The GLBTQ Young Adults: Harassment in School

Gay, lesbian, bisexual, transgender and questioned people are considered to be non-traditional sexual orientations – this tendency is caused by multiple conventions according to which modern society exists and categorizes people, usually in a negative way (Dean et al., 2004; Langlois, 2004). Schools have become the centers of harassment and intimidation for young adults who are going trough the process of social establishment of their personalities, resulting in the growing rate of suicide and health problems for the discussed vulnerable group of population (Bell, 2006; Naspoline, 2006; Kosciw, 2004).

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Resiliency theory laid out by Bernard (1997) explicitly shows the way an individual belonging to the GLBTQ category of population responds to the attacks of the society, trying to protect him- or herself with the help of psychological barriers or incarceration of feelings and emotions.

Programs initiating elimination of segregation are being constantly generated by the activist groups to ensure action on micro-, mezzo- and macro-levels of human cooperation. The micro level of cooperation can be established on the individual scale, shaping communication of the teacher with the GLBTQ student; mezzo level involves action taken by certain interest groups to ensure protection of GLBTQ rights in schools; macro level of cooperation should be created by the administration of the school as it involves cooperation with different nationwide or international organization protecting the rights of gay, lesbian, bisexual, transgender and questioned students. TESG is one of the newly launched programs that is potentially successful and has many perspectives in the question of GLBTQ anti-harassment movement (American Psychological Association, 2009).

Bibliography

  1. American Psychological Association, (2009). Just the Fact About Sexual. A Primer for Principals, Educators, and School Personnel, Washington.
  2. Bell, Alexandra C. (2006, February 02). Study: Harassment Plagues Campuses.
  3. Bernard, B. (1997). Drawing forth resilience in all our youth. Reclaiming Children and Youth, 6 (1), 29-32.
  4. Dean Laura, Meyer Ilan, H, Robinson, Kevin, et al. (2000). Lesbian, Gay, Bisexual, and Transgender Health: Findings and Concerns. Journal of the Gay and Lesbian Medical Association. 4(3) 101-151.
  5. Kosciw, J.G. (2004). The 2003 National School Climate Survey: The school-related experiences of our nation’s lesbian, gay, bisexual and transgender youth. New York: GLSEN.
  6. Langlois, Micheal, (2004). Youth Development Current Trends- Risk Factors and Intervention Strategies for Gay, Lesbian, Bisexual, Trangender Youth, Social Workers Help start Here.
  7. Nasponline (2006). Position Statement on Gay, Lesbian, Bisexual, Transgender, and Questioning (GAY, LESBIAN, BISEXUAL, TRANSGENDER, QUESTIONING ) Youth (formerly Sexual Minority Youth) (Internet).

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Paperroni. "The GLBTQ Young Adults: Harassment in School." November 3, 2021. https://paperroni.com/the-glbtq-young-adults-harassment-in-school/.

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Paperroni. 2021. "The GLBTQ Young Adults: Harassment in School." November 3, 2021. https://paperroni.com/the-glbtq-young-adults-harassment-in-school/.

References

Paperroni. (2021) 'The GLBTQ Young Adults: Harassment in School'. 3 November.

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