Achieving Competency with Transgender Youth: School Counselors as Collaborative Advocates

González, Maru; Sr., Jesse A. McNulty

doi:10.1080/15538605.2010.524841

Cited by 52 publications

(48 citation statements)

References 5 publications

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“…Also consistent with existing literature (GLSEN, 2009;Singh & McKleroy, 2011), participants emphasized the need to feel supported by school faculty. Scholarship has suggested various strategies for effectively advocating for and with TQQ students (Gonzalez & McNulty, 2011) as well as resilience strategies TQQ youth use to cope with transgender oppression and heterosexism (Singh & McKleroy, 2011;Singh, Meng, & Hansen, 2013). Consistent with the strategies outlined in the literature, participants in this study described a variety of practices educators could use to advocate for and with TQQ students.…”

Section: Discussionmentioning

confidence: 76%

“…For instance, scholarship regarding the experiences of LGBT youth often focuses more on sexual orientation than gender identity/expression, thereby rendering the experiences of TQQ students virtually nonexistent (Gonzalez & McNulty, 2011). Furthermore, journal articles frequently include "T" in the acronym "LGBT," even when transgender individuals are not represented in the data (Gonzalez & McNulty, 2011).…”

Section: Downloaded By [The Agamentioning

confidence: 98%

“…Scholarship compiled in counseling and education literature regarding transgender and gender nonconforming youth is largely conceptual and focuses primarily on developing strategies to improve the school climate for this population (Chen-Hayes, 2001;Gonzalez & McNulty, 2011;Singh & Burnes, 2009). The nascent qualitative literature that does exist with TQQ youth may seek to understand the perspectives and experiences of TQQ youth; however, there are no studies to date of collaborative research with TQQ students.…”

Section: Participatory Action Research With Tqq Youthmentioning

confidence: 98%

See 2 more Smart Citations

“It's Complicated”: Collective Memories of Transgender, Queer, and Questioning Youth in High School

Johnson

Singh

González

2014

Journal of Homosexuality

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Using the qualitative participatory action methodology, collective memory work, this study explored how transgender, queer, and questioning (TQQ) youth make meaning of their sexual orientation and gender identity through high school experiences. Researchers identified three major conceptual but overlapping themes from the data generated in the transgender, queer, and questioning youth focus group: a need for resilience, you should be able to be safe, and this is what action looks like! The researchers discuss how as a research product, a documentary can effectively "capture voices" of participants, making research accessible and attractive to parents, practitioners, policy makers, and participants.

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Section: Discussionmentioning

confidence: 76%

Section: Downloaded By [The Agamentioning

confidence: 98%

Section: Participatory Action Research With Tqq Youthmentioning

confidence: 98%

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“It's Complicated”: Collective Memories of Transgender, Queer, and Questioning Youth in High School

Johnson

Singh

González

2014

Journal of Homosexuality

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“…Counsellors and psychologists should also be reflective about their own potential discomfort and inexperience in supporting transgender students (Wells & Tsutsumi, 2005). School counsellors and psychologists may benefit from engaging with broader community organisationssuch as Safe Schools programs -in order to further their own understanding and to receive support in working with transgender students (Case & Meier, 2014;Gonzalez & McNulty, 2010). Importantly, the presence of transgender people in schools extends beyond transgender students.…”

Section: Resultsmentioning

confidence: 99%

The Role of School Counsellors and Psychologists in Supporting Transgender People

Riggs

Bartholomaeus

2015

The Australian Educational and Developmental Psychologist

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As growing numbers of transgender people -including students, parents, and educators -become visible within schools, so comes with this the requirement that schools ensure their full inclusion. This article suggests that school counsellors and psychologists have an important role to play in supporting transgender people within schools. As an initial scoping of this suggestion, the article reports on findings from two Australian surveys: one focused on cisgender parents of transgender children, and one focused on cisgender school counsellors and psychologists in regard to their capacity for working with transgender people. The findings suggest that while the parent sample had largely negative experiences with school counsellors, the professional sample reported a high level of confidence in working with transgender people, although differences in gender and religiosity impacted upon school counsellors' and psychologists' acceptance of transgender people, and clinical knowledge for working with transgender people. The article concludes by advocating for ongoing training for school counsellors and psychologists in regard to working with transgender people, in addition to outlining the role that school counsellors and psychologists can play in facilitating a whole of school approach to transgender issues.

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“…In social life, there are certain groups that have a particular language as a symbol of group identity which is characterized by distinctive behavior and use of language. Distinctiveness is what differentiates it from other groups (Smith 2012;Gonzalez 2010;Winter 2013;Zimman 2013). One of them is the Gaylam Lampung Community, the community that accommodates Gay, Transgender and LSL (Men sex with men) in Bandarlampung.…”

Section: Unnesmentioning

confidence: 99%

Reflection of Identity through the Use of Bintil Language in Gaya Lentera Muda Community Lampung

Oktora

Kartika

2017

komunitas

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Effeminate language reflects effeminate characters and creativity of Gaya Lentera community. Therefore, the effeminate language represents the creative forms of language slang words are fascinating, brief, and simply-recalled. This research found the difference among Gay, Effeminate Men, and LSL [men sex with men] is only at their intonation when they are stating the language. Because through the intonation, they give their intention. There are 42 words examples which are usually used in the community, like: Eke Senandung sama Kanua, Apa kabose, Banjaran, Benyong, Bodrek, Barbie, Pepsi/Kencana wungu, Centong, Capcus, Dese, Duta, Endul/Endang, Gedung, Gilda/Gilingan, Hitachi/Puput melati, Greton/Gretongan, Inang, Eim/Ember/Um, Jalinan kasih, Jengong, Lagi apose, Lapangan bola, and Tandus. Bintil language among Gay, Transgender and LSL is commonly used in everyday life.

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Achieving Competency with Transgender Youth: School Counselors as Collaborative Advocates

Cited by 52 publications

References 5 publications

“It's Complicated”: Collective Memories of Transgender, Queer, and Questioning Youth in High School

“It's Complicated”: Collective Memories of Transgender, Queer, and Questioning Youth in High School

The Role of School Counsellors and Psychologists in Supporting Transgender People

Reflection of Identity through the Use of Bintil Language in Gaya Lentera Muda Community Lampung

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