Informing Counselor Training and Competent Counseling Services through Transgender Narratives and the Transgender Community

Chávez-Korell, Shannon; Johnson, Les T.

doi:10.1080/15538605.2010.524845

Cited by 29 publications

(16 citation statements)

References 6 publications

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“…I was interested to pose these questions in a survey format to transgender people living in the UK. Questions asked in the survey regarding the knowledge base, attitudes, competences and training that counsellors should have when working with transgender clients emerged from the American counselling transgender literature (Chavez Korrell & Johnson, 2010; Ettner, 1999; Israel & Tarver, 1997), which is written largely by therapists, but without an adequate empirical basis, as Carroll, Gilroy, and Ryan (2002) noted. I was therefore interested in hearing what transgender clients themselves felt counsellors ought to know when working with transgender clients.…”

Section: Methodsmentioning

confidence: 99%

An initial study of transgender people's experiences of seeking and receiving counselling or psychotherapy in the UK

Hunt

2013

Couns and Psychother Res

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Background: There are no published empirical research studies exploring transgender people's experiences of seeking and receiving counselling or psychotherapy outside of gender identity clinics within the UK. As a result, counsellors know little about why transgender people seek counselling, who they seek counselling from, and what their experiences are of receiving counselling. Aim: To address this gap in the literature, this study investigated transgender people's experiences of seeking and receiving counselling or psychotherapy outside of gender identity clinics within the UK. Funding for this study was provided by a BACP Seedcorn grant. Method: A mixed method small‐scale qualitative research design was employed, comprising an online survey and five semi‐structured interviews. Findings: Participants tended to seek counselling on two or more occasions and received between 2 and 12 sessions. Participants sought counselling for common psychological concerns as well as gender identity and coming out issues. A fear of being discriminated against and exploring gender for the first time were significant barriers in seeking help. Participants reported mixed experiences of counselling but valued a therapeutic relationship in which they felt affirmed, listened to and understood. Discussion: The findings from this study mirror aspects of previous research conducted in the USA concerning transgender clients' experiences of counselling. However, these findings point to the importance of recognising the potential vulnerability transgender clients experience when seeking counselling and the need for therapists to develop greater awareness, knowledge and competence regarding working with transgender clients.

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Section: Methodsmentioning

confidence: 99%

An initial study of transgender people's experiences of seeking and receiving counselling or psychotherapy in the UK

Hunt

2013

Couns and Psychother Res

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“…Some trans youth stories may be woven with common threads, but each individual story is different in experience. Therefore, counselors must resist the urge to think that a complete understanding of a trans youth can come from theory and research that is in alignment with scholarship on training with trans people (Chavez‐Korell & Johnson, ).…”

Section: Implications For Counseling Practice Research and Advocacymentioning

confidence: 99%

“I Am My Own Gender”: Resilience Strategies of Trans Youth

Singh

Meng

Hansen

2014

Jour of Counseling & Develop

184

143

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Nineteen trans youth participated in a phenomenological study of their resilience strategies for navigating stressors in their lives. The authors identified 5 supports and 6 threats to participants’ resilience. The 5 themes of resilience were: (a) ability to self‐define and theorize one's gender, (b) proactive agency and access to supportive educational systems, (c) connection to a trans‐affirming community, (d) reframing of mental health challenges, and (e) navigation of relationships with family and friends. The 6 major threats to participants’ resilience were: (a) experiences of adultism, (b) health care access challenges, (c) emotional and social isolation, (d) employment discrimination, (e) limited access to financial resources, and (f) gender policing.

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“…Counselor educators can expand students' awareness into transferable counseling interventions by using class discussions, skills-based training, and other experiential activities such as role-plays, community interviews, and discussion panels that include transgender individuals (Long & Serovich, 2003;Pearson, 2003;Preston, 2011). Additionally, students can have class discussions and assignments to increase their knowledge about local and national support networks (Carroll et al, 2002;Chavez-Korell & Johnson, 2010), community resources, and psychoeducational materials they can provide clients. This may include information on the transition process, coming out to family, friends, co-workers, and the community, and acknowledging the outcome may not be as positive as the ending in Normal, and what interventions could be taken to address loss and grief.…”

Section: Discussionmentioning

confidence: 99%

“…There were fewer counseling applications reported, however, after watching Normal. It is possible participants needed more time to synthesize their emotional reactions and new awareness of experiences faced by transgender individuals and their families before identifying possible counseling interventions and best practices (Chavez-Korell & Johnson, 2010;Villalba & Redmond, 2008). Counselor educators can expand students' awareness into transferable counseling interventions by using class discussions, skills-based training, and other experiential activities such as role-plays, community interviews, and discussion panels that include transgender individuals (Long & Serovich, 2003;Pearson, 2003;Preston, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Films provide a means of contact with unfamiliar populations and controversial issues from a safe distance (Chavez-Korell & Johnson, 2010;Higgins & Dermer, 2001), allow students to practice observational skills, and are catalysts for class discussions about best counseling practices (Dave & Tandon, 2011;Villalba & Redmond, 2008). Coupled with watching films, classroom discussions and reflective journal writing help students process their emotional responses from the experiential activities, and transfer their personal reactions into professional application (Arthur & Achenbach, 2002;Whipple & Tucker, 2012).…”

Section: Experiential Teachingmentioning

confidence: 99%

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Using Films to Increase Cultural Competence in Working With LGBTQ Clients

Frick¹,

Thompson²,

Curtis³

2017

JCPS

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There is a dearth of research on effective strategies for teaching counselors-in-training how to work more effectively with LGBTQ clients. Experiential learning activities, such as watching films, can increase students' knowledge of their attitudes and beliefs about themselves and culturally diverse clients. This qualitative study explored, in the context of a sexuality and counseling course, how 27 students' awareness, knowledge, and skills were influenced by the use of two films, For the Bible Tells Me So and Normal, which illuminate the experiences of LGBTQ individuals and their families. Results and implications for counselor educators are provided.

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Informing Counselor Training and Competent Counseling Services through Transgender Narratives and the Transgender Community

Cited by 29 publications

References 6 publications

An initial study of transgender people's experiences of seeking and receiving counselling or psychotherapy in the UK

An initial study of transgender people's experiences of seeking and receiving counselling or psychotherapy in the UK

“I Am My Own Gender”: Resilience Strategies of Trans Youth

Using Films to Increase Cultural Competence in Working With LGBTQ Clients

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