A Multicultural, Gender, and Sexually Diverse Affirming School-Based Consultation Framework

Autor/inn/en	Brown, Jeffrey M.; Naser, Shereen C.; Brown Griffin, Charity; Grapin, Sally L.; Proctor, Sherrie L.
Titel	A Multicultural, Gender, and Sexually Diverse Affirming School-Based Consultation Framework
Quelle	In: Psychology in the Schools, 59 (2022) 1, S.14-33 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown Griffin, Charity) ORCID (Grapin, Sally L.) ORCID (Proctor, Sherrie L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22593
Schlagwörter	LGBTQ People; Student Diversity; Social Bias; Educational Environment; Minority Group Students; Ethnicity; Racial Bias; Cultural Influences; School Psychologists; Role; School Safety; Mental Health; Student Needs; Consultation Programs; Cultural Relevance + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ethnizität; Racial discrimination; Rassismus; Cultural influence; Kultureinfluss; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Rollen; Psychohygiene; Fachberatung
Abstract	Gender and sexually diverse (GSD) students face unique challenges in schools due to the privileging of cisgender and heterosexist norms in these settings. In particular, GSD youth who belong to ethnically and racially minoritized groups face further challenges within school environments that disregard their cultural contexts and intersectional identities. It is important for school psychologists to ensure safe and high-quality mental health, educational, and behavioral supports for these students. One possible avenue for building these types of supports is through school consultation. When school psychologists collaborate with other professionals in a culturally competent, participatory way, their work has the potential to bolster behavioral, academic, and mental health outcomes at the individual, group, and/or systems levels. Adapting Ingraham's multicultural school consultation model, this article proposes a multicultural, GSD affirming school consultation framework that also approaches the experiences of racially and ethnically minoritized individuals through the lenses of intersectionality and minority stress frameworks. Across its five domains, this adapted framework aims to give practitioners and researchers a conceptual foundation to support GSD students of minoritized ethnic and racial identities by considering interactions among consultants, consultees, and clients within their wider school contexts. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01