International SLP Clinical Placements: Powerful Strategies to Transform Recruitment and Global Workforce Impact

International SLP clinical placements are no longer optional enhancements to speech-language pathology programs. They are becoming central to how departments recruit students, diversify cohorts, and prepare graduates for an increasingly global profession. Across the United States, SLP faculty and department chairs are navigating rising interest in international student enrollment, increasing demand for global clinical opportunities, and the need to modernize curriculum to reflect multilingual and culturally complex practice environments. When designed intentionally, international SLP clinical placements can support all three priorities at once.

International SLP clinical placements create a bridge between global engagement and workforce development. Programs that integrate structured international experiences and reciprocal partnerships report stronger student engagement, enhanced professional identity development, and increased recruitment interest from both domestic and international applicants. At a time when departments are competing for highly qualified students and responding to calls for increased diversity in the profession, strategic internationalization offers a powerful solution.

International Students in U.S. Programs and the Role of International SLP Clinical Placements

International students bring significant linguistic, cultural, and intellectual capital to U.S. SLP programs. They broaden classroom discussion, expand perspectives on disability and communication, and frequently return to countries with limited SLP infrastructure to build services and train future professionals. Research examining international students in SLP clinical education contexts suggests that differences in clinical communication styles or supervisory expectations are often small and responsive to structured support and mentoring. When programs provide transparent expectations, scaffolded supervision, and culturally responsive feedback systems, international students demonstrate competency outcomes comparable to domestic peers.

International SLP clinical placements can further support international students by offering structured opportunities to connect theory to practice in culturally complex settings. These placements allow international students to draw on their linguistic and cultural strengths while developing clinical reasoning skills in diverse environments. For departments interested in expanding international enrollment, pairing recruitment strategies with clearly defined international SLP clinical placements strengthens both student success and program appeal.

At the same time, admissions research highlights how underrepresented applicants often navigate hidden curriculum barriers, relying on peer networks, mentorship, and community cultural wealth to access graduate education. International students frequently encounter similar structural challenges. Transparent advising pathways, structured clinical preparation guidance, and explicit performance rubrics reduce ambiguity and improve retention. International SLP clinical placements become most effective when embedded within a broader system of advising reform and mentorship infrastructure.

American Students Working Abroad Through International SLP Clinical Placements

The global movement of clinicians is not one-directional. Increasing numbers of U.S.-educated SLPs are seeking opportunities to work abroad or participate in international service partnerships. Research examining U.S.-trained clinicians navigating international practice highlights critical themes including contextual adaptation, limited resources, regulatory ambiguity, and the need for resilience. These findings underscore an important reality. U.S.-based training does not automatically translate into culturally responsive international practice.

International SLP clinical placements provide an opportunity to prepare students for this complexity before they graduate. Rather than positioning international experiences as short-term observational trips, programs can design international SLP clinical placements that emphasize ethical engagement, community partnership, and reciprocal learning. Pre-departure training in multilingual assessment, health systems literacy, and cultural humility strengthens student readiness. On-site supervision aligned with competency standards ensures accountability. Post-placement reflection integrates experience into professional identity formation.

Faculty often ask whether international SLP clinical placements can align with accreditation requirements and ASHA competencies. The answer is yes, when placements are intentionally structured. Competency mapping, supervision documentation, and reflective assessment tools allow departments to demonstrate that international clinical hours meet the same performance standards as domestic placements. When executed thoughtfully, international SLP clinical placements enhance rather than complicate accreditation alignment.

Curriculum Innovation and the Strategic Integration of International SLP Clinical Placements

Internationalization should not be treated as an extracurricular add-on. The most effective programs integrate international SLP clinical placements into broader curriculum reform. Three areas consistently emerge as high-impact opportunities.

First, advising and mentorship systems must be strengthened. Underrepresented and international students benefit from structured advising models that clarify clinical expectations and reduce hidden curriculum barriers. Embedding international SLP clinical placements within advising conversations signals institutional commitment to global engagement and student support.

Second, curriculum must explicitly address cultural humility, multilingualism, and global health systems. Students require instruction in how language hierarchies, disability frameworks, policy structures, and historical inequities shape communication services worldwide. International SLP clinical placements provide a practical laboratory for applying these frameworks.

Third, partnerships must be reciprocal and sustainable. Ethical international SLP clinical placements are built in collaboration with local ministries, schools, rehabilitation centers, and community leaders. They are not extractive models. They emphasize continuity, capacity building, and long-term relationship development. Departments that prioritize reciprocity strengthen both global credibility and student learning outcomes.

Recruitment Advantages of International SLP Clinical Placements

From a recruitment perspective, international SLP clinical placements differentiate programs in a competitive marketplace. Prospective students increasingly seek meaningful global engagement opportunities. Faculty-led placements signal quality and safety. Structured supervision reassures families and institutional administrators. Clear articulation of learning outcomes enhances credibility.

International students evaluating U.S. programs are particularly attentive to opportunities that recognize and value multilingualism and global experience. When departments promote well-designed international SLP clinical placements, they communicate openness, innovation, and workforce relevance.

International SLP clinical placements also support alumni engagement and donor interest. Graduates who participate in global experiences often maintain long-term connection to programs that facilitated those opportunities. This relational continuity strengthens program reputation and network growth.

Supporting Faculty and Reducing Administrative Burden

Department chairs frequently express concern about faculty workload and administrative complexity when considering international expansion. Effective international SLP clinical placements must include logistical infrastructure, community coordination, risk management planning, and supervision mapping. When external partners manage on-the-ground logistics and coordinate community relationships, faculty can focus on teaching and supervision rather than travel administration.

International SLP clinical placements should reduce faculty stress, not increase it. Clear communication channels, defined supervisory roles, and alignment with institutional policies are essential. Programs that implement these structures successfully report high faculty satisfaction and sustained participation.

The Future of the SLP Workforce

The future SLP workforce will be multilingual, mobile, and globally interconnected. Domestic clinical settings increasingly reflect global migration patterns and cultural diversity. International SLP clinical placements prepare students for this reality. They strengthen adaptability, empathy, ethical reasoning, and collaborative practice.

Departments that strategically integrate international SLP clinical placements position themselves as leaders in workforce innovation. They signal commitment to diversity, equity, and global partnership. They attract students who are motivated by purpose and impact.

If you are a department chair or SLP faculty member interested in recruiting international students, developing structured international SLP clinical placements, or integrating global engagement into your curriculum, now is the time to explore partnership opportunities. International SLP clinical placements are not simply about travel. They are about preparing clinicians who can serve complex communities with competence, humility, and resilience.

