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Pages: 593 - 593 Abstract: The Counseling Psychologist, Volume 50, Issue 5, Page 593-593, July 2022.
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Authors:Hang-Shim Lee, Douglas Knutson, Julie M. Koch, Colton Brown, Candice Keyes Abstract: The Counseling Psychologist, Ahead of Print. Despite the call to internationalize counseling psychology and calls for improved mentoring to Asian international students enrolled in counseling psychology training programs, there is a dearth of literature to help trainers understand this population’s clinical training experiences. The present study explored the practicum experiences of Asian international students (N = 10) in counseling psychology programs using the consensual qualitative research method. Data analysis yielded five domains: Learning Outcomes, Challenges, Resources, Behavioral Strategies, and Suggestions. Participants described how they navigated their cross-cultural practicum training in the face of unique challenges and how they adapted, as well as relied on support systems. As our participants reflected on their cross-cultural clinical training experiences, they shared the lessons they learned and provided suggestions for current and future international students, supervisors, and programs. Scholarly and practical implications for this population are discussed. Citation: The Counseling Psychologist PubDate: 2022-06-14T05:12:16Z DOI: 10.1177/00110000221100825
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Authors:Kayi Hui-Spears, Jeeseon Park-Saltzman Abstract: The Counseling Psychologist, Ahead of Print. Despite the inclusion of social justice and international issues in counseling psychology, there are no conceptual models or research to date that focus on social justice identity development and training issues for international counseling psychology students. The unique cross-cultural experiences and systemic injustices facing many international counseling psychology students may inform their social justice identity development in a distinctive manner. Thus, by incorporating biculturalism and transformative learning theories, this article proposes a theoretical model to illustrate the psychological processes and outcomes of social justice identity development for international counseling psychology students with the following four phases: (a) cultural and social awareness of privilege and oppression, (b) critical analysis of systemic oppression across cultures, (c) synergistic development of social justice competence and bicultural competence, and (d) integration of social justice identity and competence across cultures. We provide recommendations for future practice, advocacy, education, training, and research. Citation: The Counseling Psychologist PubDate: 2022-05-31T08:44:23Z DOI: 10.1177/00110000221099431
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Authors:Daniela G. Domínguez, Hsiu-Lan Cheng, Lisa De La Rue Abstract: The Counseling Psychologist, Ahead of Print. This study uses Lent et al.’s (1994) social cognitive career theory (SCCT) as a framework for understanding the career barriers and coping efficacy experienced by international master’s of counseling psychology students. Grounded in SCCT, we described coping efficacy as international students’ perceived capability to navigate career barriers. Using Braun and Clarke’s (2006) thematic analysis, we explored the career barriers and coping efficacy of 12 international master’s of counseling psychology students. The first focus area, International Journey with Multiple Barriers, included five themes: Interpersonal Stress, Language Barriers, Financial Pressures, Advising Concerns, and Visa and Immigration-Related Stress. The second focus area, Agents of Change in the Midst of Barriers, included five themes: Self-Regulating, Stepping into Discomfort, Cognitive Reappraising, Becoming a Change Agent, and Social Support Seeking. Findings demonstrated participants’ coping efficacy and perceptions of themselves as agents of change. This study deepens the field’s understanding of career development among international master’s of counseling psychology students. Citation: The Counseling Psychologist PubDate: 2022-05-27T11:19:17Z DOI: 10.1177/00110000221097358
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Authors:Brian TaeHyuk Keum, Colleen A. Kase, Rajni Sharma, Stephanie E. Yee, Seini O’Connor, Priya Bansal, NaYeon Yang Abstract: The Counseling Psychologist, Ahead of Print. A growing body of research suggests that graduate psychology training programs with a stronger collective social justice identity are likely to provide more support for students’ advocacy engagements than those with discrepant views among members. We conducted response surface analyses (N = 178 PhD students; across 16 counseling psychology programs) to examine whether the degree of congruence and discrepancy in social justice attitudes and perceptions of training program norms (perceived social justice norms among students and faculty) between the individual student and other students in their program would be associated with students’ social justice advocacy intentions and behaviors. Higher congruence in attitudes and perceived norms (among students and faculty) were significantly associated with advocacy intentions. For advocacy behaviors, only congruently higher perceptions of faculty were significantly associated. Discrepant attitudes and perceived norms were not significantly related to students’ advocacy intentions and behaviors. Recommendations for training and research are discussed. Citation: The Counseling Psychologist PubDate: 2022-05-23T05:21:01Z DOI: 10.1177/00110000221102977
