This document discusses the lack of education around LGBTQ issues in counseling psychology programs. It notes that while diversity is discussed, LGBTQ topics typically only receive 3-4 hours of instruction. This is insufficient for trainees to develop skills working with LGBTQ clients. The document also discusses a study that found providing information on LGBTQ issues improved knowledge, but exploring attitudes did not necessarily make attitudes more positive, possibly due to social desirability bias. It argues for incorporating queer theory and moving beyond traditional models to better address LGBTQ issues in counseling psychology.

1. Running Head: CLOSETED TRUTHS OF COUNSELING PSYCHOLOGY 1
Lost In Translation: The Closeted Truths of Counseling Psychology and the Gay Conundrum
Ronald E. Curtis
John Jay College of Criminal Justice, City University of New York

2. CLOSETED TRUTHS OF COUNSELING PSYCHOLOGY 2
Lost In Translation: The Closeted Truths of Counseling Psychology and the Gay Conundrum
With the manifestation of a burgeoning contemporary socio –political, –economic, and –
structural evolution supporting the rights of the Lesbian, Gay, Bisexual, Transgender, and Queer
(LGBTQ) individual and the collective community, there have been a growing number of
advocacy awareness programs designed to dismantle the established bias and prejudice against
this stigmatized group. These efforts consider “progress” through publicizing individual and
social “awareness” of the growing concerns that have manifested themselves within the past few
decades. For many, these concerns are a collection of the demands for social, political and
economic inclusion and the struggles for equality that effectively began on June 28, 1969 in the
Greenwich Village neighborhood of New York City: most commonly referred to as the
Stonewall Riots1.
Admittedly, the current social attitudes toward the LBGTQ community are gradually
moving beyond the historical perspective of the homosexual as deviant and neurotic.
Unfortunately, these revisions of previous judgments have offered only a stopgap approach to
diminishing the affects of living as marginalized citizens, while efforts promoting genuine
change continue to be perceived as a conciliatory exercise in futility. This continued cycle of
rhetorical placation exacerbates the governing norm, while argues that equality and individual
rights guaranteed to all American citizens under the Constitution of the United States of America
are not attainable for individuals stigmatized as “other”2. While it is expedient to accredit
Counseling Psychology for the discipline’s mission statement to “promote respect for human
dignity and diversity” (American Counseling Association, 2005), current discourse identifies
1 The Stonewall Riots effectively marked the beginning of the Gay civil rights movement in the United
States and around the world. Reference pbs.org/wgbh/americanexperience/features/introduction/stonewall-intro/ for
a complete description of the events leading up to the protests and demonstrations of the Stonewall Riots.
2 i.e. the current social division and debate on the national recognition of Gay marriage, or the contemporary
divide over the status of undocumented residents in America.

3. CLOSETED TRUTHS OF COUNSELING PSYCHOLOGY 3
new challenges within the vocation that concentrate on the disproportionate education and
supervisory skills that focus on addressing LGBTQ issues and the incongruous attitudes
presented to the client by the counselor and/or counselor-trainee in the form homophobic bias
and prejudice.
With a dearth of educational courses and practicum concentrating on LGBTQ issues for
graduate and doctoral studies in Counseling Psychology, there is a growing concern that future
counselors’ wishing to advance their interests and careers in this particular area of counseling
will not be prepared to face the challenges presented in the field (Singh & Shelton, 2011). Israel
and Hackett (2004) indicated that while current curriculums include a number of upper-level
courses dedicated to social and cultural diversity, LBGTQ issues are only briefly examined
during one or two class sessions for a cumulative total of 3 to 4 hours of instruction. Under this
formula, there can be no expectation of the student to obtain the required skill sets and
knowledge to adequately provide remedial, preventative, or educative support and assistance to
the Gay population. To the detriment of both the counselor-trainee and the client, the limitations
of this predesigned class schedule greatly reduces the possibility of an in-depth analysis and
discussion of the themes that differentiate LGBTQ challenges from topics of conversation that
examine issues relating to multicultural diversity.
One particular theme that has captivated the attention of the counseling community is the
identity disparities that have manifested from the categories created to define each subgroup
under the title homosexuality (Lynne & Gilroy, 2001). Counseling psychologists are no longer
presented with an exclusive representation – of being homosexual – but with an exhaustive
analysis of what it means to be Lesbian, Gay, Bisexual, Transgender, and Queer. With the
continuous developments of derivatives that have expanded beyond the broach of homosexuality,

