Narratives of School Counselors Regarding Advocacy for LGBTQ Students

Abstract

Using a directed form of qualitative research proposed by Mayring, this qualitative study applied Ajzen’s Theory of Planned Behavior (TPB) to examine the efforts of nine self-identified school counselor advocates to advocate for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students. This study is warranted because LGBTQ students commonly experience bullying in the absence of resources while also trying to navigate a new identity. Findings indicated that the work expectations of other school stakeholders, along with the school counselors’ levels of advocacy self-efficacy and exposure to the LGBTQ community, were related to how, when, and why the school counselors advocated for LGBTQ students. We offer future research and practice recommendations to give more voice to LGBTQ students in the current sociopolitical climate.

School Counselor Transgender Intersex Advocacy Competence Scale (SCTIACS): Construction and Validation

“…The findings suggest that the TPOC did not possess innate self-advocacy skills in youth but developed such skills over time (Simons, Grant, & Rodas, 2019). This finding is similar to a finding of Simons and Cuadrado (2019), who interviewed nine self-identified high school counselor advocates. School counselors’ levels of LGBTQ advocacy positively related to more exposure to education and experience over time.…”

School Counselor Sexual Minority Advocacy Competence Scale (SCSMACS)

“…This suggests that greater numbers of LGB students will have their needs met with the assistance of school counselors who implement best practices to advocate for LGB students. Findings, however, indicate that this assistance is lacking (Simons, Kashubeck-West, & Althof, 2014). LGB students continue to report that they face challenges (Kosciw et al., 2016), and levels of school counselor LGB advocacy activity vary (Bidell, 2012; Simons, 2015).…”

“…A psychometrically sound measure does not exist to use in training school counselors to advocate for LGB students (e.g., by sponsoring GSAs) in light of model school counseling. Prior to research conducted by Simons, Kashubeck-West, and Althof (2014), school counselor LGB advocacy had not been empirically examined as a distinct construct from an ecological advocacy-based perspective such as the ASCA (2012) National Model. The ASCA National Model mandates that school counselors provide counseling both directly and indirectly at and beyond the individual microlevel; counseling services go beyond offering one-on-one counseling in an office (ASCA, 2012).…”

“…To outline best practices to benefit the human development of LGB students and to validate a measure to use in training current and future school counselors, the author reviewed both conceptual and qualitative studies (Brubaker, Harper, & Singh, 2011; Simons et al, 2014; Stone, 2003). Brubaker, Harper, and Singh (2011) collaborated at a professional conference and reviewed action strategies for counselors to use in advocating for LGBTQ people: (a) learning about your audience, (b) communicating with respect, (c) identifying what you have in common, (d) developing a main message supported by peripheral messages, (e) challenging false information, (f) eliciting emotion through storytelling, and (g) practicing discussion before meetings.…”

“…She believed humanistic advocates plan to challenge harassment in advance, collaborate to develop interventions, educate administration about legal ramifications, demand inclusive education, consult with community groups, display objects that indicate one is an ally, educate family members, make training a priority, and create LGB curricula (Stone, 2003). In a later study, Simons et al (2014) interviewed eight school counselors who self-identified as advocates . The purpose was to learn “how and why high school counselors would or would not advocate for LGBTQ students” (Simons et al, 2014, p. 4).…”