The authors present a framework for using media to create experiential learning in multicultural and diversity issues based on cognitive‐experiential self‐theory. They offer several lessons and a media resource list that are helpful in training counseling students in multicultural and diversity issues.

The present study investigated the influence of training modality on attitudes toward lesbian and gay issues. In a short-term longitudinal design (pre-test, post-test, follow-up), 87 undergraduate and graduate students were randomly assigned to one of three workshop modalities (In-Person, Internet, Control) following pre-test. Participants completed a post-test immediately after the training and a follow-up assessment three weeks later. Analyses revealed that both modalities (In-Person Training and Internet Training), when compared to the Control group, resulted in substantial reductions in levels of homophobia following training. Furthermore, these reductions in homophobia remained stable from the post-test to the follow-up testing. Finally, analyses suggest that changes in participants’ levels of positive affect, during and following training, may play a central role in the effectiveness of both training interventions. Implications for student affairs professionals and directions for future research are discussed.This study is supported by a diversity grant from the National Association of Student Personnel Administrators and the Ford Foundation awarded to Lorraine J. Guth and David F. Lopez. Special thanks go to Andrea L. Short for providing helpful editorial comments.

The purpose of this study was to (a) examine the utility of using the thought-listing technique to examine participants' attitudes toward lesbian, gay, and bisexual issues and (b) determine the effectiveness of two new training interventions (rational and experiential) that were designed using cognitive-experiential self-theory (Epstein, 1994). Fifty participants were randomly assigned to one of three treatment conditions (rational training, experiential training, control group). Participants completed a thought-listing technique before and after receiving one of the theoretically based training interventions. Three judges free sorted the 2,481 collected thoughts and identified and defined 25 thought categories. Three trained judges then placed 2,426 (98%) of the thoughts into these categories. Results indicated that different categories of responses (cognitive, affective, behavioral) emerged among the individuals which provided four distinct profiles of how people thought about the topic of homosexuality. Furthermore, chi-square analyses revealed that the experiential group had changes in their thoughts after receiving the workshop. Findings are discussed and suggestions for future research are provided.

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❖The present study investigated the influence of training modality on attitudes toward lesbian and gay issues. In a short-term longitudinal design (pre-test, post-test, followup), 87 undergraduate and graduate students were randomly assigned to one of three workshop modalities (In-Person, Internet, Control) following pre-test. Participants completed a post-test immediately after the training and a follow-up assessment three weeks later. Analyses revealed that both modalities (In-Person Training and Internet Training), when compared to the Control group, resulted in substantial reductions in levels of homophobia following training. Furthermore, these reductions in homophobia remained stable from the post-test to the follow-up testing.