Coping and Survival Skills: The Role School Personnel Play Regarding Support for Bullied Sexual Minority‐Oriented Youth

Marshall, Alexandra; Yarber, William L.; Sherwood-Laughlin, Catherine; Gray, Mary L.; Estell, David B.

doi:10.1111/josh.12254

Cited by 42 publications

(31 citation statements)

References 14 publications

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“…On the contrary, the use of direct intervention practices is related to students' experiences of support by the school to handle bullying situations (Burger et al, 2015;Marshall, Yarber, Sherwood-Laughlin, Gray, & Estell, 2015;Reinke & Herman, 2002). These findings show that teachers should directly stop situations of aggression between peers, protecting the victim and / or punishing the perpetrator (Dupper, 2003).…”

Section: Discussionmentioning

confidence: 99%

Teaching Practices, School Support and Bullying

Rodríguez¹,

Noriega

Cuervo

2017

WJE

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Research in recent years indicates that schools, and in particular teaching practices, play an essential role in preventing bullying. This study's aim is to investigate the direct and indirect relationships between permissive and direct intervention teacher practices, school support and bullying. In a non-probabilistic way, 386 (58.1%) boys and 278 (41.9%) girls from 30 primary schools were selected in a city in the northwest of Mexico. The average age of students was 10.4 years (SD = 1.3 years). From the results of the calculation of a model of structural equations, it is inferred that permissive teaching practices are directly related positively to bullying, whereas direct intervention does it in a negatively. It is seen that both types of practices are indirectly related to bullying through its effects on school support. These findings confirm the role of the teacher in the prevention of bullying.

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Section: Discussionmentioning

confidence: 99%

Teaching Practices, School Support and Bullying

Rodríguez¹,

Noriega

Cuervo

2017

WJE

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“…This despite reports that transgender people fear that their gender identity will not be respected in long-term care and hospice facilities (140). One case report outlined some of the challenges transgender elders and their providers might face (141). …”

Section: Aging and End-of-lifementioning

confidence: 99%

Adult development and quality of life of transgender and gender nonconforming people

Bockting

Coleman

Deutsch

et al. 2016

Current Opinion in Endocrinology, Diabetes &Amp; Obesity

151

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Purpose of review Research on the health of transgender and gender nonconforming people has been limited with most of the work focusing on transition-related care and HIV. This review summarizes research to date on the overall development and quality of life of transgender and gender nonconforming adults, and makes recommendations for future research. Recent findings Pervasive stigma and discrimination attached to gender nonconformity affect the health of transgender people across the lifespan, particularly when it comes to mental health and wellbeing. Despite the related challenges, transgender and gender nonconforming people may develop resilience over time. Social support and affirmation of gender identity play herein a critical role. While there is a growing awareness of diversity in gender identity and expression among this population, a comprehensive understanding of biopsychosocial development beyond the gender binary and beyond transition is lacking. Summary Greater visibility of transgender people in society has revealed the need to understand and promote their health and quality of life broadly, including but not limited to gender dysphoria and HIV. This means addressing their needs in context of their families and communities, sexual and reproductive health, and successful aging. Research is needed to better understand what factors are associated with resilience and how it can be effectively promoted.

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“…Protective factors are characteristics of the individual (e.g., optimism), relationships (e.g., with family members), organizational contexts (e.g., school) and the broader community (e.g., social climate, resources, public policy) that are associated with better than expected outcomes among youth who have experienced some type of risk or vulnerable identity [77,78]. Consistent with findings from general youth samples [78–80], two key areas of protection consistently emerge as conferring critical protection for both LGBQ [71,81–83] and TGD [19,70,84–89] youth on a range of health-related outcomes: 1) having supportive, caring relationships with parents and important adults and 2) attending schools in which youth feel safe, supported, and connected to teachers and the school community. Importantly, multiple cross-sectional studies document these associations, but the few existing longitudinal examinations are equivocal [26].…”

Section: Introductionmentioning

confidence: 78%

“…A range of other school practices, including supportive school personnel, curriculum that includes LGBTQ figures or events, safe spaces, and teacher professional development related to sexual orientation and gender identity, protect LGBTQ youth from both general and bias-based bullying victimization [34,81,87,93]. These practices are thought to exert their effects in part through school climate, or the “quality and character” of the school [94,95], which in turn supports adults and students in the school to be supportive of LGBTQ youth and less likely to tolerate bullying, particularly related to bias [90,96].…”

Section: Introductionmentioning

confidence: 99%

Bullying Victimization Among LGBTQ Youth: Critical Issues and Future Directions

Gower

Rider

McMorris

et al. 2018

Curr Sex Health Rep

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Purpose of review: This paper examines recent research on bullying victimization among lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth to identify critical issues and advocate for future research priorities. Recent findings: Recent studies have begun to document the importance of bullying in general, and bias-based bullying (rooted in stigma) in particular, on the health and wellbeing of this vulnerable subgroup of adolescents, as well as drivers of disparities. Current research demonstrates the role of multiple identities for and important differences among LGBTQ youth and has begun to identify protective factors for youth who are the targets of bullying. Summary: Researchers, clinicians, and those working with and on behalf of LGBTQ youth must measure and acknowledge the multiple reasons for which LGBTQ youth are the targets of bullying. Intervention and prevention efforts should focus on improving the supportiveness of the climates within which LGBTQ youth live.

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Coping and Survival Skills: The Role School Personnel Play Regarding Support for Bullied Sexual Minority‐Oriented Youth

Abstract: Supportive school personnel are crucial to the coping and survival of these youth. All school personnel need to be aware of the anti-bullying policies in their school corporations. They may then work to strengthen and enforce their policies for the protection of bullied youth.

Cited by 42 publications

References 14 publications

Teaching Practices, School Support and Bullying

Teaching Practices, School Support and Bullying

Adult development and quality of life of transgender and gender nonconforming people

Bullying Victimization Among LGBTQ Youth: Critical Issues and Future Directions

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