24/02/2022 | Writer: Ezgi Toplu Demirtaş
A Guide for Counselors
Concepts
LGBTI+: A shortening for lesbian, gay, bisexual, trans and intersex identities. LGB initials relate to lesbian, gay and bisexual sexual orientations, the initial T relates to trans gender identities, the initial I relates to intersex gender characteristics. The + (plus) sign at the end is placed to cover all identities other than LGBTI identities (asexual, aromantic, queer, gender fluid, nonbinary, questioning). The plus sign also highlights the diversity of gender, sexual orientation, gender identity and intersectionality.
LGBTI+ Friendly Psychological Counselor: A psychological counselor who does not assume heterosexuality and cisgender as natural, real, normal, superior and privileged sexual orientation and gender identities, does not ignore, exclude, reject, restrict, suppress, abnormalize, or pathologize heterosexual and cisgender identities and their experiences, does not stigmatize, humiliate, embarrass, is aware of and sensitive to gender diversity, creates safe, inclusive and protective spaces for LGBTI+s to express themselves, and can organize protective, preventive, inclusive and empowering services for LGBTI+s.
Protective-Preventive Work: According to the Guidance and Psychological Counseling Services Regulation of the Ministry of National Education (MEB) updated in 2017; “Early intervention to problems and developmental preventive approach, especially to prevent the problem from occurring are essential in psychological counseling and guidance services in organized and mass education.” Psychological counseling as a profession has evolved in its historical course from "crisis intervention" and "remedial" roles to "developmental" and "protective and preventive" roles (American Psychological Counselors Association, 1997). Protective preventive studies; these are group-based studies that focus on people, before the problem, who are/are not in a risk situation and prevent the emergence of problems. For example, when an LGBTI+ student is bullied at school, instead of conducting personal psychological counseling only with LGBTI+ student about the effects of bullying, carrying out group activities to prevent the emergence of bullying (such as diversity, increasing empathic skills, stereotypes, prejudice and discrimination) by including all students at school. In these studies,
not only bullying behaviors against LGBTI+s, but also bullying behaviors against other minority/various groups at school (such as immigrants, refugees, Alevi people, girls, ethnic diversity, disabled people) are also discussed. The main purpose of preventive-preventive studies is to "reduce risk factors and increase protective factors”. It is systematic and ecological since it addresses all components in the school and even out-of-school components (families). It is collaborative, requires a collective effort, and is empowering. It is inclusive because it respects diversity, it is sensitive to culture. It is also about social justice, including advocacy for the rights of multicultural groups, therefore it is rights-based.
Being an LGBTI+ Friendly Counselor: Culturally Sensitive & Social Justice and Rights Defender In Turkey's increasingly multicultural and pluralistic environment, creating safe, inclusive and protective spaces for LGBTI+ students has become an issue we need to talk about, rather than whether or not LGBTI+ issues should be addressed in schools and universities. At this stage, the ethical issue is how to create safe, inclusive and protective spaces. Creating these spaces in schools and universities should become a priority policy of schools and universities. School and university counselors and counselor educators come to the forefront in creating these fields with their culturally sensitive psychological counselor sufficiencies and their "LGBTI+ friendly counselor" identity within the scope of their roles as social justice and rights defender. However, the main reasons such as the fact that the identity of "LGBTI+ friendly psychological counselor" is not seen as a priority and necessary by the counselor educators and that the curriculum of psychological counseling and guidance programs are non autonomous, prevent this identity from becoming widespread.
Despite all these difficulties, counselors and counselor educators in schools and universities are defined as a critical change agent and psychological counselors, who do not ignore, exclude, reject, restrict, suppress, abnormalize, stigmatize, humiliate or embarrass, have a critical and special place in the lives of LGBTI+ students. This guide is designed to fill a gap to help school and university counselors (and counselor educators) who are aware of their role as subjects of change support LGBTI+ students. The information presented in this short guide can support psychological counselors to question their personal preconceptions, and to gain the necessary professional knowledge and skills that they can use when working with LGBTI+ students and creating safe, inclusive and protective spaces for them. However, while aiming for this, this guide assumes that counselors already know and absorb basic counseling principles and techniques, basic and advanced helping skills, principles of professional ethics, already have the craft knowledge and capacity to increase the mental, physical, emotional, social and sexual well-being of their client. Although there are specific problems for LGBTI+s, counseling with LGBTI+s is no different than counseling with non-LGBTI+ clients.
