Counseling LGBTQ

Youth
by
Linda Wilson, Ph.D. and
Phyllis Robertson, Ph.D.
Break By the Lake Presentation
September 23, 2011

Presentation Objectives
Improve

understanding of ethical
guidelines for working with LGBTQ youth.

Provide

affirming counselors with an

understanding of gay youth identity
development models.

Increase

our awareness of client

perceived insensitivity and lack of
knowledge on our parts.

From these we may

Begin

to understand what
experiences, thoughts, and
behaviors are normal for LGBTQ
youth.
Predict future experiences for
prevention and education purposes
Identify areas for concern or
indications of pathology
Shorten the lens of our own blind
spots.

American Psychological
Association
Psychologists

understand that
homosexuality and bisexuality
are not indicative of mental
illness.

Psychologists

strive to
understand how a person's
homosexual or bisexual
orientation may have an impact
on his or her family of origin and

APA continued
Psychologists

strive to
understand the special problems
and risks that exist for lesbian,
gay, and bisexual youth.

Psychologists

make reasonable
efforts to familiarize themselves
with relevant mental health,
educational, and community
resources for lesbian, gay, and
bisexual people.

American Counseling
Association statements
Counselors are aware of their own
values, attitudes, beliefs, and behaviors
and avoid imposing values that are inconsistent
with counseling goals. Counselors respect the
diversity of clients, trainees, and research
participants. (A. 4. b.)
When appropriate, counselors advocate at
individual, group, institutional, and societal levels
to examine potential barriers and obstacles that
inhibit access and/or the growth and development
of clients. (A.6.a.)

ACA Position on
Conversion Therapy

Standard C.2.b. ("New Specialty Areas of

Practice"), "Counselors practice in
specialty areas new to them only after
appropriate education, training and
supervised experience. While developing
skills in new specialty areas, counselors
take steps to ensure the competence of
their work and to protect others from
possible harm." Therefore, any
professional engaging in conversion
therapy must have received appropriate
training in such a treatment modality with
the requisite supervision. There is,
however, no professional training

American School
Counseling Association
Professional school counselors promote
affirmation, respect and equal opportunity
for all individuals regardless of sexual
orientation or gender identity.
Professional school counselors also promote
awareness of issues related to sexual
orientation/gender identity among
students, teachers, administrators,
parents and the community.
Professional school counselors work to
eliminate barriers that impede student
development and achievement and are
committed to the academic, career and
personal/social development of all

Models of Sexual Identity

Development
Cass

1979 6 stage process based

on coming out experiences in life

Troiden-

1989 4 stages that allow for

options in social realities of
disclosure

McCarn

and Fassinger 1996 4

phases that distinguish between two
processes: individual identity
development and minority group

Troiden model of homosexual

identity formation

Sensitization
Identity confusion
Identity assumption
Commitment
Troiden, 1998

Homosexual identity
formation
Sensitization
Usually occurs prior to puberty
Generalized feelings of marginality
Perception of being different from samesex peers
More than 70% of adult homosexuals
felt somewhat or very much different
from same-sex peers in childhood
This difference was not usually labeled
as sexual differentness or homosexuality
Troiden,
1998

Sensitization stage:
school needs

School culture conveys respect and

enjoyment of diversity
Policies to prevent verbal/physical
harassment
Harassment understood as hate-based
and dealt with in same manner as
hatred of gender, race, religion
Offender educated about how language
is offensive
Homosexuality incorporated into school
forums
Parents of students who are
different
Bellonci
from the norm are encouraged
to
1995

Homosexual identity
formation
Identity

confusion

Same-sex arousal or activity; absence of

heterosexual arousal
Reflection on whether feelings or behavior
could be considered homosexual
Dissonance from previously-held selfimage
Identity confusion, inner turmoil, anxiety
Guilt, need for secrecy, social isolation
Self-labeling may be impeded by lack of
role models or bizarre stereotypes
Troiden,
1988

Identity confusion:
school needs
Creation of safe spaces and role
models within the school
Group counseling recommended
Gay/Straight alliances or school clubs
Counselors give youth the clear
message they do not view
homosexuality negatively or refer
youth to a gay-affirmative agency for
support if they are uninformed or
uncomfortable with this subject
Counselors use of language is key.
Bellonci
Assumption of heterosexuality
may
1995

Homosexual identity
formation
Identity

assumption

Homosexuality identity is established

and shared with others
Self-definition as homosexual
Tolerance of a gay or lesbian identity
Association with other gays and
lesbians
Sexual experimentation
Exploration of the homosexual
subculture
Troiden, 1988
Self-acceptance as gay or lesbian

Identity assumption stage:

school needs
Protection of school officials may be
needed for students who come out
in the school setting
Knowledge of community resources
and family support for
gay/lesbian/bisexual youth
Assessment of what supports the
youth has- family, friends? Who
knows? Reaction of others?
Group counseling recommended
Youth at this stage need someone to
Bellonci
listen, reassure, support, no

Homosexual identity
formation
Commitment

Homosexuality adopted as a way of life

Integration of sexuality and emotionality
Commitment to a same-sex love relationships
Disclosure of homosexual identity to nonhomosexuals
Shift to different types of stigma management
Homosexual identity considered valid and
satisfying

Troiden,
1988

Commitment stage:
school needs
School

needs less of the focus as

youth become more integrated
into the gay culture
Individual counseling
recommended
Community resources for
gay/lesbian/bisexual youth and
how to access them
If no community resources,
Bellonci
counselor can help youth
problem
1995
solve ways to appropriately meet

Inclusive Model of Sexual Minority

Identity Formation- McCarn and
Fassinger (1996)
Branches of model
Individual Sexual Identity
Group Member Sexual Identity

PhasesAwareness
Exploration
Deepening/Commitment
Internalization/Synthesis

McCarn and Fassinger

Model
Basic

Assumptions of Model

Several phases simultaneously

Not every phase is experienced
Process can be lengthy
Can be applied to lesbian and gay

male identity development

Table of Inclusive Model (handout)

Importance of Recognizing
Within Group Differences
Variations

in perception of benefits of
coming out.
occupational environment
geographical location
racial/ethnic group membership
family situation
legal and economic realities
support systems

Environmental
differences

disclosure is so profoundly
affected by environmental
oppression that to use it as an
index of identity development
directly forces an individual to
take responsibility for her own
victimization. McCarn & Fassinger, 1996, p. 522

Variations in progression
of phases
Women and men are more likely
to come out in the context of a
relationship as opposed to an
independent process of
articulating and acting on sexual
desire.
McCarn & Fassinger, 19196, p.
518

Movement in one area of identity

may not be congruent with
movement in the other.
high individual/low group

Case Scenario: Brian

In

groups of 4-5 read the

scenario and the three counselor
responses.

Respond

to the questions at the

end of the page in your group.

Prepare

to discuss your findings

with the whole group.

Questions and
comments
Thank you and evaluations