Demonstrating LGBTQ+ Affirmative Practice in Groups:: Developing Competence through Simulation-Based Learning

Abstract

Lesbian, gay, bisexual, transgender, queer, and other sexual and/or gender minority (LGBTQ+) populations experience significant mental and behavioral health disparities. Social workers are uniquely positioned to address these vulnerabilities. However, clinical graduate education has not effectively promoted or taught competent practice with LGBTQ+ populations. This qualitative study details the foundational competencies required for affirmative practice in group therapy with LGBTQ+ populations and describes a simulation-based learning activity designed to develop these competencies in graduate students. The following themes were identified as critical to affirmative practice, as identified through student reflections on their simulation-based learning experiences: deeply engaging in a strengths-based stance, keeping the group in group therapy, avoiding the expert trap, and managing identity assumptions. Implications for clinical social work education and practice are discussed.

The Influence of Therapeutic Alliance in Psychotherapy

“…However, nowadays different models of therapy are emerging for diverse populations, one of them is the LGBT affirmative practice, which stimulates resilience and positive self-regard, also addressing the impact that discrimination has on clients. It is critical for success to set aside identity expectations, group counselors must use affirmative practice skills by creating a welcoming space, and requesting for pronoun information, which helps build the therapeutic alliance, promoting participant's validation, also focusing on the client's strengths authenticates their experience (Craig et al, 2022).…”

Just Another Patient? Student Reflections on Providing Mental Health Care to Transgender and Gender Expansive People During Simulated Encounters

“…Structured debriefing approaches, such as Promoting Excellence and Reflective Learning in Simulation (PEARLS), provide a framework for guiding students through a process of self-assessment, reflective discussion, and feedback (Eppich & Cheng, 2015). One qualitative analysis of social work students’ reflections during debriefings revealed common perceptions of practices that are critical to affirming practice and reinforced the value of SP simulations in developing students’ competency in this area (Craig et al, 2022).…”