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Journal articles on the topic 'International Counseling Students'

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Published: 4 June 2021
Last updated: 15 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Oba, Yoshitaro, and Mark Pope. "Counseling and Advocacy with LGBT International Students." Journal of LGBT Issues in Counseling 7, no. 2 (April 2013): 185–93. http://dx.doi.org/10.1080/15538605.2013.785468.

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12

Wehrly, Bea. "Counseling international students: Issues, concerns, and programs." International Journal for the Advancement of Counselling 9, no. 1 (1986): 11–22. http://dx.doi.org/10.1007/bf00116431.

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13

Byon, Kyong Hee, Fong Chan, and Kenneth R. Thomas. "Research: Korean International Students' Expectations About Counseling." Journal of College Counseling 2, no. 2 (September 1999): 99–109. http://dx.doi.org/10.1002/j.2161-1882.1999.tb00148.x.

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14

Onabule, Adebayo I., and Susan R. Boes. "International Students’ Likelihood to Seek Counseling while Studying Abroad." Journal of International Students 3, no. 1 (January 1, 2013): 52–59. http://dx.doi.org/10.32674/jis.v3i1.518.

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International students experience significant stressors while studying in American colleges and universities, yet they use psychological services far less than domestic students (Misra & Castillo, 2004). Factors such as previous experience with counseling, perceived effectiveness of counseling style, and nationality were found to be factors affecting international students’ use of counseling services (Dadfar & Friedlander’s, 1982; Mori, 2000; Hyun, Quinn, Madon, & Lustig, 2007). This action research study adds to the literature by presenting suggestions about the manner in which international students may be most effectively served by their campus counseling centers, using information drawn from a focus group and a survey.
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15

Essandoh, Pius K. "Counseling Issues with African College Students in U.S. Colleges and Universities." Counseling Psychologist 23, no. 2 (April 1995): 348–60. http://dx.doi.org/10.1177/0011000095232009.

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The increasing number of international students in U.S. colleges and universities has led to increased research on counseling international students. Despite this increased interest in the counseling needs of international students, very little has been written about one group of international students, those from Africa. This article identifies counseling needs of African college students and discusses suggestions for helping American counselors work effectively with African college students.
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16

Leon, Raul A., and Jamie Chmiel. "Counseling International Students: Clients from Around the World." Journal of International Students 3, no. 2 (June 1, 2013): 190–92. http://dx.doi.org/10.32674/jis.v3i2.511.

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International students have emerged as a student population that plays a critical role in the internationalization efforts of institutions of higher education across the world. Currently, the United States leads the world in the number of international students on local campuses. In 2000, a total of 547,867 international students were enrolled in U.S. colleges and universities. According to the Open Doors report, the number of international students reached 764,495 in 2011 (Institute of International Education, 2012).
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17

Ekanoye, Adekemi. "Multicultural Issues in Supervision - Supervising International Counseling Students." Psychology and Behavioral Sciences 9, no. 2 (2020): 12. http://dx.doi.org/10.11648/j.pbs.20200902.12.

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18

Lee, Ji-Yeon. "Asian International Students’ Barriers to Joining Group Counseling." International Journal of Group Psychotherapy 64, no. 4 (October 2014): 444–64. http://dx.doi.org/10.1521/ijgp.2014.64.4.444.

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19

Yoon, Eunju, and Tarrell Awe Agahe Portman. "Critical Issues of Literature on Counseling International Students." Journal of Multicultural Counseling and Development 32, no. 1 (January 2004): 33–44. http://dx.doi.org/10.1002/j.2161-1912.2004.tb00359.x.

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20

Li, Dan, Yanhong Liu, and Injung Lee. "Supervising Asian International Counseling Students: Using the Integrative Developmental Model." Journal of International Students 8, no. 2 (April 1, 2018): 1129–51. http://dx.doi.org/10.32674/jis.v8i2.137.

