Social Justice and Advocacy

LGBTQIA+
Jenn, Jordan, Sanaa, Miranda
Michelle, Heather, Jessie
LGBTQIA: What does it stand for?
L: Lesbian

G: Gay

B: Bisexual

T: Transgender

Q: Queer/ Questioning

I: Intersex

A: Ally/ Asexual
Statement of the Problem
LGBT+ youth experience poorer outcomes
related to overall health and well-being
when compared to their heterosexual peers.

Disproportionate risk for:

Depression Substance
abuse
Psychiatric care Sexually risky
behaviors
Poor school performance Running away
Truancy
Of all completed suicides, 20-40% were LGBT+ youth, even
though this group represents less than 10% of the adolescent
The Effects of Bullying on LGBT+ Youth
LGBT+ are more likely to be homeless

School locations: Gym, locker, bathroom

Almost of LGBT+ youth are verbally

assaulted daily
Facts
LGBT+ individuals are more than twice as likely as straight
individuals to have a mental health disorder

Suicide attempts are three times more common among LGBT+

individuals than straight individuals

About two-thirds of LGBT+ students reported having ever been

sexually harassed (e.g., sexual remarks made, being touched
inappropriately) in school in the past year.

The average GPA for students who were frequently physically

harassed because of their sexual orientation was half a grade
lower than that of other students (PFLAG NYC, 2016).
Stats
More than 61% of LGBT+ students unsafe or uncomfortable as a
result of their sexual orientation (Kosciw, 2010).

32% of LGBT+ students did not go to school for at least one day
because of feeling unsafe or uncomfortable.

61% of students never reported harassment/attacks/abuse

31% of students who did report attacks, said the school made no
effort to respond to the attacks

nobullying.com/lgbt-bullying-statistics
Cultural Considerations
Possible Barriers
Parents

Do not push toward coming out regardless of your beliefs about the
parents because they may not take it well

Confidentiality

May not trust counselors or parents

Religion/Spirituality/Faith/

May not allow

Rural communities
INvisible Minority
Difficult for counselors to
reach out without being
invasive

May not know anyone who is

LGBT+

Fear

Unsure of available
resources, people, etc.
Ethnicity Cultural Considerations
African Americans
It is also important to
May be less approving consider the concept of
intersectionality- how
Fear of being ostracized social categorizations such
as race, class, and gender
impact this group
Asian Americans

Rely on their collective community more

May be more afraid to come out

Latino Americans
(Hays & Erford, 2010, p. 126)
High value of masculinity
 Mental Health Consequences
Suicide and depression

Higher levels

6-7 times more likely to commit suicide

Even higher for people of color

Lack of positive media role models

Stress and self-esteem

Minority stress

Outward circumstance

(Hays & Erford, 2010, p. 127)

Anticipatory energy
Physical Consequences
Cutting and self injury is common among LGBT+ identifying
or exploring students, and is used as a coping mechanism
for negative mental health effects.

Substance abuse, especially alcohol and nicotine use, are

especially high in the LGBT+ community

HIV/AIDS
Social Considerations
Socioeconomic status & stereotypes

Institutional heterosexim

Diminished interpersonal relationships due to fear or

ignorance

Using identified pronouns and names

This can be accomplished discreetly as to not embarrass the student, through a
beginning of year survey or by keeping a database of student preferred names and
pronouns available for school-wide use.

Previous experiences (harassment, etc.) will impact the

counseling process
Counseling Competencies
Consider your own biases and engage in self-exploration

We all are oppressed and privileged in various ways

Explore how your identities function in counseling sessions,

classrooms, and society

Consider additional training and professional development

Learn more about the competencies created by the

Association for the Lesbian, Gay, Bisexual, and
Transgender Issues in Counseling (ALGBTIC) based on the
eight CACREP areas.
 Coming out Process
Colemans coming out process the client is in

a.Pre-coming out

b.Coming out

c.Exploring

d.Relationship

e.Integration

(Hays & Erford, 2010, p. 115)

 Identity Development
May not identify with the full LGBT+ spectrum, may only
identify as their own letter

Casss homosexual identity formation (HIF) model

a.Identity confusion

b.Identity comparison

c.Identity tolerance

d.Identity acceptance

e.Identity pride
(Hays & Erford, 2010, p. 115)
f.Identity synthesis
Why Do These Students Need Support?
 Evidence-based practices and
advocacy
Schools can no longer ignore the presence of LGBT+ students
 Best Practices of Creating SAFE SCHOOLS FOR ALL
Treat all students equally

Develop trust and uphold a confidential relationship

LGBT+ Students are hesitant to reach out to their
counselors, WHY?