Although this guide was primarily written to increase the capacity of psychological counselors, it is for everyone working in the school and university climate (administrators, teachers, part and full-time educators, executives, policymakers, etc.). Moreover, mental health professionals or prospective teachers may find this guide helpful.
Frequently Asked Questions
Do LGBTI+ students need special counseling?
No. LGBTI+ students need supportive and affirmative psychological counseling services, not specific counseling. Individual problems often attributed to LGBTI+s are a reflection of social problems. The “main problem” that needs to be addressed is the school/university culture and/or social structure that condones heterosexist, homophobic, cis-normative and transphobic attitudes and behaviors. For example, many LGBTI+ are treated as a marginal minority group just because of their identities, exposed to minority stress (Minority Stress Model, Meyer, 2003) throughout their lives, which causes many physical and mental problems. Besides, some LGBTI+s are exposed to minority stress due to their other identities such as race, religion, language, age, disability, class, education, religious/spiritual orientation and experience the effects of minority stress more severely. For example, the stress experienced by a white, upper middle class, educated and cisgender gay woman and a trans, Alevi, feminist, vegan and bisexual woman differs. Besides, being perceived as LGBTI+ in many cultures causes stigma. As a result of this stigma, many LGBTI+ learn to interiorize the homophobia, biphobia and transphobia of the culture they live in. This interiorized homophobia, biphobia, and transphobia may become one of the obstacles that hinder the physical, emotional, social, cognitive, mental and sexual development of LGBTI+s. Therefore, it is important for mental health professionals to be aware of concepts such as minority stress, intersectionality, internalized homophobia, biphobia, and transphobia, and the possible problems that these concepts may cause, and to handle the problems with this perspective, to
provide supportive and affirmative psychological counseling while working with LGBTI+s. It is also important to know the theories developed for LGBTI+s, such as LGBTI+ identity development models. But it is important to remember that all the above-mentioned theoretical knowledge, including LGBTI identity development models, was developed in Western culture. For example, in most LGBTI+ identity development models, “opening up to the family” is defined as an important and successful identity development task, but in Turkey, coming out to the family can result in a number of negative situations, including being killed. From this perspective, perhaps for some LGBTI+s, not opening up to family may be a necessary practice for survival. Therefore, while working on these models, it is necessary to consider the culture they live.
What should I do if I assume that a student at school/university is LGBTI+? Never ask questions about the person's sexual orientation or gender identity in front of peers, parents, guardians, teachers, administrators, and other executives. Also do not ask the person you assume to be LGBTI+. For many LGBTI+, their sexual orientation or gender identity is a highly personal matter. It is individual’s decision to opening up to whom, when, where, to what extent, and under what conditions. Some people prefer to be fully open, while others may prefer to be partially open or completely closed. Some people may think they are predictable, even if they are not open. Also LGBTI+ identities are based on people's own statements, not your assumptions. As a psychological counselor, instead of asking students questions about their sexual identity, you can create a supportive space for them to come out comfortably and safely. What you can do for this is;
▶ Hanging supportive LGBTI+ posters/flags in your office,
▶ Leaving inclusive, supportive and affirmative posters and booklets about LGBTI+ identities in your office or the waiting area, if any,
▶ To review whether the language you use is inclusive and whether you use sexist, heterosexist, cis-sexist, homophobic, transphobic expressions,
▶ Not being able to assign gender identity and sexual orientation based on the person's gender expression; using non-gender-specific expressions (using expressions such as partner/lover instead of girlfriend, boyfriend),
▶ Taking the language as an example used by the client (student) to describe themself,
▶ Maintaining the privacy policy at all times. Some people are predictable, even if they are not open. When wondering whether this person gets support from you, state that confidentiality is essential in the counseling relationship, and that you cannot share information about the relationship between the counselor and the client, regardless of who they are.
