Counselor Education Pedagogy for Affirmative and Inclusive School Counselors: Meeting the Needs of LGBTQIA+ Students

Counselor Education Pedagogy for Affirmative and Inclusive School Counselors: Meeting the Needs of LGBTQIA+ Students

Karli M. Fleitas, A. Renee Staton, Charles F. Shepard
Copyright: © 2022 |Pages: 28
DOI: 10.4018/978-1-7998-9514-5.ch015
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Abstract

Statistics concerning the high prevalence of discrimination, suicidal ideation, and feelings of hopelessness among LGBTQIA+ youth are a major concern in schools. This chapter provides counselor educators with foundational information and recommendations for training school counseling graduate students to provide affirmative LGBTQIA+ youth services. By highlighting two main components of intentional educational processes and inclusive educational content, this chapter provides strategies and ideas for each CACREP core area in relation to the American School Counselor Association (ASCA) Ethical Standards. Recommendations are provided and are intentionally designed to be inclusive and equity-oriented to decenter heteronormative and gender-normative views in counselor training while emphasizing the primacy of social justice and advocacy.
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Background

Students’ Needs

Current literature demonstrates that the school climate is particularly hostile and unwelcoming for youth who identify as LGBTQIA+. Research indicates that 90% of educators have witnessed some form of harassment in schools (Dragowski et al., 2016). Examples of this harmful environment include stigmatization, assault, discrimination, and the use of pejorative terms (Hatzenbuehler & Pachankis, 2016; Kosciw & Pizmony-Levy, 2016). This hostility has major implications for LGBTQIA+ youths’ mental and physical health.

Students also encounter significant variability in the ways in which they are welcomed or rejected by important others such as family, friends, and community members. Compounding stressors related to lack of acceptance have been linked to increased rates of homelessness and substance use for LGBTQIA+ youth. These students need a consistently safe and affirming environment that can mitigate the negative effects of home and societal stressors. School counselors who work in safe and supportive school environments can offer students the assurance of acceptance and serve as a well-informed, trustworthy ally.

Key Terms in this Chapter

Inclusive: Including everyone, particularly those who have been historically marginalized.

Gender-Normative: The assumption that binary genders (i.e., male or female) are the default or preferred genders for everyone.

Nonbinary: A term to describe a person who does not identify within the confines of the gender binary system.

Cisgender: A term used when an individual’s gender identity aligns with the cultural norms and expectations associated with their sex assigned at birth.

Transgender: A term used for any individual whose gender identity and/or expression does not align with cultural norms and expectations associated with their sex assigned at birth.

Heteronormative: The assumption that heterosexuality is the default or preferred sexual orientation for everyone.

Affirming: Validating, assuring, and confirming of something or someone.

Gender-Expansive: The broad and flexible range of gender identities and/or expressions that extend beyond the gender binary system.

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