Gays, Lesbians, and Bisexual (GLB) adolescents

Sexual orientation, biological sex, gender identity, and sex-role comprise sexual identity. This refers to “an enduring emotional, romantic, sexual, or affectional attraction to another person (Hollander, 2000).” In middle childhood and early adolescence establishing sexual identity is a natural process. However it is more stressful for those students who are homosexual especially if they express it to others, because the majority of people in society are advocates for heterosexual behavior. It is seen as normal or natural for a boy to be attracted to a girl and a girl to be attracted to a boy. Any delineation of heterosexuality is often seen as strange or abnormal, and whoever practices otherwise has been viewed as a pariah, deviant, and sick. Prior to 1973 society considered homosexual individuals as mentally ill. The DSM IV regarded homosexuality as a disorder, which could be treated and possibly cured. Conversion therapy that was used to change the sexual preference of gays was p

Recent legal rulings have set precedence for other cases dealing with abuse and harassment in schools of GLB students. One well-known case, Nabozny v. Podlesny (1996), resulted in a settlement of one million dollars because school personnel ignored the constant abuse of Jaime Nabozny in a Wisconsin middle and high school setting. These principals refused to intervene when he was beaten on numerous occasions because he was gay.

According to Erik Erickson, “identity formation is the most important developmental task of adolescence.” Adolescents are faced with the issue of finding the true self. Sexual identity therefore is of main concern. Same gender attraction violates a fundamental norm of society where men and women are encouraged to be attracted to the opposite sex, marry and reproduce. Therefore many adolescents who are GLB are scared of who they are and how others and their families will perceive them. They choose to hide their sexual feelings or remain in the closet. Gary Hollander, a psychologist, talks about sexual identity formation in his article in the School Psychology Review (2000). Hollander stated, “Concealing one’s sexual identity builds protective walls and is emotionally draining.” The results of disclosure can be detrimental but, “coming out” later in life or not at all, has adversely affected identity formation and successful development. Obviously each stage of development can be difficult to undergo for gay and lesbian adolescents who come to realize they are different from their peers.

No recognition and no acceptance by families may possibly result in harassment, denial, and violent behavior against GLB youth. Family remains the central focus of helping professionals such as counselors to assist in handling the new “crisis” the family is experiencing. If the family does not support and understand the adolescent then acceptance in school and the outside world is more difficult. This promotes “closeting behaviors” which in turn promotes a developmental crisis. Like everything in life families have to be educated about behaviors that are foreign to them. They must be aware of their culture, their family rules, and their expectations. The worse thing a family could do is ignore a teen that is struggling with their sexual identity. Most parents ask themselves, “why is my child gay?” They are wondering if they did something wrong. “They may be grieving over losing an image of their child. They feel that someone led their child into homosexuality, or they wonder if there is a biological cause of homosexuality (PFLAG- Parents, Families, and Friends, of Lesbians and Gays, 2003).” The reality is gay people are from all types of families. There is no way to surmise if your child will be gay, a lesbian, or a bisexual. Sometimes that’s just the way it is.

“Educational reform and professional leaders are increasingly focusing on the counselor as an advocate and change agent (Ericksen, 1997; Hart & Jacobi, 1992; Lee & Walz, 1998; Sears, 1992; Stone & Turba, 1999).” School counselors positioned in schools are ideally situated to have significant impact on the growth and developmental needs of students, and on the enhancement of school climates, primarily because of the nature of the counselor’s role as support staff. “Counselors are specialists in helping to change human behavior, a critical factor because schools do not change, the people in them must change how they do what they do (Burgess & Dedmond, 1994).”

It is now evident that time has changed the opinion of professionals and people about this new minority. Unfortunately many gay youths still feel the wrath of others who are against their sexual orientation. Counselors have a difficult task in their role as GLB advocates. They have to help these young people understand and deal with their sexuality and most importantly help them to function effectively as students.

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