A School Counselor’s Role in Reducing Homophobic

Victimization

Holly Shepherd

M.Ed Counselor Education ‘14,University of

Virginia

“By raising the level of conversation regarding issues of sexual

orientation and implementing supports for LGBT students at

multiple levels, school counselors can shepherd their schools toward meaningful and responsible change and their students toward further

acceptance and opportunity.” (Depaul, Walsh, & Dam, 2009)

Current News 2011: United Nations Human Rights Council approves resolution to include LGBT youth in International Human Rights Law 5/2012: Bill 13 in Ontario; requires schools to allow students to form GSA in public and Catholic schools 8/2012: “Anti-Bullying Yardstick Policy” discourages schools from addressing

bullying based on specific characteristics 9/2012: The School Board of Broward County, Florida is the first to support

LGBT history month; 6th largest school district in country 9/2012: Intel stopped donating money to Boy Scouts because of anti-gay

policy 10/2012: California governor passes bill banning “reparative” therapy for

minors 11/2012: Celina High School, Ohio students forced to remove pro-gay t-shirts 11/2012: Jamaican University; 2 gay men attacked 11/15/2012: Anti-gay attack on UVA student on campus

School Climate Survey (1999-2009)

Sexual orientation: 84.6% verbally harassed; 40.1% physically harassed; 18.8% physically assaultedGender expression: 63.7% verbally harassed; 27.2% physically harassed; 12.5% physically assaulted72.4% heard homophobic remarks (i.e. “faggot,” “dyke”)61.1% felt unsafe29.1% LGBT students missed class because of safety concerns (compared to 8.0% secondary school students)30% LGBT students missed whole days because of safety concerns (compared to 6.7% secondary school students)GPA of LGBT students who were frequently harassed was half a grade lower than students less often harassedIncreased levels of victimization correlated with increased levels of depression and anxiety and decreased levels of self-esteem96% LGBT students who missed school related to higher levels of victimization, but higher levels of psychological well-being44.6% reported having a Gay-Straight Alliance at school

LGBT Student Experience

School Climate Survey, Continued

School Climate Over Time

Decline of hearing homophobic remarks from 2005-2009

Experiences of harassment remained constant

Decline in harassment from 2007-2009

Increase of LGBT-related resources available

Reported Positive Interventions and Support

Gay-Straight Alliance

Supportive Staff

Anti-bullying policy based on sexual orientation

Silence Surroundin

g Homophobi

c Victimizatio

n

1973: APA removes

“homosexuality” as a disorder

from the DSM.

Lack of social

support

School staff level of competence

on LGBT youth

Negative stigmatization

Fear of parental rejection

Lack of training in

higher education Negative

school environments

Peer victimization

Sexuality is often seen as a biological topic rather than a

social-emotional

topic.Only 33% of

secondary schools have anti-bullying

policies that address

homophobic bullying.

Victimized LGBT Student’s Experience

Loss of self-esteem and confidence

Social isolation

Withdrawal

Inability to concentrate

Nonattendance

School-phobiaFeelings of guilt and shame

Substance abuse

Suicidal ideation and behaviors

Lower levels of academic achievement

Self-harming tendenciesHarassment

Fear of peer and parent rejection

Timidity

Social dissatisfaction

Depression and anxiety

Strategies for Social Justice Change

Political savvy: knowing how and when to intervene Raising consciousness

Initiating difficult dialogues Building intentional relationship: forming positive working

relationships with others in their school communities Teaching students self-advocacy skills

Use data for marketing Educating others about school counselor’s role as advocate

LGBT students who can identify a supportive staff member are more likely to feel safe and achieve academic success

The ASCA Model: Delivery System

School counselors have been educated and trained to be “advocates, leaders, collaborators, and consultants who create opportunities for equity in access and success” (ASCA)

Indirect Student ServicesInstitutional level

• Administration and management of school counseling program to include LGBT issues• Strategic, long-term planning

• Include sexual orientation in nondiscriminatory policy (i.e. “Safe Schools Policy”)

Indirect Services, Continued

• Advocate for modification in higher education curriculum• Professionals experience lack of preparation to work with LGBT

population• Educate teachers and school administration about LGBT issues

• Conduct continuing education workshops

• Community Outreach• Consultation and collaboration with stakeholders• Partner with community agencies

• Can provide expertise, training, and professional development

Whole School

Prevention:

Enhancing School Climate

Create climate that

is safe, affirming,

and conductive to learning

for all students

Create physical

environment that

demonstrates respect

and acceptance of diverse

sexual orientations

Facilitate a sense of

belonging

Promote social and academic activities

that support LGBT youth

Create academic

environment that is

inclusive and values

diversityPromote safe and

respectful dialogue

Discourage the use of demeaning language•"That's gay"

Policy that prohibits

discrimination on the basis of sexual

orientation

Challenge stereotypes

and encourage awareness

Create visibility and acceptance of LGBT issues•“Safe Space” stickers

Availability of media resources relevant to LGBT issues

Direct Student Services

Targeted Prevention Seeks to prevent chronic and predictable risks caused by various

factors

Create structured developmental lessons: introduce resources and skill building activities to support LGBT youth

Conduct psychoeducation with students, families, and caregivers Hold parent meetings Teach history of social and cultural understandings of sexual

orientation Focus on cultural strengths

Ally 101 Workshop

To provide understanding about what an Ally is To increase belief of why Allies are important To encourage effective Ally behavior

Ally: (n.) An ally is a member of a privileged group who takes a stand against oppression. An ally works to be a part of social change rather

than being part of the oppression.

