Download Considerations for educators planning LGBT training

Considerations for educators
Contents
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Considerations in LGBT awareness-raising
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So what should LGBT awareness training include?
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Core training messages
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Creating a safe learning space
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Personal attitudes to sexual freedom, expression and rights
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Declaration of Sexual Rights (from the World Association for
Sexual Health)
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Considerations in LGBT awareness-raising
With the emergence of the ‘Equality and Diversity agenda’ has come an
increasing focus on the health inequalities experienced by lesbian, gay, bisexual
and transgender people. The growing body of evidence serves only to confirm
this.
The findings converge in that, while they highlight particular health needs, they
identify fundamental issues about safety and concerns about disclosure related
to low levels of trust and confidence in services.
While evidence of LGBT health inequalities confirms that, for example, stress,
distress and mental ill-health are of particular concern, equal access to NHS
services and support can be compromised by apprehension and fear of
prejudice and discrimination from staff.
Of course LGBT people have positive experiences of NHS services and there
are LGBT people and LGBT-friendly people (or allies) working in the NHS, fear
of homophobic or transphobic reactions are still a barrier to appropriate
treatment for LGBT people.
Fear of homophobic or transphobic reactions prevent some LGBT people from
being able to be themselves. LGBT people are concerned about homophobic or
transphobic reactions because LGBT people still do experience homophobia
and transphobia.
So, even if all the staff in a service are LGBT-friendly they should still be aware
that LGBT people may be reticent about being out if the service does not visibly
show that it is LGBT friendly.
Legislation and Compliance
Legislation now provides protection for LGB and T people from harassment and
discrimination in employment and vocational training.
Several successful cases have been through the courts, including one in which
an employee brought an action against his employer for failing to protect him
from harassment based on the assumption that he was gay.
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His ‘colleagues’ were wrong as it happens, but he still won the case against his
employer. Hence, protection against discrimination based on sexual orientation
applies to everyone.
Legal rights have also been afforded same-sex couples through the Civil
Partnerships Act and this has implications for employers and employee rights. In
April 2007 the Goods and Services Act gave protection from discrimination on
the grounds of sexual orientation in the provision of goods, facilities and
services. Additionally, a European Union Directive requires the UK Government
to extend legal protections to men and women, including transsexual men and
women in the provision of goods, facilities and services by the 21st December
2007.
These changes in the Law mean that there are now significant issues of legal
compliance which service providers need to consider and address.
However, despite this widening focus on LGBT issues, providers continue to
report that either they cannot identify an LGBT ‘constituency’, or that less value 1
is placed on LGBT equality.
Public sector providers often cite the existence of duties in relation to other E &
D strands such as race, disability and gender - in determining priorities.
The result is that agencies often do not know (or understand) how to proceed on
LGBT equalities work; even when there is a willingness to do so. One of the
biggest ‘challenges for an agency is the need to go public on their commitment.
To understand the fundamental importance of doing so requires a high level of
awareness, understanding and comfort with the issues.
It also calls for a robust approach and an inherent belief that the agency is doing
the right thing.
None of this is about political correctness, other than in the sense that there is a
need to comply legally. It is about addressing deep injustices that call for a
concerted commitment to address effectively. This is where training and
awareness raising come in.
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Stocktake of Scottish Local Authorities, Scottish Executive (2005)
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A high-impact, effective training input needs to combine a safe learning
experience with challenges to existing beliefs, attitudes and understanding. It
needs to highlight barriers to equality of access and crucially, the steps that
organisations and individuals can take to address LGBT exclusion.
Hearts and Minds
While training and awareness-raising around the issues and concerns of LGBT
should now seek to address legal compliance issues, there is also a strong
social justice argument. Remember that arguments for LGBT equality predate
both current legislation and social policy. While the emergent struggle for LGBT
equality is approaching 40 years, legal protections have only come into place
within the last few years.
In today’s world, organisations have must do’s as a consequence of Legislation
and Policy. However, there are also should do’s and could do’s which are about
much more than tolerance or even acceptance.
