Defense Date
6-11-2019
Graduation Date
Summer 8-10-2019
Availability
Immediate Access
Submission Type
dissertation
Degree Name
PhD
School
School of Education
Committee Chair
Tammy L. Hughes
Committee Member
Jeffrey A. Miller
Committee Member
Gibbs Y. Kanyango
Keywords
LGBTQ+ Studies, Consultation, Education Policy, Professional Training
Abstract
According to the 2017 National School Climate Survey, over half of all LGBTQ+ students reported experiencing LGBTQ+ related discriminatory policies or practices in their schools (GLSEN, 2019). While there is legislation in place that should standardize compliance and equality within school districts, there is often a discrepancy in implementation and follow through in public school systems. This study sought to examine a) school psychologists’ knowledge of federal legislations protecting LGBTQ+ youth, b) school psychologists’ self-report of the implementation of these regulations in their school’s policies, and c) the attitudes of school psychologists working with LGBTQ+ youth. Results indicated that attitude does impact the overall skills utilized in schools by clinicians across the country. Furthermore, grade levels of students serviced have a significant interaction with the amount of knowledge possessed by practitioners.
Language
English
Recommended Citation
Tiberi, A. (2019). School Based Policies Protecting LGBTQ+ Youth (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1813
Additional Citations
According to the 2017 National School Climate Survey, over half of all LGBTQ+ students reported experiencing LGBTQ+ related discriminatory policies or practices in their schools (GLSEN, 2019). While there is legislation in place that should standardize compliance and equality within school districts, there is often a discrepancy in implementation and follow through in public school systems. This study sought to examine a) school psychologists’ knowledge of federal legislations protecting LGBTQ+ youth, b) school psychologists’ self-report of the implementation of these regulations in their school’s policies, and c) the attitudes of school psychologists working with LGBTQ+ youth. Results indicated that attitude does impact the overall skills utilized in schools by clinicians across the country. Furthermore, grade levels of students serviced have a significant interaction with the amount of knowledge possessed by practitioners.