4. CLOSETED TRUTHS OF COUNSELING PSYCHOLOGY 4
it is becoming more problematic to comprehend the specific challenges that are presented by the
individual needs of each subgroup and how each specific need requires personalized resources
and therapeutic services from the counselor. Contrary to the previous assumptions of
homosexuality as a two-fold orientation predicated on Gay and Lesbian (Moradi, Mohr,
Worthington, & Fassinger, 2009), each of these unique identities presents a very defined life
perspective that requires a concentrated set of skills that are mutually exclusive of the historical
challenges of prejudice and discrimination. Israel and Hackett (2004) examined the effects of
providing information to counselors-in-training that was specific to LGB issues to measure the
level of trainee knowledge from a pretest-posttest condition3. Under the pretense of participating
in a study about diversity training, counselor-trainees were randomly assigned to interact in one
of four 2.5 hours interventions: information-only, attitude-exploration-only, combined
information and attitude-exploration-only, and control. For each intervention, there were similar
activities for didactic and interactive teaching methods so that any outcome differences could be
attributed to the content of the intervention. In this design, Israel and Hackett (2004)
hypothesized that (1) the participants in the information-only intervention would have a higher
level of knowledge than participants who were not provided information about LGB issues; (2)
participants in the attitude-exploration-only intervention would yield a more positive attitude
towards the LGB individual than attitudes no explored; and (3) the most positive influence on
participants knowledge and attitudes about LGB clients would be a result of the combination of
the two interventions. Noting that the most interpretable results were obtained from the
information-only intervention, Israel and Hackett (2004) concluded that the participants who
received the information-only intervention were more knowledgeable of LBG issues than the
participants who did not receive the information. Considering the typical class time for a
3 Transgenderindividuals were not included in the research of Israel and Hackett (2004).

5. CLOSETED TRUTHS OF COUNSELING PSYCHOLOGY 5
graduate course is 120 minutes in duration, it is reasonable to conclude that the counselor-trainee
can receive a value-added impact to their knowledge level of LGB issue during the course of one
class session.
Although the results of the attitude-exploration-only narrative in the Israel and Hackett
(2004) study were not significant, the implications of the analyzed data suggests a phenomenon
that countermands the idea that the counselors’ attitudes towards the LGB individual should be
more favorable when compared to the attitudes of the general populace. Contrary to the authors’
prediction that participants in the attitude-exploration-only intervention would yield a more
positive attitude towards the LGB individual than attitudes not explored condition, the data
indicated that counselor-trainees reported a higher level of negative cognitive attitudes than the
participants who did not take part in the attitude-exploration-only intervention. To account for
this adverse effect, Israel and Hackett (2004) described two plausible scenarios that would
provide for a reasonable explanation for the contradictory findings. Beginning with the first
premise, Israel and Hackett (2004) suggested that the manifestation of negative attitudes could be
– in and of itself – the result of the process of exploring attitudes. The alternative premise
considers the likelihood that when challenged to reevaluate their attitudes of homosexuality, the
participants experienced a contradiction in their attitudinal constitution which exposed their
genuine attitude of homosexuality. Notably, the authors point to the possibility of disingenuous
attitudes that are common from social desirability bias4 and acknowledged that the ability to
accurately measure attitudes may have been limited by the participant’s response predicated on
social desirability bias. Israel and Hackett (2004) acknowledged that the effects of social
desirability bias were not measured in their study. For future research, the authors suggest an
4 Social desirability bias is a tendency to provide responses that do not coincide with one’s true belief
system, but are viewed as acceptable and/orfavorable within a given social setting.

