A Critical Review of the Role of Educational Psychologists Engaging with Young People Who Identify as Transgender in the UK

Article


Doyle, M. 2023. A Critical Review of the Role of Educational Psychologists Engaging with Young People Who Identify as Transgender in the UK. Educational Psychology Research and Practice. 9 (1), pp. 1-14. https://doi.org/10.15123/uel.8wqxy
AuthorsDoyle, M.
Abstract

Aim:
Young people who identify as transgender experience a disproportionate amount of discrimination compared to their cisgender peers. The purpose of this study is to critically reflect on the role educational psychologists (EPs) have in engaging with young people who identify as transgender.

Method:
A systematic literature review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The EBSCOhost database was used to identify 4 studies. A narrative commentary approach was used for analysis.

Findings and Conclusions:
The analysis of the identified studies highlights the unique position of EPs to work with young people, families and schools within a range of systems while using skills centred around advocacy, conciliation and psychological knowledge to challenge discrimination faced by young people who identify as transgender.

JournalEducational Psychology Research and Practice
Journal citation9 (1), pp. 1-14
ISSN2059-8963
Year2023
PublisherSchool of Psychology, University of East London
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Anyone
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.8wqxy
Publication dates
Online2023
Publication process dates
Deposited03 Oct 2023
Copyright holder© 2023, The Author
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Educational Psychology Research and Practice (EPRaP): Volume 9, Issue 1
Giles, P., Ajewole, S., Carter, J., Wright, D., Dive, B., Doyle, M., Ward, L., Gilson, H., Borrett, E., Stanley-Duke, M., Pennack-Thomas, J., Marquez, Vega, E., Kalippen, P., Edmonds, C., Jesuorobo, Y., Budd, M. and Callaghan, J. 2023. Educational Psychology Research and Practice (EPRaP): Volume 9, Issue 1. School of Psychology, University of East London. https://doi.org/10.15123/uel.8wqx6