How can counselling training courses better prepare their trainee therapists to work with LGBTQ+ clients?

Carrington, M and Sims, M (2023) 'How can counselling training courses better prepare their trainee therapists to work with LGBTQ+ clients?' Counselling and Psychotherapy Research. ISSN 1746-1405

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Abstract

Aim: The purpose of this study was to explore the clinical and training experiences of recently qualified, LGBTQ+ identifying therapists who work with sexuality and gender diverse clients, in order to discover ways in which counselling training organisations might better prepare their trainees to work competently with this particular client group. Method: One‐to‐one, semistructured interviews with five therapists were conducted. Data collected from these interviews were subsequently analysed using the seven steps of interpretative phenomenological analysis. Findings: The analysis revealed six superordinate themes: Enhance tutors' LGBTQ+ knowledge and cultural awareness; Provide students with adequate supervision; Teach a range of LGBTQ+ topics; Integrate LGBTQ cultural competence training throughout the curriculum; Invite LGBTQ+ specialists; and Signpost students to additional resources. Conclusions: Participants felt unprepared by their entry‐level counselling training to work with LGBTQ+ clients. The perceived lack of LGBTQ+ knowledge and understanding of their tutors was regarded as a contributing factor to the limited time and depth of LGBTQ cultural competence training received. Several suggestions to improve training in this area were offered. Recommendations: Entry‐level counselling training courses should integrate LGBTQ cultural competence training throughout their curriculums in order to adequately prepare their trainees to work competently with LGBTQ+ clients. Additionally, it is important that counselling educators maintain their own LGBTQ+ knowledge, understanding and skills.

Item Type:	Article
Keywords:	LGBTQ, cultural competence, novice counsellors, counselling training
Divisions:	School of Education
Identification Number:	https://doi.org/10.1002/capr.12684
Date Deposited:	21 Aug 2023 08:53
Last Modified:	21 Aug 2023 08:53
URI / Page ID:	https://researchspace.bathspa.ac.uk/id/eprint/15653

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