Relational‐Cultural Theory–Based Interventions With LGBTQ College Students

Abstract

Lesbian, gay, bisexual, transgender, and queer (LGBTQ) community members can encounter daily challenges living in a heterosexist society, including the college milieu. The authors apply the tenets of relational-cultural theory (RCT) to LGBTQ college students. Furthermore, a case study is included to highlight ways counselors can infuse RCT strategies when working with this population.

Through the relational looking glass: Applications of relational–cultural theory to career development and mental health

“…Relational and societal images regarding counselors are concerned with professionals viewed as competent, objective, and capable with high moral and ethical expectations. These images stand in contrast to typical feelings of guilt and shame experienced by persons who use substances as a tool for dealing with the stressors of life (Cinamon & Blustein, 2020; Hartling, 2003; Jordan, 2000).…”

“…Focusing on relationships to communities, resources, and society can elicit more meaningful launching points for growth, given that relationships become the central vehicle for action and empowerment (Blustein, 2011;Hammer et al, 2016;Kenny et al, 2018). The crux of the theory illuminates cultural contexts and societal barriers that disconnect historically marginalized individuals from crucial resources and communities (Flores & Sheely-Moore, 2020;Singh et al, 2020). Applying the element of controlling images (Hammer et al, 2016;Collins, 1990), career development practitioners can increase the literacy of workplace injustices and potential harm while leveraging creative ways for clients to navigate oppression and social injustice in vocational settings (Blustein, 2011).…”

“…Bailey experienced connection through working with high school and college students, which consequently sparked a new career idea for her as the client (Singh & Moss, 2016; Stargell et al., 2020). Connection within the counseling relationship can serve as a useful example for the client regarding continued connection with her own supportive communities that support the client's continued substance recovery (Flores & Sheely‐Moore, 2020; Hartling, 2003). As the career development practitioner highlights different aspects in which Bailey found new connections and interests, the career development practitioner can utilize guided imagery to help Bailey identify emotions and career possibilities that tie to new interests (Marshall & Farrell, 2019).…”

“…A multitude of RCT scholars have identified such difficulties and barriers with the central relational paradox, which indicates how controlling images and relational images contribute to feelings of disconnection with others and the self (Flores & Sheely-Moore, 2020;Purgason et al, 2016). According to Jordan (2017), the central relational paradox represents the struggle, where individuals desire to be in relationships or be connected, but eschew authentic connection and personal authenticity as a result of internalized relational images, controlling images, and protective measures.…”

“…The guilt, shame, and subsequent diminishment of authenticity felt by a person who has used substances leads them to disconnect from relationships and ultimately display characteristics of the central relational paradox (Cinamon & Blustein, 2020). The central relational paradox reveals the experience of a person who leaves out parts of their authentic selves due to fear of being hurt (Flores & Sheely-Moore, 2020;Jordan, 2017Jordan, , 2018. It is also important to note that the central relational paradox occurs because the client is actually wanting deep connection, but instead manages with responses to disconnection (Purgason et al, 2016;Singh et al, 2020), such as maladaptive coping strategies.…”