High School Group Counseling for Students

Questioning their Sexual Identity

By:Sam Garofalo, Bianca Palala, & Elena Rivera-Salvitelli

Questioning Youth
Students who are
uncertain of their
sexual identity
Students in the
process of selfcategorization/
navigating seemingly
competing identities
(Hollander, 2000)

Gay and Lesbian Sexual Identity

Development Models
Cass (1979)
Troiden (1988)
Cox and Gallois (1996)

Emotional Concerns & Stressors

Acceptance
Rejection
Bullying
Stigma
Discrimination
Self-contempt
Social-Isolation
Interpersonal Relationships

Developmental Concerns
Psychological distress
(depression, anxiety, suicidal
ideation, low self-esteem)
Coming out
Implications of forming sexual
identity
Sexual Health concerns
Physical and mental health

Program Rationale
Stress of negotiating identities and confusion about ones self takes a toll on ones physical and
mental health. These students need support in their identity development
Depressive symptoms have been found to be more pronounced among LGB youth who reported
being less open about their sexual orientation.
Lack of programs that specifically deal with students who are questioning their sexual identity
Providing a supportive network for students who may feel alone
Discussing unrealistic fears regarding disclosure and negative perceptions of LGB individuals, may
facilitate LGB identity integration and contribute to greater mental and physical health

Group Type
Closed Psychoeducational
counseling group offered to
adolescents of all genders
questioning their sexual
identity
Setting: High School
counseling center
Size: 8-10 members

Group Logistics
Duration: Five months (or one semester)
Length: 90 minute sessions, once a week after
school
Leaders: Two co-facilitators (one male, one
female)

Inclusion Criteria
Students who are motivated to
self-explore
Students who are questioning
their sexual identity
Students who are willing to take
responsibility for their
concerns, or at least,
acknowledge them and
entertain a desire for change

Exclusion Criteria
Students who are unwilling to participate in group discussion or group activities
(whether it be for logistical, intellectual, psychological, or interpersonal
reasons)
Students who are abusing drugs and/or alcohol
Students who have a history of suicidal ideation or psychopathology
Students who express homophobic sentiments
Students who are likely to become group deviants

Screening Procedure
One-on-one in-person interview
Screening will be broken up over two sessions
(one to ensure student is a good fit for
group, and another to go over confidentiality,
group rules, etc.)

Pre-Group Interview: Sample Questions

What do you expect to gain from attending
this group?
What types of stressors are you currently
dealing with?
How would you describe yourself and your
interactions with others?
Do you have any concerns about group
therapy/joining this group?

Ethical and Multicultural

Considerations
Confidentiality
Informed Consent
Religious and cultural backgrounds of group
members
Professional competence

Topics to be covered
Developing ones identity
Feelings of marginalization
The Coming Out Process
Dealing with labels
Developing coping skills
Tackling personal biases

Group Goals
Self-exploration
Self-acceptance
Interpersonal awareness
Combating internalized homophobia
Help students develop coping strategies that
promote self-determination and selffulfillment
Come to conclusion about one's sexuality

Initial Stages (Preparing the group to

begin)
Therapeutic
Factors

Goals

Therapist
Tasks

Educate the group on

sexual identity
development
Provide a safe
environment to
navigate the
questioning process
Work towards
developing trust
among group
members

Instillation of hope
Universality
Group cohesiveness
Imparting information
Imitative behavior
Existential factors

Connect with each member

Leaders need to be active and
supportive
Encourage connections
members begin to make and
point out similarities
Ensure that emotional
expression stays at a
manageable level.
Care
Establish norms
Initiate the work of the group
(providing info/encouraging
honest exchanges among
members)

Techniques/
Strategies
Icebreaker
Activities
Homework
assignments
(i.e.: Keeping
a diary)
Check-ins
Linking

Middle Stages (Working towards

productive change)
Therapeutic
Factors

Goals
Address concerns
related to questioning
process
Students should
begin to feel
comfortable with selfdisclosure and taking
risks
Students begin to
understand identity
formation and the
coming out process

Instillation of hope
Imparting information
Interpersonal learning
Catharsis
Universality
Imitative behavior
Development of
socializing techniques
Group cohesiveness
Altruism
Existential factors

Therapist
Tasks
Balance content and process
Allocating time to address
issues that come up
Paying attention to relations
among group members
Modeling a healthy
interactional style that
encompasses honesty with
compassion
Staying focused on the here
and now
Gather feedback from group;
discuss high/low points from
sessions

Techniques/
Strategies
Role-Play
Bibliotherapy
Reframing
Self-reflective
loop
Blocking
Supporting
Process
commentary

Final Stages (Reaching Closure)

Therapeutic
Factors

Goals
Application of insight
learned in group to
the outside world
Preparation for
termination
Reflect on group
experience
Boost in self-esteem
Acceptance of sexual
identity

Group cohesiveness
Altruism
Interpersonal learning
Catharsis
Imparting information
Existential factors
Development of
socializing techniques

Therapist
Tasks
Completing any unfinished
business
Giving and receiving
feedback about the group
experience
Putting closure on the
experience
Provide additional resources
for students

Techniques/
Strategies
Self-esteem
exercise
Reflection

Group Activity
Sexual Orientation Labels
The Fosters: Are you? (Jude and Connor)

Program Evaluation
Students will be asked to take part in an individual postgroup interview after termination
Student success will be determined by:
Whether a students needs were met
Student satisfaction from their participation in group
tasks
Student satisfaction from group membership as well
as outside experiences
Students feel comfortable with their sexual identity

References
Birkett, M., Russell, S. T., & Corliss, H. L. (2014). Sexual-orientation disparities in school: The mediational role of
indicators of victimization in achievement and truancy because of feeling unsafe. American Journal of Public Health, 104,
1124-1128.
Cass, V.C. (1979). Homosexual identity formation: Testing a theoretical model. Journal of Homosexuality, 4, 219-235.
Chen, E. C., Androsiglio, R. J., & Ng, V. (2010). Minority stress and health of lesbian, gay and bisexual individuals: A
developmental-contextual perspective. In J. G. Ponterotto, J. M., Casas, L. A. Suzuki, & C. M. Alexander (Eds.),
Handbook of multicultural counseling (3rd ed.; pp. 531-544). Thousand Oaks, CA: Sage
Floyd, F. J., & Stein, T. S. (2002). Sexual orientation identity formation among gay, lesbian, and bisexual youths: Multiple
patterns of milestone experiences. Journal Of Research On Adolescence (Wiley-Blackwell), 12(2), 167.
Hollander, G. (2000). Questioning youths: Challenges to working with youths forming identities. School Psychology
Review, 29,
173-179.
Orrechia, A.C. (2008). Working with lesbian, gay, bisexual, transgender, and questioning youth: Role and function of
the
community counselor. Graduate Journal of Counseling Psychology, 1(1), 66-77.
Plous, S. (2015). College classroom activities: The complexity of sexual orientation. Retrieved from
http://www.understandingprejudice.org/teach/activity/orient.htm