Troiden (1989) Model of Sexual Identity Development and ...



Ethical Issues: Counseling LGBTQ Youth

Break By the Lake Presentation

by

Linda Wilson, Ph.D. and

Phyllis Robertson, Ph.D.

September 23, 2011

Troiden’s Model of Sexual Identity Development

and School Needs of LGBTQ Youth

Stage 1: Sensitization

➢ Usually occurs prior to puberty

➢ Generalized feelings of marginality

➢ Perception of being different from same-sex peers

➢ More than 70% of adult homosexuals felt somewhat or very much different from same-sex peers in childhood

➢ This difference was not usually labeled as sexual differentness or homosexuality

• School culture conveys respect and enjoyment of diversity

• Policies to prevent verbal/physical harassment

• Harassment understood as hate-based and dealt with in same manner as hatred of gender, race, religion

• Offender educated about how language is offensive

• Homosexuality incorporated into school forums

• Parents of students who are different from the “norm” are encouraged to accept and nurture their children’s unique self-identities

• Individual counseling recommended

Stage 2: Identity confusion

➢ Same-sex arousal or activity; absence of heterosexual arousal

➢ Reflection on whether feelings or behavior could be considered homosexual

➢ Dissonance from previously-held self-image

➢ Identity confusion, inner turmoil, anxiety

➢ Guilt, need for secrecy, social isolation

➢ Self-labeling may be impeded by lack of role models or bizarre stereotypes

• Creation of ‘safe spaces’ and role models within the school

• Group counseling recommended

• Gay/Straight alliances or school clubs

• Counselors give youth the clear message they do not view homosexuality negatively or refer youth to a gay-affirmative agency for support if they are uninformed or uncomfortable with this subject

• Counselor’s use of language is key. Assumption of heterosexuality may close the door to further discussion

Stage 3: Identity assumption

➢ Homosexuality identity is established and shared with others

➢ Self-definition as homosexual

➢ Tolerance of a gay or lesbian identity

➢ Association with other gays and lesbians

➢ Sexual experimentation

➢ Exploration of the homosexual subculture

➢ Self-acceptance as gay or lesbian

• Protection of school officials may be needed for students who ‘come out’ in the school setting

• Knowledge of community resources and family support for gay/lesbian/bisexual youth

• Assessment of what supports the youth has- family, friends? Who knows? Reaction of others?

• Group counseling recommended

• Youth at this stage need someone to listen, reassure, support, no overreaction

• Confidentiality regarding sexual orientation

Stage 4: Commitment

➢ Homosexuality adopted as a way of life

➢ Integration of sexuality and emotionality

➢ Commitment to a same-sex love relationships

➢ Disclosure of homosexual identity to non-homosexuals

➢ Shift to different types of stigma management

➢ Homosexual identity considered valid and satisfying

• School needs become less of the focus as youth become more integrated into the gay culture

• Individual counseling recommended

• Community resources for gay/lesbian/bisexual youth and how to access them

• If no community resources, counselor can help youth problem solve ways to appropriately meet others and integrate their sexual identity into their lives

From: Troiden, R. R. (1989). The formation of homosexual identities. Journal of Homosexuality, 17 (1/2), 43-73.

Troiden, R. R. (1989). Gay and lesbian identity:  A sociological analysis. New York:  General Hall.

Bellonci, C. (1997) Becoming Gay: The journey to self-acceptance. New England Journal of Medicine, 336 (1), 74-75, DOI: 10.1056/NEJM199701023360119

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