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January 2005 Monthly Monitor
Advocates for Youth's Youth of Color Initiative
Feature: Gay, Lesbian, Bisexual, Transgender, and Questioning (GLBTQ) Youth
GLBTQ youth face tremendous difficulties growing up in a society where heterosexuality is often presented as the only acceptable orientation, and homosexuality is often regarded as deviant. GLBTQ youth of color face stigma related to both race and sexual orientation. Many communities of color reinforce the stigma and negative cultural perceptions of homosexual orientation. Research suggests that this stigma increases risk for substance use, violence and risky sexual behavior among these youth. In recent years, however, a number of promising programs have been established to help GLBTQ youth gain the skills and support they need to develop into healthy adults in a society that still contains many homophobic individuals. The following checklist is designed to assist organizations and their staff to develop practices, procedures, structures, and programs that are inclusive of and sensitive to GLBTQ youth.
- Assess your own values and beliefs regarding sexual orientation and gender identity. Taking stock will help you address internal biases, recognize personal limits, identify areas for personal growth, and enable you to serve GLBTQ youth in an open, honest, respectful manner.
- Discuss sexual behaviors explicitly rather than assuming that everyone defines sexual intercourse in the same way. Also, avoid terms that make unwarranted assumptions or are disrespectful in nature. For example, the term 'gay sex' is inaccurate and helps no one; heterosexual, bisexual, and lesbian youth may engage in anal intercourse while gay males may not. It is unprotected anal intercourse-not being gay-that poses a strong risk for infection with HIV and other sexually transmitted infections (STIs). Unprotected vaginal and oral sex also pose risks.
- Use inclusive language. Discuss 'partners' instead of always assuming a youth's prospective date or sexual partner is of the opposite gender.
- Offer gender-inclusive and sexual orientation-inclusive activities and opportunities. If you are using role-plays, using ambiguous names, such as Chris or Taylor, will allow students to personalize the context to their lives rather than to reject the role-play scenario as being irrelevant.
- Make it clear that homophobic sentiments and actions have no place in the program. Develop a "zero tolerance" policy regarding discriminatory words and behavior directed at GLBTQ youth, just as you would toward racist and sexist remarks. Post the policy in public areas and develop clear guidelines for disciplinary actions. When training students or staff to lead or facilitate workshops, include opportunities to practice responding to unacceptable language and behaviors.
- Proactively address stereotypes and misperceptions that may exist among youth and other audiences. "If I say that HIV is a 'gay disease,' who can explain why I am wrong?"
- Incorporate comprehensive sex education. Sex education programs should include information about both contraception and abstinence. When discussing abstinence, do not talk about "abstinence-until-marriage." Like heterosexual youth, GLBTQ youth search for intimacy and emotional closeness and may long for a committed relationship. In a society where same-gender marriages are often illegal and where same-gender committed relationships are ignored or frowned upon, the concept of "abstinence until marriage" completely ignores the emotional and physical needs of GLBTQ youth.
- Consider posting a 'safe zone' sticker, available from the National Youth Advocacy Coalition (http://www.nyacyouth.org) that states "A person displaying this symbol is one who will be understanding, supportive, and trustworthy if a gay, lesbian, bisexual, or transgender youth needs help, advice, or just someone with whom they can talk."
- Schedule training sessions for youth to debunk myths and stereotypes. Explain the differences between sexual orientation and behavior and assure students that same-gender feelings and crushes do not necessarily mean a student is, or is not, gay. Include information about sexual orientation throughout a training or program. This helps to dispel the stigmatization of homosexuality as deviant and abnormal.
- Promote polices and resources to support ongoing professional development and in-service training (on all levels) related to GLBTQ youth.
- Ask GLBTQ youth and adults to participate in panel discussions or as speakers to share some of their experiences. Create a safe zone and opportunities for youth to talk openly about racism, sexism, homophobia, and other forms of oppression.
- Include local groups that serve GLBTQ people in referral and resource lists.
- Consider working with students to begin a Gay/Straight Alliance in school, if one does not already exist. For more information, visit http://www.glsen.org
- Build youth-adult partnerships into the program. Make sure that youth leaders include those who identify as GLBTQ. Programs are more effective and sustainable when youth are partners in the programs' design, development, implementation, and evaluation.
