Date of Award

Summer 2013

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Communication Disorders & Special Education

Program/Concentration

Early Childhood Education

Committee Director

Garrett McAuliffe

Committee Member

Shana Pribesh

Committee Member

Kaprea Johnson

Abstract

In spite of recent progress toward addressing the need for cultural competence with lesbian and gay-identified clients, bisexual-identified clients continue to be marginalized in the principles, theories, and methods of studying sexuality as well as in the training provided by counselor educators. A descriptive content analysis was conducted to determine what is currently taught about bisexuality and bisexual-identified clients in CACREP-accredited counseling programs. Instructors teaching multicultural counseling in CACREP-accredited programs were asked to provide syllabi, as well as information on textbooks and supplemental materials. Combining constructionism with queer theory and elements of post-positivism, I explore the magnitude to which bisexuality is addressed. Qualitative analysis provided insight into the essence of the information provided to counselors-in-training concerning bisexuality and the needs of bisexual-identified clients. Using the critical lens provided by queer theory and the tripartite model of multicultural counseling competencies, the results of this study suggest that increased attention to training regarding bisexual-identified clients should be included in counselor education curriculum and materials.

DOI

10.25777/pya3-3523

ISBN

9781303528774

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