The next chapter of speech-language pathology will be written by programs willing to think globally while acting responsibly. International SLP clinical placements are one of the most strategic ways to begin.

A Call to Collaboration

The future SLP workforce will be multilingual, mobile, and globally interconnected. Programs that intentionally integrate international students, ethical global placements, and curriculum innovation will be best positioned to lead.

If you are a department chair or faculty member interested in:

• Recruiting and supporting international students
• Developing structured international clinical placements
• Strengthening cultural humility outcomes
• Expanding global health curriculum content

We would welcome a conversation.

The next phase of the profession will not be built in isolation. It will be built through partnership. Let’s talk.

Kris Brock Ph.D. CCC-SLP

Academic Director

aac@therapyabroad.org

Filed under: Academic Insights, Blog, Speech Language Pathology, Graduate School, Student Experiences, Career InsightsTagged with: , , , , , , , , ,

Why International Allied Health Placements Matter: Evidence, Ethics, and Impact

A young female therapy student in blue scrubs kneels to hold the hand of an elderly woman in a red wheelchair at an outdoor healthcare facility. The student is smiling and engaging in supportive patient care, while other elderly residents in wheelchairs are visible in the background against a pink and green building.

International allied health placements are reshaping how future clinicians learn, serve, and lead in a globalized health care environment. Across disciplines such as speech-language pathology, occupational therapy, physical therapy, and nursing, students who participate in international experiences consistently demonstrate stronger clinical reasoning, cultural humility, and professional identity development.

At Therapy Abroad, international allied health placements are designed intentionally to benefit both students and host communities. These programs move beyond observation and tourism to focus on ethical engagement, interprofessional collaboration, and sustainable partnerships.

This article outlines why international allied health placements matter, what the research tells us, and how well-designed programs create meaningful impact.

Why International Allied Health Placements Matter in Modern Education

International allied health placements provide learning opportunities that traditional domestic placements often cannot replicate. When students step into unfamiliar clinical, cultural, and linguistic environments, they are challenged to apply foundational skills in new ways.

Research consistently shows that international allied health placements accelerate growth in adaptability, communication, and confidence. Students must problem-solve without relying on familiar equipment or systems, which strengthens clinical judgment and flexibility.

These outcomes are especially relevant as health care systems increasingly serve culturally and linguistically diverse populations.

Evidence Supporting International Allied Health Placements

A meta-synthesis of qualitative studies on international allied health placements found consistent benefits across professions, including improved clinical reasoning, professional confidence, and cultural awareness (Bennett et al., 2019). Students described learning to work with limited resources while maintaining quality care.

Another qualitative synthesis emphasized that international allied health placements support long-term professional growth when programs are structured, supervised, and ethically grounded (Crawford et al., 2017). These findings reinforce that international placements should be intentional learning experiences rather than short-term volunteer activities.

https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-017-1058-4 

International Allied Health Placements and Cultural Humility

Cultural humility is one of the most significant outcomes of international allied health placements. When students experience being linguistic or cultural outsiders, they develop deeper awareness of power, privilege, and communication. Rather than learning culture as a checklist, students learn to listen, observe, and adapt. This aligns with best practices in culturally responsive care and prepares clinicians to work effectively in diverse settings. International allied health placements foster respect for local knowledge and lived experience, which improves patient engagement and outcomes.

Ethical Design of International Allied Health Placements

Not all international allied health placements are created equal. Research cautions against models that prioritize student learning without regard for community needs.

Effective international allied health placements are characterized by:

  • Long-term partnerships
  • Local leadership and guidance
  • Reciprocal benefit
  • Alignment with community priorities

Therapy Abroad designs programs collaboratively with local clinicians, educators, and organizations. This approach supports sustainable service delivery and avoids extractive practices.

International Allied Health Placements That Transform Learning and Impact

International allied health placements are reshaping how future clinicians learn, serve, and lead in a globalized health care environment. Across disciplines such as speech-language pathology, occupational therapy, physical therapy, and nursing, students who participate in international experiences consistently demonstrate stronger clinical reasoning, cultural humility, and professional identity development.

At Therapy Abroad, international allied health placements are designed intentionally to benefit both students and host communities. These programs move beyond observation and tourism to focus on ethical engagement, interprofessional collaboration, and sustainable partnerships.

This article outlines why international allied health placements matter, what the research tells us, and how well-designed programs create meaningful impact.

Why International Allied Health Placements Matter in Modern Education

International allied health placements provide learning opportunities that traditional domestic placements often cannot replicate. When students step into unfamiliar clinical, cultural, and linguistic environments, they are challenged to apply foundational skills in new ways.

Research consistently shows that international allied health placements accelerate growth in adaptability, communication, and confidence. Students must problem-solve without relying on familiar equipment or systems, which strengthens clinical judgment and flexibility.

These outcomes are especially relevant as health care systems increasingly serve culturally and linguistically diverse populations.

Evidence Supporting International Allied Health Placements

A meta-synthesis of qualitative studies on international allied health placements found consistent benefits across professions, including improved clinical reasoning, professional confidence, and cultural awareness (Bennett et al., 2019). Students described learning to work with limited resources while maintaining quality care.

Another qualitative synthesis emphasized that international allied health placements support long-term professional growth when programs are structured, supervised, and ethically grounded (Crawford et al., 2017).

These findings reinforce that international placements should be intentional learning experiences rather than short-term volunteer activities.

External resource:
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-017-1058-4 

International Allied Health Placements and Cultural Humility

Cultural humility is one of the most significant outcomes of international allied health placements. When students experience being linguistic or cultural outsiders, they develop deeper awareness of power, privilege, and communication.

Rather than learning culture as a checklist, students learn to listen, observe, and adapt. This aligns with best practices in culturally responsive care and prepares clinicians to work effectively in diverse settings.

International allied health placements foster respect for local knowledge and lived experience, which improves patient engagement and outcomes.

Ethical Design of International Allied Health Placements

Not all international allied health placements are created equal. Research cautions against models that prioritize student learning without regard for community needs.

Effective international allied health placements are characterized by:

  • Long-term partnerships
  • Local leadership and guidance
  • Reciprocal benefit
  • Alignment with community priorities

Therapy Abroad designs programs collaboratively with local clinicians, educators, and organizations. This approach supports sustainable service delivery and avoids extractive practices.

