Training while queer: an interpretative phenomenological analysis of the experiences of queer therapists-in-training
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Lykins, Corinne C..
Training while queer: an interpretative phenomenological analysis of the experiences of queer therapists-in-training. Retrieved from
https://doi.org/doi:10.7282/t3-nszf-m105
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TitleTraining while queer: an interpretative phenomenological analysis of the experiences of queer therapists-in-training
Date Created2021
Other Date2021-08 (degree)
Extent1 online resource (viii, 150 pages) : illustrations
DescriptionIn recent decades, mental health training programs have increased efforts to recruit diverse applicants as well as integrate LGBTQ+ affirmative approaches into their curricula (Hope & Chappell 2015; Hsueh, Werntz, Hobaica, Owens, Lumley, & Washburn, 2021). However, little is known regarding the challenges queer therapists-in-training encounter when working with LGBTQ+ clients and the extent to which training programs provide adequate supports for their queer students in this capacity. The present study examines how queer identified therapists-in-training experience working with LGBTQ+ clients, who share their minority identity status, as well as how they experience challenges and supports in their training programs. Eight participants were recruited through purposive sampling from local Clinical Psychology and Social Work programs in the Northeastern U.S. Participants were interviewed about their experiences through a semi-structured interview format. Interpretative Phenomenological Analysis (IPA), a qualitative approach appropriate to exploratory studies, was employed as a method of analysis to better understand the lived experiences of LGBTQ+ identified therapists-in-training (Smith, Flowers, & Larkin, 2009). Across participants, emergent themes manifested in three domains: experiences related to working with LGBTQ+-identified clients, experiences of the training environment, and the intersection of queer identity with professional identity. Themes in the domain of experiences related to working with LGBTQ+ clients included deep personal meaning and investment, use of lived experience, and awareness of difference; themes in the domain of training environment experiences included the peripheral nature of LGBTQ+ training and absence of support, experiences of heterosexism in the training environment, and self-initiated efforts to improve training environments; finally, themes related to the intersection of queer and professional identity included the ambiguity of visibility and disclosure, and a sense of internal struggle in navigating identity-specific training challenges. These findings present several implications for understanding the unique challenges and needs of LGBTQ+ therapists-in-training as well as tentative suggestions for improving training programs for LGBTQ+ trainees. Further research of the lived experiences of specific sub-identity groupings within the broad and diverse category of queer mental health trainees is recommended to better understand within community differences and specific needs of queer mental health trainees of various backgrounds and intersecting identities.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.