The accelerated globalization posits that humanity will need a highly diverse counseling workforce to meet the multidimensional needs of heterogeneous populations worldwide. Despite this upcoming need, plethoric research shows misalignment between what is expected vis-à-vis the current state of counseling training institutions. According to the studies, the needs of international students and practitioners are neglected, especially in the United States. Studies on the lived experiences of foreign-born students in counseling-related programs show that most experience microaggressions, underrepresentation, and lack of social, educational, and financial support. These concerns significantly undermine the upcoming need for a heterogeneous, sufficiently prepared counseling workforce. The most optimal solution for ensuring that the world is well-positioned to have a sustainable counseling workforce is first addressing the educational and supervisory needs of international counseling students and practitioners. This study utilizes a phenomenological inquiry methodology and social identity theory to examine international needs' unique supervisory and educational needs owing to their unique intersectional identities. The research objectives will be to examine the diverse factors that shape the educational and supervisory experiences of international counseling students and practitioners. Next, the research will examine the current posture of counseling programs and their efficiency in addressing the educational and supervisory needs of international counseling students and practitioners.

Authors:
Sylvia Mukasa, University of Pennsylvania, United States

About the Presenter(s)
Ms Sylvia Mukasa is a University Doctoral Student at University of Pennsylvania in United States

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