Preferred Name
Shelley Faulkner
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Date of Graduation
Summer 2019
Document Type
Thesis
Degree Name
Educational Specialist (EdS)
Department
Department of Graduate Psychology
Advisor(s)
Lennis G. Echterling
A. Renee Staton
Kelly Atwood
Abstract
The number of gender expansive and gender variant youth has risen dramatically, leading to a mental health and education service gap that must be addressed. The author reviews relevant literature supporting the importance of the parent-child relationship via the lens of attachment theory, affirming that parental support for gender variant children is critical to their well-being and overall positive life outcomes. A curriculum for parents of gender variant children is proposed, in an effort to educate and support parents of gender variant children, so that they may in turn develop affirmative and supportive practices toward their children. The ultimate goal of the proposed curriculum is to contribute toward the health and well-being of gender variant children by providing this educational and support program to their parents and families.
Recommended Citation
Faulkner, Shelley, "Parental acceptance project: Affirming gender variant youth" (2019). Educational Specialist, 2009-2019. 154.
https://commons.lib.jmu.edu/edspec201019/154
Included in
Child Psychology Commons, Counseling Psychology Commons, Counselor Education Commons, Developmental Psychology Commons, Development Studies Commons, Gender and Sexuality Commons, Multicultural Psychology Commons
