Working With Parents of Gender-Variant Children: Using Social Action as an Emancipatory Research Framework

REFERENCES

• Abels, P., & Garvin, C. (2010). Standards for social work practice with groups (2nd ed.). Alexandria, VA: Association for the Advancement of Social Work with Groups.
   Google Scholar
• Abu-Samah, A. (1996). Empowering research process: Using groups in research to empower people. Groupwork, 9(2), 221–252.
   Google Scholar
• Adams, R. (2008). Empowerment, participation and social work. Basingstoke, UK: Palgrave Macmillan.
   Google Scholar
• Beresford, P., & Evans, C. (1999). Research and empowerment. British Journal of Social Work, 29, 671–677.
   Web of Science ®Google Scholar
• Boenke, M. (2003). Transforming families: Real stories about transgendered loved ones. Hardy, AR: Oak Knoll Press.
   Google Scholar
• Bourdieu, P. (1998). Practical reason. Cambridge, UK: Polity Press.
   Google Scholar
• Breton, M. (1994). On the meaning of empowerment and empowerment-oriented social work practice. Social Work with Groups, 17(3), 23–37.
   Google Scholar
• Brown, A. (1996). Groupwork into the future: Some personal reflections. Groupwork, 9(1), 80–96.
   Google Scholar
• Dullea, K., & Mullender, A. (1999). Evaluation and empowerment. In I. Shaw & J. Lishman ( Eds.), Evaluation and social work practice (pp. 81–100). London, UK: Sage.
   Google Scholar
• Elliot, P. (2010). Debates in transgender, queer and feminist theory: contested sites. Burlington, VT: Ashgate.
   Google Scholar
• Feder, E. K. (1999). Regulating sexuality: Gender identity disorder, children’s rights, and the state. In U. Narayan & J. Bartowiak ( Eds.), Having and raising children: Unconventional families, hard choices, and the social good (pp. 163–176). University Park: Pennsylvania State University Press.
   Google Scholar
• Feuerstein, M. (1986). Partnership in evaluation: Evaluating development and community programmes with participants. London, UK: Macmillan.
   Google Scholar
• Fine, B., Harris, L., Mayo, M., Weir, A., & Wilson, E. (1985). Class politics: An answer to its critic. London, UK: Leftover Pamphlets.
   Google Scholar
• Fleming, J. (2005). Foster carers undertake research into birth family contact: Using the social action research approach. In L. Lowes & I. Hulatt ( Eds.), Involving service users in health and social care research (pp. 66–75). London, UK: Routledge.
   Google Scholar
• Fleming, J., & Ward, D. (2004). Methodology and practical application of the social action research model. In F. Rapport ( Ed), New qualitative research methodologies in health and social care: Putting ideas into practice (pp. 162–178). London, UK: Routledge.
   Google Scholar
• Freire, P. (1972). Pedagogy of the oppressed, Harmondsworth, UK: Penguin.
   Google Scholar
• Gould, N. (1999). Qualitative practice evaluation. In I. Shaw & J. Lishman ( Eds.), Evaluation and social work practice (pp. 63–80). London, UK: Sage.
   Google Scholar
• Gray, M. & Webb, S. ( Eds.). (2010). International Social Work, Vol. 1: Welfare theory and approaches. London, UK: Sage.
   Google Scholar
• Grinnell, R., & Unreau, Y. (2011). Social work research and evaluation (9th ed.). Toronto, Canada: Oxford University Press.
   Google Scholar
• Harvey, L. (1990). Critical social research. London, UK: Unwin Hyman.
   Google Scholar
• Hill, D., Menvielle, E., Sica, K., & Johnson, A. (2010). An affirmative intervention for families with gender-variant children: Parental ratings of child mental health and gender. Journal of Sex and Marital Therapy, 36(1), 6–23.
   PubMed Web of Science ®Google Scholar
• Klomek, A., Marrocco, F., Kleinman, M., Schonfeld, I., & Gould, M. (2008). Peer victimization, depression, and suicidiality in adolescents. Suicide and Life-Threatening Behavior, 38(2), 166–180.
   PubMed Web of Science ®Google Scholar
• Knafo, A., Iervolino, A., & Plomin, R. (2005). Masculine girls and feminine boys: Genetic and environmental contributions to atypical gender development in early childhood. Journal of Personality and Social Psychology, 88(2), 400–412.
   PubMed Web of Science ®Google Scholar
• Lev, A. (2004). Transgender emergence: Therapeutic guidelines for working with gender-variant people and their families. New York, NY: The Haworth Press.
   Google Scholar
• Mallon, P. (2009). Knowledge for practice with transgender and gender-variant youth. In P. Mallon ( Ed.), Social work practice with transgender and gender-variant youth (2nd ed., pp. 22–37). New York, NY: Routledge.