If a student opens up to me as LGBTI+ at school/university, do I have a professional responsibility to tell their parents?
Unlike other minority groups, many LGBTI+ students believe they lack parental support and may experience fear that if their parents discover their identity, they will be rejected or not accepted. So indeed, in some cases parents, siblings or other family members may be perpetrators of abuse and violence against LGBTI+s, and even LGBTI+s may become homeless/parentless. Therefore, LGBTI+s may not feel safe about their families learning about their identities. In this case, psychological counselors do not have a professional and ethical obligation to disclose a student's/client's sexual orientation or gender identity to their family. Regardless of the counselor's intention, such disclosure is against the principle of confidentiality between the counselor and the client and may endanger LGBTI+s. However, for example, if the student/client has ambivalent feelings about coming out to their family or is unable to feel confident about themself/skills to open up, the counselor can work with the client about their feelings about coming out or possible scenarios that can be experienced in case of coming out -for example, by enacting-. If the student/client has decided to come out to their family, it is psychological counselor’s responsibility to be prepared for possible situations such as parental rejection, abuse, violence, to make security planning and to inform the student/client on this issue.
In some cases, consultants may have to breach confidentiality. For example, it is necessary/ acceptable to breach of confidentiality in cases such as killing and harming oneself or others [because their parents/inner circle will never understand or accept their sexual orientation or gender identity], using violence or being exposed to violence, court decision. In such cases, it is necessary that the counselor should make an extensive evaluation by considering the student’s/client’s benefit and share with the client that they will breach of confidentiality.
Should I help an LGBTI+ person to come out to their family at school/university?
This can be a difficult dilemma for clients.
As the answer was sought in the previous question, opening up to the family is a critical factor in the psychosocial and identity development of LGBTI+ youth, and may pose significant risks for some LGBTI+s. The decision to come out to the family is a decision that the client/student must make and actualize. The role of the counselor here is to review the possible risks and benefits of the decision of coming out with the client and to support them. For example, helping an LGBTI+ client from an ultra-conservative family who believes LGBTI+ existences are sinful, to come out to their family can be risky for both the client and the counselor. If the client decides to come out to their family after careful consideration, it is of great importance to establish a safety and support network for possible risks in such cases. And even similar strategic plans should be made for any LGBTI client/student who senses that they may have difficulties when they come out to their family. In short, it is not the counselor's responsibility to directly assist an LGBTI + person at school / university to come out to their family.
In addition to working with the LGBTI+ student/client on coming out to the family, you may need to support the family -if they demand- in adapting to this news after the LGBTI+ student/ client opens up to his family and the parents learn about their child's identity. For some parents, child’s coming out to the family can become an important process of personal and family orientation period. In some cases, family members may even “go into the closet” when the child came out. Going into the closet is, in a sense, part of the grieving and adaptation process that some family members, who consider it a “loss", experience after learning that their child is not heterosexual/cisgender. Lipkin (2004) defines this process as “shock, denial, guilt, expressing emotions, returning to reality with varying degrees of acceptance, and finally real acceptance” (80), similar to the process of mourning after loss. Psychological counselors should be aware of these stages in the process of providing support to the families of LGBTI+ students and clients, and should be prepared to refer families to non-governmental organizations that support LGBTI+ families when necessary.
What should I do/what can I do if an LGBTI student/client asks me to talk to their family?
Hershberger and D'Augelli (2000) recommend that counselors to ask themselves/review the following questions before meeting with a student/client's parent or family members.
▶How much do parents/family members know about the situation?
▶ If they know, did the student/client tell them? If the student didn't, how did the parents/ family members find out?
▶ Which parents/family members know about the members? What was the reaction of each of them when they found out?
▶ How long have they known?
▶ What was the quality of the relationship between LGBTI+ and their parents/family members? How has their relationship changed since they found out?
