Abstract
Mental health training programs are required to train students to become competent clinical professionals wherein they learn multicultural competencies, including social justice perspectives, and develop multicultural orientation. A growing trend in multicultural competence development and multicultural orientation understanding, embraced both by training programs and professional mental health organizations, is cultural immersion and study abroad experiences. These provide opportunities for personal growth, firsthand cultural learning, and exposure to global mental health matters from diverse perspectives. In addition, studying abroad allows for increased knowledge, emotional and empathic development, and spiritual formation which can lead to personal transformative development. Spirituality is a common element within study abroad, multicultural competency, and multicultural orientation, all of which are unique in all persons as a natural aspect of personal development. Through studying abroad, students can cultivate multicultural, spiritual, and values understanding, as well as encounter serendipitous learning opportunities that lead to transformative development and social justice advocacy opportunities.
As the mental health profession seeks to enhance the cultural competence of practitioners to meet the needs of a diverse clientele, mental health training programs routinely develop experiential learning opportunities designed to engage learners and improve multicultural awareness, knowledge, and competence (Earnest et al., 2016). While not a new development in higher education, study abroad provides a creative and robust method through which experiential learning becomes immersive and interactive through a variety of deliberate and purposeful activities. Study abroad experiences are intentionally designed as educationally enriching cultural immersion opportunities, allowing students direct and focused experiences of cultures different than their own (Sanz & Morales-Front, 2018), and facilitating improved multicultural competence in knowledge and awareness (Harris et al., 2019). Doerr (2019) notes that cultural immersion is often defined as fully immersing oneself in a different culture to experience it as a local inhabitant does, with a clear distinction from approaching diverse cultures as a tourist. According to the Institute of International Education (IEE, 2021), participation in study abroad has steadily grown over the past three decades. Moreover, the US Department of State reports that 325,339 students participated in study abroad over the 2015–2016 academic year, a 4% increase over the previous academic year (United States of America Study Abroad, U.S. Department of State, n.d.). While the COVID pandemic decreased participation in study abroad opportunities, current trends indicate interest and participation are again steadily increasing (Forum on Education Abroad, 2021).
Study abroad, as cultural immersion experiences, are meant to be enriching opportunities, allowing participants to encounter the unfamiliar and explore different beliefs, values, and perspectives that promote growth and development (Engberg & Jourian, 2015). Niehaus and Wegener (2019) discuss study abroad within the context of the internationalization of higher education, leading to goals of diversifying the educational experience, directly exposing students to diverse cultures, and preparing students to engage with a global community. Presented as transformative learning experiences, the anticipated result is that students who participate in study abroad are better prepared as professionals with greater knowledge of, competence with, and appreciation for diverse cultural interactions (Vande Berg et al., 2012). Various considerations are proffered as necessary for creating transformative learning experiences, such as experiential activities or excursions (Prosek & Michel, 2016) and scheduling time to process and reflect with peers (Smith et al., 2014). Vande Berg et al. (2012) note that simply participating in a study abroad trip will not necessarily lead to transformative student development; instead, transformational learning is both an intentional and experiential process achieved through interactive experiences, intercultural guidance, and meaningful reflection.
Intentionality is essential for study abroad to become a transformative learning experience through embedding tangible opportunities, such as service-learning experiences, to enhance multicultural knowledge and development (Anitsal et al., 2014; Bain & Yaklin, 2019; McKee, 2016; Ngai et al., 2018; Spear & Chapman, 2020). From this context, the process of creating and implementing transformative learning experiences in study abroad is often based within two theories of learning: Mezirow’s (1997) Transformative Learning Theory and Kolb’s (2014) Experiential Learning Theory. Mezirow’s (1997) approach focuses on learning through critical assessment, reflection, and a willingness to place oneself in uncomfortable situations, whereas Kolb’s (2014) approach emphasizes learning through tangible and action-oriented experiences (Strange & Gibson, 2017). For study abroad experiences embedded within mental health training programs, both approaches facilitate learning by encouraging active and direct experiences that teach and challenge one’s current understanding, leading to meaningful reflection and new perspectives. These are essential elements to developing multicultural competence, a multicultural orientation, and social justice advocacy.