Professional counselors must avoid imposing values,

attitudes, beliefs, and behaviors that are
inconsistent with counseling goals

Does your schools bullying policy specifically mention

protecting LGBT+ students?

Train administrators and teachers on sensitivity and

awareness of LGBT+ issues.

Increase student access to appropriate and accurate

resources regarding LGBT+ people, history, and events.
School-Based Advocacy Study The key to success = Provide a safe and
inclusive space!

First, educators should include LGBT+ issues in the curriculum to increase the
visibility and accomplishments of the population.

Incorporating LGBT+ issues in teacher curriculum is recommended and possible, but

tricky!

Tread lightly and seek support from fellow staff and administration.

LGBTQ students in schools with an LGBT+-inclusive curriculum were less likely

to feel unsafe because of their sexual orientation (35 percent vs. 60
percent).

Unfortunately, only 19 percent of LGBTQ students were taught positive

representations about LGBT+ people, history or events. (GLSEN.org)

Second, advocates should provide staff development related to LGBT+ issues.

School Based Advocacy study
Third, advocates should support the organization of a gay-straight-alliance
(GSA), or an after school student club, to provide a safe space for LGBTQ
students and their heterosexual allies.

Its legally protected!

Facilitating student-led goals and ambition, whether the goal of the group
is communication, social justice, or awareness oriented is key for
autonomy in secondary school advocacy efforts

Fourth, sexual orientation should be included in existing antidiscrimination

policies.

Fifth, the visibility of LGBT+ populations should be increased by displaying

supportive posters and resource fliers around school, in addition to including
References
Byrd, R. & Hays, D. (2013). EVALUATING A SAFE SPACE TRAINING FOR SCHOOL COUNSELORS AND TRAINEES USING A RANDOMIZED CONTROL GROUP DESIGN.
Professional School Counseling, 17(1), 20-31. Retrieved from http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1494044024?accountid=14244

Hays, D. G., & Erford, B. T. (2010). Developing multicultural counseling competence: A systems approach. Upper Saddle River, NJ: Pearson Educational, Inc.

Roe, S. (2013). "PUT IT OUT THERE THAT YOU ARE WILLING TO TALK ABOUT ANYTHING": THE ROLE OF SCHOOL COUNSELORS IN PROVIDING SUPPORT TO GAY AND
BISEXUAL YOUTH. Professional School Counseling, 17(1), 153-162. Retrieved from
http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1574941815?accountid=14244

Kosciw JG, Greytak EA, Diaz EM, Bartkiewicz MJ. The 2009 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual and Transgender Youth in Our Nations
Schools. New York: Gay, Lesbian Straight Education Network; 2010.

Centers for Disease Control and Prevention. Sexual identity, sex of sexual contacts, and health-risk behaviors among students in grades 9-12Youth Risk Behavior Surveillance,
selected sites, United States, 2001-2009. MMWR. 2011.

Kosciw, J., Greytak, E., Bartkiewicz, M., Boesen, M., & Palmer, N. (2012). The 2011National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual and Transgender
Youth in Our Nation's Schools. ERIC. Retrieved from: http://eric.ed.gov/?id=ED535177

Grossman, A., Haney, A., Edwards, P., Alessi, E., Ardon, M., & Howell, T. (2009). Lesbian, Gay, Bisexual and Transgender Youth Talk about Experiencing and Coping with School
Violence: A Qualitative Study. Journal of LGBT Youth, 6:1, 24-46, DOI: 10.1080/19361650802379748

Graybill, E. C., Varjas, K., Meyers, J., & Watson, L. B. (2009). Content-Specific Strategies to Advocate for Lesbian, Gay, Bisexual, and Transgender Youth: An Exploratory Study.
School Psychology Review, 38(4), 570-584.

https://nobullying.com/lgbt-bullying-statistics/
http://www.thenorthernlight.org/red-zone-lgbt-community-at-risk/
Conference Resources
https://drive.google.com/drive/folders/0BztORwdIuyWRV1VUcUExZ
DQ0NXc

http://www.learnnc.org/lp/editions/LGBTQIA-resources/cover

http://www.tolerance.org/lgbt-best-practices