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<p>School psychologists have a professional and ethical obligation to advocate for and support lesbian, gay, bisexual, transgender, and questioning (LGBTQ+) students. Drawing on a minority stress framework, this article highlights empirically supported school-wide practices and direct student services that enhance outcomes for LGBTQ+ students and promote positive coping and resiliency. Additionally, school psychologists’ role in advocating for and with LGBTQ+ students is emphasized, along with reputable resources that advance the recommended empirically supported practices.</p>

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Empirically Supported Practices for LGBTQ+ Students: Implications for School Psychologists

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年11月25日

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  • Emily S. Fisher,
  • Amy R. Cannava,
  • Scott B. Greenspan,
  • Jack Komer,
  • Kathryn L. Zeanah

摘要

School psychologists have a professional and ethical obligation to advocate for and support lesbian, gay, bisexual, transgender, and questioning (LGBTQ+) students. Drawing on a minority stress framework, this article highlights empirically supported school-wide practices and direct student services that enhance outcomes for LGBTQ+ students and promote positive coping and resiliency. Additionally, school psychologists’ role in advocating for and with LGBTQ+ students is emphasized, along with reputable resources that advance the recommended empirically supported practices.