本研究主要在探討將多元性別與社會正義單元融入諮商心理訓練之實踐經驗。研究分為兩部分：研究一聚焦於探討融入多元性別單元之影響，課程包含講座、閱讀與討論及性別自傳撰寫等活動。研究參與者為48名諮商心理科系研究生。課程後進行焦點團體訪談，並針對逐字稿與性別自傳進行主題分析。結果顯示五大主題：從衝擊到理解、反思自身性別經驗、肯定多元性別訓練的重要性、整合性別觀點與專業能力、及其他複雜感受。研究二在多元性別單元基礎上增加社會正義倡導訓練，課程除了講座外，包括反思校園性別不友善現象及設計倡導方案。研究參與者為30名諮商心理科系研究生，共完成八項性別正義方案並提交建議書給學校行政單位。課程後之焦點團體訪談逐字稿與性別自傳之主題分析包括四大經驗：性別偏見的覺察與覺醒、理解並體會多元性別者受壓迫經驗、提升性別相關知能、倡導行動中的體會。整體而言，兩個研究顯示多元性別單元對研究生具正面影響，加上社會正義訓練進一步強化其能動性，促使將所學轉化為行動。最後，針對未來在諮商心理訓練中納入多元性別與社會正義提出相關建議。

This study aimed to explore the experiences and practices of integrating modules on gender and sexual diversity, along with social justice advocacy, into master’s level counseling psychology training courses. This approach aligns with current trends in academic literature and ethical guidelines in the counseling psychology field, which emphasize the importance of enhancing future counseling professionals’ gender sensitivity and equity awareness, especially on topics related to LGBTQIA+ (gay, lesbian, bisexual, transgender, queer, intersex, asexual, and other) clients. To achieve this goal, adopting a social justice stance to advocate for vulnerable clients who have experienced oppression at both the interpersonal and systemic level regarding their gender, and sexual orientations or identities is crucial, as these clients often lack access to resources and the power to express their opinions and needs, which are essential for promoting their psychological well-being. An emerging consensus among researchers and practitioners suggests that counseling psychology training should include components that address gender and sexual diversity, as well as social justice advocacy. Past research in Taiwan has typically focused only on integrating gender and sexual diversity into counseling training without incorporating social justice advocacy. To address this gap, the authors conducted two studies to evaluate the effectiveness of training that combines these two components. Study One examined the impact of integrating a Gender and Sexual Diversity Module into two counseling courses. Class activities included guest lectures, literature reading and discussions, and gender autobiographical writing. Participants comprised 48 graduate students enrolled in “Counseling Theories” and “Counseling Practicum” courses in a counseling psychology department at a university. Following the completion of all activities, the participants were divided into five focus groups for interviews. The interviews were transcribed verbatim and analyzed alongside the participants’ gender autobiographies using thematic analysis. The results identified five major themes in the participants’ experiences: (1) From Impact to Understanding, (2) Reflecting on Personal Gender Experiences, (3) Affirming the Importance of Gender and Sexual Diversity Training, (4) Integrating a Gender Perspective into the Counseling Profession, and (5) Experiencing Mixed Feelings. Study Two expanded on the first by incorporating a Social Justice Advocacy Module. In addition to guest lectures, a four-week activity series was introduced into the class activities. These activities guided students to reflect on and examine the friendliness of current gender and LGBTQ practices on campus and then to design advocacy projects to present to school administrative executives. This study involved 30 graduate students enrolled in “Counseling Theories” and “Counseling Practicum” courses, also recruited from the same university department. After completing the activities and implementing the advocacy projects, focus group interviews were conducted and verbatim transcripts were analyzed along with participants’ reflections on their gender autobiographies. Thematic analysis revealed four major themes: (1) Raising Awareness and of Gender Prejudice, (2) Understanding and Empathizing with the Oppressed Experiences of Sexual Minorities, (3) Enhancing Gender-Related Competencies, and (4) Learning Through Advocacy Actions. Overall, the findings of these two studies suggest that integrating gender and sexual diversity modules into counseling courses can positively impact graduate students in counseling psychology. Furthermore, the addition of the Social Justice Advocacy Module can enhance students’ sense of agency, enabling them to translate their knowledge into practical actions, an ability urgently needed by counseling psychology practitioners. Even when advocacy outcomes may not fully meet expectations, learning experiences are nonetheless highly valuable for students. Finally, this study proposes recommendations for incorporating gender and sexual diversity and social justice advocacy modules into future counseling psychology training programs.