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Affirmative Approaches to LGBTQI+ Students' Mental Health : = Middle and High Schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Affirmative Approaches to LGBTQI+ Students' Mental Health :/
Reminder of title:	Middle and High Schools.
Author:	Bounpraseuth-Hao, Inthava.
Description:	1 online resource (123 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-02, Section: B.
Contained By:	Dissertations Abstracts International84-02B.
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29327961click for full text (PQDT)
ISBN:	9798841797128

Affirmative Approaches to LGBTQI+ Students' Mental Health : = Middle and High Schools.
Bounpraseuth-Hao, Inthava.

Affirmative Approaches to LGBTQI+ Students' Mental Health :Middle and High Schools. - 1 online resource (123 pages)

Source: Dissertations Abstracts International, Volume: 84-02, Section: B.

Thesis (Psy.D.)--Alliant International University, 2022.

Includes bibliographical references

This dissertation aims to elucidate that current school-based mental health services need a more LGBTQI+ affirmative stance to counter and disrupt the heteronormativity, homophobia, biphobia, and transphobia that LGBTQI+ students regularly encounter at school. Many LGBTQI+ students continue to be harassed, bullied, and discriminated against; school-based mental health providers must be knowledgeable about the protective factors and risks that contribute to the safety and mental health of LGBTQI+ students. School psychologists and other school-based mental health providers need to be prepared to support the unique needs of their LGBTQI+ students. The unique challenges that LGBTQI+ students experience directly affect their mental health, their overall well-being, and their school performance. This dissertation utilized an extended literature review approach to explore the unique experiences of LGBTQI+ students in K-12 and why it is imperative that school-based mental health providers adopt an affirmative stance when working with students who identify as LGBTQI+. School-based mental health providers are encouraged to incorporate Minority Stress Theory in their counseling practices by using an LGBTQI+ affirmative stance, supported by psychodynamic and object relations theory as a clinical framework to deliver mental health interventions. Based on this comprehensive literature review, it is recommended that a professional development series be created for school-based mental health providers that focus on LGBTQI+ mental health in middle and high schools. There continue to be significant gaps in knowledge regarding the educational paths of LGBTQI+ students, despite increased research on LGBTQI+ issues. Educational researchers must continue to grow the body of knowledge regarding how to support LQBTQ+ students in school settings.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841797128Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Educational pathsIndex Terms--Genre/Form:

542853
Electronic books.

Affirmative Approaches to LGBTQI+ Students' Mental Health : = Middle and High Schools.
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