Running Head: HELPING INTERNATIONAL STUDENTS 1

Helping International Students by Using a Relational-Cultural Theory Framework

Julie Griffith
Northern Illinois University
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Helping International Students by Using a Relational-Cultural Theory Framework

Conceptualization

In the summer of 2016, I began my graduate degree with a class called “Cross-Cultural

Issues in the Adult ESL Classroom.” I began to make sense of the fact the American ideology is

quite different from the rest of the world, especially in the area of collectivistic versus

individualistic societies. Events from recent trips to Uganda became clearer as I learned to see

things with more of a group mindset. I’ve learned to empathize with international students who

come from a place of commonality to the United States where people tend to do their own things.

The Relational Cultural Theory (RCT) gives rise to the fact that even though autonomy is lauded

as success in America, people are more psychologically healthy when they live in community.

In my job as Global Affairs Coordinator, RCT gives me a great starting place for working with

students from collectivistic societies.

Counseling Theory

While the Western ideology of individualism promotes independence as successful, RCT

views each person as needy of “mutual empathic, growth-fostering relationships” (Comstock,

2008, p. 279). American theoretical models laud the notions of self-sufficiency as mastery and

applaud autonomy as meritorious. However, RCT provides an alternative way of thinking which

allows student affairs helpers and counselors to explore the mental health of their students within

a framework of the relational development of all people. RCT approachs healing and helping

through encouraging meaningful relationships and breaking down barriers that may hamper

those relationships.

The RCT theory can be summarized with the following core tenets:
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1. Throughout life, people continue to grow towards relationship.

2. Mutuality, not individuality, exhibits growth towards maturity.

3. As a person displays more relational skills with diverse people groups, he or she moves

towards growth psychologically.

4. “Mutual empathy and mutual empowerment are at the core of growth-fostering

relationships” (Comstock, 2008, p. 280).

5. If a person wants a “growth-fostering relationship” (Comstock, 2008, p. 280), he or she

must be authentic and genuine.

6. People that participate in such relationships mature as a result.

7. “Realization of increased relational competence” (Comstock, 2008, p. 280) constitutes a

life-long goal.

According to Duffy (2016), the synopsis of these tenets is that people are “hard-wired to desire

connection” (p. 226). Research shows that loss of connections can lead to disfunction of the

brain and loss of neurons.

Practically speaking, a helper operating through a RCT lens will seek to connect with his

or her students in a mutually empathetic way. Obstacles to this relationship will be

deconstructed as the helper grows in his or her ability to develop successful interpersonal

relationships. The helper will articulate his or her response to the student’s feelings and

thoughts. Additionally, the helper will be authentic, genuine, and open to change. When the

helper engages in this kind of exchange, he or she will grow in the ability to be culturally

competent and develop compassion. The helper will expand his or her horizons by exploring the

student’s worldviews and beliefs. Mutual transparency will allow more freedom to come to a

common understanding of the issue at hand and an appropriate intervention.

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The RCT theory also has a social justice component. Birrell and Freyd recognized that

“although oppression is often institutionalized at societal levels, it is necessarily enacted in the

context of interpersonal relationships” (as cited in Comstock, 2008, p. 280). A limitation of RCT

could be the tendency to fail to find the balance between fighting institutional oppression and

meeting individual needs. For example, a helper that focuses solely on the injustices of an

underprivileged, marginalized minority may fail to recognize an intervention that could improve

the life of the contact student. Conversely, a student may be better equipped to deal with racism

and prejudice if he or she understands societal oppression. As a helper, I find more value in

trying to improve the lives of individual students than in trying to right the wrongs of the whole

society. On the other hand, an understanding of individual concerns in light of group

marginalization will enable me to be a more effective, relational helper and find the balance

between individual and institutional focus.

A second limitation of RCT would occur if a helper, according to Jorday and Dooley,

failed to realize that “disconnections are an inevitable part of all relationships, including the

relationships counselors have with culturally different clients” (as cited in Comstock, 2008, p.

283). Disconnections can be a result of several factors. Developing culturally diverse

relationships requires helpers to overcome natural disconnection strategies with people who are

different from them. Additionally, it is a natural part of all relationships to experience ebb and

flow. Lastly, students who feel a deep sense of inferiority may hide their authenticity to avoid

becoming overly vulnerable. A helper who is not mentally prepared for possible disconnections

may become disillusioned and hold back from developing more future mutually empathetic

relationships. As a helper, I will seek to overcome this limitation by remembering that

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developing growth-fostering relationships, especially with international students, will retain a

degree of ambiguity that doesn’t necessarily reflect my abilities as a professional.

Theoretical Assumptions of Theory

Three core theoretical helping assumptions—contact, incongruence (client), and

congruence (counselor)--relate to RCT. Contact, according to Reynolds (2009), suggests a “two-

way interaction” (p. 100) where the helper does something with rather than for the student.

