to the counseling profession and to delineate a five-theme scope of internationalization. The panel further highlighted concerns about some aspects of the process of internationalization, related to promoting U.S./Euro-centrism, as well as recognizing positive progress that is culturally respectful and beneficial for the counseling profession across the world, including the United States.

A working definition and conceptual model of internationalization for school and educational psychology

“…It also appears the term has hardly been used within discipline‐specific scholarship, and until this special issue, only a few recent studies have specifically evaluated data with the goal of understanding internationalization within school and educational psychology (Begeny, ). In short, scholarship pertaining specifically to internationalization is still relatively scarce throughout all of psychology (Arfken, ; Gerstein, Heppner, Ægisdóttir, Leung, & Norsworthy, ; Ng & Noonan, ), but particularly little has thus far appeared within school psychology.…”

“…These are broad descriptions of assessment, intervention, and collaborative consultation processes that many practicing educational psychologists are familiar with, and there is much literature within and outside of educational psychology to support these types of processes when the goal is to understand a problem and/or collaborate to strategically address it (e.g., Begeny, Schulte, & Johnson, ; Jameson, Jaeger, & Clayton, ; Nastasi, ; Sheridan & Kratochwill, ). Furthermore, although past descriptions of internationalization have not specifically described the internationalization process in this particular way, the vast majority of the scholarship has described these elements within a broader description of the internationalization process, such as the importance of collaboration, cultural understanding, promoting equal partnerships, including representative stakeholders, and a commitment to social justice (Arfken, ; Bullock, ; Consoli, Bullock, & Consoli, ; Gerstein et al., ; Ng & Noonan, ; Spilka, & Dobson, ; van de Vijver, ). Perhaps the only element less commonly described in the internationalization scholarship is the interventionist perspective, which emphasizes the use of various forms of data so that intentional, strategic decisions can be made and specifically enacted to support internationalization goals.…”

“…Others have also highlighted the importance of multinational collaboration and support (outside of producing scholarship) to better internationalize a discipline (e.g., Consoli et al., ; Gerstein et al., ; Hatzichristou & Polychroni, ; Leung, ). For example, in their empirical efforts to define internationalization and its scope for counseling psychology, Ng and Noonan () found that experts in their field viewed advocacy efforts as one of the most essential activities for internationalization.…”

Postcolonial Theory and Humanism: A Framework for International Work in the Counseling Profession

“…Whereas current calls to action in the profession focus on the indigenization of counseling around the world (Leung et al, ) and the internationalization of the U.S. profession (Ng & Noonan, ), postcolonial theory and humanism provide a theoretical overview for many of these professional initiatives that challenge U.S. counselors to be more reflective of and responsive to local communities in their international work. Acknowledging and thoughtfully considering the history of colonialism when working internationally can invite the creation of constructive partnerships that are grounded in a deep respect for the other (Andreotti, ; Buber, ).…”

“…At the most basic level, globalization refers to the enhanced connection and interaction of people around the world, whereas internationalization can be understood as organizational responses to globalization (Knight, ). Within counselor education, some of these internationalization responses have included initiatives such as the development of study‐abroad programs, the intentional inclusion of international students and faculty in counselor education, and cross‐cultural research in other countries (Ng & Noonan, ).…”