Also it is important to consider the following factors when working with LGBTI+ students/ clients from ethnic, cultural or religious minority groups.
▶Importance of family, society and religious ties.
▶ The extent to which the student's/client's family adopts the values related to sexuality, gender, sexual orientation, gender identity.
▶ The student's history of oppression and/or discrimination.
▶ Different attitudes towards disclosure of sexual orientation and gender identity. For example, coming out does not necessarily cause shock, embarrassment or denial in every minority group.
How can I approach a student who wants to change their sexual orientation or gender identity?
In 1973, the American Psychiatric Association (APA) decided to exclude homosexuality from the category of mental illnesses. Fifty years later, many counselors still have not fully integrated this change into their professional practice. APA has made clear statements and published instructions, repeatedly stating that it is unethical to use therapies aimed at "changing" or "improving" a person's sexual orientation and gender identity under terms such as "repair", "transformation" or “redirection". Scientific researches have also shown the ineffectiveness of these approaches. Even if it is at the request of the LGBTI+ student/client or their family, no mental health professional who adheres to ethical principles can (and should) try to "cure", "change" or "correct" gender identity/sexual orientation. Trying to "cure", "change" or "correct" gender identity/sexual orientation is unprofessional and a clear violation of professional ethics, even if there is such request of the LGBTI+ student/clue or family.
Instead, the counselor should focus on helping the LGBTI+ student/client or family who make this request to overcome with emotions such as interiorized homophobia, biphobia, transphobia, shame and stigma.
What can I do for disabled LGBTI+s?
It is a fundamental right for all students to feel safe, included and accepted in their school. Just like other students, students/clients with disabilities may have questions about gender, gender, sexual orientation or gender identity. The student's disability should not prevent them from answering their questions or receiving professional psychological counseling, or their questions should not be ignored as unnecessary, inappropriate or unimportant. In many cases, disabled people are considered as asexuals, but it should be noted that they have the same rights to express themselves and receive support like their peers without disabilities. It shouldn’t be ignored that LGBTI+s with disabilities are at more risk of being exposed to physical, sexual and psychological violence than non-disabled LGBTI+s. Some people, openly or implicitly, feel that issues of disabled identity are far more important and prioritized than issues of sex, gender, sexual orientation or gender identity. It should be considered that these students are exposed to more discrimination and experience more minority stress due to the intersection of their disability and LGBTI+ identities. In this case, psychological counselors should work to cover the sexual orientation or gender identity of these students and disability identity. Which identity is priority or not should be determined according to the needs of the client, not the counselor. Making the school/university inclusive for LGBTI+s with disabilities is one of the important responsibilities of psychological counselors within the scope of their social justice and rights advocacy roles.
How do I best meet the needs of transgender students?
In most cases, transgender youth among LGBTI+s are the people most exposed to violence and discrimination in schools/universities. Counselors should be aware of the risks that many transgender people are subjected in and out of school. Trans people are perceived as having "violated" the basic norms of society, in particular their gender identity. When a student/client states that they have “gender confusion” or are physically in the “wrong” gender, the counselor can help to support the student/client about discovering and understanding that gender is a socially constructed identity. In most cases, trans students/clients try to get rid of the strict gender codes that construct men and women as binary and opposing. In some other cases, transgender students/clients may talk about compelling internal conflicts that make them feel constantly incompatible with their assigned sex and the gender which they identify themselves. The counselor can help the transgender student/client understand that concepts such as assigned sex, gender, and gender identity are fluid and changeable, rather than being bipolar.
Counselors may also work with school/university administration and all components of the school/university, to ensure that gender identity issues (such as gender neutral locker room, gender neutral toilet, school uniforms) are included in school policies.
In addition to these, psychological counselors should avoid pathologizing the student by medicalizing the problems of the student/client in interviews with transgender students/ clients or their parents. Beyond providing individual support to transgender students at their schools/universities, psychological counselors may request support from NGOs to ensure social change so that these students are not discriminated against outside of school/ university.
Do bisexual students have special counseling needs?
