Overview

This book reviews timely, pragmatic interventions and strategies to support LGBTQ students in K12 schools.   Where formal programs affirming  diversity of gender expression and sexual orientation are not yet in place, contributors provide insights and practical tips for  creating a positive, safe school environment. Topics include how stigma based on gender expression or sexual orientation can affect children and adolescents in school performance and risk-taking behavior, and how schools can flip the narrative on  bullying and victimization to one that promotes strengths and school connectedness. Teacher and school staff training issues are also addressed, along with suggestions for advocacy on the small scale and at local, regional, and state systems levels.  In this book school counselors and psychologists, administrators, teachers, and other community stakeholders will find steps they can take to translate and implement the ever-growing body of scientific theory and research on equitable education of gender minority and sexual minority children, youth, and families. 

Full Product Details

Author:   Megan C. Lytle ,  Richard A. Sprott
Publisher:   American Psychological Association
Imprint:   American Psychological Association
Weight:   0.440kg
ISBN:  

9781433832956

ISBN 10:   143383295
Pages:   230
Publication Date:   10 November 2020
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In stock  
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Table of Contents

Contributors Introduction: Moving From Research to Policy and School Interventions Chapter 1. Resolving to Fix Social Injustices for Gender and Sexually Diverse Youth: Starting Points Chapter 2. Advancing Gender and Sexually Diverse Students' Civil Rights: Leadership Efforts by Los Angeles Unified School District Chapter 3. Supporting Gender and Sexually Diverse Students in Socially Conservative School Communities Chapter 4. Evolving Strategies to Counter School Bullying of Gender and Sexually Diverse Students Chapter 5. Providing Inclusive Strategies for Practitioners and Researchers Working With Gender and Sexually Diverse Youth Without Parental/Guardian Consent Chapter 6. Using a Systems Approach to Creating Equitable Educational Environments for Gender and Sexually Diverse Families Chapter 7. Meeting a Need: The Respect Workshop—Competency Training for School Health and Mental Health Professionals Serving Gender and Sexually Diverse Students Chapter 8. Addressing Gender and Sexual Orientation Diversity Within Youth Populations: An Evaluation of Health Disparities and Recommendations on Affirmative School Policy Chapter 9. Walking the Walk: Progress in Translation and Implementation, and an Agenda Going Forward Appendix. Resources Index About the Editors

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Author Information

Megan C. Lytle, PhD, is an assistant professor in the Department of Psychiatry at the University of Rochester Medical Center (URMC). Dr. Lytle’s clinical and research expertise is in multiculturalism with a particular focus on the health and suicide disparities that are experienced by many lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ) individuals. She completed two research-based internships: one with the International Association of Applied Psychology nongovernmental organization at the United Nations and a predoctoral internship in the Program of Research and Innovation in Disparities Education track at the URMC. Dr. Lytle received her PhD in counseling psychology from Seton Hall University. As a National Research Service Award Fellow and KL2 Scholar, she began developing a research portfolio on the prevention of suicide, attempted suicide, risk-related deaths, and antecedent risks amid transgender and gender-diverse communities. She is a licensed psychologist and, until 2018, was cochair of the Committee on Children, Youth and Families of American Psychological Association (APA) Division 44, Society for the Psychology of Sexual Orientation and Gender Diversity. Richard A. Sprott, PhD, received his degree in developmental psychology from the University of California, Berkeley (UC Berkeley), in 1994. His early work was on social and language development in early childhood, and he has a long history of evaluating educational programs for migrant farmworker families in the Midwest. Dr. Sprott is currently directing research projects focused on issues facing homeless lesbian, gay, bisexual, transgender, and queer or questioning youth and on identity development and health and well-being in people who express alternative sexualities and nontraditional relationships. He also teaches in the Department of Human Development and Women’s Studies at California State University, East Bay, and teaches graduate-level courses at various universities in the San Francisco Bay Area, including UC Berkeley, the California Institute of Integral Studies, and Holy Names University. He is cochair of the Committee on Children, Youth and Families of APA Division 44. All of these efforts highlight the ways in which stigma, prejudice, minority dynamics, health, language, identity development, and community development intersect and affect each other.

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