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Bullying and LGBTQ Issues on College Campuses

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by

Rose Cooper

on 18 October 2013

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Transcript of Bullying and LGBTQ Issues on College Campuses

Bullying and LGBTQ Issues
Who are the Victims?
Prevalence of Bullying in College
The Effects of Bullying on Victims
Bullying and LGBTQ
Issues on College Campuses

Bullying can be defined as any type of unwanted, aggressive behavior that involves repeated, deliberate harm to others. It can include physical aggression or verbal abuse.

Cyberbullying is relatively new and is done through electronic means, such as cell phones or computers. Cyberbullies may use text messages or social media sites to send cruel messages or may post embarrassing or disparaging pictures of their victims.

Students that identify themselves as Lesbian, Gay, Bisexual, Transgender, or Questioning oftentimes are subjected to bullying.
Research shows that bullying does
not stop when students go to college.
15% of college students surveyed reported being victims of bullying
22% of students reported being victim of cyberbullying.

Hazing
Method of initiation into or an affiliation
with a student organization, sports team, or
other group on or off campus
Intentional, causes embarrassment and/or ridicule, and can cause emotional and/or physical pain, and in extreme cases, death.
Anyone can be a victim!
Male or female
Groups
Seen as "different"
New Student
Overweight or underweight
LGBTQ
Wear glasses or clothes others deem "nerdy"
Disabled, depressed, low self-esteem
Stress
Anxiety
Emotional distress
Low self-esteem
Depression
Suicidal thoughts and/or actions
Poor academic achievement
Increased drop-out rates
Engaging in high risk behaviors
Who are the Bullies?
Students who:
were victims of bullying themselves
were subjected to violence in the home
have high emotionality and low self-control
lack empathy for others
are seeking revenge for a perceived wrong
may be someone you'd never suspect!
Promote a Bully-Free Campus
Encourage a more accepted and inclusive campus climate
Help students feel a connection to their campus environment
Empower students to report incidences of bullying
Engage the entire student population by holding events, workshops, and activities to raise awareness
Always model respectful, empathic behavior
Be aware of campus policies with respect to bullying behaviors
Information for Student Affairs
Personnel and College Counselors
Victims may be:
self-referred
referred by parents, resident assistants, classmates, or friends
referred by faculty or staff
referred by behavioral intervention teams
Victims may respond to:
Someone to just listen
Patience, acceptance, and encouragement
New coping skills and self-care strategies
Cognitive-Behavioral Therapy
Narrative Therapy techniques
Solution-Focused Therapy
Goal-directed and/or Strength-based approach
Suicide prevention/intervention
References
Adams, F. D. & Lawrence, G. J. (2011). Bullying Victims: The effects last into college. American Secondary Education, 40(1), 4-11.

Bullying in college: Where and how it exists, (n.d.). Retrieved March 4, 2013 from http://ramagazine.com/issue/11/bully.html

Bullying on college campuses: Information for educators and parents, (n.d.). Retrieved April 14, 2013 from http://gse.buffalo.edu/gsefiles/documents/alberti/Bullying%20In%20College%20FAQ%20Final.pdf

Campus Pride. (2012, October 23). Projects & Publications. State of Higher Education for Lesbian, Gay, Bisexual, & Transgender People: Campus Pride 2010 National College Climate Survey. Campus Pride. Retrieved from http://www.campuspride.org/research/projects-publications/

Chapell, M., Casey, D., De la Cruz, C., Ferrell, J., Forman, J., Lipkinh, R., Newsham, M., Sterling, M., & Whitaker, S. (2004). Bullying in college by students and teachers. Adolescence, 39(153), 53-64.

Chapell, M. S., Hasselman, S. L., Kitchin, T., Lomon, S. N., MacIver, K. W., & Sarullo, P. L. (2006). Bullying in elementary school, high school, and college. Adolescence, 41(164), 633-648.

Dilmac, B. (2009). Psychological needs as a predictor of cyber bullying: A preliminary report on college students. Educational Sciences: Theory and Practice, 9(3), 1307-1325.

Poynter, K. J., & Washington, J. (2005). Multiple identities: Creating community on campus for LGBT students. New Directions for Student Services, (111), 41-47.

Shallcross, L. (2013). Grown-up bullying. Counseling Today. Retrieved March 3, 2013, from http://ct.counseling.org/2013/03/grown-up-bullying/

What is bullying, (n.d.). Retrieved April 14, 2013 from http://www.stopbullying.gov/what-is-bullying/
(Shallcross, 2013)
(RAmagazine.com, n.d.)
(Adams & Lawrence, 2011; Dilmac, 2009)
(Adams & Lawrence, 2011; Dilmac, 2009)
(Adams & Lawrence, 2011; Dilmac, 2009)
(stopbullying.gov, n.d.)
(Shallcross, 2013)
(Adams & Lawrence, 2011)
(hppt://gse.buffalo.edu, n.d.)
(Shallcross, 2013)
(Shallcross, 2013)
Rose Cooper & Lisa Harris * Monmouth University * EDC580 * Spring 2013
Teachers, Professors, and/or Coaches
LGBTQ Statistics
Students:
23% more likely to experience harassment
55% significantly more likely to perceive or observe harassment
Twice as likely to be targets of derogatory remarks
Less likely to feel comfortable
Faculty and Staff:
Experience harassment and feeling uncomfortable in the higher education workplace
Dual Identities
LGBTQ students must deal with more than just issues with their sexual identity
Many have dual identities, for example, being Black and gay or being Catholic and lesbian
They feel they are not allowed to be both identities
They struggle to be accepted for both identities, within and outside of the respective communities
This is important to note because LGBTQ students have multiple issues to deal with in addition to the bullying and harassment they may be experiencing
Consequences of LGBTQ Bullying
Feeling unsafe in different parts of campus, such as residence halls and classrooms
Thoughts about leaving college/workplace
Avoid certain parts of campus, such as student activities office or recreational facilities
Workplace/academics are negatively affected
Mental health problems
Suicidal ideation
Response of College Administrators and Staff
Most LGBTQ students, faculty and staff feel that their colleges' responses and policies regarding LGBTQ issues are inadequate
Not enough resources and safe spaces available
Training not given on campus, such as Safe Zone Training
Recommendations for Colleges
Create policies that include LGBTQ issues and potential problems
Show commitment to help students, staff, and faculty
Incorporate LGBTQ issues into appropriate course syllabi and teach about how to respond to these issues
Use best response techniques to approach incidences
Create safe spaces on campus
Counseling - ensure that counselors are properly trained to work with LBGTQ students
Actively try to recruit and retain LGBTQ students and show them that the campus is a safe place for them to be (Allies, Advocates, Education, Outreach, Resources, Safe Spaces, etc.)
Bully victims and LGBTQ students face the same academic struggles as other students, but additionally have to deal with the effects of how they are unfairly treated by others.

It is imperative as student affairs and college counseling professionals that we take these students and their situations seriously in order to help them thrive in college and feel safe in their college environment.
(Campus Pride, 2010)
(Poynter & Washington, 2005)
(Campus Pride, 2010)
(Campus Pride, 2010)
(Campus Pride, 2010)
Conclusion
Full transcript