As a common goal of study abroad, multicultural competence can be defined as an awareness of one’s own beliefs, assumptions, biases, and attitudes toward culturally different persons; understanding their worldview; and employing culturally sensitive interventions, techniques, and strategies (Sue et al., 1992; Sue & Sue, 2016). The development of multicultural competencies allows for a more culture-centered approach to interacting with others, resulting in a multicultural orientation that involves three related elements: cultural humility, cultural opportunities, and cultural comfort (Owen, 2013). Multicultural orientation leads to an in-depth awareness and appreciation of the role of multicultural factors where, according to Hook et al. (2013), cultural humility is described as an attitude of receptiveness toward others, especially when considering multicultural differences, and cultural opportunities are occasions to explore important aspects of cultural identity, which can include related beliefs and values (Lu et al., 2020; Owen et al., 2016). Furthermore, cultural comfort is the ease with which people can attune to the cultural themes of others (Hook et al., 2013). These three concepts help to establish an action-oriented step toward creating social justice advocacy, which Ratts and Pedersen (2014) define as efforts to “empower all individuals, regardless of background, so they may develop the knowledge and skills to achieve their full potential” (p. 12).
Service-learning opportunities are often embedded within study abroad to better facilitate improved social justice advocacy, multicultural competence, and an increased multicultural orientation. Influenced by Kolb’s (2014) experiential learning and Mezirow’s (1997) critical thinking and self-reflection, service-learning consists of a pedagogical model intentionally connecting students with a community to provide a service while integrating classroom knowledge (Thibeault, 2019). Like cultural immersion, service-learning encourages reflection on personal transformation, connecting what is learned in the classroom with the real-life process of helping meet specific community needs (Gomez-Estern et al., 2021). This approach focuses on working alongside and with a community rather than a missionary ideology and embodies mutual collaboration and equality, concepts necessary for developing multicultural competencies (Weah et al., 2000). Within service-learning, education occurs in formal, informal, and experiential contexts (McDowell et al., 2012; Slantcheva-Durst & Danowski, 2018). Furthermore, service-learning opportunities promote transformative learning through an improvement in students’ attitudes and a decline in colorblindness (Conner & Erickson, 2017), while also developing positive relationships resulting in stereotype reduction (Holsapple, 2012); this creates an environment of mutual respect for indigenous people and cultures (Thibeault, 2019). Specific to social justice advocacy, study abroad experiences increase students’ awareness of their personal and cultural privilege as US citizens, allowing them to observe oppressive systems and marginalized groups firsthand, and to briefly experience a small taste of marginalization as an outsider in the host culture (McDowell et al., 2012). In addition, as service-learning projects embedded within study abroad involve the concept of being of service instead of doing service (Thibeault, 2019), these experiences provide opportunities for social justice advocacy, thereby enriching the academic experience.
Multicultural Competence and Social Justice Development
Harris et al. (2019) noted that cultural immersion opportunities have been a platform for experiential learning to increase multicultural competence, especially as multicultural counseling has been a central theme for multiple mental health professions for several decades (Barden et al., 2017). The multicultural movement takes a more holistic approach to clinical practice, which accounts for both internal factors (biological and psychological elements) and external factors (cultural context); this allows for the recognition of sociocultural influences that impact a person’s mental health and cultural factors that could aid in the healing process (Pedersen & Pope, 2016; Ratts & Pedersen, 2014). Reinforcing the significance of a multicultural focus, the American Counseling Association (ACA) endorsed the Multicultural Counseling Competencies that include the concepts of (1) practitioner self-awareness, (2) understanding the worldview of others, and (3) utilizing culturally appropriate approaches. These ideas have become foundational to the mental health profession (Sue et al., 1992) and clinical training programs (e.g., American Psychological Association [APA], 2017; Council for Accreditation of Counseling & Related Educational Programs [CACREP], 2016).
Multicultural competence
According to Hook et al. (2013), multicultural competence is a way of doing that involves the ability to implement cultural awareness, knowledge, and skills; as cultural backgrounds are explored, relationships built, and lived experiences of people of other countries are understood, one gains awareness of personal biases and assumptions while forming new perspectives on life. Developing multicultural competence, as an intended goal of studying abroad, includes a necessary focus on doing and putting skills into practice. Conversely, Hook et al. (2013) note that multicultural orientation involves a way of being with other people, guided by a person’s philosophy or values about the importance of cultural factors. Thus, a strong multicultural orientation suggests an increased openness to learning new things about oneself, as well as the cultural perspectives and worldviews of others (Brown et al., 2022).
