Sexual Orientation Counselor Competency Research Articles

A Preliminary Exploratory Factor Analysis of the BDSM Counselor Competency Scale.

BDSM practitioners represent a large sexual minority group often overlooked, misunderstood, and unnecessarily pathologized by mental health clinicians. Although developing cultural competence for diverse and marginalized populations is widely understood to be a core component of delivering efficacious therapeutic services that can counteract these stigmatizing mental healthcare experiences, no measures currently exist that assess clinicians' self-reported competence to work with BDSM practitioners. Previous measurement work has been done to establish self-report competency scales for clinicians working with other sexual and gender minority groups, but no such scales exist for working with BDSM practitioners. In the current study, we adapted a version of the Sexual Orientation Counselor Competency Scale (SOCCS) to measure clinicians' self-reported competence to work with BDSM practitioners and did a preliminary exploratory factor analysis of the new scale (n = 124). After an initial 24-item administration, principal axis factoring of our final 17-item solution revealed two latent factors (attitudes and skills/knowledge) consistent with the 2013 SOCCS and the theoretical constructs of cultural competency. The BDSM Counselor Competency Scale (BDSM-CCS) can help clinicians, practices, agencies, and training programs track self-reported cultural competence with the BDSM population. Future research directions for scale development and clinical and training applications are discussed.

Measuring the longitudinal impact of a transgender and gender diverse curriculum on nurse practitioner students' and nurse practitioners' cultural competence, knowledge, skills, and attitudes.

Nurse practitioners (NPs) are well positioned to provide inclusive, person-centered care to patients who are transgender and gender diverse (TGD); however, few NPs have been trained on how to do so. This study demonstrates the longitudinal effect of an educational intervention that used readings, lecture, a patient panel, and a standardized patient encounter on NPs' and nurse practitioner students' cultural competency, knowledge, skills, and attitudes toward patients who are TGD. The study followed participants for 3 months and used the Sexual Orientation Counselor Competency Scale version 3 tool to measure changes across three data points. Significant improvements were demonstrated in cultural competency and clinical skills, with knowledge and attitude increases that did not reach significances. The findings from this study have implications for the inclusion of TGD content in graduate nursing curriculum and continuing education activities and provide educators with best practices to integrate this content into learning activities.

Enhancing cultural competence in caring for lesbian, gay, bisexual, and transgender patients: An online training program for Taiwanese student nurses and nurses

BackgroundHealth disparities exist among lesbian, gay, bisexual, and transgender (LGBT) populations worldwide. However, student nurses and nurse staff have limited knowledge and skills in providing culturally competent nursing care for LGBT patients in Taiwan. ObjectivesThis paper describes the development, implementation, and evaluation of an online training program for the cultural competence of student nurses and nurses in Taiwan. DesignA one-group pre-/post-test study design. SettingsThe study was conducted in five nursing schools, 10 nursing associations, and 37 long-term care facilities. Two prominent online bulletin boards (PTT Nurse and Dcard Nurse) and one Taiwanese nursing group on Facebook were used to recruit participants. ParticipantsIn total, 301 student nurses and nurses participated in the study and responded to pre- and post-test questionnaires. MethodsAn online training program for culturally competent nursing care was developed and implemented. The pre- and post-test questionnaires contained three sections: (1) demographics, (2) knowledge of LGBT health, and (3) the Sexual Orientation Counselor Competency Scale. Three open-ended questions were included in the post-test questionnaire to evaluate the online training program. ResultsThe online training program significantly improved the participants' knowledge and cultural competence skills. However, their attitudes towards cultural competence did not change after the program was implemented. Regarding qualitative feedback of the online training program, feedback on the strengths and limitations of the program was summarized under three themes: program content, website design, and online modules. ConclusionsThe results suggest the importance of an online training program which may contribute to reducing health disparities among the LGBT population.

Bringing Gender-Affirming Care to Primary Care: Use of a Multimodal Curriculum to Educate Nurse Practitioners and Nurse Practitioner Students.

