Counseling professionals serve as allies and social justice advocates for marginalized groups, including members of the sexual gender minority (SGM) community. Counselor education programs have a vital responsibility to provide counselors-in-training the resources to serve this population; however, there is limited research on how accredited counseling programs provide this preparation. There is a significant need for empirical data on implementing SGM training in counselor education. A mixed-methods approach was utilized to explore the impact of targeted SGM training for graduate counseling students in a CACREP-accredited program. Clinical implications, limitations, and program recommendations are discussed.
Drawing textual survey data from 398 LGBTQ+ people in Malaysia, our social determinants of mental health (SDMH)-centered analysis identified two overarching themes: (1) "I don't belong here nor within myself," reflecting systemic erasure, identity suppression, and relational alienation; and (2) "They hold space for me to be myself," highlighting interpersonal affirmation, emotional safety, and indirect forms of recognition-supported healing. The themes illustrate how relational dynamics shape experiences of identity affirmation, intracommunity exclusion, emotion suppression, and indirect forms of affirmation as subtle but crucial mental health resources. Our findings call for culturally attuned, relationship-centered counseling practices for LGBTQ+ individuals in Malaysia.
The purpose of this study was to examine how ally specific mentorship, supervision, education, advocacy efforts, and personal relationships with individuals identifying as sexual and gender minorities (independent variables) impacted counselors' scores on Ally Identity Development, as represented in scores on the Ally Identity Measure (AIM). The AIM assesses for the presence of attitudes and behaviors of allies to the sexual and gender minority communities. A quantitative, cross-sectional survey of 213 heterosexual and cisgender allies was conducted to assess their ally identity development activities and their AIM scores. The results of this study indicate that engagement with the independent variables had a statistically significant relationship with an increased AIM score, yet many participants indicated low participation in several of the activities. These findings may offer strategies for ally identity development such as counselor education programs ensuring access to allyship-focused opportunities as part of their clinical training program.
This conceptual article explores how rhetorical theories and digital contexts can inform LGBTQ+ counselor-in-training (CIT) professional identity development. Constructing connections between classical rhetoric, queer theory, and digital rhetoric, the article theorizes how digital environments shape LGBTQ+ identity construction (Hammack & Manago, 2025) and professional identity formation. Rhetorical listening, m & eacute;tis and love, and disidentification are proposed as strategies for resisting harmful discourses and fostering authentic identity development. These strategies support multimodal pedagogical practices that engage CITs in reflective, intersectional inquiry. Affirming pedagogical approaches grounded in rhetorical theory further helps counselor educators support LGBTQ+ CITs navigating complex sociocultural and professional landscapes.
Transgender and gender expansive (TGE) youth demonstrate additional risk for mental health issues compared to cisgender peers. Treatment options may include a referral to a residential center. TGE youth also experience unique aspects of gender identity development. Literature exists on TGE identity development and issues related to serving TGE youth in residential treatment. However, there is limited research on the intersection of these topics. This narrative case study presents one transman's gender identity development during residential treatment. Two themes emerged: family support and affirming relationships, and the role of the residential treatment facility. We offer implications for counseling TGE youth.