Human sexuality is complex. Sexual, gender, cultural and relational identities
are and have always been fluid. This is increasingly represented in the
complexities of the society we live in. Societal discomfort around themes of sex
and sexuality have contributed to the historical oppression (and stereotyping) of
lesbian, gay, bisexual and transgender people.
The argument here is not about grudging tolerance or even acceptance but
about equal value, regard and respect. However this cannot be at the expense
of denying ‘difference’. In a diverse society, as ours is increasingly becoming,
there is a strong argument for actively celebrating diversity and recognising the
contribution it makes to a developing modern Scotland.
Simply put, there is no place for stigma, prejudice or discrimination in a 21st
Century Scotland. As the Scottish Executive has rightly said ‘no to Racism’ we
should - with equal confidence – be able to assume the same position on
responding to homophobia and/or transphobia.
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There is ample and growing evidence of the impact of stigma, prejudice and
discrimination on LGBT people on the health and wellbeing of LGB and T
people. Social and cultural inequalities result in health inequalities. They are
inextricably linked.
So what should LGBT awareness training include?
Values, attitudes and beliefs
From childhood and throughout our adult lives we are influenced (including
LGBT people themselves) by negative messages about and stereotyping of
lesbian, gay bisexual and transgender people. Little or no focus, consideration
or value is placed on the hopes and dreams, lives, loves and/or relationships of
LGBT people.
One example is relationships. Our society places considerable value on the
‘successful’ heterosexual relationship, with engagement, marriage,
anniversaries and familial investments all celebrated.
Society does not place similar value on same-sex relationships. This can be
illustrated by the campaign for civil partnerships which provoked very negative
responses from some quarters.
Although thankfully out of step with his colleagues, one West Lothian councillor,
Duncan MacLean (see Power of the Press), was quoted as asking why ‘queers
have to parade about in public’ and stating that fellow councillors should "hang
their heads in shame" after giving the green light to gay marriage ceremonies.
The brash confidence with which Councillor MacLean states his opinion
indicates a strong sense that he is on moral high ground in his opposition. It is
also worth noting that the newspaper misleadingly talks of ‘gay marriage’ rather
than Civil Partnerships, presumably to add further controversy to the piece.
Registrars (thankfully a small minority in Scotland) sought exemption from
carrying out ceremonies on moral or religious grounds. Cardinal O’Brien, head
of the Catholic Church in Scotland has characterised Civil Partnerships as
undermining the ‘family’ and the institution of marriage.
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Knowledge and understanding
There is now a volume of evidence to draw on that highlights the cumulative
impact on LGBT people of:
 Heterosexism, Homophobia and/or Transphobia
 Stereotyping (of men and women, of heterosexuals, gay men, lesbians,
bisexuals and transgender people)
 Coming out
 Internalised negative feelings (internalised homophobia/biphobia or
transphobia)
And which help to explain both real and perceived barriers to Equality and
Access when seeking to address issues of LGBT exclusion.
Increasing knowledge of these issues among training participants (drawing on
the available evidence to illustrate) assists in understanding the impact of the
above on LGBT people.
Addressing barriers to access – good practice
The last stage in the training process focuses on what individuals and
organisations can do to address barriers to access.
There are many Equality and Diversity resources to draw on in exploring what
constitutes Good Practice. There are different facets to ‘good practice’:
Employment (including recruitment and selection)
Service environments
Practitioner guidance
Community engagement
And some broad themes:
 Leadership and ownership
 Public commitment
 Commitment to challenging homophobia, bi and transphobia
While other guides suggest variations on this approach, they commonly share
themes such as policy and practice, human resources, employment, service
provision, community engagement, involvement and participation.
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Core training messages
Most of the activities have defined learning outcomes. However, we felt it would
be useful to include some core messages that should underpin LGBT
awareness- raising training.
The Law past and present
Years of activism preceded recent changes, much of the momentum for which
came from Europe, where the six equality strands were defined.
