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LGBT Youth

Photo essay
by

Oria Kunin

on 29 April 2013

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Transcript of LGBT Youth

Census & LGBT Demographic Studies References Centers for Disease Control and Prevention, . "Lesbian, Gay, Bisexual and Transgender Health." Youth. USA.gov. Web. 26 Jan 2013. <http://www.cdc.gov/lgbthealth/youth.htm>.

QualityHealth, . "Social Factors for LGBT Youth." . N.p.. Web. 26 Jan 2013. <http://www.qualityhealth.com/depression-articles/social-factors-lgbt-youth>.

Carey, R. National gay and lesbian task force. Retrieved from http://www.thetaskforce.org/about_us
Human Rights Campaign. Human rights campaign: About hrc. Retrieved from http://www.hrc.org/about_us/index1.html
The Cost Of Homophobia on our Youth [Print Photo]. Retrieved from http://vscdn.s3.amazonaws.com/wp-content/uploads/2012/05/What-LGBT-Youth-Face_slider.png

Horn, S. S., Kosciw, J. G., Russell, S. T., & , (n.d.). Special issue introduction: New research on lesbian, gay, bisexual, and transgender youth. (2009). Journal of Youth and Adolescence, 10(38), Retrieved from http://link.springer.com/article/10.1007/s10964-009-9420-1/fulltext.html

Hunter, S., & Hickerson, J. C. (2003). Affirmative practice: Understanding and working with lesbian, gay, bisexual, and transgender persons. Washington, DC: NASW Press. Retrieved from http://www.naswpress.org/publications/diversity/affirmative-practice.html

Adovcates for Youth, . " Gay, Lesbian, Bisexual, Transgender and Questioning (GLBTQ) Youth." . N.p.. Web. 26 Jan 2013. <http://www.advocatesforyouth.org/publications/424>.

Pace, P. R. (2009, June). Lgbtq training moves ahead. NASW News, 54(6), Retrieved from http://www.socialworkers.org/pubs/news/2009/06/lgbtq.asp?back=yes

Gates, G. J., & Newport, F. (2012). Special report: 3.4% of u.s. adults identify as lgbt inaugural gallup findings based on more than 120,000 interviews. Gallup Politics, Retrieved from http://www.gallup.com/poll/158066/special-report-adults-identify-lgbt.aspx LGBT YOUTH - There are negative attitudes towards gay, lesbians, bisexuals and transgender people that put LGBT youth at increased risk for experiences with violence compared to other students. In 2009, a survey showed that more than 7,000 LBGT middle and high school students had been teased, harassed, or physically assaulted because of their sexual orientation. LGBT youth are more likely than their heterosexual peers to fail or not finish school. Many are rejected by their families often causing homelessness. This puts youth at greater risk of getting addicted to drugs, becoming involved with prostitution and falling victim to violence. Depression, low-esteem and feelings of guilt are common among this vulnerable population. Suicidal behaviour in gay, lesbian, and bisexual youth:



It's an international problem that is associated with homophobic legislation "The percentage ... in the United States who identify as lesbian, gay, bisexual or transgender (LGBT) ranges from 1.7% in North Dakota to 5.1% in Hawaii and 10% in the District of Columbia." Today, social work and human service professionals must be prepared to deliver knowledgeable and unbiased services to lesbian, gay, bisexual, and transgender persons.

This specific group of young people are particularly vulnerable to physical and emotional abuse, depression, substance abuse and suicide. For these reasons, NASW and Lambda officials recognized the critical importance of developing tools to train child welfare professionals to be responsive to the needs of this group.

"Social workers play a significant role in the care that LGBTQ youth receive and it is imperative that we are sensitive to their needs," said NASW Executive Director Elizabeth J. Clark. We have provided a broad overview in this training of:

Issues of LGBT youth in out-of-home care.

LGBT cultural competence.

Challenges facing LGBT youth, their parents, other caregivers and service providers.

Your role in addressing next steps is key. Closing & Evaluation Group Brainstorm Awareness Building Exercise Just the Facts Coalition. (2008). Just the facts about sexual orientation and youth: A primer for principals, educators, and school personnel. [Online.] Retrieved from http://www.socialworkers.org/practice/equity/default.asp

Lambda Legal Defense and Education Fund and Child Welfare League of America. (2006). Getting down to basics: Tools to support LGBTQ youth in care. New York: Authors.


