‘My language thing … is like a big shadow always behind me’: International counselling trainees' challenges in beginning clinical practice

Abstract

Background: While counsellor education becomes increasingly culturally diverse, little is known about international trainees' experiences of training. Objective: The present study explores one aspect of training, namely clinical practice from the perspective of international, non‐native speaking trainees. In particular, this paper focuses on the challenges this group encounters when practicing in a second language. Methodology: Semi‐structured interviews with four non‐native English‐speaking trainees were conducted and analysed following the principles of interpretative phenomenological analysis (IPA). Results: Findings suggest that participants encounter practical difficulties related to their non‐native/foreign identity in practice, such as problems with articulate self‐expression and understanding the client's speech. These difficulties generate anxiety and impact on the trainees' confidence. Conclusions and implications for counsellor training: This study elucidates language as a fundamental aspect of culture, and identifies second language use as a significant source of difference in counselling practice. This paper highlights the need for attention to linguistic diversity and for appropriate support during counsellor education. This will improve international trainees' experiences of training, but also enhance all trainees' understanding of difference, resulting in better service provision for the community.

“You look like them”: Drawing on Counselling Theory and Practice to Reflexively Negotiate Cultural Difference in Research Relationships

“…The doctoral study from which this work and the example derives was born out of the desire to investigate and understand international trainees’ experiences of counselling practice in unfamiliar cultural and/or linguistic contexts (Georgiadou 2014, 2015). From this, ‘cultural difference’ was examined through a subjective prism of what has been described as a sense of ‘alterity’ (Smith 2015) or of ‘not being from here’ (Kissil et al 2013).…”

‘I have to hear them before I hear myself’: developing therapeutic conversations in British counselling students

“…Studying contemporary counselling education can contribute to this enquiry (e.g. Fragkiadaki et al, 2013;Georgiadou, 2014). In a detailed qualitative study of a single counselling student's experience, Folkes-Skinner et al (2010) foregrounded the deconstruction of the counsellor's self.…”

‘I was seeing more of her’: international counselling trainees' perceived benefits of intercultural clinical practice

“…Studies on international counselling trainees (ICTs) focus mainly on the difficulties they face in the academic environment, such as adjusting to teaching style and theory Pattison, 2003); struggling with linguistic proficiency and communication (Ilhan, Korkut-Owen, Furr, & Parikh, 2012;Morris & Lee, 2004); and being subject to discriminatory behaviours by peers and tutors (Henfield, Owens, & Witherspoon, 2011;McKenzie-Mavinga, 2005;Mittal & Wieling, 2006). Less frequently, research moves beyond the academic setting and also explores the challenges that ICTs encounter in their clinical practice (placement), such as language barriers in self-expression and understanding clients, anxiety and low self-confidence related to meeting clients (Georgiadou, 2014;Ilhan, et al, 2012;Morris & Lee, 2004; and in some cases, discriminatory behaviours from clients (Mittal & Wieling, 2006).…”

“…Despite the emerging multiculturalism in the field of counsellor education, there is little research on the experiences of 'culturally diverse' and international trainees who train and practise with clients across languages and cultures (Georgiadou, 2014;Mittal & Wieling, 2006;Pattison & Robson, 2013). As the present study is concerned with international students, the following literature review focuses predominantly on this population.…”