and Bisexual Clients" provide psychologists with (a) a frame of reference for the treatment of lesbian, gay, and bisexual clients 1 and (b) basic information and further references in the areas of assessment, intervention, identity, relationships, diversity, education, training, and research. These practice guidelines are built upon the "Guidelines for Psychotherapy With Lesbian, Gay, and Bisexual Clients" (Division 44/Committee on Lesbian, Gay, and Bisexual Concerns Joint Task Force on Guidelines for Psychotherapy with Lesbian, Gay, and Bisexual Clients, 2000) and are consistent with the American Psychological Association (APA) "Criteria for Practice Guideline Development and Evaluation" (APA, 2002a). They assist psychologists in the conduct of lesbian, gay, and bisexual affirmative practice, education, and research. The term guidelines refers to pronouncements, statements, or declarations that suggest or recommend specific professional behavior, endeavors, or conduct for psychologists. Guidelines differ from standards in that standards are mandatory and may be accompanied by an enforcement mechanism. Thus, these guidelines are aspirational in intent. They are intended to facilitate the continued systematic development of the profession and to help ensure a high level of professional practice by psychologists. These guidelines are not intended to be mandatory or exhaustive and may not be applicable to every clinical situation. They should not be construed as definitive and are not intended to take precedence over the judgment of psychologists. Practice guidelines essentially involve recommendations to professionals regarding their conduct and the issues to be considered in particular areas of psychological practice. Practice guidelines are consistent with current APA policy. It is also important to note that practice guidelines are superseded by federal and state law and must be consistent with the current APA "Ethical Principles of Psychologists and Code of Conduct" (APA, 2002b). 2 This article was published Online First August 29, 2011. These guidelines were adopted by the APA Council of Representatives, February 18-20, 2011, and replace the original "Guidelines for Psychotherapy With Lesbian, Gay, and Bisexual Clients," which were adopted February 26, 2000, and expired at the end of 2010. These revised and updated guidelines were developed by the Division 44/Committee on Lesbian, Gay, Bisexual, and Transgender Concerns Guidelines Revision Task Force. The task force included Kristin Hancock (chair) and members

This study examined the relationship of internalized oppressions to the psychological distress of 304 lesbian and bisexual women. In addition, it investigated whether self-esteem and social support mediated the relationship between internalized oppressions and mental health. Results indicate that after controlling for education, internalized sexism (IS) and internalized heterosexism/internalized homophobia (IH) are significant predictors of psychological distress and account for 17% of the variance. The interactions between IS and IH are not significant predictors of psychological distress. Furthermore, results reveal that self-esteem and social support fully mediate the relationships between IH and psychological distress. Social support was also found to fully mediate the relationship between IS and psychological distress. However, no support was found for the mediational role of self-esteem in the link between IS and psychological distress. Research and practice implications are discussed.

This study examined the relationship between acculturation modes (assimilation, integration, separation and marginalization), social support, and acculturative stress in undergraduate and graduate international students (N=104) at a medium-sized public university in the Midwestern United States. The study found that international students with broad-based social support and an Integration approach to acculturation experienced lower levels of acculturative stress. Implications for more effective counseling with international students are addressed.

This article provides an integrated critical review of the literature on internalized heterosexism/internalized homophobia (IH), its measurement, and its psychosocial correlates. It describes the psychometric properties of six published measures used to operationalize the construct of IH. It also critically reviews empirical studies on correlates of IH in the areas of sexual identity formation and the coming-out process; mental, psychosocial, and physical health; substance use; sexual risk-taking behavior; intimate relationships; parenting and family issues; gender roles and feminism; race and ethnicity; religion; career issues; and counselor—client interactions and treatment interventions. Last, it discusses limitations of the body of research and provides suggestions for future research throughout the review.

One of the complexities of multicultural teaching is that course content inevitably relates to personal experiences of privilege and oppression among both students and professors. Even when professors have benefitted from their own multicultural training, teaching about race and racism presents particular challenges to different professors based upon their own social locations. In this article, we answer the following question: What personal and professional challenges can White professors expect when they work as social justice educators? The authors present relevant considerations and illustrate them with examples from their own teaching experiences.