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This conceptual article presents an application of the integrative Asian international counseling students developmental model (IDM) as a framework for supervising Asian international counseling students in the United States. Asian international supervisees’ characteristics and needs on four developmental levels and corresponding supervision interventions are discussed. Implications for clinical supervision, counselor education, and research are provided.
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21

Banjong, Delphine N. "International Students’ Enhanced Academic Performance: Effects of Campus Resources." Journal of International Students 5, no. 2 (April 1, 2015): 132–42. http://dx.doi.org/10.32674/jis.v5i2.430.

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This article investigates international students’ challenges, such as financial, English proficiency, loneliness/homesickness in the United States. In addition, it assesses how these students coped with such difficulties by making use of resources on campus, such as an international center, writing center, counseling center, and the student success center. Based on 344 responses, the results indicated that international students with language difficulties sought help from the writing and student success centers while those who reported financial stress and loneliness had visited the counseling center.
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22

Kim, Prof Dr Youngsoon, and Ph D. Cand Youngsub Oh. "A Discourse Map on Counseling International Students in Korea." European Journal of Social Sciences Education and Research 10, no. 2 (May 19, 2017): 10. http://dx.doi.org/10.26417/ejser.v10i2.p10-16.

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The number of international students has drastically increased over a decade in Korea. And a psychological demand to make them successfully adjust their college life in Korea has also increased. Accordingly, it is necessary to explore how international student-focused counseling research has unfolded in Korea. To this end, this study provides research trend in Korea through a content analysis of 79 theses and articles published over recent two decades (1996-2016). Over 140 research contents are classified into 10 categories, including cultural adjustment, psychological health, and career and vocation as the main three categories. Frequency of conceptions or terms in each category, and relationship between those conceptions are analyzed. Based on the content analysis, a discourse map is finally drawn. Also, future research agendas are suggested.
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23

BOYER, SUSAN P., and WILLIAM E. SEDLACEK. "Noncognitive Predictors of Counseling Center Use by International Students." Journal of Counseling & Development 67, no. 7 (March 1989): 404–7. http://dx.doi.org/10.1002/j.1556-6676.1989.tb02101.x.

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24

Kim, Nayoung, Seungbin Oh, and Jayna Mumbauer. "Supporting International Students: Enhancing College Counselors’ Multicultural Counseling Competence." Journal of College Counseling 22, no. 2 (July 2019): 179–92. http://dx.doi.org/10.1002/jocc.12129.

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25

Komiya, Noboru, and Gregory T. Eells. "Predictors of Attitudes Toward Seeking Counseling Among International Students." Journal of College Counseling 4, no. 2 (September 2001): 153–60. http://dx.doi.org/10.1002/j.2161-1882.2001.tb00195.x.

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26

Li, Dan, and Yanhong Liu. "International Counseling Doctoral Students' Teaching Preparation: A Phenomenological Study." Counselor Education and Supervision 59, no. 3 (September 2020): 200–215. http://dx.doi.org/10.1002/ceas.12184.

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27

Alavi, Masoumeh, Seyed Mohamed Sh, Seyedeh Maryam Ger, and Mohd Tajudin Ni. "International Students’ Mental Health and Attitude Toward Counseling Centers." Journal of Applied Sciences 14, no. 16 (August 1, 2014): 1871–76. http://dx.doi.org/10.3923/jas.2014.1871.1876.

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28

Ilhan, Tahsin, Fidan Korkut-Owen, Susan Furr, and Sejal Parikh. "International Counseling Students in Turkey and Their Training Experiences." International Journal for the Advancement of Counselling 34, no. 1 (February 14, 2012): 55–71. http://dx.doi.org/10.1007/s10447-012-9145-9.

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29

Smith, Michaela D. M., Len Jennings, and Sharada Lakhan. "International Education and Service Learning." Counseling Psychologist 42, no. 8 (November 2014): 1188–214. http://dx.doi.org/10.1177/0011000014557499.

