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Living School Counseling Training: T...

Wang, Peng.

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Living School Counseling Training: The Experience of International Students in U.S. School Counseling Graduate Programs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Living School Counseling Training: The Experience of International Students in U.S. School Counseling Graduate Programs./
Author:	Wang, Peng.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	214 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-09, Section: A.
Contained By:	Dissertations Abstracts International82-09A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28263350
ISBN:	9798582542872

Living School Counseling Training: The Experience of International Students in U.S. School Counseling Graduate Programs.
Wang, Peng.

Living School Counseling Training: The Experience of International Students in U.S. School Counseling Graduate Programs. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 214 p.

Source: Dissertations Abstracts International, Volume: 82-09, Section: A.

Thesis (Ph.D.)--University of Rochester, 2021.

This item must not be sold to any third party vendors.

Despite the increasing presence of international students in U.S. counseling programs and a growing body of literature addressing the varied challenges encountered by international counseling students, there is no literature and research in counselor education concerning the unique experiences of international students enrolled in U.S. school counseling programs. Because of this gap in the literature, counselor educators and supervisors may lack a substantial understanding of the unique developmental needs of international school counseling students that is critical to serving them to achieve their development as professionals and as human beings.This study aims to accurately describe and present the essence of the lived experiences of international school counseling students thus discussing implications and recommendations for counselor educators in school counseling in regard to providing more effective training. This dissertation study utilized a phenomenological in-depth interview design, interviewing seven international school counseling students in person about their lived experience of pursuing school counseling training in the U.S. The study then utilized narrative analysis to analyze the narrative forms (i.e., personally reported stories) of participants' lived experiences. The findings of the study yielded the following major themes: 1) A lot to learn about school counseling in the U.S.; 2) Being a minority: the unique experiences of being international students; 3) The "most impactful" aspects in the experiences (i.e., field experiences, supervisory experiences, and relationships); 4) "What was helpful": beneficial factors in the environment; 5) "Turning points" in the experiences; and 6) Personal and professional impacts. The novel findings bear implications for counselor educators in terms of how they can better support the development of international school counseling students. Implications for institutional support and future research in counselor education are also discussed.

ISBN: 9798582542872Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Counseling training

Living School Counseling Training: The Experience of International Students in U.S. School Counseling Graduate Programs.
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520 $a Despite the increasing presence of international students in U.S. counseling programs and a growing body of literature addressing the varied challenges encountered by international counseling students, there is no literature and research in counselor education concerning the unique experiences of international students enrolled in U.S. school counseling programs. Because of this gap in the literature, counselor educators and supervisors may lack a substantial understanding of the unique developmental needs of international school counseling students that is critical to serving them to achieve their development as professionals and as human beings.This study aims to accurately describe and present the essence of the lived experiences of international school counseling students thus discussing implications and recommendations for counselor educators in school counseling in regard to providing more effective training. This dissertation study utilized a phenomenological in-depth interview design, interviewing seven international school counseling students in person about their lived experience of pursuing school counseling training in the U.S. The study then utilized narrative analysis to analyze the narrative forms (i.e., personally reported stories) of participants' lived experiences. The findings of the study yielded the following major themes: 1) A lot to learn about school counseling in the U.S.; 2) Being a minority: the unique experiences of being international students; 3) The "most impactful" aspects in the experiences (i.e., field experiences, supervisory experiences, and relationships); 4) "What was helpful": beneficial factors in the environment; 5) "Turning points" in the experiences; and 6) Personal and professional impacts. The novel findings bear implications for counselor educators in terms of how they can better support the development of international school counseling students. Implications for institutional support and future research in counselor education are also discussed.
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