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Reports data from a nationwide survey of New Zealand high school students and staff that examined their attitudes toward lesbian/gay/bisexual students. Most respondents perceived that lesbian/gay/bisexual students were not safe at school and that these students experienced subtle and extreme forms of intimidation. However, many students and staff did not accept denigrating attitudes toward this group. (SM)

Study investigated gay, lesbian, and bisexual adolescents' perceptions of their school environment; their experiences with victimization and professional support in school; and individual, peer, and family factors associated with perceptions of and comfort in school environments. Findings suggest school social workers can play key roles in providing direct services to these students and advocating for supportive and affirming school environments. (Contains 45 references and 4 tables.) (Author)

Professional organizations mandate that effective counseling be provided to lesbian, gay male, and bisexual male and female (LGB) clients. This article presents the characteristics, challenges, and needs of sexual minorities, along with therapeutic strategies that practitioners may use in facilitating a positive self-image among the lesbians, gay men, and bisexual men and women whom they counsel. (Author)

Examined what challenges are presented in ensuring permanency, safety, and well-being for gay and lesbian youth in a gay-affirming child welfare environment. Found that the need remains to develop practice principles and guidelines specific to working toward permanency for these youth and to be more sensitive to their unique needs. (Author/SD)

Investigates risk factors associated with internalizing and externalizing problems among 169 gay, lesbian, and bisexual adolescents. Data were gathered on individual, family, and community risk factors and youths' mental health and behavioral functioning. Results suggest that adolescents should be carefully assessed for concerns related and not directly related to their sexual orientation, as well as concerns specific to their identity. (Contains 47 references and 3 tables.) (GCP)

A study examined childhood maltreatment among 2917 heterosexual, homosexual, and bisexual adults. Homosexual/bisexual men reported higher rates than heterosexual men of childhood emotional and physical maltreatment by their mothers and major physical maltreatment by their fathers. Homosexual/bisexual women reported higher rates of major physical maltreatment by both mothers and fathers. (Contains references.) (Author/CR)

Homosexual, bisexual, and transgendered students; effeminate heterosexual males; and masculine heterosexual females are among the most marginalized and harassed in high school. Many develop negative self-concepts, which increases their risk for self-harm and suicide. The origin of this problem is social homophobia, which fuels aggression against these students. Educators have an important role in minimizing the negative effects of homophobia. (Contains references.) (SM)

College students with disabilities who are lesbian, gay, bisexual, or transgender (LGBT) represent diverse cultural minorities with multiple service needs involving disabilities, identities, and adjustment strategies. This article discusses LGBT college students with disabilities as multiple cultural minorities with a focus on educational environments, institutional issues, and strategies for university personnel. (Contains 79 references.) (GCP)

Study examines victimization during high school based on sexual orientation of 350 lesbian, gay, or bisexual youths. Over half reported verbal abuse in high school because of their sexual orientation, and 11% said they had been physically assaulted. Youths' current mental health symptoms, especially traumatic stress reactions, were associated with having experienced more verbal abuse in high school. (Contains 39 references and 6 tables.) (GCP)

Gay, lesbian, bisexual, and transgendered (GLBT) persons and their families present unique ethical challenges for marriage and family counselors. A series of brief case vignettes touch on a range of ethical issues for couples and family counselors, including training, supervision, custody evaluation, ethical decision making, counselor bias, gender, ethnicity, and referral. (Contains 20 references.) (GCP)

Surveys 162 self-identified lesbian, gay, and bisexual (LGB) individuals with regard to suicidal behaviors, suicide risk factors, and reasons for living. Approximately 41% of the respondents indicated a serious consideration of suicide including the identification of a specific suicide plan or a past suicide attempt with significant intent to die. (Contains 33 references, 2 tables, and an appendix.) (GCP)

Examined variations in "coming out" for gay, lesbian, and bisexual youths, specifically: the timing and sequence of developmental stages; completion of 10 milestone events involving self-awareness, sexual experiences, and disclosure to others; and immersion in social networks. Found comfort with sexual orientation was greatest in persons with early patterns. (Author)