Inequality (reinforced until recently by legislation) has left a legacy of low levels
of trust and confidence in institutions, such as the NHS.
Personal values
People are entitled to their own values and beliefs, but they are not entitled to
treat people less favourably because of any aspects of their identity – either in
the workplace or in the provision of goods and services
Social attitudes
Wider social attitudes influence and shape our personal values and beliefs, and
play a fundamental role in the inclusion or exclusion of individuals and groups in
our society. Far from static, they are continually evolving.
The Media
Some aspects of the media continue to perpetuate homophobic, bi and
transphobic attitudes through stereotypical prejudicial representations of LGBT
people
However, there has also been an increase in more diverse portrayals of LGBT
people e.g. Hayley in Coronation Street
Some sections of the Media imply that some groups get special treatment or
privileges, saying things like ‘Its political correctness gone mad’.
This is done to undermine equality. LGBT people have not enjoyed the same
rights and privileges heterosexual people have. Equalities Legislation is
correcting long-term stigma, prejudice and discrimination.
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Sex and gender
The imposition of rigid gender roles on people based on biological sex is
oppressive to all of us.
In particular, LGBT people are oppressed by Heterosexism, Homophobia,
Biphobia and Transphobia as manifestations of these limiting roles and
expectations.
Heterosexism
Recent legislation and Policy have begun to address the institutional privileging
of heterosexuality. However, there remains a powerful social and cultural
legacy, and an awareness of this is critical in understanding the health
inequalities experienced by LGBT people.
Stereotyping
Stereotypes only work because they are based on partial realities
Some people ‘assume’ that they can recognise or pick out LGBT people, and
would never imagine that someone who doesn’t fit their stereotype could be
LGB or T.
Some LGBT people do portray aspects of these stereotypes, while others don’t.
One way of presentation is no more or less valid than another.
Demonising people who do express aspects of these stereotypes only serves to
further alienate.
Diversity is the celebration of difference
Homophobia, Biphobia and Transphobia
As the manifestation of Heterosexism as the dominant cultural ideology, these
are overt expressions of stigma, prejudice and discrimination directed against
LGBT people.
In creating and maintaining a culture of apprehension and fear, Homophobia,
Biphobia and Transphobia hurt and exclude LGBT people.
Coming out
Everyone should feel able to talk openly, freely and honestly about their lives,
loves, relationships and circumstances without fear of stigma, prejudice or
discrimination.
Not being able to do so is oppressive.
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Internalised homophobia
LGBT people grow up in the same homophobic culture, and absorb the same
negative messages as everyone else.
In that context, to feel as valid, with a positive sense of self can be difficult and
challenging.
Internalised homophobia is a significant contributor to the health inequalities
experienced by LGBT people.
Trans awareness
Although not a sexual orientation, it is important that the T is included with LGB
as the roots of discrimination are the same, i.e. LGB and T people challenge
limiting gender roles and expectations that are upheld by sexism, heterosexism,
and its manifestations; homophobia, biphobia and transphobia
LGBT community
Is not a homogenous group that can be easily characterised. As an alliance of
interest, it encompasses a rich diversity of people and groups.
The concept of an LGBT community comes from a shared experience of
oppression, a struggle for civil rights and the fight for equality.
Social model of health/health inequalities
Social perspectives and an understanding of wider determinants of health
recognise the relationship between social exclusion and health inequalities.
Promoting good practice
The NHS in Scotland is working towards establishing a service where people
are:
 Treated as individuals
 Treated with respect
 Enabled and involved in their own care
Every staff member and user of the NHS is included in this aspirational
statement. Remember, there is no place for Homophobia, Biphobia or
Transphobia in NHS Scotland
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Creating a safe learning space
This is the bit of training that often evokes a collective groan. It can seem like a
paper exercise with lengthy periods of uncomfortable silence before the same
old issues are highlighted; confidentiality, respect…
They are important of course, but can lose much of their meaning if repeated too
often without really considering their relevance to the training group or event.
