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In this rejoinder, the authors begin by addressing some of the questions raised about the Values Statement. They then focus on next steps, first briefly summarizing a few excellent suggestions made by the authors of the reaction papers and then zeroing in on the tension-wrought issue of when values regarding sexual orientation and religion collide. Reasons for the polarization in the field regarding this issue are discussed, and the contribution of the Values Statement to addressing this polarization is reviewed. A next step to decrease this polarization, developing Implementing Regulations for Footnote 4, is also suggested. The authors conclude with the hope that this Major Contribution has helped to move the field toward an approach to training that provides guidance when resolving highly charged values conflicts.

It is clear that internalized heterosexism (IH) is a core variable to which counseling psychologists must attend when working with lesbian, gay, and bisexual (LGB) individuals in research, clinical, and training settings. The content in this Major Contribution provides a compelling argument that IH is related to negative well-being in LGB individuals. This leads one to question whether a LGB identity must always result in negative outcomes, and alternative constructs that might mediate the effects of IH are proposed. Counterintuitive approaches to effectively addressing IH in treatment are discussed. This reaction concludes by challenging the reader to consider whether IH is applicable to LGB individuals only.

Two models of heterosexual identity development are discussed. The models were developed for different reasons and thus represent different ways of conceptualizing heterosexual identity development. The strengths and weaknesses of each model are presented and the two models are compared and contrasted. Apart from the models themselves, these two major contribution articles serve to further expand the lexicon associated with sexual identity as well as further the lesbian, gay, and bisexual (LGB)-affirmative counterdiscourse in the field of counseling psychology.

This article provides a brief overview of this Major Contribution. In addition to previewing the articles contained in this Major Contribution, two principles guiding the use of the Counseling Psychology Model Training Values Statement Addressing Diversity (henceforth referred to as the "Values Statement") are discussed. In addition, the authors present a concise summary of the development of the Values Statement, including a description of how feedback received influenced the final product. The authors conclude by articulating their hope that this Major Contribution will move the field forward in terms of more directly discussing, and perhaps even resolving, the long-standing dilemma of resolving value clashes. [ABSTRACT FROM AUTHOR]

This article examines the potential contribution of the Counseling Psychology Model Training Values Statement Addressing Diversity (henceforth the "Values Statement") to predoctoral internship training programs housed in university counseling centers. The purpose of this article is to present recommendations for how to best implement the Values Statement in counseling center internship training programs. The authors begin by summarizing the commitment to diversity-related training and values espoused by the major training organizations relevant to internship training. They then describe issues internship training directors must consider when implementing the Values Statement into their training sites and provide recommendations for how to most effectively implement the Values Statement. [ABSTRACT FROM AUTHOR]

Clarifies the importance of maintaining diversity in the generations of training principles for approaching lesbian, gay, and bisexual (LGB) issues in counseling psychology. Outline of plans and recommendations for the inclusion of bisexuality issues in LGB counseling training; Challenges emerging from the application of LGB issues in training.

Examines social cognitive career theory in training counselors to approach sexual orientation issues. Influences of the theory on training include distal and proximal environments, individual variables, students' self-efficacy and research outcome expectations; Recommendations to improve graduate training programs and to advance empirical knowledge.