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Bullying policies and procedures children
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Promoting school success for lesbian, gay, bisexual, transgendered, and questioning students Genevieve M. Thomas, Cyndi Hsiao, Michelle Rauld, and Dorian Miller (2008). Promoting school success for lesbian, gay, bisexual, transgendered, and questioning students: primary, secondary, and tertiary prevention and intervention strategies. Thesis Statement: The authors posits the idea that programming to support and promote social/emotional wellbeing and resiliency should follow a public health framework, which includes providing three levels of services simultaneously. I. Thesis Statement: The authors posits the idea that programming to support and promote social/emotional wellbeing and resiliency should follow a public health framework, which includes providing three levels of services simultaneously A. Primary prevention refers to school practices that promote positive social/emotional development for the entire school community. B. Secondary efforts target a smaller group of …show more content…
The way that a school will facilitate this is by educating the students and staff on sexual orientation and gender identity. There are few laws dealing with students who are LGBTQ and the school needs to educate themselves on them. While the LGBTQ has few laws to protect them, every student has the right to feel safe and attend a school that is harassment free. The authors state that all students should be able to attend all educational programs, the guidelines on sexual discrimination be diminished, and that they take each and every students complaints seriously. Every school leader should know and understand the laws and policies that exist, and if they don’t the leadership should take it upon themselves to create their own anti-bullying and harassment policies, which may be specific to the sexual minority
Myers & Sweeney (2008) states, the wheel of wellness is a model that is gear towards the individual’s well-being in which body, mind, and spirit are linked as one so that the client and professional can live life to the fullest within social and natural norms. In addition, resilience for professionals is to know how to cope and come out of a stressful situation without any kind of remorse. Furthermore, prevention is to prevent disastrous of one’s life. For example, an individual needs to re-evaluate his or her life on a daily basis. According to Venart & Pitcher 2007 [Myers & Sweeney (2005] states, Wellness is an aftermath and a system, a primary aspiration for existing, and a way of life.
Schools need to includes sexual orientation and gender identity into the existing policies and inform employees and students about it. The state will reimburse if the implementation for statewide cost does not exceed $1,000,000. The values of teaching students to not discriminate against anyone is a “discussion about respect for differences” and that this discussion concern “equity and civil rights”; this lesson will be with students throughout their life (Sexual Orientation, Our Children & The Law, 9). The fact that this bill provides safety for sexual minority students and helps reduce violence that can lead to suicide outweighs the
The paper will summarize the roles and responsibilities of a behavioral health counselor and provide current models of wellness and resiliency. Behavioral health counselors must be able to function in a face-paced primary care environment.
In addition victimization can be more serious than verbal abuse or threats and some youth are the victims of a risen number of assaults and other hate crimes committed against gays and lesbians (Comstock, 1991; Herek, 1989 pg. 246). For college students who identify themselves as gay or lesbian, normative expectations of identity exploration render much more
A person’s social and emotional well-being has a profound effect on their mental health. Social well-being includes the relations that you have with others, both in wider social groups, one-to-one and family level. Strong and supportive relationships with those close to you can provide you with trust and a sense of belonging. This goes hand-in-hand with emotional well-being which sets the capacity to be able to cope with the ups and downs of life and level of resilience to deal with difficulties and tackle day to day routines (Health, 2010).
Richardson, G. E. (2002). The Metatheory of Resilience and Resiliency. Journal of Clinical Psychology, 58(3), 307-321. doi:10.1002/jclp.10020
Students are becoming increasingly self-aware and finding their identities earlier than before (Poteat et al.). Daviess County High School needs a Gay-Straight Alliance (GSA) as a club because it will bring awareness to the school’s diversity and create a safe zone. Having a GSA will make the school safer with education enlightening the minds of the students of the problems and solutions that are presented in the club. A GSA is an organization that will make the school a safer and inclusive place for students of all backgrounds. The organization relates to a number of students heterosexual or LGBTQ, the club builds leadership skills, and it increases inclusivity among groups.
