Psychology education can foster exploration and knowledge of religion, spirituality, sexual orientation, and gender diversity.

Davis, Terri M.

doi:10.1037/sgd0000039

Cited by 6 publications

(6 citation statements)

References 18 publications

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“…Several recent articles have outlined the steps programs should take to prevent values conflicts (Ametrano, 2014; American Psychological Association/Board of Educational Affairs, 2013; Davis, 2014; Hathaway, 2014; Kocet & Herlihy, 2014). These include raising students’ awareness of LGBT issues and teaching ethical decision-making models to students as a means of increasing tolerance for ambiguity (Ametrano, 2014).…”

Section: Best Practices For Training Programsmentioning

confidence: 99%

Best practices in providing effective supervision to students with values conflicts.

Cohen-Filipic¹,

Flores²

2014

Psychology of Sexual Orientation and Gender Diversity

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Recent conscience clause legislation and court cases related to mental health professionals unwilling to provide services to LGBT clients have received significant attention from the professional psychology community. These cases highlight the importance of determining how to prevent and address conflicts between personal values and professional/program expectations. The need for training programs to develop consistent policies regarding such conflicts has been reinforced; however, in addition to developing clear policies and documents, education training programs must decide how to provide effective supervision to students with values conflicts. Previous papers have addressed components of training that may prevent values conflicts, such as using ethical decision-making models or increasing student awareness through readings and videos. These interventions are important but must be supplemented with an intentional developmental focus in clinical supervision. Recent developments in supervision have emphasized a competency-based approach to supervision. In this article we present an argument for integrating developmental and competency approaches to supervision when working with students around values conflicts. The ways in which these approaches can be combined are described, and we then provide several vignettes that illustrate possible supervisory responses to students at different points in their training. We discuss different interventions and benchmarks to use depending on students' progress in their training programs. Finally, we offer recommendations to supervisors for integrating these approaches.

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Section: Best Practices For Training Programsmentioning

confidence: 99%

Best practices in providing effective supervision to students with values conflicts.

Cohen-Filipic¹,

Flores²

2014

Psychology of Sexual Orientation and Gender Diversity

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“…Of the 33 papers included, eight were empirical studies (Bidell, 2014;Case & Stewart, 2010;Davy et al, 2015;Fell et al, 2008;Graham et al, 2012;Riggs & Fell, 2010;Rutherford et al, 2012;Sherry et al, 2005) and the remaining 25 included literature reviews, commentary, response, discussion paper, and/or a series of recommendations based on expert opinion (Biaggio, 2014;Bieschke & Dendy, 2010;Bieschke & Mintz, 2012;Boroughs et al, 2015;Case et al, 2009;Cochran & Robohm, 2015;Davis, 2014;Forrest, 2012;Haldeman & Rasbury, 2014;Hancock, 2014;Hope & Chappell, 2015;Institute of Medicine, 2011;Kassel & Martino-Harms, 2014;Lyons, 2010;Lytle et al, 2014;Martell, 2015;Matza et al, 2015;Oransky et al, 2019;Pantalone, 2015;Phillips, 2014;Russell & Bohan, 2014;Shipherd, 2015;Singh & Dickey, 2016;Worthington, 2010). All 25 of the nonempirical articles originated from the US, and of the eight empirical studies, four originated from the US, one from the UK, two from Australia, and one from Canada.…”

Section: Resultsmentioning

confidence: 99%

Lesbian, gay, bisexual, transgender, intersex, and queer concerns in professional psychology education

Collens

Preez

2023

WJE

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Best practice guidelines for psychologists working with lesbian, gay, bisexual, transgender, intersex, and queer+ (LGBTIQ+) people and position statements against “conversion therapies” have been published internationally. These call for professional psychologist education to develop competence for work with this community, but studies show variability and lack of inclusion of LGBTIQ+ content in professional programmes in higher education institutions. A critical narrative review examined approaches to the inclusion of LGBTIQ+ concerns in the education of psychologists. A systematic literature search identified 33 papers for review. Synthesis of findings highlighted benefits and challenges of the cultural competence approach to LGBTQ+ curricular inclusion; a contested pedagogic space relating to religious belief, homophobia, and sexualities; a shift in psychology to include resilience-based frameworks of sexuality and gender diversity; and finally disaggregation of the LGBTQ+ umbrella with emergence of transgender and gender diversity focused research. Lack of research relating to people with intersex variations and the need for LGBTIQ+ representation/voices in this research area were evidenced.

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“…Times the Second Priority Bieschke (2014), Hathaway (2014), and Davis (2014) in this series have thoughtfully commented on how careful and judicious pedagogy is a powerful tool for transforming potential conflict about these issues into valuable learning and socialization into the profession. Kasell & Martino-Harms (2014) and Pope (2014) in this series have discussed the issue of competence, and of who controls raining, respectively; Campbell (2014) has outlined a few of the ethical concerns in training.…”

Section: Good Pedagogy Is Important But Difficult and Atmentioning

confidence: 99%

A few wider angle perspectives on Hancock (2014).

Gonsiorek¹

2014

Psychology of Sexual Orientation and Gender Diversity

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As can be seen from the broad range of issues in the preceding eight reaction pieces, Hancock's (2014) article in the first issue of his journal is an effective heuristic device for adumbrating many of the complexities raised when student beliefs conflict with client welfare and multicultural training. As fecund as these reaction pieces are, they do not exhaust, and certainly do not resolve, the dilemmas involved. They are not intended to do so; rather, the goal of these pieces is to broadly sketch a first wave of concerns that might spur more elaborated responses; perhaps even solutions. In the next two issues of this journal, space will be allotted for such regular length articles that mine these issues more deeply.The timeliness and urgency of the issues here is apparent not only to these authors; I note that as this journal issue was in its final stages of preparation, the American Counseling Association's (ACA) flagship journal, Journal of Counseling and Development, devoted nine articles, 70 journal pages, to exactly these concerns in its April, 2014 issue. These issues may be even more acute for our ACA colleagues, as both the Ward and the Keeton cases involved ACA-accredited graduate programs. I focus on a few wider-angle issues, more systemic than the more precise concerns so ably outlined in the preceding eight papers. Any solutions to this conflict lay in such precise analyses, but it can be useful to provide a broader context for understanding.

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Psychology education can foster exploration and knowledge of religion, spirituality, sexual orientation, and gender diversity.

Cited by 6 publications

References 18 publications

Best practices in providing effective supervision to students with values conflicts.

Best practices in providing effective supervision to students with values conflicts.

Lesbian, gay, bisexual, transgender, intersex, and queer concerns in professional psychology education

A few wider angle perspectives on Hancock (2014).

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