LGBTQIA+ Competency in Counseling: Understanding Current Trends, Educational Experiences, and Counselor Identity Implications

Authors

Tyler PuryearFollow

Preferred Name

Tyler Puryear

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

ORCID

0009-0007-2156-4795

Date of Graduation

5-15-2025

Semester of Graduation

Spring

Degree Name

Doctor of Philosophy (PhD)

Department

Department of Graduate Psychology

First Advisor

A. Renee Staton

Second Advisor

Cara Meixner

Third Advisor

Kenson Hiatt

Abstract

This dissertation presents is made up of three manuscripts. The first is a systematized review that synthesizes current literature to better understand the definition, development, and gaps in LGBTQIA+ competency. Eleven major themes were identified: competency frameworks, cultural humility over competence, competence in practice, barriers, intersectionality, subgroups, advocacy, allyship, pedagogy, language, and counselor attitudes. Findings suggest the field must move beyond static competency models toward a cultural humility framework. The qualitative study used constructivist grounded theory (CGT) to explore how recent graduates from counseling programs experienced learning about LGBTQIA+ counseling topics. Five themes emerged: faculty influence on learning, experiential learning versus structured coursework, self-directed learning, multicultural content focus, and language and communication training. Findings support the need for structural changes in counselor education, including faculty hiring practices and accreditation standards. The third article used quantitative methods to explore how facets of professional counselor identity predict self-perceived LGBTQIA+ competency. The Professional Identity Scale in Counseling–Short Version (PISC-S) and the Sexual Orientation Counselor Competency Scale (SOCCS) were administered. Multiple regression analyses revealed significant relationships between subscales of professional identity and LGBTQIA+ competency scores. Collectively, these articles highlight the need for systemic reform in counselor education and professional development to promote inclusive and affirming care for LGBTQIA+ individuals.