Whether you decide to call it a learning agreement, a contract, a safe space
agreement or ground-rules, there are some particular considerations when it
comes to doing LGBT equalities training.
Why?
There is often a degree of apprehension or uncertainty for people attending
LGBT training.
Concerns such as;
“What if I… say the wrong thing…use the wrong language… offend/anger the
trainer…show myself up by not knowing/showing my ignorance…everyone will
think I’m stupid if I ask that/I don’t know that”
…are not uncommon.
Of course as training unfolds participants should find that these concerns are no
more than that and the training is – as they would have hoped – precisely the
environment in which it is okay not to know or to ask questions!
This process is more manageable in longer training events, but if you only have
2-3 hours, establishing a sense of safety in the group early on will help both
trainers and participants to make the most of the time available.
Doing the work at the beginning of the event is worthwhile as it gives
participants permission to relax, be themselves, and make the most of the
experience from the outset.
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Disclosure
There are important issues to consider around disclosures, and it is well worth
covering this even if you are not doing formal ground-rules.
Trainers should stress that they have no expectation that people in the group
will disclose their sexual orientation or transgender identity. While LGBT
organisations often emphasise the benefits of being ‘out’ - whether as an LGB or
T user of services, a staff member or among family and friends, this does not
equate with expecting training participants to disclose.
Whether an organisation is fully LGBT inclusive or not, there should never be an
expectation that people come out. This should remain a personal choice.
This extends to ‘outing’ colleagues who are present (or not present) at the
training event.
If someone does disclose at any stage in the training, then respect and regard
for the privacy and confidence of that individual should be stressed if not already
covered in the ground-rules.
Making assumptions about the sexual orientation or transgender status of
training participants is dangerous territory for trainers so be aware of this in
communications within the group; or be prepared to be challenged!
As a trainer part of your function is to model inclusive behaviours and language
in the group and as much of LGBT awareness training is about challenging
stereotyping and assumptions it won’t help your cause if you are working on and
communicating assumptions yourself.
Dealing with challenges from the training group
The ground-rules are there to protect everyone in the group, including the
trainer(s). Trainer should ensure that the rules cover what they feel they need to
deliver a successful session. However, even having ground-rules in place won’t
guarantee that participants will abide by them.
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It goes without saying that an important function of the trainers is to respect the
group’s rules once established. However, it is every bit as important that the
trainer reinforces the rules when they are challenged.
There is a delicate balance to be struck between encouraging participants to be
open and honest in discussion, and recognising when a participant is
intentionally (and repeatedly) saying or doing things designed to undermine
either the trainer or other participants.
While it can be uncomfortable challenging participants, it may well get worse if
you don’t.
If it is proving really difficult to manage individuals, or side-chats or comments
within the group, consider reminding them that - whatever their personal views
and opinions – they are there as employees and with that comes expectations.
If you need to be firmer still, there are legal compliance issues for the
organisation that require them to separate underlying attitudes from professional
behaviours at work.
However, keep these options in reserve until all other strategies have failed. The
most effective LGBT training is based on consensual learning environments.
It is infinitely preferable to get participants ‘on-side’ rather than taking heavyhanded or ‘press-gang’ approaches.
So what should be covered in the safe space agreement?
In short sessions, it is often quicker to have prepared ground-rules to offer the
group. The following are some suggestions only that in our experience cover
most of the issues that come up.
Housekeeping
Switch mobile phones off unless absolutely necessary
Rules for trainers
Give participants enough space and time to consider/weigh up new/different
ideas/issues
Don’t put participants ‘on the spot’
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Trainers should be approachable
Disclosure/Confidentiality
Personal/sensitive information shared stays in the group
Disclosures are not expected of either trainers or participants. If anyone does
chooses to disclose it stays within the group
Participation and openness
Be open to learning!
Participate to share experiences and different perspectives
Communication
It’s okay not to know or to make mistakes
Space for everyone to speak
Questions
Don’t just accept – question!
If you don’t know or understand - ask!
