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Because young people are coming out of the closet at a younger age, parents often deal with a gay or lesbian child in their home. Parents need the support and intervention of therapists in order to guide their children through this often difficult and confusing time and to face their own issues. Parents wrestle with many concerns such as social stigmatization, conflicts with religion or spirituality, and fear regarding STDs or other results of sexually risky behaviors. Their children may face difficulties with low self-esteem and are at high risk for drug and alcohol abuse as well as suicide. A resource list offers support for therapists dealing with these issues. (Contains 36 references.) (Author)

The purpose of this study was to develop and establish psychometric properties of the Sexual Orientation Counselor Scale (SOCS), an instrument assessing the awareness, skills, and knowledge of counselors working with lesbian, gay, and bisexual (LGB) populations. The sample consisted of 287 undergraduates, master-level students, doctoral-level students, and counseling psychologists. Factor analysis indicated three distinct factors (awareness, skills, and knowledge). Internal consistency of the SOCS was .91 and one-week test-retest reliability was .84. Criterion validity was demonstrated by the significant relationship found between SOCS scores and participants' education level, sexual orientation, and religious conservatism. The SOCS was minimally correlated with the Beck Depression Inventory (BDI), establishing discriminant validity. Significantly strong correlations were found between the SOCS and measures of homoprejudice, multicultural counselor competency, and counselor self-efficacy; thus, convergent validity for the SOCS and its three competency subscales (awareness, skills, and knowledge) was established. Results from this study demonstrate that the SOCS is a reliable and valid instrument assessing the awareness, skills, and knowledge of counselors working with LGB clients. Limitations and implications for future research on the construct and measurement of sexual orientation counselor competency are explored. (Contains 21 references and 6 tables.) (Author)

This paper addresses the issues and desirable professional school counselor responses when working with sexual minority youth in the schools, including gay, lesbian, bisexual, transgender, intersex, queer, and questioning youth. The issues that are addressed include: developing a context in which to discuss these issues; coming out or the development aspects of sexual identity development; the extent of the problems that sexual minority youth face in the schools and society; the effects of negative attitudes and violence toward these youth; and ethical and legal issues in dealing with sexual minority youth in schools. In addition, school-based interventions are discussed that focus on the role of the parents and schools, separation (e.g. separate schools for sexual minority youth) or culture change, deliberate psycho-affective education, valuing differences, and the power of subtle symbols. (Contains 105 references.) (Author)

In a 5-day campus visit, a consultant explored the leadership role the College of Education can play in helping the Pennsylvania State University embrace sexual diversity, enhance curricular offerings, promote research and scholarship, and provide outreach services to various constituencies through various media. The visit included interviews with more than 20 faculty, students, administrators, alumni, and staff members and the review of campus documents. To date there have been no outreach efforts to lesbian, gay, bisexual, and transgender (LGBT) students by the College of Education, although there have been limited efforts by faculty and staff working individually. There is a limited availability of university courses with focus on or integration of LGBT issues, with uneven support for graduate research and little communication among faculty members about LGBT scholarship. Local school district administrators expressed the need for outreach about LGBT issues from the College of Education. Community agencies show that there is significant scope for partnership efforts, and the site visit showed that there are external funding services available for an agenda of outreach and research on LGBT youth and educational issues. The report includes a series of recommendations to achieve such an agenda. Seven appendixes provide supplemental information including a statement of principles about multiracial-multigender education from the state of Pennsylvania. (Contains 34 endnotes.) (SLD)

Sexual minority youth (gay, lesbian, bisexual, transgendered, and questioning) function in a society that condones homophobia. Results of a research study conducted by J. Sears (1991) indicated that teachers often expressed that they should be more proactive, supportive, and committed to the welfare of all their students, but the realities of their professional intervention and support for homosexual students were quite different. This study examined the personal beliefs of 200 preservice educators from the Midwest about homosexuality and how these attitudes and feelings are actualized in the schools. Findings suggest that this sample differed little from the sample of the 1991 study. Preservice teachers in this study did obtain a higher percentage of correct answers when tested on their knowledge of homosexuality, which suggests that though becoming better educated on issues surrounding homosexuality, these future teachers did not incorporate this knowledge into their personal attitudes and feelings. While black preservice teachers and early childhood preservice teachers obtained higher mean scores on both attitudinal measures (attitudes toward homosexuality and index of homophobia), race was the only variable that proved to be statistically significant. The paper also discusses implications for future research. (Contains 1 figure, 6 tables, and 42 references.) (SLD)