Perhaps the most important stressor in the lives of bisexuals is the bipolar classification of sexual orientation into heterosexual and homosexual. As a result of this polarization, bisexuals are defined as people who are in the "transition phase" and "in-between", who have to make a "choice" in order to complete their identity development in a healthy way. However at this point, researchers/activists reject the construction of the concept of sexual orientation as a binary choice. In addition to the above, perhaps the most important thing that counselors can do to include bisexuals is to accept that bisexuality is a sexual orientation, that bisexuality is not a "choice", a "transition", a "in between" and to adopt a less polarized understanding of sexuality as physically, emotionally and sexually fluid and relational.
Should I talk about HIV with LGBTI+ students/clients?
Yes. As we talk about not only HIV but also all sexually transmitted infections with students/ clients who do not define themselves as LGBTI+. While doing this, a counselor should not assume that all LGBTI+/non-LGBTI+ students/clients are sexually active. It should not be forgotten that talking about HIV and all sexually transmitted infections is a protective/ preventive practice. Being LGBTI+ does not increase the risk of contracting HIV or other sexually transmitted infections. It is sexual behavior, not identity, that increases the risk of contracting HIV or other sexually transmitted infections. Thus, HIV or any other sexually transmitted infection is a problem that can affect anyone. A counselor should discuss HIV or other sexually transmitted infections with anyone who is or may be sexually active. One of the most important ways to reduce sexually transmitted infections (including HIV) is regular access to up-to-date and scientific information. Psychological counselors can support not only LGBTI+ youth, but also all young people, regardless of sexual orientation and gender identity, to have complete access to up-to-date information in schools/universities in accordance with their age and developmental stages.
I am a psychological counselor at an elementary/middle school. How can I associate LGBTI+ issues with my counseling practices?
Sexual orientation and gender identity are often recognized in early childhood (and sometimes early adolescence). For example, there are studies reporting that some students have a clear awareness of their sexual orientation and/or gender identity in early childhood. Some students in primary or secondary school who do not identify themselves as LGBTI+ may apply to psychological counselors also to ask questions about their siblings and friends. Some students who define themselves as LGBTI+ may receive direct support regarding their identity, may have been directed by others to receive support, or may seek refuge in psychological counseling due to the bullying they are exposed to because of their identity. Therefore, psychological counselors working at primary/secondary school levels should also be prepared to deal with LGBTI+ issues in a professional and ethical manner. Making their identities valuable and visible of LGBTI+ students for the healthy development, is one of the important responsibilities of the psychological counselor. Psychological counselors can do the following for the primary and secondary school levels, to create a school environment that will take LGBTI+ students in.
▶To use a language that includes LGBTI+s as a part of routine life in classrooms, sessions and in daily life.
▶ Addressing sexist, homophobic and transphobic language, nicknames and bullying as a preventive-protective practice in classroom counseling sessions.
▶ Hanging posters to describe the classroom and school as a safe space for LGBTI+ students and their families.
▶ To discuss all aspects of social diversity in a way that also builds empathy and respect skills. ▶ To include all kinds of gender-related issues in the curriculum from an early age, including LGBTI+ existences, and to work using age-appropriate resources.
I am a counselor at a conservative/traditionalist school. How can I handle LGBTI+ issues?
Being a counselor in a conservative/traditionalist school, on the one hand, can be a very challenging experience. On the other hand, remember that you are in a unique position to advocate diversity and create change in your school. You can evaluate the above suggestions about comprehensiveness without neglecting to feel safe. Perhaps, starting from the "do no harm first" principle of psychological counseling, we can offer a few suggestions about what not to do but what to do.
Practices that the psychological counselor working in a conservative/conservative school should avoid…
▶Attempting to “change” or “fix” the sexual orientation or gender identity of an LGBTI+ student.
▶ To adopt the understanding that LGBTI identities/existences are sinful and to act according to this mentality.
▶ Unauthorized disclosure of a student's sexual orientation or gender identity to family, friends, teachers, and administrators, or forcing a student to come out. ▶ Preventing the LGBTI+ student/client from accessing counseling services, refusing to provide support, or not referencing another LGBTI+ friendly professional. ▶ Suggesting that "confusion" about sexual orientation or gender identity is temporary, a phase that will pass as they grow up.
