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Preparation of and Provision by School Staff of Health and Mental Health Services to Gay, Lesbian, Bisexual and Questioning Students
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| Presenter(s):
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| Richard Sawyer,
Academy for Educational Development,
rsawyer@aed.org
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| Abstract:
A national-level study examined training and educational needs of high school psychologists, counselors, social workers, and nurses for providing health and mental health services to gay, lesbian, bisexual and questioning (GLBQ) students. Within a cross-sectional design, representative samples (n = 941) from national-level professional membership organizations completed a mail survey. Participants indicated that the extent to which they had received postsecondary education and on-the-job preparation to address health and mental health needs of GLBQ students was relatively low; and also indicated they should be providing more services to GLBQ students than was occurring. Analyses and presentation will focus on differences identified among health and mental health provider groups. Results can be used to: 1) provide targeted training and resources; 2) inform the work of national organizations; and 3) increase national-level awareness and support regarding the health and mental health needs of GLBQ students.
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Visibly Safe: Setting Standards of Performance for an Evaluation of a University Lesbian, Gay, Bisexual, and Transgender (LGBT) Safe Zone Program
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| Presenter(s):
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| Virginia Dicken,
Southern Illinois University, Carbondale,
vdicken@siu.edu
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| Abstract:
Safe Zone programs are designed to improve campus climate for lesbian, gay, bisexual, and transgender (LGBT) people by providing training on LGBT concerns and issuing placards to those trained. The program at Southern Illinois University was evaluated in 2005. After a review of relevant literature, four standards of performance were identified: 1. Regular training on LGBT issues, 2. Change in knowledge, attitudes, and behaviors, 3. Visible placards, and 4. Assurance that those who display the placards are truly “safe.”
Results showed that placards are highly concentrated in a few areas, and it was often unclear who had received training. Those that completed training did not have significantly higher scores on a measure of knowledge and attitudes when compared to untrained individuals. Those who displayed a placard, however, showed higher scores.
Recommendations included:
1) Targeted training in underrepresented areas,
2) Redesigned placards to include trained person's name,
3) Follow-up trainings.
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Educating the Educator: A Theory-based Evaluation of a Training Program on Supporting Lesbian, Gay, Bisexual, and Transgender Students and Addressing Homophobia in K-12 Schools
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| Presenter(s):
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| Emily Greytak,
Gay, Lesbian and Straight Education Network,
egreytak@glsen.org
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| Joseph Kosciw,
Gay, Lesbian and Straight Education Network,
jkosciw@glsen.org
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| Abstract:
Many training programs seek to build educators' capacity to address bias in schools. However, relatively little information exists about the effectiveness of these programs, particularly for programs about bias related to sexual orientation and gender identity/expression. The Gay, Lesbian, and Straight Education Network's educator training workshops aim to increase educators' ability to support lesbian, gay, bisexual, and transgender students and address homophobia in K-12 schools. This paper describes a collaborative process between education and research staff to develop a theory-based evaluation assessing the workshops' effectiveness. The paper will also detail the challenges around implementation of such an evaluation and share the findings about the trainings' impact. The paper will explore the value of designing an evaluation grounded in program theory, both for program and research purposes and will detail ways in which the findings can be used both to understand further educators' attitudes, beliefs, and practices and improve training workshops.
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