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I need some some look at my peer review paper and add comment if there any thing its not make sense or the grammar or the app style or everything you thing its not make sense or she need to chang something just add a comment like what I did t=in the paper

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1 Running head: A GOOD ENOUGH WHITE THERAPIST Becoming A Good Enough White Therapist: Experiences of International Students in Counseling Psychology Doctoral Programs University of Oklahoma 2 A GOOD ENOUGH WHITE THERAPIST Problem Statement Despite anti-immigration rhetoric and the current socio-political climate, the number of international students enrolled in colleges and universities in the United States has grown significantly over time (Dow Jones Institutional, 2017). Many attribute this growth to the dualimpact of globalization and internationalization on higher education (Lyngstad, 2007; Mitchell & Nielsen, 2012). Globalization is often described as the interdependency and interconnectedness among political, social, cultural, and economic systems beyond national borders (Lyngstad, 2007). As socio-economic globalization impacts education and turns knowledge into a commodity, internationalization can be conceptualized as the response of higher education to globalization (Nielsen, 2011). One of such responses is the recruitment and retention of international students (Ng, 2012; Mitchell & Nielsen, 2012; Ng & Lau, 2012a). The field of psychology is not exempt from the impact of globalization, and it recognizes international students as vital to the process of internationalization (Park & Cho, 2010; Leong & Ponterotto, 2003). With its emphasis on diversity, counseling psychology consistently reported the highest number of international students enrolled in APA accredited programs (American Psychological Association, 2017). Many of these students often arrive in the United States with different values and principles, but they are evaluated and held accountable to American values of independence, self-reliance, and autonomy (Mittal & Wieling, 2006; Ng & Lau, 2012b). Furthermore, many professional counselors and counselor educators globally were trained in the United States, or by native graduates of American counseling programs (Smith & Ng, 2009). As such, it is critical to understand the experiences of international students, as well as the relevancy of their education to avoid promulgating eurocentric ideals and values (Leong & Ponterotto, 2003; Goodman et. al., 2014), or training “good enough white therapists” (Hardy, 2008). 3 A GOOD ENOUGH WHITE THERAPIST Significance of the Study Given the emphasis of multiculturalism in counseling programs, there is an increasing number of studies on the experiences of racial and ethnic minority students (Baker & Moore, 2015; Henfield, Owens, & Witherspoon, 2011). Some studies have explored the experiences of international students in counselor training programs (Mittal & Wieling, 2006; Smith & Ng, 2009; Ng & Lau, 2012b). However, there is limited research into the experiences of international students in counseling doctoral programs (Nilsson & Anderson, 2004). A recurring theme across the literature documenting the experiences of international students in American colleges (Poyrazli, Thukral, & Duru, 2010; Sullivan & Kashubeck-West, 2015) is acculturative stress, and the challenges faced by these students as a result of living in a culture dissimilar to theirs. Berry (2005) defined acculturation as the sociological and psychological adaptation to a different culture after living in it for a considerable period of time. The sum of the problems of living and challenges encountered while adjusting to the process of acculturation is regarded as acculturative stress (Poyrazli et al., 2010; Sullivan & Kashubeck-West, 2015). Some studies have found variations in acculturative stress among different racial-ethnic groups, with African students reporting the highest levels, and European students reporting the lowest (Yeh & Inose 2003). Poyrazli et al. (2010) attributed this discrepancy to the interaction of acculturation and exposure to racism. Cultural distance, the degree of similarity between cultures, was also suggested as an explanation for the differences in levels of acculturative stress (Yeh & Inose, 2003). According to Pedersen (1991), greater levels of acculturative stress are reported by international students from the most dissimilar cultures. As a result, students from non-western backgrounds that value collectivism are believed to experience more acculturative stress due to living in an individualistic society (Poyrazli et al. (2010). 4 A GOOD ENOUGH WHITE THERAPIST The extant studies highlight shared experiences of international counselor trainees to include higher levels of academic stressors, language barriers, cultural adjustment issues, financial and immigration stressors, as well as discrimination by faculty and students (Ng & Lau, 2012b). Psychosocial challenges reported include the pressure to assimilate Western norms and values, as well as the need to acclimatize to an American training context and approach (Mittal & Wieling, 2006). Furthermore, it was not uncommon for these students to experience ethical dilemmas inherent in learning content that conflicted with their cultural beliefs and values (Smith & Ng, 2009; Mittal & Wieling, 2006). Nilsson and Anderson (2004) found that international doctoral students in professional psychology programs who were less acculturated to the American culture reported less counseling skill, self-efficacy, and a weaker supervisory working alliance. Regarding multicultural competencies and relevance of training, international students reported shortcomings in the acquisition of multicultural counseling skills as well as limited applicability of what they were taught to their country of origin (Ng & Lau, 2012b). In light of these findings, the paucity of research on the reality of international students from non-western backgrounds in counseling doctoral programs is concerning. Given what we know so far, it is important to note that many of these studies present the experiences of nonwestern international students from a culturally-deficit model that tends to pathologize the experiences of international students, and place inherent deficiencies within the students themselves (Smith & Ng, 2009). Consequently, it is easy to overlook the resilience of international students and their vital role in the development of a diverse and multicultural learning environment (Ng, 2012). However, as a field committed to social justice advocacy, centering the needs and experiences of non-western international students is essential to decolonizing the practice of counseling and psychology education (Goodman et. al., 2014). 5 A GOOD ENOUGH WHITE THERAPIST Research Purpose and Research Questions The present study seeks to explore the needs and experiences of international students from non-western cultural backgrounds in counseling psychology doctoral programs. Using individual interviews, the study’s target participants are specifically non-western international students who have already experienced at least two semesters of clinical practicum training and supervision. The study will attempt to understand how these students describe their level of acculturation, and cope with potential stressors. Also, the study will explore the students’ selfperception of their counseling skills-efficacy, supervisory experiences, and multicultural competencies. An in-depth examination of the transferability of the education received by nonwestern international graduates from counseling programs in the United States is beyond the scope of this study. However, there will be an attempt to explore aspects of the current training that non-western international students find applicable to their unique cultural contexts. The following research questions have been developed to meet the goals of the study: 1. What are the needs and experiences of non-western international students in counseling psychology doctoral programs? 2. How do these students cope with possible language barriers in a predominantly verbal field, while building counseling skills self-efficacy during advanced clinical placement and supervision? 3. How do non-western international students navigate the clinical aspects of their training, and develop multicultural competency in the presence of acculturative stress, potentially different world views, and dissimilar value orientations? 4. What aspects of their education do they find conducive to practicing psychology in their home countries, and how do they intend to implement these skills and training? 6 A GOOD ENOUGH WHITE THERAPIST References (I need to make the submission deadline, so I’m going to have to clean this up later-)) American Psychological Association. (2017). International and domestic students in accredited doctoral psychology programs by area and degree:2002-2009. Retrieved from http://www.apa.org/ed/accreditation/about/research/accredited-doctoral-students.aspx Baker & Moore, 2015 Berry, 2005 Dow Jones Institutional Goodman, R.D., Williams, J.M., Chung, R.C., Talleyrand, R. M., Douglass, A.M., McMahon, H.G., & Bemak, F. (2014). Henfield, Owens, & Witherspoon, 2011 Leong & Ponterotto, 2003 Lyngstad, 2007 Mitchell & Nielsen, 2012 Mittal & Wieling, 2006 Ng 2012 Ng & Lau, 2012a Ng & Lau, 2012b Nielsen 2011 Nilsson and Anderson (2004) Park & Cho, 2010 Pedersen (1991) Poyrazli, Thukral, & Duru, 2010 Smith & Ng, 2009 Sullivan & Kashubeck-West, 2015 Yeh & Inose 2003
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Running head: A GOOD ENOUGH WHITE THERAPIST

