Enhancing School Counselor Preparation for Work with LGBTQ Students: Developmental Strategies and Interventions

Lloyd-Hazlett, Jessica; Foster, Victoria

doi:10.1080/15538605.2013.839338

Cited by 17 publications

(12 citation statements)

References 31 publications

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“…The implementation of formal school processes including professional development opportunities for teachers and staff, such as counselors, social workers, school psychologists, nurses, and administrators; school rules; and conflict resolution procedures that target bias-based bullying demonstrate a shift in school-wide decision-making to incorporate LGBT perspectives and voices, which ultimately improves the quality of education for LGBT students and all students. The American School Counselor Association's national framework for comprehensive school counseling programs guides school counselors to utilize evidence-based interventions to advocate for LGBT students and to encourage socially just change at systemic levels through collaboration, advocacy, and leadership (Lloyd-Hazlett & Foster, 2013). Behavioral health professionals are in a position to understand underlying health and mental health disparities among LGBT youth; the utilization of research evidence can provide further justification as to why school policies and provincial/state legislation to prevent bias-based bullying are integral to students' healthy development and well-being.…”

Section: Notementioning

confidence: 99%

Promoting a positive school climate for sexual and gender minority youth through a systems approach: A theory-informed qualitative study.

Fantus¹,

Newman

2021

American Journal of Orthopsychiatry

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Pervasive bias-based bullying of sexual and gender minority youth amid often hostile school climates signals the importance of systems approaches to effect change. Nevertheless, most research on bullying victimization tends to adopt either lesbian, gay, bisexual, and transgender (LGBT)-specific approaches or broader approaches that omit mention of LGBT youth. We conducted a qualitative study, with the systems view of school climate as an organizing analytical framework, to explore determinants of school climate for LGBT youth and strategies for intervention. In-depth, semistructured interviews with 16 key informants, including teachers, school staff, administrators, frontline community providers, and experts on bullying victimization of LGBT youth, illustrate reciprocal and multilevel factors that produce school climates, which in turn foster or prevent bullying of LGBT youth. Not only do distal factors (e.g.,LGBT-affirmative legislation, targeted resource allocation for LGBT programming) impact school microsystems, but proximal factors in the microsystem, including enacted homophobia and transphobia through multilateral interpersonal interactions, also influence meso-and macrolevel phenomena, such as the values and mission of the school. Participants recommended multilateral interventions and training that address both proximal and distal contexts of school social ecologies, including teacher-student, peer-to-peer (e.g., gay-straight alliances), and teacher-administrator interactions; behavioral health professional roles and responsibilities; school curricula and libraries; school-board engagement with individual schools; LGBTinclusive policies; targeted resource allocation; and systemwide accountability. Positive school climates for LGBT youth are promoted through multilevel and reciprocal interventions that support social, psychological, and physical safety not just for LGBT students but for all students. Public Policy Relevance StatementThis study highlights the ways in which proximal and distal factors reciprocally produce school climate for lesbian, gay, bisexual, and transgender (LGBT) youth and their influence on bullying victimization. At the school microsystem level, multilateral interpersonal interactions (i.e., teacher-student, peer-peer, teacher-administrator, etc.) and LGBT-inclusive curricula and library holdings can contribute to promoting inclusion and preventing enacted homophobia and transphobia. However, LGBT-affirmative school policies and legislation at exosystem and macrosystem levels, supported by targeted resource allocation, engaged school boards, and accountable administrators and school districts, are vital to creating positive school climates. A positive school climate for LGBT students promotes the social, psychological, and physical safety not just of sexual and gender minority students but of all students.

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Section: Notementioning

confidence: 99%

Promoting a positive school climate for sexual and gender minority youth through a systems approach: A theory-informed qualitative study.

Fantus¹,

Newman

2021

American Journal of Orthopsychiatry

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“…Although researchers have studied advocacy for transgender students independently from advocacy for sexual minorities (Jones, Smith, Ward, Dixon, Hillier, & Mitchell, 2016;Lloyd-Hazlett, & Foster, 2013;Luke, Goodrich, & Scarborough, 2011;McGuire et al, 2010;Riggs & Bartholomaeus, 2015), few to none have studied advocacy for intersex students, either together with or separate from advocacy from transgender students (Simons, Beck, Asplund, Chan, & Byrd, 2018). Additionally, researchers have not studied advocacy for TI students among a sample of school counselors in relation to intersex counselor competence and gender identity counselor competence.…”

Section: School Counselor Ti Advocacymentioning

confidence: 99%

School Counselor Advocacy for Transgender and Intersex Students

Simons¹

2020

Preprint

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One-thousand-one-hundred-and-ninety-one school counselors completed an online survey regarding advocacy for and with transgender and intersex (TI) students (i.e., school counselor TI advocacy competence). School counselors completed three competency-based assessments to assess their levels of gender identity counselor competence, intersex counselor competence, and school counselor TI advocacy competence. Further, in light of Identity Behavior Theory, they completed a demographic form so that competency levels could be examined with demographic variables. Attitudes, school level, gender, sexual orientation, gender identity counselor competence, and intersex counselor competence were significantly related to advocacy for and with TI students. These findings have implications for training practices and future research with school counselors and genderqueer students whose experiences vary from those of TI students.

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“…This development begins in the preparation program. Thus, the purpose of this article is to address how school counseling preparation programs can alleviate fears and build efficacy in LGBTQIQ advocacy behaviors through providing intentional curricular opportunities aligned with the ACA advocacy competency levels (Lewis, Arnold, House, & Toporek, 2003). For the purposes of this article, authors incorporate the ALGBTIC LGBQQIA Competencies Taskforce (2013) suggestion that the acronym LGBTQIQ refer to those K-12 students identifying as lesbian, gay, bisexual, transgender, queer, intersex, and questioning.…”

Section: Introductionmentioning

confidence: 98%

Developing the Fearless School Counselor Ally and Advocate for LGBTQIQ Youth: Strategies for Preparation Programs

Beck

Rausch

Wood

2014

Journal of LGBT Issues in Counseling

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To better serve the lesbian, gay, bisexual, transgender, queer, intersex, and questioning (LGBTQIQ) youth population, counselor educators can assist school counselors-in-training in developing advocacy competencies within their training programs. A focus on advocacy competencies outlined by the American Counseling Association (ACA) and the American School Counselor Association (ASCA) standards, and infusion of techniques throughout the education process, may increase levels of comfort for neophyte school counselors-in-training when working withLGBTQIQ youth. To increase efficacy in this multicultural population, myriad environments representative of the systemic nature of the school environment and culture must be examined and explored through training processes. These authors discuss intervention strategies for counselor educators to develop future school counselor advocacy, which align with the ACA advocacy competency domain areas.

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Enhancing School Counselor Preparation for Work with LGBTQ Students: Developmental Strategies and Interventions

Cited by 17 publications

References 31 publications

Promoting a positive school climate for sexual and gender minority youth through a systems approach: A theory-informed qualitative study.

Promoting a positive school climate for sexual and gender minority youth through a systems approach: A theory-informed qualitative study.

School Counselor Advocacy for Transgender and Intersex Students

Developing the Fearless School Counselor Ally and Advocate for LGBTQIQ Youth: Strategies for Preparation Programs

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