Gender variance and educational psychology: implications for practice

Yavuz, Carrie

doi:10.1080/02667363.2016.1205475

Cited by 8 publications

(2 citation statements)

References 13 publications

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“…School-based psychological professionals are therefore ideally situated to support schools, staff, and families and promote positive outcomes for gender diverse CYP. In the UK for example, educational psychologists (EPs) utilize evidence-based practice to support educational settings at individual (child/family), group and organizational levels, in order to improve outcomes related to CYP’s wellbeing and learning (Fallon et al., 2010 ; Yavuz, 2016 ). Through their position, EPs can thus apply their understanding of school systems, psychology, and research to support schools work with gender diverse CYP (Leonard, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

“…Often it is the case that school-based psychologists have received little to no training specific to working with gender diverse CYP (Riggs & Bartholomaeus, 2015 ) and many report having not worked with any gender diverse pupils to date (Bowers et al., 2015 ). Given the increasing prevalence and visibility of gender diverse CYP (Butler et al., 2018 ; Twist & De Graaf, 2019 ), school-based psychologists are now more likely to be involved in such work (Ullman, 2017 ; Yavuz, 2016 ). The current review therefore aims to explore the experiences and perspectives of those who have engaged in this work, to better inform practice moving forwards.…”

Section: Introductionmentioning

confidence: 99%

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Navigating the landscape: Roles, perspectives, and experiences of psychologists supporting gender diverse children and young people in school settings

New-Brown,

Sargeant,

Wright

2023

International Journal of Transgender Health

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Purpose This review aimed to explore and synthesize the perspectives and experiences of school-based psychological professionals providing support to gender diverse CYP across the world, to foreground the voices of those with relevant experience and support future practice. Methods A systematic review of five databases (PsychINFO, CINAHL, ERIC, SCOPUS and PROQUEST dissertations and theses) was performed between September and November 2022. Articles were included if they contained qualitative, primary research data representing the voice of at least one school-based psychological professional with experience working with gender diverse children and young people. Articles were excluded if they did not contain primary research data, were quantitative, related to non-school based psychologists or focussed on participant views in the absence of direct experience working with gender diverse pupils. Articles were thematically summarized and organized into a data extraction table. Results Eighteen studies were identified for review, including 11 studies based in the USA, five in the UK, one in Australia and one in Cyprus. The voices of school-based professionals, including school counselors, school psychologists, trainee and qualified educational psychologists, were represented. The themes created highlighted the importance of the environment in which psychologists were working, the reliance on their own views and values to guide their work in the absence of clear guidance, the role psychologists saw they had to advocate for gender diverse CYP, as well as barriers and systems they were fighting against. Conclusion The review highlighted the need for psychologists to advocate for gender diverse children and young people, in an often non-inclusive environment where there was a need to work systemically with schools. Future research is needed to explore young people’s experiences of the support that they are receiving and would like to receive.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Navigating the landscape: Roles, perspectives, and experiences of psychologists supporting gender diverse children and young people in school settings

New-Brown,

Sargeant,

Wright

2023

International Journal of Transgender Health

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Educational psychologists’ experiences of supporting intersex children and young people

Connor

Atkinson

2021

Educational Psychology in Practice

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No outsiders in our school: Neglected characteristics and the argument against childhood ignorance

Moffat¹,

Field²

2020

bpsecp

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Aims:The present article seeks to explore the historical context of relationships and sex education (RSE) and examine the positioning of ‘No Outsiders’ within this. Consideration is given to the credibility of arguments against the implementation of No Outsiders in education settings and examination of whether diversity strands of ‘sexual orientation’ and ‘gender identity’ deserve the disproportionate amount attention they receive.Method:The paper utilises Erikson’s Stages of Psychosocial Development (1950, 1963) to interpret the capacity of understanding of children and young people (CYP) in relation to an RSE curriculum. Contemporary research outlines the need for an environment which enables exploration. Further consideration deconstructs the argument for childhood innocence as a reason for not providing an informed RSE curriculumFindings:The paper reports on the inherent difficulties of delivering an RSE curriculum, which may require the reconciliation and compromise of personal and societal values. Equally, there is a clear need for schools, institutions and society to remain steadfast and resolute in the face of discriminatory views.Limitations:The challenges in unifying groups who divide themselves on core issues is recognised, however a legislative backdrop frames the foundation for how this can be achieved.Conclusions:The ‘No Outsiders in Our School’ resource offers a fresh approach to the teaching of relationships education in primary schools (Moffat, 2015). Despite its seemingly harmonious early existence, the programme has suffered significant scrutiny, precipitating protests, vilification and condemnation by some sections of society. Matters of sexual orientation and gender reassignment deserve equal recognition as protected characteristics under the Equality Act (2010). Too often, the legitimacy of these protected characteristics are questioned or presented as ‘other’ within the context of equality. The move towards a more inclusive RSE curriculum should be brave in its embodiment of legislative policy.

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Gender variance and educational psychology: implications for practice

Cited by 8 publications

References 13 publications

Navigating the landscape: Roles, perspectives, and experiences of psychologists supporting gender diverse children and young people in school settings

Navigating the landscape: Roles, perspectives, and experiences of psychologists supporting gender diverse children and young people in school settings

Educational psychologists’ experiences of supporting intersex children and young people

No outsiders in our school: Neglected characteristics and the argument against childhood ignorance

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