Better Mentoring for the LGBTQ Youth in Your

Program: Stepping Up to the Challenge

Collaboration of Education Northwest/National Mentoring Center, Friends

for Youth, Indiana Mentoring Partnership, Mentor Michigan, Mentoring

Partnership of Minnesota, and Oregon Mentors

June 2012

2012 Collaborative Mentoring Webinar Series

2012 Collaborative Mentoring Webinar Series

1

Sarah Kremer

Friends for Youth

April Riordan

Mentoring Partnership of

Minnesota

Meghan Ferns

Oregon Mentors o Research

o Practice

o Innovation

Date: Third Thursday of every

month.

Time: 10-11:15am Pacific/11am-

12:15pm Mountain/12-1:15 pm

Central/1-2:15pm Eastern

Cost: Free Celeste Janssen

Oregon Mentors

Good to Know…

2

All attendees will receive an email after the webinar

that will include:

Instructions for how to access PDF of

presentation slides and webinar recording

Link to the Mentoring Forum for resources,

contact information & opportunities to continue

the dialogue

Please help us by taking the time to complete a

short 5-question survey as you exit the webinar.

Participate in Today’s Webinar

• All attendees muted for best

sound

• Type questions and

comments in the question

box

• We may invite you to “raise

your hand” during interactive

activities

3

Today’s Webinar

1. Definitions

2. Research (statistics and

more)

3. Programming Suggestions

Q & A throughout

the presentation

4

Christian Rummell

• Doctoral Research Scholar, Center for

Interdisciplinary Mentoring Research,

Portland State University

• Formerly, Director of Mentoring Support

Services at MENTOR, and Training and

Technical Assistance Associate at

Education NW

• AmeriCorps Program Director at the “I

Have a Dream” Foundation

Christian@mentorist.org

(p) 415-571-8506

5

CHRISTIAN RUMMELL

EXECUTIVE DIRECTOR,

MENTORIST

Linda Peterson

• Almost five years with MMP

• Created and conducts the MMP

LGBTQ training for mentoring program

staff in Mass

• Former Vice President of the Greater

Boston PFLAG Board of Directors

• Current Committee Member of North

Shore Pride, Inc. an LGBT organization

in Mass

Main 617.695.1200

LPeterson@massmentors.org

6

LINDA PETERSON

MANAGER OF TRAINING & TA

MASS MENTORING

PARTNERSHIPS

LGBTQ Definitions (1) • L= Lesbian = Used for women who are

homosexual

• G = Gay = Typically used to describe men

who are homosexual, but the term can be

used for women as well

• B = Bisexual = Someone whose romantic and

sexual attraction is directed at both genders

• T = Transgender = Describes someone

whose gender identify or expression differs

from what was associated with his/her

physical sex at birth

• Q = Questioning = Someone who is unsure of

his/her sexual orientation and questioning the

identify of his/her feelings.

7

LGBTQ Definitions (2) • Sexual orientation = Direction of one’s sexual attraction, based on

feeling and not behavior

8

Research

Helping to Unlock Mentoring’s Potential for Supporting Gay Youth

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Unpacking our own experiences: What do you see youth in your program struggling with?

In your own work, what

types of struggles and

challenges do you see gay

youth facing?

Please type this into the

chat box.

My story

My “Otherness”

Research

Given these stories and experiences, what

published studies are out there to offer

support for Gay youth?

12

Research on Mentoring Gay

youth

The Headlines

• Fair amount of studies that describe the need for

support (risk factors, effects of victimization, etc.)

• Not much on formal mentoring for youth

• Growing body of research on Role models and

Informal Mentoring (2012)

13

What are the Risk

Factors?

• Climate

• Victimization and

Stress

• Social Interaction

Anxiety

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Climate

• Homophobia: The irrational fear of homosexuality resulting in

prejudice and discrimination of GLBT people

• Transphobia: The irrational fear of those who are gender diverse

and/or the inability to deal with gender ambiguity. (SAMHSA)

• Heterosexism: Institutionalized and cultural homophobia: the

legitimization of prejudice on the basis of non-heterosexual

orientation through overt social practices and systems and covert

social mores and customs (Brown and Colbourne, 2005)

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The Effects of “Otherness” Victimization and Stress

Verbal and Physical

Abuse in School

Settings

• 3/4 hear derogatory

comments in school

“often”

• 40% were physically

harassed

• 53% cyberbullied

(GLSEN)

