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How School Counsellors and Psychologists can Support Gay, Lesbian, Bisexual, and Questioning Adolescents

Published online by Cambridge University Press:  12 February 2016

Nadine Pelling
Nadine Pelling*
Affiliation:
Centre for Applied Psychological Research, University of South Australia, Australia
*
School of Psychology, City East Campus, University of South Australia, North Terrace, Adelaide, SA 5000, Australia. Email: [email protected]
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Abstract

Gay, lesbian, bisexual, and questioning adolescents are a sizeable, albeit relatively invisible, minority within our education system. As a result, school counsellors and psychologists will encounter students who are same-sex attracted. Many school counsellors and psychologists who identify same-sex attracted students and see said issues as important will refer these students to specialist services within the community. Such referrals are not always the most appropriate way to handle same-sex attraction issues. School counsellors and psychologist have the professional characteristics required to create a therapeutic alliance and know the behavioural strategies needed to help same-sex attracted students deal with the issues, some related to same-sex attraction, likely to bring such students into contact with counselling or psychological services. It is suggested that school counsellors and psychologists add some basic knowledge, awareness, and skill relating to same-sex attraction to their professional development and, when possible, address the concerns of their sexual minority students directly and through systemic interventions. Reasons why school counsellors and psychologists are in an opportune position to support same-sex attracted students are given. Moreover, some of the knowledge, awareness and skills needed for competent work with same-sex attracted students are outlined. Finally, sexual minority resources are provided.

Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 14 , Issue 1 , July 2004 , pp. 78 - 95
Copyright
Copyright © Cambridge University Press 2004

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