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Relevant bibliographies by topics / International Counseling Students

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Academic literature on the topic 'International Counseling Students'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "International Counseling Students"

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Pedersen, Paul B. "Counseling International Students." Counseling Psychologist 19, no. 1 (January 1991): 10–58. http://dx.doi.org/10.1177/0011000091191002.

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Siegel, Charlotte. "Counseling International Students." Counseling Psychologist 19, no. 1 (January 1991): 72–75. http://dx.doi.org/10.1177/0011000091191006.

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Brinson, Jesse A., and Jeffrey Kottler. "International Students in Counseling:." Journal of College Student Psychotherapy 9, no. 3 (February 8, 1995): 57–70. http://dx.doi.org/10.1300/j035v09n03_05.

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Ng, Kok-Mun. "Internationalization of the Counseling Profession and International Counseling Students." International Journal for the Advancement of Counselling 34, no. 1 (February 22, 2012): 1–4. http://dx.doi.org/10.1007/s10447-012-9147-7.

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Karaman, Mehmet A., Michael K. Schmit, Ihsan C. Ulus, and Marvarene Oliver. "International Counseling Students’ Perception of Ethics." Journal of International Students 8, no. 2 (April 1, 2018): 677–95. http://dx.doi.org/10.32674/jis.v8i2.98.

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International counseling students’ (ICS) perceptions regarding ethical counseling practice and education in the United States were examined using an online survey. The research sample consisted of ICSs who were enrolled in counseling programs throughout the United States. Findings indicated that even though ICSs came from different cultures with different ethical values, they were well aware of the different codes of ethics, reported engaging in ethical behaviors, and adapted themselves to the U.S. culture and education system. The results of this study may help counselor educators and counseling programs to promote and understand international students’ ethical behaviors from a diverse and multicultural standpoint.

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Yau, Tow Yee, David Sue, and Davis Hayden. "Counseling style preference of international students." Journal of Counseling Psychology 39, no. 1 (1992): 100–104. http://dx.doi.org/10.1037/0022-0167.39.1.100.

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Popadiuk, Natalee, and Nancy Arthur. "Counseling International Students in Canadian Schools." International Journal for the Advancement of Counselling 26, no. 2 (June 2004): 125–45. http://dx.doi.org/10.1023/b:adco.0000027426.05819.44.

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Li, Dan, and Yang Ai. "Ethics Acculturation of International Counseling Students." Journal of International Students 10, no. 4 (November 15, 2020): 1103–9. http://dx.doi.org/10.32674/jis.v10i4.1442.

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Counseling ethics is a complex discipline; it is more than the acquisition of ethical principles, codes of ethics, and standards of practice. To disentangle the intricacies of ethics education, we use the acculturation model to conceptualize students’ learning of counseling ethics, particularly international students who experience acculturation in the general sense and the acculturation of ethics in the counseling profession specifically. A case study is presented to illustrate the four acculturation strategies that students may adopt in ethical decision-making. Implications for counselor education, practice, and research are provided.

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Asempapa, Bridget. "Mentoring and Supervising International Students in School Counseling Programs." Journal of International Students 9, no. 3 (August 15, 2019): 912–28. http://dx.doi.org/10.32674/jis.v9i3.746.

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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.

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Ng, Kok-Mun. "International Students in CACREP-Accredited Counseling Programs." Journal of Professional Counseling: Practice, Theory & Research 34, no. 1-2 (March 2006): 20–32. http://dx.doi.org/10.1080/15566382.2006.12033821.

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Dissertations / Theses on the topic "International Counseling Students"

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Kendagor, Solomon. "Pastoral care and counseling for international students studying in the USA." Thesis, Freely available online, 2005. http://upetd.up.ac.za/thesis/available/etd-08202005-072806/.

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Rahimi, Mohd Khairul Anuar. "Phenomenological Experiences of International Students in Marriage, Couple, and Family Counseling Programs." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1491436273098362.

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Jarrahi, Leila. "Under-use of counseling services by low acculturated Chinese international students." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/2216.

