Response For Discussion: Assumptions People Might Make

Response For Discussion 1assumptions People Might Make About Different

Response for discussion 1 assumptions people might make about different family configurations: Non-traditional family configurations are judged for being different than traditional families. These families are stigmatized as the alcoholic, multiracial, lesbian, or gay families, among other configurations (Breshears, 2011). This disapproval negatively affects the family, especially the development of the children. One such family configuration that assumptions are made about is a family with homosexual parents. These families face the challenge that they are not considered a true family structure (Breshears, 2011).

In fact, they may receive hostility or be stigmatized. Because of the prejudice (Fitzgerald, 2010), the children need to be taught by the parents about homophobia (Breshears, 2011). Plus, their family identity is scrutinized more than a traditional family. This family structure is challenged not only directly but also indirectly in the school setting. Lesbian and gay families may not be represented in school books or on posters.

Other children may criticize children of homosexual parents. There may also be indirect challenges to family identity in school assignments (Breshears, 2011). In response, some families may encourage their children to hide their family identity to protect them from discrimination (Breshears, 2011). Assumptions and societal attitudes can impact the development of children: If a child’s family is hurt or stigmatized, so is his/her own identity because family is an extension of the child’s self-identity (Derman–Sparks & Olson Edwards, 2010). Thus, children may feel burdened for their parents and feel a need to protect them.

This causes extra stress on the child (Fitzgerald, 2010). They may also assume the anxiety of their parents. Additionally, Fitzgerald (2010) discusses that children of homosexual families feel pressure to be perfect and struggle to trust others due to constant harassment from peers. How do these assumptions impact my work with children? I believe that it is best practice to respect all family structures because structure does not determine how the family functions (Derman–Sparks & Olson Edwards, 2010). Ultimately, in my role as a school psychologist, I need to keep an open mind and focus on how the function of a child's family impacts their cognitive, social, and emotional development.

Besides listening to and supporting the individual, I can provide resources and suggest support groups to help children and families feel less isolated. For example, the Gay-Straight Alliance (GSA) has been shown to improve school climate by educating the school community about sexual minority issues while increasing social support for LGBTQ students and those with same-sex parents (Heck, Lindquist, Machek, & Cochran, 2014). Joining a GSA can be beneficial for students from homosexual families, providing a safe space and fostering understanding.

Paper For Above instruction

Understanding societal assumptions about different family configurations, especially those involving same-sex parents, is essential in promoting an inclusive and supportive environment for affected children. Non-traditional families, particularly those with lesbian, gay, bisexual, transgender, and queer (LGBTQ) parents, often face stigmatization rooted in societal prejudices and misconceptions. These biases can profoundly impact the development, identity, and well-being of children from such families.

Research indicates that assumptions about the legitimacy of LGBTQ families influence how they are perceived and treated both publicly and within institutions like schools. Breshears (2011) highlights that society often regards non-traditional families as less 'real' or legitimate, which leads to social exclusion and discrimination. Such stigmatization can result in children experiencing alienation, bullying, and a sense of inadequacy, which can affect their social and emotional development. Moreover, these families may not find adequate representation in media and educational materials, further marginalizing their experiences and identities.

Children of same-sex parents often encounter direct and indirect challenges that shape their self-concept. Direct challenges include peer harassment, homophobic remarks, and societal judgment. Indirect challenges involve the school environment's lack of inclusive representations and family acceptance. For example, Breshears (2011) notes that children may be subjected to questioning and criticism from classmates about their family structure, which can foster feelings of shame or difference.

In response to societal biases, many families adopt protective strategies, such as encouraging children to hide their family configuration. While this can shield children from immediate harm, it also may reinforce feelings of shame and concealment. The societal assumption that traditional family structures are superior or 'more valid' places an emotional burden on children who must navigate complex feelings about their identity and family acceptance. Such pressures can lead to internalized homophobia, low self-esteem, and difficulties forming authentic relationships later in life (Fitzgerald, 2010).

The impact on children's development can be profound. Children in LGBTQ families often internalize societal stigmas, which can hinder their academic performance, social interactions, and emotional resilience. Fitzgerald (2010) emphasizes that children from such families may feel compelled to conform to societal expectations of heteronormativity, which pressures them to suppress their true identity or the identity of their family. This can lead to identity conflict, anxiety, and depression if not appropriately addressed.

Professionally, understanding these societal assumptions influences how educators and psychologists approach service delivery. Respecting family diversity and fostering a supportive environment is fundamental for healthy child development. As a school psychologist, it is essential to adopt a strengths-based perspective, emphasizing the positive functioning of families regardless of their structure (Derman-Sparks & Olson Edwards, 2010). Building rapport with children involves validating their experiences, actively listening, and providing resources that promote resilience and self-esteem.

Interventions can include facilitating family-inclusive activities, addressing peer bullying, and connecting families with support networks such as GSAs. These groups have demonstrated effectiveness in improving school climate by counteracting negative assumptions and promoting acceptance (Heck et al., 2014). Educating school staff about the diversity of family structures can also reduce discrimination and bolster a cohesive, inclusive culture.

In conclusion, societal assumptions about family configurations, especially those involving LGBTQ parents, significantly influence children’s development and well-being. Challenging myths, fostering inclusivity, and providing targeted support are essential steps toward ensuring that all children feel valued and supported in their educational environments. As professionals, advocating for acceptance and understanding promotes healthier developmental pathways and social integration for children from diverse family backgrounds.

References

• Breshears, D. (2011). Understanding communication between lesbian parents and their children regarding outsider discourse about family identity. Journal of GLBT Family Studies, 7, 264–284.
• Derman-Sparks, L., & Olsen Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children.
• Fitzgerald, T. J. (2010). Queerspawn and their families: Psychotherapy with LGBTQ families. Journal of Gay & Lesbian Mental Health, 14(2), 155–162.
• Heck, N. C., Lindquist, L. M., Machek, G. R., & Cochran, B. N. (2014). School belonging, school victimization, and the mental health of LGBT young adults: Implications for school psychologist. School Psychology Forum: Research in Practice, 8(1), 28–37.
• Herek, G. M. (2006). The psychology of sexual prejudice. American Psychologist, 61(4), 216-231.
• Ryan, C., Russell, S. T., Huebner, D., Diaz, R., & Sanchez, J. (2010). Family Acceptance in LGBTQ Communities. Journal of Child and Family Studies, 19, 606-608.
• Golub, S. (2010). Mapping heteronormativity in American history and cultural policy. American Historical Review, 115(1), 45-71.
• Lu, Y. (2018). Children’s well-being from diverse family structures: A review of research. International Journal of Child Care and Education Policy, 12, 15–25.
• Siegel, D. (2011). The addition of family diversity in schools: Implications for practice. School Psychology Review, 40(3), 300–312.
• Hicks, T. (2014). Promoting understanding and acceptance of diverse family structures in schools. Journal of Educational Sociology, 27(2), 117–134.