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The field of counseling psychology continues to see a perpetual underutilization of mental health resources by many cultural groups, including international populations. Underutilization of services is due, in part, to psychologists’ deficiency in cultural and international competency. International education—an experiential learning technique that involves cultural contact—has been proposed as an alternative method for training students to work effectively cross-culturally. The current article examines the effects of service learning embedded in a study abroad diversity course in Singapore. The course was designed for graduate counseling psychology students as an experiential vehicle for developing cultural competency and awareness of social justice issues through direct contact with diverse groups. Qualitative data are reviewed, and implications for training, such as integration of cross-cultural and social justice issues in counseling training programs, are discussed.
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30

Nam, JeeEun Karin, J. Sophia Nam, and Dongil Kim. "Multicultural Competence for Counseling International Students in Korea: A Focus on University Counseling Centers." KOREAN JOURNAL OF COUNSELING AND PSYCHOTHERAPY 32, no. 2 (May 31, 2020): 1043–68. http://dx.doi.org/10.23844/kjcp.2020.05.32.2.1043.

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31

Tedeschi, Gary J., and Frank N. Willis. "Attitudes Toward Counseling Among Asian International and Native Caucasian Students." Journal of College Student Psychotherapy 7, no. 4 (October 19, 1993): 43–54. http://dx.doi.org/10.1300/j035v07n04_04.

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32

Yakunina, Elena S., Ingrid K. Weigold, and Alannah S. McCarthy. "Group Counseling with International Students: Practical, Ethical, and Cultural Considerations." Journal of College Student Psychotherapy 25, no. 1 (December 30, 2010): 67–78. http://dx.doi.org/10.1080/87568225.2011.532672.

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33

LAU, JARED, YI‐WEN SU, CHING‐CHEN CHEN, and CHIA‐LIANG DAI. "Using a Collaborative Model in Supervision With International Counseling Students." Journal of Humanistic Counseling 58, no. 2 (July 2019): 150–64. http://dx.doi.org/10.1002/johc.12103.

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34

Mitchell, Sharon L., Andrea K. Greenwood, and Maggie C. Guglielmi. "Utilization of Counseling Services: Comparing International and U.S. College Students." Journal of College Counseling 10, no. 2 (September 2007): 117–29. http://dx.doi.org/10.1002/j.2161-1882.2007.tb00012.x.

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35

Park-Saltzman, Jeeseon, Kaori Wada, and Tamiko Mogami. "Culturally Sensitive Mentoring for Asian International Students in Counseling Psychology." Counseling Psychologist 40, no. 6 (February 6, 2012): 895–915. http://dx.doi.org/10.1177/0011000011429831.

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36

Arthur, Nancy, and Natalee Popadiuk. "A Cultural Formulation Approach to Career Counseling With International Students." Journal of Career Development 37, no. 1 (November 17, 2009): 423–40. http://dx.doi.org/10.1177/0894845309345845.

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37

Smith-Augustine, Shirlene, Angel Dowden, Angel Wiggins, and LaCheata Hall. "International Immersion in Belize: Fostering Counseling Students’ Cultural Self-Awareness." International Journal for the Advancement of Counselling 36, no. 4 (September 18, 2014): 468–84. http://dx.doi.org/10.1007/s10447-014-9219-y.

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38

Pérez-Rojas, Andrés E., and Charles J. Gelso. "International counseling students: acculturative stress, cultural distance, and the process of counseling with U.S. clients." Counselling Psychology Quarterly 33, no. 3 (December 12, 2018): 352–74. http://dx.doi.org/10.1080/09515070.2018.1553145.

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39

Chen, Huan, Usenime Akpanudo, and Erin Hasler. "How Do Chinese International Students View Seeking Mental Health Services?" Journal of International Students 10, no. 2 (May 15, 2020): 286–305. http://dx.doi.org/10.32674/jis.v10i2.765.