Therapy Abroad’s Approach to International Allied Health Placements

Therapy Abroad is committed to evidence-based, ethical international allied health placements that benefit students and communities alike. Programs are faculty-led, community-informed, and grounded in research.

International allied health placements through Therapy Abroad emphasize:

  • Sustainable partnerships
  • Interprofessional collaboration
  • Cultural humility
  • Reflective practice

These principles ensure that learning and impact extend far beyond the duration of the trip.

https://www.therapyabroad.org/study-abroad-programs

Why International Allied Health Placements Are Essential

International allied health placements are not about travel alone. They are about preparing clinicians who can think critically, communicate effectively, and serve ethically in complex environments.

When designed thoughtfully, international allied health placements expand the classroom, strengthen communities, and shape professionals who are ready to lead in a global health landscape.

This is the work Therapy Abroad is committed to advancing.

Bennett, S., Scarinci, N., O’Connor, D., Keir, A., & McPherson, B. (2019).
International allied health student placements: A meta-synthesis of qualitative studies. Journal of Allied Health, 48(2), 85–94.

Crawford, E., Biggs, A., Stevenson, M., & McPhail, S. (2017).
Global health experiences and their impact on allied health professional development: A qualitative synthesis. BMC Medical Education, 17, Article 226

 

Filed under: Academic Insights, Blog, Speech Language Pathology, Graduate School, Physical Therapy Abroad, Physical Therapy Internship, Occupational Therapy Experiences, Pre Occupational Speech Therapy ProgramTagged with: , , ,

Therapy Abroad Named a Top Rated Travel Provider for 2025 by GoAbroad

We are proud to share that Therapy Abroad has been recognized as a Top Rated Travel Provider for 2025 by GoAbroad, one of the most trusted and widely used platforms for international education, experiential learning, and global travel programs.

This recognition is especially meaningful because it is based entirely on verified participant reviews. It reflects the voices of students and professionals who have traveled with us, learned with us, and engaged in communities around the world through Therapy Abroad programs.

What the GoAbroad Top Rated Provider Award Represents

Each year, GoAbroad publishes its list of Top Rated Travel Providers by analyzing thousands of participant reviews across its platform. Providers are selected based on consistently high ratings, quality feedback, and demonstrated excellence in program design, support, and impact.

Earning this distinction signals that participants not only enjoyed their experience, but also found it to be well-organized, professionally valuable, culturally meaningful, and worthy of recommendation. We are honored that Therapy Abroad’s programs continue to meet—and exceed—those expectations.

You can learn more about the award and this year’s recipients here:
👉 https://www.goabroad.com/articles/top-rated-travel-providers-2025

Our Commitment to Purposeful Global Experiences

At Therapy Abroad, we believe international experiences should be more than travel. Our programs are intentionally designed to support:

  • Professional and clinical development

  • Cultural humility and ethical global engagement

  • Reflection, dialogue, and reciprocal learning

  • Strong preparation and on-the-ground support

Whether participants are students exploring global practice, graduate clinicians completing placements, or professionals engaging in international conferences and trainings, our goal is the same: to create experiences that are educationally rigorous, culturally responsive, and personally transformative.

Powered by Our Community

This recognition would not be possible without the incredible community that surrounds Therapy Abroad. We extend our sincere thanks to:

  • Our participants, who bring curiosity, professionalism, and openness to every program

  • Our international partners and host sites, who share their knowledge, mentorship, and communities with care and generosity

  • Our faculty leaders, supervisors, and presenters, who uphold high standards of learning and practice abroad

  • Our alumni, whose continued engagement and feedback help shape the future of our programs

Your reflections, reviews, and insights are what made this award possible.

Looking Ahead

Being named a Top Rated Travel Provider for 2025 affirms our mission and motivates us to continue growing thoughtfully. We remain committed to expanding access to high-quality global learning opportunities and to evolving our programs in response to participant feedback and global best practices.

If you are considering an international learning or professional development experience, we invite you to explore what Therapy Abroad has to offer—and to join a community dedicated to learning, service, and global connection.

Thank you for being part of our journey. We are grateful for your trust and excited for what’s ahead.

Filed under: News, In-Country Partnerships

Physical Therapy in Belize: An Interview on Impact, Learning, and Connection Through Therapy Abroad

Physical therapy in Belize offers a unique opportunity to combine clinical education, cultural humility, and meaningful community engagement. In many parts of Belize, individuals recovering from stroke, injury, or chronic illness face limited access to rehabilitation services. Through partnerships with local providers and community organizations, Therapy Abroad supports sustainable models of care while offering immersive learning experiences for physical therapy students and faculty.

Physical therapy in Belize challenges students to think creatively, adapt evidence-based practice in low-resource environments, and engage directly with patients and families in ways that extend far beyond traditional classroom learning. To better understand the value of this experience, I spoke with Rebecca Medendorp, a professor in the Doctor of Physical Therapy program at High Point University, who has been traveling to Belize with Therapy Abroad for the past three years.

Kris: You have been bringing physical therapy students to Belize for several years now. What makes traveling with Therapy Abroad unique for you and your students?

Rebecca: What makes Therapy Abroad different and special is the amazing amount of support. That support starts long before the trip and continues once we are on the ground. There are local experts who know the area, know the patients, and know the community. They help connect us with appropriate patients and guide us through where we are staying and working. Therapy Abroad supports us on multiple levels and makes it really easy to prepare for these trips and focus on student learning.

Kris: You mentioned that there are many moments that stay with you. Is there one story from Belize that you will always take home with you?

Rebecca: There are honestly hundreds of stories, but one that really stands out is a man who had suffered a stroke. He had been sent home from the hospital and had been using a wheelchair for over a month. We were the first people to get him back up on his feet and show his family that he could potentially regain the ability to walk. His family was crying, we were crying. It was incredibly powerful to see that hope and to watch the patient realize that there was a future where he could walk again. It was also special to see the students be the ones to help provide that hope.

Kris: What has been your proudest moment watching students during these trips?

Rebecca: I love seeing the light bulbs go off for students. They usually have some clinical experience before coming, but this environment is very different. We have limited equipment and limited resources, so students have to rely on their hands and their creativity. Watching them realize that they can still make a real impact, even as students, is incredibly rewarding to be a part of.

Kris: Not every moment is serious. What made you laugh the hardest on this trip?

Rebecca: A lot of our funniest moments have involved tarantulas. It usually means turning over a trash can and escorting a fuzzy critter out of the room. Most of my tear-laughing, belly-laughing moments in Belize have involved tarantulas. I will say, though, I have only seen two in three years, so you might not even see one at all.

