Papers by Markus P. Bidell
There are exigent reasons to foster lesbian, gay, bisexual, and transgender (LGBT) competence, tr... more There are exigent reasons to foster lesbian, gay, bisexual, and transgender (LGBT) competence, training, and ethical care for health professionals within an interdisciplinary paradigm. LGBT individuals experience serious health and psychosocial disparities; moreover, these inequalities can be amplified when other aspects of diversity such as race, ethnicity, age, gender, religion, disability, and socioeconomic status intersect with sexual orientation and gender identity (Institute of Medicine [IOM], 2011). While the origins of LGBT health and psychosocial disparities are manifold, deficiencies in professional training, ethical care, and clinical competence are underlying contributors (IOM, 2011). In addition, LGBT clinical competency advancements are often siloed within the various health care disciplines—thus advances by one group of health professionals often have limited impact for those practicing in different health and human service fields. This special issue explores LGBT clinical competence, professional training, and ethical care within an interdisciplinary context and, to our knowledge, represents the first attempt to address LGBT clinical competence from a multidisciplinary health care perspective. The purpose of this special issue is to examine research, theory, and practice regarding ethical and effectual LGBT health and mental health services. Specifically, our aim is to explore interdisciplinary perspectives regarding the development and advancement of LGBT clinical competence, professional training, and ethical care. There remains a critical need to prepare health and human service providers that can practice across health domains in an ethical, effective manner with LGBT groups in a variety of health, education, social, and community settings. Although all Western mental health and medical professional organizations now endorse LGBT-affirmative clinical care and professional education, we start by reviewing
These three studies provide initial evidence for the development,
factor structure, reliability, ... more These three studies provide initial evidence for the development,
factor structure, reliability, and validity of the Lesbian,
Gay, Bisexual, and Transgender Development of Clinical Skills
Scale (LGBT-DOCSS), a new interdisciplinary LGBT clinical selfassessment
for health and mental health providers. Research
participants were voluntarily recruited in the United States and
United Kingdom and included trainees, clinicians, and educators
from applied psychology, counseling, psychotherapy, and
primary care medicine. Study 1 (N = 602) used exploratory and
confirmatory factor analytic techniques, revealing an 18-item
three-factor structure (Clinical Preparedness, Attitudinal
Awareness, and Basic Knowledge). Study 2 established internal
consistency for the overall LGBT-DOCSS (α = .86) and for each
of the three subscales (Clinical Preparedness = .88, Attitudinal
Awareness = .80, and Basic Knowledge = .83) and 2-week test–
retest reliability (.87). In study 3 (N = 564), participant criteria
(sexual orientation and education level) and four established
scales that measured LGBT prejudice, assessment skills, and
social desirability were used to support initial content and
discriminant validity. Psychometric properties, limitations, and
recommendations are discussed.
Using the Sexual Orientation Counselor Competency Scale (SOCCS) in Mental Health and Healthcare Settings: An Instructor’s Guide
MedEdPORTAL Publications, 2015
Sexual Orientation Counselor Competency Scale
PsycTESTS Dataset, 2000
The aim of this study was to examine parenting desire, intention, and experience among a sample o... more The aim of this study was to examine parenting desire, intention, and experience among a sample of lesbian, gay, and bisexual individuals (N = 568) from Portugal between the ages of 18 and 76 years. Approximately 7% (n = 38) reported having children, with the majority stating a biological kinship with their children primarily from previous heterosexual relationships. The central focus of the current study includes participants without children (n = 530), on average 12 years younger than those with children. Among this group, 65% stated a desire to have children and 56% stated the intention to have children in the future. A multiple regression revealed that young age, involvement in lesbian, gay, bisexual, and transgender events, and low religiosity significantly predicted parenting intention. To further explore the effects of age on parenting intention, an analysis of variance was conducted. Younger participants reported significantly stronger parenting intention, and these differences were detected between each age/developmental group.
The mental health professions have a long, complicated, and often contradictory relationship with... more The mental health professions have a long, complicated, and often contradictory relationship with LGBT issues and individuals. Initially, psychology, psychiatry, and counselling professionals viewed LGBT individuals as trangressive and mentally disordered. In a historic reversal, all of the major mental health and medical professional organizations in both the United States and United Kingdom now reject such biased and prejudicial conceptualizations; affirming LGBT people have a sexual orientation and/or gender identity that is normal, healthy, and legitimate. Furthermore, the American Psychological Association (2012) and British Psychological Society (2012) recently developed clear professional guidelines for the ethical treatment of LGBT individuals. These standards of care represent monumental advancements, but considerable work remains to redress LGBT mental health disparities. My research efforts have raised concerns about practitioner and trainee competence with LGBT clients, especially for those holding conservative religious and socio-political beliefs. As such, we must continue developing more effective ways to advance ethical and competent LGBT psychotherapy vis-à-vis theory, assessment, and training, along with innovative ways to spark the personal growth and development of mental health practitioners. This article is based on a keynote address (Treating Transgressors: Mental Health Providers and LGBT Issues) given at the 2015 Regent's University London Conference, and draws on both my professional and personal experiences.