No such thing as a stupid question
Regard and respect
Respect and regard for all participants – trainers should model this
Respect the views, beliefs and feelings of others in the group
It is okay to challenge (the idea rather than the person)
Responsibility
We each have responsibility for our own learning
We have a shared responsibility for making training work
Safety
Keep yourself safe
Only share what you feel comfortable to share
Have fun!
Laughter aids learning, so while LGBT awareness training should be challenging
it should also be enjoyable and engaging
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Personal attitudes to sexual freedom, expression and rights
To effectively deliver LGBT training - which deals with fundamental issues
relating to sexual orientation and transgender identities, trainers do need to
consider their own values, attitudes and beliefs about sex and gender.
The media have played a significant role in the over-sexualising of LGB and T
people. It is true that gay ‘culture’, having evolved outside of society’s ‘norms’ by
necessity, and consequently being to an extent freed from the rigidity of
conventional expectations about the nuclear family, the nature of commitment,
monogamy and sexual freedom.
However, LGBT people, while sexual beings, seek much the same as everyone
else – love, devotion, commitment, security, safety, partnership, somewhere
safe to live, children…
Declaration of Sexual Rights (from the World Association for Sexual Health)
As a global statement, trainers may find it useful to consider how their own
perspectives sit with the principles laid out in the following declaration, which
was adopted by the World Association for Sexual Health (WASH) at their World
Congress in August 1999.
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Declaration of Sexual Rights
Sexuality is an integral part of the personality of every human being. Its full
development depends upon the satisfaction of basic human needs such as the
desire for contact, intimacy, emotional expression, pleasure, tenderness and
love.
Sexuality is constructed through the interaction between the individual and
social structures. Full development of sexuality is essential for individual,
interpersonal, and societal well being.
Sexual rights are universal human rights based on the inherent freedom, dignity,
and equality of all human beings. Since health is a fundamental human right, so
must sexual health be a basic human right.
In order to assure that human beings and societies develop healthy sexuality,
the following sexual rights must be recognized, promoted, respected, and
defended by all societies through all means. Sexual health is the result of an
environment that recognises, respects and exercises these sexual rights.
1. The right to sexual freedom. Sexual freedom encompasses the possibility
for individuals to express their full sexual potential. However, this excludes all
forms of sexual coercion, exploitation and abuse at any time and situations in
life.
2. The right to sexual autonomy, sexual integrity, and safety of the sexual
body. This right involves the ability to make autonomous decisions about one's
sexual life within a context of one's own personal and social ethics. It also
encompasses control and enjoyment of our own bodies free from torture,
mutilation and violence of any sort.
3. The right to sexual privacy. This involves the right for individual decisions
and behaviors about intimacy as long as they do not intrude on the sexual rights
of others.
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4. The right to sexual equity. This refers to freedom from all forms of
discrimination regardless of sex, gender, sexual orientation, age, race, social
class, religion, or physical and emotional disability.
5. The right to sexual pleasure. Sexual pleasure, including autoeroticism, is a
source of physical, psychological, intellectual and spiritual well being.
6. The right to emotional sexual expression. Sexual expression is more than
erotic pleasure or sexual acts. Individuals have a right to express their sexuality
through communication, touch, emotional expression and love.
7. The right to sexually associate freely. This means the possibility to marry
or not, to divorce, and to establish other types of responsible sexual
associations.
8. The right to make free and responsible reproductive choices. This
encompasses the right to decide whether or not to have children, the number
and spacing of children, and the right to full access to the means of fertility
regulation.
9. The right to sexual information based upon scientific inquiry. This right
implies that sexual information should be generated through the process of
unencumbered and yet scientifically ethical inquiry, and disseminated in
appropriate ways at all societal levels.
10. The right to comprehensive sexuality education. This is a lifelong
process from birth throughout the life cycle and should involve all social
institutions.
11. The right to sexual health care. Sexual health care should be available for
prevention and treatment of all sexual concerns, problems and disorders.
Sexual Rights are Fundamental and Universal Human Rights
Source: World Association for Sexual Health
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