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Copyright of Contemporary Accounting Research is the property of Canadian Academic Accounting Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There is a dearth of existing literature pertaining to the use of Acceptance and Commitment Therapy (ACT) in school counseling; which may be beneficial when addressing student concerns such as social anxiety and decreased social networks. This article discusses the overlap of ACT with comprehensive school counseling programs and culminates with a case study highlighting the role of school counselors in using an ACT-informed tiered plan to address students' social-emotional needs following a crisis situation.

School counselors should be taught about and utilize sexual and gender minority (SGM) identity development models as part of training and advocacy for and with SGM youth in schools. This article reviews several widely used SGM identity development models and provides pedagogical and clinical practice recommendations. Current and future school counselors, including those who train them, are responsible for promoting authentic and healthy human development by reviewing SGM identity development models with students and other school stakeholders.

School-family-community partnerships are associated with positive educational outcomes for students and families. However, there are limited interventions available to assist school counselors in building effective school-family-community relationships with lesbian, gay, bisexual, and transgender parents/guardians and their children. This article outlines strategies that school counselors can implement to enhance the partnerships between school communities and LGBT-headed families across the student, school, and community levels.

This qualitative study explored the experiences and perspectives of eight school counselors who attended a lesbian, gay, bisexual, transgender, and queer (LGBTQ)--related professional development event at a Midwestern University. The researchers identified three themes: (a) commitment and motivation, (b) learning from and connecting with others, and (c) critical takeaways. This article outlines implications for practice and future research regarding how school counselors can become more intentionally engaged in LGBTQ-inclusive professional development activities.

The purpose of this study was to provide insight to the lived advocacy experiences of principals and school counselors who received state and/or national recognition for their work on behalf of lesbian, gay, bisexual, and transgender (LGBT) students. I identified three themes and related subthemes regarding the meaning derived across the participants' advocacy experiences on behalf of LGBT students. The first theme was "It began with me" with subtheme (a) knowing your school. The second theme was advocacy identity with subthemes (a) being a role model, and (b) taking a stand. The third theme was credibility and confidence with subtheme (a) giving back. These findings provide school counselors and principals with stories and practical examples from exemplary and dedicated professionals regarding how to create safer school environments for LGBT students.

Research shows that teachers' and educators' responses to gender diversity issues in schools either improves or limits the experiences of students. The school counsellor has an important role to play in this process by working closely with other stakeholders to advocate for transgender, intersex and genderqueer (TIG) students. Following a review of recent developments in the USA, recommendations are made and resources identified to assist school counsellors in validating TIG students, and improving school systems in pursuit of their academic, social and emotional success.