An increasing number of individuals who identify as transgender and gender diverse require informed and compassionate health care, yet there is a dearth of research about which educational strategies are best used to provide nurses and nurse practitioners the foundation upon which to provide appropriate health care. This study evaluated a multimodal approach that included guided readings, a transgender patient panel, standardized patient simulation, and group discussion. The Sexual Orientation Counselor Competency Scale was administered pre- and postintervention. Results demonstrated increases in knowledge, skills, and attitudes among the 16 participants. A high level of satisfaction was expressed for the overall program, but especially for the patient panel and standardized patient encounter. Nurse educators are encouraged to include information about health care of the transgender patient into curricula.

The effects of lesbian, gay, and bisexual experiences and internal beliefs on lesbian, gay, and bisexual affirmative counselor competence among Chinese counselors.

Lesbian, gay, and bisexual (LGB) affirmative counselor competence is important for counselors to work effectively with sexual minority clients, but the level of competence is unclear among counselors in China, given the more conservative sociocultural climate. To understand the factors that contribute to Chinese counselors' LGB affirmative counselor competence, this study examined how situational (e.g., LGB experiences) and cognitive factors (e.g., internal beliefs) contribute to such competence in light of cultural learning theory. A total of 672 counselors (79.40% female; Mage = 36.33 years, SD = 7.87) from Mainland China completed an online survey. They provided information about demographics and LGB experiences (i.e., hours of LGB training, number of LGB clients, and number of LGB friends) and completed the Essentialist Beliefs Scale, Social Dominance Orientation Scale, and Sexual Orientation Counselor Competency Scale (SOCCS). Structural equation modeling results indicated that number of LGB friends was positively associated with SOCCS-Attitude. Number of LGB clients had the greatest effect on SOCCS-Skill, followed by hours of LGB training and number of LGB friends. Lower discreteness belief, higher immutability belief, and lower social dominance orientation were associated with higher level of SOCCS-Attitude. Higher universality belief was associated with higher levels of SOCCS-Knowledge and Skill. Interestingly, more hours of LGB training were not associated with higher levels of SOCCS-Attitude and Knowledge. In addition, counselors' gender or sexual orientation did not moderate the effects of LGB experiences and internal beliefs on LGB affirmative counselor competence. The implications for these findings are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Affirmative Competence and Practices of Mental Health Professionals with LGB clients: An Ibero-American Study.

There are not many studies about affirmative competence and practices among mental health professionals working with Lesbian, Gay, and/or Bisexual (LGB) clients. Thus, the objectives of this research are to assess the levels of affirmative competence and practices of professionals in Ibero-American countries. The sample consists of 630 mental health professionals from various countries whose ages range from 22 to 75years old, with a mean age of 41.46years. The study utilizes the following measures: a socio-demographic questionnaire, the Sexual Orientation Counselor Competency Scale, and the Affirmative Practice Questionnaire. Results show that mental health professionals who present higher levels of Affirmative Competence are those who have higher levels of education and training on LGBT topics, show left-wing political affiliations, self-identify as LGB, and have no religious affiliations. Regarding Affirmative Practices, it was found that single participants show lower practices, and more studies are needed to better understand this result. Regression models demonstrate that Affirmative Practices and Competences are predicted by the hypothesized variables, namely, religious and political beliefs, and training/education. Hence, this study indicates that mental health professionals could undergo some type of academic or professional training and/or possess experience in regard to working with LGB clients, in order to enhance their approach when working with this population.