   Google Scholar
• Meyer, E. (2006). Gendered harassment in North America: School-based interventions for reducing homophobia and heterosexism. In C. Mitchell & F. Leach ( Eds.), Combatting gender violence in and around schools (pp. 43–50). Stoke on Trent, UK: Trentham Books.
   Google Scholar
• Meyer, E. (2008). Gendered harassment in secondary schools: Understanding teacher’s (non)interventions. Gender and Education, 20(6), 555–572.
   Web of Science ®Google Scholar
• Moller, B., Schreier, H., Li, A., & Romer, G. (2009). Gender identity disorder in children and adolescents. Current Problems in Pediatric and Adolescent Health Care, 39, 117–143.
   PubMedGoogle Scholar
• Mullaly, R. (2010). Challenging oppression and confronting privilege. Toronto, Canada: Oxford University Press.
   Google Scholar
• Mullender A., & Ward, D. (1991). Self-directed groupwork. London, UK: Whiting and Birch.
   Google Scholar
• Ng, H. N. (2012). Promoting the health of gender-variant children and adolescents. Pediatrics. Retrieved from http://pediatrics.aappublications.org/content/129/3/418.short/reply#pediatrics_el_52978
   Google Scholar
• O’Connor, A. (2002). Poverty knowledge: Social science, social policy, and the poor in twentieth-century U.S. history. Princeton, NJ: Princeton University Press.
   Google Scholar
• Oliver, C. (2012). Critical realist grounded theory: A new approach for social work research. British Journal of Social Work, 42(2), 371–387.
   Web of Science ®Google Scholar
• Oliver, M. (1990). The politics of disablement. Basingstoke, UK: Macmillan.
   Google Scholar
• Padawer, R. (2012). What’s so bad about a boy who wants to wear a dress? New York Times. Retrieved from http://www.nytimes.com/2012/08/12/magazine/whats-so-bad-about-a-boy-who-wants-to-wear-a-dress.html
   Google Scholar
• Pullen-Sansfaçon, A., Dumais Michaud, A.-A., Robichaud, M.-J., & Clegg, A. (2012). Princess boys, trans girls, queer youth, parents’ experience. Montreal, Canada: Université de Montréal.
   Google Scholar
• Reason, P. ( Ed.). (1990). Human inquiry in action: Developments in new paradigm research. London, UK: Routledge & Kegan Paul.
   Google Scholar
• Riley, E. A., Sitharthan, G., Clemson, L., & Diamond, M. (2011). The needs of gender-variant children and their parents: A parent survey. International Journal of Sexual Health, 23, 181–195.
   Web of Science ®Google Scholar
• Roberts, A., Rosario, M., Corliss, H., Koenen K., & Bryn Austin, S. (2012). Childhood gender nonconformity: A risk indicator for childhood abuse and posttraumatic stress in youth. Pediatrics, 129(3), 410–417. doi:10.1542/peds.2011-1804
   PubMed Web of Science ®Google Scholar
• Ryan, C., Russell, S., Huebner, D., Diaz, R., & Sanchez, J. (2010). Family acceptance in adolescence in the health of LGBT young adults. Journal of Child and Adolescent Psychiatric Nursing, 23(4), 205–213.
   PubMedGoogle Scholar
• Saketopoulou, A. (2011). Minding the gap: Intersections between gender, race, and class in work with gender-variant children. Psychoanalytic Dialogues, 21(2), 192–209.
   Web of Science ®Google Scholar
• Sisneros, J., Stakeman, C., Joyner, M., & Schmitz, C. (2008). Critical multi-cultural social work. Chicago, IL: Lyceum Books.
   Google Scholar
• Strauss, A., & Corbin, J. (1990). The basics of qualitative research. London, UK: Sage.
   Google Scholar
• Strier, R. (2007). Anti-oppressive research in social work: A preliminary definition. British Journal of Social Work, 37(5), 857–871.
   Web of Science ®Google Scholar
• Tew, J. (2006). Understanding power and powerlessness: Towards a framework for emancipatory practice in social work. Journal of Social Work, 6(1), 33–51.
   Google Scholar
• Thomas, J. (1993). Doing critical ethnography. London, UK: Sage.
   Google Scholar
• Wells, K., Roberts, G., & Allan, C. (2012). Supporting transgender and transsexual students in K-12 schools: A guide for educators. Ottawa, Canada: Canadian Teachers’ Federation.
   Google Scholar
• Williamson, H. ( Ed.). (1995). Social action for young people. Lyme Regis, UK: Russell House.
   Google Scholar
• Wren, B. (2002). I can accept my child is transsexual, but if I ever see him in a dress I’ll hit him: Dilemmas in parenting a transgendered adolescent. Clinical Child Psychology and Psychiatry, 7(3), 377–397.
   Google Scholar