Increased Risk of HIV

• 14% African American

• 7% Latino (CDC,

2008)

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The Effects of “Otherness” Victimization and Stress

Drug and Alcohol Use/ High Risk Sexual

Behaviors(Garofalo, 1998)

More likely to use cocaine, early initiation of drug

and alcohol use. Engaged in high risk sexual

behaviors

Meth Use Ever (CDC, 2011)

Heterosexual (3.5%)

Gay/Lesbian (21.5%)

Bisexual (15%)

Not Sure (13%)

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The Effects of “Otherness” Victimization and Stress

Suicide and Suicidal Ideation

28% self-reported suicide attempt (Ramafedi et al,

1998)

Attempts past 12 mo. (CDC, 2011):

Heterosexual (6.5%)

Gay/Lesbian (25%)

Bisexual (28%)

Not Sure (18.5%)

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The Effects of “Otherness” Social Interaction Anxiety

• Characterized as “fear of initiating and

maintaining social conversations and

interactions with others”

• Barrier to receiving support that is available to

them

• Reflects an important challenge for this

population to fully utilize social supports even

when these supports are available to them*(Safron and

Pantalone, 2006)

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Question

• What if our program serves younger

populations?

• What if we don’t have any openly gay

youth?

• Does this really matter for us, too?

• What does the research say?

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Sexual Orientation and Sexual Minority Identity Development

Male Gay Youth (on average):

• Report same-sex feelings at age 10

• Begin to self-label at age 15

• First disclose their sexuality to others at age 17

Lesbian Youth (on average)

• Report same-sex feelings at age 11

• Begin to self-label at age 16

• First disclose sexuality to others at age 17

(D’augelli, 2006)

Crucial Identity Developmental Period

Aware of being different

Exploring that awareness

Looking for support from others/ in social relationships (+/-)

Learning how to navigate and share their difference as part of a marginalized group in society (synthesis)

Mentoring: A Guiding Study

Ross (2005) Informal and Formal Relationships

Benefits: increases in well-being, improvement as a college student, commitment to give back to the gay community

Mentors play a role in:

Mentee “unlearning” and “learning”

Support for Conflict

Gain access to positive role models

Research on Mentoring

Natural Mentoring

Relationships (Torres,Harper,

Sanchez, Fernandez, 2012)

Presence and Use:

– Social support

– Emotional support

– Informational support

– Self-appraisal support

– Unconditional support

Impact of Role Models

on Health Outcomes (Bird,

Kuhns, & Garofalo, 2012)

Type of role model and

implications:

– No effect on multiple

risk factors

– Less accessible role

models= >

psychological distress

My Dissertation

1:1 Long-Term Formal Mentoring

Relationships for Gay Youth (1 year or

longer)

• What do they look like?

• Benefits? Characteristics? Drawbacks?

• Support for Identity Development?

25

Conclusion

• Need exists for support

• Role Models (and Mentors) may offer

important protective benefits and support

during critical periods of development

• Like other mentoring relationships,

additional harm can be done if

relationships are not done intentionally.

Program Practices

Strategies, Tips, and Suggestions to

Strengthen Services for LGBT Youth

Don’ts to Disclosure

• Do not say: – Are you sure?

– It’s just a phase.

– I don’t want to hear about it.

– You need counseling.

– I am so sorry.

– Have you tried dating someone of the opposite sex?

• Do not ask questions that would have been considered rude before the disclosure.

• Do not criticize the youth for being different.

• Do not assume the youth is sexually active.

Steps for Programs

• Conduct an Organizational Assessment

• Provide staff with an LGBTQ training

• Ask staff to complete a Personal Self

Assessment

• Screen and Train and Support Mentors

• Provide a Safe Space for LGBTQ Youth

Signaling a Safe Space

Points to Remember

• LGBTQ youth hear negative slang from

– Family

– Friends

– The street

– Their schools

– Internet

– Radio

– TV

Points to Remember

• LGBTQ youth – whether “out” or “in the

closet” – don’t always have a safe place or

person to turn to for guidance and support

• Youth may be “out” with program staff, his

or her mentor, and friends, but NOT be

“out” at home.

Organizational Assessment

• What are your policies for accepting an

LGBT mentor?

• Have you discussed in detail a

transgender mentor? If so, who would you

match this person with?

Organizational Assessment

• Are LGBTQ individuals listed in your materials as people you serve/welcome?

• Do staff orientations and volunteer trainings cover LGBTQ issues?

