Abstract

This article addresses the need to support and advocate for students identifying as transgender/gender nonconforming (TGNC). As school psychologists, the standards and practices as outlined by the National Association of School Psychologists and the American Psychological Association emphasize the respect and protection of people of all ethnicities, cultural background, creeds, gender identity and how they identify themselves as people. School psychologists work to engage and advocate ranging from an individual student to helping evaluate and transform delivery of services, including assessment, systemically, such as schools and training programs. The authors have reviewed literature and advocacy resources in identifying the roles of school psychologists in this role of advocacy. The authors describe the intersection of person, all the confluences of what becomes that person, and society. The referral for assessment and the assessment, itself, is often the start of the school psychologist’s interactions with the students with whom they engage and support in the school setting. The intention of this article is to convey resources, provide professional context, and start a list of resources to support, at times evaluate needs, and to advocate for their needs. The issue, as stated, is not having TGNC individuals educate the professionals on who they are but for the school psychologists to develop an understanding of this aspect of the human experience as children, neighbors, partners, and a continuum of humanity.

摘要

本文解决了支持和倡导识别为跨性别/性别不合格 (TGNC) 的学生的需要。作为学校心理学家，全国学校心理学家协会和美国心理学会概述的标准和做法强调尊重和保护所有种族、文化背景、信条、性别认同以及他们如何识别自己的人。学校心理学家致力于参与和倡导从个别学生到帮助评估和转变服务的提供，包括系统的评估，例如学校和培训计划。作者回顾了文献和宣传资源，以确定学校心理学家在这种宣传作用中的作用。作者描述了人的交集，成为那个人和社会的东西的所有融合。评估的转介和评估本身通常是学校心理学家与他们在学校环境中参与和支持的学生互动的开始。这篇文章的目的是传达资源，提供专业背景，并列出一个资源清单来支持，有时评估需求，并倡导他们的需求。如前所述，问题不在于让 TGNC 个人对专业人士进行教育，了解他们是谁，而是让学校心理学家了解人类作为儿童、邻居、合作伙伴和人类连续体的这一方面的经验。通常是学校心理学家与他们在学校环境中参与和支持的学生互动的开始。这篇文章的目的是传达资源，提供专业背景，并列出一个资源清单来支持，有时评估需求，并倡导他们的需求。如前所述，问题不在于让 TGNC 个人对专业人士进行教育，了解他们是谁，而是让学校心理学家了解人类作为儿童、邻居、合作伙伴和人类连续体的这一方面的经验。通常是学校心理学家与他们在学校环境中参与和支持的学生互动的开始。这篇文章的目的是传达资源，提供专业背景，并列出一个资源清单来支持，有时评估需求，并倡导他们的需求。如前所述，问题不在于让 TGNC 个人对专业人士进行教育，了解他们是谁，而是让学校心理学家了解人类作为儿童、邻居、合作伙伴和人类连续体的这一方面的经验。