Abstract
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.
Reference48 articles.
1. Akkurt, M. N., Ng, K., & Kolbert, J. (2018). Multicultural discussion as a moderator of counseling supervision-related constructs. International Journal of the Advancement of Counseling, 40(4), 455–468. https://doi.org/10.1007/s10447-018-9337-z
2. American Council on Education (2012). Mapping internationalization on U.S. campuses. Retrieved from http://www.acenet.edu
3. American School Counselor Association. (2012). National Model: A framework for school counseling programs. Alexandria, VA: ASCA National Model.
4. Anderson, E. M., & Shannon, A. L. (1988). Toward a conceptualization of mentoring. Journal of Teacher Education, 39, 38–42. https://doi.org/10.1177/002248718803900109
5. ASCA. (2016). ASCA ethical standards for school counselors. Retrieved from https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf
Cited by
7 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献