• If you were an LGBTQ person at your organization would you feel safe being open?

• Are LGBTQ materials visible at your organization?

• Are forms for mentors, families, mentees inclusive of same gender households?

• Does your organization use contacts within the LGBT community

Adapted from Mentoring Tactics: 2004 Center for Applied Research Solutions: Juan Barajas

Individual Staff Self-Assessment

• How comfortable am I talking about homosexuality?

• How do I respond to anti-gay jokes?

• What was I taught and what do I believe about homosexuality?

• What would I do if I knew one of the youth in my program was LGBTQ?

• Do I have LGBT friends?

• How would I feel if someone close to me came out as LGBT?

• Do LGBTQ youth in my program feel safe with me?

Screening, Training, Supporting Mentors

• During the application and screening process,

ask mentors to describe their comfort level with

LGBTQ (or perceived to be) youth.

• Not all mentors will be comfortable with a

LGBTQ youth – and youth may not disclose

during their own intake process.

• LGBTQ materials that are visible for youth lets

them know they are welcome and accepted.

Screening, Training, Supporting Mentors

• All mentors should receive a training on working

with LGBTQ youth, which includes a reflection

on their own feelings and perceptions.

• Mentors should be trained on how to support

youth with disclosure.

• Staff should make it clear they are available for

support and for information and connection to

the LGBT community.

LGBTQ Youth Support

• The home may or may not be a safe place for a LGBTQ

youth

• Coming out takes a tremendous amount of energy

• Coming out is a continuous process

• Don’t assume you know how someone will react to a

youth coming out.

• LGBTQ youth need the same supports and services all

youth need. However, LGBTQ youth face unique

challenges.

Tips for Mentors

• Don’t assume the youth is heterosexual.

• Recognize that you cannot tell by looking at someone.

• Use inclusive language. Be accepting and open.

• Use the vocabulary the youth uses.

• Be supportive of youth who identify as heterosexual but are attracted to same sex.

• Be alert to sudden changes in youth’s attitude about homosexuality.

• Maintain confidentiality.

• Be aware of your own attitudes.

• Seek support from program staff and accurate information.

Adapted from the National Mentoring Center publication Mentoring Sexual Minority Youth.

Is Your Program Welcoming?

41

Resources

GLSEN Safe Space Kit http://safespace.glsen.org/

Mentoring Sexual Minority Youth http://ppv.org/ppv/publication.asp?section_id=22&search_id=0&publicat

ion_id=33

Mentoring Gay, Lesbian, Bisexual, and

Transgender Youth http://www.emt.org/userfiles/LGBTYMENTAC.pdf

42

Additional Resources: Transgender Youth

43

Answers to Your Questions About Transgender

People

http://www.apa.org/topics/sexuality/transgender.pdf

Transactive

http://www.transactiveonline.org/community_educat

ion/quick_facts.php

Working with Transgender Youth

http://data.lambdalegal.org/publications/downloads/

gdtb_working-with-transgender-youth.pdf

Before we go…

44

All attendees will receive an email after the webinar

that will include:

Instructions for how to access PDF of

presentation slides and webinar recording

Link to the Mentoring Forum for resources,

contact information & opportunities to continue

the dialogue

Please help us by taking the time to complete a

short 5-question survey as you exit the webinar.

The Mentoring Forums

45

Future Webinars

46

July 19 - Pushing the Boundaries of Mentoring:

SIYM 2012 Preview

The Summer Institute on Youth Mentoring (SIYM), is

a weeklong, intensive institute at Portland State

University. This summer, SIYM will feature research

on innovative and non-traditional models of youth

mentoring. Along with SIYM research fellows and

participants (both past and present) this webinar will

explore how these programs "on the edge" differ

from traditional models, identify commonalities and

consider ways that both traditional and non-

traditional programs can learn from each other.

Tentative Future

Topics:

August 16 - School-

based mentoring

September 20 –

Closure

October 18 –

Public/Private Ventures

(June publication give-

away!)

Collaboration of Education Northwest/National Mentoring Center, Friends

for Youth, Indiana Mentoring Partnership, Mentor Michigan, Mentoring

Partnership of Minnesota, and Oregon Mentors

2012 Collaborative Mentoring Webinar Series

Thank you! Meghan Ferns, meghan@oregonmentors.org

Sarah Kremer, sarah@friendsforyouth.org April Riordan, april@mpmn.org

Celeste Janssen, celeste@oregonmentors.org