Abstract
Globalization has led to an increase in United States-influenced counseling programs the world over; however, the extent to which these training models apply to other cultures is unclear. Using a sample of master’s-level counseling students studying in the Czech Republic (n = 5), the authors conducted a phenomenological inquiry examining the experiences of European students trained in a program developed and supervised by faculty in the United States. Three themes (and potential barriers) related to English-language training programs in Central Europe included: cultural differences between faculty and students, complications related to the notion of professional identity, and concerns related to the utility of wellness-based principles in the Czech Republic. Implications for educators include cultural adaptation of training and course material as well as reframing illness perspectives through a wellness lens.
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