Sexual Identity/Sexual Minority Youth Emily Martin & Allee Olive November 20 th, 2014

Definition Sexual minority youth are youth who identify as gay, lesbian, bisexual, queer or questioning

Demographics/Statistics Between 4-10% of the population is gay Gay teens are 8.4 times more likely to report having attempted suicide Gay teens are 5.9 times more likely to report high levels of depression 20-40% of homeless youth are LGBT

Physical Development Impact Impacts on Physical, Cognitive, Emotional Development typically stem from: – Bullying – Micro aggressions Not correlated with physical development (except perhaps gender nonconformity); however heterosexism/homophobia could take the form of physical violence – 68% derogatory remarks – 4% physical violence – Suicide or murder

Cognitive Development Impact Minority Stress Theory coupled with bullying/microaggressions, effects can include: – Stress, psychological distress – Anxiety, depression, PTSD – Low self-esteem or self-acceptance These may impede a student’s ability to perform well in the classroom and affect their overall standing – School avoidance school drop-out – Substance use as a way of coping

Emotional & Social Development Impact Students who are LGBQ may be less likely to join clubs or sports in order to avoid bullying or microaggressions One study found that LGBTQ victimization leads to riskier behaviorsthan their peers – This excludes LGBTQ students who are not bullied – Includes: substance use, anonymous sexual partners, sex under the influence, lack of protection (higher probability of STIs)

Resources for Parents Book Owens-Reid, D. & Russo, K. (2014). This is a book for parents of gay kids. San Francisco, CA: Chronicle Books. Websites parents.html Journal Article D'Amico, E., & Julien, D. (2012). Disclosure of sexual orientation and gay, lesbian, and bisexual youths’ adjustment: Associations with past and current parental acceptance and rejection. Journal Of GLBT Family Studies, 8(3),

Resources for Counselors Book Fisher, E.S., & Komosa-Hawkins, K. (2013). Creating safe and supportive learning environments: A guide for working with lesbian, gay, bisexual, transgender, and questioning youth and families. New York, NY: Routledge Websites Journal Farmer, L. f., Welfare, L. E., & Burge, P. L. (2013). Counselor Competence With Lesbian, Gay, and Bisexual Clients: Differences Among Practice Settings. Journal Of Multicultural Counseling & Development, 41(4),

School-Based Accommodations and Interventions Assess your school and advocate for a GSA Club Be proactive and team-up with administration to establish comprehensive Anti-Bullying Policies Encourage all educators to implement non- discriminatory practices – For example: zero-tolerance for “that’s gay” throughout the entire school; and/or providing LGBTQIA themed books in the library

Children’s Books Green, J. & Levithan, D. (2010). Will Grayson, Will Grayson. New York: Dutton. Ages: Schwartz, A. (2012). Willie and Uncle Bill. New York: Holiday House. Ages: 4-7 Gennari, J. (2012). My Mixed-Up Berry Blue Summer. Boston: Houghton Mifflin. Ages: 10-13

Implications for Practice Safe Zone training Counselor Self-Awareness Use inclusive language GSA Advocate Small Groups/Classroom Guidance

Sources Darwich, L., Hymel, S., & Waterhouse, T. (2012). School avoidance and substance use among lesbian, gay, bisexual, and questioning youths: The impact of peer victimization and adult support. Journal Of Educational Psychology, 104(2), doi: /a Robinson, J. j., & Espelage, D. L. (2013). Peer Victimization and Sexual Risk Differences Between Lesbian, Gay, Bisexual, Transgender, or Questioning and Nontransgender Heterosexual Youths in Grades American Journal Of Public Health, 103(10), Woodford, M. R., Kulick, A., Sinco, B. R., & Hong, J. S. (2014). Contemporary heterosexism on campus and psychological distress among LGBQ students: The mediating role of self-acceptance. American Journal Of Orthopsychiatry, 84(5), doi: /ort family-rejection-is-leading-cause/