Examined campus resources for gay, lesbian, and bisexual (GLB) students at 119 U.S. colleges to determine how the presence of such resources affected sexually active students' condom use. Students completed surveys, and researchers analyzed condom use across schools with different levels of GLB resources. Results indicated that campus resources for GLB students appeared to be associated with college students' condom use. (SM)

Surveyed college dormitory residents regarding their personal comfort with lesbian, gay, and bisexual (LGB) students. Results highlighted widespread pluralistic ignorance. Students typically rated themselves as less anti-gay than other students. Building of residence significantly predicted students' attitudes. Perceiving that one or two LGB students lived on the same floor or in the same building related to more positive attitudes. (SM)

Describes an activity in which students categorize the sexual orientation (heterosexual, bisexual, homosexual) of 10 fictional people. Students study aspects of sexual orientation, including its resistance to rigid and consistent definitions. The activity has been used in Psychology of Women, Sexual Behavior, and Psychology of Sexual Orientation courses. (CMK)

This article reviews evidence for a link between suicide or suicidal behavior and sexual orientation by: 1) reviewing studies of the rates of completed and attempted suicide for gay, lesbian and bisexual people compared to the general population; 2) examining possible risk factors; 3) outlining opportunities for prevention; and 4) providing directions for future research. (BF)

Examines school troubles, attitudes, and performance of same-sex attracted youth within the context of four relational domains: family, teacher, social, and peer. Results indicate that each domain plays a role in the negative attitudes about school held by sexual minority youth. However, feelings about teachers play an important role in explaining school troubles. (MKA)

Investigates benefits of cross-sexual orientation friendships on adolescent girls (N=20). Results indicate that cross-sexual orientation friendships function similarly in comparison to other friendship development in positive ways. Discusses overall benefits of cross-sexual orientation friendships and benefits that are unique to both heterosexual and lesbian/bisexual youth. (MKA)

This editorial describes the barriers that exist to carrying out research with gay, lesbian, and bisexual youth. It also discusses why it is important to promote research to this group. Describes the articles that address some of the issues related to this population in this volume of the Journal of Adolescence. (MKA)

Reviews the research indicating the incidence rates and specific suicide risks for suicide in the gay, lesbian, bisexual, and questioning (GLBQ) adolescent population. Presents an ecological model of suicide risk assessment for GLBQ youth. The model is based on Bronfenbrenner's model of human development and argues for individual, micro, and macro levels of assessment. (MKA)

Adolescents (N=377) listed the perjoratives they heard at school and identified the ones they considered most taboo. Homophobic perjoratives accounted for 10% of the 6,000 items generated, but were rated much less seriously than either racist abuse or other taboo slang. Boys reported more homophobic perjoratives than girls, but rated them more seriously. (MKA)

Compared the sexual risk taking behaviors of gay, lesbian, and bisexual (GLB) and heterosexual adolescents, evaluating associations between gay-sensitive school HIV instruction and GLB adolescents' risk behaviors. Surveys indicated that GLB students had more high risk behaviors than heterosexual students, and those in schools with gay-sensitive instruction reported fewer high risk behaviors than did those in other schools. (SM)

Assesses the current sexual health status of Canadian youth in relation to sexually transmitted diseases, pregnancy rates, and sexual practices, discussing the social and historical context of adolescence and adolescent sexuality in Canada. The paper draws insights from international comparisons of adolescent sexual health indicators and discusses priorities for adolescent sexual health research and promotion. (SM)

Describes how well libraries meet the needs of lesbian, gay, and bisexual young people. Highlights include fiction resources of school and public libraries; mechanisms used to identify and locate relevant novels and picture books; research on patterns of fiction holdings; and the effects of censorship and legislative pressures. (Contains 56 references.) (Author/LRW)

Describes one high school's 20-year struggle to create a safe school environment following race riots and sexual harassment of young women. Notes that these ongoing efforts set the pattern for the school's current efforts to provide equal protection for gay, lesbian, bisexual, transgendered, and queer/questioning students. (SM)