This presentation will first examine a constellation of unique factors that can impact international counseling students' development in supervision, such as acculturation level, English language proficiency, and a supervisor's multicultural competence. The integrative developmental model (IDM; Stoltenberg & McNeill, 2010) will be adopted for supervising international counseling students. In particular, the nuanced manifestation of international students' development within the eight clinical domains across the three overriding structures will be discussed. The presenters will incorporate their supervision experiences in U.S. CACREP-accredited programs into the application of the model from an insider's point of view.
