Lorraine J. Guth

Experiential versus Rational Training: A Comparison of Student Attitudes Toward Homosexuality

ABSTRACT Based on Epsteins (1994a) cognitive-experiential self-theory, two new training interventions were designed to teach students about gay, lesbian and bisexual issues. The efficacy of these theoretically based interventions was assessed in a short-term (7-week, three occasion) longitudinal study. Fifty undergraduate psychology students were randomly assigned to one of three treatment groups: Rational Training, Experiential Training, or Control Group. A residualized change score procedure was used to analyze change in levels of sexual prejudice and affect across the three types of measurement (pre-test, post-test, and follow-up). A 3 (Rational Training, Experiential Training, Control Group) x 2 (Low Sexual Prejudice, High Sexual Prejudice) MANOVA revealed that after the training, participants in the Experiential Group (affective training) had more accepting attitudes toward homosexuality compared to the Control Group. In addition, participants in the Experiential Group experienced more positive affect compared to the Rational and Control Groups and experienced more negative affect compared to the Rational Group. Findings are discussed and suggestions for future research are provided.

Designing Class Activities to Meet Specific Core Training Competencies: A Developmental Approach

This article presents a developmental model for designing and utilizing class activities to meet specific Association for Specialists in Group Work (ASGW) core training competencies for group workers. A review of the relevant literature about teaching group work and meeting core training standards is provided. The authors suggest a process by which educators may review and assess the degree to which their programs and individual courses are meeting the core training competencies. This framework also serves to guide instructors in selecting a repertoire of class activities and assignments that maximize learning and address multiple knowledge and skill objectives. Carefully selected didactic, observation, and experiential components work together across the beginning, middle, and ending stages of class (group) development to address and reinforce the competencies. Additional recommendations and suggestions are provided for instructors seeking to evaluate and enhance their group courses.

Relationships, Sexuality, Gender Identity, Gender Roles, and Self-Concept of Individuals Who Have Congenital Adrenal Hyperplasia: A Qualitative Investigation

ABSTRACT The literature is unclear regarding the appropriate medical and psychological treatment of intersexuality: people who have genital, gonadal, or chromosomal characteristics that are neither all female nor all male. Medical and psychosocial management of such individuals is being reevaluated. Congenital adrenal hyperplasia (CAH), the most common cause of intersexual development among genetic females, is an inherited disorder that leads to varying degrees of masculinization of the external genitalia while internal genitals (ovaries, Fallopian tubes, and uterus) are typically female. The purpose of this study was to explore self-perceptions of adult women who have CAH and the impact of the condition on their relationships, sexuality, gender identity, gender roles, and self-concept. In addition, their perceptions of medical treatment were examined. Five women with CAH chose to participate. Participants reported: (a) a sense of isolation and embarrassment about sharing information concerning their condition with others; (b) discomfort and embarrassment about certain aspects of their medical treatment; and (c) varying experiences and perceptions of their gender identity and gender roles. Recommendations are provided to assist psychotherapists in their work with people who have intersex conditions and their families.

In-Person Versus Internet Training: A Comparison of Student Attitudes Toward Homosexuality

The present study investigated the influence of training modality on attitudes toward lesbian and gay issues. In a short-term longitudinal design (pre-test, post-test, follow-up), 87 undergraduate and graduate students were randomly assigned to one of three workshop modalities (In-Person, Internet, Control) following pre-test. Participants completed a post-test immediately after the training and a follow-up assessment three weeks later. Analyses revealed that both modalities (In-Person Training and Internet Training), when compared to the Control group, resulted in substantial reductions in levels of homophobia following training. Furthermore, these reductions in homophobia remained stable from the post-test to the follow-up testing. Finally, analyses suggest that changes in participants’ levels of positive affect, during and following training, may play a central role in the effectiveness of both training interventions. Implications for student affairs professionals and directions for future research are discussed.This study is supported by a diversity grant from the National Association of Student Personnel Administrators and the Ford Foundation awarded to Lorraine J. Guth and David F. Lopez. Special thanks go to Andrea L. Short for providing helpful editorial comments.

International Group Work Research: Guidelines in Cultural Contexts

This article offers 10 guidelines for conducting international group work research. These guidelines include the importance of establishing relationships, conducting a needs assessment, co-constructing the research questions/design, determining the approach, choosing culturally relevant instruments, choosing culturally responsive group interventions, following required/ethical research procedures, determining data analysis/dissemination plan, engaging in effective communication, and practicing cultural humility throughout the process. Using a group stage conceptualization, a case study focusing on an international group work research effort being conducted in 2 primary schools in Malawi is given to highlight the guidelines.

Development and Implementation of an International Counseling Outreach Effort in Bhutan: A Group Stage Conceptualization

This article highlights the development and implementation of an international counseling outreach program in Bhutan using a group stage conceptualization that includes the initial, transition, working, and final stages. The initial stage included a counseling initiative started by one of the queens as well as meetings with key leaders from the National Board for Certified Counselors International and Bhutan. The transition stage involved developing plans for an international counseling outreach effort in Bhutan that involved formal collaborations between the two countries. The working stage included selecting counselors/educators from the United States who provided counseling/training in Bhutan. Future work is discussed, and also implications for the counseling profession.