Gay and Lesbian Social Work Students' Experiences in Field Placement

Messinger, Lori

doi:10.1080/10437797.2004.10778489

Cited by 39 publications

(29 citation statements)

References 13 publications

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“…In a follow-up study by Newman et al (2009), field instructors supported this finding and noted that trainees comfort level in disclosing their sexual orientation affected trainees "ability to engage effectively and in a professional manner with clients" (p.11). These findings confirm previous studies in the social work literature that identified feelings of lack of safety and affirmation as a major obstacle in the training experiences of LGB trainees (Messinger, 2004(Messinger, , 2007.Long (1997, 2002) suggests that LGB supervisees are often concerned about the ramifications their sexual orientation on their training. She also contends that LGB supervisees may face additional challenges within supervision, including lack of acceptance by supervisors and other supervisees, becoming silenced by their marginalized status, and the responsibility of educating supervisors and supervisees about heterosexist bias and homophobia in order to create a more affirmative supervision environment.…”

supporting

confidence: 81%

“…Several studies within the field of social work address the experience of LGB trainees as well (Messinger, 2004(Messinger, , 2007Newman et al, 2008Newman et al, , 2009 as was their work with clients. The authors' follow-up study of field-instructor perspectives validated these findings and also offered that "a student-field instructor relationship that provides ongoing opportunities for lesbian and gay students to process their assessments and experiences with a competent field instructor may be invaluable to students" (Newman et al, 2009, p. 21).…”

Section: Lgb Supervisees' Experiences Of Lgb-affirmative and Non-affimentioning

confidence: 99%

“…Messinger's (2004) qualitative study of 30 lesbian and gay social work trainees revealed several barriers to their feeling affirmed and comfortable within their field placements. A majority of trainees expressed feelings of lack of safety, homophobia, and heterosexist bias within their field placements.…”

mentioning

confidence: 99%

“…Several studies within the field of social work address the experience of LGB trainees as well (Messinger, 2004(Messinger, , 2007Newman et al, 2008Newman et al, , 2009). Messinger's (2004) qualitative study of 30 lesbian and gay social work trainees revealed several barriers to their feeling affirmed and comfortable within their field placements.…”

mentioning

confidence: 99%

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Lesbian, Gay, and Bisexual Supervisees’ Experiences of LGB-Affirmative and Non-Affirmative Supervision in COAMFTE-Accredited Training Programs

O'Brien

2016

Journal of Feminist Family Therapy

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This study is a replication of Burkard, Knox, Hess, and Schultz's (2009) study of lesbian, gay, and bisexual (LGB) affirmative and non-affirmative supervision. Using a consensual qualitative research (CQR) design as described by Hill et al. (1997Hill et al. ( , 2005, LGB supervisees from COAMFTE-accredited master's and doctoral programs were interviewed regarding their experiences of LGB-affirmative and non-affirmative supervision.Supervisees were asked to describe a LGB-affirmative event and a LGB-non-affirmative event from their past or current individual or group supervision. Supervisees were asked the ways in which these events affected their personal and professional development, the supervisory relationship, and their work with clients.LGB SUPERVISEES' EXPERIENCES OF LGB-AFFIRMATIVE AND NON-AFFIRMATIVE SUPERVISION LGB SUPERVISEES' EXPERIENCES OF LGB-AFFIRMATIVE AND NON-AFFIRMATIVE SUPERVISION v Acknowledgements! ! I would like to express my deepest appreciation for all those who supported and encouraged me through this dissertation process. I know there were times that it was hard to see the light at the end of the tunnel, and I cannot thank you enough for sticking by my side while I trekked through some of the darkness to finally get a glimpse of the light. There are several people I would like to thank specifically.An eternal thank you goes to my advisor and chair of this dissertation, Sandra A.Rigazio-DiGilio. Your guidance, mentorship, patience, understanding, and encouragement spurred me on throughout this research endeavor, as well as throughout the doctoral program. You made me laugh when I needed to take myself a little less seriously, and helped me get back on track when I needed to refocus. And you did everything with kindness and empathy. I truly cannot thank you enough for everything you did to help make this project come to fruition.I would also like to thank members of my dissertation committee, Robert Ryder and Rona Preli, and the remainder of my research team, Tony Rigazio-DiGilio. Your commitment to this process was unwavering. Rona, thank you for your instrumental support, care, and encouragement through all phases of the dissertation and my graduate studies. I cannot say thank you enough. Robert, your ability to be there when needed was greatly appreciated. And Tony, thank you for your willingness to dedicate the time and energy when needed most.To my family at Fairfield University, particularly Rona, Alison, Leah, Maryann, Ginny, Emily, Ingeborg, my supervisees and students. I always knew you were in my cornerLGB SUPERVISEES' EXPERIENCES OF LGB-AFFIRMATIVE AND NON-AFFIRMATIVE SUPERVISIONvi throughout every phase of this process. Your words of encouragement, hugs when I needed them, and belief that the challenges would be worth it in the end made me keep pushing even when I thought I could not push any further. Thank you also to my dear colleagues that entered this process at the same time, Samit, Kristi, and Lindsay. It would not have been the same without you.To my family and friends, ...

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supporting

confidence: 81%

Section: Lgb Supervisees' Experiences Of Lgb-affirmative and Non-affimentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Lesbian, Gay, and Bisexual Supervisees’ Experiences of LGB-Affirmative and Non-Affirmative Supervision in COAMFTE-Accredited Training Programs

O'Brien

2016

Journal of Feminist Family Therapy

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“…He goes on to suggest that in order to critically reflect, social workers must "find some space and time …find somebody else … and foster a sense of safety and openness" (Singh 2006, 6). Achieving these last requirements, fostering safety and openness, seems far from easy for lesbian and gay workers enduring heterosexism and homophobia in the UK (Brown 1998;McGhee 2005) and elsewhere (Messinger 2004;Hylton 2005). Others side-step any necessities for time or space, whether safe or otherwise, by focussing their definitions of critical reflexivity on creative and experiential learning in the workplace (Gould 2004) and on transformative theoretical constructions of power (Fook 2004).…”

Section: What Is Reflection?mentioning

confidence: 99%

Reflecting on What? Addressing Sexuality in Social Work

Trotter¹,

Crawley²,

Duggan³

et al. 2009

Practice

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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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Gay and Lesbian Social Work Students' Experiences in Field Placement

Cited by 39 publications

References 13 publications

Lesbian, Gay, and Bisexual Supervisees’ Experiences of LGB-Affirmative and Non-Affirmative Supervision in COAMFTE-Accredited Training Programs

Lesbian, Gay, and Bisexual Supervisees’ Experiences of LGB-Affirmative and Non-Affirmative Supervision in COAMFTE-Accredited Training Programs

Reflecting on What? Addressing Sexuality in Social Work

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

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