▶ To direct the LGBTI+ student/client to more religious practices (forswear, pray, etc.).
What can psychological counselor educators who work at universities do to be inclusive?
In addition to the suggestions mentioned above, psychological counselor educators at universities can put the following suggestions into practice in order to be inclusive, query the preconceptions and change attitudes towards LGBTI+s.
⸎ Making the office a safe space for LGBTI+ students, hanging a rainbow flag/symbol in the office, having publications and brochures about LGBTI+ issues in the office. ⸎ Not assuming everyone is heterosexual in the university/classroom, using sexist, homophobic, biphobic and transphobic language, don’t allow it to be used. ⸎ Opening elective or core courses on culturally sensitive counseling and multicultural counseling.
⸎ Finding a way to include LGBTI+ issues in all lessons. For example, in the developmental psychology course, including the development of LGBTI+ children, youth and adults, especially sexual development and identity development in developmental periods such as infancy, childhood, adolescence and adulthood, without medicalizing or pathologizing them. Or, for example give room for romantic/sexual relationships of LGBTI+ adolescents and adults in the psychology of affiliation course. Not to build the cases, role-playing only on heterosexual couples, but also to conduct a case study on the relationship maintenance behaviors of two lesbian women.
⸎ Organizing seminars to question the preconseption towards LGBTI+s. For example, KAOS GL's Anti-Discrimination Course Project.
⸎ Contacting associations. Such as Istanbul SPoD, LambdaIstanbul, Istanbul LISTAG, Ankara KAOS GL, Ankara Pembe Hayat, Izmir Siyah Pembe Üçgen.
⸎ Adding information about sexist, homophobic, biphobic and transphobic expressions and their sanctions as a course policy to the syllabus.
⸎ To include LGBTI+s in exam questions.
⸎ To support students in their master's and doctoral thesis if they want to do research on LGBTI+ issues.
⸎ Asking the assigned sex instead of gender in academic research, not constructing gender only as male/female binary, in addition to the "female/male" category, instead of the "other" category (a practice that marginalizes those who define themselves other than men and women), adding categories such as "fluid gender, non-binary [nonbinary], questioning, queer” and/or making room for participants to define themselves.
⸎ Asking demographic questions about sexual orientation and gender identity in academic research, not assuming all participants are heterosexual and cisgender, and making room for participants to define their own sexual orientation and gender identity.
⸎ To free the survey questions from sexism, homophobia and transphobia in quantitative or qualitative research.
⸎ To provide a supportive environment for LGBTI+s, to establish non-directive communication, to create spaces where they can take a breathe.
⸎ To organize protective-preventive workshops to raise awareness on issues such as peer bullying, gender, LGBTI+ basic concepts and myths, prejudice and discrimination, marginalization, diversity, and human rights.
⸎ To try to include all components of the university in these studies.
⸎ Organizing sexist, homophobic, transphobic discourses/jokes at meetings. ⸎ Not disclosing LGBTI+s, who have came out to you, to their families and other components of the university.
⸎ Not labeling people/students who do not conform to gender roles as LGBTI+. ⸎ To prioritize the use of sexist, homophobic and non-transphobic language in the classroom, university and everyday conversations as a counselor educator.
⸎ To lead the establishment of student clubs focusing on gender studies, LGBTI rights, and women's rights at the university, and to be an academic advisor to these clubs.
⸎ To use films/series on LGBTI+ topics as materials in the lessons.
⸎ To use interaction with LGBTI+ individuals as a method to transform attitudes towards LGBTI+ people in counselor training.
I would like to thank Efsun Sertoğlu for making the final reading of this article and contributing with her suggestions. So glad that I have you, Efsun.
Translation: Merve Engür
*This article was produced with the financial support of the European Union. Its contents are the sole responsibility of Kaos GL Association and do not necessarily reflect the views of the European Union.
Tags: human rights, education