Developing an overseas counsellor education program: Problems, issues, and educational implications

Abstract

This article describes an example of an overseas counsellor education program. The problems, issues, and educational implications of the program are detailed.

School Counselors in International School: Critical Issues and Challenges

“…Given the multinational nature of international communities, the transient populations, and the isolating experiences of international school counselors, curricula need to be carefully planned to cater to the diverse cultural contexts. Further, counselor training needs to expand beyond multicultural training to include a more international focus (Giordano 1997) that includes aspects related to international ethical guidelines.…”

“…This may be similar for international counselors who typically are trained in a US-based curriculum. In light of this, having practicum and internships in their local settings with local supervisors becomes an important avenue of enhancing a counselor's competence (Giordano 1997). In addition, having the opportunity for post-degree supervision can further enhance their professional development (Magnuson et al 2001).…”

“…Interestingly, various authors have noted several challenges related to counselor professional development in countries outside the USA. For instance, in reflecting on the state of counseling in settings such as Israel (Erhard and Harel 2005;Lazovsky and Shimoni 2007;Mar'l 1988), India (Natrajan and Thomas 2002;Chaudhary and Bansal 2000;Unnithan 1986), Hong Kong (Hue 2007;Leung et al 2007;Hui 2000), Kuwait (Abal and Hornby 1995;Al-Sarraf 1993;Abu-Eita and Sherif 1990), Australia (Humes 1991;McMahon and Patton 2001), Greece (Dimakos 2006;Giordano 1997), Pakistan (Choudhry et al 2008;Jimerson et al 2007;Almas and Ibrahim 1985), authors highlight the limited role that school counselors play in addressing students' mental health needs. Some authors speak to limited counselor training and a lack of clarity in school counselor roles, whereas others highlight the notion that mental health issues are seen as inconsequential alongside higher educational expectations.…”

“…Concerns arise with regard to US-educated counselors in international schools who may apply only American-based therapeutic techniques in international settings (Leung 2003). In light of this, authors (Foley and Clawson 1988;Giordano 1997;Rifenbary 1996) urge for the provision of ongoing training that will consider and address the unique challenges of an international school system. According to Rifenbary's (1997) survey, international counselors not only disclosed the limited availability of professional developmental opportunities, but commented on how the lack of access can compound difficulties in developing proficiency in different skills.…”

“…However, while parents, teachers, and principals note the significance of counseling, counselors may not always receive the support that is required in their roles. While the counseling profession in the USA has had the opportunity to thrive and extend from more guidance activities to a more developmental/preventive framework, professionals in international school settings struggle to promote counseling in cultures where often there are few established counseling academic programs or localized empirical research occurring (e.g., Giordano 1997;Ortloff and Escobar-Ortloff 2001).…”