This paper reviews the statistical evidence of lesbian, gay, bisexual, or transgender (LGBT) violence in the United States and in the world. Statistics are from Amnesty International and the New York City Gay and Lesbian Anti-Violence Project. Reasons why this violence exists and international human rights responses are reviewed. In addition, research on homophobia, homonegativity, and antigay violence is also reviewed. An argument for a greater role in the amelioration of prejudice against LGBT people by the American Psychological Association as the premier psychological organization involved in social justice issues around the world is presented. The paper concludes with recommendations for future directions. (Contains 25 references.) (Author/GCP)

Empirical evidence suggests that client gender, client sexual orientation, counselor gender, and counselor sexual orientation are factors that influence counselors attitudes and treatment practices with lesbian, gay, and bisexual (LGB) clients. However, it is unclear how these factors may interact to affect attitudes and treatment practices. Moreover, no recent studies have examined attitudes and treatment practices among licensed psychologists, who may engage in both clinical and training responsibilities (thereby affecting both clients and trainees). This study compared licensed psychologists attitudes and clinical evaluations for clients of differing sexual orientations. After reading a vignette describing a lesbian female, gay male, bisexual female, bisexual male, heterosexual female, or heterosexual male client, 303 licensed psychologists completed a Semantic Differential, a Self-Attribution Scale, the Global Assessment of Functioning, a Treatment Process and Outcomes Expectations Questionnaire, and a demographic questionnaire. Results indicated that female participants held more positive attitudes and expected greater improvement in clients problems than did male participants. A significant interaction effect was found for client sexual orientation and participant gender. Results of content analyses supplemented quantitative findings suggested that participants did not consider sexual orientation to be an appealing issue. (Contains 58 references.) (GCP)

The Campus Climate Research Group at the University of Georgia conducted a survey to explore safety and acceptance issues for lesbian, gay, transgender, and queer (LGBTQ) students at the university. The findings are based on 82 questionnaires returned form 223 surveys distributed to the LGBTQ community in fall 2001. The research results indicate that the University's educational mission has yet to be fulfilled for LGBTQ respondents. Findings suggest that the University treats anti-gay behavior as an inevitable fact of life and places the blame on the gay person rather than educating those doing the harassing. Ninety percent of respondents reported hearing anti-gay remarks or jokes, and three of every four respondents knew someone who had been verbally harassed because of sexual orientation. Nearly half of respondents had experienced prejudice, and half of the respondents said they did not feel safe on campus. Undergraduates reported more incidents of anti-gay bias than did graduate students. No student reported positive experiences in regard to leadership, direction, or interventional help at the highest administrative level. Recommendations are made to improve the campus climate for LGBTQ students. These recommendations center on full implementation, publication, and enforcement of the University's antidiscrimination policy and greater responsiveness by the newly created Office of Institutional Diversity. Three appendixes contain a list of institutions that have conducted similar surveys, the University's sexual orientation nondiscrimination policy, and the survey. (Contains 3 tables and 24 references.) (SLD)

This report presents current information available on each state and the District of Columbia related to education issues that affect lesbian, gay, bisexual, and transgender (LGBT) youth. It summarizes the laws affecting students, LGBT students. Results from the 2001 National School Climate Survey of the Gay, Lesbian and Straight Education Network indicate that more than 82 percent of LGBT students report verbal, sexual, or physical harassment. More than 90 percent of LGBT students regularly hear anti-LGBT comments at school, and almost one in four hear these comments from school staff. Transgender youth are disproportionately likely to face harassment. With laws in place in eight states and the District of Columbia, only 25 percent of students have statewide legal protections, leaving 75 percent of students in states with no state laws to protect them from harassment and discrimination. At least seven states have prohibitions on the positive depiction of homosexuality, and eight states require the promotion of monogamous heterosexual marriage. Data are provided on state public school characteristics, safe school laws, and other relevant state laws (including laws related to hate crimes, non-discrimination, and HIV and sexually transmitted disease education). (SM)