Kris: After returning multiple years, what do you feel most proud of when you are in Belize?

Rebecca: I feel most proud of the connections we make. We build relationships with patients and get to see them again in future years. They give us updates on their families and their lives, and we see how we have impacted them. The connections with the local staff and skilled nursing facilities are also very real. I still reach out to many of those people to this day. There are lots of hugs, lots of tears, and a lot of genuine appreciation.

Kris: If you had to describe this experience in one word, what would it be?

Rebecca: Impact. We are there for about a week, but the impact on student learning, on patients, and on the community is life-changing.

Physical therapy in Belize illustrates how short-term global programs can produce long-term outcomes when they are grounded in partnership, reflection, and community trust. For students, these experiences foster clinical confidence, adaptability, and professional identity. For communities, they expand access to care and reinforce collaborative relationships that continue year after year.

Programs like physical therapy in Belize through Therapy Abroad demonstrate that global clinical education is not about observation alone. It is about contribution, connection, and impact that extends well beyond the duration of the trip.

If you are a student, educator, or clinician seeking a global experience rooted in ethical engagement and meaningful learning, physical therapy in Belize offers a powerful model for what international education can be.

Global Health. Local Impact.

Filed under: Physical Therapy Abroad, Graduate School, Professional Perspectives, Academic InsightsTagged with: , , ,

Sleep & Wellness Tips for International Travel

Overcoming Jet Lag, Sleep Hygiene, and Staying Energized on Long Program Days

International travel is exciting, inspiring, and, let’s be honest, physically demanding. Whether you’re heading overseas for a Therapy Abroad program or planning your own adventure, caring for your sleep and overall wellness is one of the best ways to set yourself up for a positive, meaningful experience.

Here are our top tips to help you manage jet lag, practice healthy sleep habits, and maintain energy for long, rewarding days in the field.

🌍 Beating Jet Lag Before It Begins

Jet lag happens when your internal clock is out of sync with a new time zone. You can’t avoid it entirely, but you can soften the impact:

1. Start adjusting your sleep schedule early

Shift your bedtime and wake-up time by 30–60 minutes toward your destination’s time zone a few days before departure.

2. Hydrate more than you think you need

Dehydration can worsen jet lag symptoms, so drink water consistently before, during, and after your flight. For an extra boost, consider adding an electrolyte packet the day before and during travel.

3. Sync with local time as soon as possible

Once you land, try to eat meals and sleep according to the local schedule, even if you’re not fully tired yet.

4. Use light to your advantage

  • Morning sunlight helps you adjust your internal clock earlier.

  • Evening sunlight helps you stay awake longer if traveling west.

😴 Sleep Hygiene for Travelers

Good sleep doesn’t happen by accident—especially after crossing multiple time zones. Practicing consistent sleep hygiene sets your body up for restorative rest.

1. Create a calming pre-sleep ritual

 

You can recreate this anywhere:

  •   deep breathing

  • gentle stretching

  • a warm shower

  • listening to soft music

Your body learns to associate these cues with sleep.

2. Limit screens before bed

Blue light can make it harder to fall asleep, especially when your internal clock is already adjusting. Take advantage of the moment and be present with the experience around you, travel is a great opportunity to take a break from your phone.

  1. Pack travel sleep essentials
  • eye mask

  • earplugs

  • travel pillow

  • comfortable sleepwear

  • a familiar, soothing scent (lavender spray, essential oil)

These small comforts help you settle into new environments more easily.

4. Be mindful with caffeine and sugar

A morning coffee is fine, but multiple cups late in the day can keep you from falling asleep when the program schedule requires an early night.

💪 Maintaining Energy During Long Program Days

Therapy Abroad programs are immersive, exciting, and sometimes physically demanding. Staying energized helps you fully participate and get the most out of every moment.

1. Fuel intentionally

Long days require steady energy. Aim for:

  • balanced meals with protein, whole grains, and fruits/vegetables

  • healthy snacks (nuts, granola bars, fruit)

  • regular hydration

Avoid skipping meals—even when you’re tired.

2. Move your body throughout the day

Light movement boosts mood and stamina:

  • stretch in the morning

  • walk during breaks

  • use gentle mobility exercises after long bus rides or clinical rotations

3. Build in micro-rest where possible

Even 5–10 minutes of quiet time can help:

  • sit somewhere peaceful

  • close your eyes

  • take slow, deep breaths

A quick reset can make a big difference.

4. Prioritize rest when you can

Staying up late to socialize is tempting, but remember: sleep is what helps you show up fully. Balance connection with self-care.

🧘 Mind–Body Strategies for Travel Wellness

Simple grounding techniques can help you cope with fatigue and stay emotionally regulated:

  • Box breathing (4–4–4–4): A simple technique to calm your nervous system. Inhale for four seconds, hold for four, exhale for four, and pause for four. Repeat for 1–2 minutes. This is especially helpful during travel delays, long flights, or when adjusting to a new environment.
  • Progressive muscle relaxation during long flights: Starting at your feet and working upward, gently tense and relax each muscle group for a few seconds. This reduces physical tension from sitting and helps your body shift into a more relaxed state, perfect for improving in-flight rest or adjusting to a new sleeping arrangement.
  • Mindful walking during transitions: Whether you’re moving through an airport, exploring a new city, or walking between program sites, slow down and notice your surroundings. Pay attention to the sounds, colors, textures, and pace around you. This grounds your mind and helps manage sensory overload during travel.
  • Gratitude journaling to reflect on meaningful moments: Take a few minutes each day to write down one or two things you appreciated, learned, or noticed. This simple practice helps you stay present, deepen your connection to the experience, and create a record of moments you’ll want to remember long after the trip.

These practices support your nervous system and help you stay present throughout your experience.

✨ Final Thoughts

International travel is one of the most rewarding experiences you can have, especially when it involves learning, service, and cultural immersion. By protecting your sleep, practicing strong wellness habits, and listening to your body, you’ll set yourself up for an energized, resilient, and enriching journey.

Your future self—whether on a mountain in Bulgaria, along the coast of Belize, or exploring a new city—will thank you.

Filed under: Health and Wellness

Therapy Abroad Partners with Dominica’s Yes We Care Programme to Expand Home Health Support

Therapy Abroad Partners with Dominica’s Yes We Care Programme to Expand Home Health Support

Therapy Abroad is proud to partner with Dominica’s Yes We Care Programme to strengthen home health care services for elderly adults and individuals with disabilities across the island. This collaborative global health partnership reflects a shared commitment to community-based care, caregiver support, and sustainable impact in underserved communities.

