Dissertation Defenses

Doctoral Dissertation Announcement

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Candidate: J. Frederick Bland

Degree of: Doctor of Philosophy

Department: Counselor Education and Counseling Psychology

Title: Assessing Michigan School Counselors’ Preparedness to Meet the Needs of Sexual/Attractional Minority Students

Committee:
Dr. Gary H. Bischof, Chair
Dr. Mark Orbe
Dr. Suzanne Hedstrom

Date: Wednesday, December 16, 2009 11:00 a.m. - 1:00 p.m.
3208 Sangren Hall

Abstract:
This study assesses 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 of age, gender, ethnicity, attractional/sexual orientation and for 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 awareness/attitudes, skills, and knowledge subscales of the Sexual Orientation Counselor Competency Scale (SOCCS; Bidell, 2005), and overall rating of graduate school counseling training.
Results indicate: (1) no statistically significant differences regarding attitudes among the independent variables, (2) statistical significance regarding skills/experiences is found only with the collapsed variables for ethnic background and attractional orientation, with White and non-heterosexual participants scoring higher on this subscale, and (3) regarding knowledge, statistical significance is found only with attractional/sexual orientation, with non-heterosexual participants scoring higher on knowledge of LGBTQ issues. Overall, school counselors in this study believe that their graduate school counseling training programs did not adequately prepare them to competently work with attractional minority students. Participants believe they are 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 believe themselves to be better prepared than older groups, and the 60 and above age group report being the least prepared to work with LGBTQ students. Participants indicate they are willing to participate in professional development activities in this area and rate 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 recom-mendations for future research are offered.