The Professional Counselor | Volume 12, Issue 1 75 someone who is trans was the only significant predictor in this model. We examined the regression coefficients and corresponding data (β = −.20, rs = −0.90, rs 2 = 80%). Of the 5.8% effect (R²), personally knowing someone who is trans accounted for 80% of the explained variance by itself. Model 3: PSC Knowledge R² for the overall model was 10.3%, with an adjusted R² of 8.9%, a small effect size (Cohen, 1988). PSC factors (GI, postgraduate training, PSC work with trans students, and PSC personal relationship with someone who is trans) significantly predicted knowledge of PSC self-perceived competence in working with trans students in schools, F(6, 379) = 7.257, p < .001. Personally knowing someone who is trans, postgraduate training, and cismale GI were all significant in this model. Personally knowing someone who is trans received the strongest weight in the model (β = .20, rs = .76), followed by postgraduate training (β = .16, rs = .58) and cismale GI (β = .12, rs = .35). After examining regression coefficients and corresponding data, we determined that of the 10.3% effect (R2), personally knowing someone who is trans accounted for 58.3% of the explained variance by itself. These findings demonstrate that PSC knowledge is strongly supported through fostering personal relationships with trans people. Model 4: PSC Skills R² for the overall model was 50.2%, with an adjusted R² of 49.5%, a medium effect size according to Cohen (1988). PSC factors (GI, postgraduate training, PSC work with trans students, and PSC personal relationship with someone who is trans) significantly predicted self-perceived PSC skills in working with trans students in schools, F(6, 380) = 63.945, p < .001. Having worked with trans students, postgraduate training, and personally knowing someone who is trans were all significant in this model. Having worked with trans students received the strongest weight in the model (β = .51), followed by postgraduate training (β = .35) and personally knowing someone who is trans (β = .20). After examining regression coefficients and corresponding data, we determined that of the 50.2% effect (R2), having worked with trans students accounted for 79% of the explained variance by itself. Counselors can augment their skills by staying updated on appropriate language and terminologies and by fostering relationships with affirming providers and medical professionals in the community. Discussion The most salient finding in this model is that PSCs who worked with trans students were strongly positively correlated with GICCS total scores (r = .61, p < .001). This finding may indicate that increased exposure to trans students may subsequently increase competency in working with trans populations. Our research findings supplement existing studies that reported a relationship between affirming attitudes toward trans students and professional exposure to trans people (Salpietro et al., 2019; Simons, 2021). Avoidance of counseling trans students because of discomfort is not only unethical (ASCA, 2016b) but inhibits a PSC’s ability to develop their GI competence (Henry & Grubbs, 2017). Thus, it is imperative that PSCs receive opportunities to work with trans students (through practicum or internship experiences); consult with experienced, gender-affirming PSCs who have worked with trans students; and “expose themselves to published texts . . . films . . . [and] service-learning activities . . . to gain a better understanding of the experiences of [trans] persons” (O’Hara et al., 2013, p. 251). Additionally, PSCs must engage in constant self-reflection, introspection, and processing of biases and worldviews to provide culturally competent care to trans students. Counseling Competence Postgraduate training was moderately positively correlated with GICCS total score (r = .43, p < .001), indicating that additional postgraduate training in trans issues increased competence in the present
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