Journal article
A Call to Disrupt Hetero- and Cisnormativity (HetCisNorms) in School Psychology With Guidance From the Adapting Strategies to Promote Implementation Reach and Equity (ASPIRE) Framework
School psychology, Vol.40(5), pp.622-635
09/01/2025
DOI: 10.1037/spq0000658
PMID: 39298214
Abstract
School psychology is informed by norms and beliefs that perpetuate harmful treatment, discrimination, and unchecked microaggressions across research, training, and practice. Hetero- and cisnormativity (HetCisNorms) empower a worldview that is harmful for lesbian, gay, bisexual, transgender, intersex, and queer/questioning (LGBTIQ+) individuals. This review presents what these norms are, how they function in school psychology, and calls on school psychologists to act. The adapting strategies to promote implementation reach and equity framework are applied with an intersectional analysis to examples across researchers, training, and practice to model for school psychologists how to take initial steps to disrupt these damaging practices. Addressing HetCisNorms can facilitate an equitable and just field for all, with particular emphasis in promoting equity among LGBTIQ+ individuals.
Details
- Title: Subtitle
- A Call to Disrupt Hetero- and Cisnormativity (HetCisNorms) in School Psychology With Guidance From the Adapting Strategies to Promote Implementation Reach and Equity (ASPIRE) Framework
- Creators
- Sarah Kiperman - Center for Theoretical PhysicsCarrie E. Lorig - Georgia State UniversityEileen Cullen - University of Denver
- Resource Type
- Journal article
- Publication Details
- School psychology, Vol.40(5), pp.622-635
- DOI
- 10.1037/spq0000658
- PMID
- 39298214
- NLM abbreviation
- Sch Psychol
- ISSN
- 2578-4218
- eISSN
- 2578-4226
- Grant note
- Wayne State University (http://data.elsevier.com/vocabulary/SciValFunders/100006710)
- Language
- English
- Date published
- 09/01/2025
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9985219861202771
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