Heather Quast, M.S., LPC Intern, PhD Student School Counselor, Allen High School Cyndi Matthews, PhD, LPC-S, NCC

Heather Quast, M.S., LPC Intern, PhD Student School Counselor, Allen High School Cyndi Matthews, PhD, LPC-S, NCC

What is Sexual Identity/Orientation? deliberate utilizations of inclusive language by school counselors can subtly challenge stereotypes and encourage awareness (DePaul, et.al., 2009). Sexual orientation is a pattern of emotional, romantic, and/or sexual attractions to men, women, or both sexes. Recent data and research estimates indicate that 3.5% - 10% of the population identifies as lesbian, gay, bisexual, or transgender. The visibility of LGBTQ individuals as a group is higher than ever.

Some Numbers From GLSEN 2003 National School Climate survey 80% anti-gay violence goes unreported 4x 7x more likely to commit suicide more likely to be a victim of a hate crime 84% report being bullied during school/college 40% report being physically harassed because of their sexual orientation 26x a day LGBTQ hear anti-gay slurs 82% reported faculty/staff never intervened when slurs made 3.1 GPA for LGBTQ students who can identify supportive staff/faculty 2.8 GPA for LGBTQ students who cannot identify supportive staff/faculty

Some Numbers to Consider 5-10% of 4200 Students are LGBTQ 240-420 1-2% of 4200 students have parents who are LGBTQ 42-84 10-15% of 4200 students have siblings who are LGBTQ (assuming 1.5 siblings each ) 420-660 16-27% TOTAL STUDENTS INVOLVED 702 1164 In a class of 30: 4 8 students are closely involved

Ethical Standards for School Counselors Professional school counselors are advocates, leaders, collaborators and consultants who create opportunities for equity in access and success in educational opportunities Each person has the right to be respected, be treated with dignity and have access to a comprehensive school counseling program that advocatesfor and affirms all students from diverse populations including: sexual orientation, gender identity/expression,... Each person has the right to feel safe in school environments that school counselors help create, free from abuse, bullying, neglect, harassment or other forms of violence. (ASCA, 2010)

Foundation What we believe about students, families, teachers, and the educational process is crucial in supporting successes for every student. (ASCA, 2005) Personal/Social Development Standard 7: Respect for Self and Others Students will acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others. Competency 1: Knowledge of the importance of self-concept.

Role of the School Counselor Awareness: School counselors are aware that negative school experiences increase the risk for negative health. Support: Create a school climate that is safe, affirming, and conducive to learning and healthy development. Leader: School counselors are strategically positioned to connect with administrators, families, faculty, and the community. Prevention: Use of strategies to enhance the visibility, openness, and acceptance of LGB issues.

What is Coming Out? What is The Closet? Lifelong process (Cass 1979, 1981) 1. Identity Confusion (feeling different) 2 Identity Comparison 3. Identity Tolerance (find support groups) 4. Identity Acceptance (Coming Out) 5. Pride Development 6. Synthesis

Delivery System Empathy, Genuineness, Unconditional Positive Regard LGBT or questioning people need timeto work through their feelings. Respect confidentiality. Trust is important! Help, but don t force. LGBT or questioning people need to move at the pace they feel most comfortable. Deal with feelings first. Share that you are honored!

General Systems Model INPUTS P R O C E S S E S OUTPUTS FEEDBACK

An Integrative Model for Counselors Helping LGB Youth Through the Coming-Out Process Client Inputs Internal Factors: Sexual-Identity Stage Internalized Feelings of Homophobia Self Esteem/Acceptance Mental Health Behaviors External Factors Family Environment School/Peer Environment Access to LGB Support Network Race/Culture Religion Previous Counseling Experience Counselor Strategies and Interventions Addressing Personal Homophobia Openly Accepting and Being Supportive of LGB youth Getting Training re: LGB Issues; i.e., knowing stages of development Working With Parents As Needed educating, conflict management, etc. Addressing family issues, peer issues, school environment, Addressing religious issues/beliefs Addressing issues of race/culture Addressing previous counseling exp. Providing Resources (i.e., literature and support groups) Specific Techniques: Role Playing, Reframing issues Social Advocacy/Policy Changes Coming Out Process Client Outputs Self Esteem/ Self Acceptance Mental Health Behaviors Family Support Peer Support LGB Community Support Institution Support Religion/Schools Gender Identity Acceptance/Integration Continued Support as Needed

Management System: Action Plan Creating a Safe School Climate A small group of committed citizens can change the world and it is the only thing that that ever has. - Margaret Mead An ally is someone who works to end oppression by supporting and advocating for the oppressed population. The work of allies has been a historically effective way of changing the thinking of the dominant culture.

Being an Ally Help students gain the knowledge: 1. An Ally is: A provider of a safe space A role model A person who challenges homophobia and heterosexism 2. An Ally can be: An activist An educator or speaker A participant in campus and community activities 3. An Ally is NOT: An expert A spokesperson

Resources for Counselors PFLAG www.pflag.org Gay/Straight alliances (GSA s) High School www.gsanetwork.org GLSEN: Gay, lesbian and straight education network www.glsen.org Safe Zone/Safe Spaces) - Universities ALGBTIC; TALGBTIC through ACA and TCA www.algbtic.org www.txca.org/tca/talgbtic_home.asp Churches/Church Leaders (Cathedral of Hope)

Resources American School Counselor Association (2005). The ASCA National Model: Framework for School Counseling Programs, Second Edition. Alexandria, VA Courson, J. D., & Farris, A. C. American Bar Association, (2012). Title ix liability for antigay bullying. Retrieved from website: http://apps.americanbar.org/litigation/ committees/lgbt/articles/winter2012-title-ix-liability-anti-gay-bullying.html DePaul, J., Walsh, E., & Dam, U. C. (2009). The role of school counselors in addressing sexual orientation in schools. Professional School Counseling, 12(4), 300-308. doi: 10.5330/PSC.n.2010-12.300 Kretz, A. J. (2013). The right to sexual orientation privacy: Strengthening protections for minors who are "outed" in schools. Journal of Law and Education, 42(3), 381-416. Retrieved from http://proxy.tamuc.edu:13425/eds/pdfviewer/pdfviewer? sid=92e3d902-0377-4f74-ac50-c147021578a4@sessionmgr112&vid=7&hid=102 Matthews, C. H., & Salazar, C. F. (2012). An integrative, empowerment model for helping lesbian, gay, and bisexual youth negotiate the coming-out process. Journal of LGBT Issues in Counseling, 6(2), 96-117. Retrieved from http://proxy.tamuc.edu: 8446/10.1080/15538605.2012.678176 Patterson, C. (2013). Schooling, sexual orientation, law, and policy: Making schools safe for all students. Theory Into Practice, 52(3), 190-195. doi: 10.1080/00405841.2013.804312 Rienzo, B. A., Button, J. W., Sheu, J., & Li, Y. (2006). The politics of sexual orientation issues in americanschools. Journal of School Health, 76(3), 93-97. doi: http://proxy.tamuc.edu:8446/10.1111/j.1746-1561.2006.00075.x