Group Proposal

This group proposal paper is written from my perspective and experience. It describes a purpose to develop a group process from its theory to model and market. The proposal is intended for a group of transitional age youth (TAY) from the agency of Beyond Emancipation and the key issues includes emotions, anger and conflicts. In addition, four external citations of scholarly journal articles dealing with group work similar to this proposal group is incorporated starting with the rationale, objectives, practical considerations, procedures and ending with evaluation.

The mental health of individuals in the LGBT (lesbian, gay, bisexual, transgendered) community is something that is a serious problem. For most of the history of the United States and many different parts of the world LGBT people faced much persecution and in some cases even death. This constant fear of discovery and the pressure that one feels on oneself when “in the closet” can lead to major mental distress. Research has shown that people who identify as LGBT are twice as likely to develop lifetime mood and anxiety disorders (Bostwick 468). This is extremely noticeable the past couple years in the suicides of bullied teens on the basis of sexual identity and expression. The stigma on simply being perceived as LGBT is strong enough to

[The Gay-Straight Alliance (GSA) organization at my high school, which meets twice per month, generated a list of concerns that they shared with school administration. The focus was specifically about gender identity, the lack of support from school staff, and the daily scrutiny they face as a result of their sexual orientation and gender identity. Through collaboration with my colleagues it was evident that there had been an increase in teacher and student referrals surrounding gender identity. The feedback from GSA clearly identified that as a school we are not meeting the needs of our LGBT students and those struggling with sexual orientation. Members of the GSA clearly feel that teachers ignore negative comments like “gay” and “faggot” when they hear them in class, that teachers may not clearly understand gender neutral language, and that our Lesbian, Gay, Bisexual, and Transgender (LGBT) students do not feel safe and protected in school. Students needed support advocating for their right to use a restroom, correct pronoun, etc., requiring district, community, parent, and colleague

gay, lesbian, bisexual, and transgender students; part-time and full-time students; students with and without disabilities; and students of different races and national origins," it says. The guidance goes on to say that schools are obligated to "respond appropriately" to complaints of

The purpose of this paper is to explore various considerations when counseling members of the lesbian, bisexual, gay and transgender community (LGBT). When counseling LGBT members, the psychology professional must be aware of various factors that may influence effective treatment. For instance, the historical treatment of the LGBT community by the mental health profession is important to understand in order to make strides at improving institutional attitudes and approaches. Other factors such as community perceptions, interfamily relations and cultural bias are all relevant to successful therapeutic outcomes. This paper aims to discuss these factors in order to present a comprehensive review of the cultural considerations involved with counseling the LGBT community.

In the documentary, Noah, an 18 year old male to female transgender, many people in school ask question about her gender over and over again. Because of the harassment, many tend to drop out from school. “Harassment and bullying lead almost one-third of LGBTQ (lesbian, gay, bisexual, transgender, questioning) students to drop out of high school” (T Salazar). For most of them dropping out from school means working at a lower wage. Or even worse they became homeless. Some people argue that we should create a separate school of lesbian, gay, bisexual, and transgender (LGBT) students. However critics say that it means of “segregation or shielding the youth from the real world.” Giving a class about LGBT people in schools might be the solution, since students then will be aware of it. Education about LGBT people teaches not only students, but also the whole generation. Therefore, schools should be the primary targets to teach the society about LGBT

LGBTQ adolescents, also called sexual minority youth, have a higher risk of developing mental and emotional problems than heterosexual youth, and also face more bullying, harassment, and victimization due to homophobia (Craig, Austin, & McInroy, 2014). In order to address their needs, the researchers used group therapy that was based on

School psychologists must help create and foster an environment that educates administrators, teachers, and non LGBT students. Many lesbian, gay, bi-sexual, and transgender youth do not feel safe in school. Sexual minority students may suffer harassment (verbal and/or physical) from teachers and peers. As a result, they may experience more absences than heterosexual students. In addition, LGBT youth may turn to drugs and alcohol as a means of coping with the stressful school environment (Patterson 2013, p.192). Many will contemplate or even commit suicide.

Education is an important factor in life in order to thrive, but LGBT students face harassment in school due to their identity. According to a Human Rights report conducted in 2001, two million American students in the LGBT

The Lesbian, Gay, Bi, and Transgendered (LGBT) youth population is one of the most vulnerable groups in our community. Being gay does not lead to risky behaviors or bad decision making, rather, societal stigma and discrimination can lead LGBT youth to seek emotional outlets. Today’s society has improved immensely towards the LGBT community, although it has not always been this way. Society can affect a person in shocking ways, influencing one’s unhealthy and unsafe physical and mental behaviors. This current vulnerable population deserves a voice and the simplicity of someone listening to them in order for both sides, accepting and non-accepting, to find a common ground and settle the violence.

Supported by my high school principle, I researched the topic, created and presented a multimedia workshop to the Roslyn School District faculty discussing positive interventions for LGBTQ youth facing discrimination. The purpose of the training was to increase awareness of LGBTQ youth, to identify language that supports inclusion, and to offer interventions that address bias and discrimination in school settings.

Many social workers have had minimal training and preparation in servicing Lesbian, Gay, Bisexual, Transgendered, and Questioning (LGBTQ) clients. It is not uncommon or unlikely that even the most seasoned practitioner will display some form of negative bias or utilize misinformation with assisting these clients. Because the Universe and the norms are steadily changing and evolving we as social workers must do the same to better assist our clients especially our oppressed populations. This research paper will provide an in depth look at the LGBTQ community, in particular the adolescent victimization of LGBTQ students in a school setting. Research suggests that youth who identify as LGBTQ are at greater risk of suicidal thoughts, suicidal attempts,

Children with ADHD are in need of a group that will help to improve their academic functioning. This group would be important for children with ADHD because those with ADHD have significant impairment in multiple domains of functioning. “The most problematic is academic impairments because children with ADHD will most likely be retained, placed in special education, and drop out of school

Sexual orientation and gender identity are two things that members of the LGBTQ community often fear opening up about. They fear that they will be rejected or harmed because of who they are, and it is important that we make all aspects of our society a safe place for every human being, regardless of their sexual orientation or gender identity. As School-based risk and protective factors for gender diverse and sexual minority children and youth: Improving school climate explained, “64% of students feel unsafe at school because of sexual orientation prejudice, and 44% feel unsafe at school because of gender expression” (American Psychological Association). Therefore, schools in America should be making a conscious effort to make their buildings a safe, comfortable place for members of the LGBTQ community. Schools can do several things to promote the

The queerness experience of Latino and African-American folks are very alike. Both ethnic/racial group members not only share culture with similar features, but they also are exposed to the same systematic oppression experience. Latino and African-American queer people likewise have to deal with racism, xenophobic and homophobic sentiment, on a daily basis. Such oppression comes from their most meaningful source of support, which is their family and social community. Both African-American and Latino culture share a similar concept of meaning and purpose of a family as well as religious belief. These are not very queer friendly and make their community an oppressive environment. It is imperative to examine the interaction between ethnic/racial and sexual identity and how it affects the psychosocial well-being of sexual minorities. Likewise, to explore how group therapy can be used to their advantages.