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Kim's AR
- 1. Supporting the Needs of Korean International Students SO JUNG KIM MASTER’S CANDIDATE SCHOOL COUNSELING
- 2. Introduction Home of the Falcons
- 3. Concerns Misunderstandings due to: Communication barriers Cultural barriers Difficulties include cultural differences between counselors’ and students’ values and language barriers (Chalungsooth & Faris, 2009).
- 4. Homesick, lonely, Isolated… Discrimination Adjustment to being alone Academic pressure to perform Financial pressure to perform Language Isolation International students typically do not utilize counseling services as a resource (Popadiuk & Arthur, 2004) Koreans are often reluctant to seek counseling for fear of being stigmatized. (Lee, Suh, Yang & Jang, 2012)
- 5. Purpose Statement To provide support for Korean international students through group counseling To examine and strengthen the graduate student- researcher’s developing group counseling skills.
- 6. Literature The number of primary and secondary students engaging in extended study is increasing, suggesting a need to attend to the psychological needs those who may be struggling to navigate difficult cultural transitions (Kim & Okazaki, 2014). Gaps that exist between different cultures can lead to emotional distress, clinically significant symptoms of depression and anxiety, and academic problems (Carr, Koyama & Thiagarajan, 2003).
- 7. Research Question Can support groups be effective in addressing the needs of Korean international high school students?
- 8. Why Support Groups? • Support groups can provide international students with an important forum for addressing adjustment- related concerns and having their concerns validated. (Carr, Koyama, & Thiagarajan, 2003). • Group counseling can be effective in promoting individual change. (Zinck & Littrell 2000).
- 9. Why Action Research? A form of educational research in which practitioners take action in their work settings to improve certain aspects of their practice. (McNiff & Whitehead, 2010) When conducted properly, action research can empower practitioners and help strengthen the link between research and practice (Rowell, 2005).
- 10. Implementation 2 cycles 4 weeks each cycle 45 minute weekly sessions 1 individual interview
- 11. Participants 12 EL students from South Korea. 2 females, 10 males 9th: 2 students 10th: 3 students 11th: 5 students 12th: 2 students • Referrals from EL teachers and counselors • Individual interviews “International Student Support Research Team”
- 13. Cycle One Week One: Meet and Greet Week Two: Our Stories Week Three: Culture Differences Week Four: Communication
- 15. Participant Feedback Week 1: Meet and Greet Week 2: “Our Stories” Week 3: Major Culture Differences Week 4: Communication “Talking about our past experiences was helpful because it helped us to reflect on our challenges.” “I didn’t know many people have the same struggles adjusting to American culture. That makes me feel not as lonely.” “Sharing opinions helped me to understand other people’s feelings more.” “I like that I can speak and people will not judge me.” “I want to focus on solutions, not just the challenges.”
- 16. Student-Researcher Reflection Focus on solutions in Cycle Two Be flexible Be prepared; Have Plan B Less involvement from student-counselor Question: How can I help international students feel supported outside of group?
- 17. Cycle Two Week 5: Self-Care and Balance Week 6: College & Career Week 7: Tips for a Successful transition (Modification) Week 8: Handbook for International Students (Modification)
- 18. Handbook for International Students *Based on student feedback and ideas from group discussions. *Plans to make Korean, Chinese, and Spanish versions to address other international
- 19. Handbook for International Students Introductions Common Expectations Common Fears Common Challenges Survival Tips American Values Major Culture Differences Preparing for College Balance Becoming a Falcon Contacts Resources
- 20. Activity Samples
- 22. Participant Feedback “I felt good because I was part of a team and we all worked together.” “I feel more optimistic about being in America.” “Support groups are fun. I was able to connect with other Korean students and speak in Korean.” “I feel more comfortable talking about my thoughts and feelings.” “I have a better understanding of American culture.”
- 23. Post-Group Questionnaire “Support groups can be helpful to international students” -All 12 participants “My overall well-being has improved because of group” -Yes: 10 participants -Somewhat: 2 participants “Support groups will be helpful to me” -Yes: 5 participants
- 24. Student-researcher Reflection Building rapport is key to a successful group. Counselor disclosure opened doors for further discussion. Giving specific group tasks to students helps them feel more involved. Positive effects on student outcomes could be achieved by enhancing the professional preparation of counselors working with ELLs (McCall-Perez, 2000).
- 25. Evidence -based Practice ? • Lack of literature support • Lack of established curriculum
- 27. Limitations Researcher-designed instruments Lack of female participants Unexpected scheduling complications Lack of time Minimal literature on support groups for Korean international students
- 28. Future Considerations Cultural competency Sincerity Appropriate disclosure Collaboration Flexibility Passion Effective school counselors are culturally competent. (American School Counselor Association, 2009)
- 29. Overall Findings: • Creation of new social support system • Sense of belonging and feeling cared for by the school • A“safe space” to open up and share personal concerns • Feelings of inspiration
- 30. Final Reflections • Advocate • Be open to change • Educate • Ask questions • Collect data
- 31. References American School Counselor Association (2009). The professional school counselor and cultural diversity. Retrieved from https://www.schoolcounselor.org/asca/media/asca/home/position%20statements/PS_CulturalDiversity.pdf Arthur, N., & Popadiuk, N. (2004). Counseling international students in Canadian schools. International Journal fo the Advancement of Counseling, 26(2), 125-145 Carr, J. L., Koyama, M., & Thiagarajan, M. (2003). A women’s support group for Asian international students. Journal of American College Health, 52, 131-134. Chalungsooth, p., & Faris A.S. (2009). The development and implementation of a psychoeducational support group for international students. Human Services Today, 6(1) Kim, H. J., & Okazaki, S. (2014). Navigating the cultural transition alone: Psychosocial adjustment of Korean early study abroad students. Cultural Diversity And Ethnic Minority Psychology, 20(2), 244-253. doi: 10.1037/a0034243 Lee, S. M., Suh, S., Yang, E., & Jang, Y. J. (2012). History, current status, and future prospects of counseling in South Korea. Journal Of Counseling & Development, 90(4), 494-499. doi:10.1002/j.1556-6676.2012.00061.x McCall-Perez, Z. (2000). The counselor as advocate for english language learners: an action research approach. Professional School Counseling, 4(1), 13. McNiff, J., & Whitehead, J. (2010) You and your action research project. (3rd Ed.). London: Routledge. Rowell, L. L. (2005). Collaborative action research and school counselors. Professional School Counseling, 9(1), 28-36.
Editor's Notes
- A lot of topics came up such as friendship,
- Cycle One: Challenges: loneliness, self-consciousness, English proficiency. All twelve students had these in common. These common challenges emerged from the discussions.
- Participatory group work helps students feel involved. Providing safe space and constant encouragement helps reluctant students to feel “safe” about sharing. Students connected more due to similar cultural backgrounds.
- Prolong engagement: school year fieldwork.
- Sincerity, appropriate disclosure, collaboration, flexibility, and passion.