This report presents findings from the 2001 National School Climate Survey related to lesbian, gay, bisexual and transgender (LGBT) students' experiences and feelings of safety in school. A total of 904 LGBT students from 48 states and the District of Columbia participated. Results indicated that the overwhelming majority of students heard homophobic remarks, and faculty and staff contributed to the problem by making comments or failing to intervene when necessary. A large percentage of LGBT students (83.2) reported name calling, threats, and other forms of verbal abuse. Verbal, sexual, and physical harassment were common experiences for LGBT students of color and for female students, and the abuse was often compounded by racism and sexism. The majority of LGBT students reported feeling unsafe at school, and they were likely to skip classes or even days of school out of fear for personal safety. Transgender students were the least likely to feel their school communities were places of safety. Many schools failed to recognize the abuse faced by LGBT students, and as a result, resources and supportive personnel were rare. However, where resources and support were available (e.g., gay-straight alliances), a statistically significant number of LGBT students felt a greater sense of belonging at school. A copy of the survey is attached. (SM)

One of the strongest sources of anti-gay discriminatory rhetoric comes from various religious traditions. In spite of such animosity, gay, lesbian, and bisexual (GLB) people continue to claim their place at the table and a number of religious leaders with same-sex sexual orientation continue to work within their religious denominations. The present study utilized quantitative and qualitative methods to gather information on this unique sample of GLB population: GLB clergy. In particular, the study examines the levels of self esteem, social support, stress over sexual orientation, religious orientation, and spiritual well-being in a sample of 32 religious leaders who identify themselves as gay, lesbian, or bisexual. Furthermore, this study examines the effects of religious backgrounds (i.e., conservative) and practices (i.e., conversion therapy) on GLB clergy's emotional, spiritual, and relational health. (Contains 48 references.) (JDM)

This study attempted to develop psychometric properties of the Sexual Orientation Counselor Competency Scale (SOCCS), an instrument used to assess the awareness, skills, and knowledge of counselors working with the lesbian, gay, and bisexual (LGB) population. A sample of 287 undergraduates, master-level and doctoral-level students, and counseling psychologists were surveyed. Four distinct factors were indicated: awareness; skills; knowledge; and social desirability. Criterion validity was demonstrated by the significant relationships found between SOCCS scores and participants' education level, sexual orientation, and religious conservatism. It was minimally correlated with the Beck Depression Inventory. Strong correlations were found between the SOCCS and measures of homoprejudice, multicultural counselor competency, and counselor self-efficacy, thus establishing convergent validity for the subscales of awareness, skills, and knowledge. The results of the survey demonstrated that the SOCCS is a reliable and valid instrument to assess the awareness, skills, and knowledge of counselors working with LGB clients. (Contains 5 tables, 1 appendix, and 21 references.) (Author/JDM)

This paper discusses the importance of teaching issues related to sexual identity in English-as-a-Second-Language (ESL) classrooms, highlighting lesbian, gay, bisexual, and transgendered (LGBT) individuals. Though the paper focuses on postsecondary students, much of the material can apply to other settings with modification. The paper looks at the following: why educators should teach sexual identity issues in ESL classes (e.g., education is an important way to counteract prejudice); the heterosexual educator's special obligation to teach lesbian and gay issues; preparing to teach sexual identity issues; concerns about addressing sexual identity issues; ways of introducing sexual identity issues in ESL classes; instructional materials; and student responses. The paper concludes that, given the view among ESL professionals that critical pedagogy is an important approach to teaching ESL and writing to nonnative speakers of English, it is appropriate that ESL and second language writing programs and educators give attention to the rights, needs, and inclusion of LGBT students as well as to the education of all students on sexual identity issues. (Contains 33 references.) (SM)

Lesbian, gay, and bisexual (LGB) undergraduates are a population at-risk of noncompletion of their degrees, but they are almost entirely overlooked in the career-development literature. The Mentoring Web model described in this paper uses resources within the LGB community at a large Southwestern university to provide one-on-one mentoring, focus groups for support and psychoeducation, and a network of resources to support career development and life planning with undergraduates. This combination of services works toward the ultimate goal of degree completion for LGB undergraduate students. (Contains 29 references.) (Author/SLD)

