Safe Zone 2: Ally to Advocate Training

1. Welcome! Safe Zone 2: Ally to Advocate Training September 30, 20101-3:30 p.m

2. Agenda • Welcome • Defining Advocacy • Trevor • LGBT Identity Development • In the Classroom • Safe Zone Advocate Panel • Role Play Opportunity • Closing Remarks

3. Defining Advocacy • Dr. Joseph Mosca • Dean, Bitonte College of Health and Human Services • jmosca@ysu.edu • x3321

4. Defining Advocacy "Never be afraid to raise your voice for honesty and truth and compassion against injustice and lying and greed. If people all over the world would do this, it would change the earth. " William Faulkner “The good we secure for ourselves is precarious and uncertain until it is secured for all of us and incorporated into our common life. “ Jane Addams

5. Defining Advocacy • Representation • Protection • Assistance • Information • Development or expansion of rights • Policy • Taking up a cause with deep purpose Advocacy does not inherently mean that justice will be served. Individuals or groups may advocate for or against an issue or concern.

6. Defining Advocacy Indications for Advocacy • When entitled services or benefits are denied to a group or community • When discriminatory practices occur as a result of age, sex, race, gender identity/expression, sexual orientation, etc. • When gaps in services or benefits cause undue hardship or contribute to dysfunction • When people lack representation or participation in decisions that affect their lives • When governmental policies or community workplace practices adversely affect or target a group of people • When a significant group of people have common needs for which resources are not available • When a group of people are denied basic civil or legal rights

7. Advocacy and LGBT Rights Issues • LGBT concerns fall into the context of social justice which specifically promotes and defends economic and social equality related to the rights of disenfranchised and oppressed people • Individual advocacy should be fact based and include a basic essential understanding of: • What are the factors affecting public opinion? • What role does (can) the media play? • What is the political landscape? One of the best examples of being a good ally/advocate is using adverse situations as moments for teaching and promoting greater understanding.

8. Examples of Advocacy Groups • PFLAG (Parents, Families and Friends of Lesbians and Gays) • Human Rights Campaign • YSUnity

9. The Trevor Project • In the United States, more than 34,000 people die by suicide each year (2007 Centers for Disease Control and Prevention, CDC). • Suicide is the third leading cause of death among 15 to 24-year-olds, (12% of deaths in this age group); only accidents and homicide occur more frequently (2006 National Adolescent Health Information). • Suicide is the second leading cause of death on college campuses (2008 CDC).

10. The Trevor Project • LGB youth are up to 4 times more likely to attempt suicide than their straight peers (Massachusetts 2007 Youth Risk Survey). • Nearly half of young transgender people have seriously thought about taking their lives and one quarter report having made a suicide attempt (Grossman AH, D’Augelli AR - Suicide and Life Threatening Behavior 2007) • Questioning youth who are less certain of their sexual orientation report even higher levels of substance abuse and depressed thoughts than their heterosexual or openly LGBT-identified peers (Poteat VP, Aragon SR, et al – Journal of Consulting and Clinical Psychology 2009)

11. Trevor

12. Trevor • Inspired The Trevor Project, the nation’s only 24 hour LGBT youth suicide prevention hotline. • 866-4-U-TREVOR (866-488-7386) • Although many of our students are older than Trevor, they face many of the same issues of identity development as Trevor.

13. Identity Development • Most models only address “LG” of “LGBTQIA” • Cass Model (Vivian Cass) is among most widely accepted • Stages include: confusion, comparison, tolerance, acceptance, pride, synthesis • Criticisms include • Does not take into account socio-cultural factors • Less social stigma regarding identity since inception of model • One does not need to go through all six stages to be well adjusted (http://en.wikipedia.org/wiki/Cass_Identity_Model)

14. CASS Identity Development • Identity Confusion • Beginning to question orientation “I might be gay” • Answer may be: acceptance, denial, rejection • Responses: • Avoiding information about gays and lesbians • Denial of identity • Males: often keep emotional involvement separated from sexual contact • Females: deep relationships which are non-sexual, but strongly emotional • Needs: • To explore internal negative and positive judgments • To be allowed to be uncertain about sexual orientation • To explore sexual identity as a normal experience

15. CASS Identity Development • Identity Comparison • Accepts possibility of being gay or lesbian • Examines wider implications • May feel socially alienated • Responses: • Grieve for anticipated losses (marriage, children) • Possibly compartmentalize sexuality (accept lesbian/gay definition of behavior but maintain “straight” identity • May tell self “it’s only temporary”, “I’m just in love with this person” • Needs: • Develop own definitions • Information about sexual identity • Talk about changes in life expectations (marriage, children)

16. CASS Identity Development • Identity Tolerance • Realizes “I am not the only gay/lesbian person” • Seeks out other gay/lesbian people • Decrease social alienation • Responses: • Developing language to talk/think about the issue • Seek out gay/lesbian culture (positive contact leads to positive sense of self) • May try out stereotypical roles to accentuate difference between self and straight individuals • Needs: • Support in finding positive lesbian/gay community connections • Awareness of community resources

