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Inside Out: Facilitating a Discussion Group for LGBTQ Students

Inside Out: Facilitating a Discussion Group for LGBTQ Students. Charlene J. Vetter, Ph.D. Senior Counselor SUNY Buffalo State CCNY Annual Conference 2013. Terminology/Basic Vocabulary. Sexual Orientation emotional, romantic, sexual attraction to another person Gender Identity

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Inside Out: Facilitating a Discussion Group for LGBTQ Students

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  1. Inside Out: Facilitating a Discussion Group for LGBTQ Students Charlene J. Vetter, Ph.D. Senior Counselor SUNY Buffalo State CCNY Annual Conference 2013

  2. Terminology/Basic Vocabulary • Sexual Orientation emotional, romantic, sexual attraction to another person • Gender Identity one’s personal sense of their gender • Transgender umbrella term that includes transsexuals, cross-dressers, gender non-conforming • Transsexual gender and sex do not line up-often (not always!) seek medical tx to bring body/gender into alignment-avoid term unless an individual self-identifies as transsexual

  3. School Climate for LGBTQ Students • Research suggests educational outcomes are negatively impacted by student perceptions/experiences • 2010 Campus Pride State of Higher Education For Lesbian, Gay, Bisexual & Transgender People Rankin, Weber, Blumenfeld, Frazer • GLSEN National School Climate Survey (2011)

  4. School Climate for LGBTQ Students • Campus Pride Survey (2010) 23% of GLBQ students reported experiencing harassment compared to 12% of heterosexual-identified students(n=5,149) • GLBQ students were 7x more likely to report that harassment was based on sexual identity • Approximately 70% of transsexual students reported experiencing harassment

  5. School Climate for LGBTQ Students • GLSEN National School Climate Survey (2011) • 82% of LGBT students were verbally harassed at school because of their sexual orientation;64% were harassed because of gender expression • The average GPA for LGBT students who experienced frequent harassment was lower than LGBT students experiencing less frequent harassment

  6. The Story of Inside Out • Idea for group inspired by clients who expressed need to connect with other LGBTQ students (e.g., questioning, out to self but not others) • Campus pride alliance 2-3 large events per year-not a facilitated discussion group • Inside Out was implemented to create a safe place for students to discuss sexual orientation/gender identity • The main goal is to assist in identifying external/internal roadblocks to self-discovery and open self-expression

  7. The Story of Inside Out • Started in Spring 2009 semester • Weekly meetings • 38 Students • Open group • Currently one facilitator (two in the past)

  8. Important Considerations in Facilitating LGBTQ Group • Examine personal beliefs/biases stereotypes PRIOR to committing to be facilitator • Understand that negative messages about LGBTQ are ubiquitous in our culture (family, media, religious institutions) and these often become internalized • Heterosexism-the notion that being heterosexual is expected/preferred (institutional/cultural)

  9. Counselor CompetenciesAssociation for Lesbian, Gay, Bisexual, Transgender Issues in Counseling • “know that the normative developmental tasks of LGBT adolescents frequently may be complicated or compromised by identity confusion; anxiety and depression; suicidal ideation and behavior; academic failure; substance abuse; physical, sexual, and verbal abuse; homelessness; prostitution; and STD/HIV infection.”

  10. Counselor CompetenciesAssociation for Lesbian, Gay, Bisexual, Transgender Issues in Counseling • “consider that, due to the coming out process, LGBT individuals often may experience a lag between their chronological ages and the developmental stages delineated by current theories.” • “recognize that identity formation and stigma management are ongoing developmental tasks that span the lives of LGBT persons.”

  11. Screening of Group Members • Students at any stage of coming out, questioning and exploring their sexual orientation, and/or gender identity. • Not appropriate for students who are seeking help to change emerging identity • Not for straight allies • Typically referred to group by primary counselor

  12. Themes that have Emerged…. • How will others react if I discover that being LGBT is part of my identity? • What will my life look like (The “American Dream”) • I know if I am ever to be in a same-sex relationship, certain family members/friends would disapprove/reject me

  13. Themes that have emerged…. • Is there a “right” way to be gay? • Students have described negative reactions if they dress/act outside their chosen label (e.g, butch, femme) • Students reported hearing negative reactions/stereotypes related to bisexuality (e.g.. confused, can’t make up their minds, more likely to cheat)

  14. Themes that have emerged • Coming out as a lifelong process • Weigh the risks/benefits of disclosure with each new person (“will I see the person again or not?”) • Different levels of “outness” between partners can be a source of stress in the relationship

  15. Tips for facilitating an LGBTQ Group • Marketing! Discussion group vs. therapy group…be explicit about purpose/goals of group and that it is NOT therapy • Facilitators are encouraged to be open about their own sexual orientation/gender identity • If LGBTQ is not part of facilitator's identity, share experiences that influenced becoming an ally

  16. Tips for facilitating an LGBTQ Group • When discussing group rules at the outside emphasize importance of respecting how group members choose to describe/express themselves with regard to sexual orientation or gender identity • All members must agree not to criticize or challenge any label (e.g. bisexual) or the choice not to identity with a given label • Basic understanding of terminology is important but always ask what a given label means to the individual (don’t assume that you know!)

  17. Tips for facilitating an LGBTQ Group • If facilitator does not feel comfortable with their level of knowledge/experience with any given topic, consult a colleague or outside contact (e.g. community LGBT center) • Examine/consider personal beliefs/biases/stereotypes PRIOR to committing to facilitate • Semi-structured approach to group-allow group members opportunity to set agenda/choose topics

  18. Suggested Topics in Initial Phase • Where do negative messages/stereotypes come from? What messages did students get during childhood/early adolescence about LGBT? • What are the pros/cons of living/expressing openly vs. staying closeted • What do you need to feel safe/comfortable working with a professional (e.g., physician, counselor) • Kinsey’s research and scale-continuum of human sexuality

  19. Challenges • Getting the word out/getting referrals • Open vs. closed group • Scheduling/Attendance-getting students to commit to coming weekly • Confidentiality concerns-especially if group member is simultaneously involved in campus pride alliance • Open to center clients vs. open to all students

  20. Resources • Association for Lesbian, Gay, Bisexual, Transgender Issues in Counseling-http://algbtic.org/resources/competencies • Campus Pride-www.campuspride.org • Gay, Lesbian & Straight Education Network-www.glsen.org • Human Rights Campaign-www.hrc.org • Stonewall Center University of Massachusetts-http://www.umass.edu/stonewall/ • National Center for Transgender Equality-http://transequality.org

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