Becoming A Good Enough White Therapist: Experiences of International Students in
Counseling Psychology Doctoral Programs
University of Oklahoma

1

2

A GOOD ENOUGH WHITE THERAPIST

Problem Statement
Despite anti-immigration rhetoric and the current socio-political climate, the number of
international students enrolled in colleges and universities in the United States has grown
significantly over time (Dow Jones Institutional, 2017). Many attribute this growth to the dualimpact of globalization and internationalization on higher education (Lyngstad, 2007; Mitchell &
Nielsen, 2012). Globalization is often described as the interdependency and interconnectedness
among political, social, cultural, and economic systems beyond national borders (Lyngstad,
2007). As socio-economic globalization impacts education and turns knowledge into a
commodity, internationalization can be conceptualized as the response of higher education to
globalization (Nielsen, 2011). One of such responses is the recruitment and retention of
international students (Ng, 2012; Mitchell & Nielsen, 2012; Ng & Lau, 2012a).
The field of psychology is not exempt from the impact of globalization, and it recognizes
international students as vital to the process of internationalization (Park & Cho, 2010; Leong &
Ponterotto, 2003). With its emphasis on diversity, counseling psychology consistently reported
the highest number of international students enrolled in APA accredited programs (American
Psychological Association, 2017). Many of these students often arrive in the United States with
different values and principles, but they are evaluated and held accountable to American values
of independence, self-reliance, and autonomy (Mittal & Wieling, 2006; Ng & Lau, 2012b).
Furthermore, many professional counselors and counselor educators...


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