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This study??s primary focus was to determine why Chinese international students are not readily accessing counseling centers for help. A literature review explored issues of culture shock, acculturation, as well as help-seeking attitudes among this population. Additionally, the review addressed barriers to pursuing counseling and cultural considerations for counselors to make when working with international students. The students were selected using the Suinn-Lew Asian Self-Identity Acculturation Scale (SLASIA) and the Asian Values Scale (AVS) for selection criteria. This was an exploratory descriptive study and participants were interviewed regarding their beliefs, values, opinions, and feelings regarding counselors and the counseling process. Participants were also asked to provide suggestions for more effective marketing of counseling services to the international student population. Limitations of the study and future directions were addressed.

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Li, Miao. "THE ROLE OF ADULT ATTACHMENT IN INTERNATIONAL STUDENTS’ ACCULTURATION PROCESS." UKnowledge, 2016. http://uknowledge.uky.edu/edp_etds/42.

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International students face a variety of challenges in their acculturation process. The acculturation process is a highly variable process that is influenced by the mediating and moderating effects of individual factors that exist prior to, or arise during, acculturation (Berry, 1997). Among the moderating personal factors existing prior to acculturation, adult attachment has received heightened attention as an important variable impacting the acculturation process and adaptation outcomes. Wang and Mallinckrodt (2006a) suggested that successful adaptation involves exploration of unfamiliar social situations that resemble the infants’ exploration of their physical surroundings. The acculturation process can be challenging and stressful because individuals going through this process often encounter disparities in various situations. Similar to infants, whose attachment system tends to be activated particularly in a distressing situation, threatening events or situations in one’s adult life also activate the attachment behavioral system of seeking proximity to attachment figures for security and support. Limited research has investigated the relationship between adult attachment and the acculturation processes (e.g., Brisset, Safdar, Lewis, & Sabatier, 2010; Sochos & Diniz, 2011). Previous research has highlighted a link between adult attachment (e.g., attachment styles and attachment security) and psychological adaptation. However, the relationship between adult attachment and international students’ other acculturation outcomes (e.g., sociocultural adaptation) remains unclear in the existing literature due to inconsistent previous findings. The current study addressed the gaps in the literature by focusing on international students’ acculturation processes and examined how adult attachment contributes to, or influences, their adaptation. Data was collected from 228 international students that are enrolled in higher education institutions in different geographic locations in the United States. Hierarchical multiple regressions were conducted for data analysis. The results suggest that attachment anxiety was a significant predictor of international students’ psychological adaptation. Attachment avoidance significantly moderated the effect of acculturation to the U.S. culture on international students’ psychological distress, while attachment anxiety was a marginally significant moderator for the effect of acculturation to the U.S. culture on sociocultural adaptation. Attachment avoidance also moderated the effects of physical assault and behavioral discrimination on international students’ self-esteem. Study limitations and future directions are discussed.

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Sumer, Seda. "International Students' Psychological and Sociocultural Adaptation in the United States." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/34.

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International students constitute an important cohort in the United States (U.S.) colleges and universities. In order for the U.S. colleges and universities to better accommodate the significant number of international students and to recruit them in the future, it is critical to identify factors that influence these students’ acculturation and adjustment processes and provide professionals with guidelines for creating culturally appropriate services and programs for them. Therefore the current study examined international students’ adaptation to the U.S. in relation to their acculturation levels, coping processes, and intent to stay in the U.S. after their graduation. Center for Epidemiologic Studies - Depression scale was used as a measure of psychological adaptation. In addition, Sociocultural Adaptation Scale, Acculturation Index, and Ways of Coping Questionnaire, were used to measure sociocultural adaptation, acculturation dimensions, and coping processes, respectively. A total of 204 F1 visa holding international students participated in the current study. This project was a cross-sectional, exploratory study that measured depression and sociocultural adaptation among international students. Cronbach’s alpha for each instrument was calculated to determine the internal reliability for the current sample. Pearson product moment correlational analyses were performed to examine the relations between interval variables. Analysis of variance was utilized to examine gender differences in coping processes. Multiple regression analyses were conducted in order to explore the predictors of international students’ psychological and sociocultural adaptations. Results showed that in females identification with the host culture was associated with lower levels of depression, and Escape-Avoidance was associated with higher levels of depression. Identification with the host culture and Escape-Avoidance were predictors of sociocultural adaptation for both genders. Specifically, students who identified more strongly with the American culture were less likely to experience difficulty functioning in the U.S. In addition, these students were more likely to report higher levels of English proficiency, higher likelihood of staying in the U.S. after graduation, and lower levels of depression. The study identified important gender differences with regards to acculturation dimensions and coping processes. Implications and suggestions for future research were discussed.

