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Building Safe, Caring and Inclusive Educational Environments for Lesbian, Gay, Bisexual and Transgendered Students in Alberta Schools: Implications for Counsellors

L. Michelle Tsutsumi, M.Ed., C.Psych.

School counsellors are in a unique position to advocate for the rights of lesbian, gay, bisexual, transgendered and queer (LGBTQ) students. As a result, it is essential that counsellors examine their own feelings, attitudes, prejudices and biases toward LGBTQ persons and clients. Concerned counsellors need to ask themselves, “In what ways have I been heterosexualized?” and “How have I come to learn that heterosexual equals ‘normal’?”

The American Psychological Association’s Committee on Lesbian, Gay and Bisexual Concerns has developed guidelines for psychotherapy with lesbian, gay and bisexual clients. These guidelines, which also encourage counsellors to engage in self-reflection, are divided into four sections: (a) attitudes toward homosexuality and bisexuality, (b) relationships and families, (c)  issues of diversity and (d) education. The guidelines encourage counsellors to recognize how their attitudes toward and knowledge about LGBTQ persons might affect assessment, therapy, consultation and referral. These guidelines can help counsellors develop and enhance their sensitivity to and understanding of the diverse needs of their clients.

In addition to engaging in self-reflection, counsellors need to provide an environment in which students can explore their sexual feelings, identity and family structure. Such exploration is an important step in helping students to develop their self-esteem and unique individual identity. School counsellors can also work to create a safe environment beyond their office door.

Black and Underwood (1998); Ferren (1997); Imich, Bayley and Farley (2001); Lipkin (1999); Monahan (1997); and Omizo, Omizo and Okamoto (1998) suggest a number of ways (involving varying levels of risk) in which counsellors and teachers can create a safer and more caring and inclusive environment for LGBTQ students and families.

To become more informed about homophobia and heterosexism and about LGBTQ people and their community, counsellors can

  • read books, journals and periodicals;
  • attend LGBTQ lectures, meetings, workshops and conferences;
  • have conversations with openly LGBTQ people; and
  • engage non-LGBTQ people, including family and friends, in discussions about sexual identity, sexual diversity and homophobia.

To create a safe and equitable classroom and/or office, teachers and counsellors can

  • use inclusive language (such as “parent,” “spouse” and “date”) that implicitly allows for LGBTQ possibilities,
  • challenge homophobic language and name-calling,
  • create a “positive space” or put up LGBTQ friendly signs and symbols,
  • (if they are heterosexual) ask other people what they would think of them if they were a LGBTQ person,
  • be clear about their willingness to support LGBTQ students,
  • invite LGBTQ speakers to classes and
  • (if they are LGBTQ educators) come out to their students and staff.

To create a safe and equitable school, counsellors and teachers can

  • be role models of acceptance,
  • challenge name-calling and harassment,
  • ensure that LGBTQ persons are included in diversity presentations and curriculum,
  • work to form a gay/straight alliance and/or support group for LGBTQ students,
  • advocate that faculty and staff receive training in LGBTQ youth issues,
  • provide counselling services for LGBTQ youth and their parents,
  • invite LGBTQ speakers to the school,
  • organize a LGBTQ awareness day,
  • work with parents and community-based support groups regarding the educational, health and safety needs of LGBTQ youth and
  • encourage colleagues to use inclusive language and develop inclusive curricula.

Black and Underwood (1998) offer these additional suggestions for counsellors who are working with LGBTQ youth:

  • Be yourself and be sincere.
  • Use the terms that your client uses. If students are uncomfortable with words such as “lesbian,” “homosexuality” and “gay”, use “same-sex feelings/attraction/relationships.”
  • Respect confidentiality to minimize the risks that can be involved in students coming out to their parents, family members and friends.
  • Validate students’ feelings (which can range from loneliness, fear, guilt, shame and anger to excitement, pride, comfort and strength).
  • Offer to support students who are coming out to come to terms with their sexuality.
  • Provide accurate information about community resources, books, magazines, health issues (including safe-sex practices and sexually transmitted diseases) and local support/youth groups.