Marriage and Family Therapists' Comfort Level Working With Gay and Lesbian Individuals, Couples, and Families

Lesbian, Gay, and Bisexual Supervisees’ Experiences of LGB-Affirmative and Non-Affirmative Supervision in COAMFTE-Accredited Training Programs

“…In Green et al's (2009) survey of MFTs, only 46% of respondents reported that they learned about LGB issues during their graduate training supervision. While Buhrke (1989) found that doctoral psychology students felt supervision geared toward self-identified LGB clients was moderately helpful, they also noted that it was not as helpful as supervision with heterosexual clients due to the supervisor's lack of knowledge about LGB concerns.…”

“…For example, Green, Murphy, Blumer, and Palmanteer (2009) have suggested that "clinical supervision could serve as an opportunity for self-exploration and self-awareness in regards to a variety of diversity issues, including sexual orientation" (p. 167). However, the current body of literature suggests that LGB issues are not adequately being addressed within supervision (Gatmon et al, 2001;Green et al, 2009). …”

“…However, in a recent study by Rock et al (2010) of MFT master's and doctoral students, 60.5% reported having received no training on affirmative therapy practices, and 62.6% reported having received no training on LGB identity development models. Previously, Green et al's (2009) study on MFTs' comfort level working with LGB individuals, couples, and families found that 65% of respondents reported that they learned about "sexual orientation issues during graduate training" (p.…”

“…For example, Green, Murphy, Blumer, and Palmanteer (2009) have suggested that "clinical supervision could serve as an opportunity for self-exploration and self-awareness in regards to a variety of diversity issues, including sexual orientation" (p. 167). However, the current body of literature suggests that LGB issues are not adequately being addressed within supervision (Gatmon et al, 2001;Green et al, 2009). Long (1997) suggests that it is crucial to address sexual orientation within the supervisory context in order to "encourage supervisees to learn about differences, accept differences, and develop an awareness of their personal biases regarding sexual orientation" (p. 59).…”

“…Since supervision is often considered one of the most important mediums through which therapy is taught to trainees (Kaiser, 1992;Morgan & Sprenkle, 2007;Watkins, 1997), it is reasonable to assume that that the supervisory environment could provide opportunities for trainees to learn about LGB topics and issues and the ways in which such issues influence their clinical work. Green et al (2009) suggested that "clinical supervision could serve as an opportunity for self-exploration and self-awareness in regard to a variety of diversity issues, including sexual orientation" (p. 167). However, the current body of literature suggests that LGB topics are not adequately being addressed within supervision.…”