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This study explored how Chinese international students view seeking mental health services. One hundred and ten Chinese international students responded to the Attitude Toward Seeking Professional Psychological Help Scale–Short Form (ATSPPH-SF) and a demographic questionnaire. Results of our data analysis revealed no significant main effects of the demographic factors (gender, length of stay in the United States, and awareness of on-campus counseling services) on attitudes toward seeking mental health services. However, awareness of on-campus counseling services was found to be a mediating factor in the relationship between gender and students’ mental health help-seeking attitudes. Based on the findings, we make recommendations on how student affairs professionals can better serve the mental health needs of Chinese and other international students.
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40

Turner-Essel, Laura, and Charles Waehler. "Integrating Internationalization in Counseling Psychology Training Programs." Counseling Psychologist 37, no. 6 (May 15, 2009): 877–901. http://dx.doi.org/10.1177/0011000009336149.

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Previous scholars have made specific suggestions regarding what counseling psychology training programs can do to help future psychologists become more cross-culturally aware. This article addresses the questions of whether and how U.S. counseling psychology training programs are currently employing these suggestions. Forty-seven American Psychological Association— accredited counseling psychology programs responded (67% response rate) to a survey designed to assess the availability of international training opportunities to graduate students in counseling psychology. In-depth interviews were also conducted with faculty members from 10 programs. Several ideas emerged from the data, including the role of students and the most common obstacles for developing an international perspective. Specific examples of programs' international activities are provided, and recommendations for future research are discussed.
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41

Li, Peiwei, Y. Joel Wong, and Paul Toth. "Asian International Students’ Willingness to Seek Counseling: A Mixed-Methods Study." International Journal for the Advancement of Counselling 35, no. 1 (July 21, 2012): 1–15. http://dx.doi.org/10.1007/s10447-012-9163-7.

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42

Lertora, Ian M., and Alexis L. Croffie. "The Lived Experiences of International Students in a CACREP Counseling Program." International Journal for the Advancement of Counselling 42, no. 2 (December 17, 2019): 174–90. http://dx.doi.org/10.1007/s10447-019-09394-6.

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43

Liu, Huabing, Y. Joel Wong, Nancy Goodrich Mitts, P. F. Jonah Li, and Jacks Cheng. "A Phenomenological Study of East Asian International Students’ Experience of Counseling." International Journal for the Advancement of Counselling 42, no. 3 (May 16, 2020): 269–91. http://dx.doi.org/10.1007/s10447-020-09399-6.

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44

Getachew, Abera, Gobena Daniel, and Sisay Abayineh. "The Role of Counseling Service Center and Its Implementation in Madda Walabu University: Qualitative Research." International Journal of Education 11, no. 1 (March 12, 2019): 68. http://dx.doi.org/10.5296/ije.v11i1.14583.

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Background: University students often face challenges to adjust to a new environment. The challenges include: - adjustment to university, peer groups, and new academic atmosphere. These challenges possibly lead students to personal crisis, emotional disturbance, stress, and academic failure. Counseling service can help mitigate adjustment problem facing university students. The main objective of this study is to identify the roles of counseling service center and its implementation in Madda Walabu University (MWU).Methods: Explorative qualitative research was conducted on Madda Walabu University (MWU) students’ counselor and concerned management bodies in March 2016. Accordingly, four management bodies; the President, the Academic Vice President, the Student Dean and Student Counselor were purposefully selected for in-depth interview. Besides, international, national and organizational documents were analyzed on thematic basis.Results: Result of study showed that the counseling center of MWU lacked intra-organization network, administrative independence and autonomy. Besides, the service providers were not counselors by profession; the center did not have network with relevant domestic and international organizations, and there was poor client data base management. In addition, MWU counseling center fell short to meet national and international standards.Conclusion: There is increased need for counseling service in university. Standardization of counseling service center, allocation of sufficient materials and human resources, collaboration with relevant bodies is needed to improve the role and practice of the center. Lastly, the importance of crisis interventions, professional development, and academic skills training are recommended to be included under the functions of the center.
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45

Choi, Kyoung Mi, and Jake J. Protivnak. "Leaping Into the Unknown: Experience of Counseling Students Participating in Group Work With International Students." Journal for Specialists in Group Work 41, no. 3 (July 2, 2016): 238–61. http://dx.doi.org/10.1080/01933922.2016.1197991.

