265 The Professional Counselor | Volume 13, Issue 3 Limitations and Future Research This study includes some limitations to note. The first and most important limitation is the concerning lack of research focusing on international students in the counseling profession (D. Li & Liu, 2020; Nilsson & Dodds, 2006; Woo et al., 2015). Even though ICSs have recently begun to attract scholarly attention (Lau et al., 2019), the number of articles published recently may not be sufficient to discuss the diverse purposes and areas of focus for ICS research. Although our study specifically highlighted the need for more research on ICSs, an extensive range of discussion was not possible due to the limited number of articles. Thus, we encourage more professional counseling organizations and counseling researchers to consider ICSs’ professional development as a research topic. Also, because this study was limited to articles published in journals related to ACA and selected other professional organizations, future research with a more comprehensive search may elicit rich and diverse discussion. Finally, content analysis has a few methodological limitations, such as no existence of unified rules and a precise analytical process, and potential biases in coding, which necessitates further research on ICSs using other methodologies for more in-depth investigations. Conclusion ICSs can contribute to increasing program diversity and cultivating students’ multicultural counseling competency but have been understudied despite their growing representation. This study provided a comprehensive overview of ICS research across 18 articles within a 16-year period, using both quantitative and qualitative content analysis. Counseling researchers can pay more scholarly attention to the academic and social lives of ICSs from a strength-based approach. Counseling programs and counselor educators can support ICSs by providing resources for adjustment, developing curricular and extracurricular activities involving ICSs, and working toward a more multicultural and inclusive program environment. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References Akkurt, M. N., Ng, K.-M., & Kolbert, J. (2018). Multicultural discussion as a moderator of counseling supervisionrelated constructs. International Journal for the Advancement of Counselling, 40(4), 455–468. https://doi.org/10.1007/s10447-018-9337-z American Counseling Association. (2014). ACA code of ethics. https://www.counseling.org/resources/aca-codeof-ethics.pdf Anandavalli, S., Borders, L. D., & Kniffin, L. E. (2021). “I am strong. Mentally strong!”: Psychosocial strengths of international graduate students of color. The Professional Counselor, 11(2), 173–187. https://doi.org/10.15241/sa.11.2.173 Behl, M., Laux, J. M., Roseman, C. P., Tiamiyu, M., & Spann, S. (2017). Needs and acculturative stress of international students in CACREP programs. Counselor Education and Supervision, 56(4), 305–318. https://doi.org/10.1002/ceas.12087 Center for Substance Abuse Treatment. (2014). A treatment improvement protocol: Improving cultural competence. Substance Abuse and Mental Health Services Administration.
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