Factors predicting instruction of LGBTQ counseling competence

The influence of teaching philosophy on coverage of LGBTQ issues in counseling courses

“…Researchers using quasi‐experimental and mixed‐method studies have found that counselors who receive LGBTQ‐specific training report more affirmative attitudes (Bidell, 2014, 2017), reductions in anti‐LGBTQ bias (Pepping et al., 2018), and improved knowledge and skills in counseling LGBTQ individuals (Kenny et al., 2019; Luke & Goodrich, 2017; Rivers & Swank, 2017). Survey and correlation‐based research studies also appear to show that the effects of training in LGBTQ issues hold when accounting for differences in prejudicial attitudes (Alessi et al., 2016), years of experience (Moe et al., 2021), age (Bidell, 2014), religiosity, and psychological flexibility (Pepping et al., 2018). Knowing people who identify as LGBTQ (Bidell, 2014), identifying as LGBTQ oneself (Gess & Doughty Horn, 2018), and working with LGBTQ clients (Graham et al., 2012) are all positively correlated with developing the knowledge, attitudes, and skills for counselors to provide affirmative counseling to LGBTQ people.…”

“…There is a wide degree of variability in the amount and quality of training on LGBTQ issues provided by counselor educators (Graham et al., 2012; Salpietro et al., 2019). In addition, at present, there are no standards that require counselor educators themselves to demonstrate competence in LGBTQ issues during their doctoral training or after graduation (Gess & Doughty Horn, 2018; Moe et al., 2021).…”

“…Critical teaching approaches associated with queer theory, feminist theory, and multicultural‐social justice counseling competence are emphasized throughout both SAIGE frameworks (Burnes et al., 2010; Harper et al; 2013). Although the SAIGE frameworks lay the foundation for affirmative practice with LGBTQ clients, research is lacking on whether counselor educators use the SAIGE frameworks to infuse LGBTQ issues into their courses (Moe et al., 2021).…”

“…It is vital for counselors to develop competency in LGBTQ affirmative therapy principles in order to effectively serve their LGBTQ clients (Kenny et al., 2019; Pepping et al., 2018). Research shows that training in LGBTQ issues positively impacts counselors’ LGBTQ competence (Alessi et al., 2016; Pepping et al., 2018); however, to date there is no standardized training experiences in LGBTQ issues that all students are required to complete (Moe et al., 2021). The lack of standardized training in LGBTQ issues is concerning, as counselor education programs may graduate students who have had little to no comprehensive exposure to this important training and practice area (Luke et al., 2022).…”

“…The lack of standardized training in LGBTQ issues is concerning, as counselor education programs may graduate students who have had little to no comprehensive exposure to this important training and practice area (Luke et al., 2022). Little research exists on what motivates instructors to cover LGBTQ issues in counselor training (Moe et al., 2021; Gess & Doughty Horn, 2018). Luke et al.…”