Supervising international students: The role of acculturation, role ambiguity, and multicultural discussions

Little is known about the training needs of international students in professional psychology programs and what supervisors could do to assist these students in their training. This study surveyed 42 international students in programs accredited by the American Psychological Association concerning several training and supervision variables. Results revealed that students who reported being less acculturated also reported less counseling self-efficacy, weaker supervisory working alliances, more role difficulties in supervision, and more discussion of cultural issues in supervision. Implications for supervision and future research are discussed.

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