Elizabeth Schroeder, EdD, MSW Executive Director answer.rutgers

1. Elizabeth Schroeder, EdD, MSW Executive Director http://answer.rutgers.edu Awareness, Inclusion, and Prevention: How to Resonate with Lesbian, Gay, Bisexual and Questioning (LGBQ) Youth about Sexual Health Issues

2. -Magazine for high school students -3 issues per year -Comes with two free lesson plans per issue -Subscribe at www.sexetc.org

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5. Training Institute in Sexual Health Education (TISHE) For middle and high school education professionals August 9-14, 2009 40 hours of PD credits

6. Professional Development in Yer Pajamas!

7. Two-Part Webinar Objectives: • Describe at least 3 ways of adapting prevention and care programs to be more inclusive of LGBQ youth. • Identify at least 2 ways of addressing HIV prevention that resonate with LGBQ youth. • Name at least 2 strategies that participants will be able to integrate into their own work. • List at least 2 ways in which participants can address this topic in a conservative social and/or political climate.

8. Part One: Defining terms: Where’s the “t”? Understanding language/how LGBQ folks are ignored Case studies/problem solving Part Two: How do I use this info in my own work? Case studies/problem solving Identifying steps for being more inclusive Two-Part Agenda

9. “Yellow Flag” Language • “Yellow Flag” = “caution” • Language re: sexual orientation that we may need to think twice about • Opportunity for psychoeducation • Not punitive – is a teaching aid

10. “Yellow Flag” Language Examples

11. What is “Sexual Orientation”? • Often make assumptions that youth understand a commonly-used term • High school senior: “Like any other orientation…” • Encourage a definition that includes the following:

12. What is “Sexual Orientation”? “The gender(s) of the people to whom we are attracted, physically and romantically”

13. What is “Sexual Orientation”? “The gender(s) of the people to whom we are attracted, physically and romantically”. Two things of note: • Includes more than one gender • Includes romantic love: can know one’s orientation without necessarily doing something sexual with another person

14. Heterosexual Lesbian or Gay Bisexual Queer Others??? Current Categories for Sexual Orientation

15. Understanding Bisexuality • What is often said about bisexual people? • Are confused • Want the best of both worlds • Are greedy • Always have a date on a Saturday night • Can’t make up their minds • Have to date someone male and someone female at the same time • Are really gay, just don’t want to admit it

16. Bisexual: A person for whom, when it comes to sexual attraction, gender is not necessarily the defining factor

17. For Example… • A heterosexual man walks into a room full of people seeking a partner: Rules out men instantly • A heterosexual woman walks into a room full of people seeking a partner: Rules out women instantly • Bisexual person: walks into a room full of people seeking a partner – doesn’t rule out anyone instantly based on gender

18. This is important because… Many people identify as bisexual before accepting being gay/lesbian. Bisexuality most misunderstood – and least often mentioned – orientation. Bisexual youth often underestimate HIV/STD risk because have “one foot in” heterosexuality.

19. And you may ask yourself… well, how did I get here? Kinsey and the Kinsey Scale… |---------|---------|--------|--------|---------|---------| 0 1 2 3 4 5 6 0 = Exclusively Heterosexual 6 = Exclusively Lesbian or Gay 3 = Bisexual

20. What Kinsey Found Was… Most People were: |---------|---------|--------|---------|---------|--------| 0 1 2 3 4 5 6 HERE or HERE

21. How We Use This Info Today… |---------|---------|--------|---------|---------|--------| 0 1 2 3 4 5 6 Orientation = to whom are we attracted? Behavior = with whom are we engaging in sexual acts? Identity = what do we call ourselves?

22. |---------|---------|--------|---------|---------|--------| 0 1 2 3 4 5 6 O B I A woman who is attracted (orientation) exclusively to men: 0 Will likely be sexual (behavior) only with men: 0 Will likely call herself (identity) heterosexual: 0

23. But it’s not always that clear cut…

24. Example One • Woman who has always identified as lesbian – only ever been attracted to women, only ever been sexual with women. Clear Kinsey 6. • A few years ago, met, fell in love with, and married a man with whom she is monogamous. • Where are her O, B and I?

25. Trick Question! When it comes to identity (what one calls oneself) we have to ASK the person. Is an INSIDE  OUT process

26. Mapping Example One |---------|---------|--------|---------|---------|--------| 0 1 2 3 4 5 6 O B Attracted primarily to this ONE man: Very close to 6 She is currently only sexual with this one man: 0 What does she call herself? (We asked!)

27. Mapping Example One |---------|---------|--------|---------|---------|--------| 0 1 2 3 4 5 6 O B I She identifies as “lesbian” (Reactions?)

