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Counselor Educators' Experiences Teaching Counseling Students LGBTQ+ Affirmative Counseling.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Counselor Educators' Experiences Teaching Counseling Students LGBTQ+ Affirmative Counseling./
Author:	Gerloff, Sarah.
Description:	1 online resource (277 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-09, Section: B.
Contained By:	Dissertations Abstracts International83-09B.
Subject:	Counseling psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28968817click for full text (PQDT)
ISBN:	9798209877301

Counselor Educators' Experiences Teaching Counseling Students LGBTQ+ Affirmative Counseling.
Gerloff, Sarah.

Counselor Educators' Experiences Teaching Counseling Students LGBTQ+ Affirmative Counseling. - 1 online resource (277 pages)

Source: Dissertations Abstracts International, Volume: 83-09, Section: B.

Thesis (Psy.D.)--Capella University, 2022.

Includes bibliographical references

The generic qualitative study explored counselor educator's experiences while providing education on LGBTQ+ affirmative counseling care to graduate level counseling-students within a Council for Accreditation of Counseling and Related Educational Programs (CACREP) accredited counseling education program. The study consisted of eight participants who were currently employed as counselor educators within a CACREP accredited counseling education program, taught at least one course at the time of the study, and had experience with implementing lessons on LGBTQ+ affirmative counseling care. Data were collected using semi structured guided interviews focused on the participant's experiences with providing training on LGBTQ+ affirmative counseling care education within a graduate level counseling program, course material needed when teaching counseling competencies in providing LGBTQ+ affirmative counseling care, perceptions of interactions with students, and perceptions of peer faculty on reactions to the implementation of LGBTQ+ informed training. Using thematic analysis in conjunction with ATLAS.ti software assisted with identifying two themes, including (a) a shift from resistance to greater acceptance and (b) integrating LGBTQ+ affirmative counseling care into the curriculum. The primary themes of the study outlined the process of the evolving counselor educators' experience in promoting their professional identity as an ally, educator, advocate, and leader within the counseling education profession and LGBTQ+ community. Sub-themes were identified within the first theme, shift from resistance to great acceptance, to include (a) advocacy promotes affirmative shift, (b) discrimination, oppression, rejection, and burnout, (c) professional identity development, and (d) professional competence. Additional sub-themes were identified within the second theme, integrating LGBTQ+ affirmative counseling care into curriculum, to include (a) approach to teaching, (b) challenge heteronormative, cisgender normative culture, (c) promoting competence, leadership, and advocacy, (d) didactic learning, (e) experiential learning, and (f) bracketing and gatekeeping. The results of the study revealed methods used to increase professional competence in providing LGBTQ+ affirmative counseling care education within a CACREP accredited counseling education program. Furthermore, study results indicate professional development procedures to increasing awareness and knowledge on LGBTQ+ affirmative counseling care.

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

Mode of access: World Wide Web

ISBN: 9798209877301Subjects--Topical Terms:

924824
Counseling psychology.
Subjects--Index Terms:

Affirmative counselingIndex Terms--Genre/Form:

542853
Electronic books.

Counselor Educators' Experiences Teaching Counseling Students LGBTQ+ Affirmative Counseling.
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504 $a Includes bibliographical references
520 $a The generic qualitative study explored counselor educator's experiences while providing education on LGBTQ+ affirmative counseling care to graduate level counseling-students within a Council for Accreditation of Counseling and Related Educational Programs (CACREP) accredited counseling education program. The study consisted of eight participants who were currently employed as counselor educators within a CACREP accredited counseling education program, taught at least one course at the time of the study, and had experience with implementing lessons on LGBTQ+ affirmative counseling care. Data were collected using semi structured guided interviews focused on the participant's experiences with providing training on LGBTQ+ affirmative counseling care education within a graduate level counseling program, course material needed when teaching counseling competencies in providing LGBTQ+ affirmative counseling care, perceptions of interactions with students, and perceptions of peer faculty on reactions to the implementation of LGBTQ+ informed training. Using thematic analysis in conjunction with ATLAS.ti software assisted with identifying two themes, including (a) a shift from resistance to greater acceptance and (b) integrating LGBTQ+ affirmative counseling care into the curriculum. The primary themes of the study outlined the process of the evolving counselor educators' experience in promoting their professional identity as an ally, educator, advocate, and leader within the counseling education profession and LGBTQ+ community. Sub-themes were identified within the first theme, shift from resistance to great acceptance, to include (a) advocacy promotes affirmative shift, (b) discrimination, oppression, rejection, and burnout, (c) professional identity development, and (d) professional competence. Additional sub-themes were identified within the second theme, integrating LGBTQ+ affirmative counseling care into curriculum, to include (a) approach to teaching, (b) challenge heteronormative, cisgender normative culture, (c) promoting competence, leadership, and advocacy, (d) didactic learning, (e) experiential learning, and (f) bracketing and gatekeeping. The results of the study revealed methods used to increase professional competence in providing LGBTQ+ affirmative counseling care education within a CACREP accredited counseling education program. Furthermore, study results indicate professional development procedures to increasing awareness and knowledge on LGBTQ+ affirmative counseling care.
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653 $a LGBTQ+
653 $a Queer
653 $a Supervision
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710 2 $a Capella University. $b School of Social and Behavioral Sciences. $3 3480637
773 0 $t Dissertations Abstracts International $g 83-09B.
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