Where do you stand as an Ally?1. STEP INTO THE CIRCLE IF YOU HAVE HEARD PEOPLE SAY “THAT’S SO GAY” OR

“NO HOMO” IN SCHOOL. 2. YOU’VE HEARD PEOPLE MAKE NEGATIVE COMMENTS ABOUT SOMEONE’S

GENDER AT SCHOOL, BEING CALLED A SISSY, BEING TOLD TO STOP ACTING TOO MUCH LIKE A BOY, ETC.

3. STEP INTO THE CIRCLE IF YOU DON’T FEEL YOU CAN BE OPEN ABOUT YOUR SEXUAL ORIENTATION AND/OR GENDER IDENTITY OR EXPRESSION AT SCHOOL WITHOUT THE THREAT OF BEING BULLIED OR HARASSED.

4. STEP INTO THE CIRCLE IF YOU HAVE BEEN HARASSED BECAUSE OF YOUR SEXUAL ORIENTATION OR GENDER IDENTITY.

5. STEP INTO THE CIRCLE IF YOU DON’T FEEL YOU CAN BE OPEN ABOUT YOUR SEXUAL ORIENTATION AND/OR GENDER IDENTITY OR EXPRESSION AT SCHOOL WITHOUT THE THREAT OF BEING BULLIED OR HARRASSED.

6. STEP INTO THE CIRCLE IF SOMEONE YOU KNOW HAS BEEN HARASSED BECAUSE OF THEIR SEXUAL ORIENTATION OR GENDER IDENTITY.

www.allyweek.org

Gay-Straight Alliance (GSA)

School counselors can provide support and guidance to teachers and students as they seek to form alliances. They can help

promote dialogue.

http://youtu.be/VMWCSTh6nIU?hd=1

Tips for starting a GSA at your school!

Crisis Intervention

Applying person-centered techniques to LGBT youth Self-directed client growth through a discovery process School counselor creates a safe environment Congruence, unconditional positive regard, and empathy

Modifications to traditional approach Address social and cultural influences Support groups/figures

Back-To-School Guide

Display LGBT-inclusive materials Incorporate LGBT materials into curriculum Teach about RESPECT Support LGBT student clubs Participate in Day of Silence, Ally Week, No Name-

Calling week, etc. START TALKING

www.glsen.org

Resources for School Counselors

Gslen.org

Youthallies.com

Thinkb4youspeak.com

Safeschoolscoalition.org

Gsanetwork.org

Matthewshepard.org

Apa.org

Campuspride.org

Lgbtcenters.org

Pointfoundation.org

Thetrevorproject.org

References

Adams, N., Cox, T., & Dunstan, L. (2004). “I am the hate that dare not speak its name”: Dealing with homophobia in secondary schools. Educational Psychology in Practice. 20(3), 259-269. doi: 10.1080/0266736042000251826

DePaul, J., Walsh, M., & Dam, U. (2009). The role of school counselors in addressing sexual orientation in school. Professional School Counseling, 12(4), 300-308.

Espelage, D., Aragon, S. R., Birkett, M., & Koenig, B. W. (2008). Homophobic teasing, psychological outcomes, and sexual orientation among high school students: What influence do parents and schools have? School Psychology Review. 37(2), 202-216.

Goodrich, K. M. & Luke, M. (2009). LGBTQ responsive school counseling. Journal of LGBT Issues in Counseling. 3, 113-127. doi: 10.1080/15538600903005284

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.

Luke, M., Goodrich, K. M, & Scarborough, J. L. (2011). Integration of the K-12 LGBTQI student population in counselor education curricula: The current state of affairs. Journal of LGBT Issues in Counseling. 5(2), 80-101. doi: 10.1080/15538605.2011.574530

Moe, J. L., Leggett, E. S., & Perera-Diltz, D. (2011). School counseling for systemic change: Bullying and suicide prevention for LGBTQ youth. Ideas and Research You Can Use: VISTAS 2011, 81. 1-11.

Poteat, V. P., Mereish, E. H., DiGiovanni, C. D., & Koenig, B. W. (2011). The effects of general and homophobic victimization on adolescents’ psychosocial and educational concerns: The importance of intersecting identities and parent support. Journal of Counseling Psychology. 58(4), 597-609. doi: 10.1037/a0025095

Robinson, K. (2010). A study of young lesbian and gay people’s school experiences. Educational Psychlogy in Practice. 26(4), 331-351. doi: 10.1080/02667363.2010.521308

Singh, A., Urbano, A., Haston, M., & McMahon, E. (2010). School counselors’ strategies for social justice change: A grounded theory of what works in the real world. Professional School Counseling. 13(3), 135-145.

Valenti, M. & Campbell, R. (2009). Working with youth on LGBT issues: Why gay-straight alliance advisors become involved. Journal of Community Psychology. 37(2), 228-248. doi: 10.1002/jcop.20290

Williams, T., Connolly, J., Pepler, D., & Craig, W. (2005). Peer victimization, social support, and psychosocial adjustment of sexual minority adolescents. Journal of Youth and Adolescence, 34(5), 471-482. doi: 10.1007/s10964-005-7264-x