This thesis aims to explore the theme of isolation in the dramatic works of Tennessee Williams using his essay “The Catastrophe of Success” as the base theory text. The essay attacks the American idea of success though an in-depth examination of the “Cinderella myth” that Williams claims is so prevalent in both Hollywood and American Democracy. Williams’ deconstruction of this myth reveals that America’s love for stories like it results the isolation of three groups: homosexuals, women and the physically disabled and terminally ill. Williams passes no judgment on his characters, instead showing their lives as they truly are. Through The Glass Menagerie (1945), A Streetcar Named Desire (1947), Orpheus Descending (1957) and Vieux Carre (1977), Williams gives readers and audiences a glimpse into the lives of isolated individuals, and the struggles each group faces.

Book Summary: Volume 2 of Group Work Experts Share Their Favorite Activities for Supervision is a follow-up to the first volume of this handy resource. This second volume contains more than 50 additionalactivities for the supervision of group work. Activities are organized into four sections: Multicultural and Social Justice Awareness, Supporting Process in Task and PsychoeducationalGroups, Setting and Population Specific interventions, and Developing Skills and the Coleader Relationship in Group Supervision of Group Leaders. Each section begins with adetailed introduction by an expert who reviews the current literature. The multicultural andsocial justice activities identify and address the ways in which identity affects the group as-a-wholeexperience, and also provide a model for supervisor competence. The activities in the Supporting Process in Task and Psychoeducational Groups section are designed to help supervisors more effectively develop and intentionally intervene in these types of groups. The Setting and Population Specific section offers activities for supervisors’ use with unique types of groups across varied contexts, and the development skills and coleader relationship activities support both beginning and more advanced group counselors in their work.

Book Summary: Applying Techniques to Common Encounters in School Counseling: A Case-Based Approach helps counselors in training bridge the gap between theory and practice by showing them how to theoretically frame or understand the problems and issues they encounter, how to proceed, and what action steps to take when they enter the field as school counselors. It answers the questions new counselors have in real school settings, such as What is it really like to live the life of a professional school counselor? How does the theory presented in the classroom apply to the myriad of situations encountered in the real life, everyday school setting? Case studies and scenarios give readers examples of many commonly encountered presenting issues. For each scenario the case is introduced, background information is supplied, and initial processing questions are posed. The authors include a discussion of the theoretical models or frameworks used to address the issue, along with a table segmented by theoretical paradigm and grade level that includes other techniques that could be used in the presenting case. With these tools at their disposal, readers gain a firm understanding of the issues from several frames of reference, along with interventions meant to create movement toward a successful resolution.

Using interpretative phenomenological analysis (IPA), the researchers examined experiences of genderism within, among, and between members of the lesbian, gay, bisexual, transgender, queer, questioning, intersex, and ally (LGBTQQIA) community. Genderism, or bias resulting from a gender binary view, was explored with regard to gender identity, gender expression, gender roles, and gender-based assumptions. Responses from 10 participants were analyzed for themes within and across participants using IPA. Seven themes are presented, discussed, and supported by participant extracts. Implications for counseling with LGBTQQIA clients are presented, along with considerations for advocacy at a systemic level.

Much research has been dedicated to the difficulties LGBTQ individuals face. Further, school counselors have been challenged to assist LGBTQ individuals in the school setting. Being aware of the specific issues and being educated about specific ways to assist these individuals enable school counselors to be more effective clinicians (DePaul, Walsh, & Dam, 2009). This article will address three components of counselor preparation and affirmative school counseling interventions: counselor self-awareness, LGBTQ sexual identity development, and LGBTQ-affirmative school climate. For each component, an activity is presented to assist professional school counselors become more LGBTQ-affirmative.

A national survey of 123 school counselor educators investigated how participants integrated K–12 lesbian, gay, bisexual, transgender, questioning, intersex (LGBTQI) students’ needs and concerns into school counseling curricula. Results indicated 91.9% of participants integrated the K–12 LGBTQI students’ needs and concerns for a median pedagogical duration of one, 3-hour session within a single course, focusing on students’ knowledge and awareness of gender and sexual/affectual orientation. Follow-up interviews were conducted with participants identified as committed to integrating LGBTQI issues into the curriculum, and these interviews produced themes that expanded survey findings in several areas, including significant educational experience, recognition of iterative effect, experiential, personal engagement, ethics, and influence of training and resources. Implications for school counselor education and professional development are discussed.

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Often play therapists are faced with challenges when working with caregivers of transgender and gender expansive children. We are legally and ethically called to provide affirmative services and support. This presentation assists in developing skills for supporting all clients in play therapy

This thesis intends to demonstrate that, because of the unusual circumstances of its writing - a semi-journalistic piece produced during a period of crisis in the real-life community fictionally depicted - Armistead Maupin's Tales of the City series stands as an unusually accurate and reliable ethnographic source for information concerning the gay male subculture of San Francisco in the late 1970s, 1980s, and 1990s, not only the practice and behavior themselves, but also reflecting their personal and communal function. The methodology employed in demonstrating this thesis is necessarily subjective. Like gay folklore scholar Joseph P. Goodwin in More Man Than You'll Ever Be, the seminal study of the folklore of gay men in the United States, I am a gay man, who, to some degree, draws on personal knowledge and observation to recognize and identify elements of gay folklore depicted in the fictional milieu I have chosen to study. This is unavoidable to an extent: ethnographic work within the gay communities has been limited by a number of factors, including the covert nature of the group, the biases of exoteric analysts, and the lack of observations informed by insiders' perspectives. Nonetheless, the groundwork that has been accomplished by Goodwin and a handful of other scholars provides an adequate basis for comparison between the "real" world, professional folk study, and the fictive domain of Armistead Maupin. In addition to an examination of gay oral folklore in the novels - including how gay oral tradition informs both the content of the novels and Maupin's authorial voice - this thesis also considers aspects of gay customary folklore and gay material culture, including how the content of the novels chronicles some of those folkloric forms and how the novels themselves have become a significant part of gay customary and material tradition. To a large degree, folklore functions in gay folk culture to encourage communication and cohesion and to divulge important psychological insights into the minds of many group members.

The research on sex-role development, psychological androgyny, and personality variables in lesbian women was reviewed. Since previous research suggested that lesbian women tend to have characteristics which might be labelled androgynous, a study was undertaken to assess the presence of androgyny among lesbian and heterosexual women and to cross-validate the findings on the relationship between androgyny and self-esteem. In order to assess sex-role classification, the PRF-Andro Scale was administered to 30 lesbian and 30 heterosexual women. The Texas Social Behavior Inventory was used to measure self-esteem. Results showed that a significantly greater proportion of the lesbians were androgynous, and a significantly smaller proportion were feminine as compared to heterosexual women. No differences were found in the proportion of either group classified as masculine and indeterminate. A complex relationship was found between samples, sex -role classification, and self-esteem. An attempt was made to integrate and interpret the results of this study. Suggestions were made for future research in this area.