Counselors' perceptions of sexual minorities.

Abstract

The needs of gay, lesbian. Bisexual, and transgender (GLBT) students, perceptions of counselors, which interfere with meeting those needs and a pilot program for influencing those perceptions is discussed.

Introduction

In the United States, our increasingly diverse society necessitates a multicultural approach to education and educator preparation in order to influence attitudes toward students of diverse cultures. Negative attitudes prevent some educational systems from addressing the needs of gay, lesbian, bisexual, and transgender (GLBT) students who are one of the last minorities to be acknowledged. This paper addresses a variety of problematic perceptions of school faculty and counseling students and presents a program for the preparation of school counselors in order to positively influence the school climate. Best estimates indicate that between five and six percent of youth, as many as two million, are dealing with issues resulting from sexual orientation (U. S. Census Bureau, 1990). The prevalence of homophobia is a severely damaging influence on GLBT youth (Gibson, 1989), who are nearly three times as likely as their heterosexual peers to have been assaulted or involved in at least one school fight, three times as likely to have been threatened or injured at school with a weapon, and nearly four times as likely to skip school because they felt unsafe (Massachusetts Department of Education, 2000).

Effects of Harassment/Violence

Consequences of homophobia range from depression, anxiety, and fear, to self-hatred, violence, and other life-long effects. Verbal, sexual, and physical harassment because of real or perceived sexual orientation are common experiences for GLBT students who may skip school because they are simply too afraid to go to school (Gay, Lesbian and Straight Educators Network, 2003). They internalize negative stereotypes, which are hypothesized to result in severe degrees of low self-esteem. GLBT students can also develop forms of antisocial behavior, such as drug and alcohol use, sexual promiscuity, and other self-harming behaviors, in attempts to escape the pain of victimization. Homophobic beliefs and attitudes often cause serious maladjustment in GLBT youth, making them the most at-risk population in our schools today (Taylor, 2000). GLBT students who choose to remain in school, often experience lack of concentration and poor educational attainment. Worrying about personal safety and avoiding harassment, many GLB students suffer negative consequences that will impact them into adulthood (D'Augelli, 1998).

Consequences of harassment and violence include developmental and career issues (Callahan, 2000). GLBT students who have been exposed to homophobia in the schools experience problems associated with maturation, development, and career concerns. Adolescence is marked by tasks of identity development and relationship formation; neither of which is easily accomplished when consumed with burdens of hiding and denying feelings, one's true self, and constantly striving to fit societal norms. Large numbers of GLBT youth feel hopeless, practice self-destructive behavior, and have thoughts of suicide. Because career initiative and ambition are often tied to self worth, some GLBT youth abandon career or educational goals, believing they will never be accepted into mainstream society (Futterman & Ryan, 1998). Emotional effects include loneliness, insecurity, humiliation, fear of school, insomnia, and mood swings, as well as depression, agoraphobia, fear of strangers, anxiety attacks, psychosomatic disorders, eating disorders, and suicide. GLBT students may form maladaptive coping strategies because of lack of support and safety, inviting unsafe behavior, such as use of drugs and alcohol, suicide and HIV infection. GLBT youth account for more than half of all youth suicides (Sathrum, 2001).

Educator Perceptions

Schools often fail to protect GLBT youth from harassment (Human Rights Watch, 2000) as a result of lack of understanding of the issues and concerns, as well as personal and institutional bias against GLBT youth. School counselors and mental health counselors are impacted by their socialization of negative attitudes toward the GLBT population (Barret & Barzan, 1996) within their school districts or communities. Two-thirds of school counselors surveyed expressed that personal prejudice, ignorance and fear reduced their support of and interventions on behalf of GLBT students (Sears, 1992). Even though there are some supportive situations, several studies reveal that counselors have little knowledge about homosexuality, accept many myths, and avoid the topic if possible (Sears, 1991). These nationally problematic issues are of even graver concern in certain parts of the country where religion and politics impact public schools.

Sears (1992) reported that 48% of the high school students he surveyed knew few or no teachers who were supportive of homosexual students. Only 25% of counselors surveyed consider themselves "highly competent" serving gay and lesbian youth, two-thirds of counselors report negative feelings toward GLBT youth and less than 20% report having received training to work with this population (Price & Telljohan, 1991). The need for knowledge regarding GLBT persons is strongly substantiated in the literature. A positive correlation between knowledge of and attitudes toward gay and lesbian persons has been found in undergraduate students (Kim, D'Andrea, Poonam, & Gaughen, 1998). Training in gay and lesbian counseling for a group of mental health practitioners resulted in "significant and possibly enduring positive modification of attitudes toward homosexuality and greater therapeutic effectiveness in a gay/lesbian counseling context" (Rudolph, 1989, p.84). The need for training in GLBT issues is prevalent throughout the professional literature (Buhrke, 1989; Callahan, 2001).

