Abstract
This chapter presents an application of Queer Theory to school-based supervision, with a focus on supervising graduate school psychology interns. The experiences of LGBTQIA+ school personnel, as well as that of LGBTQIA+ students reveal the harms of heterosexism that pervade school systems and structures, and we document these experiences throughout the chapter. We introduce the case narrative of Hudson, a bisexual graduate school psychology intern, and chronicle Hudson’s experiences as an intern in a rural, midsize high school in the Mid-Atlantic region. We then offer a process discussion of Hudson’s case narrative to illustrate how Queer Theory and affirmative supervision practices can support and promote an optimal intern experience.
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