Experiential versus Rational Training

Abstract

Based on Epstein's (1994a) cognitive-experiential self-theory, two new training interventions were designed to teach students about gay, lesbian and bisexual issues. The efficacy of these theoretically based interventions was assessed in a short-term (7-week, three occasion) longitudinal study. Fifty undergraduate psychology students were randomly assigned to one of three treatment groups: Rational Training, Experiential Training, or Control Group. A residualized change score procedure was used to analyze change in levels of sexual prejudice and affect across the three types of measurement (pre-test, post-test, and follow-up). A 3 (Rational Training, Experiential Training, Control Group) x 2 (Low Sexual Prejudice, High Sexual Prejudice) MANOVA revealed that after the training, participants in the Experiential Group (affective training) had more accepting attitudes toward homosexuality compared to the Control Group. In addition, participants in the Experiential Group experienced more positive affect compared to the Rational and Control Groups and experienced more negative affect compared to the Rational Group. Findings are discussed and suggestions for future research are provided.

Exploring the clinical experiences of novice counsellors working with LGBT clients: Implications for training

“…Writers have highlighted the unique dilemmas faced by LGBT therapists in both therapy and supervision (Russell, 2006;Russell & Greenhouse, 1997;Satterly & Dyson, 2008). Grove (2009) has recorded the sense of challenge faced by student counsellors on learning about heterosexist oppression, and their acknowledgement that having LGBT friends and colleagues was an invaluable source of learning (see also Grove, 2003;Guth et al, 2005;Milton et al, 2005;Mohr, 2002). She has also observed that students' gayaffirmative skills and knowledge can remain relatively undeveloped during basic training, even when their expressed attitudes are highly affirmative (see also Mohr, 2002).…”

“…This is in spite of the fact that suitable strategies for offering gay-affirmative training have been identified (e.g. Buhrke, 1989;Iasenza, 1989;Rutter et al, 2008) and evidence that suitable experiential learning opportunities can counter trainees' negative attitudes towards LGBT issues (Guth et al, 2005;Rock et al, 2010).…”

“…However, particularly in the early years of their clinical practice, many counsellors' ability to work with LGBT clients is likely to fall short of this ideal. They may lack sufficient life experience to: appreciate that the difficulties faced by LGBT clients; the coping strategies they use; reflect their experiences of living in a largely homophobic world (Dickey, 1997;Grove, 2003); acknowledge the damage that can be caused by making inadvertent heteronormative assumptions (DeBord, 2007;Walker & Prince, 2010); and be wary of the danger that they could collude with, and reinforce, established heterosexual values (Guth, Lopez, Rojas, Clements, & Tyler, 2005;Milton, Coyle, & Legg, 2005;Mohr, 2002;Mohr, Israel, & Sedlacek, 2001).…”

Predictors of Heterosexual College Students’ Attitudes Toward LGBT People

“…Educational settings are an important socializing agent for college students. Among the general collegiate populace, classes that have discussions, films, and factual information on gay matters often lessen antipathy toward gay people (Guth, Lopez, Rojas, Clements, & Tyler, 2004;Hinrichs & Rosenberg, 2002;Rye & Meaney, 2009). Nevertheless, some studies suggest that courses on human sexuality may lessen antigay prejudice only among women (Finken, 2002), have inconsistent results (Noland, Bass, Keathley, & Miller, 2009), or have no impact at all (Eldridge et al, 2006).…”

Confronting Homophobia at School: High School Students and the Gay Men's Chorus of Los Angeles

“…The GMCLA's AMP demonstrates students are not only capable of hearing about these issues, but appreciate, respect, and even "admire" the work done in this presentation. Many previous workshop and curricular efforts have used one strategy including live performance, historical/factual content, or personal testimony to lower homophobia, anxiety, and anti-gay prejudice (Dasgupta & Rivera, 2008;Guth et al, 2005;Rye & Meaney, 2009;Thomas, 2008;Van de Ven, 1995). The AMP combines these efforts into a transformative presentation for high school youth.…”