TPC Journal Volume 11 Issue 2

184 The Professional Counselor | Volume 11, Issue 2 Related Educational Programs, 2015). Counselor educators may model an intersectional and strengths- based approach by appropriately identifying the strengths of IGSCs and actively incorporating them in advising and mentoring relationships. Research Implications The present study offers several directions for future inquiries. Firstly, within the international community, there is extensive diversity, and deeper knowledge of various intersectional groups is needed. For instance, little is known in the counseling field about the challenges that LGBTQ+ international students face and their unique strengths and support systems. Exploring the unique psychosocial assets they employ could offer much-needed perspective on the heterogeneity of international students’ experiences. Secondly, at present there is no instrument to measure IGSCs’ psychosocial strengths. Instrument development may aid counselors in assessing international students’ strengths, applying them appropriately in the counseling setting, and measuring any changes, especially as a longitudinal study. Lastly, research on training strategies to enhance counselors’ competence in working with international students is urgently needed, especially in the area of asset-based training. As international students are exposed to the effects of increasingly fragile sociopolitical periods, such as COVID-19–prompted Sinophobia, counselors are increasingly likely to be called to respond to this community’s needs (Anandavalli et al., 2020). Counselor educators are invited to develop training modules to adequately prepare student counselors to work with IGSCs in a strengths-based approach. Limitations Although valuable data were gained through this inquiry, the study is not without its limitations. Interviews for the current study were completed in English. Given that for many international students English is not their preferred language, data and the narratives offered could have been different if alternative languages for interviewing had been offered. Also, all the participants in the study were located in the American South. Potentially, narratives could have differed if participants were from states with larger international student populations (e.g., New York, California). Furthermore, although unintentional, both the researchers and participants in this study identified as cisgender female. Inquiries involving all genders’ experiences as IGSCs could offer varied and salient details on their narratives. Conclusion Counselors must have knowledge of IGSCs’ psychosocial strengths to leverage them effectively in counseling. Researchers have repeatedly indicated that incorporating minoritized clients’ strengths in counseling results in improved resilience, confidence, and self-efficacy. However, despite persistent calls by scholars, extant literature offers limited information on IGSCs’ strengths. Our IPA investigation with eight IGSC participants provides a rich description of unique psychosocial strengths they employ to support their mental health. Professional counselors can expand their cultural competence to work with this community by examining and implementing these findings. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript.