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010   $a1-4522-8400-8
010   $a1-4522-7430-4
010   $a1-4833-8769-0
035   $a(OCoLC)865102881
035   $a(MiFhGG)GVRL8TSQ
035   $a(EXLCZ)993710000000333598
100   $a20111230h20122012  uy             0
101 0 $aeng
135   $aurun|---uuuua
181   $ctxt
182   $cc
183   $acr
200 10$aDignity for all $esafeguarding LGBT students /$fPeter DeWitt
210   $aThousand Oaks, Calif. $cCorwin$dc2012
210  1$aThousand Oaks, California :$cCorwin,$d[2012]
210  4$d?2012
215   $a1 online resource (xiii, 117 pages)
225 0 $aGale eBooks
300   $aA joint publication with the National Association of School Psychologists.
311   $a1-4522-0590-6 
320   $aIncludes bibliographical references and index.
327   $aDignity for All-Front Cover; Dignity for All; Contents; Preface; Acknowledgments; About the Author; CHAPTER ONE The Silent Minority; OUR SCHOOL EXPERIENCES; WHAT IT MEANS TO BE GAY; THE NEED FOR ROLE MODELS; HARASSMENT AND DISCRIMINATION OF LGBT STUDENTS; NEGATIVE STEREOTYPES OF LGBT STUDENTS; CONCLUSION; CHAPTER TWO Bullying of LGBT Students; WHERE BULLYING BEHAVIOR BEGINS; CYBERBULLYING; SETTING THE TONE IN SCHOOL; SAFEGUARDING AND SUPPORTING LGBT STUDENTS; CONCLUSION; CHAPTER THREE The Role of Schools; THE IMPACT SCHOOLS CAN HAVE ON LGBT STUDENTS; KEEPING STUDENTS SAFE; TEACHER BIASES
327   $aPROFESSIONAL DEVELOPMENTPARENT OUTREACH; CONCLUSION; CHAPTER FOUR Curriculum Matters; DIVERSE LITERATURE AT AN AGE-APPROPRIATE LEVEL; SUPPORTIVE LEARNING ENVIRONMENTS FOR LGBT STUDENTS; CURRICULUM; ELEMENTARY SCHOOL GENDER DIFFERENCES AND CHARACTER EDUCATION; ENGLISH LANGUAGE ARTS; SOCIAL STUDIES; GUEST SPEAKERS WHO ADDRESS BULLYING; AFTER-SCHOOL ENRICHMENT; CONCLUSION; CHAPTER FIVE Gay-Straight Alliances; WHY SCHOOLS SHOULD OFFER A GSA; THE PARAMETERS OF CREATING A GSA; EVENTS HELD BY A GSA; CONCLUSION; CHAPTER SIX Following Through: School Board Policies and Codes of Conduct
327   $aLAWS THAT SUPPORT SCHOOL DECISIONSSCHOOL LEADERS EMBRACING THE SEXUAL DIVERSITY OF STUDENTS; A SHARED VISION: CREATING SCHOOL CODES OF CONDUCT; CREATING SCHOOL BOARD POLICIES; HOW PARENTS, STAFF, AND STUDENTS CAN HELP; CONCLUSION; CHAPTER SEVEN Important Stories From Higher Education; Appendix: NASP Position Statement: Lesbian, Gay, Bisexual, Transgender, and Questioning Youth; CREATING SAFE SCHOOLS FOR LGBTQ YOUTH; ROLE OF THE SCHOOL PSYCHOLOGIST; SUMMARY; REFERENCES; References; Index
330 8 $aStudents who identify as lesbian, gay, bisexual, or transgendered are susceptible to harassment from their peers and are at high risk of dropping out of school. This book provides professional development ideas and real-life vignettes that will help educational leaders foster a more caring school culture not only for LGBT students, but for all students.
606   $aHomosexuality and education$zUnited States
606   $aLesbian students$zUnited States
606   $aGay students$zUnited States
606   $aBisexual students$zUnited States
606   $aTransgender youth$xEducation$zUnited States
606   $aSchools$xSafety measures$zUnited States$xHandbooks, manuals, etc
615  0$aHomosexuality and education
615  0$aLesbian students
615  0$aGay students
615  0$aBisexual students
615  0$aTransgender youth$xEducation
615  0$aSchools$xSafety measures$xHandbooks, manuals, etc.
676   $a371.82664
700   $aDeWitt$b Peter$factive 1791.$01623794
712 02$aNational Association of School Psychologists.
801  0$bMiFhGG
801  1$bMiFhGG
906   $aBOOK
912   $a9910810753803321
996   $aDignity for all$93958421
997   $aUNINA