Mentoring and Orientation Programs

for International Students

in Counseling Psychology Programs

in the United States.

Working Group Members

Working Group Leaders Jeeseon Park, Pius Nyutu, Julia Conrath,

MinJung Helen Doh, Marco Gemignani, Yuhong He, Kaori

Wada, Shengying Zhang + 15 members

Major Issues Discussed

1. Concrete strategies that mentors and international students can implement to foster successful mentoring relationship 1) Mentoring within the same institution - Regular meetings with advisor - Initiation from advisor - Genuine interest from advisor regarding family, mentee’s culture, adjustment issues in addition to academic progress - Connect with other resources - Structured mentoring programs (e.g., panels, support group) 2) Mentoring from the distance - Communication (e.g., email, phone, webcam, meeting at conferences) - Check-in on a regular basis - Help with broadening mentee’s network - Use of the Internet (e.g., listserv, on-line forum, website for information re: funding, visa issues, job search) 3) Questions? - Criteria for matching? – ethnic background? Research/clinical interest? geographical proximity? Tri-mentoring

Major Issues Discussed

2. Ideas for mentoring and orientation programs that can effectively facilitate the success of international students in counseling psychology programs 1) Exhibit sensitivity regarding not to put student as a spokesperson for his/her culture 2) Promote curiosity among faculty members and students 3) Clarify differences between advising and counseling 4) Exhibit openness, trust, and care 5) Utilize context-based evaluation (help students achieve their goal/integrating journals, contacts in home language) 6) Help students articulate own perspectives on theories to reduce isolation 7) Build resources and support for faculty members 8) Communicate relevant issues with other faculty members 9) Serve as advocate for students and provide ongoing efforts to clarify advocate role to student 10) Make assumptions explicit 11) Engage in a discussion about implicit rules, assumptions, and expectations 12) Create written policies regarding mentoring and orientation

Major Issues Discussed

3. Cross-cultural competencies needed to create a supportive training environment for international students

* Used Sue’s multicultural organizational model as a framework

1) Characteristics of mono-cultural or non-discriminatory organization

- discrepancy between policy and practice; hidden/implicit messages or

conflicting messages; stereotypes of international students (e.g.,

language, neediness); lack of attention to cultural differences of

communication style; internalized stereotypes;

2) Designate faculty coordinator (e.g., organizing meetings, advocacy role)

3) Educate practicum sites about unique needs of international students

Goals/Outcomes for Future

Generated ideas for different forms of mentoring

- Mentor-mentee pair

- Tri-mentoring

- Network of mentors – American, former

international student, international scholars/clinicians Generated ideas for the use of technology to facilitate mentoring Discussed steps that faculty members take to provide culturally sensitive

mentoring to international students Discussed the importance of building support and resources for mentors Discussed organizational competencies

Next Steps & Opportunities for Involvement Conduct panel discussion of international students Organize panel discussion of faculty members’ experiences Implement activities to reach out to faculty members and programs (e.g.,

presentations at the local level) Article on TCP or JCP about practical suggestions about working with

international students Build support network or mentoring program of mentors who work with

international students Conduct need assessment/assessment of success stories of faculty

members

Contact Information for Getting Involved Jeeseon Park jeeseon.park@mcgill.ca 514-398-3452