DOI: 10.1002/j.2161-1912.2014.00050.x, Jul 2014
Clinical training and counselor competency are essential for ethical practice when working with m... more Clinical training and counselor competency are essential for ethical practice when working with multiethnic, lesbian, gay, bisexual (LGB), and transgender clients. In this study, the author examined how multicultural courses related to students’ (N = 286) LGB and multicultural competencies. Self-reported multicultural and LGB competencies varied significantly depending on the number and types of diversity education reported. Multicultural courses significantly predicted students’ multicultural, but not LGB counselor competency. Political conservatism was the strongest predictor for both multicultural and sexual orientation competencies.
DOI: 10.1177/2150137813496423, 2013
"Three recently developed lesbian, gay, and bisexual (LGB) counselor assessments are addressing l... more "Three recently developed lesbian, gay, and bisexual (LGB) counselor assessments are addressing long-standing mental health disparities and advancing LGB affirmative research, training, and practice. However, no comprehensive review of LGB instrumentation has been conducted.Addressing this need,
the authors review the (a) LGB Affirmative Counseling Self-Efficacy Inventory (Dillon & Worthington, 2003), (b) Sexual Orientation Counselor Competency Scale (Bidell, 2005), and (c) LGB Working Alliance Self-Efficacy Scale (Burkard, Pruitt, Medler, & Stark-Booth, 2009). Each assessment is reviewed in terms of development, psychometric properties, limitations, and use in research. Implications and recommendations regarding LGB affirmative counselor competency are discussed."
DOI: 10.1002/j.1556-6676.2014.00144.x, Apr 2014
The position held by the American Counseling Association, reflecting acceptance, affirmation, and... more The position held by the American Counseling Association, reflecting acceptance, affirmation, and nondiscrimination of lesbian, gay, and bisexual (LGB) individuals, has created conflicts for some trainees who hold conservative religious beliefs about sexual orientation. This article explores the counseling profession’s evolution regarding LGB-affirmative counseling and examines the potential conflict this evolution can create for counselor educators who are training students with conservative religious viewpoints about sexual orientation. Recommendations for counselor educators to manage this dilemma are offered.
DOI: 10.1002/j.1556-6676.2014.00145.x, Apr 2014
Lesbian, gay, and bisexual (LGB) orientations can evoke strong reactions that are often based on ... more Lesbian, gay, and bisexual (LGB) orientations can evoke strong reactions that are often based on personal beliefs that seemingly conflict with professional standards calling for LGB-affirmative counseling. This study examined the relationship between religious conservatism and LGB-affirmative counselor competence. Controlling for education level, political conservatism, and LGB interpersonal contact, the results indicate that, as religious conservatism increased, LGB competency significantly decreased. The strongest predictor of LGB-affirmative counselor competency was religious fundamentalism, whereas multicultural course work was not a significant predictor.
DOI: 10.1080/00918369.2013.842426, 2014
This study explored the nexus of home and school climate on the psychological distress of lesbian... more This study explored the nexus of home and school climate on the psychological distress of lesbian, gay, bisexual, and transgender (LGBT) homeless youth, as well as their experiences during high school. Of the LGBT homeless youth (N = 89) surveyed, 39.3% reported not completing high school. Most participants did not seek support from school staff nor did they report attending a school with a Gay-Straight Alliance. Significantly higher levels of psychological distress were found among high school graduates and those reporting LGBT harassment at home; however, harassment experienced at school was not statistically related to psychological distress. Findings are discussed.
The Cultural Spotlight 1(2), p. 17-21, 2012
Research focusing on Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) homeless youth ... more Research focusing on Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) homeless youth has only recently emerged in the scientific literature and documents the serious psychosocial problems many of these youth face (Institute of Medicine, 2011). Not only are LGBTQ homeless youth overrepresented among all homeless young people, they are also disproportionately ethnic/racial minorities. The purpose of this article is to summarize findings from the first research study (Bidell, in-press) that explores the educational experiences of these youth as well as contextualizes the systemic relationships between school, home, and educational experiences of LGBTQ homeless youth.