Transformative experiences within study abroad demonstrate Kolb’s (2014) emphasis on experiential learning and Mezirow’s (1997) focus on learning through meaningful reflection (Strange & Gibson, 2017). Students are provided with increased opportunities for the development of culturally appropriate therapeutic approaches (McDowell et al., 2012), taking into account the client’s values, beliefs, and practices. Clients who view their clinicians as holding increased cultural awareness are more comfortable and develop a stronger alliance due to viewing their clinician as more credible (Owen et al., 2011). Since multicultural elements are a necessary part of the treatment process, spirituality and religion also serve as important resources and inform treatment considerations, as individuals may want to discuss spiritually related concerns (Lu et al., 2020).
Social justice
As an extension of multicultural competencies, social justice advocacy perspectives were developed to focus on inherent factors as well as social issues that can negatively impact a person’s development (Ratts, 2009; Ratts & Pedersen, 2014). This led to the development of the Multicultural and Social Justice Counseling Competencies (MSJCCs), which include the following aspirational qualities: (1) increased counselor self-awareness, (2) increased counselor understanding of client worldview, (3) knowledge of how both counselor and client worldview impact the counseling relationship, and (4) advocacy on behalf of clients (Ratts et al., 2016). With this focus on accounting for a client’s cultural context and counselor-client dynamics, the competencies that emerged provided a new framework for working with culturally different people. The development of multicultural and social justice competencies allowed for a more culture-centered and client-centered approach. Along with preparing multiculturally competent students, mental health training programs are increasingly developing ways to train students as social justice advocates, consistent with the MSJCCs that expect mental health clinicians to serve as advocates for clients at the individual, community, and global levels (Ratts et al., 2016). The competencies task clinicians to increase their understanding of historical and contemporary global issues impacting privileged and marginalized clients. Study abroad trips allow students to witness the impact of cultural and historical trauma and fill a gap in multicultural training by exposing students to social justice needs at a deeper level than didactic instruction. Study abroad experiences develop greater awareness and knowledge through transformative learning opportunities (Bain & Yaklin, 2019; Strange & Gibson, 2017), or “learning that results in a fundamental change in . . . worldview as a consequence of shifting from mindless or unquestioning acceptance of available information to reflective and conscious learning experiences” (Seel, 2012, p. 3341).
Spiritual development
Aponte (2009) noted that many people groups use spirituality as a fundamental life resource for purpose and meaning. Within this context, Miller-Perrin and Thompson, (2010) reported that additional benefits of study abroad include an increased application of one’s faith within decision-making, an increased use of faith as a coping mechanism, and an increased desire to serve others. This mirrors Trokan’s (2005) effort to increase faith dialogue with indigenous cultures, where study abroad immersion experiences allow for practicing faith “in a practical context supported by input from those with whom they work” (p. 143). Furthermore, Fukuyama and Puig (2016) suggest that spirituality and/or religion are integral elements in many cultures and can be sources of comfort, especially for oppressed and marginalized groups. Miller-Perrin and Thompson (2014) indicate students can benefit from leaving their comfort zones to experience lasting change by embracing various types of diversity, that is, religious, ethnic, and cultural.
Social Justice and Transformative Learning in Cultural Immersion Experiences
Study abroad research has recently focused on transformative learning to describe the process by which students’ worldviews are challenged and broadened by immersion experiences (Bain & Yaklin, 2019; Strange & Gibson, 2017). Immersion experiences are ideal places for transformative learning to occur as an intended goal is to help students navigate their beliefs and values as they interact with the world around them (Prosek & Michel, 2016). Transformative learning experiences use self-reflection to increase awareness of personal assumptions and biases, identify new perspectives and ways of living, and grow one’s knowledge through personal experiences with different cultures and practices (McDowell et al., 2012; Mezirow, 1997). Transformative development relies on activities integrated into study abroad programs, including meaningful reflection, interactive experiences, and intercultural guidance (Kolb, 2014; Vande Berg et al., 2012). The goals of transformative development are focused not only on the acquisition of knowledge or awareness but also on making meaning of and about what learners are experiencing. This increases their ability to interact in multicultural environments effectively and appropriately (Vande Berg et al., 2012).
