“There’s no real roadmap that I know of”: Experiences of transgender and nonbinary graduate students in counseling psychology programs.

Matsuno, Em; Hashtpari, Halleh; Domínguez, Sergio; Maroney, Meredith R.; Gonzalez, Kirsten A.; Knutson, Douglas

doi:10.1037/cou0000647

Cited by 5 publications

(10 citation statements)

References 37 publications

(61 reference statements)

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“…A lack of personal experience may also contribute to the difference in comments regarding Poor Quality of Materials about LGBQ and TGNB populations. SGM students may be more likely to recognize outdated or misinformed training materials provided to them compared with students who do not share that identity and do not have personal experiences to reference (Matsuno et al, 2020). In addition, LGBQ and TGNB respondents' comments were more often in relation to concerns about faculty, similar to the above, 8 FITTERMAN-HARRIS, HUGHES, SOULLIARD, AND ZANE This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

Section: Differences Among Groupsmentioning

confidence: 91%

“…Given the importance of student perspectives, another consideration is the sexual orientation and gender identities of the graduate students receiving the clinical training. It is apparent that graduate training experiences differ depending on students' identities, where LGBQ and TGNB students may have a unique knowledge and experiential base upon which to draw (APA of Graduate Students Committee on Sexual Orientation and Gender Diversity, 2015; Matsuno et al, 2020). Therefore, responses from SGM students were separated from the heterosexual/cisgender graduate students' answers in the current study.…”

Section: Graduate Student Perspectivementioning

confidence: 99%

“…It is then essential for ongoing action among faculty within the program to uphold this dedication to diversity, such as having specific diversity or inclusion committees at the faculty and student levels. Additionally, Matsuno et al (2020) suggest that all faculty and staff complete gender diversity training, embrace a climate of cultural humility (e.g., inviting feedback and receiving it in a nondefensive manner), and acknowledge when mistakes of misgendering and microaggressions occur.…”

Section: Negative Student Attitudesmentioning

confidence: 99%

“…Although not directly acknowledged in a separate theme, identified barriers in the current study also speak to addressing steps toward advocacy in clinical and counseling psychology graduate programs. Matsuno and colleagues (Matsuno et al, 2020) emphasized the importance of advocacy and allyship, particularly for individuals in positions of power or privilege (e.g., 10 FITTERMAN-HARRIS, HUGHES, SOULLIARD, AND ZANE This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

Section: Advocacy In Clinical Trainingmentioning

confidence: 99%

“…instructor, supervisor, and cisgender peers). Such advocacy and allyship within training programs could include incorporating gender identity and expression in nondiscrimination policies, providing health insurance coverage options that include genderaffirming medical procedures, and adapting course work material to be gender inclusive (Matsuno et al, 2020). Steps toward advocacy could occur across both faculty and students and range from interpersonal dynamics to removing structural barriers at departmental and institutional levels.…”

Section: Advocacy In Clinical Trainingmentioning

confidence: 99%

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Barriers to LGBQ- and TGNB-affirmative clinical training in psychology doctoral programs.

Fitterman-Harris¹,

Hughes²,

Soulliard³

et al. 2023

Psychology of Sexual Orientation and Gender Diversity

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Affirmative training for lesbian, gay, bisexual, or queer (LGBQ) and transgender and gender nonbinary (TGNB) communities is needed within clinical and counseling psychology training programs. While recommendations have been published, barriers in implementation may prevent students from receiving the training needed to effectively work with LGBQ/TGNB clients. The purpose of the current study was to examine doctoral-level psychology students' perceived barriers to their program's LGBQ/TGNB-affirmative training. As part of a larger study, participants (N = 115) completed two open-ended questions online about barriers to affirmative training for clinical work with LGBQ and TGNB clients. Using Consensual Qualitative Research as a framework, an analysis was conducted to identify domains and subdomains based on participants' responses. A total of seven domains emerged across groups. Overall, statements about Uninformed and Negative Faculty and Inadequate Course Work appeared most often (Typical), along with comments about Insufficient Clinical Training and Insufficient General Training (Frequent). Comparison of participant subgroups revealed that LGBQ/TGNB respondents were more likely to report barriers related to Uninformed and Negative Faculty, as well as Poor Quality of Materials in relation to Inadequate Course Work and Insufficient General Training. Heterosexual/cisgender participants were instead more likely to address Lack of Preparation and Lack of Opportunities to work with these populations (Insufficient Clinical Training domain). Though few differences emerged between domains and subdomains regarding affirmative training for the LGBQ community and the TGNB community, results indicated that students receive less training about TGNB populations compared with LGBQ. Strategies to overcome identified barriers are discussed. Public Significance StatementFindings from this study suggest that student-perceived barriers to affirmative training for lesbian, gay, bisexual, or queer (LGBQ) and transgender and gender nonbinary (TGNB) clients persist despite published guidelines. Clinical and counseling psychology doctoral students most frequently identified uninformed and negative faculty and inadequate course work as barriers to LGBQ-and TGNB-affirmative training. Suggestions for training programs include faculty members furthering their multicultural competence via open-access resources, a designated committee to review course syllabi for inclusion and integration of current sexual and gender minority (SGM) content and working in collaboration with knowledgeable faculty and consultants to train informed, competent clinicians.

