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David J. Martin is an assistant professor of medical psychology, Department of Psychiatry, Harbor-UCLA Medical Center, Torrance, California. Preparation of this article was supported in part by National Institute of Mental Health Contract No. 278-88-0017. Correspondence regarding this article should be sent to David J. Martin, Dept. of Psychiatry, Harbor-UCLA Medical Center, 1000 West Carson Street, Torrance, CA 90509.

JOURNAL OF COUNSELING & DEVELOPMENT SEPTEMBER/OCTOBER 1989 VOL. 68

Some Challenges of Integrating

Sexual Orientations Into

Counselor Training and Research

SUZANNE IASENZA

The field of counseling currently lacks an integrative approach on issues of sexual orientations in training and research. Despite changes in social and political realities and calls within the field for attention to these areas, little response has been forthcoming. Some of the challenges and difficulties involved in integrating sexual orientations into counselor training curricula and research are discussed. Suggestions are presented to help professionals gain a better understanding of sexual orientation issues for research and practice.

In the past 15 years professional literature on sexual orientations has begun to expand. Much of this literature deals with clinical issues in working with gay men and lesbian women. Little attention has been given to the challenge of integrating sexual orientations into counselor education. Training, theory, and research within the counseling field have neglected the vast array of sexual behaviors and feelings experienced by individuals, as well as the development of different sexual identities over the life span. Perhaps, as a result, gay and lesbian clients have reported experiencing difficulty obtaining adequate counseling services (Nuehring, Fein, & Tyler, 1975), and graduate counseling students admit to feeling inadequately trained to deal with gay, lesbian, and bisexual clients (Thompson & Fishburn, 1977).

Both the Gay Rights Movement of the 1960s and 1970s and the removal of homosexuality as a diagnostic category from the American Psychiatric Association's list of psychiatric disorders in 1974 forced mental health professionals to reevaluate their understanding of sexual orientations. In 1977 the American Psychological Association's Division 9, The Society for the Psychological Study of Social Issues (SPSSI), formed a task force at Harvard University to study the nature of homosexuality and pertinent issues. Among other things, their report documented the widespread misinformation and ignorance about homosexuality among professional and lay persons alike (Paul, Weinrich, Gonsiorek, & Hotvedt, 1982).

The primary journals for counselors, such as The Journal of Counseling and Development, The Counseling Psychologist, and Counselor Education and Supervision, have been presenting articles calling for the need for consciousness raising and training in areas of sexuality and alternative lifestyles (Cayleff, 1986; Myers, 1982; Norton, 1982). Myers emphasized the need for our training programs to pay more attention to the increasing diversity of our society. Cayleff discussed the ethical issues in counseling the culturally different, in which she includes homosexuals and bisexuals. She questions how graduates of counselor training programs that do not require courses in the

culturally different may ethically work with these populations after graduation. Norton highlighted the importance of helping counselors-in-training to demythologize homosexuality.

Despite these and other sources of encouragement, the integration of sexual orientations into counselor training and research has been slow. Few graduate programs include a human sexuality course as a requirement for graduation (Myers, 1982; Norton, 1982) and many publications in the counseling field neither adequately nor consistently cover sexual orientation issues. For example, the Handbook of Counseling Psychology (Brown & Lent, 1984), representing the latest in the field, includes the following topics: scientific and professional issues, vocational psychology, personal counseling, prevention and community-level intervention, training, supervision and consultation, and special issues and emerging areas. It is noteworthy that human sexuality is not included as a subject within any of these topic areas. Except for the inclusion of counseling lesbian women in the chapter titled "Counseling Women" by Richardson and Johnson (1984), the topic of sexual orientation is absent. Such evidence might suggest that counseling professionals do not view sexuality as a component of their work with clients. This is unlikely because numerous counseling professionals work with couples and adolescents, client populations for whom sexuality issues are known to be common (Brammer & Shostrom, 1977). Why then are sexuality issues, including sexual orientations, neglected in our professional training?

This article discusses some of the challenges involved in integrating sexual orientations into counselor training programs. These challenges include understanding how heterosexism and homophobia inhibit the inclusion of sexual orientations into counseling curricula. In addition, because practice and research are interrelated, difficulties conducting sexual orientation research are discussed. Finally, suggestions regarding how to meet these challenges are presented.

INTEGRATING SEXUAL ORIENTATIONS INTO COUNSELING CURRICULA

Integrating sexual orientations into counselor training curricula is rare (Myers, 1982; Norton, 1982). Course work and practica continue to explore individual development, coupling, family and relationship issues purely within a heterosexual context. Education is a socialization process that imparts the values of the dominant culture. In this respect the absence of sexual

JOURNAL OF COUNSELING & DEVELOPMENT SEPTEMBER/OCTOBER 1989. VOL. 68