What are LGBTQIA+ Higher Education students’ experiences, both inside and outside of Higher Education settings, of accessing and engaging with therapeutic interventions?

Abstract

Abstract Introduction: Identifying as Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, Intersex and Asexual (LGBTQIA+) has been associated with poorer mental health and wellbeing (MHWB). Research indicates that higher education (HE) students in the UK also frequently experience poorer MHWB and are increasingly seeking support. However, there is a lack of research looking at the therapeutic experiences of LGBTQIA+ students in UK HE. Methods: The study used a qualitative design to explore the research question, ‘How do LGBTQIA+ HE students experience accessing and engaging with interventions related to MH and wellbeing?’. Semi- structured interviews were conducted with four LGBTQIA+ UK HE students, and Interpretative Phenomenological Analysis utilised to understand their therapeutic experiences. Due to COVID-19 restrictions, interviews were conducted via Zoom. Findings: Analysis of the interviews led to four inter- related super-ordinate themes: ‘‘When things get bad enough: seeking, identifying and accessing support”; “Therapy experiences: the parts that didn’t help”; “Therapy experiences: the parts that helped”; “Looking forward: what next?”. Participants described experiencing MHWB difficulties prior to HE and for extended periods of time before seeking therapy. These were linked with their sexuality and gender and were both internal - confusion around their identities, and external - lack of representation. They referred to negative and positive experiences of therapy both within and outside HE counselling services when making sense of their therapeutic interventions. Negative experiences included assumptive therapists who did not consider LGBTQIA+ content, whilst positive experiences included caring and reliable therapists. They suggested more training for therapists to improve therapy for LGBTQIA+ HE students. Discussion: Experiences linked to growing up LGBTQIA+, such as confusion and isolation, were perceived to influence MHWB, often negatively, as were experiences of abuse. The need for change to therapy provision both within and external to HE is suggested. It is also suggested that increased therapist training around LGBTQIA+ issues and content will improve the therapeutic experiences of LGBTQIA+ HE students.

Date of Award	1 Aug 2024
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Ola Demkowicz (Supervisor) & Laura Winter (Supervisor)