1. Presented by: Megan Fizer

2. Prevalence/Presentation of LGBTQ Students in Schools LGBTQ population “includes lesbian, gay, bisexual, transgendered, and questioning individuals” (Chen & Lemoire, 2005) 10% to 15% of overall population (Fassinger, 1991) “coming out” Isolation “prolonged periods of distress, anxiety, fear, & isolation that are distinctly related to inhibiting factors in acceptance as a result of being socialized in hostile and homophobic environments” (Chen & Lemoire, 2005)

3. Assessment of Needs for LGBTQ Students & Families Safety & well-being Assess needs in 2 major areas: Social & Safety (Holmes & Cahill, 2004) Low self-esteem = Encouragement & Support Social Skills & Conflict Resolution Skills Collaboration

4. Prevention Activities at the: Elementary Level Classroom Developmental Curriculum social skills, conflict resolution, self-esteem, respect for others & self, and appropriate ways to express feelings Parent Consultation Availability, information sheet, etc. Teacher Consultation Educate & train Explanation for academic difficulties, poor peer rel., etc.

5. Prevention Activities at the: Middle School Level Classroom Developmental Curriculum Similar to elem., but more self-esteem & conflict resolution; Identity development; Positive coping skills Parent Consultation Newsletter; school website; info. sheet; transition challenges; encouragement/support Teacher Consultation Again, similar to elem., educate & train middle school teachers on how to support and advocate for LGBT students.

6. Prevention Activities at the: High School Level Classroom Developmental Curriculum “Gay-Straight Alliances (GSAs) positive predictor of supportive attitudes toward LGBT individuals (Worthen, 2014) Post-secondary/career goals; work discrimination Parent Consultation Parent night discussing post-secondary options Teacher Consultation Again, continue to educate teachers on issues LGBT will face, even after high school.

7. Intervention Activities at the: Elementary Level Classroom Developmental Curriculum Respect; self-esteem; strengths; coping skills Group Counseling (Difficult) Individual Counseling Scaling; play therapy Parent Consultation Community resources Teacher Consultation Health & Social Education Curriculum

8. Intervention Activities at the: Middle/High School Level Classroom Developmental Curriculum Similar to elem., w/ respect, but more sexual orientation, transgender, etc. diff. Group Counseling Role playing = social skills & pos. identity dev. Individual Counseling Encourage/empower Parent Consultation Same as elem. (community resources) Teacher Consultation Same as elem. (Health & Social Education Curriculum)

9. Data Collection Plan for Evaluation of Intervention Activities Classroom Developmental Curriculum Pre and post test Group Counseling Pre and post test Individual Counseling Assess changes in behavior, thoughts, peer relationships Parent Consultation Parent survey Teacher Consultation Teacher evaluation forms for monitoring

10. Policies and Laws Pertaining to LGBTQ Students According to a study by Russo (2006), there is an absence of civil protections in education statuses and lack of equality in public policy and civil rights protections for LGBT students. Be knowledgeable of district/school-wide policies

11. Ethical Concerns for LGBTQ Students (ASCA & ACA) ASCA Ethical Standards A.5. Appropriate Referrals E. Responsibilities to Self E.1 Professional Competence-Professional School Counselors ACA Code of Ethics A.1 Welfare of Those Served by Counselors A.1.a. Primary responsibility of counselors is to respect the dignity and to promote the welfare of clients. B.2. Exceptions B.2.a. Danger and Legal Requirements

12. Resources for LGBTQ Students http://queercareerresources.tumblr.com “Queer Career Resource” is a website I created with a group for a social justice project for LGBTQ youth. Queer Career Resource offers a number of resources for LGBTQ students. www.schoolcounselor.org/school-counselors-members/asca-resource-center ASCA Resource Center offers resources for counselors to provide to LGBTQ students & families www.indianaschoolcounselor.org/resourcecenter/listservs ISCA Resource Center List Servs offer resources for counselors to provide to LGBTQ students & families www.ActForYouth.net Search “LGBT” in the search bar to get six articles with facts pertaining to LGBTQ students

13. Discussion Questions What do you all think are some ways to advocate for LGBTQ students when there are not protections in place at every school for these students? There is little research on students who have LGBTQ parents. What are some ways school counselors can advocate and support these students?

14. References Chen, C. P., & Lemoire, S. J. (2005). Applying person-centered counseling to sexual minority adolescents. Journal of Counseling and Development, 83, 146. Fassinger, R. E (1991). The hidden minority: Issues and challenges in working with lesbian women and gay men. The Counseling Psychologist, 19, 157-176. doi: 10.1177/0011000091192003 Flores, G. (2014). Teachers working cooperatively with parents and caregivers when implementing LGBT themes in the elementary classroom. American Journal of Sexuality Education, 9, 114-120. doi: 10.1080/15546128.2014.883268 Holmes, S. E., & Cahill, S. (2004). School experiences of gay, lesbian, bisexual and transgender youth. Journal of Gay & Lesbian Issues in Education, 1, 53-66. Mereish, E. H., O’Cleirigh, C., & Bradford, J. B. (2014). Interrelationships between LGBT-based victimization, suicide, and substance use problems in a diverse sample of sexual and gender minorities. Psychology, Health & Medicine, 19, 1-13. doi: 10.1080/13548506.2013.780129 Russo, R. G. (2006). The Extent of Public Education Nondiscrimination Policy Protections for Lesbian, Gay, Bisexual, and Transgender Students: A National Study. Urban Education, 41(2), 115-150. doi:10.1177/0042085905284957 Worthen, M. F. (2014). The interactive impacts of high school gay-straight alliances (GSAs) on college student attitudes toward LGBT individuals: An investigation of high school characteristics. Journal of Homosexuality, 61, 217-250. doi: 10.1080/00918369.2013.839906