sidebar - LGBTQI Juveniles
This resource guide provides very important information for individuals helping families with lesbian, gay, bisexual, and transgender (LGBT) children involved with the juvenile justice system. Its intent is to help practitioners “understand the critical role of family acceptance and rejection in contributing to the health and well-being of adolescents who identify as lesbian, gay, bisexual and transgender … [and] implement best practices in engaging and helping families and caregivers to support their LGBT children. The family intervention approach discussed in this guide is based on research findings and more than a decade of interactions and intervention work by the Family Acceptance Project (FAP) at San Francisco State University with very diverse families and their LGBT children” (p. 3). Sections address: the critical role of families in reducing risk and promoting well-being; helping families decrease rick and increase well-being for their LGBT children; increasing family support—how to help now; and resources for practitioners and families.
“For adolescents, developing and integrating their identity can be difficult. For gay and lesbian youth, this task is greatly complicated because they must integrate an identity that diverges from mainstream society … Gay and lesbian youth need help resolving adolescent identity crises” (p. 1). This article provides guidance for out-of-home care professionals in supporting gay and lesbian youth as they figure out who they are going to be. Best practices tend to cluster around three areas: vulnerability versus empowerment—using inclusive language (being aware of heterosexist bias), picking up on hints that youth may not be heterosexual, mediating with others as youth work things out, respecting the privacy of youth, and if you don’t normally make a formal note of a youth’s heterosexuality do not mention a youth’s homosexuality; stigmatization versus validation—individualizing messages, affirming the youth, reframing differences as unique traits, nurturing the youths’ pride, and making sure the youth are seen as normal; and acceptance versus rejection—welcoming, being engaged with the youth, keeping an open mind, connecting youth with other gay and lesbian youth, and reflecting rather than instructing.
"The term [cultural competency training] has been used interchangeably with diversity education, cultural sensitivity training and multi-cultural workshops. Cultural competency is commonly understood as a set of congruent behaviors, knowledge, attitudes and policies that enable effective work in cross-cultural situations. Cultural competency training, therefore, aims to increase knowledge and skills to improve one’s ability to effectively interact with different cultural groups" (p. 5). This document explains how to effectively develop and deliver LGBTQ (lesbian, gay, bisexual, transgender, and questioning) cultural competency training. While it is intended for health and social service agencies, it is equally applicable to correctional agencies. Sections of this document include: introduction; defining cultural competency training; goals of LGBTQ cultural competency training—goals vs. objectives; preparing for a training—six trainer skills; training components—core topics; pros and cons of the following training methods—lecture with PowerPoint slides, guest speaker(s)/ panel discussion, media, interactive participation, print materials and learning aids, and Web-based learning; training evaluation—Kirkpatrick Model (Pyramid) of Learning, and Evaluation Planning Chart; resources and examples; and evaluation appendix—Kirkpatrick's Model of Evaluation is detail, tips on evaluation, sample training fidelity list items, sample survey items, and demographics.
"Youth mentoring programs, such as those of 4-H, Big Brothers Big Sisters and Boys and Girls Clubs of America, are an important strategy for supporting at-risk youth and preventing them from becoming entangled with the juvenile justice system. This white paper summarizes research showing that LGBTQ [lesbian, gay, bisexual, transgender, and questioning] youth would benefit from access to these programs and makes recommendations for youth mentoring programs and local, state, and federal governments to ensure that access" (p. 1). Four parts follow an executive summary: youth mentoring programs; research showing that LGBTQ youth would benefit from youth mentoring programs—at-risk LGBTQ youth and LGBTQ youth in the juvenile justice system; recommendations—six youth mentoring program policies and practices, LGBTQ-focused youth mentoring programs, requirements in youth mentoring grants, enforcing existing legal protections, and adopting new legal protections; and conclusion.
“Many young people who are lesbian, gay, bisexual, transgender or questioning their sexual orientation or gender identity (LGBTQ) and in the custody of juvenile justice and delinquency systems are unsafe in their placements and are not receiving appropriate services. Professionals working within these systems must ensure that LGBTQ young people are protected from harm and supported in their development” (p. 1). This publication provides a brief, but very good, explanation of how people working with LGBTQ youth should treat them. Professionals need to: acknowledge their existence; understand the factors contributing to disproportionate numbers of LGBTQ youth in the systems; adopt policies to improve the quality of care provided to LGBTQ youth; seek alternatives to detention of LGBTQ youth; seek out safe, affirming placements; protect the right of LGBTQ youth to safety; ensure freedom from unreasonably restrictive conditions of confinement; provide appropriate services; protect LGBTQ youth from sexual abuse; don’t assume LGBTQ youth are potential sex offenders; provide a sound classification system; and never unnecessarily isolate LGBTQ youth from the general population.