Training in GLBT Issues

In order to measure the attitudes and beliefs of graduate counseling students who were mid-way through their training at the University of Houston, a survey was given. The students were informed that their participation was voluntary, anonymous, and confidential and they were asked to be honest with regard to their feelings and not provide answers they felt they were expected to give as counseling students. Twenty-seven participants (2 males, 25 females) ranging in age from 22 to 54, with an average of 31.9 participated in this study. Of the responses, twenty-six identified as heterosexual (one respondent left this section blank), fourteen were married (51%), three were partnered (11%) and sixteen of the 27 participants did not have children (59%). The ethnicity breakdown of this sample is representative of the population of counseling students within the University: 51% Latino, 40% Caucasian/White, 3% African American/Black, and 3% Native American. The majority (66%) indicated they grew up in a middle-class household, while 14% indicated middle to upper class, 11% poverty to middle-class, and 7% grew up in poverty. Religious affiliation varied slightly, in that 50% of the responses were Christian, and 25% selected No Preference. The last demographic question related to monthly religious attendance: 59% attended church from one to four times a month; 22% attended more than four times in a month; and 18% did not attend church at all.

The instrument used in this study to assess counseling students' attitudes toward bisexuals and homosexuals was constructed based on existing attitude assessment tools, primarily the HATH (Heterosexual Attitudes Toward Homosexuals) Scale and the ATLG (Attitudes Toward Lesbians and Gays) Scale. The scale's 40 items, each measured on a seven-point Likert scale six categories: Child/Family, Employment, Religious, Social/Stereotype, Psychological, and Personal Interaction Issues. Averages for each item were calculated and evaluated, along with the results from each category. Some items were scored in reverse so that an overall low score represents a favorable or acceptance attitude toward gays, lesbians and bisexuals. Research (HATH Scale, 2004; Wright, Adams & Bernat Homophobia Scale, 2004) suggests that the reliability and validity of the items used in this study are sound due to prior testing and use within their original instrumentation.

Results

Five items in this category asked respondents to evaluate their feelings toward having a homosexual son or daughter, how homosexuality affects the institution of family and the nature of homosexual relationships. Results indicated that slightly more individuals would be upset if they learned their child were homosexual (thirteen would be upset, three were neutral, and eleven would not be upset). There was a slight variance in response with regard to having a gay son versus a lesbian daughter; eleven versus eight felt a greater sense of failure if their son were gay. Many agreed that a homosexual relationship could be as rewarding as a male-female relationship; however, many responded neutrally with a Neither Agree or Disagree response. Overall the results indicated slight unease with regard to homosexuality and family issues.

The three items within this category aimed to measure the respondents' view of homosexuality with regard to psychological diagnosis. Overwhelm ugly, the results indicated the students are aware that homosexuality is not a mental disorder. Only two marked Agree that homosexuality is a mental disorder and seven marked Somewhat Agree that homosexuals need psychological treatment. Hence, though students primarily do not view homosexuality as a mental disorder, they are unsure as to whether homosexuals need psychological evaluation. The four items making up this category evaluated the respondents' attitudes with regard to homosexuality and working environment. Twenty-five agreed that homosexuals should have equal opportunity employment and twenty-four felt there was no need to restrict where homosexuals are employed. Four of the twenty-seven felt homosexuals should not be allowed to work with children, and one person felt strongly that homosexuals should be barred from the teaching profession.

This, the largest section of items (twelve), measured the individual's personal beliefs and feelings toward homosexuals. With regard to human rights, seven people felt that homosexuals are not a viable part of society (five were neutral); four felt that homosexuals should not be accepted into society (five were neutral); eight felt there should be restrictions on homosexuality (eight were neutral); ten felt it would not be beneficial for society to recognize homosexuality as normal (five were neutral); and three felt that homosexuals should not be given social equality (four were neutral). Five responses indicated Neither Agree or Disagree with regard to whether homosexuals could stop being homosexuals if they wanted to; four believed they can stop and the remaining eighteen felt that homosexuals can not stop from being homosexual.