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Authors:Hui Xu, Lisa Y. Flores Abstract: The Counseling Psychologist, Ahead of Print. The growing community of international counseling students in the United States has been a vital force in the internationalization of counseling psychology and the diversification of counseling practices. However, their intersectional identity of being both an international student and a counseling student is also associated with a variety of unique challenges in training and career development. This Special Issue includes five articles that address a conceptual model on international students’ social justice identity development, experiences of clinical training and clinical supervision, career barriers and coping efficacy, and experiences of counseling psychology faculty from international backgrounds. Each of these articles discusses challenges faced by international counseling psychology students and provides implications that can be used to facilitate the professional development of international counseling psychology students. Citation: The Counseling Psychologist PubDate: 2022-05-11T08:40:28Z DOI: 10.1177/00110000221092684
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Authors:Andrés J. Consoli, Ayşe Çiftçi, Şenel Poyrazlı, Michiko Iwasaki, Silvia Sara Canetto, Elin Ovrebo, Chiachih D. C. Wang, Linda Forrest Abstract: The Counseling Psychologist, Ahead of Print. International students have a considerable presence in U.S. counseling psychology programs; what happens when they pursue academic counseling psychology positions in U.S. institutions' Seven counseling psychology faculty who started as international students in the United States used collaborative autoethnography to examine this matter. We found that our identification with counseling psychology philosophy and our lifelong, self-reflective process as cultural insiders/outsiders have proven crucial. Likewise, we found that our academic career development has been shaped by extra challenges encountered when dealing with ethnocentric aspects of U.S. psychology and by unique opportunities generated by our multinational professional identities and multilingual abilities. Three themes recurred across our reflections: Overcoming Linguistic Differences, Learning to Thrive Across Cultures, and Mentoring as a Valued Experience. We offer advice for international counseling students considering careers in U.S. academia and discuss the implications of our findings for research, training, and advocacy. Citation: The Counseling Psychologist PubDate: 2022-05-10T05:55:09Z DOI: 10.1177/00110000221098377
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Authors:Yunkyoung Garrison, Chi W. Yeung, Yu Chak Sunny Ho, Jung Eui Hong, Yeji Son, Ching-Lan Rosaline Lin, Charles Bermingham Abstract: The Counseling Psychologist, Ahead of Print. The present study discusses clinical supervision from the perspectives of 20 international counseling psychology trainees with a focus on English-specific experiences in training. Using concept mapping, we identified four clusters of sociolinguistic experiences in clinical settings: Growth and Strength Through Embracing Vulnerability, Barriers to Showing Clinical Potential, Fear of Being Seen as Incompetent, and Self-Doubt About Therapeutic Performance and Relationships. Helpful supervisory events included seven clusters: Genuine Curiosity and Understanding, Exploration and Validation Regarding Linguistic Identity, Affirmation and Illumination of Strengths, Facilitation of Clinical Communication, Multicultural Awareness and Cultural Humility, Humanity and Compassion, and Externalization and De-emphasis of the Act of Language use Itself. Lastly, unhelpful supervisory events fell into seven clusters: Seeking Understanding From a Deficits-Lens, Lack of Self-Awareness and Cultural Humility, Acts of Disrespect, Disregard and Lack of Interest, Judgment and Over-Correction, Disempowerment, and Superficial Fixes. Implications for practice and advocacy and suggestions for future research are discussed. Citation: The Counseling Psychologist PubDate: 2022-05-03T07:32:27Z DOI: 10.1177/00110000221094324
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Authors:Laura Reid Marks, Allison Schimmel-Bristow, Leigh M. Harrell-Williams, Candice Hargons First page: 594 Abstract: The Counseling Psychologist, Ahead of Print. Using the lifespan biopsychosocial model of cumulative vulnerability and minority health as a theroretical lens, the present study proposed two models to test the relationships among racial discrimination, cognitive–emotional factors, and risky sexual behaviors in a sample of 302 Black college students in the United States. Our models provided support for some of the hypothesized direct and indirect pathways. As expected, overt racial discrimination and subtle racial discrimination (i.e., racial microaggression) were both positively related to cognitive–emotional factors (i.e., anxiety, depression, hopelessness, and hostility). Racial microaggressions were significantly positively related to risky sexual behaviors, but overt racial discrimination was not. Hostility was the only cognitive–emotional factor that facilitated an indirect, significant effect from racial microaggressions to risky sexual behaviors. Potential implications are discussed for practice, training programs, and future counseling psychology research with Black college students using the lifespan biopsychosocial model of cumulative vulnerability and minority health. Citation: The Counseling Psychologist PubDate: 2022-06-12T10:29:33Z DOI: 10.1177/00110000221092662
