Responsive School Practices to Support Lesbian, Gay, Bisexual, Transgender, and Questioning Students and Families

Responsive School Practices to Support Lesbian, Gay, Bisexual, Transgender, and Questioning Students and Families

Responsive School Practices to Support Lesbian, Gay, Bisexual, Transgender, and Questioning Students and Families

Responsive School Practices to Support Lesbian, Gay, Bisexual, Transgender, and Questioning Students and Families

Synopsis

The needs and rights of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students and families are often ignored, generally misunderstood, and only rarely given priority by the school system. This book provides a practical and useful guide for school-based mental health professionals to support students, families, teachers, and administrators in the development of a safe, inclusive school environment for all LGBTQ students and families. It begins with an overview of the unique issues and challenges faced by LGBTQ students and families, including a discussion of sexuality and gender identity development within the interconnected contexts of home, school, and community. Practical steps are given for creating an inclusive school environment; implementing prevention and intervention techniques to address discrimination, bullying, and violence; and organizing effective counseling programs for LGBTQ students. These school-based efforts are then extended to working with families and communities to reinforce steps taken in the school context. An accompanying CD includes numerous handouts, sample letters, and other resources to assist the school-based mental health professional in implementing responsive and affirmative practices for LGBTQ students and families.

Excerpt

The School-Based Practice in Action series grew out of the coming together of our passion and commitment to the field of education and the needs of children and schools in today’s world. We entered the process of developing and editing this series at two different points in our career, though both in phases of transition. One (RWC) moving from the opening act to the main scene, and the other (RBM) from main scene to the final act. Despite one of us entering the peak of action and the other leaving it, we both continue to be faced with the same challenges in and visions for education and serving children and families.

Significant transformations to the educational system, through legislation such as the No Child Left Behind Act and the reauthorization of the Individuals with Disabilities Education Act (IDEA 2004), have had broad sweeping changes for the practitioners in the educational setting, and these changes will likely continue. It is imperative that as school-based practitioners we maintain a strong knowledge base and adjust our service delivery. To accomplish this, there is a need to understand theory and research, but it is critical that we have resources to move our empirical knowledge into the process of practice. Thus, it is our goal that the books included in the School-Based Practice in Action series, truly offer resources for readers to put directly “into action.”

To accomplish this, each book in the series will offer information in a practice-friendly manner and will have a companion cd with reproducible and usable materials. Within the text, readers will find a specific icon that will cue them to documents available on the accompanying cd. These resources are designed to have a direct impact on transitioning research and knowledge into the day-to-day functions of school-based practitioners. We recognize that the implementation of programs and the changing of roles come with challenges and barriers, and as such, these may take on various forms depending on the context of the situation and the voice of the practitioner. To that end, the books of the School-Based Practice in Action series may be used in their entirety and present form for a number of practitioners; however, for others, these books . . .

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