or linguistically diverse. This was not limited to working with people from their own ethnic background. They were able to integrate cultures and accept differences and their understanding of psychological health was broader. Emily, international student International students reported having a sense of solidarity and connectedness with CALD clients. They felt related to, understood, comfortable, and relaxed with CALD clients, given the similar experiences of moving to another country. International students reported that they were more culturally attuned to CALD clients than peers due to a broader understanding of diverse culture. Julie, international student Assisting organisations in working with a diverse clientele Supervisors spoke about actively encouraging students to recognise they could assist organisations in working with a diverse clientele, and thus differentiate themselves. Mary, supervisor Developing rapport with “difficult” clients Relatedly, a small number of students and supervisors suggested international students could use their experience of being different, to develop better rapport with “difficult” clients. Supervisors reported students had cultural sensitivity and also extended understanding or additional empathy that they might be able to display. Julie, international student Deepening the understanding of your own culture International or CALD students’ intercultural competencies also benefitted their own learning from placements, as students reflected on applying placement learnings to their home culture. These more complex reconstructions enabled deeper learning, including how to transfer their skills and knowledge to other contexts. Students commented that these reflections generated more questions, but they had a willingness to engage with their learning in this way as it helped them to deepen their understanding of their home culture more generally. Kim, international student
or linguistically diverse. This was not limited to working with people from their own ethnic background. They were able to integrate cultures and accept differences and their understanding of psychological health was broader. Emily, international student International students reported having a sense of solidarity and connectedness with CALD clients. They felt related to, understood, comfortable, and relaxed with CALD clients, given the similar experiences of moving to another country. International students reported that they were more culturally attuned to CALD clients than peers due to a broader understanding of diverse culture. Julie, international student Assisting organisations in working with a diverse clientele Supervisors spoke about actively encouraging students to recognise they could assist organisations in working with a diverse clientele, and thus differentiate themselves. Mary, supervisor Developing rapport with “difficult” clients Relatedly, a small number of students and supervisors suggested international students could use their experience of being different, to develop better rapport with “difficult” clients. Supervisors reported students had cultural sensitivity and also extended understanding or additional empathy that they might be able to display. Julie, international student Deepening the understanding of your own culture International or CALD students’ intercultural competencies also benefitted their own learning from placements, as students reflected on applying placement learnings to their home culture. These more complex reconstructions enabled deeper learning, including how to transfer their skills and knowledge to other contexts. Students commented that these reflections generated more questions, but they had a willingness to engage with their learning in this way as it helped them to deepen their understanding of their home culture more generally. Kim, international student
student_resource-strengths_of_cald_students.docx