scholarly journals Mentoring and Supervising International Students in School Counseling Programs

2019 ◽  
Vol 9 (3) ◽  
pp. 912-928
Author(s):  
Bridget Asempapa
Keyword(s):  
International Students ◽  
School Counseling ◽  
International Student ◽  
Counseling Students ◽  
The United States ◽  
International School ◽  
Counseling Programs ◽  
Counseling Training ◽  
School Counseling Programs ◽  
School Counseling Students

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.

The Case for a Core Anti-racist Course for Counselors in Training

2021 ◽  
Author(s):  
Ileana A. Gonzalez ◽  
Raven K. Cokley
Keyword(s):  
White Supremacy ◽  
Historical Context ◽  
Counseling Students ◽  
The United States ◽  
Pedagogical Practices ◽  
Counselors In Training ◽  
Counseling Programs ◽  
Preparation Programs ◽  
Systemic Racism ◽  
Counselor Preparation

Historically, counseling programs in the United States have been rooted in whiteness and white supremacy. Despite this historical context, counseling programs fail to teach students about the varied ways that anti-Blackness and systemic racism show up in society, classrooms, and clinical settings. Given the systemic murders of Black folks by the state, the health disparities highlighted by the COVID-19 pandemic, and the refusal of white voters to abandon white supremacist patriarchy in the 2020 presidential election, the counseling field must reconsider how it prepares trainees to embrace anti-racism in their personal and professional lives. The purpose of this article is to propose a core anti-racist counseling course to assist students in developing an anti-racist counseling identity including pedagogical practices, course learning objectives and assignments. Implications will be provided for counselor preparation programs, counseling students, and counselor educators to employ.

scholarly journals International Student Transitions

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Muhammad Sharif Uddin
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
International Students ◽  
International Student ◽  
Higher Education Institutions ◽  
Developed Countries ◽  
The United States ◽  
The United Kingdom ◽  
The U.S

Andrade and James Hartshorn (2019) surrounds the transition that international students encounter when they attend universities in developed countries in pursuit of higher education. Andrade and James Hartshorn (2019) describe how some countries like Australia and the United Kingdom host more international students than the United States (U.S.) and provides some guidelines for the U.S. higher education institutions to follow to host more international students. This book contains seven chapters.

“We See the World Different Now”: Remapping Assumptions About International Student Adaptation

2019 ◽  
pp. 102831531986136
Author(s):  
Tiago Bittencourt ◽  
Christopher Johnstone ◽  
Millicent Adjei ◽  
Laura Seithers
Keyword(s):  
International Students ◽  
International Student ◽  
Student Mobility ◽  
Academic Culture ◽  
The United States ◽  
Cultural Norms ◽  
University Campus ◽  
Cultural Negotiation ◽  
Personal Transformations ◽  
Group Members

Student mobility has become a key feature in the drive toward internationalization of higher education in the United States. International students contribute to the academic culture of universities, yet, often face isolation, discrimination, and experience difficulties transitioning to new environments. As a result, conational networks have formed to provide support to international students in foreign institutions. This article examines the different ways membership in a conational support group mediated international students’ experiences in a university campus. Contrary to theories that suggest insularity such as fortressing and cultural enclaves, our findings suggest that conational groups are sites of creative potential where group members are consistently forging complex assemblages between norms that are familiar and experiences that are new. Although significant personal transformations ensue as a result of these assemblages, they are occurring in a setting and a pace that is determined by group members and perceived to be safe. We argue that conational groups should not be conceived as static spaces that reproduce cultural norms, but rather as sites of contestation and cultural negotiation. Based on these findings, we question whether “integration” should be a guiding institutional logic for international student engagement, suggesting instead an approach based on the concept of “inclusion.”

