Assignment 6.

Assignment 6.1: Article Response

Note: I will be addressing this consultation as an outside consultant brought in to help a

school counseling staff and the school’s administration.

There are a number of important considerations to take into account as a consultant when

upholding best practices for transgender and gender-nonconforming students. Probably one of

the most pertinent considerations is to remember that LGBTQ+ community is diverse and home

to ever-expanding and changing definitions. For example, despite similar definitions, transsexual

and transgender are not used interchangeably. To many, transsexual is an offensive term or, at

the very least, one with negative connotations due to its medical and psychological use in the

past (which suggested that these individuals were mentally ill or sexually deviant). As a

consultant, it is crucial that we continue our research and learning in all areas that may impact

our clients and consultees. A consultant in this situation should work to be as up to date on

terminology and issues in the LGBTQ+ community as possible before entering this situation.

A second consideration for consultants actually stems from the first consideration – and

that is that there is significant overlap between many of the identities that fall under the

LGBTQ+ umbrella. For instance, the 2018 Bass, et al. article states that up to one third of the

transgender population identify as nonbinary. Being transgender is typically viewed through the

gender binary – either it’s a female that identifies as a male or a male that identifies as a female.

However, the Bass, et al. article reminds us that this isn’t always the case and there is

considerable overlap between the terms transgender and nonbinary. Transgender is a term which

describes an individual whose gender identity or gender expression is different from the

individual’s assigned sex at birth. It is not a term that describes an individual whose identity or

expression is opposite that which was assigned at birth. This overlap of terms (or perhaps this
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breaking from the mold it’s been assigned to) occurs in other areas of the LGBTQ+ realm as

well. Whether it be a person who identifies as an asexual and a lesbian, a person who identifies

as gay and demisexual, or a nonbinary person who also identifies as gay or lesbian.

A third consideration to be made by the consultant is on the more organizational side of

things, particularly, how the school system might reinforce practices that are harmful to

transgender and gender-nonconforming students. For instance, I worked in admissions at a

university that asked prospective students for their preferred names, but sent all communications

to students using their legal names. This resulted in several instances of transgender and gender-

nonconforming individuals being deadnamed. While I will be serving as a consultant to

individuals, is important to also view the school as an entitiy and consider if this school has any

practices that might be similar to those at my university job.

A consultant can promote best practices for transgender and gender-nonconforming

students by acknowledging and utilizing the fact that they are a role model for their consultees.

Particularly in this scenario, it is important to model concepts such as asking for and respecting

pronouns, asking for and respecting chosen names, and promoting ally-ship and safe spaces. One

of the ways this can be done is by asking each consultee what their preferred pronouns and

names are upon meeting them. A consultant can also encourage this by wearing a name tag with

their preferred pronouns, including their pronouns in email signatures, using a variety of

pronouns in evaluation tools, and/or having some type of visual aid that identifies them as an ally

(for example, Wake Forest has a sticker that can be displayed once training through the LGBTQ

center has been completed).

A consultant can also promote best practices for transgender and gender-nonconforming

students by hosting workshops for the counselors and administrators at this school. As I
Assignment 6.1

mentioned in the previous paragraph, Wake Forest’s LGBTQ center has a training for different

entities on campus to utilize (DEAC Allies). Workshops are some of the easiest ways to

disseminate information to a group and a series of them can help the consultees build up their

knowledge over time. For instance, DEAC Allies begins with a very basic workshop on

LGBTQ+ identities, terms, and laws before working up to a workshop on how to promote best

practices within that specific environment. In a workshop structure, a consultant can also bring in

experts and guest speakers to participate and educate.

Finally, given the state of legislation in our country, a consultant should consider which

laws will impact the school and then collaborate with the consultees on how best to be ethical,

but also not do anything illegal. For example, if a consultant were working with consultees in

Florida, they should collaborate with the counseling staff and administration to determine how

they can move forward and make changes while not getting in trouble under the “Don’t Say

Gay” bill. A consultant will need to help the consultee ensure that their students aren’t harassed,

have privacy, can modify their records, can use their preferred names and pronouns, can

participate in sports and extracurriculars, and have access to locker rooms or bathrooms despite

the legislation that attempts to hinder aspects of these bare necessities.