Creating Spaces to Support Transgender Youth
By Jenifer K. McGuire, Ph.D., and Meredith Conover-Williams, M.A.
The Prevention Researcher,
Volume 17, Number 4, 2010, Pages 17-20, Item# A174-McGuire
This article explores the opportunity to create spaces within the family, school, and community that specifically promote the well-being of transgender adolescents and young adults. When social contexts are supportive, transgender youth report significantly less risk. Supportive home and school environments have been linked to better outcomes among transgender youth. In some cases support via youth organizations can mitigate the influences of a negative home or school environment through direct services to youth and their families, outreach to community allies, and advocacy in local policies. The article concludes with recommendations for youth organizations to be inclusive and supportive of all gender identities and expressions.
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This article can be found in the issue:
Creating Supportive Environments for Lesbian, Gay, Bisexual, and Transgender Youth
The Prevention Researcher,
Volume 17, Number 4, 2010
Lesbian, gay, bisexual, and transgender (LGBT) youth are at high risk for a number of negative health and mental health outcomes. This issue of The Prevention Researcher goes beyond these established risks, and instead, looks at the emerging research regarding supportive homes, schools, and communities. By creating supportive environments for LGBT youth we can help them avoid risks, feel supported, and grow into healthy adulthood.
This issue also featured these articles:
- Contradictions and Complexities in the Lives of Lesbian, Gay, Bisexual, and Transgender Youth, Pages 3-6
- Creating Spaces to Support Transgender Youth, Pages 17-20
- Engaging Families to Support Lesbian, Gay, Bisexual, and Transgender Youth: The Family Acceptance Project, Pages 11-13
- Peer Contexts for Lesbian, Gay, Bisexual, and Transgender Students: Reducing Stigma, Prejudice, and Discrimination, Pages 7-10
- Supportive Social Services for LGBT Youth: Lessons from the Safe Schools Movement, Pages 14-16
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