Lesbian, Gay, Bisexual, Transgender And Questioning Research Articles

LGBTQI Rights crucified in Indonesia? New Penal Code anti missio Dei?

Literature continues to document the ways in which Lesbian, Gay, Bisexual, Transgender and Questioning (LGBTQI) communities continue to grapple with or face unprecedented abuse in many nations of the world. Members of LGBTQI groups are reported to face discrimination and legal obstacles in countries like Indonesia, since its socio-cultural norms acquiescently discourage homosexuality or gender transitioning in any form. Furthermore, recent amendments to Indonesia's Penal Code, which contain provisions that may endanger the lives and safety of LGBTQI communities in unprecedented ways, have shown that such norms, if relentlessly upheld, strongly influences the direction of public policy. In light of such harmful provisions, one could argue that the rights of the LGBTQI community in Indonesia are being slowly but agonizingly crucified, perhaps analogous to the crucifixion of Jesus Christ. The primary proponents of this symbolic crucifixion, who conceal their intentions behind legislative modifications, seem to be politically motivated Islamic religious conservatives who publicly oppose LGBTQI rights. In light of these occurrences, this paper employs the Missio Politica framework and literature reviews to investigate the new Indonesian Penal Code and assess whether or not it violates the internationally acknowledged rights of the LGBTQI community. Drawing from literary works, it uses the term "crucifixion" in a metaphorical manner to emphasize the radical ways in which Islamic conservatism has violated LGBTQI rights over the years, and how these violations are now being formalized through Indonesia's new penal code. To be clear, this paper's accusations are not directed against Islamic teachings per se, but rather against intolerant Islamic conservatives who view LGBTQI preferences as ‘crucifiable’ sin and advocate for change of state laws to reflect such harmful sentiments. Overall, it is argued that certain sections of the recently enacted Indonesian Penal Code not only offend the LGBTQI community, but also undermine the redemptive goals of missio Dei in that country while having global contagion effects. The scope of this paper requires more research as not as much has been done to assess how certain recently enacted provisions of the Indonesian Penal Code impact LGBTQI rights in the context of fulfilling the redemptive goals of the missio Dei.

Barriers and facilitators faced by hospital chaplains in communicating with lesbian, gay, bisexual, transgender and questioning patients

ObjectivesChaplains address religious, spiritual and existential issues with heterosexual patients but critical questions arise of whether chaplains do so with lesbian, gay, bisexual, transgender and questioning (LGBTQ) patients, too, and if so, how. MethodsChaplains were interviewed for ∼1 h each. Four spontaneously discussed LGBTQ issues. ResultsChaplains described several challenges communicating with LGBTQ patients. These patients may confront existential, spiritual/religious questions, but be wary of religion, and hence of chaplains, whom they may thus reject. Chaplains can help LGBTQ patients, addressing existential, spiritual and/or religious issues and related parental rejections these patients may then face. Yet LGBTQ patients vary widely: while some eschew chaplains, others are receptive. These providers may also not always know patients’ LGBTQ status, and may vary in sensitivity towards these issues, and not always succeed in overcoming families’ religion-based homophobia. ConclusionChaplains can potentially help LGBTQ patients in crucial ways, but face obstacles that need to be carefully recognized, examined and addressed through, practice, research and enhanced education of chaplains, medical staff, patients, family members and others. Practice implicationsChaplains and other providers should be more aware of, and ready to address the potential existential, spiritual and religious issues that LGBTQ patients may confront.

What is known about the LGBTQ perspective in child welfare services: A scoping review

AbstractSexual and gender minorities, for example, lesbian, gay, bisexual, transgender and questioning (LGBTQ) youth, are overrepresented in the child welfare system and an increasing number of LGBTQ people are becoming foster parents. The objective of this scoping review is to provide an overview of the existing empirical research on the practices of child welfare services towards LGBTQ individuals (i.e., youth, carers and foster parents). The review followed the methodology framework outlined by the Joanna Briggs Institute (JBI). The electronic databases MEDLINE, Embase, PsycINFO, Web of Science, PubMed and Idunn were searched to identify studies appropriate for inclusion. There were 45 studies that met the inclusion criteria; 24 concerned LGBTQ youth, 10 encompassed foster parents, while nine had the service perspective as the primary focus. The studies originated from the USA (k = 34), the UK (k = 6), Australia (k = 2) and the Netherlands (k = 1). Of the included studies, 28 were qualitative, 14 were quantitative, and three studies used mixed method approach. The findings indicate that LGBTQ youth are overrepresented in the child welfare system and that LGBTQ youth and foster parents often face stigma and discrimination. The results reveal a gap in the current knowledge about social workers' attitudes, knowledge and experiences regarding working with LGBTQ individuals.

