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

• Published in: School psychology
• Main Authors: Kiperman, Sarah, Lorig, Carrie E, Cullen, Eileen
• Format: Journal Article
• Language: English
• Published: United States 19-09-2024
• Subjects: Equity; Female; Human; Intersex; Male; Practice; School Adjustment; School Psychologists; School Psychology; Training
• ISSN: 2578-4218; 2578-4226; 2578-4226
• DOI: 10.1037/spq0000658

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. (PsycInfo Database Record (c) 2024 APA, all rights reserved).