A comprehensive approach to competently addressing sexual minority issues in clinical supervision.

Abstract

The scholarship of lesbian, gay, bisexual, and transgender (LGBT) psychology is in the midst of a paradigm shift, one that recognizes the critical importance of examining sexual minority status in conjunction with gender, race, ethnicity, religion, class, disability, and other aspects of sociocultural location (Croteau, Bieschke, Fassinger, & Manning, 2008). Societal attitudes toward those who identify as a sexual minority are both rapidly shifting and widely varying (e.g., Halpert, Reinhardt, & Toohey, 2007). Yet few training programs offer in-depth training pertaining to issues of sexual minority clients (e.g., Murphy, Rawlings, & Howe, 2002), and it is likely that many clinical supervisors are unprepared to work effectively with issues pertaining to minority sexual orientations (Phillips & Fisher, 1998). The anecdotal literature is rife with stories from LGBT trainees who have encountered unaffirmative behavior from their supervisors (e.g.,

Clinical supervision with TGNC clients in health service psychology.

“…It is important to acknowledge the perspectives of TGNC-identified student-supervisees who may have different reactions to working with TGNC clients than their cisgender peers. Specifically, levels of identity development, experiences of discrimination and oppression, and lack of support in their graduate education can impact their ability to work with TGNC clients effectively (Bieschke et al, 2014). Further, it is important to not assume that TGNC-identified trainees are the best therapists to work with a TGNC-identified client, as trainees may lack competence and skills in basic conceptualization and intervention techniques on the basis of their level of training and professional development.…”

“…There has long been an undercurrent of tension within the "lGBT" 1 community that not all groups are treated with equal importance. A significant amount of the previous literature regarding therapy with lGBT-identified individuals has focused on sexual orientation and sexual minority status, whereas TGNC identities have been relatively invisible outside of the context of intersectionality with sexual identity (Bieschke, Blasko, & Woodhouse, 2014). Spade (2008) referred to the movement as the "lGBfakeT" movement, which reflects the history of invisibility of TGNC individuals, even within the larger lGB and queer community.…”

Beyond competencies and guidelines: Training considerations regarding sexual minority and transgender and gender nonconforming people.

“…The theoretical literature on supervision related to sexual minority and TGNC issues offers educators much material to use, especially with helping trainees develop supervision competencies of their own (Bieschke, Blasko, & Woodhouse, 2014;Halpert, Reinhardt, & Toohey, 2007;Hernández & Rankin, 2008;Singh & Chun, 2010). Bieschke et al (2014) recommended using a combination of Halpert et al's (2007) integrative affirmative supervision model, a model specific to sexual orientation, and Fassinger and Arseneau's (2007) model that focuses more broadly on individuals' gender identities, sexual orientations, and cultural identities. This emphasis moves the focus of affirmative supervision beyond simply considering sexual orientation.…”

LGBTQ-affirmative training in clinical settings.

“…The authors note the importance of addressing LGBTQ issues in supervision; however, the manner in which the supervisor operates within their model is unclear. Bieschke, Blasko, and Woodhouse (2014) attempted to extend the CBACS by adding Halpert and colleagues' (2007) IAS model; however, a fully developed approach to LGBTQ issues within CBACS is warranted.…”