Many teenagers who are gay, lesbian, bisexual, or trans are often bullied by their peers. In 2013 a National School Climate Survey showed that seventy-one point four percent of LGBT students were called gay or other derogatory terms often, fifty-four point six percent also heard comments about not being masculine or feminine enough. Almost fifty-two percent of students reported even hearing homophobic statements from teachers or other school workers. Sixteen point five percent of students were also physically assaulted by other students because of their sexuality. Because of these events, LGBT students were three times more likely to miss school than non-LGBT students, had a lower GPA, and had higher levels of depression. A girl I knew in high school named Donna identified as bisexual and I often saw her being pushed around in the halls and called countless terrible names. This soon lead to her feeling bad about herself, becoming depressed, and even self-harming by cutting and burning her arms. Donna also had to drop out of school and start being homeschooled because of the amount of bullying she encountered on a daily basis. The Trevor Project is a LGBT supportive organization that focuses on bringing awareness to homosexuality in young people, works to provide support for youths that are questioning their sexuality or are depressed because of the effects of bullying, and to prevent suicide among these youths. The Trevor Project explains that LGBT youths are four times more likely to attempt suicide than straight youths of the same age. This organization also tells us that young people who come out to their families and are rejected by them are eight times more likely to attempt suicide than people who were not pushed away by their families. These numbers are not only alarming,
B., Crothers, L. M., Bundick, M. J., Wells, D. S., Buzgon, J., Berbary, C., & ... Senko, K. (2015). Teachers' Perceptions of Bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Students in a Southwestern Pennsylvania Sample. Behavioral Sciences (2076-328X), 5(2), 247-263. doi:10.3390/bs5020247
The authors of this article make the connection of the more sexual partners a homosexual male has is associated to how often he is victimized in school. This victimization is typically through violence and is also connected to the frequency the student skipped school out of fear, usage of drugs in school, and engaging in fights along with the possession of weapons in and out of school. Male students are mentioned more because they are more likely than females to disclose their sexuality. The article examined a study that asked students in grades 8-12 to complete a survey to gather this information.
Henning-Stout, M., James, S., & Macintosh, S. (2000). Reducing harassment of lesbian, gay, bisexual, transgender, and questioning youth in schools. School Psychology Review, 29(2), 180.
The fight for full equality has gone on for hundreds, if not thousands, of years. People of color, the mentally and physically ill, and the disadvantaged have all struggled for equal rights in the face of discrimination, and for the most part, they have won. Very few people today will witness someone in a wheelchair and claim that he is less of a person than one who is able to stand. Yet, there are people all across the country, of any race, age, and manner of health, who still struggle to this day. These people are routinely beaten, alienated, and shamed due to their sexual orientation, gender identity, or any mix of both. One of the most saddening aspects of this is that much of this hateful behavior either takes place in, or is reinforced by, the K-12 school setting. Young children who were called ‘sissies’ on the playground go through puberty and receive the new nickname ‘faggot’. Hateful language is especially prevalent in the high school setting, where the word gay is now considered a synonym for stupid or unfair. Discrimination of students based on sexual orientation and gender identity affects K-12 students of all ages by enforcing shame and hatred of a natural function, and can be solved by adjustments in sexual education and individual open-mindedness.
Homosexual adolescents learn from an early age that “survival depends on self-concealment (Sullivan, 2008).” Sullivan illustrates the internal struggle of the homosexual adolescent with a powerful statement, stating “...that which would give him the most meaning is most likely to destroy him in the eyes of others; that the condition of his friendships is the subjugation of himself (Sullivan, 2008).” The use of the word destroy is a haunting acknowledgement to the bullying that occurs throughout our schools and social media sites. The notion that homosexual adolescents don’t simply keep his or her sexual orientation private, but suppress this aspect of his or her being is detrimental to developing a strong sense of self. Sullivan’s description of the experience of growing up as someone “profoundly different in emotional and psychological makeup” reiterates how challenging it is for...
They are better able to cope with life’s challenges, build and sustain stronger relationships and to recover from setbacks that can happen to anyone of us. However, just as it requires energy and a commitment to build or to maintain physical health, so is it with mental and emotional wellbeing. Improving a person’s emotional health can lead to a number of benefits that are related to all aspects of life: it can enhance the person’s mood, foster resilience and improve an individual’s overall enjoyment of
Schools across the nation face problems related to their students who gay, lesbian, or transgender feeling uncomfortable with the traditional cisgender housing plan. Some problems include students being afraid of others judging them because of their sexual preference and LGBTQ suicides that have occurred on several campuses (Lockhart, 2010). In response to those problems, gender-neutral housing provides students who are feeling uncomfortable due to how they identity themselves around others with a “necessity of comfort for all students in their college living situations” (Lockhart, 2010). Students with access to gender-neutral housing might become aware of how their peers identify themselves. More specifically, transgender students might feel more comfortable when living with a roommate who would not judge them based their preferred identity ("Gender-inclusive housing at MIT", 2015). Therefore, schools provide gender-neutral housing on their campuses in order to promote gender equality and awareness of LGBTQ people in the nation. However, with the current state of gender-neutral housing, LGBTQ students might find themselves isolated from other students on