Psychology of Sexual Orientation and Gender Diversity, Vol 10(4), Dec 2023, 575-588; doi:10.1037/sgd0000565
Affirmative training for lesbian, gay, bisexual, or queer (LGBQ) and transgender and gender nonbinary (TGNB) communities is needed within clinical and counseling psychology training programs. While recommendations have been published, barriers in implementation may prevent students from receiving the training needed to effectively work with LGBQ/TGNB clients. The purpose of the current study was to examine doctoral-level psychology students’ perceived barriers to their program’s LGBQ/TGNB-affirmative training. As part of a larger study, participants (N = 115) completed two open-ended questions online about barriers to affirmative training for clinical work with LGBQ and TGNB clients. Using Consensual Qualitative Research as a framework, an analysis was conducted to identify domains and subdomains based on participants’ responses. A total of seven domains emerged across groups. Overall, statements about Uninformed and Negative Faculty and Inadequate Course Work appeared most often (Typical), along with comments about Insufficient Clinical Training and Insufficient General Training (Frequent). Comparison of participant subgroups revealed that LGBQ/TGNB respondents were more likely to report barriers related to Uninformed and Negative Faculty, as well as Poor Quality of Materials in relation to Inadequate Course Work and Insufficient General Training. Heterosexual/cisgender participants were instead more likely to address Lack of Preparation and Lack of Opportunities to work with these populations (Insufficient Clinical Training domain). Though few differences emerged between domains and subdomains regarding affirmative training for the LGBQ community and the TGNB community, results indicated that students receive less training about TGNB populations compared with LGBQ. Strategies to overcome identified barriers are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)