A Rapid Review and Narrative Synthesis of the Consequences of Non-Inclusive Sex Education in UK Schools on Lesbian, Gay, Bisexual, Transgender and Questioning Young People.

Relationships and Sex Education (RSE) in schools are predominantly heterocentric. Consequently, lesbian, gay, bisexual, transgender, and questioning young people have reported feeling excluded. This exclusion results in feelings of being "different" and "other," which in turn leads to further disengagement in the sex education classroom, contributing to poor sexual health literacy, greater risk of abusive relationships, and higher rates of sexually transmitted infections. A rapid review was undertaken to identify the impact of non-inclusive sex education. The review makes recommendations for policy and practice, which includes the provision of training courses to school teaching staff with an emphasis on inclusive RSE, appropriate online resources for lesbian, gay, bisexual transgender, and questioning (LGBTQ) young people, as well as offering 1:1 emotional health support for LGBTQ young people as they begin to question their sexual orientation.

The Coming Out Experiences of Gifted, LGBTQ Students: When, to Whom, and Why Not?

The purpose of this exploratory study was to examine the coming out experiences of gifted LGBTQ (lesbian, gay, bisexual, transgender, and questioning or queer) alumni from a residential gifted high school. First, we found that gifted LGBTQ alumni ( N = 106) realized their sexual orientation/gender identity around 16.6 years old, which is similar to the general population. The year of high school graduation did not correlate with the age of initial realizations, or when they shared. On average, when the participants did share, they waited 2.1 years to share with friends and 3.4 years to share with family. Furthermore, they felt more comfortable sharing within the residential gifted high school than in their home schools. In general, LGBTQ alumni felt more autonomous, competent, and connected to the residential school. Finally, participants reported many barriers to coming out, including both internal struggles (e.g., uncertain themselves) and social fears (e.g., fear of alienation or harassment). These findings can provide guidance for school personnel as they develop effective, support systems.

151. Experience of Gender Minority Youth When Accessing Health Care in Turkey

Lesbian, gay, bisexual, transgender and questioning(LGBTQ) patients report alarming rates of identity-based discrimination in healthcare settings. Despite the health risks and challenges impacting LGBTQ young adults, little is known about their healthcare experience, especially in Turkey. This study aimed to evaluate LGBTQ young individuals’ experiences when accessing health care.

