Creating Safe Places: A Collaborative Autoethnography on LGBT Social Activism

Young, Stephanie L.; McKibban, Amie R.

doi:10.1007/s12119-013-9202-5

Cited by 23 publications

(19 citation statements)

References 36 publications

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“…Marriage and family therapists can encourage isolated Muslim clients to connect both with their community members for support (Beitin & Allen, ), as well as with non‐Muslim allies such as co‐workers, neighbors, and local organizations. Forging connections with non‐Muslim allies will not only help ease fears about potential hostility and marginalization, but also encourages social change (Droogendyk, Wright, Lubensky, & Louis, ; Young & McKibban, ). As professionals who champion systems theory, MFTs should advocate for greater systemic changes when working with marginalized populations (Jordan & Seponski, ).…”

Section: Discussionmentioning

confidence: 99%

Microaggressions and Islamophobia: Experiences of Muslims Across the United States and Clinical Implications

Haque

Tubbs²,

Kahumoku-Fessler

et al. 2018

J Marital Family Therapy

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This mixed methods exploratory study illustrates the influence of pervasive misconceptions about Islam on the experiences of 314 adult Muslims across the United States. Quantitative results suggest that Muslim stress levels are comparable to the stress levels of other marginalized groups in the United States. Qualitative analysis revealed four themes that highlight the challenges faced by Muslims as well as their resiliency in the face of microaggressions and marginalization. Family therapists may utilize these personal accounts to expand their understanding of Muslim experiences, and to reflect on their own implicit biases toward Muslims in order to reduce chances of premature termination. Clinical implications include using resiliency-based models and creating collaborative partnerships with community leaders when working with this religious minority group.

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Section: Discussionmentioning

confidence: 99%

Microaggressions and Islamophobia: Experiences of Muslims Across the United States and Clinical Implications

Haque

Tubbs²,

Kahumoku-Fessler

et al. 2018

J Marital Family Therapy

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“…This encompasses collecting and presenting data on past cases of attempted suicide. Consequently, LGBT students can be advised to reduce suicidal ideation based on experiences of LGBT who had attempted suicide in the past (Young and Mckibban, 2014). Additionally, school psychologists ought to employ decision-making models to help schools identify ideal school-based interventions to integrate LGBT into school systems.…”

Section: Discussionmentioning

confidence: 99%

“…Domain 2: Consultation and Collaboration. School psychologists have a wide understanding of and skills in striking productive collaborations with all parties related to LGBT students who they can easily consult with directly, or indirectly to ensure strategies to address challenges faced by LGBTS are formulated (Young and Mckibban, 2014). Moreover, psychologists can coordinate interactions between instructors and LGBT students to support the academic achievements of LGBTS.…”

Section: Discussionmentioning

confidence: 99%

“…All institution's psychologists have the ability to propose changes in the school curriculum that incorporate LGBT students' needs. This can be done in collaboration and consultation with the school administration (Young and Mckibban, 2014). Additionally, School Psychologists can also work with LGBT students to ensure that appropriate interventions are developed to enhance…”

Section: Discussionmentioning

confidence: 99%

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The Role of School Psychologists in addressing Challenges Facing Lesbian, Gay, Bisexual and Transgender (LGBT) Students

Hanımoğlu

2018

JETS

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LGBT students encounter boundless school-related problems including depression, suicidal tendencies, and drug abuse, among others. LGBT youth in school are subjected to constant bullying and discrimination from students, teachers, and the school’s administration who often fail to defend them against this. Often, LGBT students drop-out of school. Therefore, the LGBT community is socially disadvantage within our society. With this background, this study identified established laws to safeguard LGBT rights. Furthermore, the study examined the role of School Psychologists in reducing challenges faced by LGBT students in the schools based on analysis of the 10 NASP (The National Association of School Psychologists) domains, and made vital recommendations to reduce challenges faced by LGBT students with a view to lessen cases of LGBT stigmatization. The recommendations stipulated include; development of laws prohibiting discrimination and abusive language against LGBT, and the development a curriculum that suits LGBT needs. It is imperative to train teachers to aide LGBT groups attain equal universal access to core learning facilities acts.

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“…Autoethnography fights against the dominance of 'positivist assumptions and practices' (Grant, 2018). Many autoethnographies focus on deep, personal suffering that the researchers have experienced on subjects in great need of attention on this planetchild abuse (Ronai, 1995;Murray, 2016), rape (Spry, 2011;Gregory, 2009;Duncan, 2017), violence (Scott, 2011), gender characterisation (Mai & Laine, 2016;Benova, 2014;Young and McKibban, 2014), sexuality (Ettore, 2010;Crawley & Husakouskaya, 2013), power struggles (Taber, 2010;Purdy, Potrac & Jones, 2008) and environmental destruction (Raynes, Mix, Spotts & Ross, 2016), to name but a few. Such perspectives are seen as providing opportunities for researchers to present perspectives of cultural phenomenon in ways that traditional research cannot achieve -statistics may shock me, but numbers don't bring tears to my eyes like Ronai's (1995) autoethnography about child abuse did.…”

Section: ***mentioning

confidence: 99%

Picking up a second language from television: an autoethnographic L2 simulation of L1 French learning

Foley

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This thesis recounts my own two-stage journey of learning French as a second language as an adult independent learner. During the first stage, I 'picked up' the meanings of thousands of French words and sentences by watching approximately 1300 hours of television programs without the use of subtitles, dictionaries, textbooks, teachers or French speaking. During the second stage, I sat a DELF B1 exam, lived in France for 5.5 months where I practiced French speaking, watched an estimated 500 further hours of television and began learning to read French, and then sat another DELF B1 and a DELF B2 exam. The thesis aimed to build on and extend previous L2 research which sought to investigate L2 learning based on characteristics of L1 learning, namely, vii

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Creating Safe Places: A Collaborative Autoethnography on LGBT Social Activism

Cited by 23 publications

References 36 publications

Microaggressions and Islamophobia: Experiences of Muslims Across the United States and Clinical Implications

Microaggressions and Islamophobia: Experiences of Muslims Across the United States and Clinical Implications

The Role of School Psychologists in addressing Challenges Facing Lesbian, Gay, Bisexual and Transgender (LGBT) Students

Picking up a second language from television: an autoethnographic L2 simulation of L1 French learning

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