Known as the “Nature Island” of the Caribbean, Dominica is rich not only in biodiversity but also in resilience, culture, and community connection. Through this partnership, Therapy Abroad works alongside local caregivers to enhance home-based health services while offering meaningful international service-learning experiences for therapy students and professionals. Rather than replacing existing systems, this collaboration builds capacity, supports caregivers, and reinforces person-centered care within clients’ homes.

     

About the Yes We Care Programme

Established in 2009, the Yes We Care Programme is a government-supported home-health initiative dedicated to serving some of Dominica’s most vulnerable citizens—elderly adults and individuals with significant disabilities who are unable to fully care for themselves.

Caregivers in the program provide essential in-home support including personal hygiene care, feeding assistance, dressing, mobility help, home tidying, and companionship. Many clients receive seven-day-a-week care, especially those who are bedridden or living with complex needs. The programme also extends beyond personal care, helping clients safely maintain their homes, access utilities, and receive environmental or structural support when necessary.

YWCP caregivers undergo ongoing training in areas such as vital-sign monitoring, documentation, oral care for bedridden individuals, and feeding techniques. This strong foundation makes the programme an ideal partner for collaborative therapy support and capacity-building work.

A Partnership Rooted in Service and Sustainability

For the past year Therapy Abroad teams work alongside Yes We Care caregivers and supervisors to support home-health services across the island. Our role is centered around enhancing existing care, offering therapeutic perspectives, and engaging in collaborative learning, not replacing or reshaping the program’s mission.

During program visits, our teams may help with:

  • Functional mobility activities
  • Feeding and swallowing strategies
  • AAC (augmentative and alternative communication) supports
  • Environmental modifications for safety
  • Basic therapy-focused caregiver training
  • Home-visits focused on improving quality of life

The combination of caregiver knowledge and therapy-based insight makes the work especially impactful, creating opportunities to support clients more holistically.

The Impact on Caregivers, Clients, and Communities

For Yes We Care clients, the partnership means access to supportive services that may enhance comfort, communication, independence, and daily functioning. For caregivers, it offers shared learning, new tools, and clinical insights that can strengthen the daily work they already perform with compassion and consistency.

For our students and professionals, the experience is equally transformative. Working in homes across Dominica offers a firsthand look at community health, cultural humility, resource adaptation, and the power of person-centered care. Dominica’s close-knit communities and natural beauty provide a backdrop for meaningful reflection and authentic connection.

     

Why Dominica? Why This Partnership?

Dominica is known for more than its lush rainforests and volcanic landscapes—it is known for its resilient people and strong sense of community. Partnering with a program that prioritizes dignity, respect, and home-based support allows Therapy Abroad participants to contribute to a system built on care rather than clinical walls.

This collaboration also embodies Therapy Abroad’s core values: sustainability, culturally grounded service, and mutual learning. Instead of “mission work,” this is a two-way exchange, strengthening long-term community systems while helping future clinicians grow in competence and compassion.

Looking Ahead

Therapy Abroad’s partnership with the Yes We Care Programme represents a sustainable model for strengthening home health care in Dominica and across the Caribbean. By working collaboratively with caregivers and community leaders, this global health initiative supports elderly and disabled individuals while fostering shared learning and culturally grounded therapeutic care.

As this partnership continues to grow, Therapy Abroad remains committed to expanding capacity-building efforts, supporting caregiver education, and enhancing quality of life through compassionate, home-based therapy services. Together with the Yes We Care Programme, we are building long-term community health systems—one home visit, one caregiver partnership, and one meaningful connection at a time.

Filed under: In-Country PartnershipsTagged with: , , , , , ,

Staying Safe and Healthy While Abroad: A Guide for Therapy Abroad Participants

Traveling abroad with Therapy Abroad is more than just an educational opportunity — it’s a transformative experience that expands your clinical skills, cultural awareness, and confidence as a future professional.

Whether you’re providing therapy services, shadowing clinicians, or engaging in community outreach, your health and safety remain our top priorities.

This guide will help you stay safe, healthy, and prepared during your Therapy Abroad journey.

  1. Prepare Before You Go

“Preparation is key, plan ahead to make your travel experience smooth and stress-free.”

Research Your Destination

Each Therapy Abroad program takes place in a unique setting — from the Caribbean to Central America. Learning about your host country’s culture, climate, and healthcare system will help you adjust and show respect for the local community.

  • Learn a few phrases in the local language. 
  • Research cultural norms for communication and dress. 
  • Familiarize yourself with local geography and transportation. 

Visit Your Healthcare Provider

Schedule a travel health appointment 4–6 weeks before departure. Ask about:

  • Staying up to date on all routine vaccinations 
  • Recommended travel medications, such as for motion sickness or traveler’s diarrhea 
  • Managing existing health conditions while abroad 
  • Travel insurance and emergency contact procedures 

Pack Smart

In addition to your standard packing list, bring:

  • A small first-aid kit (bandages, antiseptic wipes, pain relievers, etc.) 
  • Prescription medications in original containers 
  • Sunscreen, insect repellent, and a reusable water bottle 
  • Electrolyte packets: these are essential for staying hydrated in hot, humid climates and can make a big difference if you’re sweating a lot or not feeling well 
  • Healthy snacks for long travel or clinic days 

💡 Pro Tip: Always pack at least one set of scrubs, your medications, and a change of clothes in your carry-on in case your checked luggage is delayed.

  1. Prioritize Mental & Emotional Wellbeing

“Self-care and reflection help you stay grounded and make the most of your experience.”

Adjusting to a new environment can be exciting, and sometimes overwhelming. It’s completely normal to experience moments of culture shock, fatigue, or homesickness.

Managing Stress Abroad

  • Set realistic expectations. Not everything will go exactly as planned — and that’s part of the adventure! Changes are inevitable when traveling abroad, but embracing them with a positive attitude will help you adapt and make the most of every experience.
  • Stay connected with friends and family through messages or quick check-ins. 
  • Keep a routine when possible, regular meals, hydration, and rest go a long way. 
  • Use downtime for reflection, journaling, or simply relaxing. 

Your Therapy Abroad team is there for you, both professionally and personally. Don’t hesitate to reach out if you need support or just a listening ear.

  1. Stay Physically Healthy        

   

“Hydration and sun protection are two of the most important parts of staying healthy abroad.”

