東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

School Social Workers and Perceived Barriers when Providing Services to LGBTQ Children.

Record Type:	Electronic resources : Monograph/item
Title/Author:	School Social Workers and Perceived Barriers when Providing Services to LGBTQ Children./
Author:	Bullard, Jason Ray.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	142 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
Contained By:	Dissertations Abstracts International82-06A.
Subject:	Social work. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28156463
ISBN:	9798691262289

School Social Workers and Perceived Barriers when Providing Services to LGBTQ Children.
Bullard, Jason Ray.

School Social Workers and Perceived Barriers when Providing Services to LGBTQ Children. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 142 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: A.

Thesis (D.S.W.)--Walden University, 2020.

This item must not be sold to any third party vendors.

The proliferation of bias and prejudicial attitudes towards the lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ) community have been studied and empirically recognized throughout modern history. School social workers, as the school-to-home mental health liaison, have a duty to protect and support vulnerable populations of students. Research supports the overarching need for specific support provision for young LGBTQ children as they often report not feeling safe or supported within educational settings, leading to an overall decreased sense of wellbeing. This study, based on critical race theory as well as normative theory and democracy, used qualitative semistructured interviews with six elementary and middle school social workers who worked in Southeast Louisiana school districts to determine what perceived barriers may preclude their ability to provide services to young LGBTQ students. Eight major barriers are discussed: (a) time; (b) lack of LGBTQ-specific education; (c) heteronormativity built into the school system; (d) administration, teacher, and parental barriers; (e) children's understanding and ability to express themselves; (f) policies and procedures; (g) geographic location barriers; and (h) religiosity and political barriers. Participants collectively voiced a concern with lack of education for all persons within the educational arena. Understanding the perceived barriers when attempting to provide mental-health services to young LGBTQ students is a step towards positive social change by coordinating efforts to recognize and respond to the unique needs of young LGBTQ children within the school setting and toward making the world a more equal and better place for all students.

ISBN: 9798691262289Subjects--Topical Terms:

644197
Social work.
Subjects--Index Terms:

School social workers

School Social Workers and Perceived Barriers when Providing Services to LGBTQ Children.
LDR:02884nmm a2200361 4500 001 2344127
005 20230315113010.5
006 m o d
007 cr#unu||||||||
008 241004s2020 ||||||||||||||||| ||eng d
020 $a 9798691262289
035 $a (MiAaPQ)AAI28156463
035 $a AAI28156463
040 $a MiAaPQ $c MiAaPQ
100 1 $a Bullard, Jason Ray. $3 3682865
245 1 0 $a School Social Workers and Perceived Barriers when Providing Services to LGBTQ Children.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 142 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
500 $a Advisor: Crews, Douglas.
502 $a Thesis (D.S.W.)--Walden University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a The proliferation of bias and prejudicial attitudes towards the lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ) community have been studied and empirically recognized throughout modern history. School social workers, as the school-to-home mental health liaison, have a duty to protect and support vulnerable populations of students. Research supports the overarching need for specific support provision for young LGBTQ children as they often report not feeling safe or supported within educational settings, leading to an overall decreased sense of wellbeing. This study, based on critical race theory as well as normative theory and democracy, used qualitative semistructured interviews with six elementary and middle school social workers who worked in Southeast Louisiana school districts to determine what perceived barriers may preclude their ability to provide services to young LGBTQ students. Eight major barriers are discussed: (a) time; (b) lack of LGBTQ-specific education; (c) heteronormativity built into the school system; (d) administration, teacher, and parental barriers; (e) children's understanding and ability to express themselves; (f) policies and procedures; (g) geographic location barriers; and (h) religiosity and political barriers. Participants collectively voiced a concern with lack of education for all persons within the educational arena. Understanding the perceived barriers when attempting to provide mental-health services to young LGBTQ students is a step towards positive social change by coordinating efforts to recognize and respond to the unique needs of young LGBTQ children within the school setting and toward making the world a more equal and better place for all students.
590 $a School code: 0543.
650 4 $a Social work. $3 644197
650 4 $a LGBTQ studies. $3 2122706
650 4 $a School counseling. $3 2144793
653 $a School social workers
653 $a Services to LGBTQ children
690 $a 0452
690 $a 0492
690 $a 0519
710 2 $a Walden University. $b Social Work. $3 3351062
773 0 $t Dissertations Abstracts International $g 82-06A.
790 $a 0543
791 $a D.S.W.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28156463