6. CLOSETED TRUTHS OF COUNSELING PSYCHOLOGY 6
examination of the counselor-trainee’s implicit attitudes towards homosexuality to investigate if
the attitudes are (1) a genuine measurement of the counselor-trainees’ belief system, or (2) a
deception due to social desirability bias. While it is commendable to believe that the attitudes of
the profession are more accepting and sympathetic to LBGTQ issues than the majority
population (Israel & Hackett, 2004), there remains a critical factor that must be considered: are
future counseling psychologists – or even currently practicing psychologists – encouraged to
accept and exercise a narrative of artificial beliefs that contradict their true attitudes towards the
LBGTQ individual by expressing a social desirability bias? As a profession charged with
“promoting respect for human dignity and diversity” (American Counseling Association; 2005),
it is imperative that all potential risks to the client’s well-being be identified and addressed to
ensure integrity of both the disciple and the counselor-client relationship. Future education and
practicum would benefit from this recommendation of Israel and Hackett (2004). With the
development of a set of competencies established on these data, the profession – as a collective –
would benefit from a collaboration of resources that concentrate on the development and
betterment of practical and meaningful skill sets that would contribute to a more efficient and
productive client-interaction (Matthews, 2005).
Concomitant assessments proposing new didactic methodologies suggest a nontraditional
paradigm structured on a more philosophical and historical, rather than pragmatic ideation of the
LBGTQ individual and the issues that are particular to the group (Carroll & Gilroy, 2001).
Recognizing that pedagogical programs are structured around an assimilationist5 strategy for the
inclusion of Gay issues, Carroll & Gilroy (2001) propose an au courant (in the current)
curriculum that addresses the issues of the group from a perspective that is not defined or
5 Assimilationist in this discussion refers to the incorporation of LGBTQ themes and content with a
multicultural curriculum that presupposes a maximum benefit for Gay awareness.

7. CLOSETED TRUTHS OF COUNSELING PSYCHOLOGY 7
representative of the socially-induced binary attitudes of homosexual and heterosexual, or the
hegemonic definitions of male and female gender6. Once believed to serve as the best possible
model for encouraging “Gay-affirmative” (Carroll & Gilroy, 2001, p. 2) counselors, the criterion
that is representative of the assimilationist methodology directly supports the previous arguments
(Israel & Hackett, 2004; Singh & Shelton, 2011) that emphasize the necessity for a revised
program curriculum in LBGTQ counseling. This provision would provide for a more favorable
discourse of the themes and content that is particular to the LBGTQ group and mutually
exclusive of a syllabus formatted for a course on multicultural diversity.
The two particular perspectives that have critiqued the assimilationist position are
founded on the theoretical models of constructivism and queer theories (Carroll & Gilroy, 2001).
Both models encourage a “thinking outside of the box” reasoning that attempts to dismantle and
deprive historical attitudes and beliefs of homosexuality that have been blindly accepted by
society as part of a subjective norm (McCabe & Rubinson, 2008). Given the historical discourse
that has been constructed to define homosexuality as deviant, perverse, immoral, and a sin
against God, constructivists challenge these assertions by emphasizing that knowledge is an
invention of subjective – rather than objective – reality (Carroll & Gilroy, 2001) that is
established by authoritative figures in positions of power. Queer theory (an offshoot of post-
structural theory7) challenges the creation of identity characterizations such as “Gay”, “Straight”,
“Bisexual”, “Transgender” as “regulatory mechanisms of the dominant culture” (Carroll &
Gilroy, 2001, p. 5). While constructivism and queer theory are representative of nontraditional
therapies, Carroll & Gilroy (2001) underscore the necessity for counselor educators, clinical
6 Hegemonic definitions of male and female gender refer to identity issues that are often considered
exclusive to the LBGTQ individual.
7 Post-structuralismis a movement for the rejection of self-sufficient structures,particularly language, that
do not consider binary oppositions that frame the structure.