Improving Health Outcomes for Sexual Minorities Through Access

Introduction: Lesbian, gay, bisexual, transgender and questioning (LGBTQ) individuals are often reluctant to access healthcare services due to previous experiences both within and outside of healthcare (Hafeez, Zeshan, Tahir, Jahan, & Naveed, 2017; Macapagal, Bhatia, & Green, 2016). Healthy People 2020 (2018) has identified LGBTQ people as a vulnerable population susceptible to poor health outcomes. Cultural competence is defined by a healthcare provider’s desire and ability to work with a client within a cultural context (Garneau & Pepin, 2015). Cultural competence not only includes knowledge and skills of staff, but also applies to the physical environment of the clinic. The Gay and Lesbian Medical Alliance (GLMA) (n.d.) recommends displaying posters from LGBTQ non-profit organizations in the clinic lobby to convey a welcoming environment. Furthermore, all forms should be reviewed to ensure inclusive language is used throughout. The purpose of this project was to address barriers to care for sexual minorities at a student health clinic on a Midwestern university campus. Methods: To complete this project, a quasi-experimental, longitudinal approach was used. The primary instrument used in this project is the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Revised (IAPCC-R©) tool. The IAPCC-R© is designed to measure the cultural competence of health care providers; the tool measures five areas of cultural competence including desire, awareness, knowledge, skills, and encounters using a four-point Likert scale. This survey was conducted immediately prior to the first, and immediately after the last educational session. Staff training regarding the disparities that exist among LGBTQ clients as well as research-driven methods to overcome them was provided. Meanwhile, posters and magazines that reflect the diverse patients of the clinic were added to the lobby and exam rooms. The EMR was reviewed to include multiple gender options and sexual orientations. Results: Statistically significant increases were seen in the overall mean, as well as the constructs of cultural knowledge and cultural awareness. While all other areas showed higher post-intervention mean scores, none were statistically significant The effects of the project go beyond the original goals identified by researchers. Through the collaboration with the GSA, students asked the clinic administration to consider offering Human Immunodeficiency Virus (HIV) pre-exposure prophylaxis (PrEP). In addition, a LGBTQ representative was added to the Health Advisory Board. This project does have limitations due to a small sample size and single site of implementation.Conclusion: This project highlights the importance of being open to considering a problem exists even if one is unaware or unaffected by it. While many initially denied there was a pressing issue regarding care of the LGBTQ client, this project opened a conversation that led to many opportunities to increase care provided to LGBTQ individuals. Methods used within this project could be implemented in clinics of any size. Keywords: LGBTQ, healthcare, access, cultural competence, health disparities, rural

Improving Health Outcomes for Sexual Minorities Through Access

Lesbian, gay, bisexual, transgender and questioning (LGBTQ) individuals face obstacles in accessing healthcare services due to previous experiences both within and outside of healthcare (Hafeez, Zeshan, Tahir, Jahan, & Naveed, 2017; Macapagal, Bhatia, & Green, 2016). Healthy People 2020 (2018) identified LGBTQ people as a vulnerable population susceptible to poor health outcomes. Support of the LGBTQ community is imperative. Low healthcare literacy can be one contributing factor to unwillingness to access services (Alencar-Albuquerque et al., 2016). The purpose of this project was to translate research into action, and address lack of support of LGBTQ individuals in regards to healthcare access. Support topics were identified via a health equity survey and were discussed during campus Gender and Sexuality Alliance meetings to improve support resources for LGBTQ students on a Midwestern University campus. Ultimately, the goal is that by removing barriers to care for members of the LGBTQ community, health outcomes will be improved. Keywords: LGBTQ, healthcare, access to care, health disparities

What is known about the LGBTQ perspective in child welfare services? A scoping review protocol

IntroductionIn previous studies, it is estimated that sexual minorities (eg, lesbian, gay, bisexual, transgender and questioning (LGBTQ) individuals) are overrepresented in the child welfare system. However, the numbers are unclear,...

Extent and selectivity of sexual orientation disclosure and its association with HIV and other STI testing patterns among gay, bisexual and other men who have sex with men

ObjectivesGay, bisexual and other men who have sex with men (GBMSM) in Singapore may fear disclosing their sexual orientation to others due to negative societal attitudes, and the law that...

Peer victimization and suicidality among LGBTQ youth: the roles of school belonging, self-compassion, and parental support

Research on lesbian, gay, bisexual, transgender and questioning (LGBTQ) youth’s experiences at school has largely focused on stigma, adversity, disparities, and peer victimization. Factors like school climate, individual differences, and social support have also garnered significant attention. However, there has been a dearth of research examining how they relate to both suicidal ideation and suicide attempts. Our goal was to bolster the extant literature by examining the protective role of parental support and psychological mechanisms like school belonging and self-compassion among LGBTQ youth struggling with peer victimization and suicidality. A cross-sectional study was completed with a sample of 934 LGBTQ high school students. Structural equation modeling was employed to analyze direct and indirect effects. Peer victimization was positively associated with both forms of suicidality and negatively associated with school belonging and self-compassion. Psychological processes varied in their in prediction of suicidal ideation and attempts. Parental support did not moderate pathways between victimization and processes, but was associated with diminished suicidality and improved school belonging. Our findings illustrate the critical nature of further developing our understanding of the complexities of suicidality. School programs and interventions that are designed to cultivate belonging, self-compassion, and parental support may prove to be especially beneficial for victimized LGBTQ youth who struggle with suicidality.

