Psychology Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/2801
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Item Counseling strategies with lesbian, gay, and bisexual clients: An online analogue study(2006-08-01) Asay, Penelope; Fassinger, Ruth E; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The differences of three approaches to addressing a client's sexual orientation in an initial counseling session were investigated. Utilizing an online analogue method, participants were assigned to read and rate a hypothetical counseling vignette between a White, gay male client and a White, heterosexual male therapist. Participants were randomly assigned to Counselor A, who talked about the client's sexual orientation directly, Counselor B, who talked about the client's sexual orientation indirectly, or Counselor C, who did not mention the client's sexual orientation. It was found that addressing a client's sexual orientation in a first session was associated with higher ratings of general and multicultural competence and a greater willingness of the participant to discuss issues of sexual orientation with the hypothetical counselor. Addressing culture either directly or indirectly was rated more highly than not addressing culture at all. No differences in perceptions of counselor approach were found either by race/ethnicity, sexual orientation, or previous experience in therapy. More generally, it was found that perceived general competence, multicultural competence, and working alliance were predictive of how willing participants would be to discuss both issues of sexual orientation and other issues with the hypothetical counselor. Multicultural competence contributed unique variance over and above general competence and working alliance. Results suggest that empirical efforts to investigate multicultural counseling competence may be enriched by including sexual orientation.Item A STUDY OF FACTORS IMPACTING UPON THE PERCEIVED ROLE AND PRACTICE OF SCHOOL PSYCHOLOGISTS WORKING WITH SEXUAL MINORITY YOUTH(2006-01-05) Gorenstein, Sharon F.; Strein, William; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The present study examined the archived results of a national survey involving the perceived role and actual practices of school psychologists working with sexual minority youth. The study focused on identifying factors associated with the perceived role and responsibility of school psychologists when working with this population and subsequent provision of support services. The majority of school psychologists agreed addressing harassment should be a part of their role while only one-third gave such ratings in regard to addressing sexual risks. There was wide variability across differing types of actual services provided. Less than one-quarter of the respondents reported involvement with sexual health related issues and one-quarter had intervened to address harassment of LGBQ youth. Survey responses demonstrated a significant relationship between the amount of services delivered to LGBQ youth by school psychologists and the amount of both formal and professional development training these psychologists received related to LGBQ youth. However, only professional development training was related to perceived role. No relationship between the time elapsed since graduate training and services provided to LGBQ youth was found. Although attitudes about the role and responsibility of the school psychologist in working with LGBQ youth may not have changed, some individuals had the skill base to deliver such services. Clearly, given the literature's emphasis on viewing the school psychologist's role within this comprehensive health care model, it would be imperative to provide professional development and pre-service training in both the role and the skills needed for addressing the multiple needs of sexual minority youth.