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Xiong, Yiying. "An Exploration of Asian International Students’ Mental Health: Comparisons to American Students and Other International Students in the United States." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou152595195493441.

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Bartoszuk, Karin. "International Application Process—What International Students Need to Know." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4163.

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Yakunina, Elena Sergeeva. "Asian International Students' Intentions to Seek Counseling: Integrating Cognitive and Cultural Predictors." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1295704732.

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Zhang, Naijian. "Acculturation and counseling expectancies : Asian international students' attitudes toward seeking professional psychological help." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1125367.

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Coming to the United States, international students face numerous cross-cultural adjustment difficulties. Asian international students have had the most cross-cultural difficulties among all international students. Helping Asian international students deal with their life stress has become a challenge for American counselors and psychologists.Studies on the attitude toward seeking professional psychological help have been done primarily with African Americans, Mexican Americans, and Asian Americans. As the population of Asian international students increases, it becomes important that the attitudes of Asian international students toward seeking professional psychological help be examined. The present study examined the relationship between Asian international students' levels of acculturation and their attitudes toward seeking professional psychological help. In addition, this study explored the relationships between Asian international students' levels of acculturation and their recognition of need for psychotherapeutic help, their stigma tolerance, their interpersonal openness, and their confidence in mental health practitioners.One hundred and seventy Asian international students from one Midwestern university and one Northeastern university participated in this study. Participants completed two questionnaires and a demographic profile sheet: (1) the Suinn-Lew Asian Self-Identity Acculturation Scale-International (SL-ASIA-I); (2) the Attitudes Toward Seeking Professional Psychological Help Scale (ATSPPHS); and (3) the demographic sheet which included country of origin, religious beliefs, plans/intentions to stay in U.S., the length of time in the U.S., previous therapy experiences, age, gender, education, major, marital status, and children. Two hypotheses were tested: (1) There was a significant relationship between Asian international students' acculturation levels and their attitudes toward seeking professional psychological help; (2) The higher levels of acculturation the Asian international students had, the more positive their attitudes toward seeking professional psychological help. Multiple regression analyses were conducted to predict Asian international students' attitudes toward seeking professional psychological help.As was expected, a significant relationship between Asian international students' levels of acculturation and their attitudes toward seeking professional psychological help was observed. In addition, significant correlations were perceived between Asian international students' levels of acculturation and their stigma tolerance and their confidence in mental health practitioners. Discussions of these findings and limitations and recommendations for future research were presented.
Department of Secondary, Higher, and Foundations of Education

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Behl, Malvika Behl. "The Needs and Acculturative Stress of International Students in CACREP Programs: An extension of Ng (2006)." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1465004912.

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Books on the topic "International Counseling Students"

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Arthur, Nancy. Counseling International Students. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-1-4419-8919-2.

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Arthur, Nancy. Counseling international students: Clients from around the world. New York: Kluwer Academic/Plenum Publishers, 2004.

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Arthur, Nancy. Counseling international students: Clients from around the world / Nancy Arthur. New York: Kluwer Academic/Plenum Publishers, 2004.

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W, Evans Norman, ed. International students: Strengthening a critical resource. Lanham: Rowman & Littlefield Education, 2009.

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International students and academic libraries: Initiatives for success. Chicago: Association of College and Research Libraries, 2011.

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Okorocha, Eunice. Counselling international students: Clues to providing support for students from overseas : a summary of the findings of a research survey on counselling international students in UK higher education. [U.K.]: Cross-Cultural Education & counselling Consultancy, 1998.

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Barnett, Wendy. Attachment and cultural variations with multiple caregiving: Implications for counselling international students. [Guildford]: [University of Surrey], 1999.

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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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Book chapters on the topic "International Counseling Students"

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Arthur, Nancy. "Introduction to Counseling International Students." In International and Cultural Psychology, 1–15. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-1-4419-8919-2_1.

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Arthur, Nancy. "Enhancing Counseling Services for International Students." In International and Cultural Psychology, 103–27. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-1-4419-8919-2_7.

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Arthur, Nancy. "Multicultural Counseling Competencies for Working with International Students." In International and Cultural Psychology, 65–82. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-1-4419-8919-2_5.

