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

Abstract

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.

Keywords:

• lesbian
• gay
• bisexual
• transgender
• counsellor competency
• psychotherapy
• counsellor education

Acknowledgements

The author thanks Sarah M. Bonner for her consultation on the statistical analysis. Support for this project was provided in part by a PSC-CUNY Award, jointly funded by The Professional Staff Congress and The City University of New York.

Additional information

Notes on contributors

Markus P. Bidell

Biography

Markus P. Bidell, PhD, has over a decade of experience as a psychotherapist and counsellor educator in the United States. Currently Dr Bidell is an Associate Professor of Counselling at Hunter College in New York City. His research focuses on LGBT counselling and education.