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Developing an Asynchronous LGBTQ+ Affirmative Counseling Training: A Mixed-Methods Study

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Bibliographic Details
Title: Developing an Asynchronous LGBTQ+ Affirmative Counseling Training: A Mixed-Methods Study
Language: English
Authors: Amber L. Pope, Noelle St. Germain-Sehr (ORCID 0000-0002-9398-6440), Bianca R. Augustine (ORCID 0000-0002-4313-8283), Amanda St. Germain-Sehr (ORCID 0000-0001-6813-0766), Tai Lexumé, Jeff Moe (ORCID 0000-0002-5586-3415), Senttra Snowden-Gregg, Tamika N. Jackson (ORCID 0000-0003-4284-7050)
Source: Counselor Education and Supervision. 2024 63(4):350-363.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Masters Programs, Graduate Students, Counselor Training, Asynchronous Communication, LGBTQ People, Counseling Techniques, Outcomes of Education, Clinical Experience, Advocacy, Skill Development
DOI: 10.1002/ceas.12317
ISSN: 0011-0035
1556-6978
Abstract: Master's level counseling students completed a 5-week online asynchronous LGBTQ+ affirmative counseling training. Using a mixed-methods and quasi-experimental design, results indicated that participants' LGBTQ+ knowledge, clinical skills, and advocacy increased posttraining. Content analysis revealed four themes of how students experienced the training. Implications, limitations, and future directions are discussed.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1451764
Database: ERIC
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Description
Abstract:Master's level counseling students completed a 5-week online asynchronous LGBTQ+ affirmative counseling training. Using a mixed-methods and quasi-experimental design, results indicated that participants' LGBTQ+ knowledge, clinical skills, and advocacy increased posttraining. Content analysis revealed four themes of how students experienced the training. Implications, limitations, and future directions are discussed.
ISSN:0011-0035
1556-6978
DOI:10.1002/ceas.12317