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On, Peter Wong Sin. "Counselling Students’ Perceptions Toward Integrating Spirituality into Counselling Among Children." In Proceedings of the International Conference on Science, Technology and Social Sciences (ICSTSS) 2012, 191–96. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-077-3_22.

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S. Trevisan, Michael. "Evaluating the Impact of National and State Policies on School-Based Counseling Practices and Student Outcomes." In International Handbook for Policy Research on School-Based Counseling, 183–206. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58179-8_12.

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Cesarano, Valentina Paola, Marianna Capo, Maria Papathanasiou, and Maura Striano. "Guidance Models and Practices Adopted Internationally to Promote the Exploration of Skills Relating to the Employability of Students with Disabilities. A First Meta-Analysis." In Employability & Competences, 327–40. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.38.

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Employability is defined as an interweaving of a person’s human, social and psychological capital, mediated by situational variables, which allows individuals to enter the job market with a professional personal project (Grimaldi, Porcelli, Rossi 2014). Nowadays, young people enter the job market through long, precarious, and poorly contextualized paths, while the socialization processes become recursive, discontinuous, and fragmented (Lodigiani 2010). A key role can be played by guidance services, which can start at university, to meet the demands of the (many) young people who are discouraged and disillusioned to the point where they cannot even imagine a job while still at university. In the employability stakes, what is even more complex is the encounter between young people with disabilities and the world of work, due to the persistence of stereotypes and stigmas. Research questions: What are the intervention models and guidance practices adopted by university guidance services internationally to promote the exploration of skills relating to the employability of students with disabilities? Objectives: To analyse the main intervention models and guidance practices adopted internationally to explore the skills associated with employability in students with disabilities. Methodology: It was decided to carry out a theoretical analysis of 20 scientific articles concerning the models and practices adopted to explore the competences relating to employability in certain university orientation services for students with disabilities in Italy, France, the UK, and the United States. NVivo software was used (Richards 1999) to systematically explore the scientific literature. Preliminary Findings: A first scientific paper showed that, like in Italy and France, the «Competence Balance Sheet» (Ardouin 2010) is the guiding practice in the USA, while in the UK, it is the Career Guidance Approach (Reid, Scott 2010). In the literature, orientation models and practices are also closely linked to the various patterns of employability. Final remarks: The implementation of guidance counseling paths aimed at exploring the skills associated with employability among all students and graduates is crucial to the completion of a viable strategic action in the University’s social function, as a part of new organizational models that take the plurality of learning opportunities into account

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Colangelo, Nicholas, and Susan G. Assouline. "Counseling Gifted Students." In International Handbook of Giftedness and Talent, 595–607. Elsevier, 2000. http://dx.doi.org/10.1016/b978-008043796-5/50042-5.

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Bulgan, Gökçe, and Ayşe Çiftçi. "Career Counseling for International Students." In International Student Mobility and Opportunities for Growth in the Global Marketplace, 203–13. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3451-8.ch014.

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International students are a group with diverse career needs and concerns. The challenges international students face (e.g., psychological and sociocultural adjustment issues, language barriers, sense of loss, financial problems, getting used to a new educational system) when they come to study in the United States, as well as their expectations of coming to a new country, may significantly influence their career needs and decision-making processes. In this chapter, the authors suggest social cognitive career theory (SCCT) as a framework for working with the undergraduate and graduate international student population by emphasizing intervention strategies and making specific recommendations.

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Bulgan, Gökçe, and Ayşe Çiftçi. "Career Counseling for International Students." In Research Anthology on Rehabilitation Practices and Therapy, 1055–65. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3432-8.ch051.

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International students are a group with diverse career needs and concerns. The challenges international students face (e.g., psychological and sociocultural adjustment issues, language barriers, sense of loss, financial problems, getting used to a new educational system) when they come to study in the United States, as well as their expectations of coming to a new country, may significantly influence their career needs and decision-making processes. In this chapter, the authors suggest social cognitive career theory (SCCT) as a framework for working with the undergraduate and graduate international student population by emphasizing intervention strategies and making specific recommendations.

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Chen, Pei-Chun (Olivia). "International Students and Counselor Education." In Beginning Your Counseling Career, 228–41. Routledge, 2020. http://dx.doi.org/10.4324/9780429456350-24.