Lambda Legal Defense and Education Fund and Child Welfare League of America. (2006). Out of the margins: A report on regional listening forums highlighting the experiences of lesbian, gay, bisexual, transgender, and questioning youth in care. New York: Authors.


Sullivan, C., Sommer, S., and Moff, J. (2001). Youth in the margins: A report on the unmet needs of lesbian, gay, bisexual, and transgender adolescents in foster care. New York: Lambda Legal Defense and Education Fund.


Wilber, S., Ryan, C., and Marksamer, J. (2006). CWLA best practice guidelines: Serving LGBT youth in out-of-home care. Washington DC: Child Welfare League of America. Resources Josh, a 17-year-old gay adolescent, lives at a residential center. He was notified that he must appear before the treatment planning committee because a staff person saw him walking on the grounds, holding hands with another young man who lives at the center. The committee is meeting to consider what consequences should be imposed, such as point loss or moving him down a level.

What issues must be considered here? Learning Lab
Case C LaToya, a 16-year-old lesbian who lives in a group home, wants to go to her junior prom with her girlfriend, who goes to the same school. The school has notified the group home that they will not permit her to come with a date of the same sex.

How should the group home respond? Learning Lab
Case B Crystal, a 15-year-old transgender MTF in a group home, got jumped by a bunch of guys in the home when she returned after visiting a friend one night. Crystal was dressed in a dress, heels and make-up.

How should the group home staff respond?
What should the group home address with the boys?
With Crystal?
What policies should be in place?
What other actions should the group home take to ensure the safety of LGBTQ youth? Learning Lab
Case A Learning Lab #1 To articulate how differential treatment of LGBTQ youth is manifested in child welfare settings and institutions.

To identify strategies for eliminating differential treatment of LGBTQ youth in child welfare agencies and institutions.

To understand agencies’ legal obligations to provide non-discriminatory treatment.

To identify next steps for participants’ individual
agencies or institutions. Module V
Addressing Differential Treatment in Child Welfare Agencies
Goals & Objectives Paul is an openly gay 15-year-old. A worker needs to recommend a placement for Paul. The worker has a choice between a foster family that has never dealt with an LGBTQ youth but seems open and a group home specifically for LGBTQ youth. What should the social worker consider in this case?

What does “open” mean? What would be important to assess with this foster family?
What type of placement does the youth want? Learning Lab
Vignette E Rafael, who is 15 years old and bisexual, is being physically and emotionally abused by his father, who will not accept his son’s sexual orientation and wants him out of the home. Rafael’s mother does not agree with her husband and wants Rafael to stay in the home. What should the social worker do?

What should the social worker explore with Rafael?
What should the social worker explore with Rafael’s parents?
What approaches might the social worker take with this family? Learning Lab
Vignette D Grant has been in a relative placement with his Aunt Lynn since he was 5 years old. He is now 13 years old and recently came out as gay to his aunt. Lynn wants Grant removed from her home for fear that he will hurt her children. Grant does not want his biological parents to know about his sexual orientation and tells his social worker not to mention this in the decision-making meeting. Lynn is adamant about bringing up Grant’s sexual orientation in the meeting in the presence of Grant’s parents. What should the social worker do?

What should the social worker explore with Grant?
What should the social worker explore with Lynn?
What approach should the social worker take with Lynn? Learning Lab
Vignette C Jackie is a transgender MTF 15-year-old who lives with a supportive, loving foster family. Jackie wants to go to school dressed like a girl. The foster family approves, but the caseworker prohibits this, expressing fear for Jackie’s safety. What do you think about the caseworker’s decision?

What are Jackie’s rights?
What might be motivating the caseworker?
What issues should Jackie consider?
What might Jackie need?
What actions might the foster family take? Learning Lab
Vignette B Marta has lived with the Stevenson foster family since infancy. She has recently come out as a lesbian and wants to have her girlfriend come to the house to visit. Ms. Stevenson opposes this. Marta calls her caseworker to complain. What should the caseworker do?

What concerns might Ms. Stevenson have?
What should the caseworker’s approach with Ms. Stevenson be?
What are the strengths presented by the people involved?
What are the legal issues involved?
What might be helpful to this family? Learning Lab
Vignette A To articulate the rationale for intervening with families of LGBTQ youth.