What do LGBTQ students say about their experience of university in the UK?

ABSTRACTLittle is known about the experiences of Lesbian, Gay, Bisexual, Transgender and Questioning (LGBTQ) university students in the UK. One of the main reasons for this seems to be that the monitoring of sexual orientation and gender identity is not routinely undertaken and is not consistent across all Higher Education establishments. This can mean that identifying LGBTQ students is not always easy, and one result of this is that LGBTQ students who have lesser rates of student satisfaction are not being targeted for improvement strategies, which are intended to increase satisfaction and increase student survey scores. One study that gives some new insight into the experiences of LGBTQ students in England was conducted in collaboration with the LGBT service provider METRO and The University of Greenwich. This article explores some of the main findings from that study and discusses the implications these may have for Higher Education and those establishments wishing to increase satisfaction and wider participation with sexual minority students.

LGBTQ Educators: Global Inequities

The following paper argues that lesbian, gay, bisexual, transgender and questioning (LGBTQ) educators must have the option to come out in a safe and welcoming environment and until this is possible, equity for LGBTQ students will not be achieved. First the author frames the issue from a human rights perspective, followed by a review of the global climate concerning LGBTQ individuals. LGBTQ issues within multicultural education are explored, as well as specific issues concerning educators, and finally, recommendations for action are offered.

Improving Engagement and Retention in Adult Care Settings for Lesbian, Gay, Bisexual, Transgender and Questioning (LGBTQ) Youth Living with HIV: Recommendations for Health Care Providers

Whether transitioning out of a pediatric/adolescent care setting, or moving directly from the point of diagnosis into adult care, youth living with HIV are entering a system that is not set up to meet their needs. This can have an adverse impact on adherence to medication, treatment for opportunistic infections, and secondary transmission. The situation is further complicated for lesbian, gay, bisexual, transgender and questioning (LGBTQ) youth with HIV who face a multitude of psychosocial and structural barriers due to their sexual orientation or gender identity. Engaging and retaining HIV positive LGBTQ youth in adult care is critical to their survival and to wider prevention efforts, yet many fail to initiate or remain in care. Health and social service providers play a pivotal role in overcoming these challenges. This paper provides a broad overview of the barriers to engaging and retaining HIV positive LGBTQ youth in adult care settings, with particular focus on youth that were infected via behavioral means. Key strategies for overcoming those challenges are then shared. Institutional and environmental solutions include addressing institutional stigma, strengthening the knowledge and capacity of health providers to work with this population, creating a youth friendly environment, and solving access issues. Patient-care oriented solutions include improving the patient-provider relationship, offering developmentally sensitive comprehensive services, and directly involving youth in the healthcare setting.

The Role of Lesbian, Gay, Bisexual, Transgender and Questioning (LGBTQ)-focused Psychosocial Approaches as Part of Human Immunodeficiency Virus (HIV) Prevention Efforts in Singapore

The Role of Lesbian, Gay, Bisexual, Transgender and Questioning (LGBTQ)-focused Psychosocial Approaches as Part of Human Immunodeficiency Virus (HIV) Prevention Efforts in Singapore

Medical training and care under the rainbow umbrella

Surgical green joined the rainbow of colours at Toronto’s 32nd Gay Pride Day, with 70 physicians joining the MD Pride March to promote better health care for lesbian, gay, bisexual transgender and questioning (LGBTQ) people and improved working conditions for nonheterosexual physicians. “Many

“What do you say to them?” investigating and supporting the needs of lesbian, gay, bisexual, trans, and questioning (LGBTQ) young people

AbstractThis study explores the experiences and support needs of lesbian, gay, bisexual, transgender and questioning (LGBTQ) young people living in Sussex (UK), and the training needs of practitioners working with LGBTQ young people. The aims were to explore the experiences of young people including bullying, “coming out,” social service and educational needs, and to investigate how practitioners view the needs of LGBTQ young people. Twenty‐nine interviews were conducted and analyzed thematically. Participants stressed the social and health impact of discrimination and bullying on young people as well as barriers faced in accessing services. Young people require support, yet practitioners lack the training to provide that support. Practitioners are open to this training and both groups of participants believe effective training should include youth in the development and delivery. There is an urgent need for the development of appropriate and dedicated LGBTQ youth training for all practitioners working with young people. © 2011 Wiley Periodicals, Inc.

