Stages Of Development

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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

Various interventions implemented within the school setting have shown to improve the social environment for the LGBTQ population. A report by the Family Acceptance Project at San Francisco State University traced the effects of LGBTQ bullying in a school setting included unintentional statements like “that’s so gay,” or more direct verbal harassment, and physical violence in school hallways (Russell, Ryan, Toomey, Diaz, & Sanchez, 2011, p. 225). The data from the project’s survey of 245 LGBTQ adolescents links bullying to long-term health and developmental problems. It was discovered that LGBTQ targeted bullying related to gender expression or sexual orientation during school years led to increased adolescent depression, suicidal thoughts, social adjustment issues and risky sexual behavior (Russell, Ryan, Toomey, Diaz, & Sanchez, 2011, p. 225). LGBTQ adolescents that reported high levels of anti-LGBTQ victimization as teens were 5.6 times more likely to report suicide attempts than those victimized less frequently. Those who reported suicide attempts were more than double as likely to be diagnosed clinically depressed, and they were more than twice as likely to report having been diagnosed with a sexually transmitted disease by young adulthood. In the paragraphs to come we will examine how bullying impacts

Most LGBT youth become happy with who they are which gives them room to thrive during their adolescent years. Attending a school that has a safe and comfortable environment for every student is especially important. Positive environments can help all youth achieve good grades and maintain good mental and physical health. However, some youths are more likely than their straight peers to experience bad health and life outcomes. Experiences with violence, compared to other students, come easy to LGBT individuals that can cause increased risks for unfortunate circumstances.‘Violence’ includes behaviors such as teasing, harassment, and physical assault. It is important that students at risk have access to resources and support to deal with any questions or challenges they may have or face as they mature. Surveyed LGBT students reported 10% were threatened or injured, 34% were bullied, and 28% were bullied electronically.

The Bullying Policy has been introduced around the world which, according to the 2014 observations , rates of bullying vary across studies from 9% to 98%. An observation of 80 studies analyzing bullying involvement rates for both bullying others and being bullied for 12-18 year old students reported an estimate rate of 35% for traditional bullying involvement and 15% for cyberbullying involvement (Modecki, Minchin, Harbaugh, Guerra, & Runions, 2014). This means the Bullying Prevention Policy affects million of students nationwide due to the programs created. More specifically, females face a higher indication of bullying victimization than males do. To explain, high percentages of each gender are faced with the aggressive acts of violence, making it extremely hard to perform well in the school environment. Furthermore, as many as 93 percent of students hear derogatory words about sexual orientation at least once every day at school or in their community (violencepreventionworks). Negative name calling and harassment about sexual orientation can be disrespectful to all students. For an example, 3 out of 4 students who are bullied/harassed with such remarks are not identified as lesbian, gay,

The common thought has been bullying is a normal reaction to school. Studies show that bullying is the result of underlying issues. Traditional bullying was a common thug trying to make a place for themselves, whereas now it has gone to new heights, it now includes physical trauma and even death. We find that bullying affects the bully as well as the victim. The victims tend to have more problems in school with attendance and achievements within the academic world. This is not just about the gay, lesbian, bisexual and transgender students, it involves all students that don’t fit societies idea of normal then the person gets bullied. The amount of attention given to this issue is a direct result of this escalation in events within the school system from grade schools to universities. The most pressing problem with getting the bullying policies changed is the conservative communities that school boards serve and convincing them that these policies need to be

School should be a place that is a sanctuary for students. It should be a place that helps students’ feel safe and ready to learn. They should not be a place of terror or fear. Students should not walk the hallways in fear that a bully is waiting for them near their locker or in the classroom. There are many ways that bullying can be prevented because it is easier to prevent bullying rather than trying to stop bullying. Seattle Public Schools have been trying to develop a creative method in supporting a better school environment for their students, since the mid-1980’s. Now the schools are especially developing programs that support LGBTQ students, or Lesbian, Gay, Bisexual, Transgender, Queer. However these programs are not just for students, but they are also for staff members and family members. These programs help families become involved and increase safety. A study was conducted to show how Seattle Public Schools have implemented these programs that help students who are a part of the LGBTQ community (Hillard et al.). On the other hand, not all schools are as involved as the public schools in Seattle. This is especially true in urban areas. Four hundred and twenty-seven urban middle school students were asked what their perception was on bullying, cyberbullying, and school safety (Varjas et al.).

