America has become a multi-cultural society, hence international students who have chosen a career in counseling education have increasingly embraced the United States as a destination for their studies most especially at the graduate level. According to a survey of CACREP-accredited counseling programs in the U.S. conducted by Ng in 2006 stated that 24 out of 45 doctoral programs had 77 international students in total enrolled in 2004, which was an average of three students per program. Unique challenges and difficulties are faced by these international students during their studies and training in the counseling and supervision program. Some of the challenges faced by the students are communication during i.e language barrier and getting counseling agency sites for their practicum and internship aspect of their study. Acculturation is another problem that students face. Students leave their country of origin and are subjected to transitioning process into new culture which sometimes become difficult to integrate. This cross-cultural experience transitions into the supervisory relationship. Supervisors have to be competent in understanding the various dynamics that are paramount to relating with international students. Knowing the challenges that the students face provides an effective platform to bridge the gap between the student (supervisee) and the supervisor.
| Published in | Psychology and Behavioral Sciences (Volume 9, Issue 2) |
| DOI | 10.11648/j.pbs.20200902.12 |
| Page(s) | 12-16 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Counseling, Supervision, Multi-cultural
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APA Style
Adekemi Ekanoye. (2020). Multicultural Issues in Supervision - Supervising International Counseling Students. Psychology and Behavioral Sciences, 9(2), 12-16. https://doi.org/10.11648/j.pbs.20200902.12
ACS Style
Adekemi Ekanoye. Multicultural Issues in Supervision - Supervising International Counseling Students. Psychol. Behav. Sci. 2020, 9(2), 12-16. doi: 10.11648/j.pbs.20200902.12
AMA Style
Adekemi Ekanoye. Multicultural Issues in Supervision - Supervising International Counseling Students. Psychol Behav Sci. 2020;9(2):12-16. doi: 10.11648/j.pbs.20200902.12
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Download@article{10.11648/j.pbs.20200902.12,
author = {Adekemi Ekanoye},
title = {Multicultural Issues in Supervision - Supervising International Counseling Students},
journal = {Psychology and Behavioral Sciences},
volume = {9},
number = {2},
pages = {12-16},
doi = {10.11648/j.pbs.20200902.12},
url = {https://doi.org/10.11648/j.pbs.20200902.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pbs.20200902.12},
abstract = {America has become a multi-cultural society, hence international students who have chosen a career in counseling education have increasingly embraced the United States as a destination for their studies most especially at the graduate level. According to a survey of CACREP-accredited counseling programs in the U.S. conducted by Ng in 2006 stated that 24 out of 45 doctoral programs had 77 international students in total enrolled in 2004, which was an average of three students per program. Unique challenges and difficulties are faced by these international students during their studies and training in the counseling and supervision program. Some of the challenges faced by the students are communication during i.e language barrier and getting counseling agency sites for their practicum and internship aspect of their study. Acculturation is another problem that students face. Students leave their country of origin and are subjected to transitioning process into new culture which sometimes become difficult to integrate. This cross-cultural experience transitions into the supervisory relationship. Supervisors have to be competent in understanding the various dynamics that are paramount to relating with international students. Knowing the challenges that the students face provides an effective platform to bridge the gap between the student (supervisee) and the supervisor.},
year = {2020}
}
TY - JOUR T1 - Multicultural Issues in Supervision - Supervising International Counseling Students AU - Adekemi Ekanoye Y1 - 2020/05/27 PY - 2020 N1 - https://doi.org/10.11648/j.pbs.20200902.12 DO - 10.11648/j.pbs.20200902.12 T2 - Psychology and Behavioral Sciences JF - Psychology and Behavioral Sciences JO - Psychology and Behavioral Sciences SP - 12 EP - 16 PB - Science Publishing Group SN - 2328-7845 UR - https://doi.org/10.11648/j.pbs.20200902.12 AB - America has become a multi-cultural society, hence international students who have chosen a career in counseling education have increasingly embraced the United States as a destination for their studies most especially at the graduate level. According to a survey of CACREP-accredited counseling programs in the U.S. conducted by Ng in 2006 stated that 24 out of 45 doctoral programs had 77 international students in total enrolled in 2004, which was an average of three students per program. Unique challenges and difficulties are faced by these international students during their studies and training in the counseling and supervision program. Some of the challenges faced by the students are communication during i.e language barrier and getting counseling agency sites for their practicum and internship aspect of their study. Acculturation is another problem that students face. Students leave their country of origin and are subjected to transitioning process into new culture which sometimes become difficult to integrate. This cross-cultural experience transitions into the supervisory relationship. Supervisors have to be competent in understanding the various dynamics that are paramount to relating with international students. Knowing the challenges that the students face provides an effective platform to bridge the gap between the student (supervisee) and the supervisor. VL - 9 IS - 2 ER -
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