8. CLOSETED TRUTHS OF COUNSELING PSYCHOLOGY 8
supervisors, and counselor-trainees to challenge any evidence of heterosexism within their belief
system by “thinking queerly” and to reconsider the structural concepts that have been linked to
the theories of homosexuality. Too, while there are growing concerns that LBGTQ issues are not
being adequately included in the educational debate and training practicum, Carroll & Gilroy
(2001) suggest a more progressive means of educating and training that would focus on the
examination of resources that advocate on behalf of queer theories and to encourage the use of
media that challenge the structural definitions of gender and sexual orientation.
While it remains important to continue the discussions that address how to prescribe
methods that will effectively incorporate LBGTQ content specific themes into the education and
practicum of counseling psychology, it is equally important to examine the consequences of
these limitations experienced by practitioners in the field. Addressing the topic of social justice
for LGBTQ youth in educational facilities, McCabe and Rubinson (2008) indicate that graduate
students preparing for a career in education, school psychology, or counseling often find
themselves in unfamiliar territory where they lack the skill sets but are compelled to make
decisions regarding LBGTQ matters that have not been addressed in education or practicum.
Considering the discipline’s foundation is established on the counselor’s ability to provide
remedial, preventative, and educational services that encourage “worth, dignity, potential, and
uniqueness of people within their social and cultural contexts” (American Counseling
Association; 2005) it is imperative for the integrity of profession to prepare future counselors to
respond to the specific needs of the Gay community. Otherwise, it is foreseeable that the same
heterosexist pattern perpetuates: traditional, heterosexist instruction continues in higher
education, thereby ill-equipping counselors to break systemic marginalization within society. Ill-
equipped and ineffective, these counselors perpetuate generational heterosexism by the

9. CLOSETED TRUTHS OF COUNSELING PSYCHOLOGY 9
professions inability – or willingness – to remedy the lack of instructional preparation. If the
discipline continues with this platform, future progress will mirror past results: LGBTQ youth
will continue to be deemphasized from a counseling perspective while the cycle of poor training
producing undesirable results is reinforced.
Society has made a significant progress in pursuing social justice, but the efforts are
incomplete: there remains a tremendous void in the movement to secure a better future of the
Lesbian, Gay, Bisexual, Transgender, and Queer community. The combined efforts of the
American Counseling Society, the American Psychology Association, and the Association for
Lesbian, Gay, Bisexual and Transgender Issues in Counseling have collectively recognized this
deficiency and have demonstrated a willingness to emphasize a pragmatic approach to indicate
their support and observation of the group by incorporating a declaration of support and
tolerance in their respective mission statements for everyone to view. But declarations alone
cannot alter systemic, historical heterosexism within the profession. A concerted effort and
partnership with higher education primarily, and with elementary and secondary education
secondarily (and in the form of adequately trained counselors) is warranted to advance the
desired change. Until words are translated into action, a significant segment of society will
remain marginalized and inadequately counseled by the very community designed to assist them
with an inclusive social incorporation.

10. CLOSETED TRUTHS OF COUNSELING PSYCHOLOGY 10
References
American Counseling Association. (2005). ACA code of ethics. Alexandria, VA: Author.
Carroll, L., & Gilroy, P. J. (2001). Teaching "outside the box": Incorporating queer theory in
counselor education. Journal of Humanistic Counseling, Education & Development, 40(1),
49-58.
Israel, T., & Hackett, G. (2004). Counselor education on lesbian, gay, and bisexual issues:
Comparing information and attitude exploration. Counselor Education & Supervision,
43(3), 179-191.
Matthews, C. R. (2005). Infusing lesbian, gay, and bisexual issues into counselor education.
Journal of Humanistic Counseling, Education & Development, 44(2), 168-184.
McCabe, P. C., & Rubinson, F. (2008). Committing to social justice: The behavioral intention of
school psychology and education trainees to advocate for lesbian, gay, bisexual, and
transgendered youth. School Psychology Review, 37(4), 469-486.
Moradi, B., Mohr, J. J., Worthington, R. L., & Fassinger, R. E. (2009). Counseling psychology
research on sexual (orientation) minority issues: Conceptual and methodological challenges
and opportunities. Journal of Counseling Psychology, 56(1), 5-22. doi: 10.1037/a0014572
Singh, A. A., & Shelton, K. (2011). A content analysis of LGBTQ qualitative research in
counseling: A ten-year review. Journal of Counseling & Development, 89(2), 217-226.