The climates in Therapy Abroad program destinations can be warm, humid, and physically demanding, especially during clinical work. Taking care of your physical health helps you stay energized and focused throughout your trip.

Hydration & Electrolytes

  • Drink plenty of water, aim for at least 2–3 liters per day, or more if you’re working outside. 
  • Bring electrolyte packets or hydration tablets (like Liquid I.V., Nuun, or Gatorlytes). They help replace essential salts and minerals lost through sweat and can prevent dehydration, fatigue, and headaches. 
  • Avoid excessive caffeine as they can dehydrate you quickly. 
  • Pay attention to your body, if you feel dizzy, lightheaded, or unusually tired, take a break and hydrate. 

Nutrition & Food Safety

  • Enjoy local cuisine, but make you wash your hands prior to eating.  
  • Wash or peel fruits and vegetables before eating. 
  • Keep snacks like nuts, granola bars, or dried fruit handy for long days. 

Sun & Heat Protection

  • Apply sunscreen frequently and wear a hat or light scarf for shade. 
  • Choose lightweight, breathable clothing to stay cool. 
  • Take breaks and find shade during the hottest parts of the day. 

Preventing Illness

  • Wash your hands often or use hand sanitizer. 
  • Avoid sharing drinks or utensils. 
  • Use insect repellent and wear long sleeves in mosquito-prone areas. 
  • Get enough rest, fatigue lowers your immune defenses. 
  1. Know What to Do in Case of Illness or Emergency

 

“Therapy Abroad provides a thorough orientation and local support everywhere we go.”

Even with good preparation, unexpected health issues can happen. Therapy Abroad has clear emergency protocols and partnerships with trusted local healthcare providers.

If you start feeling unwell:

  1. Notify your Therapy Abroad team lead immediately. 
  2. Follow local guidance for medical care, your team will help connect you to the right provider. 
  3. Keep a copy of your insurance and emergency contacts with you at all times. 

5. Respect the Community and Yourself

“Respect, empathy, and collaboration are at the heart of every Therapy Abroad experience.”

Caring for yourself also means being mindful of your role within the community you’re serving.

Be a Responsible Visitor

  • Follow local customs and laws. 
  • Be punctual and professional in all clinical settings. 
  • Represent yourself, your university (if traveling with one), and Therapy Abroad with integrity and respect. 

Practice Cultural Humility

  • Approach every interaction with openness and curiosity. 
  • Avoid assumptions, listen and learn from local perspectives. 
  • Recognize that the goal is mutual learning and collaboration. 

Take Care of Yourself

  • Prioritize rest and reflection after long clinic days. 
  • Stay hydrated, fueled, and balanced – both physically and mentally. 
  • Remember that meaningful impact begins with self-awareness and well-being. 
  1. Stay Connected and Informed

“Stay informed and connected, preparation helps ensure a smooth and confident experience.”

Before departure:

  • Share your travel itinerary and contact info with family. 
  • Save emergency contacts and maps offline. 
  • Keep copies of your passport and key documents in a separate location. 

Therapy Abroad also maintains local staff and safety networks, ensuring students always have trusted support available.

 In Closing

“Stay safe, stay curious, and embrace every moment of your Therapy Abroad experience.”

Your Therapy Abroad journey is an exciting step in your academic and professional path. By staying hydrated, mindful, and prepared, you’ll not only keep yourself safe but also make the most out of your experience abroad! 

Travel smart. Stay curious. Support one another.
 And remember, your Therapy Abroad team is here to guide you every step of the way.

 

Filed under: Health and Wellness

Meet Our Student Ambassador – Abby Barnett

Abby Barnett on fun activity during the tour

About Abby Barnett

Abby Barnet on fun and cultural activities

Hi! My name is Abby Barnett, and I am a second-year undergraduate student at Nova Southeastern University. I’m currently in Nova Southeastern’s Dual Admission Speech-Language Pathology program, and my goal is to become a speech-language pathologist with my own private practice once I graduate.

I first heard about Therapy Abroad through an email that one of my professors sent out. The program immediately caught my attention; it looked exciting, meaningful, and like an incredible way to learn more about my future career.

My Favorite Experiences

Abby Barnet with group fellows

This summer, I had the honor of attending Therapy Abroad’s Speech-Language Pathology and Occupational Therapy program in Bulgaria and Greece for two weeks. It was truly one of the best experiences of my life.

My favorite part of the trip was visiting the Daycare Center for Children and Youth with Disabilities in Bulgaria. The students there were so fun to interact with, and every moment with them reminded me why I chose this field. I also loved Camp Day at the Center for Social Rehabilitation and Integration, also in Bulgaria. Finding and incorporating appropriate, ability-based activities gave me the chance to be creative and try new things while working alongside my peers.

Before the trip, I didn’t realize just how many fun cultural activities we’d get to do together as a group. In addition to our clinical and service work, we explored so many beautiful places, such as visiting Shipka Peak, going on tours of Sofia, exploring Santorini, and even checking off bucket-list landmarks like the Acropolis in Greece. These adventures made the experience even more unforgettable and helped us bond as a group while learning about the incredible cultures we were immersed in.

One thing that shocked me the most was how much I fell in love with Bulgaria. Going into the trip, I thought I would like Greece more, but Bulgaria completely captured my heart. The people, the scenery, and the sense of community made it such a special place that will always hold a place in my heart.

What I Learned

Abby Barnet on her study tour

Before going on this trip, I was nervous. As a first-year undergraduate student at the time, I worried that I might be unprepared, and since I didn’t know anyone else going, I was a little anxious about fitting in. However, the second I arrived at the airport and met my group and supervisors, I knew everything would be okay. Everyone was so welcoming, and the connections we formed made the experience even more special. It is important to recognize that everyone in the group is in the same position as you, eager to learn, explore, and connect.

This trip was not only an incredible cultural and personal experience but also a great opportunity to build my resume and gain meaningful observation hours and hands-on experience in the field of speech-language pathology. Working directly with clients and learning from professionals in real-world settings gave me new skills and confidence that I’ll carry into my future studies and career.

I’ve made incredible memories and friendships that have truly changed my life. This trip helped me grow not only as a student but also as a person. I’ve become more passionate about my future career as a speech-language pathologist and more confident, empathetic, and inspired overall.

Advice for Future Students

If you’re thinking about going on a Therapy Abroad trip, do it! Even if you’re nervous or unsure, you’ll come home with unforgettable experiences, stronger skills, and lifelong friendships. It’s an amazing opportunity to learn, explore, and grow both personally and professionally.

