Center for Leadership in Disability, Georgia State University, United States.
Queens College, City University of New York, United States.
J Sch Psychol. 2016 Feb;54:9-16. doi: 10.1016/j.jsp.2015.11.001. Epub 2015 Nov 21.
Many lesbian, gay, bisexual, and transgender (LGBT) youth experience harassment and discrimination in schools and these experiences lead to increased negative social-emotional outcomes. Youth who can identify at least one supportive adult at school report better outcomes than youth who cannot identify a safe adult. Yet, many educators report feeling uncomfortable or unprepared to support LGBT youth. One reason for educators' discomfort may be that content related to issues unique to LGBT youth is sometimes missing or covered minimally in university training programs. We hypothesized that LGBT content may be covered minimally in school support personnel journals, as well. This study analyzed eight school support personnel journals across the disciplines of school counseling, school nursing, school psychology, and school social work for LGBT content published between 2000 and 2014 to gain a better understanding of the visibility of LGBT issues in the research. Results suggested that there has been a lack of presence of LGBT issues in journals across disciplines. These results also suggest a need for an intentional focus on issues relevant to LGBT youth in school support personnel journals. Thus, the article concludes with an introduction to two articles in this special topic section, including Russell, Day, Ioverno, and Toomey's (in this issue) study on teacher perceptions of bullying in the context of enumerated school policies and other supportive sexual orientation and gender identity related practices and Poteat and Vecho's (in this issue) study on characteristics of bystanders in homophobic bullying situations. The broad goal of these three studies is to increase visibility of critical LGBT issues in school support personnel journals.
许多女同性恋、男同性恋、双性恋和跨性别（LGBT）青年在学校中经历骚扰和歧视，这些经历导致他们产生更多的负面社会情感后果。能够在学校中至少识别出一位支持他们的成年人的青年，其报告的结果要好于那些无法识别安全成年人的青年。然而，许多教育工作者表示感到不舒服或准备不足，无法为 LGBT 青年提供支持。教育工作者感到不舒服的一个原因可能是，与 LGBT 青年特有的问题相关的内容在大学培训计划中有时会缺失或涵盖很少。我们假设，LGBT 内容在学校支持人员的期刊中也可能涵盖很少。本研究分析了学校咨询、学校护理、学校心理学和学校社会工作等学科的八本学校支持人员期刊，以了解 LGBT 问题在研究中的可见度，这些期刊的出版时间跨度为 2000 年至 2014 年。结果表明，各学科期刊中 LGBT 问题的存在率都很低。这些结果还表明，需要在学校支持人员期刊中重点关注与 LGBT 青年相关的问题。因此，本文以介绍本期特刊中的两篇文章作为结束，包括 Russell、Day、Ioverno 和 Toomey（本期）的研究，该研究探讨了教师在枚举的学校政策和其他支持性的性取向和性别认同相关实践背景下对欺凌的看法，以及 Poteat 和 Vecho（本期）的研究，该研究探讨了在恐同欺凌情境中旁观者的特征。这三项研究的广泛目标是增加学校支持人员期刊中关键 LGBT 问题的可见度。
