Student beliefs, multiculturalism, and client welfare.

Abstract

This article reviews recent court cases (Keeton v. Anderson-Wiley, 2010; Ward v. Wilbanks, 2010; Ward v. Polite, 2012) in which students have sued their educational institutions because of their requirements regarding education and training in lesbian, gay, bisexual, and transgender issues. The purpose and characteristics of professions are addressed as is the responsibility of the helping professions to train multiculturally competent providers. Finally, the issue of personally held beliefs and client welfare is discussed-including the issue of referring clients to other providers because of one's personally held beliefs.

Same-Sex Marriage and the Boundaries of Diversity: Will Marriage and Family Therapy Remain Inclusive of Religious and Social Conservatives?

“…The details of such remediation plans are not well specified but can include educational activities and personal psychotherapy with the goal of offenders either ''intentionally setting aside'' their religious and conservative values, belief systems, and worldviews (Kocet & Herlihy, 2014, p. 142) or perhaps preferably ''transforming their beliefs'' and losing their ''specific version of faith'' (Whitman & Bidell, 2014, p. 167). Similar sentiments have also been expressed recently by those within the APA (Biaggio, 2014;Gonsiorek, 2014;Hancock, 2014). Finally, two recent articles in Family Therapy Magazine did offer a more balanced portrayal of the subject but did not provide definitive guidance for licensed clinicians who are navigating these issues (Caldwell, 2013;Polnik, 2013).…”

“…H. Rosik exemptions will lead to widespread discrimination based on sexual orientation, race, and ethnicity (Clay, 2013;Hancock, 2014).…”

The Importance of Ethical Standards in Psychiatry Research and Clinical Practice: Gay, Lesbian, Bisexual and Transgender Population

“…41 Benzer şekilde, Hancock (2014) kişilerin kendi inançları ile çatıştığı için eği-timleri süresince belli konulardan muaf tutulmalarının yetersiz eğitim almalarına neden olacağını savunmaktadır. 42 Ayrıca terapistlerin eğitimleri sü-recinde kendi değerlerine uymadığı için danışanı başka birine yönlendirmelerinin ayrımcılığa yol açabileceği belirtilmektedir. 39 Dolayısıyla, eğitim-cilerin öğrencileri eğitimleri sırasında ilerideki uygulamaları hakkında yönlendirmede bulunurken her hangi bir ayrımcılığa neden olmadan yönlen-direbilmeleri konusunda eğitmeleri gerektiği tartı-şılmaktadır.…”

Are we there yet? Faculty Members’ Beliefs and Teaching Practices Related to the Ethical Treatment of Lesbian, Gay, and Bisexual Clients

“…Scholars who support this perspective appear to be focused on the immediate potential harm to clients, rather than the larger need for therapists to address the negative impact of their beliefs and biases on the therapy process and their responsibility to provide competent services to all clients. The second perspective, which reflects the vast majority of scholars, is that such referrals are discriminatory and harmful to LGB clients (Corey et al., ; Hancock, ; Kaplan, ; McGeorge et al., ; Remley & Herlihy, ; Shiles, ; Wilcoxon, Remley, & Gladding, ). These scholars argued that a referral based on a single demographic factor such as a client's sexual orientation is a violation of ethical codes as a similar referral based on other demographic factors (e.g., race, gender, social class) would clearly be deemed unethical (Corey et al., ; McGeorge et al., ; Remley & Herlihy, ; Shiles, ).…”