A few tips I’d give to future students:

  • Pack light! You’ll be moving around a lot, and you’ll thank yourself later.
  • Bring comfortable shoes. You’ll be walking and exploring some incredible places!
  • Be prepared to step out of your comfort zone. Every new challenge helps you grow.
  • Have fun and live in the moment. These experiences go by so fast; enjoy every second.
Filed under: Pre Occupational Speech Therapy Program

Therapy Abroad Belize!

Study Abroad in Belize with Therapy Abroad and discover a country that blends adventure, culture, and purpose. Nestled between the Caribbean Sea and the lush rainforests of Central America, Belize offers a living classroom for students of speech-language pathology (SLP), occupational therapy (OT), nursing, and physical therapy (PT). Through Therapy Abroad’s academic service-learning programs, students gain real-world experience, contribute to sustainable community health initiatives, and even earn college credit abroad.

Belize is a small but vibrant nation known for its inclusive approach to education and community care. The Ministry of Education has been a leader in promoting inclusive practices, yet barriers remain – limited access to rehabilitation professionals, rural isolation, and persistent stigma toward disabilities. That’s where Therapy Abroad comes in. Partnering directly with the Ministry and local schools, Therapy Abroad strengthens interprofessional education (IPE) and community-based rehabilitation (CBR) while empowering local caregivers and families with the knowledge and strategies to help their children.

During your program, you’ll join licensed professionals and other students in providing developmental screenings, individual and group therapy, and caregiver education in both urban and rural settings. These experiences are designed to meet ASHA and AOTA standards for cultural humility, evidence-based practice, and global clinical competence – core skills for today’s allied health professionals. You can also strengthen those skills by taking one of our pre-departure 3-credit academic courses. This ensures that you have foundational knowledge of the country and the culture to “hit the ground running” upon arrival.

But Belize is more than a clinical site; it is a cultural journey. Beyond its turquoise waters and lush tropical forests, Belize is a nation of extraordinary diversity and warmth. Its people represent a vibrant mosaic of Creole, Garifuna, Maya, East Indian, and Mestizo communities, each contributing to a living tapestry of languages, traditions, and values that make every interaction an opportunity for discovery.

For students of SLP, OT, PT and nursing, Belize offers more than observation; it offers immersion. You will hear Creole and Spanish blending in schoolyards, Garifuna drumming echoing across coastal villages, and Maya elders sharing stories that trace back centuries. These moments illuminate how language diversity, cultural identity, and social context influence communication, health, and learning.

From exploring Mayan ruins and swimming in crystal-clear rivers to collaborating with teachers in local classrooms, Therapy Abroad Belize is a journey of discovery, empowerment, and growth. You’ll leave with a broader worldview, lasting friendships, and the satisfaction of knowing your work helped shape a more inclusive future for children and families.

Learn. Empower. Grow.
Join the next cohort of Therapy Abroad Belize and earn college credit while transforming your education into real-world impact.

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Filed under: Student Experiences

Study Abroad Outcomes for OT, PT and SLP Students & Professionals: Employment, Resilience and Beyond

Introduction
Study abroad programs have long been championed in higher education as
transformative experiences, offering students opportunities to engage in different
cultures, languages, health-care systems, and global perspectives. For students in allied
health fields such as occupational therapy (OT), physical therapy (PT), and speech-
language pathology (SLP), the potential benefits of study abroad may extend beyond
personal growth to professional readiness, employability, resilience and intercultural
competence. Yet for faculty designing or advising global health placements, and for
students seeking evidence-based justification for participation, questions remain: What
is the empirical evidence that study abroad influences employment or career outcomes?
Does it foster resilience (the ability to adapt, recover and respond) in students who
often encounter cross-cultural, resource-limited, or community-based settings? And
how robust and generalizable is that evidence for allied health students in particular?
In this blog we will undertake a deep dive into the research on study abroad outcomes,
focusing on three major domains: employment/employability outcomes,
resilience/adaptive outcomes, and other relevant outcomes for allied health students
(e.g., language skills, intercultural competence, self-efficacy). As we proceed, we will
critique the methods used in the literature (e.g., self-report, selection bias,
heterogeneity in program duration, cross-sectional designs) and evaluate
generalizability for OT, PT, and SLP students. We conclude with implications for faculty
and students and suggestions for designing study-abroad experiences that maximize
evidence-based outcomes.

Employment and Employability Outcomes
A key argument in favor of study abroad is that students gain a competitive advantage
in the job market through enhanced language skills, global mindset, adaptability,
intercultural communication, and expanded networks. Several systematic reviews and
meta-analyses have addressed this claim.
One of the most comprehensive is Di Pietro (2022), a meta-analysis synthesizing
multiple studies and finding a positive though modest wage premium (approximately
2–5 percent) for study-abroad participants. The study noted significant heterogeneity
among effect sizes and evidence of publication bias. Di Pietro concluded that while a
positive effect exists, it should be interpreted cautiously (Di Pietro, 2022).

Other reviews highlight that short-term and longer-term study abroad experiences can
positively influence perceived employability and career skills, even when objective wage
gains are small or context-dependent (Stefanova et al., 2021; Dolce, 2023). The
“Erasmus effect” literature suggests that mobility may correlate with increased
likelihood of international careers and different job quality metrics, though not
uniformly higher wages (Dolce, 2023).

Interpretation for allied health students
For OT, PT and SLP students, these findings suggest that study abroad may confer
employment benefits but likely modest, and contingent on context: duration of study
abroad, host country labor market, student prior socioeconomic status, and whether
the international experience is integrated meaningfully with professional training. For
example, an SLP student who engages in a 12-week clinical rotation abroad in an
educational system may develop unique adaptability and cross-cultural skills relevant to
global rehabilitation settings; however, the wage premium evidence does not guarantee
large salary gains in domestic practice settings.

Methodological critiques
– Selection bias: Students who choose study abroad may already have higher motivation,
language ability, or socioeconomic advantage, which can confound outcomes. Meta-
analyses often acknowledge this concern.
– Heterogeneity in study-abroad programs: Duration, location, host institution, discipline
and activities vary widely, making pooling challenging. Meta-analytic synthesis is limited
by inconsistent measurement.
– Self-report vs objective outcomes: Many employability outcomes are perceptions
rather than verified employment status or wages, reducing strength of inference.
– Overemphasis on wage/earnings: Allied health students may value job role,
satisfaction, cultural competence or global mobility rather than wage alone.
– Generalizability to allied health: The majority of studies focus on broad higher-
education populations rather than health-professional students.