To identify approaches and strategies for strengthening and supporting the families of LGBTQ youth.

To understand the issues and concerns presented by biological, adoptive and foster parents.

To increase confidence and competence in discussing sexual orientation and gender identity issues with families and other caregivers.

To identify emerging resources for guiding professionals in working with families of LGBTQ youth. Module IV
Enhancing Knowledge & Skills
to Intervene with Families
Goals & Objectives Values Clarification Exercise Learning Lab #1 Encourage expression of feelings, worries and concerns.

Explore underlying beliefs and attitudes.

Correct misinformation.

Assess readiness and desire for resources and information. When a Youth is Distressed Psychosocial strengths and needs of LGBTQ youth and families.

Local, state and national resources.

Culturally diverse, LGBTQ-affirmative books, posters, magazines, brochures and symbols.

Mental and physical health care professionals who specialize in serving LGBTQ youth, especially transgender youth. Essential Knowledge Become an ask-able person.


Self-awareness about personal beliefs and attitudes.
+
Knowledge about and appreciation of LGBTQ youth.
+
Competent social work and interpersonal skills.
+
Emphasize professional over personal values. Prepare Yourself Lack of Family-Centered Services Many programs serve LGBTQ youth as individuals rather than serving them within the context of their families.

Permanency is seldom a goal for LGBTQ youth and there is a shortage of LGBTQ-affirming foster families.

LGTBQ youth are at a greater risk of a lack of permanence due to a lack of connection with birth families and communities and a shortage of LGBTQ-friendly placement options.

LGBTQ youth are often placed in congregate care due to a lack of connection with family of origin and a shortage of LGBTQ-friendly placement options, but many of these youth are not in need of this type of structure.

This type of care decreases the likelihood of permanence because there is a greater likelihood of running away and aging out of systems of care.

Youth in these settings are less likely to transition into a family type setting. Disclosure Dilemmas Decision-making around disclosure of sexual orientation or gender identity.

Unsupportive and negative responses to a youth’s disclosures by professionals, peers and caregivers.

Lack of skill in handling a youth’s disclosures in group settings. LGBTQ youth may not be allowed to share a room with other youth.

Different standards may be applied to LGBTQ youth around dating and the pursuit of romantic relationships.

Youth experience multiple placements due to lack of staff acceptance and understanding, lack of safety and peer rejection.

LGBTQ youth experience disapproval and rejection from caseworkers, foster parents, residential program staff and their peers.

Youth have a difficult time accessing LGBTQ-affirmative health and mental health services.

Permanency is seldom the goal.

LGBTQ youth drop out of educational placements due to hostility and a lack of support.

An assumption is often made that LGBTQ youth are “predators” if they are caught engaging in sexual behaviors with a same-sex peer. Differential Treatment Victimization 56% of a sample of gay/lesbian youth in NYC child welfare system said they stayed on the streets because they felt safer than living in group or foster homes (Mallon, 1998).


78% of LGBTQ youth were removed or ran away from placements as a result of hostility toward their sexual orientation and/or gender identity (Joint Task Force, 1994).


90% of the 400 San Diego youth said that safety was a concern in group homes and shelters (Berberet, 2004).


Only 20% of the San Diego service providers thought safety was an issue (Berberet, 2004). Victimization Many LGBTQ youth experience rejection and abuse when they come out to their caretakers, peers or teachers at school.

They may be thrown out of their homes or experience violence resulting from adult response to their sexual orientation and gender identity.

39% of 400 LGBTQ or HIV+ youths (ages 12 to 24) living in out-of-home care or homeless in San Diego had been kicked out of their home due to sexual orientation or gender identity (Berberet, 2004). Brainstorming Activity Identify the issues and challenges affecting LGBTQ youth in out-of-home care.

Increase participants’ awareness of how these issues are manifested in their own agencies and service delivery systems. Module I
Identification of LGBTQ Issues for Youth in Out-of-Home Care
Goals & Objectives To articulate the psychosocial needs of LGBTQ youth and identify risk and protective factors facing LGBTQ youth in out-of-home care.

To understand how to manage confidential information within the child welfare system around a youth’s disclosures of sexual orientation and gender identity.