Journal of Counseling and Development, 90, 200-207, 2012
New York State School Counseling Journal, 9(1), 27-34., 2012
Counselling and Psychotherapy Research, 1-8, 2012
New York State School Counseling Journal, 8(1), 9-15, 2011
Journal of School Counseling, 9(10), p. 1-22, 2011
LGBTQ) students often face considerable isolation, discrimination, and violence at school, which ... more LGBTQ) students often face considerable isolation, discrimination, and violence at school, which can exacerbate the acute psychosocial and academic problems they already encounter. The purpose of this article is to introduce gay-straight alliances (GSAs) as a social justice and advocacy approach for professional school counselors to support LGBTQ students. GSAs are student-led non-curricular groups that provide support and advocacy for LGBTQ middle and high school students as well as their allies. The history of GSAs and research about these groups will be presented along with resources and recommendations for school counselors to become social justice advocates for their LGBTQ students.
Counseling Outcome Research and Evaluation, 1, 68-79, 2010
This study used qualitative interviews to explore the impact of an adventure-based counseling (AB... more This study used qualitative interviews to explore the impact of an adventure-based counseling (ABC) program developed for gay/bisexual men living with HIV/AIDS. Semistructured interviews were conducted with eight participants and responses were thematically analyzed. Major themes 1 week postinterventions included increases in social support, relaxation, time to reflect, as well as accomplishment of challenging activities. Six-month post interviews uncovered themes such as increased openness and self-expression, improved self-esteem, and improvements in psychological and physical health. Results indicate that ABC interventions can have positive and lasting benefits for those living with HIV/AIDS.
Bidell, M. P., & Deacon, R. E. (2010), 2010
Students exhibiting emotional and behavioral problems in the classroom can significantly impact t... more Students exhibiting emotional and behavioral problems in the classroom can significantly impact the learning environment and often are referred to school counselors. The purpose of this study was to evaluate the relationship between high school students' self-concept and disruptive classroom behaviors (DCB). High school students (N = 92) exhibiting DCB were compared with non-disruptive students using the Self-Description Questionnaire II to assess self-concept. High school students exhibiting DCB reported significantly lower levels of self-concept compared to their non-disruptive peers. Only non-academic aspects of self-concept were significantly lower in students displaying DCB. Findings are discussed within a broader paradigm shift advocating school counseling interventions based on the ASCA National Model® to support student self-concept and reduce DCB before such behaviors escalate to clinical levels and delinquency.
Training and Education in Professional Psychology 1, 204–214, 2007
With the ascension of the Internet as an information resource, Web sites are likely to be the fir... more With the ascension of the Internet as an information resource, Web sites are likely to be the first exposure applicants have to specific programs. The authors evaluated professional psychology program Web sites for ethnic and sexual orientation minority content, discovering that diversity content of Web sites was considerably less than in previously examined paper application materials. Clinical psychology programs were more likely to state a commitment to diversity training while counseling psychology programs were more likely to state a diversity minor/track. School psychology programs had the lowest diversity content on their Web pages. This article explores how graduate psychology program Web sites communicate multicultural information and offers recommendations on using the World Wide Web as a cost-effective tool to attract a diverse student body.
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Papers by Markus P. Bidell
factor structure, reliability, and validity of the Lesbian,
Gay, Bisexual, and Transgender Development of Clinical Skills
Scale (LGBT-DOCSS), a new interdisciplinary LGBT clinical selfassessment
for health and mental health providers. Research
participants were voluntarily recruited in the United States and
United Kingdom and included trainees, clinicians, and educators
from applied psychology, counseling, psychotherapy, and
primary care medicine. Study 1 (N = 602) used exploratory and
confirmatory factor analytic techniques, revealing an 18-item
three-factor structure (Clinical Preparedness, Attitudinal
Awareness, and Basic Knowledge). Study 2 established internal
consistency for the overall LGBT-DOCSS (α = .86) and for each
of the three subscales (Clinical Preparedness = .88, Attitudinal
Awareness = .80, and Basic Knowledge = .83) and 2-week test–
retest reliability (.87). In study 3 (N = 564), participant criteria
(sexual orientation and education level) and four established
scales that measured LGBT prejudice, assessment skills, and
social desirability were used to support initial content and
discriminant validity. Psychometric properties, limitations, and
recommendations are discussed.
the authors review the (a) LGB Affirmative Counseling Self-Efficacy Inventory (Dillon & Worthington, 2003), (b) Sexual Orientation Counselor Competency Scale (Bidell, 2005), and (c) LGB Working Alliance Self-Efficacy Scale (Burkard, Pruitt, Medler, & Stark-Booth, 2009). Each assessment is reviewed in terms of development, psychometric properties, limitations, and use in research. Implications and recommendations regarding LGB affirmative counselor competency are discussed."