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Conference papers on the topic "International Counseling Students"

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Darmawani, Evia, Muhammad Ferdiansyah, Arizona, Nurlela, and Bela Janare Putra. "Skill Assessment of Sixth Semester Counseling Students in Cross-Cultural Counseling Practices." In 2nd International Seminar on Guidance and Counseling 2019 (ISGC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200814.019.

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Alizamar, Alizamar, Afdal Afdal, and Ifdil Ifdil. "Guidance and Counseling Services for Kindergarten Students." In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.43.

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Dirhan, Dara, and Alessandra Sarcona. "Students' self-perceptions of mindfulness after learning mindfulness techniques in a professional skills course." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12603.

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In this paper we describe the effect of incorporating two mindfulness techniques (keeping a diary and motivational interviewing) in a professional skills course, and the impact these had on students’ self-perceptions of mindfulness. Over the course of a fourteen-week semester, students were asked to keep a diary at four different time points and were also taught motivational interviewing skills, which they had to apply to a four-part counseling project. Using a pre-post study design and the validated tool, the Mindful Attention Awareness Scale (MAAS), we meausred students’ perceptions of mindfulness pre-course and post-course. Results from the study indicated that students’ perceptions of mindfulness significantly increased from pre-course to post-course. Further, most students agreed that both the diary assignments and practicing motivational interviewing increased mindfulness from pre-course to post-course. Additionally, a majority of students reported that practicing motivational interviewing enhanced their counseling skills on the four-part counseling project, and that the four diary assignments improved their writing skills. This study underscores the importance of incorporating mindfulness techniques into a professional skills course to increase students’ mindfulness, which can further benefit the student by increasing students’ professional skills to become more competent counselors and writers.

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Hendra, Syaiful, and Sri Kusumadewi. "Case-based system model for counseling students." In 2015 International Conference on Science in Information Technology (ICSITech). IEEE, 2015. http://dx.doi.org/10.1109/icsitech.2015.7407806.

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Amri, Khairul, and Muhammad Darwis. "Improving Students` Character through Group Counseling Services." In Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icoie-18.2019.10.

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Tecau, Alina Simona, Bianca Tescasiu, Diana Foris, Tiberiu Foris, and Oana Barbulescu. "DEVELOPING METHODS OF STUDENTS COUNSELING AND CAREER ORIENTATION." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1353.

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Liu, Zhiyu. "Psychological Counseling for Alcohol Misuse in University Students." In 2016 International Conference on Education, E-learning and Management Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iceemt-16.2016.31.

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Niu, Lu-Ying, and Ling Yan. "Group counseling for college students mobile phone addiction." In 3rd Annual International Conference on Social Science and Contemporary Humanity Development (SSCHD 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/sschd-17.2017.58.

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Azhary, Muhammad Rifqi, and Dwi Noerjoedianto. "Evaluation of Information and Adolescent Counseling Center Management to Delay Early Marriage in Adolescents in Senior High School 4, Jambi, Indonesia." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.51.

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ABSTRACT Background: Teenage marriage have historically been associated with a variety of negative outcomes such as lower education levels, higher unemployment rates, worse health, lower wages and higher crime rates. Studies have revealed significant differences in most of the dimensions of marital quality, before and after marital counselling. The purpose of this study was to investigate evaluation of information and adolescent counseling center management to delay early marriage in adolescents. Subjects and Method: This was a qualitative study with a case study approach. The study was conducted at Public Senior High School 4 Jambi, Indonesia, from January to May 2019. 10 key informants were selected for this study. The data were collected by indepth interview and observation. The data were analyzed using source, data, and method triangulations. Results: The implementation of adolescent’s guidance and counseling center services still has room for improvement. There were several factors that lack of optimal results, for example the process of members or educators recruitment and training (input aspects), planning, report and evaluation system (process aspect) and students’ knowledge about health reproduction and adolescent marriage (output aspect). Conclusion: There is a need to improve information and counseling service. Keywords: evaluation, counseling and information center service, adolescents, delayed early marriage Correspondence: Muhammad Rifqi Azhary. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: rifqiazhary.ra@gmail.com. Mobile: +6285363817339. DOI: https://doi.org/10.26911/the7thicph.04.51

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Kim, Young-Duk, Soon Kwon, Junkwang Kim, and Wooyoung Jung. "Customized Attendance System for Students' Sensibility Monitoring and Counseling." In 2015 IIAI 4th International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2015. http://dx.doi.org/10.1109/iiai-aai.2015.200.

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