Salience, Valence, Context, and Integration: Conceptualizing the Needs of Sexually and Gender Diverse Youth in P–12 Schools

Abstract

A framework for conceptualizing the needs of lesbian, gay male, bisexual, transgender, questioning, and other sexually and gender diverse youth is essential for guiding service delivery throughout educational settings. Review and synthesis of the literature reveals that integrating assessment of the salience, valence, and context of issues related to sexual and gender diversity facilitates affirmative practice at the individual student, group, and school-wide levels. The authors describe the components of the salience, valence, context, and integration (SVCI) model with emphasis on practical application. The theoretical and empirical support for each component of the model is also discussed.

Beyond Competence: Fostering LGBTQQI Ally Development Through Supervision

“…Incorporation of the IDM into supervision permits assessment of skill development along the dimensions of autonomy and selfor-other focus (Stoltenberg & Delworth, 1987). Along with the IDM supervision approach, we present the salience, valence, context, and integration (SVCI) model to describe components of the open and affirming standard of care when counseling LGBTQQI clients (Moe, Perera-Diltz, Sepulveda, & Finnerty, 2014). Together, the IDM and SVCI frameworks create a foundation for promoting ally development in supervisory relationships.…”

“…The SVCI conceptual model (Moe et al, 2014) is a framework for incorporating the complexity of LGBTQQI lived experiences into helping relationships. Counselors that assess the relative importance and meaning (i.e., salience) of gender and sexuality diversity issues to clients' presenting concerns, whether clients experience negative or positive attitudes associated with their gender or sexuality diversity needs, and how these factors are influenced by clients' contexts (e.g., family) lay the foundation for richer and more affirming engagement with the diversity found between and among LGBTQQI individuals and groups.…”

“…Clients may also view their gender and sexual-relational identities or experiences as secondary to other more salient issues, such as having recently moved to a new city. Expecting clients to prioritize their sexual-relational orientation(s), gender identity, and related experiences could be a sign that a counselor is operating from tacit biases or assumptions about LGBTQQI individuals (Moe et al, 2014). Conversely, counselors who avoid discussion of LGBTQQI issues and experiences (or only feel comfortable using stereotyped or overgeneralized views of LGTBQQI people) may further marginalize gender and sexuality diverse clients (Hendricks & Testa, 2012).…”

“…Along with the assessment and tracking of salience, it is important to assess the attitudes and feelings that LGBTQQI clients hold about their own and others' gender and sexuality diversity (Moe et al, 2014). The component of valence in the SVCI framework involves the degree of positive and negative attributions made by LGBTQQI clients toward their (and others') gender and sexuality issues and experiences.…”

“…The component of context in the SVCI framework helps counselorsas-allies link the individual experiences of LGBTQQI clients to social and cultural dynamics; counselors who fail to incorporate a social ecology view into their case conceptualizations risk acting as de facto agents of oppressive social institutions (Moe et al, 2014). Indices of sociocultural openness, such as antibullying policies in schools that specifically mention sexual orientation or gender identity, are associated with higher self-worth and self-acceptance in LGBTQQI people (Hatzenbeuhler, 2011).…”