Llera Dalia J, Katsirebas Erin
Division of Counseling and Psychology, Lesley University, 29 Everett Street, Cambridge, MA 02138, USA.
J Lesbian Stud. 2010;14(1):26-35. doi: 10.1080/10894160903058865.
The psychological literature provides ample explanations that map out the direction of adolescent development and facilitate the tracking of their progress into adulthood. The "normal" steps or tasks that adolescents need to master in order to become healthy adults are traced within this construct. But lesbian youth end up charting their course without such maps or outlines to guide them. They-whether supported or not by those around them-negotiate development through an alternate route. Their "difference" sets them apart from the adolescent norm and their very existence challenges the heterosexist constructs that misguide, render them marginal, and pose potential risks to their healthy growth and development. This article proposes alternatives to understanding the experience of lesbian youth and emphasizes the need for strength-based interventions that promote understanding, social justice, advocacy, and empowerment.
心理学文献提供了丰富的解释,勾勒出青少年发展的方向,并有助于追踪他们步入成年期的进程。在这一框架内,可以探寻青少年为成长为健康成年人而需要掌握的“正常”步骤或任务。但女同性恋青少年最终在没有此类地图或纲要指引的情况下规划自己的人生道路。她们——无论周围人是否给予支持——通过另一条途径来经历成长。她们的“不同”使她们有别于青少年的常态,她们的存在本身就对异性恋建构提出了挑战,这种建构会产生误导,使她们处于边缘地位,并对她们的健康成长和发展构成潜在风险。本文提出了理解女同性恋青少年经历的其他方式,并强调需要开展基于优势的干预措施,以促进理解、社会正义、倡导和赋权。