A Statewide Evaluation of the Outcomes of the Implementation National Model School Counseling Programs in Utah High Schools

2012 ◽  
Vol 16 (2) ◽  
pp. 2156759X0001600
Author(s):  
John Carey ◽  
Karen Harrington ◽  
Ian Martin ◽  
Dawn Stevenson
Keyword(s):  
High Schools ◽  
School Counseling ◽  
Student Outcomes ◽  
Asca National Model ◽  
Counseling Programs ◽  
School Counseling Program ◽  
School Counseling Programs ◽  
National Model ◽  
Program Characteristics ◽  
Additional Support

A statewide evaluation of school counseling programs in Utah high schools explored which features of the ASCA National Model were related to student educational outcomes. The authors used hierarchical linear regression and Pearson correlations to examine relationships between program characteristics and student outcomes. School counseling program features accounted for statistically significant portions of the variance in critical student outcomes. Results provide additional support to previous studies that found benefits for students associated with more complete implementation of comprehensive school counseling programs. These findings also indicate that implementing features of the ASCA National Model is associated with improved student outcomes.

scholarly journals School Counseling and Counseling Psychology Collaboration: A Cautionary Tale

2020 ◽  
Vol 48 (5) ◽  
pp. 738-767
Author(s):  
Alan W. Burkard ◽  
Theresa Kruczek ◽  
Charlene M. Alexander
Keyword(s):  
School Counseling ◽  
Counseling Psychology ◽  
Professional Organization ◽  
Current Investigation ◽  
Cautionary Tale ◽  
Counseling Programs ◽  
Current Trends ◽  
School Counseling Programs ◽  
Collaborative Activities ◽  
Limited Scope

Counseling psychology and school counseling programs have been historically aligned since the inception of their respective professions. Given current trends, there appear to be differences in the foci and approach to training and professional engagement in the two disciplines. The current investigation surveyed programs in which counseling psychology and school counseling programs were housed within the same department or college to identify areas of collaboration. The survey and journal reviews revealed a divide in the areas of curriculum, service delivery, and professional organization engagement. There appeared to be better collaboration in research, although limited in scope. Although counseling psychology and school counseling continue to have shared values, current trends in curriculum needs, accreditation and professional foci suggest a limited scope of collaboration. Research may be an area in which the two professions can remain professionally engaged. We offer suggestions for increasing collaborative activities.

scholarly journals International Student Mobility in the United States

2015 ◽  
pp. 13-15 ◽  
Author(s):  
Christine Farrugia ◽  
Ashley Villarreal
Keyword(s):  
International Students ◽  
International Student ◽  
Student Mobility ◽  
The United States ◽  
University Campus ◽  
International Educational Exchange ◽  
The Past ◽  
Studying Abroad ◽  
Mobile Students ◽  
The U.S

The number of globally mobile students has nearly doubled over the past ten years, from 2.1 million students in 2001 to 4.1 million students in 2011. According to Open Doors 2012: Report on International Educational Exchange, the U.S. hosted 764,795 international students in 2011/12, an increase of 3.7 percent from the previous year. International students in the U.S. now make up 19 percent of the world's globally mobile students, and as university campus enrollments grow, so does the proportion of students enrolling in them from abroad. The number of U.S. students studying abroad reached 273,996 in 2010/11, an increase of 1.3 percent over the prior year and an increase of 78 percent over the past ten years.

International Students’ Social Outcomes, Educational Status, and Country of High School Graduation

2019 ◽  
Vol 23 (5) ◽  
pp. 589-606
Author(s):  
Nelson C. Brunsting ◽  
Megan Mischinski ◽  
Wenjin Wu ◽  
Tenisha Tevis ◽  
Risa Takeuchi ◽  
...  
Keyword(s):  
United States ◽  
High School ◽  
International Students ◽  
Graduate Students ◽  
Undergraduate Students ◽  
International Student ◽  
Educational Status ◽  
The United States ◽  
Social Outcomes ◽  
Future Research

Despite the increase in methodological sophistication and complexity of models being tested for international student adjustment to universities in the United States (U.S.), researchers often do not test or control for salient demographic differences between students, including their educational status (i.e., graduate or undergraduate) and country in which they graduated high school. The current study was designed to examine whether demographic variables are associated with a range of social outcomes. Participants ( N = 245) from 23 U.S. colleges and universities completed a survey in Fall 2017. Undergraduate students reported having a higher number of close friends at their institution than did graduate students; however, they also reported a lower sense of belonging than did graduate students. Students who graduated from high school in the United States reported less social support from international students at university. Implications for students and for future research are provided.

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