The first-ever study of its kind, this report chronicles the experiences of lesbian, gay, bisexual and transgendered (LGBT) youth in the New York juvenile justice system. This report combines existing social science research and personal interviews with juvenile justice professionals and LGBT youth and reveals that the system is plagued by discrimination and bias against LGBT youth. A major goal of this report is to bring attention to an otherwise largely invisible segment of the juvenile justice population. The research identified six major issues that LGBT youth confront once in the system: a lack of awareness about the existence of LGBT youth and their needs; a lack of appropriate sentencing options appropriate; the safety of detained LGBT youth; professionals who lack expertise and training on how to meet the needs of this population; a lack of specific policies relating to LGBT youth; and a lack of services that are sensitive to the needs of LGBT youth. This report concludes with further recommendations on moving forward, including the formulation of task forces by the city and state juvenile justice agencies. It is suggested that advocates in the juvenile justice and LGBT communities use this report to raise their own awareness and attention to LGBT youth in the system as well as lobby for policy changes to improve the system overall. (Contains 56 references.) (GCP)

The American Psychological Association's adoption of the Guidelines for Psychotherapy with Lesbian, Gay, and Bisexual Clients has the potential to change the education and training approaches in psychology graduate programs and internship settings. Current research suggests that many graduate students do not receive adequate information about sexual orientation issues. The Guidelines provide clear suggestions for exemplary practice with this population and may be used as a model curriculum for the development of Lesbian, Gay, and Bisexual (LGB) courses. The Guidelines may also be used as a framework for graduate programs and internships to evaluate the existence or depth of their current training experiences in LGB psychology. This may lead to formal criteria and impact accreditation issues. By endorsing the Guidelines, the APA suggests or recommends that their use is an important step in helping to provide a high level of professional practice by psychologists. The three guidelines related to the education and training of psychologists are discussed in detail. (Contains 12 references.) (MKA)

This roundtable offered a springboard for discussion on homophobia in the workplace in four major areas: education, industry, mental health, and public service. In the discussion on education, gay, lesbian, and bisexual (GLB) college students explored ingrained attitudes and beliefs that impact their college life. Other issues explored in academia were job safety, curricula, coming out, and the impact of institutional homophobia. Homophobia in the corporate world considered strategies to help GLBs throughout their careers. Gay professional athletes explored the obstacles in professional sports for gay men to come out, the employment obstacles for gay men (such as coaching jobs), and their thoughts about being constrained to the closet. Homophobia in the helping professions examined the prejudicial attitudes of mental health professionals regarding GLBs and the impact on service delivery. It also addressed the issues GLB ethnic minority therapists face including training and supervision needs, countertransference, and boundary concerns. In the public service field, a discussion was held on the effects that police force homophobia can have on both the force and the public. Sexual minorities discussed their experiences working for religious organizations and the strategies for coping with discrimination. (Lists 22 web sites and 103 references.) (JDM)

This paper discusses the role of counselors as advocates for lesbian, bisexual, gay, and transgendered (LBGT) individuals as encouraged by the American Counseling Association's Code of Ethics and Standards of Practice. Definitions are offered for the following terms: sexual orientation, sexual preference, gender identity, heterosexism, and transgenderism. This paper offers that there are many ways for a professional counselor to be an advocate for LBGT individuals. One way for heterosexual and traditionally gendered persons to challenge heterosexism and transgenderism is to develop awareness and knowledge about the privileges that they enjoy as heterosexual and traditionally gendered people in society. A list is provided that identifies a portion of the privileges enjoyed by heterosexual and traditionally gendered persons. It is also important for professional counselors interested in LBGT advocacy to have direct experiences with LBGT persons in a variety of professional and personal situations. This interaction provides a chance for heterosexual and traditionally gendered advocates to hone their awareness, knowledge, and skills so that LBGT persons do not always assume the lead in challenging heterosexism and transgenderism. LBGT individuals are oppressed in many ways. Because of the additive nature of multiple oppressions, people with additional nondominant cultural identities may be targets of multiple forms of persecution. Culturally competent advocates in counseling take all of a person's cultural identities into account when collaborating on advocacy strategies. A list of advocacy strategies related to internalized and externalized oppression is also provided. A list if LBGT advocacy web sites is included as well. (Contains 12 references.) MKA)