Corroborating this idea, Jorday noted, “Unlike Roger’s one-way notion of empathy (e.g. empathy

communicated by the counselor to the client), the RCT concept of mutual empathy is cocreated

in counseling relationships and is viewed as an important source of healing and transformation in

the counseling process” (as cited in Comstock, 2008, p. 281). Miller, Jordan, Kaplan, Stiver, and

Surrey (as cited in Comstock, 2008) further identified mutual empathy as a contact where

“everyone’s experience is broadened and deepened because people are ‘empathically attuned,

emotionally responsive, authentically present, and open to change’” (p. 281). In my own

practice I’ve learned that even when I am in an authoritative position, students exhibit

leaderships qualities when we act as a team and seek solutions together. Playing the expert can

quickly get humiliating when a person runs out of expertise, causing inauthenticity to save face.

I’ve found engaging students by working together (which I like to call “leading from behind”)

more valuable than acting authoritarian.

Incongruence of the client relates to RCT in the area of finding identity in community,

especially among students of other cultures. Reynolds (2009) noted that incongruence often

results from a difference “between the client’s self-concept and her/his experience” (p. 100).

Jordan (2000) promoted that in Westernized cultures such as the United States, society lauds

individualism. Certain groups of people including women, African Americans, and Asian
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Americans can be seen as deficient when their need to connect is perceived as overly needy or

dependent. Cultures vary widely on the issue of individuality versus community. Many

international students come from collectivistic cultures where a sense of working for the good of

all predominates over working for self. Faced with American independence, they can feel

perplexed, isolated, or lonely. RCT gives helpers a framework to explore their needs for

connection.

The third core theoretical helping assumption states most effective helpers have a

congruence between themselves and their experience. In other words, they can genuinely

express their own feelings and attitudes in a way that is consistent and genuine. The fifth core

tenant of RCT relates that “authenticity is necessary for real engagement in growth-fostering

relationships” (Comstock, 2008, p. 280). I once had someone tell me that international students

perceive me as genuine and trustworthy. Therefore, in my practice, I exhibit congruence and

authenticity, core tenets of both theoretical helping assumptions and RCT.

Application of Theory to Student Affairs

Since RCT promotes the development of relationships, I can apply this theory in many

ways as Global Affairs Coordinator. First, I can encourage relationships with co-nationals, the

host country, and multi-cultural friends. According to Pedersen (1991), international support

groups benefit students. I recently started a Chinese club at Rockford University and became

their advisor with the goal of giving these students more support by creating a space for more

connections with each other. Additionally, I created a monthly Global Dialogue between

English as a Second Language (ESL) students and the faculty of different departments. So far,

the ESL students have met with the faculty from the English department and the Math, Computer

Science, and Physics department. Again, I am encouraging more community between ESL
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students and their potential future professors. To create growth-fostering relations with multi-

cultural friends, I revamped Rockford University’s Community Friends program to connect local

families and individuals with new international students far from their own families. Pedersen

(1991) suggested that informal and preventative measures work better for international students

that formal counseling. By creating diverse, relational pathways for students, faculty, and

community members, I am using RCT to encourage psychological growth and maturity for all

parties involved.

According to RCT, I also need to continue to work on my own cultural awareness. Since

I’ve never been an international student, I’ll never be an expert in this area. I hope to grow

lifelong in my respect and genuine concern for people with different value systems. I will

continue to learn from my students by engaging with them one-on-one, and I will keep working

on my tolerance for ambiguity. Genuine relationships with international students require a

respect of the fact that not all feelings and values can be adequately expressed in a second

language.

Lastly, the RCT theory has refocused my attention on the importance of orientation.

Orientation can be used as a tool to begin building relationships. A creative approach could

connect new students with others on campus through the use of departmental scavenger hunts,

etc. I also realized that RCT can be applied at orientation by using informal moments to engage

in meaningful conversations and begin relationships with students that are new to campus.

Overall, RCT gave me confidence to engage on a more empathic level and pursuing meaningful

connections with my students.

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References

Comstock, D. L., Hammer, T. R., Strentzsch, J., Cannon, K., Parsons, J., & II, G. S. (2008).

Relational‐cultural theory: A framework for bridging relational, multicultural, and social

justice competencies. Journal of Counseling & Development, 86(3), 279-287.

Duffey, T., & Trepal, H. (2016). Introduction to the Special Section on Relational‐Cultural

Theory. Journal of Counseling & Development, 94(4), 379-382.

Jordan, J. V. (2000). The role of mutual empathy in relational/cultural therapy. Journal of

clinical psychology, 56(8), 1005-1016

Pedersen, P. B. (1991). Counseling international students. The counseling psychologist, 19(1),

10-58.

Reynolds, A. L., Mueller, J. A., & Clark, M. R. (2009). Helping college students: Developing

essential support skills for student affairs practice. San Francisco, CA: Jossey-Bass.