Transformative learning within immersion experiences increases awareness of social justice needs and motivates students to become personally involved in finding solutions to social justice concerns (Murphy et al., 2014). Immersion provides firsthand knowledge of social justice needs, such as rates of poverty among individuals with severe mental illness (Araya et al., 2018), the continued impact of sexism on women’s mental health (Feigt et al., 2021), and limited availability of mental health care in developing countries (Lally et al., 2019; Sylvestre et al., 2018). In addition, immersion experiences transform students’ commitment to addressing these needs. Transformative learning helps students shift from ethnocentric and culturally encapsulated worldviews to becoming global citizens who take personal responsibility for societal problems (Murphy et al., 2014; Sherman et al., 2020). To facilitate this transformative learning process, infusing service-learning, multicultural competencies and orientation, social justice advocacy, and spiritual learning are necessary elements. Bringing a balance of these aspects facilitates whole person learning and contributes to students developing increased awareness, knowledge, skill, and desire for new ways to engage with others.
Infusing service-learning in study abroad
As a form of experiential education, service-learning creates tangible and structured opportunities for students to learn and develop through engaging in activities that collaborate with the local community to meet identified needs (Jacoby, 2015). Underpinned by Kolb’s (2014) Experiential Learning Model, service-learning not only involves a tangible experience but also requires intentional reflection on the experience and focused time to develop and synthesize concepts learned (e.g., multicultural competencies), with support offered to implement the learning in new and perhaps unfamiliar situations (Jacoby, 2015).
Service experiences vary depending upon location and needs as identified by indigenous people. For example, students who traveled to Rwanda participated in service-learning projects, such as making mud bricks, washing laundry, general housekeeping, and landscape maintenance (Brown et al., 2022). Each project was a collaborative effort to assist the community: bricks to build a house for a man wounded during the Rwandan genocide, washing laundry and housekeeping as daily tasks, and landscaping to improve local facilities. In another illustration of service learning, students who traveled to Kosovo provided counseling-related training to expats and local pastors (K. Ford, personal communication, 28 November 2022). When these multicultural competencies are employed, as in the examples above, a learning progression occurs where students become fully engaged in the learning experience and make strong connections with academic concepts. With the repeated implementation of this process, the potential for this learning to move beyond the focused time of service-learning to becoming a transformative life experience is increased. Working collaboratively with the native culture is key to broadening understanding of culture and service-oriented thought processes.
Infusing multicultural competencies in study abroad
When developing clinical skills, it is essential to have a willingness to learn from other cultures, growing in awareness, knowledge, and skills. For example, resilience may take on a deeper meaning in a country that has experienced collective trauma than within an individual’s country of origin (Ford et al., 2021). For example, students traveling in Rwanda expressed a new understanding of forgiveness and resilience after hearing testimonies from victims of the 1994 genocide, and witnessing the forgiveness these victims offered their perpetrators, many of whom now live together as a family (Brown et al., 2022). Hearing how those who killed others have since cared for the family members of those they murdered, the love between these people encourages students to reflect more deeply about the implications of forgiveness and resilience and how this influences relationships and daily life. This experience further challenged students to examine their lives and relationships and explore the impact of personal unforgiveness, including how this may impede their personal development and their clinical work with others.
Study abroad experiences also present students with diverse cultural values. One example is mental health care, which may be viewed as a priority in some countries and not in others; throughout many parts of the world, mental health care remains underfunded and under-resourced (World Health Organization [WHO], 2022). Navigating these value differences challenges students to learn with humility rather than seeing themselves, their values, their beliefs, and their culture as superior. The resulting increased self-awareness and self-reflection challenge one’s current worldview, biases, and assumptions. In addition, students develop a profound understanding of their privilege and status in comparison with where they travel (Slantcheva-Durst & Danowski, 2018). Navigating various challenges in a different country is part of the learning experience. For example, clean water can be taken for granted by those who have this readily available. Students who participated in making mud bricks in Rwanda observed that the water was bug-infested and unsafe to drink, yet they also witnessed Rwandans using the same water for both drinking and making bricks as part of their everyday routine for survival (Brown et al., 2022). In these experiences, the differences between students’ home lives and study abroad are magnified with students developing an increased understanding of the living conditions, work environment, and health care of those in other countries.
