Craig Shelley L, Iacono Gio, McInroy Lauren, Kirkland Alexa, Pascoe Rachael, Kourgiantakis Toula
Factor-Inwentash Faculty of Social Work, University of Toronto, 246 Bloor St. W, M5S 1V4 Toronto, ON Canada.
School of Social Work, University of Connecticut, Hartford, CT USA.
Clin Soc Work J. 2022;50(3):297-307. doi: 10.1007/s10615-022-00850-2. Epub 2022 Aug 16.
Lesbian, gay, bisexual, transgender, queer, and other sexual and/or gender minority (LGBTQ+) populations experience significant mental and behavioral health disparities. Social workers are uniquely positioned to address these vulnerabilities. However, clinical graduate education has not effectively promoted or taught competent practice with LGBTQ+ populations. This qualitative study details the foundational competencies required for affirmative practice in group therapy with LGBTQ+ populations and describes a simulation-based learning activity designed to develop these competencies in graduate students. The following themes were identified as critical to affirmative practice, as identified through student reflections on their simulation-based learning experiences: deeply engaging in a strengths-based stance, keeping the group in group therapy, avoiding the expert trap, and managing identity assumptions. Implications for clinical social work education and practice are discussed.
女同性恋、男同性恋、双性恋、跨性别、酷儿及其他性取向和/或性别少数群体（LGBTQ+）面临着显著的心理和行为健康差异。社会工作者在应对这些脆弱性方面具有独特的地位。然而，临床研究生教育尚未有效地促进或教授与LGBTQ+群体的胜任实践。这项定性研究详细阐述了在与LGBTQ+群体进行团体治疗时进行肯定性实践所需的基本能力，并描述了一项基于模拟的学习活动，旨在培养研究生的这些能力。通过学生对基于模拟的学习经历的反思，确定了以下主题对肯定性实践至关重要：深入采取基于优势的立场、在团体治疗中保持团体性、避免专家陷阱以及管理身份假设。文中还讨论了对临床社会工作教育和实践的启示。
