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Assessing Michigan school counselors' preparedness to meet the needs of attractional/sexual minority students.

机译:评估密歇根州学校辅导员的准备情况,以满足吸引/性少数族裔学生的需求。

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摘要

This study assessed the attitudes, skills, knowledge, graduate counseling training, and willingness to engage in professional development of Michigan school counselors regarding issues and concerns of students who identify as lesbian, gay, biattractional, transgender, and students who are questioning their attractional orientation (LGBTQ).A total of 120 Michigan school counselors completed useable surveys either online or a paper-and-pencil version at a Michigan school counseling conference. Descriptive statistics were calculated for the demographic variables age, gender, ethnicity, attractional/sexual orientation, and professional characteristics such as years of school counseling experience, school level, and school location (urban, suburban, rural). One-way ANOVAs were used to determine statistical significance for the previously mentioned independent variables with the dependent variables being the Attitudes, Skills/Experiences, and Knowledge subscales of the Sexual Orientation Counselor Competency Scale (SOCCS Bidell, 2005), and overall rating of graduate school counseling training.Results indicated: (a) no statistically significant differences regarding attitudes among the independent variables (b) statistical significance regarding skills/experiences was found only with the collapsed variables for ethnic background and attractional orientation, with White and nonheterosexual participants scoring higher on this subscale and (c) regarding knowledge, statistical significance was found only with attractional/sexual orientation, with nonheterosexual participants scoring higher on knowledge of LGBTQ issues. Overall, school counselors in this study believed that their graduate school counseling training programs did not adequately prepare them to competently work with attractional minority students. Participants believed they were better prepared to work with gay males and lesbians and less prepared to work with biattractional, transgender, and questioning youth. The 30-39 age group believed themselves to be better prepared than older groups, and the 60 and above age group reported being the least prepared to work with LGBTQ students. Participants indicated they were willing to participate in professional development activities in this area and rated the top three continuing education activities as taking a course, attending an in- service training, and reading professional literature on LGBTQ issues Implications for school counselor education programs and continuing education are presented, and recommendations for future research are offered.
机译:这项研究评估了态度,技能,知识,研究生辅导培训以及参与密歇根州学校辅导员专业发展的意愿,这些问题涉及那些被认为是女同性恋,男同性恋,双性恋,变性者的学生的问题和疑虑,以及对自己的吸引力取向提出质疑的学生(LGBTQ)。在密歇根州的学校辅导会议上,共有120位密歇根州的学校辅导员完成了在线或纸笔式可用调查。为人口,年龄,性别,种族,吸引力/性取向以及专业特征(例如,学校辅导经验的年限,学校水平和学校位置(城市,郊区,农村))计算描述性统计数据。单向方差分析用于确定上述自变量的统计显着性,因变量是性取向咨询师能力量表的态度,技能/经验和知识子量表(SOCCS Bidell,2005年)以及毕业生的总体评分结果表明:(a)在独立变量之间的态度上没有统计学上的显着差异(b)仅在种族背景和吸引力取向的变量已折叠的情况下,发现技能/经验在统计学上的显着性,白人和非异性恋者的得分更高在这个子量表上,以及(c)关于知识,只有具有吸引力/性取向的人才具有统计学意义,而非异性恋参与者在LGBTQ问题的知识上得分更高。总体而言,本研究中的学校辅导员认为,他们的研究生院辅导培训计划不足以使他们做好准备与有吸引力的少数民族学生合作。参与者认为,他们准备好与男同性恋者和女同性恋者一起工作,而没有准备与双性恋者,变性者和质疑青年一起工作。 30-39岁年龄组的人认为自己比年龄较大的人有更好的准备,而60岁及以上年龄组的人表示与LGBTQ学生合作的准备最少。参加者表示他们愿意参加这一领域的专业发展活动,并将前三名继续教育活动评为课程,参加在职培训以及阅读有关LGBTQ问题的专业文献对学校辅导员教育计划和继续教育的影响介绍,并提供未来研究的建议。

著录项

  • 作者

    Bland, J. Frederick.;

  • 作者单位

    Western Michigan University.;

  • 授予单位 Western Michigan University.;
  • 学科 GLBT Studies.Education, Guidance and Counseling.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 285 p.
  • 总页数 285
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 ;
  • 原文服务方 国家工程技术数字图书馆
  • 关键词

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