Counselors as Advocates for Gay, Lesbian, and Bisexual Youth: A Call for Equity and Action

Abstract

Legal support for advocacy on behalf of gay male, lesbian, and bisexual male and female students was determined in a May 1999 Supreme Court ruling. This ruling, coupled with recent interpretations of the Title IX statute, strengthens the position for a more humanistic school environment. Recommendations for school counselors are included in this article. Apoyo legal para la abogacía en nombre de estudiantes homosexuales, lesbianas y bisexuales se determino en una decisión de la Corte Suprema de los Estados Unidos en Mayo de 1999. Esta decisión, en conjunto con interpretaciones recientes del estatuto “Title IX,” intensifica la postura que pide un ambiente más humanístico en las escuelas. Recomendaciones para consejeros escolares se incluyen en este artículo.

Implementing an Ally Development Model to Promote Safer Schools for LGB Youth: A Trans-Disciplinary Approach

“…School board policies and court decisions on parental access may vary widely from district to district, further complicating the ethical dilemma. Many school districts also have policies that limit or prohibit the discussion of sexual issues, including birth control and abortion, with students (Varjas et al, 2006;Stone, 2003). These restrictive policies frequently extend to issues of sexual identity and expression (Davis et al, 2005), leaving the SISP in the unenviable position of remaining true to ethical standards or violating school policy.…”

“…Once any professional in the school begins working with an LGB student, that individual must struggle to navigate the tricky waters of confidentiality. That support professional may feel torn between their primary obligation to the student and the rights of parents to request access to this information (Stone, 2003). School board policies and court decisions on parental access may vary widely from district to district, further complicating the ethical dilemma.…”

“…In addition to struggling with the overall school climate, many students hesitate to disclose their struggles with sexual identity issues out of fear that these confidences will be revealed to their parents (Stone, 2003). Once any professional in the school begins working with an LGB student, that individual must struggle to navigate the tricky waters of confidentiality.…”

The LGBTQ Responsive Model for Supervision of Group Work

“…S. Green et al, 2009). The lack of preparation could lead to ethical and legal breaches (Stone, 2003) and unintentional harm when working with LGBTQ clients (Erwin, 2006;McHaelen, 2006;Walker & Prince, 2010). Further, lack of preparation has the potential to contribute to harmful supervisory experience (Ellis, 2001).…”

Moving Beyond the Politics of Exclusion of Sexual Minorities in Schools

“…In fact, resistance to inclusion of sexual minority topics is strongest in education programs, and those who lobby for inclusion are few (Lipkin, 2002). A fair and inclusive education is not possible for LGBTIQ students when their physical and emotional safety is routinely compromised (Stone, 2003). Despite the education reform efforts, sexual minority students continue to experience social, educational, and citizenship inequities within schools.…”