Religion is often the place a lesbian, gay, bisexual, or transgender (LGBT) individual may turn to understand and navigate their sexual orientation identity development. However, religious abuse may occur when a religious group or leader, whether intentionally or unintentionally, uses coercion, threats, rejection, condemnation, or manipulation to force the individual into submission of the religious views about sexuality. The abuse may result in great harm to the victim by causing low self-esteem, guilt, shame, spirituality loss, substance abuse, or thoughts of suicide. Counselors need to be aware of religious abuse to help clients navigate any spiritual divide between religious beliefs and sexuality. Therefore, the purpose of this article is to (a) describe the differences between religion and spirituality,(b) define religious abuse, (c) describe the effects of religious abuse on LGBT individuals and society, and (d) delineate the counseling implications of religious abuse in working with LGBT individuals.

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Professional school counselors are largely responsible for developing and maintaining comprehensive school counseling programs. Comprehensive programming includes collaboration and consultation aimed at supporting teachers and influencing student achievement. The recently released third edition of the ASCA National Model further supports collaboration and consultation to help teachers influence student achievement (ASCA, 2012). Consultation has been defined by Caplan (1970) as "a process of interactions between two professional persons-the consultant, who is a specialist, and the consultee, who invokes a consultant's help in regard to a current work problem" (p. 19). More recently, Kampwirth and Powers (2012) noted that engaging in collaborative endeavors during the consultation process fosters egalitarian relationships and often yields the greatest degree of change. School counselors engaging in consultation with teachers from a collaborative perspective are typically successful in advancing educational opportunities and fostering student growth (

We present a grounded theory based on interviews with 11 counselor education doctoral students (CEDS) regarding their research identity development. Findings reflect the process-oriented nature of research identity development and the influence of program design, research content knowledge, experiential learning, and self-efficacy on this process. Based on our findings, we emphasize the importance of mentorship and faculty conducting their own research as a way to model the research process. Additionally, our theory points to the need for increased funding for CEDS in order for them to be immersed in the experiential learning process and research courses being tailored to include topics specific to counselor education.

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