Four items were included within this category which was structured to measure the individual's religious views with regard to homosexuality. Twelve individuals would not be comfortable with their clergy being homosexual and nine are unsure how they felt. Ten believed that homosexuality is a sin, and four are unsure. Three of the twenty-seven felt like homosexuals should not be allowed to be a member of a church. The final section of items asked respondents to assess their own interaction with homosexuals. Ten people indicated that they would feel some degree of discomfort if they knew they were attractive to someone of the same sex. Six people indicated they would be offended if someone of the same sex made an advance towards them. Likewise, six people would feel a certain degree of discomfort being in a group of homosexuals, though no one stated they would avoid homosexuals whenever possible. The results of this survey indicate that counseling students as the University of Houston Clear Lake are reflective of the general population of counselors in that they maintain negative personal biases toward GLBT students.

Counselor Training Format

The training format was a blend of didactic and experiential techniques. In addition to imparting knowledge, Phillips (2000) proposed that it is essential for training programs to increase students' awareness of GLBT issues in "more personal and experiential ways, so that students become aware of the impact of hcterosexism on themselves and their clients. This awareness should also help students become more comfortable in interacting with LGB people" (p.347). The didactic material was taken from Baruth and Manning's (2003) Multicultural Counseling and Psychotherapy: A Lifespan Perspective Third Edition: "Understanding Lesbian, Gay, and Bisexual Clients" and "Counseling Lesbian, Gay, and Bisexual Clients" and was presented during three three-hour classes. Two films were shown and discussed: The Laramie Project and Gay Youth and each class was opened with songs dealing with GLBT issues such as Melissa Ethridge's "Tuesday Morning'" (Etheridge, 2001) and "Scarecrow" (Etheridge, 2000) and Christina Aguilar's "'Beautiful" (Aguilar, 2001). After the initial presentation of GLBT issues, the regular pre-practicum curriculum was followed with occasional reference to how GLBT issues would apply to the material being discussed. Panels were presented by Parents, Families and Friends of Lesbians and Gays (PFLAG) and Houston Area Teen Coalition of Homosexuals (HATCH). PFLAG's mission is to support families, educate the public, and advocate for equality. HATCH is dedicated to empowering gay, lesbian, bisexual, transgender and questioning adolescents to become positive contributors to society by providing a safe social environment, offering role models and peer support, and sponsoring educational community outreach opportunities. The class also attended a lecture on Adoption Issues of Gay and Lesbian Parents presented as part of a campus-wide GLBT seminar.

Impact of the GLB Didactic and Experiential Experience

The results of final student course evaluations are encouraging and suggest a positive movement in counseling students' knowledge and attitudes toward GLBT issues. It is hoped that as a result of the didactic and experiential learning during this course the counseling students who took part in this pilot program will be better prepared to implement the following recommendations to provide a climate of safety and support for the GLBT students in the public schools.

Some of the solutions to the problem of harassment and discrimination against GLBT students lie with school counselors. In virtually every report of positive school experience by GLBT youth interviewed for Hatred in the Hallways (Bochenek & Brown, 2001), credit was given to the presence of supportive adults. The counselor is in the ideal position within the public schools to influence the attitudes and perceptions of faculty and administration. The counselor is seen as consultant and resource for the entire school system. It is the counselor who is best situated to implement the following recommendations made by Callahan (2000) for curbing harassment on the school level: investigating incidents, educating offenders (talk about rights and harassment); supporting the targets of the harassment (protect, counsel and ensure the safety of those targeted); recommending consequences for constant offenders; educating the student body (classroom guidance activities, public statement, policies for zero tolerance of harassment of any one; and providing in-services for teachers on the problems laced by sexual minority students). The counselor, working from the basic core qualities of genuineness, unconditional positive regard and empathy (Corey, 2005) would appear to be well prepared to foster these recommendations; however, examination of the counselors' own beliefs is necessary, as well as making a commitment to unlearn any internalized prejudice.

Conclusion

In order for educational systems to live up to the ideal of providing quality education to increasingly diverse populations, it is necessary to include GLBT students in that definition of diversity by assessing attitudes of counseling students and implementing training in GLBT issues. If trained properly, the school counselor is best suited to lead these changes in order to facilitate a climate of safety and support for these students, who are deserving of an equal opportunity to learn.

References

Aguilar, C. (2001). Beautiful. http://www/lyrics007.com/Christina% 20 Aguilera% 20Lyrics/Beautifyl%20Lyrics.html

Barret, R., & Barzan, R. (1996). Spiritual experiences of gay men and lesbians. Counseling and Values, 42, 4-15. Retrieved March 20, 2005, from EBSCOhost database. (Academic Search Elite, Item 9704070058)

Baruth, L.G. & Manning, M. L. (2003). Multicultural counseling and psychotherapy: A lifespan perspective (3rd ed.). Upper Saddle River, New Jersey: Merrill Prentice Hall.

