ERIC Number: EJ827141
Record Type: Journal
Publication Date: 2009-Mar
Abstractor: As Provided
Reference Count: 0
Perceptions and Experiences of International Trainees in Counseling and Related Programs
Ng, Kok-Mun; Smith, Shannon D.
International Journal for the Advancement of Counselling, v31 n1 p57-70 Mar 2009
International counseling trainees (ICTs) can play a critical role in multicultural training and enrich the lives of domestic trainers and trainees. However, they face unique barriers. This inquiry examined 14 areas related to their training and stay in the US. Findings largely correspond with those already in the literature (e.g., Ng, "International Journal for the Advancement of Counseling", 28:1-19 2006a). Results indicate significantly higher mean scores for ICTs (n = 56) in 10 areas (e.g., English proficiency problems, experiencing discrimination in their learning environment) compared to domestic trainees (DTs) (n = 82). ICTs further reported a high level of confidence in their contribution to their programs and a strong belief in their performance, although these levels did not differ significantly from DTs. Findings also revealed there were no program-level differences among the ICTs in all the study areas. Compared to the master's trainees as a whole, however, the doctoral trainees combined reported higher degrees of experiencing cultural adjustment problems and conflicts with Western understanding and approaches to treating mental health. Implications and recommendations are outlined.
Descriptors: Cross Cultural Training, Counselor Training, Trainees, Multicultural Education, Student Attitudes, Student Adjustment, Doctoral Programs, Masters Programs, Mental Health, Cultural Differences, Foreign Students, Problems
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A