An Exploratory Factor Analysis of the Sexual Orientation Counselor Competency Scale: Examining the Variable of Experience

An Exploratory Factor Analysis of the Sexual Orientation Counselor Competency Scale: Examining the Variable of Experience

Affirmative competence and practices of mental health professionals with LGB clients: An Ibero-American study

IntroductionThere are not many studies about affirmative competence and practices among mental health professionals working with lesbian, gay, and/or bisexual (LGB) clients.ObjectivesThe objectives of this research are to assess the levels of affirmative competence and practices of professionals in Ibero-American countries.AimWe aim to compare differences regarding gender, country of origin, religious beliefs, political orientation, sexual orientation, age, education, marital status, and possessing specific training related to working with LGB clients, in order to determine the predictive association of the variables under study.MethodsThe sample consists of 630 therapists from various countries various Ibero-American countries: 23% from Portugal, 23.2% from Brazil, 19.1% from Spain, 6.7% from Mexico, 6.7% from Argentina and 18.6% from other countries. Ages ranged from 19 to 75 years old, with a mean age of 41.46 years. The socio-demographic questionnaire, the Sexual Orientation Counselor Competency Scale, and the Affirmative Practice Questionnaire were the measures used.ResultsThe results show statistically significant differences when comparing marital status, sexual orientation, political orientation, religious beliefs, level of education, and specific training concerning LGB issues. Age, gender, and country of residence show no statistically significant differences. The linear regression model demonstrates that there is a significant predictive value between affirmative competence and practices with LGB clients.ConclusionsThis study indicates that mental health professionals should undergo some type of academic or professional training and/or possess experience in regards to working with LGB clients, in order to enhance their approach when working with this population.Disclosure of interestThe author has not supplied his/her declaration of competing interest.

Health Support Directed at Lesbian, Gay and Bisexuals: Socio-demographic Context and Education

Abstract Introduction: Promoting the dignity of people and equality of access to care are two fundamental pillars of good healthcare practice. Thus, producing evidence on educating and investigating competencies and practices aimed at lesbian, gay and bisexual (LGB) clients and their determinants constitute synergetic strategies which are necessary to ensure excellent health care for this particular group. Objective: To analyse the effects of the socio-demographic conditions and training in the care competence and practices carried out by health professionals for lesbian, gay and bisexual clients. Methodology: Descriptive study carried out on a sample of 119 Portuguese health professionals, the majority of whom are female with an average age of 37.90 years. Instruments:Sexual Orientation Counselor Competency Scale Citation (Bidell,2005) Correlates of Homophobia and Gay Affirmative Practice in Rural Practitioners (Crisp,2002), adapted by Pereira & Cunha (2014) . Results: Health professionals with an age ≤ 31years and with specific training in psychological intervention were shown to have greater affirmative competence. 47.1% were shown to be competent professionals, 26.9% being highly competent and 26% incompetent. The health professionals with the highest competence were also the ones with the best health practices (66.7%). Conclusion: The results show the existence of a significant association between the socio-demographic variables and healthcare practices. They also show that the health professionals with the least competence also used inadequate healthcare practices for LGB clients. Training in affirmative competencies should provide for ethically guided therapeutic interventions which are culturally accessible and socially inclusive and thus ensuring the effectiveness of health systems.

School Counselor Advocacy for Lesbian, Gay, and Bisexual Students: Intentions and Practice

This study sought to understand school counselor advocacy for lesbian, gay, and bisexual (LGB) students using the theory of planned behavior (Ajzen, 2015). The authors analyzed data from a non-random sample of 398 school counselors in the United States. Participants completed demographic items and the Attitudes subscale of the Sexual Orientation Counselor Competency Scale (SOCCS-A), Advocacy Self-Efficacy Scale (ASES), Motivation to Comply Scale (MTCS), LGB Advocacy Intention Scale (LGBAIS), and LGB Advocacy Activity Scale (LGBAAS). School counselors’ attitudes and advocacy self-efficacy significantly predicted LGB advocacy intention. Attitudes, self-efficacy, and LGB advocacy intention significantly predicted LGB advocacy activity. Findings related to motivation to comply were inconclusive, indicating that it did not influence any changes in school counselor LGB advocacy intention or activity. The authors call for more general and LGBT-specific advocacy, training, and research in schools and counselor education programs, and more school counselor involvement in sex education reform.