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Authors:Jillian Fish, Glenn Hirsch, Moin Syed First page: 622 Abstract: The Counseling Psychologist, Ahead of Print. Walking in two worlds is a common metaphor Indigenous peoples use to describe their experiences navigating the differences between Indigenous and Western epistemological and ontological worldviews across various contexts. Despite wide support for this phenomenon, there have been few attempts to address Indigenous–Western cultural incongruities through structural changes in counseling psychology, although as a profession, it is well equipped to do so. Thus, we propose for counseling psychology to move toward the Indigenist ecological systems model (IESM) as an integrative framework for promoting Indigenous epistemologies and ontologies in science and practice. We provide a brief overview of IESM and a direct application of the model through a case illustration of Walking in Two Worlds, a psychotherapy group for Indigenous peoples. With IESM, we describe creating an Indigenous-informed clinical intervention that leverages Indigenous epistemologies and ontologies, prompting real ecological change. We conclude with implications IESM has for counseling psychology. Citation: The Counseling Psychologist PubDate: 2022-04-30T12:00:03Z DOI: 10.1177/00110000221083028
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Authors:Helen H. Jun, Kenneth T. Wang, Han Nah Suh, Jeffrey G. Yeung First page: 649 Abstract: The Counseling Psychologist, Ahead of Print. Maladaptive perfectionists with high perfectionistic standards and discrepancy are at risk for negative psychological outcomes. Among Asian international students, family perfectionism is an important concern due to cultural values concerning honoring familial expectations, conformity, and fulfilling obligations for scholastic achievement. This study examined 190 Asian international students in the United States that prescreened as having maladaptive perfectionism. Among them, hierarchical and k-means cluster analyses revealed three types of perfectionistic families: adaptive, maladaptive, and nonperfectionistic. A oneway analysis of variance revealed that participants from maladaptive families experienced higher depression, general anxiety, and suicidal ideation than those from adaptive or nonperfectionistic families. Those from maladaptive or nonperfectionistic families reported higher social anxiety, academic distress, eating concerns, and lower life satisfaction than those from adaptive families. These findings highlight the importance of maladaptive perfectionists’ family backgrounds in understanding Asian international student mental health. Clinical and theoretical implications are discussed. Citation: The Counseling Psychologist PubDate: 2022-05-09T08:16:47Z DOI: 10.1177/00110000221089643
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Authors:Kiet D. Huynh, Michael A. J. Murgo, Debbiesiu L. Lee First page: 674 Abstract: The Counseling Psychologist, Ahead of Print. Sexual minority individuals report greater rates of substance use compared to their heterosexual counterparts. Internalized heterosexism (IH) is one critical factor underlying this disparity. There has been a proliferation of studies examining IH as a correlate of substance use; however, results of these studies have been mixed. The purpose of the current multilevel meta-analysis was to explain these mixed findings by identifying factors that moderate the overall relationship between IH and substance use. Results from the analysis of 49 studies (209 effect sizes and 162,674 participants) demonstrated a positive overall relationship between IH and substance use (r = .065). This relationship was significantly moderated by sexual orientation, gender, and type of substance. Increased IH was linked to increased use of heroin (r = .173), cocaine (r = .135), tobacco (r = .100), and alcohol (r = .070). Implications for research, practice, and policy are discussed. Citation: The Counseling Psychologist PubDate: 2022-05-05T05:58:03Z DOI: 10.1177/00110000221086910
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Authors:Roberto L. Abreu, Diamonique Townsend, Y’Londa Mitchell, Jessica Ward, Lillian Audette, Kirsten A. Gonzalez First page: 708 Abstract: The Counseling Psychologist, Ahead of Print. Given that qualitative and mixed methods have been used to address social justice issues, counseling psychologists have been drawn to these research designs to advance knowledge in the field. However, qualitative and mixed methods are rarely used in counseling psychology to examine the experiences of LGBTQ individuals. This content analysis reviewed all qualitative and mixed methods studies conducted with LGBTQ individuals between 2009 and 2019 in three leading counseling psychology journals. Results from 24 studies revealed: (a) an increase in LGBTQ-related topics; (b) an overreliance in grounded theory as a research design, diverse analytical approaches, overreliance on semi-structure interviews, and increased disclosure of reflexivity and trustworthiness; and (c) an overwhelming representation of White, cisgender, gay and lesbian, middle class, college educated, English-speaking, Christian, mainland United States residents. We pose a call to action for the next decade of qualitative and mixed methods research with LGBTQ individuals in counseling psychology. Citation: The Counseling Psychologist PubDate: 2022-05-30T01:37:56Z DOI: 10.1177/00110000221092481
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