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Section: Differences Among Groupsmentioning

confidence: 91%

Section: Graduate Student Perspectivementioning

confidence: 99%

Section: Negative Student Attitudesmentioning

confidence: 99%

Section: Advocacy In Clinical Trainingmentioning

confidence: 99%

Section: Advocacy In Clinical Trainingmentioning

confidence: 99%

See 3 more Smart Citations

Barriers to LGBQ- and TGNB-affirmative clinical training in psychology doctoral programs.

Fitterman-Harris¹,

Hughes²,

Soulliard³

et al. 2023

Psychology of Sexual Orientation and Gender Diversity

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Recruitment and retention of minoritized students in CACREP‐accredited counseling programs

Clark,

Kempf,

Paul

et al. 2024

Couns Edu & Supervision

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The recruitment and retention of minoritized students is critical for diversifying the counseling profession. Accreditation standards and scholarship provide little guidance on best practices. We sampled 38 administrators from the Council for Accreditation of Counseling and Related Educational Programs to understand recruitment and retention practices for minoritized students. We found four themes and provide implications for counselor education.

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“Me being myself isn’t a barrier”: Identity and praxis of nonbinary psychotherapists.

Goates,

Szymanski,

Pulice-Farrow

et al. 2024

Journal of Counseling Psychology

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Experiences of nonbinary psychotherapists have largely gone unexamined in the present literature. Using critical-constructivist grounded theory, we explored the experiences of 13 nonbinary licensed psychotherapists through qualitative semistructured interviews. Interviews were an average of 1.36 hr, and participants were recruited via social media and professional listservs. We found that nonbinary therapists ground their professional praxis-the embodiment of professional theory, action, and practice-in identity across four interconnected areas: navigating minority stress, disclosing identity, utilizing identity, and centering anti-oppression ideologies. Findings add to the nascent examination of experiences of marginalized mental health professionals and note the value of identity integration into professional work. For this population, identity is used in praxis, as it permeates their entire professional sphere. We highlight how these clinicians use their identity in challenging binary understandings of the therapeutic profession. Furthermore, nonbinary therapists demonstrate resilience among systems of oppression and are empowered when challenging binary ways of thinking with clients, supervisors, and peers. Our results indicate the importance of supporting and training nonbinary clinicians in how to use themselves and identity disclosures as effective therapeutic tools and how to manage minority stress and microaggressions that occur in their professional practice. It also underscores the general need for increased training targeted to educators and binary mental health professions aimed at increasing competence in working with nonbinary people. Public Significance StatementThis study explored the unique experiences of nonbinary psychotherapists in their multiple professional roles. Findings indicate that nonbinary therapists' identities are integrated into their work, positively impacting their professional responsibilities and providing means for self-and client-empowerment, despite experiences of marginalization.

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“There’s no real roadmap that I know of”: Experiences of transgender and nonbinary graduate students in counseling psychology programs.

Cited by 5 publications

References 37 publications

Barriers to LGBQ- and TGNB-affirmative clinical training in psychology doctoral programs.

Barriers to LGBQ- and TGNB-affirmative clinical training in psychology doctoral programs.

Recruitment and retention of minoritized students in CACREP‐accredited counseling programs

“Me being myself isn’t a barrier”: Identity and praxis of nonbinary psychotherapists.

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