Mentoring and Supervising International Students in School Counseling Programs

Abstract

Graduate counseling programs in the United States have increased their population of international students. However, limited studies have addressed the challenges of international students, specifically in school counseling programs. Considering the cultural disparities that exist for international school counseling students and the challenges associated with being an international student in general, this article identifies and delineates a culturally appropriate mentoring and supervision model that has the potential to shape the experiences of international students in school counseling training programs. The model presented through a case study argues that intentional mentoring and supervision for international school counseling students enhance productivity during students’ field experiences in U.S. school systems.

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

“…The report also indicated that about 1% of master’s students in CACREP accredited counseling programs were international students. Numerous studies have reported the challenges international students encounter in their academic environment, which influences their academic achievements and psychological well-being (Asempapa, 2019 ; Boafo-Arthur, 2014 ; Yoon & Portman, 2004 ).…”

“…During the acculturation process, international students may experience several barriers that adversely affect their social and academic communications participation. Asempapa ( 2019 ) asserts that these experiences result in increased acculturative stress during international students’ field experience.…”

“…The report also indicated that about 1% of master's students in CACREP accredited counseling programs were international students. Numerous studies have reported the challenges international students encounter in their academic environment, which influences their academic achievements and psychological wellbeing (Asempapa, 2019;Boafo-Arthur, 2014;Yoon & Portman, 2004). Ng and Smith (2009) conducted a quantitative study involving 56 international counseling students (ICSs) and 82 domestic counseling students (DCSs), enrolled in programs from 22 and 16 states in the U.S. respectively.…”

International Counseling Students’ Practicum Experience in a Counseling Program in the United States

“…Despite facing significant challenges, limited attention has been given to ICSs, including their field experience (Asempapa, 2019;Ng, 2006;Park et al, 2017). Counseling programs require students to take field experience courses to receive supervision while working with real clients (Council for Accreditation of Counseling and Related Educational Programs [CACREP], 2016).…”

International Counseling Doctoral Students' Teaching Preparation: A Phenomenological Study

“…Li et al, 2018;McKinley, 2019;Woo et al, 2015;Zhou et al, 2019). Mentorship of international students in specific counseling programs also has been broached (Asempapa, 2019).…”