Advocacy for gender minority students: recommendations for school counsellors

Abstract

Research shows that teachers’ and educators’ responses to gender diversity issues in schools either improves or limits the experiences of students. The school counsellor has an important role to play in this process by working closely with other stakeholders to advocate for transgender, intersex and genderqueer (TIG) students. Following a review of recent developments in the USA, recommendations are made and resources identified to assist school counsellors in validating TIG students, and improving school systems in pursuit of their academic, social and emotional success.     

The Pictorial Scale of Perceived Competence and Social Acceptance: Does It Work with Low-Income Urban Children?

The present study represents a twofold investigation wherein ( a ) the construct validity of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA) and ( b ) the developmental appropriateness of the PSPCSA were empirically examined for urban Head Start children. Data were collected from a sample of 476 African-American children (48–64 months) representing children enrolled in a large metropolitan Head Start program. In the first study, neither replication of the test author's statistical procedures nor a series of exploratory factor analyses produced psychologically meaningful constructs. A second study tested the assumption that the PSPCSA administration format is developmentally appropriate for preschool children. Results from this study did not support the assumption that the PSPCSA is developmentally appropriate for preschool children. Implications for establishing valid assessment methods for urban Head Start children were discussed.     

Counseling International Students in Canadian Schools

International students face many demands as they navigate the cross-cultural transition of living and learning in host countries such as Canada. The cultural diversity represented in this student population poses unique challenges for multicultural counseling. The ways that international students have been represented in the literature may contribute to barriers for effective counseling services. The discussion begins with a summary of the issues faced by international students when living and learning in a foreign country. Several limitations in the counseling literature about international students are addressed, including, the limitations of culture shock as a model of cross cultural transition, the lack of methodological diversity in research involving international students, a focus on group characteristics, and the continued emphasis on the problems experienced by international students. Suggestions for counselors are given to enhance their multicultural counseling competencies for working with international students.     

Unwanted and illegal sexual experiences in childhood and adolescence

Three hundred forty-two anonymous surveys regarding unwanted sexual experiences (USE) were filled out in three clinic sites: a pediatric sexual abuse clinic, family practice clinic, and family planning clinic. In the latter two clinics, 40% of females and 16% of males had at least one unwanted sexual experience prior to turning 18 years old. Only 91% of the sexual abuse clinic patients indicated their experience was unwanted. In addition, 27% of the subjects had wanted sexual experiences that were illegal and underreported: These experiences involved a partner at least 4 years older or younger. While feelings of victimization were most common, self-blame and naivete about the abuse were also frequently reported, especially in those who had an USE with a peer. Ambivalence, self-blame, and peer pressure were associated with a lower tendency to disclose one's USE. Although unwanted and illegal sexual experiences were less common in Hispanic females, feelings of self-blame and ambivalence regarding their USE were more frequent in comparison with White females. These findings have important investigative and therapeutic implications for professionals who encounter victims of sexual abuse.     

The effects of community violence on children in Cape Town, South Africa

OBJECTIVE: The primary objective of the study was to investigate the relationship between exposure to community violence (neighborhood, school, police, and gang violence) and psychological distress in a sample of children living in the Cape Town, South Africa area. Another objective was to identify variables that moderate and mediate the relationship between exposure to community violence and psychological distress. METHODS: Face-to-face interviews were conducted with 185 children between the age of 8 and 13 from five Cape Town Township schools. Structured scales were used to measure exposure to several forms of community violence, family functioning, social support, perceptions of safety, and "unknown" locus of control. RESULTS: Exposure to all forms of violence was extremely high and resulted in substantial psychological distress. Perceived safety functioned as a mediating variable for all forms of violence. Unknown locus of control, social support, family organization, and family control moderated the effects of exposure to certain kinds of violence. Surprisingly, exposure to murder was not related to psychological distress, suggesting a possible "numbing" effect of extreme forms of violence. Hearing about violence from others had almost the same effect as actually witnessing it. Older children had witnessed more violence and were experiencing more distress, suggesting an "exposure accumulation" effect. CONCLUSIONS: The findings suggest the importance of a child's ability to feel safe in reducing the distress that occurs as a result to exposure to violence. Parents and schools can help children cope, but there appear to be limits. Early intervention, before maladaptive coping mechanisms have developed, also appears to be important.     

Income Level, Gender, Ethnicity, and Household Composition as Predictors of Children''s School-based Competence

In the United States, being black, male, or growing up in a low-income and/or single-parent household have all been identified as risk factors for maladjustment during childhood. Interpretation of these findings is, however, often difficult because of the well-known associations among these variables. In the present study, we compared predictions of 3 different forms of children's competence from each of these 4 variables. In a sample of 868 black and white elementary school children from 2-parent and mother-headed 1-parent homes, we studied 3 aspects of school-based competence: conduct, peer relations, and academic achievement. Results showed that although the independent variables accounted for different amounts of variance in each domain of competence, income level and gender were better overall predictors of children's competence in conduct and peer relations than were ethnicity or household composition. Income level and ethnicity were better overall predictors of academic achievement than were gender or household composition, although each of the 4 variables made a significant contribution. Overall, income level and gender were thus the strongest predictors of children's competence. Black children were, however, more likely than white children to live in low-income homes. Our results thus highlighted some correlates of the unequal distribution of economic resources among black and white children growing up in the United States today.     

A study of the latent effects of family learning courses in science

It is well documented that students' exposure to science in the middle school is critical for their later selection of science courses, yet instruction time and course offerings in science during the middle school years are often limited. Out-of-School Science Experiences with funds from the National Science Foundation (DISE No. 07872) produced five short science courses intended for children in middle school grades (6, 7, and 8) and their parents that supplement normal science instruction based on topics that are integral to traditional science teaching. The courses were offered through Community Education programs and through informal science learning centers (e.g., zoos, museums, and planetariums). An added strength of the program is that it employs the family as a motivator and reinforcer in a cooperative learning venture. The study reported here is an attempt to determine participant reaction two to three years after having taken the courses, to the course experience, the influence that the courses had on subsequent learning behavior, and the relationship between parents and children.