Lgbt Thesis Statement

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

students who are most at-risk for developing academic or emotional problems.
C. Tertiary prevention and intervention strategies target a very small group of LGBTQ students who are experiencing significant social and emotional difficulties.

II. First of all, the authors articulate schools need to develop and implement policies and procedures to promote a positive school climate and an environment of acceptance and safety for all students, including sexually minority students.
A. Schools need to promote a climate of acceptance for LGBTQ students through educating the students and staff about gender identity and sexual orientation
-- Importance of schools commitment to providing a positive climate
-- Suggestion that schools educate themselves on policies and laws for dealing with LGBTQ students
B. There are few laws to protect the rights of LGBTQ students, but there are several for the students to have equal access to a safe, harassment-free school environment.

-- The law states that the students should have equal access to educational programs, have published guidelines on sex discrimination, and have formal procedures for complaints.
-- School leaders should be aware of laws and policies that exist, and in the absence of these, school leadership teams can develop their own anti-bullying and harassment policies, which may specifically address the protection of sexual minority students.

III. Secondly, the authors argue that many LGBTQ students may benefit from secondary prevention and intervention services because of the deleterious effects of discrimination, alienation, marginalization, harassment, and bullying.
A. The authors wrote about support groups, Gay-Straight Alliance (GSA), that provide safe and supportive environments for students to talk about
-- Heterosexism, homophobia, harassment, discrimination, and prejudice
-- Their lives and their future
B. In schools with a student led GSA, from the support of a faculty advisor, students report
-- Feeling safer
-- Have less absences than schools that do not have GSA
-- Report less victimization
-- Are better able to manage the negative effects of harassment and violence

IV. Finally, the authors talk about the tertiary students needing more intensive services than can be provided within a group setting, and this most often takes the form of individual counseling
A. There are unique challenges and stressors experienced by students who identify as LGBTQ, the emotional distress experienced by LGBTQ students may be
-- Directly related to gender identity or sexual orientation
-- Indirectly related to gender identity or sexual orientation
-- Altogether unrelated to gender identity or sexual orientation
B. School psychologists need to examine their knowledge of the LGBTQ community and issues that impact LGBTQ students
-- Use of appropriate terminology
-- A clear understanding of homophobia
-- Historical forces that impact LGBTQ individuals
-- Sensitivity to issues surrounding marginalization and oppression

V. In conclusion, 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 students who are most at-risk for developing academic or emotional problems.
C. Tertiary prevention and intervention strategies target a very small group of LGBTQ students who are experiencing significant social and emotional difficulties.

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 should be a program in place to support and promote the social/emotional wellbeing of the children within our school systems, these include three levels of service which the school’s staff should provide.

In their article, Genevieve M. Thomas, Cyndi Hsiao, Michelle Rauld, and Dorian Miller, all write about promoting success in school for Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) students. The authors agree that there should be a program in place to support and promote the social/emotional wellbeing of the children within our school systems, these include three levels of service which the school’s staff should provide. The first is a primary prevention, which is where schools must support students through social/emotional ways with the use of the entire school. The second is targeting the small population of students who have the highest level of being at-risk for emotional problems and developing poor academic skills. The last is a third level of defense, prevention and intervention for the LGBTQ students who are going through horrific social and emotional difficulties.

First of all, the authors articulate that schools need to have a positive school climate, where the students feel safe and accepted, especially for the sexual minority.

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

students.

Secondly, the authors write that many LGBTQ students will require the use of secondary prevention and intervention services because of the horrendous effects of harassment, discrimination, and bullying. The authors continued this argument with the use of support groups, Gay-Straight Alliance (GSA), which provide safe and supportive environments for students to discuss homophobia, harassment, prejudice, discrimination, and heterosexism. The students who align themselves with the LGBTQ community need to know that their lives and futures are important. Schools with a student led GSA, who receive support of a faculty advisor, document having less absences, report less victimization, feel safer and are better able to manage the negative effects of harassment and violence.

Finally, the authors talk about the students in the tertiary level needing more intensive services than can be provided within a group setting which usually results in individual counseling. Students who identify as LGBTQ often experience unique difficulties and stressor. These stressors may be unrelated or directly or indirectly correlated to sexual orientation or gender identity. Knowledge of the LGBTQ community and issues revolving around it should be examined by a school psychologist so they use the appropriate terminology. The authors say that they should have a great understanding of historical forces that impact LGBTQ individuals, homophobia, and be aware of issues surrounding oppression.

In conclusion, the authors agree that there should be a program in place to support and promote the social/emotional wellbeing of the children within our school systems, these include three levels of service which the school’s staff should provide. The first is a primary prevention, which is where schools must support students through social/emotional ways with the use of the entire school. The second is targeting the small population of students who have the highest level of being at-risk for emotional problems and developing poor academic skills. The last is a third level of defense, prevention and intervention for the LGBTQ students who are going through horrific social and emotional difficulties.

Bibliography

Genevieve M. Thomas, Cyndi Hsiao, Michelle Rauld, Dorian Miller , (2008). Promoting school success for lesbian, gay, bisexual, transgendered, and questioning students: primary, secondary, and tertiary prevention and intervention strategies. . The Free Library by Faralex. (), pp.

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