Educational Program to Improve Provider Knowledge, Attitudes, and Behavior in Lesbian, Gay, Bisexual, and Transgender Self-Disclosure.

Lesbian, gay, bisexual, and transgender (LGBT) individuals have long been subject to discrimination. This has led to the fear of victimization and the overall avoidance of health care services and increasing health disparities in this group. Health care providers, including nurses who have limited knowledge, poor attitudes, and behavior, have been shown to significantly dilute the patient-provider relationship. This reduces self-disclosure and increases likelihood of poor outcomes of the LGBT individual. An educational program was developed to focus on health care providers (n = 8) knowledge, attitudes, and behavior in LGBT self-disclosure. A pretest, posttest methodology was used to assess the aforementioned concepts using a 29-item sexual orientation counselor competency scale. All measured concepts showed clinical significance with highest being self disclosure, which revealed both clinical and statistical significance from (SD) 1.0 to 1.63, a 63% increase. The implications of these findings on the current and future practice of health care providers and nurses support cultural competency training for both practicing health care professionals and students in educational curriculums.

Using the Sexual Orientation Counselor Competency Scale (SOCCS) in Mental Health and Healthcare Settings: An Instructor's Guide

Abstract Across the developmental spectrum, lesbian, gay, bisexual, and transgender (LGBT) individuals experience disproportionate levels of serious psychosocial problems and health disparities. Ev...

Personal and Professional Discord: Examining Religious Conservatism and Lesbian‐, Gay‐, and Bisexual‐Affirmative Counselor Competence

Lesbian, gay, and bisexual (LGB) orientations can evoke strong reactions that are often based on personal beliefs that seemingly conflict with professional standards calling for LGB‐affirmative counseling. This study examined the relationship between religious conservatism and LGB‐affirmative counselor competence. Controlling for education level, political conservatism, and LGB interpersonal contact, the results indicate that, as religious conservatism increased, LGB competency significantly decreased. The strongest predictor of LGB‐affirmative counselor competency was religious fundamentalism, whereas multicultural course work was not a significant predictor.

A Review of Lesbian, Gay, and Bisexual Affirmative Counseling Assessments

Three recently developed lesbian, gay, and bisexual (LGB) counselor assessments are addressing long-standing mental health disparities and advancing LGB affirmative research, training, and practice. However, no comprehensive review of LGB instrumentation has been conducted. Addressing this need, the authors review the (a) LGB Affirmative Counseling Self-Efficacy Inventory (Dillon & Worthington, 2003), (b) Sexual Orientation Counselor Competency Scale (Bidell, 2005), and (c) LGB Working Alliance Self-Efficacy Scale (Burkard, Pruitt, Medler, & Stark-Booth, 2009). Each assessment is reviewed in terms of development, psychometric properties, limitations, and use in research. Implications and recommendations regarding LGB affirmative counselor competency are discussed.

Addressing disparities: The impact of a lesbian, gay, bisexual, and transgender graduate counselling course

Background: Lesbian, gay, bisexual and transgender (LGBT) individuals experience serious mental health disparities and treatment inequities. Counsellor education has been identified as both a contributing factor to these problems as well as an ameliorating mechanism to address these inequalities. Aim: The purpose of the current study was to evaluate the impact of an LGBT‐affirmative counselling course. Method: A total of 23 students enrolled in a graduate LGBT counselling course were administered the Sexual Orientation Counselor Competency Scale (SOCCS, Bidell, 2005) and the Lesbian, Gay, and Bisexual Affirmative Counseling Self‐Efficacy Inventory (LGB‐CSI, Dillon & Worthington, 2003) pre‐ and post‐course. In addition, a comparison group of 23 matched counselling students was obtained from an existing data source in order to make further assessments of the course's effectiveness. Those in the comparison group were not enrolled in the LGBT course, but were administered the SOCCS at analogous time intervals. Results: After completing the LGBT course, enrolled students demonstrated significant improvements regarding their sexual orientation counsellor competency and self‐efficacy. In addition, these students showed significant gains in SOCCS scores versus those in the comparison group. Implications: Results from this study show the positive effect a full‐credit LGBT psychotherapy course can have on graduate counselling students' sexual orientation counsellor competency and self‐efficacy. The findings also indicate that such a course can significantly impact counselling skills, a facet of LGBT cultural competency found to be the most attenuated. Findings are discussed in conjunction with LGBT‐affirmative counsellor training and clinical practice.