17. CASS Identity Development • Identity Acceptance • Accepts gay/lesbian identity • Attaches positive connotations to identity • Strive for congruence between private/public sense of self • Responses: • Less contact with straight community • Being more comfortable being seen publicly with other gay/lesbian people • Begin selective disclosure of identity • Needs • Explore internalized homophobia • Support in deciding to whom they should come out

18. CASS Identity Development • Identity Pride • Proud of gay/lesbian identity • Sees straight/gay worlds as separate (us vs. them) • Immersion into gay/lesbian culture • Response: • Disclosure crisis with straight community as they are less willing to blend into dominant culture • Seeks out gay/lesbian friends, business connections, and social networks • Needs: • Support exploring heterosexism • Coping skills for reactions and responses from others to whom they come out

19. CASS Identity Development • Identity Synthesis • Integrates sexual orientation into other aspects of self • Sees sexual orientation as one aspect of identity rather than entire identity • Responses: • Continued (but lessened) frustration with heterosexism • Increased trust of straight community • Needs: • Allies • Advocates

20. Lessons from Glee Kurt's Dad's Speech to Finn

21. In the Classroom • Dr. “Tess” Tessier • Professor, Philosophy and Religious Studies • ltessier@ysu.edu • x1624

22. Safe Zone Advocate Panel • Jack Fahey • Interim Vice President of Student Affairs • YSU Ombudsperson • Anne Lally • Career & Counseling Services, Counselor • Rose Marsco • YSU Police Department, Sergeant • Yulanda McCarty-Harris • Equal Opportunity and Diversity, Director • Dr. “Tess” Tessier • Philosophy and Religious Studies, Professor

23. Safe Zone Advocate Panel • Jack Fahey • Interim Vice President of Student Affairs • Ombudsperson • jpfahey@ysu.edu • x3532

24. Safe Zone Advocate Panel • Jack Fahey (Ombudsperson) • Listens to you • Answers your questions • Analyzes your situation • Provides impartial and confidential consultation • Assists in interpreting YSU policies and procedures • If necessary, and while maintaining confidentiality, conducts appropriate informal fact-finding in order to better evaluate the issues fromall prospective

25. Safe Zone Advocate Panel • Jack Fahey (Ombudsperson) • Facilitates discussion of problems • Develops options to resolve problems • Mediates between individuals or groups • Provides information on University services and programs that may be helpful • Recommends changes in University policies or procedures that may be outdated, ineffectual, or arbitrary • Points out patterns of problems and complaints to the University Administration

26. Safe Zone Advocate Panel • Anne Lally • Counselor, Career & Counseling Services • alally@ysu.edu • x3515

27. Safe Zone Advocate Panel • Rose Marsco • Sergeant, YSU Police Department • rdmarsco@ysu.edu • x3527

28. Safe Zone Advocate Panel • Yulanda McCarty-Harris • Director, Equal Opportunity and Diversity • ymccartyharris@ysu.edu • X3370

29. Safe Zone Advocate Panel • University Guidebook 2001.03 • Policy: Youngstown State University (“University”) is firmly committed to maintaining a working and study environment free of discrimination and all forms of harassment (including sexual harassment) of any employee, applicant for employment or student. Therefore, it is the University’s policy to prohibit all forms of harassment based on sex, race, color, religion, national origin, age, sexual orientation, gender identity and/or expression, disability, or veteran status or any other basis protected by law. The University neither permits nor condones harassing conduct that affects tangible job benefits, that interferes unreasonably with an individual's work or academic performance, or that creates an intimidating, hostile, or offensive working or study environment. The University community seeks to eliminate discrimination and harassment through education and encourages staff, faculty, graduate assistants, students, student employees and volunteers to report concerns or complaints. Prompt corrective measures will be taken to stop discrimination and harassment whenever it occurs.

30. ThinkB4YouSpeak That's So Gay

31. Role Play • What NOT to do! • SZAC will be student in need of an advocate • Lifelines • Ask the audience • Ask a Safe Zone Advisory Council member • Ask a panelist

32. Closing Remarks • Question & Answer • Advocate Pledge

33. Safe Zone Advisory Council • Tara Sydney • Human Ecology • Edward Villone • Bitonte College of Health and Human Services • Patty Wagner • Criminal Justice • Ashley Walker • Counseling and Special Education • Brian Wells • Advisor, YSUnity • Molly Burdette • College of Liberal Arts and Social Sciences • Stephanie Fellenger • English Department • Sarah Lowry • English Department • Jackie LeViseur • Alumni and Events Management • Joy Polkabla-Byers • Campus Recreation and Student Programming

34. Special Thanks • Our presenters and panelists • Office of the Vice President for Student Affairs • Office of Student Diversity Programs • Safe Zone Advisory Council

35. Thank YOU for choosing to make YSU a more welcoming campus for ALL people!