The three developmental stages of drawing are the scribble stage, basic forms stage, and the pictorial stage. The scribble stage starts at about 1 1/2 – 2 years of age, during this stage, children make disordered or random scribbling and eventually they make controlled scribbles. At first, they make random scribbles, but as they practice more and more and begin to understand that they are actually making marks on paper, they begin to make controlled scribbles. Next, children begin the basic forms/preschematic stage, this happens during 3-4 years. During this stage, children begin to draw shapes instead of scribbles. During this time, children also develop their hand-eye coordination and muscle control. The last stage is the pictorial stage;

In DesRoches and Sweet’s article, the question of effectiveness in LGBTQ anti-bullying programs are addressed. Although good intentions are behind the methodologies used to reduce discrimination of minority with these programs, our societies heteronormative standards may counteract the effects. Therefore, to create an effective program addressing LGBTQ, society must first reconstruct its foundational base. The base in this case, is societies heteronormative outlook on life. Heteronormativity believes that heterosexuality is the natural way of life, which leads to oppression and discrimination of other sexual orientations. This view on sexual orientation may create a negative environment, homophobia and heterosexism. Society must attempt to redefine its norms in order to accommodate its citizens. Additionally, the authors suggest that societies heteronormative standard may often lead to “cloaked bullying”, which may severely impact an individual’s identity (174). Specifically, in educational institutions, LGBTQ individuals may not have the same resources as everyone else, leaving them to cope with their problems privately. All in all, there are issues with LGBTQ programs which need to be reconstructed by eliminating our heteronormative outlook.

Over the past decade, there has been a growing body of research on lesbian, gay, bisexual, and transgender youth. Compared to their heterosexual peers, sexual minority (LGBT) youth struggle significantly, as they try to navigate through the social stigma attached to their sexual orientation. This population faces significant struggles due to a lack of social support, a hostile school environment, and incidences of bullying, harassment, and physical abuse. Compared to their heterosexual peers, sexual minority youth report experiencing more harassment and discrimination, due to their sexual orientation or gender expression. These experiences also include verbal and physical harassment, sexual harassment, isolation from peers, and difficulty

Eighty six percent, that is the percent of LGBT youths who report being harassed in school because of their sexual orientation or their gender identity, this is a shocking statistic compared to the twenty seven percent of students who report being harassed in school. This isn’t the only place that members of the LGBT community face. LGBT stands for lesbian, gay, bisexual and transgender and around four percent of the American population is self classified as LGBT. While this may seem like a small percent, this means that nearly 12,156,000 people in the United States are LGBT. The LGBT community faces a large margin of inequality, facing discrimination not only in the workplace, but also in schools and in the healthcare system and also face

The Lesbian, Gay, Bisexual, Transgender, and Queer student population has continued to face harsh challenges and circumstances throughout their educational years. Statistics show that 84.9% of LGBTQ students experience verbal harassment which has ultimately lead to 63.5% of students feeling unsafe in their current school. (McCormick 72). The high rates of harassment, bullying, and discrimination has lead to an increase of depression, suicide, and the use of drugs. Not only are students being treated unjustly, but they also do not have the support from their own teachers or counselors. So we ask ourselves, what can be done about the violence that these students face? Should school

Montano (2016), states bullying is unwanted aggressive behavior caused by the actual or perceived power imbalance. This power imbalance in bullying refers to when the perpetrator feels stronger “physically” or “socially”. An example of a social power imbalance is when the perpetrator makes the victim an outcast of not just a group but the classroom. According to the statistics provided by Montano (2016), “one in four adolescents experience bullying”. However LGBT students are a higher target for bullying because of the negative stigma on same-sex attraction. Bullying increases the chances of the victim having depression or being lonely, at the same time the most severe effect is suicide. According to Montano (2016), LGBT students six times more likely to consider suicide this is an alarming number. Bullying is not something that just happens at youth and disappears, the effects of it can last into adulthood. If bullying is not noticed and prevented at the young age it will continue on into the later years of life where the victim can still be affected by the events of bullying. Montano (2016) talks about states having “Enumerated laws”, these laws give school authorities the ability to “prevent and to correct” bullying based on “sexual orientation” and “gender identity”. The number of states that currently have this law according to the article is eighteen.

The study critiqued was “Factors Predicting Student Intervention when Witnessing Anti-LGBTQ Harassment: The Influence of Peers, Teachers, and Climate.” The study was comprised of high schoolers completed a self-reporting survey on their individual intentions to intervene when witnessing bullying or harassment particularly towards LGBTQ individuals or derogatory statements of that nature. The goal of the study was to gain an understanding as to what would promote intervention in students; the three possibilities or variables tested included homophobic language, teacher intervention or student-led intervention. The study provided a thorough discussion and comprehensible data, although well intended, several concerns were raised with how the

The two clients that I have selected for my analysis are two year old Ben who is beginning the toilet training process. And my second client Jake who is forty- five years old and is feeling unappreciated, Jake has recently purchased a corvette after driving a truck for the last twenty years.