"The purpose of this guide is to provide prison and jail administrators and staff with strategies for safely housing inmates at risk of sexual abuse without isolating them. Inmates at risk for sexual victimization—whether identified through screening or victimized in confinement—need protection from abusers, equal access to programming and health and mental health services, and congregate opportunities" (p. 3). Sections of this document include: introduction; a brief look at the use of segregated housing and protective custody in the U.S.; why the use of segregation matters—conditions, impacts, and fiscal costs of isolation; managing people who screen at risk for sexual abuse in general population—incorporating PREA screening requirements into internal classification systems, using case management systems to manage vulnerable inmates, open housing units in general population, mission-specific housing, and key considerations for managing people who screen at risk for sexual abuse in general population; managing particularly high-risk populations—women, youthful inmates, LGBTI (lesbian, gay, bisexual, transgender, and intersex) inmates (e.g., targeted intake and screening, housing and programming placement, monitoring and safety, and commitment and training); and conclusion.
The Prison Rape Elimination Act (PREA) and other "changes in law and policy have created new expectations of juvenile justice personnel. Implementation of these new requirements, however, varies widely across the country and has created a demand for clear professional guidance. This practice guide is a response to that demand and: provides an overview of key concepts and terminology related to SOGIE; summarizes the research on the effect of stigma and bias on the health and well-being of LGBT youth, the drivers contributing to their disproportionate involvement in the justice system and the harmful and unfair practices to which they are subjected in the system; identifies policies and procedures to prohibit discrimination, prevent harm and promote fair and equitable treatment of LGBT youth who are arrested and referred to juvenile justice agencies; and provides guidance on policies and practices required to ensure the safety and well-being of LGBT youth in detention facilities" (p. 5). Sections contained in this practice guide include: introduction-lesbian, gay, bisexual, and transgender (LGBT) youth in the United States, and the purpose of this publication; understanding sexual orientation, gender identity, and gender expression (SOGIE); profile of LGBT youth in the juvenile justice system; creating a fair, inclusive, and respectful organizational culture; and detention standards regarding equal and respectful treatment, safety, privacy and dignity, and qualified medical and behavioral health care.
Many juvenile justice systems don't know how many young people in their system identify as lesbian, gay, bisexual, or transgender (LGBT) and often lack appropriate policies that meet their unique needs … This webinar discussed the need for agency policies to support LGBT young people in the juvenile justice system. Participants learned how the Massachusetts Department of Youth Services [DYS] and Santa Clara County Probation Department [SCCPD] developed policies for LGBT youth in their system, as well as different strategies for creating similar policies in state- and county-based systems (website). This zip file contains: SCCPD Stakeholder Invitation; SCCPD Transgender Procedure Guidelines; SCCPD Transgender Preference Form; SCCPD Cultural Competence Form; Santa Clara, County Counsel Memorandum; Massachusetts DYS Official Policy; and presentation slides.
While this tip-sheet is intended for mental health practitioners, it provides invaluable information for anyone working with lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ) youth. Sections of this brief cover: terms to know when working with LGBTQ youth; continuums of sex, gender, and sexual orientation chart; issues and concerns for LGBTQ youth related to sexual orientation and sexual abuse; issues and concerns for parents of LGBTQ youth related to sexual orientation and sexual abuse; common myths and stereotypes about LGBTQ youth and sexual abuse; providing counseling to LGBTQ youth—examine your own beliefs and experiences, be open-minded and avoid making assumptions, steps toward creating a welcoming and inclusive environment at your agency, steps you can take with co-workers and in direct work with clients, and steps toward confidentiality; and treating LGBTQ youth following sexual abuse.
This is an excellent report about an issue that is little known—the involvement of LGBTQ (lesbian, gay, bisexual, transgender, queer, and questioning) youth of color in the juvenile justice system. Topics discussed include: LGBTQ youth of color and the school-to-prison pipeline (STPP); school push-out—the marginalization in school and/or forcing out of school of these youth before they graduate; LGBTQ youth of color report increased surveillance and policing; these youth report incidents of harsh school discipline and biased application of policies; these youth report being blamed for their own victimization; and the immense challenges LGBTQ youth of color have to contend with.