To experience increased confidence and competence in discussing sexual orientation and gender identity issues with youth and helping families and other caregivers adapt and adjust to children’s sexual orientation and gender identity.

To identify LGBTQ-affirmative programmatic and policy interventions for LGBTQ youth in out-of-home settings, and community resources for LGBTQ youth, their families, other caregivers and service providers. LGBTQ 201
Training Goals & Objectives LGBTQ 201 Identify Action Steps Immediate

In the Short-Term

Over the Long-Term Brainstorming Activity
What are the situations and concerns that have arisen, or that you believe could arise, in your work with LGBTQ clients? Group Brainstorm
To develop concrete next steps for providing culturally competent services to sexual and gender minority clients.

To put what has been learned in this training into action in the field. Module VI
Next Steps/Action Steps Provide participants with hands-on experience in dealing with the issues and concerns that they are most likely to face in their roles.

Identify situations and scenarios associated with sexual orientation or gender identity that participants are most likely to face in their current jobs.

Increase comfort and expertise in handling these situations as they arise. Module V
Learning Lab Working Definitions Heterosexism
Homophobia
Biphobia
Transphobia
The Down Low
Womanist Increase participant knowledge regarding current definitions of sexual orientation, sex, gender and other relevant constructs.

Demonstrate increased understanding of the differences between sexual orientation, sex and gender, and increased cultural competence in use of terminology. Module III
Working Definitions Family functioning
Family support
Family acceptance
Self-esteem
Educational achievement
Connection to school
Active coping strategies
Self-acceptance
Positive attitudes towards sexual and gender diversity
(Sometimes) Disclosure of sexual orientation to parent Protective Factors for LGBTQ Youth To increase knowledge and empathy regarding the unique stressors experienced by sexual and gender minority youth, their families and caregivers.

To demonstrate increased understanding of the issues around coming out and how they might impact youth in care.

To recognize that “coming out” is not about sexual behavior, but about identity and relationships, both of which are critical to youth development.

To articulate the potential consequences of social and emotional isolation on sexual and gender minority clients. Module II
Goals & Objectives The Impact of Silence Module II: Opening Icebreaker Exercise To introduce participants to the workshop, establish guiding principles and identify core concepts.

To create an open learning environment in which participants can safely explore personal views and values and articulate professional responsibilities.

To develop strategies for balancing personal and professional values when they are in conflict.

To increase understanding and competence with sexual and gender minority clients. Module I
Goals & Objectives Be open.
Respect differences.
Use “I-Statements.”
Step Up/Step Back.
Feelings are 100% OK.
Right to pass.
Respect confidentiality.
Take care of yourself.
Any question or concern is 100% OK.
Share air time. Guiding Principles How did you get your name? Tell a story about your name.

What brought you to this workshop? What made you sign up?

What is your greatest hope and your greatest fear for the training?

How would you describe the culture of your agency in terms of LGBTQ issues?

How would you describe the culture of the geographical region in which you will be training and the culture of the agencies/organizations in which you will be training? Dyad Exercise Opening Introductions Icebreaker Exercise To introduce participants to the workshop, establish guiding principles and identify core concepts.

To clarify and assess personal, religious and cultural views and values regarding LGBTQ youth and young adults and develop strategies that balance personal beliefs with professional responsibilities.

To identify issues of risk, challenges and strengths specific to LGBTQ youth and young adult populations, their families, other caregivers and service delivery systems.

To develop an action plan for immediate, short-term and long-term activities that will develop or enhance professional and agency cultural competency. LGBTQ 101
Training Goals & Objectives Moving the Margins:
Training Curriculum for Child Welfare Services Developed by:
Robin McHaelen, MSW
Diane E. Elze, PhD, MSW
with LGBTQ Youth
in Out-of-Home Care Initiation and continuation of hormone treatment for transgender youth.

Allowing personal grooming, including hair and clothing, that is congruent with a youth’s gender identity.

Providing undergarments to transgender youth that are congruent with their gender identity.

Using the youth’s preferred name and pronoun.

Providing the youth with a private bedroom.

Providing the youth with privacy while showering. Agency Actions and Policies for Discussion To increase participants’ awareness of gender, gender expression and gender identity as social constructions.

To increase participants’ sensitivity to the experiences of transgender youth in out-of-home care.

