Literaturnachweis - Detailanzeige
| Autor/inn/en | Graybill, Emily C.; Varjas, Kris; Meyers, Joel; Watson, Laurel B. |
|---|---|
| Titel | Content-Specific Strategies to Advocate for Lesbian, Gay, Bisexual, and Transgender Youth: An Exploratory Study |
| Quelle | In: School Psychology Review, 38 (2009) 4, S.570-584 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0279-6015 |
| Schlagwörter | Grounded Theory; School Psychologists; Advocacy; Homosexuality; School Personnel; Sexual Orientation; Counseling; Qualitative Research |
| Abstract | Researchers suggest that supportive school personnel may decrease some of the challenges encountered by lesbian, gay, bisexual, and transgender (LGBT) youth in schools (Russell, Seif, & Truong, 2001); however, little is known about the approaches used by school-based advocates for LGBT youth. This exploratory study investigated the strategies used by gay-straight alliance advisers when advocating for LGBT youth in schools. The qualitative data were analyzed using grounded theory (Glaser & Strauss, 1967). The findings suggested that advisers implemented a range of advocacy strategies, which differed depending upon the content of the LGBT-related comments and/or situations. Results are discussed in relation to prior literature and implications for school psychologists. (Contains 1 figure.) (As Provided). |
| Anmerkungen | National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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