Infusing multicultural orientation in study abroad
Study abroad experiences challenge one’s worldviews with exposure to the viewpoints and customs of others, and facilitating a multicultural orientation is a pedagogical process that mirrors the spiral-like nature of Kolb’s (2014) experiential approach to learning. Concrete experiences are enhanced through reflection, made meaningful through thinking, and transformed through active experience (Passarelli & Kolb, 2012). Each rotation of the cycle continues this spiral process, leading to increased insight and ability to apply this learning within additional contexts. Moreover, study abroad experiences place individuals in points of unease and challenge (Strange & Gibson, 2017). Engberg and Jourian (2015) suggest that participating in study abroad “involves a willingness and capacity to deal with discomfort and disequilibrium” (p. 1) and learning to work through this discomfort positively transfers into clinical work when providing mental health services to clients of differing backgrounds. Firsthand learning and embracing a multicultural orientation contribute to stronger therapeutic alliances within clinical settings (Owen et al., 2011).
Preparation for study abroad, participant screening, and debriefings are foundational to the learning experience and involve pre-travel meetings where cultural and travel-related information are discussed (Bain & Yaklin, 2019). During study abroad, intentionally instituting regular debriefings is necessary for students to process and reflect upon their experiences and to understand the impact of the experiences (Doerr, 2019). For example, students traveling in Kosovo debrief their individual experiences and then progress to explore the country of Kosovo as a client, looking at the historical and present context to increase understanding and identify treatment approaches (Ford et al., 2021). Similarly, students traveling in Germany participated in pre- and post-debriefings when visiting the Dachau Concentration Camp Memorial Site, allowing students to prepare for and later process what they observed and encountered (Brown et al., 2022). Furthermore, connections with culturally native individuals during debriefings offer the opportunity for moving beyond personal perceptions and feelings to increased consideration of the indigenous culture.
Infusing social justice in study abroad
Developing multicultural competencies and a multicultural orientation expands understanding of individuals and cultures and thereby better prepares students to facilitate social change (Henriksen, 2006; McDowell et al., 2012). Opportunities to address social justice issues are present in all cultures, some of which may involve human trafficking, racial injustice, and numerous other concerns. When encountering stories of hopelessness and despair, a sense of “professional paralysis” may arise (Bemak & Chung, 2011, p. 210). As a part of the learning process, it is important for students to understand what is being done to address these social justice concerns. In Rwanda, the Gacaca courts tried more than one million cases, which served as a process of transitional justice placed in the hands of trusted citizens (United Nations, 2014). These citizens were promoting restorative justice and reconciliation, working to unite all people as Rwandans. Students learned about advocacy efforts from Josephine, an individual experienced at the grassroots level of the Gacaca tribunals (Steward, 2015). Listening to this woman’s emotional story of losing numerous family members in the genocide and how she, along with others, influenced the formation of the Gacaca trials led students to a deepened understanding of advocacy (Brown et al., 2022). Debriefing this experience required students to critically assess and meaningfully reflect upon their understanding of advocacy, causing them to consider current opportunities to plan and engage in efforts to promote positive social change within their local communities (Brown et al., 2022).
While context may vary, trips to other locations provide similar opportunities. After touring German concentration camps on a study abroad trip, one student described the momentous responsibility they felt for preventing social injustice (Blake-Campbell, 2014). In another example, after participating on a trip to Puerto Rico, several students acted to lobby for social change for marginalized groups by educating their community, pursuing further training in working with the host population, and engaging in political change activities (Cordero & Rodriguez, 2009). Thus, immersion experiences often involve deeply moving encounters where students recognize contemporary and historical instances of social injustice, leading them to act as advocates for social change (Murphy et al., 2014).
Infusing spiritual learning in study abroad
Increased multicultural awareness and cultural immersion involve considering the roles of spirituality and religion. Purposefully integrating spiritual and religious themes into study abroad experiences afford students deepened learning about spirituality, including personal and professional benefits. Along with increased multicultural awareness and knowledge, study abroad opportunities allow both intentional and serendipitous opportunities for spiritual learning (Clemens, 2014; Netz, 2021). These spiritual-learning opportunities can be both intrapersonal and interpersonal. For example, when attending a lecture on Viktor Frankl’s life and works at the Viktor Frankl Museum in Vienna, Austria, the roles of spirituality and religion were discussed within the context of their influence on the development and application of logotherapy. Students were encouraged to consider people as spiritual beings who can overcome significant obstacles through finding meaning and purpose (Brown et al., 2022). Clemens (2014) notes additional ways that student participants engaged in intrapersonal spiritual and religious practices, such as prayer, listening to music, and communion with nature, in response to their travel experiences.