Examining School Counseling Students' Multicultural and Sexual Orientation Competencies Through a Cross‐Specialization Comparison

Professional school counselors have an opportunity to directly address the educational, emotional, and social problems facing lesbian, gay, bisexual, transgender, and questioning youth. The purpose of this study was to examine the multicultural and sexual orientation counselor competencies of school counseling students through a cross‐specialization comparison with community agency students. Results indicate that school counseling students had significantly lower self‐reported multicultural and sexual orientation counselor competency scores. The findings and their implications are discussed.

Establishing the Validity of the Affirmative Training Inventory: Assessing the Relationship between Lesbian, Gay, and Bisexual Affirmative Training and Students’ Clinical Competence

This study established the validity and factor structure of the Affirmative Training Inventory (ATI; T. S. Carlson, C. R. McGeorge & M. Rock, unpublished) as a measure of lesbian, gay, and bisexual (LGB) affirmative clinical training. Additionally, this study examined the latent associations among the subscales of the ATI and the Sexual Orientation Counselor Competency Scale (Bidell, 2005) utilizing a sample of 248 master’s and doctoral couple and family therapy students. The findings from this study provide empirical support for the relationship between specific classroom‐related content associated with LGB affirmative therapy and students’ perceptions of their own ability to work competently with LGB clients. This study also found a positive association between the degree to which couple and family therapy programs adopt a LGB‐affirmative stance and students’ beliefs, knowledge, and skills associated with competent therapy with LGB clients.

Perceived Competency in Working With LGB Clients: Where Are We Now?

Lesbian, gay, and bisexual (LGB) clients use counseling services at higher rates than their heterosexual counterparts, yet current training for counselors may be inadequate. In this online study, 234 graduate counselor education and counseling psychology students completed the Sexual Orientation Counselor Competency Scale (Bidell, 2005) and provided information about their training in working with LGB clients. Participants viewed themselves as more competent on the Awareness and Knowledge subscales than on the Skills subscale. Increased level of training (doctoral vs. master's), number of LGB clients seen in practica, and attendance at LGB‐focused workshops and conferences were associated with increased competence. Implications for programmatic development are discussed.

Homophobia and Clinical Competency: An Exploration of Couple and Family Therapists’ Beliefs

This study measured couple and family therapists’ levels of homophobia and examined whether levels of homophobia would predict their self-reported competency in treating lesbian and gay (LG) clients. The sample consisted of 741 clinical members of the American Association for Marriage and Family Therapy. Participants completed the Modern Homophobia Scale and the Sexual Orientation Counselor Competency Scale which measured self-reported competency in the areas of knowledge and skills related to treating LG clients. The findings of this study suggest that, on average, these clinical members report low levels of homophobia and participants’ levels of homophobia predict self-reported clinical competency.

Sexual Orientation and Counselor Competency: The Impact of Training on Enhancing Awareness, Knowledge and Skills

ABSTRACT The current study explored the potential impact of a training program on graduate counseling students' competency to serve lesbian, gay, and bisexual (LGB) clients. In this pilot study, the Sexual Orientation Counselor Competency Scale (SOCCS; Bidell, 2005) was administered to students enrolled in a counselor education program. Results indicated that the training program had a positive impact upon the competency areas of knowledge and skills as measured by the SOCCS. The benefits of incorporating an LGB counselor competency component in training modules to serve the LGB community are discussed. Ways for counselor educators and supervisors to enhance their own LGB competencies and help their student's ability to meet the needs of LGB clients are also presented.