Engaging counseling students in the dialogue between globalization and indigenization.

In this current era of rapid globalization and knowledge transmission, students in Hong Kong and Asia who are being trained in counseling theories and systems face a dilemma. To be recognized internationally as professionally trained counselors, they need to comprehend some of the multiple theoretical approaches to mental health, the development of a person and the techniques needed for assessment and intervention. To practice professionally they must have an understanding of theoretical orientations and become self-reflective in their practice. The texts they use are mainly from Europe or the United States, with the case study focus being either on Americans or on Asian Americans. How do they distinguish between what is required of them internationally and local cultural needs of clients in Hong Kong or different parts of Asia? Much of the literature on pedagogical methods used for educating counselors argues for the development of multicultural competencies. While this is important, this paper argues for students to understand and be aware of the dialogue between globalization, indigenization and reconceptualization of counseling theories. Examples of how this is attempted in a Hong Kong counseling training program will be put forward, with a brief discussion of some current writings from Chinese and Taiwanese counselors and their attempts to indigenize and adapt Western theories for their own context, as well as the importance of exposing students to this research. [ABSTRACT FROM AUTHOR]