Abstract
This article describes an ethnographic study that explored the effectiveness of integrating training in social justice group work within an existent school counseling course. This research supported that school counseling trainees expanded their knowledge, awareness, and skills related to both lesbian, gay, bisexual, transgender, and questioning (LGBTQ) adolescents and psycho-educational group work in schools. Limit setting was one skill that remained under-developed for trainees at the conclusion of this project. Implications for training and future research are discussed.
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