Book Review: LGBT Families

LGBT Families, by Nancy J. Mezey. Los Angeles, CA: Sage, 2015. 213 pp., $31.98 (paperback)

A Commentary Response to the Article Reconceptualizing the Achieving Success Everyday Group Counseling Model to Focus on the Strengths of Black Male Middle School Youth

The purpose of this commentary is to review the article Reconceptualizing the Achieving Success Everyday Group Counseling Model to Focus on the Strengths of Black Male Middle School Youth. In the commentary, the author complements the article authors on their strong foundation of critical race theory, their attention to the current status of scholarship surrounding Black middle school students, as well as their notes about the need for more rigorous methodology in the future. The commentary author offers the article authors suggestions surrounding how they may better situate the Achieving Success Everyday group model for readers less familiar with it so that they can better understand and apply towards their future practice

Consensual Qualitative Research of LGB Persons’ Counseling Experiences Addressing Religious/Spiritual Foci

This article reports a Consensual Qualitative Research (CQR) analysis of the experiences of 12 participants who identified as LGB and received counseling that addressed religious/spiritual foci. Participants identified two primary and intersecting themes including an increased sense of agency and locus of control, as well as increased cognitive flexibility. Additional subthemes included manifestation of agency and locus of control intrapersonally, interpersonally, and globally. Subthemes of cognitive flexibility were also identified intrapersonally, interpersonally, and globally. Implications are discussed for counseling, counselor education, and future research

The Professional Peer Membership of School Counselors and the Resources Used Within Their Decision-Making

Abstract The purpose of this study was to describe the demographic identity of a national sample of professional school counselors who were members of the American School Counselor Association (ASCA), understand the manner in which they conceptualized their professional peer membership, and explore what sources they use to make professional and ethical decisions. Consistent with previous research, the majority of participants were white woman, across all four regions in the sample; however, when compared to previous studies, there were a slightly higher percentage of non-white school counselors. Results suggest that there is still a significant gap between the demographics of school counselors and the students they serve. The results of this study indicate that professional school counselors hold a wide range of opinions concerning who they view are their professional peers. There were also significant differences on what resources participants’ used to make professional and ethical decisions. Implications and future directions for research are discussed

The hippocampi of children with chromosome 22q11.2 deletion syndrome have localized anterior alterations that predict severity of anxiety

BACKGROUND: Individuals with 22q11.2 deletion syndrome (22q11.2DS) have an elevated risk for schizophrenia, which increases with history of childhood anxiety. Altered hippocampal morphology is a common neuroanatomical feature of 22q11.2DS and idiopathic schizophrenia. Relating hippocampal structure in children with 22q11.2DS to anxiety and impaired cognitive ability could lead to hippocampus-based characterization of psychosis-proneness in this at-risk population. METHODS: We measured hippocampal volume using a semiautomated approach on MRIs collected from typically developing children and children with 22q11.2DS. We then analyzed hippocampal morphology with Localized Components Analysis. We tested the modulating roles of diagnostic group, hippocampal volume, sex and age on local hippocampal shape components. Lastly, volume and shape components were tested as covariates of IQ and anxiety. RESULTS: We included 48 typically developing children and 69 children with 22q11.2DS in our study. Hippocampal volume was reduced bilaterally in children with 22q11.2DS, and these children showed greater variation in the shape of the anterior hippocampus than typically developing children. Children with 22q11.2DS had greater inward deformation of the anterior hippocampus than typically developing children. Greater inward deformation of the anterior hippocampus was associated with greater severity of anxiety, specifically fear of physical injury, within the 22q11.2DS group. LIMITATIONS: Shape alterations are not specific to hippocampal subfields. CONCLUSION: Alterations in the structure of the anterior hippocampus likely affect function and may impact limbic circuitry. We suggest these alterations potentially contribute to anxiety symptoms in individuals with 22q11.2DS through modulatory pathways. Altered hippocampal morphology may be uniquely linked to anxiety risk factors for schizophrenia, which could be a powerful neuroanatomical marker of schizophrenia risk and hence protection

