Research on Challenges and Solutions for LGBTQ Youth

Research Article
Open access

Research on Challenges and Solutions for LGBTQ Youth

Mengxia Sun 1*
  • 1 University of Manitoba    
  • *corresponding author sunm4@myumanitoba.ca
Published on 14 September 2023 | https://doi.org/10.54254/2753-7048/8/20230125
LNEP Vol.8
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-915371-97-3
ISBN (Online): 978-1-915371-98-0

Abstract

This paper focuses on the challenges and solutions faced by LGBTQ (Lesbian, Gay, Bisexual,Transgender and Queer) youth. First, Trevor is used as an example to describe the experiences of minority youth, presenting the injustices suffered by Trevor as a TGNB, again extending from specific people to the LGBTQ community. The importance of minority self-identification is then presented, pointing out the important role of schools and the current situation where minorities are more vulnerable to bullying in schools and presenting solutions Asplund and Ordway propose the SCEARE (School Counselors: Educate, Affirm, Respond, and Empower) model to help LGBTQ youth on four levels: level one is education, level two is adults who provide support to the LGBTQ community, the third level is a response plan to prevent bullying in schools, and finally, the fourth level is student empowerment access to equal treatment. The goal is to improve the mental health of LGBTQ youth so that they can grow without prejudice.

Keywords:

LGBTQ, Trevor Project, youth, school violence, SCEARE model

Sun,M. (2023). Research on Challenges and Solutions for LGBTQ Youth. Lecture Notes in Education Psychology and Public Media,8,238-241.
Export citation

References

[1]. Gower, A.L. et al.(2018) “Bullying victimization among LGBTQ youth: Critical Issues and Future Directions,” Current Sexual Health Reports, 10(4), pp. 246–254. Available at: https://doi.org/10.1007/s11930-018-0169-y.

[2]. Trevor Project Media. (2015, March 3). Trevor. YouTube. Retrieved January 8, 2023, from https://www.youtube.com/watch?v=1geRc8LaZfs&t=30s

[3]. Becerra-Culqui T.A., Liu Y., Nash R., et al. (2018). Mental health of transgender and gender nonconforming youth compared with their peers. ​Pediatrics,​ ​141​(5),e20173845.

[4]. Bauer G.R., Scheim A.I., Pyne J., Travers R., Hammond R. (2015). Intervenable factors associated with suicide risk in transgender persons: a respondent driven sampling study in Ontario, Canada. ​BMC Public Health,​ ​15, 525.

[5]. Abreu, R. L., Black, W. W., Mosley, D. V., & Fedewa, A. L. (2016). LGBTQ youth bullying experiences in schools: The role of school counselors within a system of oppression. Journal of Creativity in Mental Health, 11(3-4), 325–342. https://doi.org/10.1080/15401383.2016.1214092

[6]. Asplund, N. R., & Ordway, A. M. (2018). School counseling toward an LGBTQ-inclusive school climate: Implementing the SCEARE model. Journal of LGBT Issues in Counseling, 12(1), 17–31. https://doi.org/10.1080/15538605.2018.1421115

[7]. Maru, G. (2017). Advocacy for and with LGBT students: An examination of high school counselor experiences. Professional School Counseling, 20(1a). https://doi.org/10.5330/1096-2409-20.1a.38

[8]. Singh, A. A., & Burnes, T. R. (2009). Creating developmentally appropriate, safe counseling environments for transgender youth: The critical role of school counselors. Journal of LGBT Issues in Counseling, 3(3-4), 215–234. https://doi.org/10.1080/15538600903379457

Cite this article

Sun,M. (2023). Research on Challenges and Solutions for LGBTQ Youth. Lecture Notes in Education Psychology and Public Media,8,238-241.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

Disclaimer/Publisher's Note

The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

About volume

Volume title: Proceedings of the International Conference on Social Psychology and Humanity Studies

ISBN：978-1-915371-97-3(Print) / 978-1-915371-98-0(Online)
Editor：Muhammad Idrees, Faisalabad Matilde Lafuente-Lechuga
Conference website: https://www.icsphs.org/
Conference date: 24 April 2023
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.8
ISSN：2753-7048(Print) / 2753-7056(Online)

© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license. Authors who publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See Open access policy for details).

References

[1]. Gower, A.L. et al.(2018) “Bullying victimization among LGBTQ youth: Critical Issues and Future Directions,” Current Sexual Health Reports, 10(4), pp. 246–254. Available at: https://doi.org/10.1007/s11930-018-0169-y.

[2]. Trevor Project Media. (2015, March 3). Trevor. YouTube. Retrieved January 8, 2023, from https://www.youtube.com/watch?v=1geRc8LaZfs&t=30s

[3]. Becerra-Culqui T.A., Liu Y., Nash R., et al. (2018). Mental health of transgender and gender nonconforming youth compared with their peers. ​Pediatrics,​ ​141​(5),e20173845.

[4]. Bauer G.R., Scheim A.I., Pyne J., Travers R., Hammond R. (2015). Intervenable factors associated with suicide risk in transgender persons: a respondent driven sampling study in Ontario, Canada. ​BMC Public Health,​ ​15, 525.

[5]. Abreu, R. L., Black, W. W., Mosley, D. V., & Fedewa, A. L. (2016). LGBTQ youth bullying experiences in schools: The role of school counselors within a system of oppression. Journal of Creativity in Mental Health, 11(3-4), 325–342. https://doi.org/10.1080/15401383.2016.1214092

[6]. Asplund, N. R., & Ordway, A. M. (2018). School counseling toward an LGBTQ-inclusive school climate: Implementing the SCEARE model. Journal of LGBT Issues in Counseling, 12(1), 17–31. https://doi.org/10.1080/15538605.2018.1421115

[7]. Maru, G. (2017). Advocacy for and with LGBT students: An examination of high school counselor experiences. Professional School Counseling, 20(1a). https://doi.org/10.5330/1096-2409-20.1a.38

[8]. Singh, A. A., & Burnes, T. R. (2009). Creating developmentally appropriate, safe counseling environments for transgender youth: The critical role of school counselors. Journal of LGBT Issues in Counseling, 3(3-4), 215–234. https://doi.org/10.1080/15538600903379457

For authors
Guide for authors Policies for authors Aims and scope Subscription Open access policy
For editors
Policies for editors Editorial board
For reviewers
Policies for reviewers Privacy policy

Cookies are used by this site.
Copyright © 2024 EWA Publishing, its licensors, and contributors. All rights reserved, including text and data mining, AI training, and similar technologies.