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ERIC Number: EJ894777
Record Type: Journal
Publication Date: 2008
Pages: 22
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1554-2998
Designing Developmentally Appropriate School Counseling Interventions for LGBQ Students
Kayler, Holly; Lewis, Todd F.; Davidson, English
Journal of School Counseling, v6 n6 2008
Lesbian, gay, bisexual, and questioning (LGBQ) students must face the physical, cognitive, and emotional challenges of adolescent development while becoming aware of and coping with a sexual minority orientation. As an invisible minority, LGBQ students are stigmatized, and many experience negative outcomes (e.g., isolation, depression) as a result of heterosexism. The authors discuss how Cass' model of sexual identity development serves as an appropriate template from which school counselors may work directly with students at each stage of sexual identity development. Additionally, the authors highlight numerous indirect services school counselors can provide to LGBQ students.
Journal of School Counseling. Montana State University, College of Education, Health and Human Development, P.O. Box 172940, Bozeman, MT 59717. Tel: 406-994-4133; Fax: 406-994-1854; e-mail: ehhddean@montana.edu; Web site: http://jsc.montana.edu
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A