To identify strategies for delivering culturally competent care to transgender youth.

To identify policies that protect and enhance the
well-being of transgender youth. Module VI
Addressing the Needs of Transgender Youth in Out-of-Home Care
Goals & Objectives Lambda Legal Defense and Education Fund http://www.lambdalegal.org/

National Association of Social Workers http://www.socialworkers.org

American Psychological Association http://www.apa.org/

American Psychiatric Association http://www.psych.org/

American Pediatric Association http://www.aap.org/

National Education Association http://www.nea.org

Child Welfare League of America http://www.cwla.org Resources on Culturally Competent Service Delivery & Legal Rights for LGBTQ Youths Learning Lab #2 Appreciate the importance of confidentiality for LGBTQ youth in out-of-home care.

Identify strategies for managing confidential information related to sexual orientation and gender identity. Module III
Addressing Confidentiality Issues for LGBTQ Youth in Out-of-Home Care
Goals & Objectives Validate confusion.

Be affirming and supportive.

Assess their level of information and provide accurate information.

Correct myths and stereotypes.

Provide reassurance.

Focus on quality of interpersonal relationships, general coping skills and gradual exploration of sexuality. When a Youth is Confused Anticipate feelings of vulnerability.
Affirm, validate and accept.
Start where the client is.
Avoid labeling.
Help youth safely explore and understand their feelings, thoughts and behaviors.
Follow the youth’s lead in using terminology.
Help them find information and resources.
Provide accurate information that eliminates myths and stereotypes.
Do not assume their problems are related to their sexual orientation or gender identity; do not assume they are unrelated. When Youth Disclose To increase confidence and competence in discussing sexual orientation and gender identity issues with youth.


To articulate the challenges LGBTQ youth experience during their process of coming out to self and when considering disclosure to other persons. Module II
Increasing Providers’ Sensitivity & Enhancing Skills
Goals & Objectives Lack of Cultural Competence Staff persons often lack knowledge and sensitivity on how to support LGBTQ youth in their sexual orientation, gender identity and gender expression.

Staff persons often lack knowledge of LGBTQ resources.

Transgender youth are inappropriately placed in settings that are incongruent with their gender identity.

Transgender youth may not be allowed to use their preferred name.

Transgender youth are prohibited from dressing and grooming in ways that are congruent with their gender identity.

Professionals may not know how to talk with biological, adoptive or foster parents about sexual orientation and gender identity issues. Staff persons disclose a youth’s sexual orientation or gender identity to foster, biological and adoptive parents and/or the youth’s peers without the youth’s consent.

Lack of policies that address confidentiality around sexual orientation and gender identity, including policies on written documentation. Confidentiality Violations LGBTQ Issues for Youth in Out-of-Home Care Victimization
Confidentiality Violations
Differential Treatment
Lack of Cultural Competence Among Providers
Disclosure Dilemmas
Lack of Family-Centered Services Reinforce the learning.

Provide participants with the opportunity to offer feedback on their experience in the training. Module VII
Close & Evaluations Achieve clarity about personal, religious and cultural beliefs and values regarding sexual orientation, gender identity and expression.

Identify strategies for balancing personal views with professional responsibilities.

Reduce adherence to myths and stereotypes regarding sexual and gender minority people. Module IV
Values Clarification Working Definitions Heterosexual/Straight
Homosexual
Gay
Lesbian
Same Gender Loving
Two Spirit
Bisexual
Pansexual
Questioning
LGBTQ Sex
Intersex
Gender
Gender Identity
Gender Expression
Gender Dysphoria
Transgender
Hormonal Support
Gender Identity Disorder
Sexual Orientation Potential Consequences of Isolation Depression
Anxiety
Suicidality
Vulnerability to juvenile justice involvement
Victimization Substance abuse
Homelessness
Dropping out
Running away
Risky sexual behaviors
Higher risk of HIV infection Personal and Religious Values
Safety
Family Core Concepts LGBTQ 101 How did you get your name? Tell a story about your name.

What brought you to this workshop? What made you sign up?

What is your greatest hope and your greatest fear for the training?

How would you describe the culture of your agency in terms of LGBTQ issues?

