Using Counselor Training and Collaborative Programming Strategies in Working With International Students

Abstract

This article offers an overview of the adjustment concerns of international students in the United States and explores venues for inclusion of this population in multicultural training and counselor competency development opportunities for graduate students. Counselor educators need to provide awareness and knowledge about the issues faced by international students within graduate course work and training models. This will ensure that counselor trainees are competent within a multicultural framework to understand the unique issues of international students and respond by providing culturally sensitive counseling services and programming. A model of programming implemented at a private university that provided a training opportunity for counselors-in-training is highlighted., Considerations in designing collaborative programs are also discussed.Este articulo da un resumen de las preocupaciones de ajustamiento de estudiantes internacionales en 10s Estados Unidos y explora avenidas para incluir esta poblaci6n en el entrenamiento y desarollo multicultural de estudiantes de consejeria. Educadores de consejeros necesitan proveer consciencia e informacidn sobre las situaciones enfrentadas por estudiantes internacionales en el entrenamiento de estudiantes graduados. Esto asegurara la competencia multicultural de 10s estudiantes para que asi entiendan las necesidades unicas de 10s estudiantes internacionales y puedan proveer sensibilidad cultural en la consejeria y programaci6n de servicios. Este articulo describe un modelo de programaci6n implementado en una universidad privada que entrend a estudiantes de consejeria. Ademas se discuten consideraciones para el diseiio de programas colaborativos.

Characteristics of Korean International Students and Their Perceived Preferences for Counselling Style

“…There has been emphasis in the counselling literature on the importance of investigating subgroups within the international student population (Jacob & Greggo, 2001;Zhang & Dixon, 2001). The results of this study necessitate further attention to individual differences even among the same nationals.…”

“…Although the evidence is not conclusive, sometimes even mixed, time spent in the host culture has also been frequently found to be a source of significant within-group differences for the concerns that international students encounter (Cho, 1988;Parr, Bradley, & Bingi, 1992;Sodowsky & Plake, 1992). These findings illustrate that investigating Asian international students more specifically by taking into account sociocultural variables as well as their country of origin is important for a more complete knowledge and understanding of these students (Fouad, 1991;Manese, Sedlacek, & Leong, 1988;Sodowsky & Plake, 1992) and further for intervention strategies that are culturally responsive to the concerns and issues they face in the host culture (Jacob & Greggo, 2001;Zhang & Dixon, 2001).…”

International Counseling Traits: Identifying Counseling Traits Ranked most Important by International Counseling Professionals through Q-Sort Analysis

“…Discussion about international counselor identity provided insight on the need to promote international counseling as a profession Tang et al 2012;WHO 2011WHO , 2012b and to develop international counseling expertise among individual counseling professionals (Abreu et al 2000;Jacob 2001;McCall and Resick 2003;Repetto 2008). Crisis intervention and response from counseling professionals informed concepts of international counseling because of the growing opportunity and need for counselors to provide support after crisis events (Carrel 2000;Cohen et al 2001;IASC 2010;James 2008).…”

Extending Support for English Language Learning: A University Outreach Program

“…Another approach is to offer courses specifically designated for this purpose, such as a first year seminar for international students (Andrade, 2006). Possibilities also include pairing international and domestic students for the purpose of social interaction and increased cultural understanding (e.g., see Abe, Talbot, & Geelhoed, 1998;Deardorff, 2009;Hallett;Jacob & Greggo, 2001;Shigaki & Smith, 1997). Orientation programming, sometimes extending over the course of a semester or longer, is another means of addressing social and cultural transition needs (e.g., see Housely, 2009;Rhodes, Cox, & Ebner, 2009;Silver, 2009) while community programs help students and community members connect for the purpose of increased cultural understanding (e.g., see Audas, 2009;Fluck, 2009).…”