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

摘要: Many lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth face exigent educational, emotional, social problems (Coker, Austin, & Schuster, 2010). Schools can be especially problematic even violent environments for LGBTQ youth. The majority of experience some form verbal harassment, bullying (including cyberbullying), sexual or physical assault regarding their orientation gender identity/expression at school (Kosciw, Greytak, Diaz, Bartkiewicz, By virtue work environment professional role, counselors are uniquely positioned to support address the multiple these young people (Bidell, 2011). In fact, Ethical Standards School Counselors (American Counselor Association, 2010) states that in order meet needs youth, must "acquire consultation training experiences improve awareness, knowledge, skills effectiveness working with diverse populations [regarding] ... ethnic/racial status orientation, [and] identity/expression" (p. 5). Drawing on tridimensional multicultural counselor competency model (Arredondo et al., 1996; Sue, Arredondo, McDavis, 1992), is a relatively new construct includes unique attitudinal skill, knowledge needed by when bisexual (LGB) 2005). To date, there have been no studies examining trainees regard populations. addition, Holcomb-McCoy (2005) described lack research how competencies might vary among counseling specializations setting. current study addresses deficits exploring students through cross-specialization comparison community agency students. * A Crisis Youth There an increasing awareness many school. According 2009 National Climate Survey conducted Gay, Lesbian Straight Education Network (GLSEN) more than 7,000 students, nearly all said gay was used pejorative way, causing them feel bothered disturbed (Kosciw Approximately 85% were verbally harassed, almost half physically assaulted because minority identity/ expression. GLSEN survey about twice as likely verbal, physical, harassment compared general student population. More experienced cyberbullying identity/expression, middle reported highest levels LGBTQ-motivated harassment. Other (Berlan, Corliss, Field, Goodman, 2010; Williams, Connolly, Pepler, Craig, 2003) confirm far describe being bullied, sexually and/or abused heterosexual counterparts. Using data from approximately 8,000 American Berlan al. (2010) found that, significantly report targets versus perpetrators bullying. Studying Canadian high Williams (2003) concluded abused. Verbal directed toward acute lasting consequences, such feeling unsafe school, absenteeism, poor academic performance, diminished educational aspirations (Bontempo D'Augelli, 2002; Kosciw …