How would you describe the culture of the geographical region in which you will be training and the culture of the agencies/organizations in which you will be training? Dyad Exercise Lack of Family-Centered Services Many programs serve LGBTQ youth as individuals rather than serving them within the context of their families.

Permanency is seldom a goal for LGBTQ youth and there is a shortage of LGBTQ-affirming foster families.

LGTBQ youth are at a greater risk of a lack of permanence due to a lack of connection with birth families and communities and a shortage of LGBTQ-friendly placement options.

LGBTQ youth are often placed in congregate care due to a lack of connection with family of origin and a shortage of LGBTQ-friendly placement options, but many of these youth are not in need of this type of structure.

This type of care decreases the likelihood of permanence because there is a greater likelihood of running away and aging out of systems of care.

Youth in these settings are less likely to transition into a family type setting. Lack of Cultural Competence Staff persons often lack knowledge and sensitivity on how to support LGBTQ youth in their sexual orientation, gender identity and gender expression.

Staff persons often lack knowledge of LGBTQ resources.

Transgender youth are inappropriately placed in settings that are incongruent with their gender identity.

Transgender youth may not be allowed to use their preferred name.

Transgender youth are prohibited from dressing and grooming in ways that are congruent with their gender identity.

Professionals may not know how to talk with biological, adoptive or foster parents about sexual orientation and gender identity issues. Victimization 56% of a sample of gay/lesbian youth in NYC child welfare system said they stayed on the streets because they felt safer than living in group or foster homes (Mallon, 1998).


78% of LGBTQ youth were removed or ran away from placements as a result of hostility toward their sexual orientation and/or gender identity (Joint Task Force, 1994).


90% of the 400 San Diego youth said that safety was a concern in group homes and shelters (Berberet, 2004).


Only 20% of the San Diego service providers thought safety was an issue (Berberet, 2004). LGBTQ Issues for Youth in Out-of-Home Care Victimization
Confidentiality Violations
Differential Treatment
Lack of Cultural Competence Among Providers
Disclosure Dilemmas
Lack of Family-Centered Services To articulate the psychosocial needs of LGBTQ youth and identify risk and protective factors facing LGBTQ youth in out-of-home care.

To understand how to manage confidential information within the child welfare system around a youth’s disclosures of sexual orientation and gender identity.

To experience increased confidence and competence in discussing sexual orientation and gender identity issues with youth and helping families and other caregivers adapt and adjust to children’s sexual orientation and gender identity.

To identify LGBTQ-affirmative programmatic and policy interventions for LGBTQ youth in out-of-home settings, and community resources for LGBTQ youth, their families, other caregivers and service providers. NASW LGBTQ 201
Training Goals & Objectives Helpful Links and Resources Become an ask-able person.


Self-awareness about personal beliefs and attitudes.
+
Knowledge about and appreciation of LGBTQ youth.
+
Competent social work and interpersonal skills.
+
Emphasize professional over personal values. Prepare Yourself LGBTQ youth may not be allowed to share a room with other youth.

Different standards may be applied to LGBTQ youth around dating and the pursuit of romantic relationships.

Youth experience multiple placements due to lack of staff acceptance and understanding, lack of safety and peer rejection.

LGBTQ youth experience disapproval and rejection from caseworkers, foster parents, residential program staff and their peers.

Youth have a difficult time accessing LGBTQ-affirmative health and mental health services.

Permanency is seldom the goal.

LGBTQ youth drop out of educational placements due to hostility and a lack of support.

An assumption is often made that LGBTQ youth are “predators” if they are caught engaging in sexual behaviors with a same-sex peer. Differential Treatment Victimization Many LGBTQ youth experience rejection and abuse when they come out to their caretakers, peers or teachers at school.

They may be thrown out of their homes or experience violence resulting from adult response to their sexual orientation and gender identity.

39% of 400 LGBTQ or HIV+ youths (ages 12 to 24) living in out-of-home care or homeless in San Diego had been kicked out of their home due to sexual orientation or gender identity (Berberet, 2004). Potential Consequences of Isolation Depression
Anxiety
Suicidality
Vulnerability to juvenile justice involvement
Victimization Substance abuse
Homelessness
Dropping out
Running away
Risky sexual behaviors
Higher risk of HIV infection To increase knowledge and empathy regarding the unique stressors experienced by sexual and gender minority youth, their families and caregivers.