The Lesbian and Gay Child Care Task Force documented anecdotal evidence of homophobia in child care and school age communities, including: (1) refusal to accept children from lesbian, gay, bisexual, and transgender (LGBT) families into child care; (2) biased attitudes expressed to children when they speak about their families; and (3) demonstrated lack of understanding of the unique issues that children and LGBT families face on a day-to-day basis even when biased attitudes are not expressed or may not exist. Adopting an Appreciative Inquiry methodology, the Task Force undertook a study to identify the best of what is currently happening in child care for LGBT parents and children, to envision what might be in the future, to foster dialogue about what should be, and to develop provocative propositions for shaping the most positive future imaginable for child care that supports LGBT families. The topics explored were school climate/environment, curriculum, resources, staff training, parent information, policies/procedures, parent involvement, "out" role models, anti-bias philosophy, and leadership. Appreciative interviews were conducted with LGBT parents/guardians and child care providers. One hundred sixty-seven stories were transcribed documenting the best that currently exists in child care for LGBT parents and children. Thirteen stories appear in this report. Peer researchers and participants at a Community Summit and at the 1998 WAEYC (Washington Association for the Education of Young Children) Conference read all the stories and identified compelling forces and elements that created the positive aspects of the stories. These elements were clustered into five core themes: provider staff awareness and enlightenment; family pride and self pride; non-discrimination policies, procedures, and practices; curriculum and environment which reflect and affirm all families and cultures; and communication that builds understanding. Participants stretched and expanded these themes by imagining the best possible world of child care for LGBT parents and children and discussed provocative propositions. (Appendices contain study materials, resources, and 14 references.) (EV)

The prevalence of suicidality among gay, lesbian, and bisexual youth is considerably higher than the reported rates for heterosexual youth. The strongest predictors for suicidality among all youth are substance abuse; victimization; social isolation; and exposure to suicide attempts or completion among family members. Homosexual and bisexual youth show significantly elevated rates for these risk factors. In addition, these youth experience other contributing risk factors for suicidality that differentiates them from heterosexual youth. The strongest predictors for suicidality, unique for sexual-minority youth, are gender non-conformity and younger age at time of homosexual identity formation. The population-based studies reviewed provided limited information about the association between religion and suicidality among youths. There is not just one risk factor most predictive of suicidal behavior among gay, lesbian, and bisexual youth, just as there is not for heterosexual youth. More likely it is the experience of multiple risk factors simultaneously in combination with low rates of protective factors that exacerbate suicidality among homosexual youth. It is hoped that the findings in this report might lead to the development of preventive interventions by identifying particular risk factors among these youth. (Contains 2 tables and 53 references.) (JDM)

Using ethnographic research methods, semistructured interviews were conducted with three women involved with a gay/lesbian/bisexual student organization. All three individuals were sophomores at an urban university in a large metropolitan area. The students discussed the fluid nature of the definitions of lesbian, gay, and bisexual, noting that they were often overlapping and not as important in detail as in concept. The students noted that they functioned in multiple communities, and that issues of gender were more substantial than issues of sexual orientation. They also commented that campus communities based on sexual orientation usually centered around gay men. The expectations of campus life that the students held before entering college were limited: they wanted to be more"out" and they wanted to find more people like themselves than they found in high school. What they discovered in college, or perhaps created, was a sense of community and family, using their experiences as "outsiders" in the dominant culture to become "insiders" in a community based on sexual orientation and social stigmatization. (Contains 10 references.) (MDM)

This paper examines narratives of lesbian, gay, bisexual, and transgendered youth who have not been silenced or disenfranchised and who have not felt powerless in the face of society's resentment and understanding of their lifestyle. Elements in school, at home, with the extended family networks, among peers, and particular interpersonal dynamics of the individual are scrutinized to uncover factors that contribute to their capacity to thrive. Based on this select group of youth, recommendations are offered for undoing homophobia and heterosexism in schools in order to make them inclusive settings where all people thrive. (EH)

The purpose of this study was to provide data on what role organizations for homosexual teachers play in the lives of lesbian, gay and bisexual teachers and to provide these organizations with information on how to strengthen their memberships. Thirteen lesbian and/or gay male teacher organizations assisted by distributing a survey on openness, job stress, and job satisfaction to their members (N=611), who in turn passed surveys along to an additional 289 homosexual or bisexual teachers who were not members of such organizations. Results found that members were more likely to be male, more confident of their civil rights, more likely to be involved in gay civil rights organizations, and less likely to be married or parents. Organization members displayed no significant differences from nonmembers on scales of job satisfaction, but reported significantly less stress at work related to their sexuality. Organization members had somewhat higher scores on measures of emotional exhaustion and depersonalization, which, combined with lower scores for sense of personal accomplishment, put them at high risk for teacher burnout. Members were significantly more likely to say they would choose the teaching profession. Results suggest that participation in such organizations helped prevent teacher burnout. Contains 3 tables of data. (PB)