TPC Journal-Vol 10- Issue 1

130 The Professional Counselor | Volume 10, Issue 1 educators provide multicultural and social justice counseling training through systemic modeling by internationalizing the curriculum and training environment and collaborating with training programs and institutions to advocate for, attend to, and support the needs of globally diverse students in distance education. Currently, the literature on training and online delivery of international multicultural counseling education remains limited. To explore the best online pedagogy for internationalizing multicultural counseling education, more research is needed. As such, future research could focus on examining the outcome of incorporating intersectional and social construction approaches in online counseling curricula, including global students’ multicultural and social justice counseling competencies in their home countries. Future studies also might investigate different course structures and online pedagogy to understand the best methods for multicultural distance counselor education. There is a need to explore counselor educators’ experiences of conducting online multicultural counseling education with globally diverse student populations and their perspectives on receiving multicultural counseling distance education. Supports needed for global students in the online environment may differ from traditional students. Therefore, research on how the academic support of counseling programs and institutions impacts global students’ counseling practice and retention in distance counselor education can be valuable. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References Allen, I. E., Seaman, J., Poulin, R., & Straut, T. T. (2016). Online report card: Tracking online education in the United States . https://onlinelearningsurvey.com/reports/onlinereportcard.pdf American Counseling Association. (2014). 2014 ACA code of ethics . Arredondo, P. (1999). Multicultural counseling competencies as tools to address oppression and racism. Journal of Counseling & Development , 77 , 102–108. https://doi.org/10.1002/j.1556-6676.1999.tb02427.x Banks, C. A., Pliner, S. M., & Hopkins, M. B. (2013). Intersectionality and paradigms of privilege: Teaching for social change. In K. A. Case (Ed.), Deconstructing privilege: Teaching and learning as allies in the classroom (pp. 102–114). Routledge. Berger, M. T., & Guidroz, K. (Eds.). (2009). The intersectional approach: Transforming the academy through race, class, and gender. University of North Carolina Press. Benshoff, J. M., & Gibbons, M. M. (2011). Bringing life to e-learning: Incorporating a synchronous approach to online teaching in counselor education. The Professional Counselor , 1 , 21–28. https://doi.org/10.15241/jmb.1.1.21 Bhat, C. S., & McMahon, M. (2016). Internationalization at home for counseling students: Utilizing technology to expand global and multicultural horizons. International Journal for the Advancement of Counselling , 38 , 319–329. https://doi.org/10.1007/s10447-016-9274-7   Bolt, D. B., & Crawford, R. A. K. (2000). Digital divide: Computers and our children’s future . Bantam.  Brooks, M., Alston, G. D., Townsend, C. B., & Bryan, M. (2017). Creating a healthy classroom environment in multicultural counseling courses. Journal of Human Services: Training, Research, and Practice , 2 , 1–24. Burr, V. (2015). Social constructionism. In J. Wright (Ed.), International encyclopedia of the social & behavioral sciences (2nd ed., pp. 222–227). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.24049-X