| 英文摘要 |
Despite growing visibility of LGBTQ+ youth, they remain at elevated risk for suicidality, with transgender youth particularly vulnerable. School counselors play a critical role in supporting these students, yet differences in counselor competency across demographic and training factors are not well understood. This study examined self-perceived competency among 67 U.S. school counselors in working with LGBTQ+ youth at risk for suicide. Independent-samples t-tests and Welch’s ANOVAs revealed significant differences in competency by counselors’sexual orientation, race, educational level, and school setting. LGBTQ+ counselors reported higher attitudes, knowledge, and overall competence than their straight peers. White counselors scored higher on knowledge and total suicide competency than non-White counselors. Doctoral-level counselors reported higher total competency and skills than master’s-level counselors. School setting differences emerged in total competency, knowledge, skills, and willingness to treat, though post-hoc comparisons showed no significant pairwise differences. Bivariate correlations indicated that greater LGBTQ+ counseling competence was associated with higher suicide-specific competency and more extensive training experiences. Findings underscore the importance of ongoing, culturally responsive professional development that integrates LGBTQ+–affirming practices with advanced suicide prevention skills, supporting school counselors’ability to provide effective, inclusive interventions for at-risk youth. |
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