With the interpersonal nature of relationships, connection with others in the study abroad country can create opportunities for spiritual dialogue, even within casual, impromptu conversations (Clemens, 2014). Learning the faith, spirituality, and religious affiliations of others can deepen the understanding of nuanced meanings and identities of spiritual practices to individuals (Clemens, 2014). Furthermore, through meaningful reflection of these encounters, students can better articulate their faith and values while also actively listening to better understand the faith and values of the indigenous culture where they are traveling (Trokan, 2005). In preparation meetings before traveling, students participating in a study abroad trip to Rwanda were directed to listen closely for faith aspects shared by the indigenous culture. Listening to Rwandan genocide survivors share their deep faith in God encouraged the personal faith development of students as they recognized how the indigenous culture depended on God for daily provisions in ways not previously understood (Brown et al., 2022). In doing so, students began to internally explore and externally process with their peers. In addition to serendipitous experiences in study abroad, spiritual learning can be part of a structured curriculum. This involves creating opportunities that can include learning about the faith and spiritual practices of the given culture, completing assignments that require students to investigate spiritual/religious beliefs where they are traveling, hearing from religious leaders regarding the role of spirituality within their culture, and attending religious/worship services while abroad. Through study abroad, students are exposed to alternative forms of spiritual practices and healing (Smith & Macintosh, 2019) that can challenge them within their spiritual journey to develop their faith more deeply; this can become a foundational element to students on a personal level and within the practical context of their clinical work.
Benefits and Further Inquiry
The benefits of studying abroad as cultural immersion experiences notedly increase multicultural awareness, knowledge, and competence (Trokan, 2005). Multicultural competence is correlated with numerous benefits, including increased self-awareness (Prosek & Michel, 2016), improved multicultural competence (Earnest et al., 2016), greater connection to the global community (Murphy et al., 2014; Niehaus & Wegener, 2019), and positive client outcomes (Davis et al., 2019). Furthermore, immersion and service-learning experiences create opportunities for personal development through critical incidents and meaningful reflection, resulting in transformative learning. As presented in multiple professional codes of ethics (cf. ACA, 2014; APA, 2017), self-awareness and personal development are ethical mandates, both of which demonstrate the significance of exhibiting multicultural competence as essential for personal growth and ethical practice.
With the increasing popularity of study abroad and the combined benefits of multicultural competence and social justice advocacy, further inquiry into implementing studying abroad within mental health training programs should consider developing protocols and best practices for integrating immersion experiences and clinical training (e.g., skill development, assessment techniques, and diagnosis). Though beyond the scope of this article, analysis of how study abroad experiences contribute to students’ social justice identity development is recommended. While serendipitous learning is an added benefit to study abroad, facilitating transformational learning requires an intentional and experiential pedagogical approach that involves intercultural guidance and meaningful reflection (Vande Berg et al., 2012) which is distinctly different than cultural tourism (Doerr, 2019). As such, advance planning and coordination are necessary to ensure immersion and service-learning experiences are connected to local contacts, collaborative with the local community, and address identified needs in a culturally appropriate manner (Bain & Yaklin, 2019). Furthermore, sufficient time is needed within the travel itinerary process for reflection upon what is experienced (Smith et al., 2014).
In addition to the logistical aspects of studying abroad, confirming student learning is highly recommended and can be explored through both qualitative and quantitative methods. Future inquiry can assess knowledge, skill, and awareness by collecting and comparing students’ pre-trip and post-trip understandings of and skills with the multicultural competencies. For example, gathering self-ratings and self-reflections can provide insight into each student’s qualitative experiences, along with demonstrating (or not) the efficacy of the immersion and service-learning opportunities. In addition, students can identify specific features, excursions, and encounters that they found especially meaningful and expand upon if and how these experiences were transformative.
Conclusion
The increasing popularity of and interest in study abroad experiences afford mental health training programs with a creative approach to facilitate multicultural competence and development, which are not only ethical components of mental health professions (cf. ACA, 2014; APA 2017) but are also necessary elements for effective clinical practice. Student engagement through service-learning opportunities leads to an increased awareness of diverse populations’ respective mental health needs and concerns, resulting in deepened advocacy efforts and understanding of social justice. In addition, with the transformative development inherent within study abroad, the intended goal is for students to understand the nuances of culture and experience spiritual, personal, and professional development.
Footnotes
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The author(s) received no financial support for the research, authorship, and/or publication of this article.
