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Teaching and Supervision in Counseling

Author ORCID Identifier

Claudia G. Interiano-Shiverdecker https://orcid.org/0000-0002-5487-6724

Derek L. Robertson https://orcid.org/0000-0002-0111-1496

Sofia Santillan https://orcid.org/0000-0001-6873-1203

Author Biographies

Claudia G. Interiano-Shiverdecker, Ph.D., is an Assistant Professor in the Department of Counseling at the University of Texas at San Antonio. Dr. Interiano-Shiverdecker’s research interests focused on trauma, multicultural considerations, and social justice advocacy for marginalized groups such as refugees, asylum seekers, immigrants, and sex-trafficked youth. She has published qualitative work in several peer-reviewed professional journals and has presented qualitative research in over 20 presentations at international, national, regional, state, and local conferences. Dr. Interiano-Shiverdecker is a bilingual counselor who has worked primarily with trauma, crisis, and grief in the Latinx community.

Derek Robertson is an associate professor in counselor education at the University of Texas at San Antonio. He holds a PhD in Counselor education and supervision and is a licensed professional counselor and supervisor in the State of Texas. He has been a practicing counselor since the early 90’s. His research is focused on reducing bias in counselors and promoting the voices of marginalized groups. He is a member of ACA, the Texas Counseling Association, and several of their divisions.

Sofia Santillan is a master's student in the Clinical Mental Health Counseling program at the University of Texas at San Antonio. Her research focus is on bilingualism, minority populations, and counseling. Sofia is currently enrolled in a bilingual counseling certification program and works with survivors of domestic violence.

Mica Stumpf earned her master of science degree in clinical mental health counseling from the University of Texas at San Antonio. Currently, she works as a school-based associate professional clinical counselor with the East Bay Agency for Children in Oakland, California. Her research interests include trauma, multiculturalism, neurofeedback, and social justice.

DOI

https://doi.org/10.7290/tsc05mxpl

Abstract

Scholars have recently called for a greater research focus on bilingual counselor education and training. This study aims to explore the impact and development of study abroad immersion experiences on Latine bilingual counseling students. This study used transcendental phenomenological research to explore the lived experiences of bilingual counselors (N = 7) during a two-week study abroad program in Oaxaca. Participants comprised master’s and doctoral level students at a CACREP-accredited program who identified as Latine, Spanish-speakers. Through individual interviews, we discovered three themes from the data: (a) personal and professional connection to the study abroad program, (b) developing cultural competence through introspection, self-awareness, and humility, and (c) increasing professional Spanish while embracing nuances. Latine, Spanish-speaking reported growth in their linguistic abilities, self-understanding, and knowledge of Latine cultures. We discuss implications for counselor education study abroad pedagogy and research, as well as how study abroad can promote competence for bilingual counselors.

Public Significance Statement

Researchers in counselor education found that study abroad programs can increase clinical effectiveness in students by promoting empathy for those who are culturally different while creating awareness about the importance of contextual factors in multicultural counseling. This study is the first to examine the impact of a study abroad with Latine bilingual counselors. Our study abroad program is part of the Bilingual Counseling Certificate, one of four certificates housed within a CACREP-accredited master's program.

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