Summary
The employment evidence supports a modest positive effect of study abroad on early-
career outcomes. For allied health students, aligning the abroad experience with their
profession (e.g., community rehabilitation service, bilingual therapy, global health
placements) may amplify relevance. Faculty should frame expectations realistically: a
unique global experience, enhanced adaptability and perspective, rather than a
guaranteed substantial wage differential.

But What About Resilience, Adaptive Skills and Related Outcomes?

Resilience is critical for allied health professionals working in dynamic clinical
environments. Study abroad, with its cross-cultural challenges, may catalyze growth in
resilience, coping skills and self-efficacy, but the empirical picture is mixed.
Some cross-sectional and longitudinal studies report higher resilience and problem-
solving among students who studied abroad (Genkova & Kruse, 2020), whereas other
studies find no significant differences (Duanaeva et al., 2023). Longer stays and higher
quality contact with host nationals appear to be associated with greater intercultural
intelligence and, in some studies, greater resilience.
Mechanisms and relevance for allied health
In an OT, PT or SLP context, resilience can manifest as comfort working in unfamiliar
clinical settings, adaptability to resource-limited environments, cultural responsiveness,
and persistence in interprofessional teams abroad. Qualitative studies highlight
increased self-confidence, autonomy, and readiness for complex clinical tasks among
students returning from targeted global health placements.

Methodological critiques
– Limited longitudinal data: Many studies assess resilience shortly after the abroad
experience and do not track whether changes are sustained once students return.
– Small sample sizes and locale-specific populations: These often limit generalizability to
U.S. allied health cohorts.
– Measurement variability: Resilience is operationalized differently across studies,
complicating comparison.
– Lack of robust control groups: Few studies include equivalent non-abroad comparison
groups or adjust for confounders like baseline resilience or personality.

Summary
Evidence for resilience gains through study abroad is mixed. For allied health students,
designing study abroad experiences with scaffolded reflection, resilience training, and
integration with clinical learning may increase the likelihood of durable gains. Let
Therapy Abroad help you design a course to target these outcomes.
Other Relevant Outcomes for Allied Health
Study abroad can impact additional domains that are directly relevant to OT, PT and SLP
students: language proficiency, intercultural competence, self-efficacy, and professional
identity formation.
Several studies identify measurable improvements in language proficiency and
communication skills following study abroad, particularly among students immersed in
target-language environments. For speech-language pathology (SLP) students, enhanced

bilingual competence can directly influence clinical assessment and intervention with
multilingual clients. In addition to language gains, systematic reviews consistently report
increases in intercultural competence, cultural humility, and global mindset among
participants in well-structured study-abroad programs. Some institutional analyses have
also found that students who study abroad demonstrate higher academic persistence,
retention rates, and grade point averages; however, the extent to which these
outcomes are causally linked to study-abroad participation remains uncertain due to
potential selection effects.

Critiques
– Reliance on self-report surveys limits objective verification of gains.
– Duration matters: Short-term (1–2 week) programs often yield smaller effects than
semester or year-long stays.
– Few allied health–specific studies exist, limiting direct extrapolation to OT, PT, and SLP
cohorts. Are you interested in helping us create research projects to measure these
outcomes in your students? Contact AAC@therapyabroad.org (Kris Brock, Academic
Director).

Recommendations for Allied Health Programs
Faculty and program leaders in OT, PT and SLP should consider design and assessment
strategies that maximize the educational value and evidence base of study abroad
experiences.

1. Align the experience with professional competencies: Therapy Abroad has many
partners such as local clinics or rehabilitation centers. We can help create clear learning
objectives tied to discipline-specific competencies. Alternatively, Therapy Abroad will
find partners that have similarly aligned objectives so that your trip is mutually
beneficial.

2. Embed pre- and post-reflection and resilience training: Provide orientation on cultural
adaptation, ethical engagement, and self-care; schedule structured debrief and
reflective assignments after return. Don’t have the time? Contact
AAC@therapyabroad.org (Kris Brock, Academic Director), and he will help you create
these trainings.

3. Track outcomes longitudinally: Collect data on employment, language outcomes,
cultural competence, and clinical integration across time. Our Therapy Abroad Staff is
highly trained and has expertise in various research domains if you are interested in
partnering. We also have several PhD level researchers that travel with us, and they are
looking for research partners.

4. Use quasi-experimental designs where possible: Incorporate matched comparison
groups or pre/post measures to strengthen causal inference.
5. Address access and equity: Offer scholarships or travel grants to students from
underrepresented backgrounds to reduce selection bias and broaden participation.
Therapy Abroad can provide you with fundraising opportunities for students to
complete.

6. Prioritize program depth: Longer, immersive placements are likelier to yield durable
outcomes than short service trips; interprofessional collaborations further enhance
clinical relevance.

Conclusion
The literature suggests that study abroad has promising benefits for employment and
professional development, including modest wage or job-quality effects, improved
intercultural competence, and potential gains in resilience for some students. For OT, PT
and SLP students, targeted and well-structured global health placements aligned with
clinical competencies can be a powerful adjunct to domestic training.
However, methodological limitations in the literature urge caution. Selection bias,
measurement heterogeneity, and an overreliance on self-report undermine strong
causal claims. Faculty should therefore design programs with clear professional
alignment, assessment strategies, and longitudinal tracking to build stronger evidence
specific to allied health disciplines.
Study abroad is not a panacea. It is a strategic professional development tool that, when
intentionally designed and rigorously evaluated, can contribute meaningfully to the
preparation of resilient, culturally competent allied health professionals.

References

Di Pietro, G. (2022). Studying abroad and earnings: A meta-analysis. Journal of Economic
Surveys, 36(4), 1096–1129. https://doi.org/10.1111/joes.12472
Dolce, V., Davoine, É., Wodociag, S., & Ghislieri, C. (2023). The road to an international
career: The “Erasmus effect” on resilience, intercultural interactions and cultural
intelligence. International Journal of Intercultural Relations, 92, 101741.
https://doi.org/10.1016/j.ijintrel.2022.101741

Duanaeva, S., Berdibayeva, S., Garber, A., Baizhumanova, B., & Adilova, E. (2023). Cross-
cultural Study of Resilience, Stress, and Coping Behavior as Prerequisites for the Success

Filed under: Academic Insights, Speech Language Pathology, Professional Perspectives