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46

Zhu, Yanan, and Charles Edmund Degeneffe. "International Students in Rehabilitation Counseling Education Programs: Results From a National Survey." Rehabilitation Research, Policy, and Education 25, no. 2 (February 1, 2011): 73–86. http://dx.doi.org/10.1891/2168-6653.25.2.73.

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A national sample of 21 international students in Rehabilitation Counseling Education (RCE) programs was surveyed on their connection to their programs, the stressors they experienced during graduate studies, and their recommendations for RCE programs to better support international students. Participants engaged in limited social activities due to time limitations, cultural and language barriers, and limited social opportunities. Further, participants suggested that RCE programs need to possess awareness and understanding of international student needs and offer assistance with social support, financial resources, career development, language skills, and cultural transitions. Implications and recommendations from the findings are offered.
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47

Anandavalli, S., L. DiAnne Borders, and Lori E. Kniffin. "“I Am Strong. Mentally Strong!”: Psychosocial Strengths of International Graduate Students of Color." Professional Counselor 11, no. 2 (June 2021): 173–87. http://dx.doi.org/10.15241/sa.11.2.173.

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Positioned at a unique intersection of managing academic pressures and embodying racial and ethnic minority identity status, international graduate students of color (IGSCs) are frequent targets of multiple stressors. Unfortunately, extant counseling literature offers counselors little information on the psychosocial strengths IGSCs employ (e.g., strong familial bond, friendships) to cope with such stressors. To address this gap, interviews with eight IGSC participants were conducted and analyzed using interpretive phenomenological analysis and the lens of the intersectionality framework. Five psychosocial strengths were identified—familial support, social connections, academic aspirations and persistence, personal growth and resourcefulness, and resistance and critical consciousness. Recommendations for employing an asset-based approach in counseling and counselor education are offered.
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48

Gündüz, Murat, and Naib Alakbarov. "Analysis of Social Adjustment Factors of International Students in Turkey." Journal of International Students 9, no. 4 (November 15, 2019): 1155–71. http://dx.doi.org/10.32674/jis.v9i4.917.

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International student mobility is an important issue in many countries. In 2016, the number of international students reached 5 million worldwide. Turkey has attracted international students since the 1990s; however, the influx of such students has increased notably since 2009. In this study, we analyze factors affecting the social adjustment of international students studying at Usak University in Turkey. Participants’ questionnaire responses were grouped via factor analysis, and pertinent factors affecting social adjustment were revealed through logistic regression analysis. Results indicate that feeling safe and communicating with counseling services and university lecturers can facilitate international students’ social adjustment at Usak University.
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49

Alsaman, Marwa A. "Effectiveness of Training for International Rehabilitation Counseling Graduates." Rehabilitation Research, Policy, and Education 28, no. 2 (2014): 66–79. http://dx.doi.org/10.1891/2168-6653.28.2.66.

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Purpose: To examine the experiences of international rehabilitation counseling graduates who had returned to their home countries or had moved to other countries to work. The study focused on their perceptions of the effectiveness of the training they had received in the United States.Method: A qualitative methodology was used to conduct the study. There were 5 participants interviewed, and data from interviews were analyzed and coded.Results: 6 themes emerged from data analysis: (a) lack of training programs in home countries, (b) support received from faculty members, (c) level of satisfaction with curriculum, (d) classroom experiences, (e) opportunities offered by the training program, and (f) difficulties applying the U.S. training to other countries.Conclusion: The study indicated that the participants had varied perceptions about the effectiveness of the training they had received in the United States. Implications for training international rehabilitation counseling students are discussed.
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50

Zhu, Yanan, and Charles Edmund Degeneffe. "International Students in Rehabilitation Counseling Education Programs: Results From a National Survey." Rehabilitation Research, Policy, and Education 25, no. 1 (January 1, 2011): 73–85. http://dx.doi.org/10.1891/216866511805001055.

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