Bochenek, M. & Brown, A.W. (2001). Hatred in the hallways: Discrimination and violence against lesbian, gay, bisexual and transgender students in the U.S. public schools. New York: Human Rights Watch.

Buhrke, R.A. (1989). Female student perspectives on training in lesbian and gay issues. Counseling Psychologist, 17, 629-636).

Callahan, C. (2000, Winter). Schools that have not protected and worked with gay and lesbian students have been sanctioned by the courts. Education, 121 (2). 313.

Callahan, C. J. (2001). Protecting and counseling gay and lesbian students. Journal of Humanistic Counseling Education and Development, 40, 5-10.

Corey, G. (2005). Theory and Practice of Counseling & Psychotherapy 7th ed. Belmont, CA: Brooks/Cole.

D'Augelli, A.R. (1998). Developmental implications of victimization of lesbian, gay, and bisexual youths. In G. M. Herel (Ed.), Stigma and sexual orientation. California: Sage.

Etheridge, M. (2000). Scarecrow. http://www.hugelyrics.com/lyrics/25484/ Melissa Etheridge/Scarecrow

Etheridge, M. (2001). Tuesday morning, http://www.seeklyrics.com/lyrics/ Melissa_

Etheridge/Tuesday-Morning.html

Futterman, D. & Ryan, C. (1998). Lesbian and gay youth: Care and counseling. New York: Columbia University Press.

Gay, Lesbian and Straight Education Network. (2003). The 2003 national school climate survey: The school related experiences of our nation's lesbian, gay, bisexual and transgender youth. Retrieved November 4, 2004 from http://GLSEN.org/ binary_data/GLS EN ARTICLES/pdf_file/1053.pdf

"HATH (Heterosexual Attitudes Toward Homosexuals) Scale." (Online), 12/22/04. http://www.psychvista.org/Welcome/CollaborativeProjects/Experiments/ Experimentsexualorient.html & http://www.psychvista.org/Welcome/ CollaborativeProjects/Experiments/HATHpdf.pdf.

Human Rights Watch. (2002). Hatred in the schools. Retrieved November 4, 2004, from http://www.hrw.org/reports/2002/uslgbt/Final_04.htm

Kim, B. S. K., D'Andrea, M. J., Poonam, K. S., & Gaughen, K. J. S. (1998). A multicultural study of university students' knowledge of and attitudes toward homosexuality. Journal of Humanistic Education and Development, 36, 171-182. Retrieved March 20, 2005, from EBSCOhost data base. (Academic Search Elite, Item 444329)

Massachusetts Department of Education. (2000). 1999 Massachusetts youth risk behavior survey results. [Electronic version], Boston: Author. Retrieved November II, 2004 from http://www.doe.mass.edu/hssss/yrbs/99/toc.html

Phillips, J. C. (2000). Training issues and considerations. In R. M. Perez, K. A. DeBord, & K. J. Biesschke (Eds.) Handbook of counseling psychotherapy with lesbian, gay, and bisexual clients g and (pp. 337-358). Washington, DC: American Psychological Association.

Price, J. H., & Telljohan, S. K. (1991). School counselors' perceptions of adolescent homosexuals. Journal of School Health, 61 (10), 433-8.

Rudolph, J. (1989). Effects of a workshop on mental health practitioners' attitudes toward homosexuality and counseling effectiveness. Journal of Counseling & Development 68, 81-85.

Sathrum, P. (2001, March). When kids don't have a straight answer: a discussion of pressures faced by gay and lesbian children. NEA Today, 19(6). 34(1).

Sears, J. (1991). Growing up gay in the south: Race, gender, and journeys of the spirit. New York: Haworth.

Sears, J. (1992). Educators, homosexuality and homosexual students: Are personal feelings related to professional beliefs? In K. Harbeck, (Ed.), Coming out of the classroom closet, Harrington Park Press: NY.

Taylor, H. E. (2000, March). Meeting the needs of lesbian and gay young adolescents. The Clearing House, 73(4). 221-224.

U.S. Census Bureau. (1990). General population and housing characteristics: 1990. Retrieved March 28, 2001, from factfinder.census.gov/servlet/ BasicFactsServlet

"'Wright, Adams & Bernat Homophobia Scale." (Online), 12/22/04. http://www.pbs.org/wgbh/pages/frontline/shows/assault/etc/quiz.html)

Darline Hunter, University of Houston Clear Lake

Lezlie Gless, University of Houston Clear Lake

Hillary Woest, University of Houston Clear Lake

Darline Hunter, Ed. D. is Assistant Professor of Counseling,. Lezlie Gless and Hillary Woest are graduate counseling students