Forging Ahead in Florida: Teaching and Supervision Strategies in the Face of Legislative Restrictions and Medical Bans

Authors

Ali Cunningham Abbott, Lynn UniversityFollow
Taylor Irvine, Nova Southeastern UniversityFollow
Lauren Shure, Barry UniversityFollow
Hannah Bayne, Virginia TechFollow
Robert Freund, Private PractitionerFollow
Hannah Bowers, Florida Atlantic UniversityFollow

Author ORCID Identifier

ORCID id's for authors in order of authorship

Ali Cunningham Abbott: https://orcid.org/0000-0003-0242-2074

Taylor Irvine: https://orcid.org/0000-0001-8388-9738

Lauren Shure: https://orcid.org/0000-0002-4862-1549

Hannah Bayne: https://orcid.org/0000-0001-7374-0593

Robert Freund: https://orcid.org/0000-0002-2207-3214

Hannah Bowers: https://orcid.org/0000-0002-2263-2370

Author Biographies

Ali Cunningham Abbott, PhD, LMHC, QS, is an associate professor and program director at Lynn University. Their research interests include autism assessment; treatment & advocacy; relationship enhancement & couples therapy; gender discrepancy in autism screening & treatment and counselor self-efficacy & career readiness.

Taylor Irvine, PhD, LMHC, NCC, is an assistant professor at Nova Southeastern University. Her research interests include couples and infidelity, eating disorders and body image concerns, and culturally-responsive counseling and pedagogical practices.

Lauren Shure, PhD, LMHC, QS, is an associate professor and Program Director in the Counseling Program at Barry University. Her professional and scholarly interests include multicultural training and supervision, issues of educational equity and anti-bias education, resilience in LGBTQIA+ youth, and family adjustment following a youth's disclosure of a diverse affectual or gender identity.

Hannah Bayne, PhD, LMHC (FL), LPC (VA), is an associate professor at Virginia Tech. The focus of her research includes empathy training and practice, the impact of cultural differences on relationships, navigating value conflicts, and social justice applications particularly related to BIPOC and LGBTQIA+ populations.

Robert Freund, PhD, LMHC, QS, is a professional counselor in private practice. His clinical specialties are in LGBTQIA+ issues, spirituality and religious trauma, and couples and family therapy. He pursues research in common factors, wellness, spirituality, and LGBTQIA+ issues.

Hannah Bowers, PhD, LMFT, is an associate professor within the Department of Counselor Education at Florida Atlantic University. Her research focus includes evidence-based school counseling, leadership and advocacy, and school counselor education.

DOI

https://doi.org/10.7290/tsc07uwcj

Abstract

As a nation and a profession, we have witnessed a spark in the momentum and uplifting of social justice movements and advocacy concerning the ongoing oppression of Black, Indigenous, and People of Color (BIPOC) as well as sex and gender-expansive (SGE) people in our community. In response, Florida and other states face an onslaught of restrictive medical bans and legislative bills surrounding how counselors and educators address race, sexuality, and gender in treatment and training programs. Florida has notably been at the forefront of adopting this legislation, not only regulating instructor-led discussion around racism, same-sex relationships, and gender identity in various educational settings but also banning gender-affirming medical care for transgender youth. In this article, we review the legislative and regulatory impacts of race, sex, and gender-based legislation in Florida on education and healthcare, providing strategies for counselor educators, counselors, and trainees in the areas of teaching and supervision.

Public Significance Statement

Several states in the U.S. have implemented educational restrictions and medical bans with impacts on the general public, clients, counselors, trainees, and educators. This article is significant to the public as it offers strategies to alleviate the harmful outcomes of 1) educational restrictions on topics such as racism, sexuality, and gender identity and 2) medical bans that prevent trans youth from accessing gender-affirming care. Supportive strategies for our BIPOC and LGBTQIA+ communities are important for improving overall well-being and experiences in education and healthcare settings.

Recommended Citation

Cunningham Abbott, Ali; Irvine, Taylor; Shure, Lauren; Bayne, Hannah; Freund, Robert; and Bowers, Hannah (2025) "Forging Ahead in Florida: Teaching and Supervision Strategies in the Face of Legislative Restrictions and Medical Bans," Teaching and Supervision in Counseling: Vol. 7 : Iss. 1 , Article 1.
https://doi.org/10.7290/tsc07uwcj
Available at: https://trace.tennessee.edu/tsc/vol7/iss1/1