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A framework for conceptualizing the needs of lesbian, gay male, bisexual, transgender, questioning, and other sexually and gender diverse youth is essential for guiding service delivery throughout educational settings. Review and synthesis of the literature reveals that integrating assessment of the salience, valence, and context of issues related to sexual and gender diversity facilitates affirmative practice at the individual student, group, and school-wide levels. The authors describe the components of the salience, valence, context, and integration (SVCI) model with emphasis on practical application. The theoretical and empirical support for each component of the model is also discussed.

The authors investigated the psychometric capabilities of the Face Valid Other Drugs (FVOD) scale of the Substance Abuse Subtle Screening Inventory‐3 (SASSI‐3; G. A. Miller, 1999). Internal consistency reliability estimates and construct validity factor analysis for 230 college students provided initial support for the psychometric properties of the SASSI‐3's FVOD scale.