Review - Kicked Out

‘Representing and fulfilling a dream of the editor, Sassafras Lowrey, Kicked Out is an edited collection that discusses the issues surrounding Lesbian, Gay, Bisexual, Transgender and Questioning (LGBTQ) homeless youth. The book offers two kinds of address: personal narratives by survivors of youth homelessness, and informative essays by organizations that specifically assist LGBTQ homeless youth.‘

Barriers to Optimal Care between Physicians and Lesbian, Gay, Bisexual, Transgender, and Questioning Adolescent Patients

The objective of this article was to identify barriers to optimal care between physicians and LGBTQ (lesbian, gay, bisexual, transgender, and questioning) adolescents. To this end, 464 anonymous, self-administered surveys were distributed in 2003 to residents and attending physicians in pediatrics, internal medicine, obstetrics-gynecology, psychiatry, emergency medicine, and family practice at Upstate Medical University. The survey included questions pertaining to practice, knowledge, and attitude pertaining to lesbian, gay, transgender, or questioning (LGBTQ) adolescents. One hundred eight four surveys were returned. The majority of physicians would not regularly discuss sexual orientation, sexual attraction, or gender identity while taking a sexual history from a sexually active adolescent. As well, the majority of physicians would not ask patients about sexual orientation if an adolescent presented with depression, suicidal thoughts, or had attempted suicide. If an adolescent stated that he or she was not sexually active, 41% of physicians reported that they would not ask additional sexual health-related questions. Only 57% agreed to an association between being a LGBTQ adolescent and suicide. The majority of physicians did not believe that they had all the skills they needed to address issues of sexual orientation with adolescents, and that sexual orientation should be addressed more often with these patients and in the course of training. This study concludes that barriers in providing optimal care for LGBTQ adolescents can be found with regard to practice, knowledge, and attitude regardless of medical field and other demographics collected. Opportunities exist to enhance care for LGBTQ adolescents.

Healthcare Preferences of Lesbian, Gay, Bisexual, Transgender and Questioning Youth

Lesbian, gay, bisexual, transgender and questioning (LGBTQ) youth appear to be at higher risk for certain adverse health outcomes, and to have several personal, cultural and structural barriers to accessing healthcare. Little is known, however, about the experiences of LGBTQ youth with healthcare providers and healthcare services. Our goal was to recruit a sample of LGBTQ youth and to determine their preferences regarding healthcare providers, healthcare settings and the health issues that they consider important to discuss with a healthcare provider. We conducted a cross-sectional Internet-based survey. Respondents ages 13-21 years and living in the U.S. or Canada were asked to review three lists of items pertaining to qualities of healthcare providers, qualities of offices or health centers, and concerns or problems to discuss with a healthcare provider, and then to assign for each item a relative importance. Items in each of the three lists were then ranked, and differences among ranks were assessed. Inter-group differences by age, gender, and race/ethnicity were also assessed. 733 youth met eligibility criteria. Youth indicated as most important competence overall and specifically in issues unique to taking care of youth and LGBTQ persons, as well as being respected and treated by providers the same as other youth. Notably, youth ranked as least important the provider's gender and sexual orientation. Youth ranked accessibility issues higher than specific services provided. As health concerns to discuss with a provider, youth ranked preventive healthcare, nutrition, safe sex, and family as important as common morbidities. Youth placed as much importance on provider qualities and interpersonal skills as provider knowledge and experience, and placed little importance on a provider's gender and sexual orientation. Youth indicated the importance of providers addressing not only health risks, but also wellness and health promotion, and to do so within the context of home and family. Subgroup analyses underscore the need for greater sensitivity to both cultural and developmental differences among LGBTQ youth. These results provide a foundation for further research about healthcare services and delivery systems for youth, training initiatives for healthcare providers, and the role of utilizing the Internet for health research purposes to access and recruit hard-to-reach youth.