28. Example Two • Teen male who has always identified as heterosexual and has always been only with girls. Clear Kinsey 0. • Was arrested and placed into juvenile detention for two years, where he had sexual relationships with several males. • Where are his O, B and I?

29. Remember – it’s a trick question! We have to ask him. But let’s map it out on the Kinsey Scale…

30. Mapping Example Two |---------|---------|--------|---------|---------|--------| 0 1 2 3 4 5 6 O B Don’t know whether attracted to men – but if asked? Is currently sexual only with guys -- circumstantial: 6 What does he call himself? (Ask him!)

31. Example Three: “The Down Low” • Adult male who has a female partner/spouse. Identifies as heterosexual. • When he goes to play card with his male friends, two of the guys, including him, will disappear into bedroom and have sex. • Where are his O, B and I?

32. Remember – it’s a trick question! We have to ask him. But let’s map it out on the Kinsey Scale…

33. Mapping Example Three |---------|---------|--------|---------|---------|--------| 0 1 2 3 4 5 6 O B His “O” is hard to graph: could be anywhere Is currently sexual with several guys, one woman: B? What does he call himself? (Ask him!)

34. Remember… • Identity trumps Behavior and Orientation • Is an inside  out process, NOT outside  in • What you do sexually does not necessarily define who you are

35. Implications for HIV prevention work • Closeted identity leads to unsafe/closeted behaviors: Safer sex issues • Screening through the OBI: BEHAVIOR is focus • Double standard: gender

36. Double Standard: Gender • Homophobia much stronger against males • Two girls together: “That’s hot!” (as long as gender congruent) • Myth: “No such thing as male bisexuality”

37. Some data specific to girls… • CDC survey: more female high school and college students “experimenting” with other women than ever before. • Girls don’t think they need to practice safer sex when with other girls (HIV  but HPV)

38. We tend to… 1. Have one lesson/ separate section on HIV issues for LGBQ 2. Talk about risks for “homosexuals” or “gays” We should… Do this – BUT also include examples throughout 2. Be specific. Lesbian is different from gay, bisexual, etc. Being Inclusive in HIV Prevention Education

39. We tend to… 3. Think identity puts at risk 4, Use the term “partner” in an effort to be gender-neutral and inclusive 5. Talk about how hard it is to be LGB We should… 3. Remember behavior is what puts at risk 4, Be specific. “Boyfriend” and “Girlfriend”… when possible… 5. Provide examples of sexually healthy LGB relationships Being Inclusive in HIV Prevention Education

40. We tend to… 6. Focus on one type of diversity at a time 7. Teach as if our entire audience were heterosexual We should… 6. Remember diversity w/in diversity 7. Model inclusion throughout Being Inclusive in HIV Prevention Education

41. Activity: Making A Lesson More Inclusive • What are positive efforts made in each? • What can each do differently?

42. Example One: A Case Study “Jared and Maria have been together for several months. They don’t know about each other’s sexual histories, but both assume the other has never had sex (or at least unprotected sex) with anyone else. Recently, their kissing sessions have gotten more "involved." They haven’t talked about it yet, but they are both interested in having sex — sexual intercourse that is.”

43. What positive efforts are made viz. inclusion? • What could it do differently?

44. Some Suggestions… • More than one case study • Gender-neutral names • “Sex”; “Sexual intercourse” = “vaginal intercourse”: alternate behavior? • In mentioning sexual histories, mention “or the gender(s) of the people with whom they’ve been sexual”

45. Only homosexual men, injecting drug users and prostitutes can be infected with HIV. The AIDS virus attacks the body's defense system and makes a person vulnerable to other infections. 3. You can become infected with HIV when you have unprotected anal sex. 4. HIV can be transmitted through oral sex. 5. If you are seronegative it means that you are immune to HIV. You can become infected with HIV when you have unprotected intercourse one time only with an HIV-infected person. 7. Married people can become infected with HIV. 8. You can be infected with HIV and not be aware of it. 9. Condom use reduces the risk of HIV infection. 10. Women who use the birth-control pill can become infected with HIV. Example Two: An HIV Quiz Excerpt

46. What positive efforts are made viz. inclusion? • What could it do differently?

47. Some Suggestions… • “Gay or bisexual” vs. homosexual • “Unprotected intercourse” • “Married people”  “People in monogamous relationships” or “People in long-term committed relationships” • “Condom” or “latex dam” use

48. Take home messages when choosing activities for teaching re: HIV • Look at names of characters • Look at behaviors • Look at relationships • Look for stereotype propagation • Review and revise when possible

49. Questions?