The refinement and validation of a model of family functioning after child\u27s disclosure as lesbian, gay or bisexual

This dissertation examines the anecdotal and empirical literature regarding the experiences of heterosexual parents after their child discloses an identity as lesbian, gay or bisexual. Currently, there is limited empirical data which addresses this issue. The author utilized a path analysis to study, refine and validate an emergent theory of family functioning (Goodrich, 2009). This model explored a number of predictor variables, including: parents\u27 pre-conceived notions about their child\u27s sexual orientation, comfort with disclosure to others, parents\u27 initial emotional reaction, religiosity, perceived level of social support, cognitive flexibility, empathy, family\u27s behavioral response to their child\u27s disclosure, as well as parent\u27s endorsed level of heterosexism. These predictor variables were used to find the direct and indirect effects on the criterion variable: parent\u27s perceptions of current family functioning. The results found partial support for the emergent model of parental identity adjustment (Goodrich, 2009). Significant paths were found between parent needs and initial emotional expression, initial emotional expression and social support, initial emotional expression and cognitive flexibility, social support and empathy, religiosity and cognitive flexibility, as well as cognitive flexibility and family functioning. Based on these results, it appears important for difficult conversations (Stone Fish & Harvey, 2005) to occur in families after disclosure, specifically conversations about family member experiences and reactions to the disclosure. It was also found that more successful outcomes occur when parents seek support from their spouse. Additionally, the results suggest that the focus of family behavior should center around the needs of their child, away from a focus on the parent\u27s needs, and family members should be allowed to have lives within, as well as outside, of the family. The study\u27s significance is that it provides a greater insight into the process parents and families undergo once they learn their child is lesbian, gay or bisexual. It also offers a number of clinical implications so that counselors are better able to intervene in their work with parents who struggle to adjust to the news that their child identifies as lesbian, gay or bisexual

School Counselors and LGBTQ Youth: A Nationwide Survey of School Counselor Educational Needs and Experiences

Strong evidence exists that LGBTQ students are underserved and at high risk in schools. Only by increasing the knowledge, skills, and awareness of school counselors will they be able to act systematically and effectively address the needs of LGBTQ youth within the complex school environment. In order to design programs for school counselors that reflect their unique roles, it is necessary to learn more about their experiences in working with LGBTQ youth, ideas regarding training needs, as well as motivation and type of training that would be helpful. The goal of the presenters is to share the results of a nationwide study exploring the experiences and identified training needs of Professional School Counselors in working with LGBTQ youth

School Counselor Educational Needs and Experiences in Working With LGBTQ Youth: A Nationwide Study

Strong evidence exists that LGBTQ students are underserved and at high risk in schools. Only by increasing the knowledge, skills, and awareness of school counselors will they be able to act systematically and effectively address the needs of LGBTQ youth within the complex school environment. In order to design programs for school counselors that reflect their unique roles, it is necessary to learn more about their experiences in working with LGBTQ youth, ideas regarding training needs, as well as motivation and type of training that would be helpful. The goal of the presenters is to share the results of a nationwide study exploring the experiences and identified training needs of Professional School Counselors in working with LGBTQ youth

The Professional Peer Membership of School Counselors and the Resources Used Within Their Decision-Making

Abstract The purpose of this study was to describe the demographic identity of a national sample of professional school counselors who were members of the American School Counselor Association (ASCA), understand the manner in which they conceptualized their professional peer membership, and explore what sources they use to make professional and ethical decisions. Consistent with previous research, the majority of participants were white woman, across all four regions in the sample; however, when compared to previous studies, there were a slightly higher percentage of non-white school counselors. Results suggest that there is still a significant gap between the demographics of school counselors and the students they serve. The results of this study indicate that professional school counselors hold a wide range of opinions concerning who they view are their professional peers. There were also significant differences on what resources participants’ used to make professional and ethical decisions. Implications and future directions for research are discussed