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Exploring LGBTQ Students' Experiences of Safety, Respect, and Appreciation in Campus-Based, COAMFTE-Accredited MFT Programs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring LGBTQ Students' Experiences of Safety, Respect, and Appreciation in Campus-Based, COAMFTE-Accredited MFT Programs./
Author:	Kahler, Scott Burns.
Description:	1 online resource (157 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-02, Section: B.
Contained By:	Dissertations Abstracts International84-02B.
Subject:	LGBTQ studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29255880click for full text (PQDT)
ISBN:	9798841758778

Exploring LGBTQ Students' Experiences of Safety, Respect, and Appreciation in Campus-Based, COAMFTE-Accredited MFT Programs.
Kahler, Scott Burns.

Exploring LGBTQ Students' Experiences of Safety, Respect, and Appreciation in Campus-Based, COAMFTE-Accredited MFT Programs. - 1 online resource (157 pages)

Source: Dissertations Abstracts International, Volume: 84-02, Section: B.

Thesis (Ph.D.)--University of Louisiana at Monroe, 2022.

Includes bibliographical references

Despite advances in support of diversity and inclusion, discrimination and bias-motivated violence against lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) persons continues to be a significant problem. School-based incidents occur even in psychology and social work programs where LGBTQ students often expect values of diversity and inclusion to prevail. In marriage of family therapy (MFT) education, a standard exists according to which programs accredited by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) are expected to provide all learners, including students who identify as sexual and gender minorities, with a climate of safety, respect, and appreciation. Although this standard exists, there is a lack of research on how LGBTQ students experience safety, respect, and appreciation, and whether they would say that they have had these experiences in their COAMFTE-accredited MFT programs. In response, I conducted a study using interpretative phenomenological analysis to answer the research question, "How do LGBTQ students experience safety, respect, and appreciation in campus-based, COAMFTE-accredited MFT programs?" I found that when participants described these experiences, they talked about feeling seen, heard, supported, and valued in their interactions with others, including administrators, instructors, supervisors, and peers. They described experiences of safety, respect, and appreciation in relational terms, as experiences of hospitable relationship in which others communicated welcome and regard for them, and created space for them as LGBTQ persons who were "LGBTQ and more." These findings, when deemed transferable, and even the very model of this study, could be useful to program administrators and others responsible for campus-based, COAMFTE-accredited MFT programs as they seek to assess, understand, foster, and promote experiences of safety, respect, and appreciation by LGBTQ students, and to satisfy COAMFTE accreditation requirements. Scholars have suggested that programs in which LGBTQ students experience safety, respect, and appreciation have benefits for others also associated with these programs, including straight and cisgender students, faculty members, and students' clients.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841758778Subjects--Topical Terms:

2122706
LGBTQ studies.
Subjects--Index Terms:

Commission for the Accreditation of Marriage and Family Therapy Education (COAMFTE)Index Terms--Genre/Form:

542853
Electronic books.

Exploring LGBTQ Students' Experiences of Safety, Respect, and Appreciation in Campus-Based, COAMFTE-Accredited MFT Programs.
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504 $a Includes bibliographical references
520 $a Despite advances in support of diversity and inclusion, discrimination and bias-motivated violence against lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) persons continues to be a significant problem. School-based incidents occur even in psychology and social work programs where LGBTQ students often expect values of diversity and inclusion to prevail. In marriage of family therapy (MFT) education, a standard exists according to which programs accredited by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) are expected to provide all learners, including students who identify as sexual and gender minorities, with a climate of safety, respect, and appreciation. Although this standard exists, there is a lack of research on how LGBTQ students experience safety, respect, and appreciation, and whether they would say that they have had these experiences in their COAMFTE-accredited MFT programs. In response, I conducted a study using interpretative phenomenological analysis to answer the research question, "How do LGBTQ students experience safety, respect, and appreciation in campus-based, COAMFTE-accredited MFT programs?" I found that when participants described these experiences, they talked about feeling seen, heard, supported, and valued in their interactions with others, including administrators, instructors, supervisors, and peers. They described experiences of safety, respect, and appreciation in relational terms, as experiences of hospitable relationship in which others communicated welcome and regard for them, and created space for them as LGBTQ persons who were "LGBTQ and more." These findings, when deemed transferable, and even the very model of this study, could be useful to program administrators and others responsible for campus-based, COAMFTE-accredited MFT programs as they seek to assess, understand, foster, and promote experiences of safety, respect, and appreciation by LGBTQ students, and to satisfy COAMFTE accreditation requirements. Scholars have suggested that programs in which LGBTQ students experience safety, respect, and appreciation have benefits for others also associated with these programs, including straight and cisgender students, faculty members, and students' clients.
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