Date of Award
MA - Master of Arts
The purpose of this paper is to propose additional curriculum specific to marginalized populations and communities for Clinical Mental Health Counseling programs. There is a systemic lack of purposeful education on marginalized communities that student clinicians will be serving, with an emphasis on expectations of being a lifelong learner, asking the student/counselor to educate themselves. This expectation is unsustainable in the context and acknowledgment of burnout among human service providers, and does not reinforce the lens of trauma informed care that is stressed in its programming. To build strong clinicians, support must be executed systemically within its programming as an institution to ensure the readiness of the individuals in the program to be prepared to serve clients that is respectful responsible for the students, professors, and future clients. The population focus of this paper is the Two Spirit, Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual+ (2SLGBTQIA+) community, recognizing the global present-day threats, curriculum integrated into counseling programs to educate counselors is essential in the advocacy and care of the clinicians and clients; integrated education in the already required education is a systemic support in protection against burnout for the clinicians. This addition of 2SLGBTQIA+ education is a systemic for clinicians to support this community that is reportedly proven to suffer higher rates of ACE’s, suicide [attempts/ideation], and mental health needs overall.
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Graves, Erika, "Gap Analysis of 2SLGBTQIA+ Curriculum in Counseling Programs" (2022). Expressive Therapies Capstone Theses. 639.
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