Queering Counselor Education: Situational Analysis of LGBTQ+ Competent Faculty

Jennifer M. Gess*, Elizabeth A. Doughty Horn

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

Research demonstrates counselor educators often lack skills and knowledge to train counselors to become lesbian, gay, bisexual, transgender, queer and other sexualities and gender identities (LGBTQ+) competent. This study explores the process of educators integrating LGBTQ+ competencies into their professional work. Using grounded theory and situational analysis methodologies, in-depth interviews with seven LGBTQ+ competent counselor educators were conducted and analyzed. Findings suggest educators infuse personal passion for LGBTQ+ topics into their professional work, experienced discrimination and resistance across multiple domains, infuse advocacy into their work, and have a similar definition of LGBTQ+ competent counseling. Various techniques are presented to help educators infuse LGBTQ+ competency in the classroom.

Original languageEnglish (US)
Pages (from-to)101-118
Number of pages18
JournalJournal of LGBT Issues in Counseling
Volume12
Issue number2
DOIs
StatePublished - Apr 3 2018
Externally publishedYes

Keywords

  • counselor education
  • LGBTQ
  • queer
  • situational analysis

ASJC Scopus subject areas

  • Gender Studies
  • Clinical Psychology
  • Applied Psychology
  • Psychiatry and Mental health

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