Overcoming Bias Toward Same-Sex Couples: A Case Study From Inside an MFT Ethics Classroom

Abstract

This article illustrates a teaching case in which a marriage and family therapy (MFT) trainee learned to develop cultural sensitivity toward same-sex couples despite religious beliefs that put her at risk of discriminating against that population. The case took place during a marriage and family therapy ethics course in the spring of 2003. From two first-person perspectives, the authors illustrate the processes that facilitated the student's change, addressing the class activities, discussions, and pivotal moments of teaching and learning that promoted the student's cultural competency and helped her to resolve this personal and ethical dilemma. A set of classroom techniques (creating a safe environment, using a stance of curiosity, finding alternative learning formats, extrapolating ideas from multiple sources, and capitalizing on students' experiences outside of class) used in the case are detailed throughout the article.

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

“…A review of the literature indicates that: (a) supervision is often considered one of the most important mediums through which therapy is taught to trainees; (b) LGB issues are not adequately being addressed within supervision; and, (c) there is a dearth of empirical studies that assess the extent to which marriage and family therapy (MFT) faculty and supervisors are attending to LGB issues within clinical training and supervision (Carlson et al, 2012;Rock et al, 2010), and specifically to the ways in which these issues relate to the experiences of LGB supervisees (e.g., Charlés, Thomas, & Thornton, 2005; Hernandez & Rankin, 2008;Long & Serovich, 2003).…”

“…For example, Clark and Serovich (1997) While the accrediting bodies of the major mental health professions have called for the infusion of LGB issues into their curricula (Long & Serovich, 2003), there is a paucity of research about how well graduate programs are integrating LGB issues into their training and supervision. The research that does exist raises question about the effectiveness of training programs to incorporate more LGB issues in their curricula (Allison et al, 1994;Bepko & Johnson, 2000;Buhrke, 1989;Carlson et al, 2012;Glenn & Russell, 1986; Graham et al, 1984;Mackelprang, Ray, & Hernandez-Peck, 1996;Morrow, 1996; Murphy, 1991;Murphy et al, 2002;Phillips & Fischer, 1998;Rock et al, 2010; Whittman, 1995).LGB SUPERVISEES' EXPERIENCES OF LGB-AFFIRMATIVE AND NON-AFFIRMATIVE SUPERVISION (Carlson et al, 2012;Charlés, et al, 2005;Godfrey, Haddock, Fisher, & Lund, 2006;Green, 1996; Hernandez & Rankin, 2008;Long & Serovich, 2003;Rock et al, 2010) have offered suggestions for how to integrate sexual minority information into training, but no comprehensive study has looked specifically at the degree to which this is occurring across theory, research, andLGB Other mental health disciplines, particularly psychology and social work, have better addressed the extent to which graduate training is preparing students for work with theLGB population (Charlés, et al, 2005;Rock et al, 2010). However, based on studies that assessed trainees' experiences with LGB issues and/or their attitudes about working with the LGB population, it appears that graduate training does not adequately prepare students to competently work with LGB individuals, couples, and families (Allison et al, 1994; Croteau, Bieschke, Phillips, & Lark, 1998).…”

“…LGB SUPERVISEES' EXPERIENCES OF LGB-AFFIRMATIVE AND NON-AFFIRMATIVE SUPERVISION (Carlson et al, 2012;Charlés, et al, 2005;Godfrey, Haddock, Fisher, & Lund, 2006;Green, 1996; Hernandez & Rankin, 2008;Long & Serovich, 2003;Rock et al, 2010) have offered suggestions for how to integrate sexual minority information into training, but no comprehensive study has looked specifically at the degree to which this is occurring across theory, research, and…”

“…The degree to which MFT training programs have successfully integrated LGB training into their programs is thus still unclear. A handful of authors (Carlson et al, 2012;Charlés, et al, 2005;Godfrey, Haddock, Fisher, & Lund, 2006;Green, 1996;Hernandez & Rankin, 2008;Long & Serovich, 2003;Rock et al, 2010) have offered suggestions for how to integrate sexual minority information into training, but no comprehensive study has looked specifically at the degree to which this is occurring across theory, research, and practice within MFT graduate training. This lack of clarity around integration LGB issues mirrors a similar trend on the integration of diversity issues in MFT program curricula and clinical training (Rigazio-DiGilio, Borders, Ellis, Mattell, & LaPlante, 2008;Winston & Piercy, 2010).…”

“…to engender an atmosphere of openness and acceptance so heterosexism and homophobia can safely be explored and challenged (Charlés et al, 2005;Long, 2002;Long & Serovich, 2003;Messinger, 2007;Newman et al, 2008;Pfohl, 2004). Pfohl (2004) suggests that supervisors who are willing to actively dialogue about heterosexism and homophobia provide reassurance to their LGB supervisees that "diversity is important, LGB SUPERVISEES' EXPERIENCES OF LGB-AFFIRMATIVE AND NON-AFFIRMATIVE SUPERVISION and Biklen (1992) and Henwood and Pidgeon (1992) note that qualitative research (1) relies on data from natural settings whose meaning must be understood within its context, (2) seeks to describe phenomena rather than manipulate or explain it, (3) stresses the importance of understanding the phenomena through the eyes of the participant, and (4) emphasizes the emergence of ideas/concepts from the data, rather that fitting the data into a specific theory.…”