An Examination of School Counselors’ Competency Working with Lesbian, Gay and Bisexual and Transgender (LGBT) Students

Shi, Qi; Doud, Sylvia

doi:10.1080/15538605.2017.1273165

Cited by 18 publications

(14 citation statements)

References 16 publications

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“…Our findings provide corroborating evidence to support findings from earlier studies. School counselor gender minority advocacy competence was found to relate to positive attitudes, race/ethnicity, and minority sexual orientation [ 26 , 27 ]. Sexual orientation and gender were also associated with attitudes.…”

Section: Discussionmentioning

confidence: 99%

School counselor advocacy for gender minority students

Simons

2021

PLoS ONE

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One-thousand-one-hundred-and-ninety-one school counselors completed an online survey regarding advocacy for and with gender minority students comprising transgender and intersex students (school counselor gender minority advocacy competence). School counselors completed a battery of three competency-based assessments to assess their levels of gender identity counselor competence, intersex counselor competence, and school counselor gender minority advocacy competence. They also completed a demographic form so that competency levels could be examined with demographic variables. Attitudes, school level placement, gender, sexual orientation, gender identity counselor competence, and intersex counselor competence were significantly related to advocacy for and with gender minority students. These findings have implications for the application of identity behavior theory to examine the experiences and behaviors of minoritized individuals and those who advocate for them. These advocates include school counselors and other helping professionals who work with gender minority students.

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Section: Discussionmentioning

confidence: 99%

School counselor advocacy for gender minority students

Simons

2021

PLoS ONE

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“…The use of case vignettes and role-plays can also allow students to examine their potential discomfort related to working with LGBT clients and increase their skills when working with LGBT individuals (Rivers & Swank, 2017). In addition, students can attend trainings (e.g., conferences, workshops) for the LGBT population (Logan & Barret, 2005) and keep themselves current with the literature on how to effectively work with LGBT clients and to use evidence-based interventions (Logan & Barret, 2005;Shi & Doud, 2017).…”

Section: Discussionmentioning

confidence: 99%

A Counselor Education Case Study: The Counselor Values‐Based Conflict Model in Action

Grunhaus

Tuazon

Gonzalez

et al. 2018

Counseling and Values

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This article is based on the 2nd‐place winning entry to the 2016–2017 American Counseling Association Graduate Student Ethics Competition and includes a fictional case study of a counselor trainee whose personal beliefs conflict with her client's goals, and of her doctoral supervisor who is reticent to seek consultation. The counselor values‐based conflict model (Kocet & Herlihy, ) is used to generate an ethical resolution for the dilemma. Implications for counselors, supervisors, and counselor educators are discussed.

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“…LGBTQ+ students has also been reported to increase empathy and intervention when LGBTQ+ students are victimized [68]. Table 1 illustrates the recommendations for school counselors to prepare the school to support LGBTQ+ students and Table 2 illustrates the recommendations for school counselors to effectively support LGBTQ+ students [15,22,62,69,70].…”

Section: Counselors and Teachersmentioning

confidence: 99%

Strategies for Schools to Prevent Psychosocial Stress, Stigma, and Suicidality Risks among LGBTQ+ Students

Madireddy¹,

Madireddy²

2020

EDUCATION

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As key centers for adolescent development, schools present sites for intervention ensuring the wellbeing of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ+) students. Given mounting evidence on the association between LGBTQ+ identities, negative school climates, and disparities in mental health and suicidality, schools must maintain inclusive environments. This review focuses on strategies for schools to emerge as gateways to improved mental health and resilience among LGBTQ+ students. This study provides clear recommendations, including supporting anti-bullying policies, LGBTQ+-inclusive curricula, and safe spaces, for counselors, educators, school policy makers, and other stakeholders in school ecosystems to intervene professionally on behalf of LGBTQ+ students. The implications of this study help school counselors to be catalysts moving schools to better serve LGBTQ+ students.

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An Examination of School Counselors’ Competency Working with Lesbian, Gay and Bisexual and Transgender (LGBT) Students

Cited by 18 publications

References 16 publications

School counselor advocacy for gender minority students

School counselor advocacy for gender minority students

A Counselor Education Case Study: The Counselor Values‐Based Conflict Model in Action

Strategies for Schools to Prevent Psychosocial Stress, Stigma, and Suicidality Risks among LGBTQ+ Students

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