Publication Date

Summer 2019

Advisor(s) - Committee Chair

Ryan Farmer (Director), Carl Myers, and Sarah Ochs

Degree Program

Department of Psychology

Degree Type

Specialist in Education

Abstract

Lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students report higher levels of harassment and assault, exposure to prejudiced language, and diminished feelings of safety at school compared to their non-LGBTQ counterparts. Due to the difficulties these young people experience at school as well as their increased risk for psychological distress and suicidality, these students may need additional support to be successful. Although professional organizations support school psychologists acting as advocates to support LGBTQ students, research suggests that practitioners’ knowledge about issues faced by LGBTQ students as well as training related to their needs may lag behind this appeal for best practice. Given this information, it is valuable to investigate how well school psychologists believe themselves capable of fulfilling responsibilities related to working with and advocating for LGBTQ youth in schools. The purpose of this project was to create a comprehensive scale measuring school psychology practitioners’ self-efficacy in working with LGBTQ youth. The proposed scale was created by reviewing existing scales and literature related to LGBTQ student needs. The proposed scale was then sent to three expert panelists who provided feedback that was incorporated to make revisions to the original scale. A finalized scale is presented, which may assist in expanding the knowledge base regarding school psychologists’ self-efficacy in working with this vulnerable student population.

Disciplines

Education | Psychology | School Psychology

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