- Provide peer support. Young people benefit by developing leadership, communication, and other pro-social skills and by seeing role models with whom they can identify. Ensure that peer leaders include youth who identify as GLBTQ.
- Hire GLBTQ adults to work in the program as full- or part-time staff or as volunteer mentors.
Reprinted from Meeting the Special Needs of GLBTQ Youth of Color, Transitions 2004; 15(3):14; available on Advocates' Web site at http://www.advocatesforyouth.org/publications/transitions/transitions1503_3.htm
For more information and resources for GLBTQ youth, please visit http://www.advocatesforyouth.org/glbtq.htm
Capacity Building & Professional Development
The Health Resources & Services Administration, HIV/AIDS Bureau (HRSA/HAB), is offering a FREE two-day workshop on Addressing Unmet Need in HIV, facilitated by the AIDS Action Foundation. The Eastern Regional Training will be held in Atlanta, Georgia, on March 5-6, 2005, at the Renaissance Atlanta Hotel. Participants will not incur any expenses to attend the trainings. All costs are covered by HRSA. The training will offer hands-on group exercises in a stimulating and creative environment that will help the participants build the skills necessary to identify elements within an activity or begin to create activities that are key to connecting HIV positive people to regular medical care and treatment. Reserve your spot today by calling the Renaissance Atlanta Hotel at (404) 881-6000 or (800) 228-9898; a block of rooms has been reserved for the training. Reservations must be made by Friday, February 11.
For more information on this training opportunity, please visit the Connecting to Care Regional Training Web site at http://www.connectingtocare.net/english/regionaltraining.htm
Funding Opportunities
Peer Educator Training Sites and the Resource and Evaluation Center
This cooperative agreement will be awarded to eligible entities to provide nationwide peer education and training and other technical assistance to increase the number of HIV/AIDS peer treatment educators within Ryan White Comprehensive AIDS Resources Emergency (CARE) Act funded programs. Funds will also support a Resource and Evaluation Center (REC) which will coordinate and maintain a central repository of training materials, assist in dissemination of successful training strategies, and evaluate outcomes of the PETS program. The application deadline is April 1, 2005. For further information and assistance, please visit http://www.fedgrants.gov/Applicants/HHS/HRSA/GAC/HRSA-05-038/Grant.html (no longer available)
Training and Technical Assistance Cooperative Agreements Targeting Ryan White Care Act Title IV Grantees
This Cooperative Agreement is intended to assist in providing training and technical assistance to Ryan White CARE Act Title IV grantees and other programs with an interest in improving access to primary medical care, research and support services for HIV-infected infants, children, youth, and women and their affected families. Applicants will assist the grantees in understanding and putting into action the requirements of the CARE Act and research based best practices for high quality, comprehensive HIV primary care and support service delivery to people living with HIV or AIDS. The Cooperative Agreement will transfer knowledge and provide practical help to a diverse group of organizations and individuals, including direct service staff of state/local AIDS programs, State/local health departments, CARE Act grantees and their subcontractors, other AIDS service organizations, community based organizations and faith-based organizations; members of CARE Act and consumers. Cooperative Agreement recipients will build upon the lessons learned from other training, technical assistance and capacity building efforts sponsored by the HIV/AIDS Bureau and work to address needs not fulfilled by existing efforts. The application deadline is April 2, 2005. For further information and assistance, please visit http://www.fedgrants.gov/Applicants/HHS/HRSA/GAC/HRSA-05-042/Grant.html (no longer available).
Announcements
National Black HIV/AIDS Awareness Day is February 7, 2005. On this day African Americans/ blacks all across the United States are called to get educated, get tested and get involved with HIV and AIDS prevention and treatment. To register to receive a toolkit and other useful information for planning events, please visit http://www.blackaidsday.org/NBHAAD_info_home.htm
Resources
For additional resources on creating inclusive programming for GLBTQ youth, please visit the following Web sites:
Advocates for Youth
http://www.advocatesforyouth.org/glbtq.htm
American Psychological Association
http://www.apa.org/ed/hlgb/
The Gay, Lesbian and Straight Education Network (GLSEN)
http://www.glsen.org
National Youth Advocacy Coalition (NYAC)
http://www.nyacyouth.org
You can help Advocates for Youth with a contribution today. To donate, visit http://www.advocatesforyouth.org/about/donatetoday.htm
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