New-Brown Gracie, Sargeant Cora, Wright Sarah
School of Psychology, University of Southampton, Southampton, UK.
Int J Transgend Health. 2024 Feb 5;25(1):102-122. doi: 10.1080/26895269.2023.2291712. eCollection 2024.
This review aimed to explore and synthesize the perspectives and experiences of school-based psychological professionals providing support to gender diverse CYP across the world, to foreground the voices of those with relevant experience and support future practice.
A systematic review of five databases (PsychINFO, CINAHL, ERIC, SCOPUS and PROQUEST dissertations and theses) was performed between September and November 2022. Articles were included if they contained qualitative, primary research data representing the voice of at least one school-based psychological professional with experience working with gender diverse children and young people. Articles were excluded if they did not contain primary research data, were quantitative, related to non-school based psychologists or focussed on participant views in the absence of direct experience working with gender diverse pupils. Articles were thematically summarized and organized into a data extraction table.
Eighteen studies were identified for review, including 11 studies based in the USA, five in the UK, one in Australia and one in Cyprus. The voices of school-based professionals, including school counselors, school psychologists, trainee and qualified educational psychologists, were represented. The themes created highlighted the importance of the environment in which psychologists were working, the reliance on their own views and values to guide their work in the absence of clear guidance, the role psychologists saw they had to advocate for gender diverse CYP, as well as barriers and systems they were fighting against.
The review highlighted the need for psychologists to advocate for gender diverse children and young people, in an often non-inclusive environment where there was a need to work systemically with schools. Future research is needed to explore young people's experiences of the support that they are receiving and would like to receive.
本综述旨在探讨和综合世界各地为性别多样化的儿童和青少年提供支持的学校心理专业人员的观点和经验，突出有相关经验者的声音，并为未来的实践提供支持。
2022年9月至11月期间，对五个数据库（心理学文摘数据库、护理学与健康领域数据库、教育资源信息中心数据库、Scopus数据库以及ProQuest学位论文数据库）进行了系统综述。如果文章包含定性的、原始研究数据，代表至少一位有与性别多样化儿童和青少年工作经验的学校心理专业人员的声音，则纳入该文章。如果文章不包含原始研究数据、是定量研究、与非学校心理专业人员相关或聚焦于在没有与性别多样化学生直接工作经验的情况下参与者的观点，则排除该文章。文章按主题进行总结，并整理成数据提取表。
确定了18项研究进行综述，其中11项研究来自美国，5项来自英国，1项来自澳大利亚，1项来自塞浦路斯。代表了学校专业人员的声音，包括学校辅导员、学校心理学家、实习和合格的教育心理学家。所形成的主题突出了心理学家工作环境的重要性、在缺乏明确指导的情况下依靠自身观点和价值观来指导工作的情况、心理学家认为自己必须为性别多样化的儿童和青少年进行倡导的角色，以及他们所面临的障碍和与之抗争的体系。
该综述强调，在通常不具包容性的环境中，心理学家需要为性别多样化的儿童和青少年进行倡导，且有必要与学校进行系统性合作。未来需要开展研究，以探索年轻人对他们正在接受以及希望接受的支持的体验。