To demonstrate increased understanding of the issues around coming out and how they might impact youth in care.

To recognize that “coming out” is not about sexual behavior, but about identity and relationships, both of which are critical to youth development.

To articulate the potential consequences of social and emotional isolation on sexual and gender minority clients. NASW Training
Goals & Objectives Staff persons disclose a youth’s sexual orientation or gender identity to foster, biological and adoptive parents and/or the youth’s peers without the youth’s consent.

Lack of policies that address confidentiality around sexual orientation and gender identity, including policies on written documentation. Confidentiality Violations Family functioning
Family support
Family acceptance
Self-esteem
Educational achievement
Connection to school
Active coping strategies
Self-acceptance
Positive attitudes towards sexual and gender diversity
(Sometimes) Disclosure of sexual orientation to parent Protective Factors for LGBTQ Youth This presentation was compiled by
Oria Kunin and Keneshia Woodson Despite the proliferation of research, investigations of LGBT youth still remain largely oriented toward studying deficits such as the role of victimization on mental and physical health, academic achievement, and identity development...

It is important to... incorporate additional perspectives of LGBT youths lives ...as resilient and thriving rather than simply “at-risk”. 14–19 year old male and female LGBT youth reported less peer and family social support, a more hostile peer environment, and greater depressive symptoms than heterosexual adolescents

The top reasons for the youth not disclosing were:(a) fear of rejection or eviction, (b) fear of relationship deterioration, (c) general fear or hesitancy, (d) no close relationship with parent, and (e) unsure of parental response 1 in 20 American youths are estimated to be among the population of LGBT, resulting in more than 2 million sexual minority youth

14–21-year-olds of LGBT males and females indicated they were two to three times more likely to attempt suicide than heterosexual youth

For 14–19-year old male and female LGBTs, 80% experienced verbal victimization, 14% experienced physical assault, and 9% experienced sexual assault; both verbal victimization and physical assault occurred mainly at school. LGBT Youth and statistics An estimated 160,000 children miss school every day out of fear of attack or intimidation by other students.

They hear anti-gay slurs such as “homo”, “faggot” and “sissy” about 26 times a day or once every 14 minutes LGBT Youth and statistics Course Competencies

Nationwide Organization Listings:
http://www.cdc.gov/lgbthealth/youth.htm
http://www.finaid.org/otheraid/lgbt.phtml
http://brandonshire.com/lgbt-youth-organizations/
http://glbtnationalhelpcenter.org/index2.html
http://www.glbtays.org/
http://familyproject.sfsu.edu/home
http://www.suicidepreventionlifeline.org/
http://www.stopbullying.gov/get-help-now/index.html
http://www.huffingtonpost.com/hudson-taylor/for-lgbt-youth-the-un-can-be-mvp_b_3100898.html
http://www.apa.org/
http://www.psych.org/
http://www.aap.org/
http://www.nea.org
http://www.cwla.org
http://www.socialworkers.org
http://www.lambdalegal.org/ Local Organization Listings:
http://youthpride.org/
http://www.lost-n-found.org/
http://www.standupforkids.org/
http://www.chriskids.org/home-page
http://www.pflagatl.org/gay-lesbian-transgender-and-questioning-youth/
http://justusatl.org/ International Organization Listings:
http://www.oraminternational.org/
http://www.iglyo.com/
http://ilga.org/ilga/en/article/1224
http://internationalspectrum.umich.edu/global/worldwideorgs
http://www.salto-youth.net/rc/inclusion/inclusionresources/inclusiongroups/inclusionlgbt/ Competency 4: Engage diversity and difference in practice. Here we recognized the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power. We also gained sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups. Recognition and understanding of the importance of differences in shaping life experiences was applied.

Competency 5: Advance human rights and social and economic justice. The understanding of the forms and mechanisms of oppression and discrimination was considered. Engagements in practices that advance social and economic justice were utilized to advocate for human rights and social and economic justice.

Competency 6: Engage in research-informed practice and practice-informed research. Research evidence to inform practice was utilized.

Competency 8: Engage in policy practice to advance social and economic well-being and to deliver effective social work services. Understanding of social policies that impact clients and service delivery was demonstrated. We analyzed, formulated, and advocated for policies that advance social well-being. References
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