concluded in 2000 that lesbian, gay, and bisexual (LGB) clients participate in therapy more frequently than heterosexual clients, and evidence indicates that this utilization pattern persists (Cochran, Sullivan, & Mays, 2003;Jones & Gabriel, 1999). Scholars have speculated that this may in part be a result of the distress created by both the social stigma and the stress associated with a minority status sexual orientation (Cochran, 2001;Cochran et al., 2003). These results are particularly meaningful when considered in a larger professional context. The American Psychological Association (APA, n.d.) has issued resolutions and guidelines for treatment that are affi rmative of LGB individuals (APA, Division 44/Committee on Lesbian, Gay, and Bisexual Concerns Joint Task Force, 2000), yet the professional literature is resplendent with articles debating the ethics and value of conversion therapy. Even those therapists who profess to be affi rmative in their approach demonstrate evidence of subtle heterosexual

he necessity for transgender and gender nonconforming (TGNC)-affirmative supervision is built on the foundation that broad multicultural competence within supervision and practice is integral to the welfare of clients and to one's competence as a psychologist Falender, Shafranske, & Falicov, 2014). Subsequently, supervision that celebrates gender-diverse people and communities creates space for exploration and understanding of personal and professional worldviews that may differ from one's own, and the opportunities to increase awareness, insight, and ability to provide multiculturally competent mental health services (Burnes, Wood, Inman, & Welikson, 2013). However, a stance affirming gender diversity may also be challenging for some supervisors or for those striving to enter the profession. Concurrent with the use of supervision to train the next generation of professionals and maintain ethical care for clients of health service psychology, the need for clinical supervision to specifically address the concerns of TGNC clients and their communities remains an

An individual's constructive development, or system of meaning making, is relevant to the process of career counseling. A description of constructive-developmental theory and how that theory may be integrated in career counseling is provided, focusing on a case study that addresses issues of sexual orientation and religious identity. Methods for assessing constructive development are explored, and literature relating to the effectiveness of this approach is discussed. Guindon and Richmond (2005), in their review of recent professional literature related to career counseling and career development, reported an increasing focus on constructivist theories in the field. In this article, I outline an approach to career counseling that is informed by Kegan's (1982Kegan's ( , 1994) theory of constructive development. Kegan (1982Kegan ( , 1994 has conceptualized development as a series of emergences from embeddedness in one particular way of knowing and understanding self, others, and the world, to more complex and adaptive ways of making meaning. McAuliffe (1993) previously integrated Kegan's theory with career practice by asserting that the way an individual constructs meaning informs his or her ability to adaptively face career challenges. My intent is to provide a full-length case example that more clearly elucidates how the constructive-developmental approach may be applied to a specific career counseling case. First, I review literature related to the constructivedevelopmental approach. I then present a case of a client dealing with issues of sexual orientation and religious identity. In my response to this case study, constructive-developmental case conceptualization and assessment are discussed as important intervention elements. I close with a discussion of literature that relates to the effectiveness of the constructive-developmental approach. Review of Relevant LiteratureAccording to Kegan (1982Kegan ( , 1994, development is conceptualized as a process in which the individual constructs and reconstructs personal meanings over the life span. In this process, a series of meaning-making stages develop that frame the way the person views the self and encounters the world. As new information or experience challenges the individual's current meaning