Presented June 21, 2012 - Part of 2012 Collaborative Mentoring Webinar Series Education Northwest/National Mentoring Center, Friends For Youth, Indiana Mentoring Partnership, Kansas Mentors, Mass Mentoring Partnership, Mentoring Partnership of Minnesota, Mentor Michigan, Mobius Mentors, Oregon Mentors and other partners are working together in 2012 to deliver this free monthly webinar series for mentoring professionals. For updates about upcoming webinars, join and follow the Mentoring Forums at http://mentoringforums.educationnorthwest.org.

1. 2012 Collaborative Mentoring Webinar Series
Better Mentoring for the
LGBTQ Youth in Your
Program: Stepping Up to
the Challenge
Collaboration of Education Northwest/National Mentoring Center, Friends
for Youth, Indiana Mentoring Partnership, Mentor Michigan, Mentoring
Partnership of Minnesota, and Oregon Mentors
June 2012

2. 2012 Collaborative Mentoring
Webinar Series
o Research Meghan Ferns
Oregon Mentors
o Practice
o Innovation
Sarah Kremer
Date: Third Thursday of every Friends for Youth
month.
April Riordan
Time: 10-11:15am Pacific/11am- Mentoring Partnership of
12:15pm Mountain/12-1:15 pm Minnesota
Central/1-2:15pm Eastern
Celeste Janssen
Cost: Free
Oregon Mentors
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3. Good to Know…
All attendees will receive an email after the webinar
that will include:
 Instructions for how to access PDF of
presentation slides and webinar recording
 Link to the Mentoring Forum for resources,
contact information & opportunities to continue
the dialogue
Please help us by taking the time to complete a
short 5-question survey as you exit the webinar.
2

4. Participate in Today’s Webinar
• All attendees muted for best
sound
• Type questions and
comments in the question
box
• We may invite you to “raise
your hand” during interactive
activities
3

5. Today’s Webinar
1. Definitions
2. Research (statistics and
more)
3. Programming Suggestions
Q & A throughout
the presentation
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6. Christian Rummell
• Doctoral Research Scholar, Center for
Interdisciplinary Mentoring Research,
Portland State University
• Formerly, Director of Mentoring Support
Services at MENTOR, and Training and
Technical Assistance Associate at
Education NW
• AmeriCorps Program Director at the “I
Have a Dream” Foundation
CHRISTIAN RUMMELL Christian@mentorist.org
EXECUTIVE DIRECTOR, (p) 415-571-8506
MENTORIST
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7. Linda Peterson
• Almost five years with MMP
• Created and conducts the MMP
LGBTQ training for mentoring program
staff in Mass
• Former Vice President of the Greater
Boston PFLAG Board of Directors
• Current Committee Member of North
Shore Pride, Inc. an LGBT organization
in Mass
LINDA PETERSON
MANAGER OF TRAINING & TA Main 617.695.1200
MASS MENTORING
LPeterson@massmentors.org
PARTNERSHIPS
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8. LGBTQ Definitions (1)
• L= Lesbian = Used for women who are
homosexual
• G = Gay = Typically used to describe men
who are homosexual, but the term can be
used for women as well
• B = Bisexual = Someone whose romantic and
sexual attraction is directed at both genders
• T = Transgender = Describes someone
whose gender identify or expression differs
from what was associated with his/her
physical sex at birth
• Q = Questioning = Someone who is unsure of
his/her sexual orientation and questioning the
identify of his/her feelings.
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9. LGBTQ Definitions (2)
• Sexual orientation = Direction of one’s sexual attraction, based on
feeling and not behavior
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10. Research
Helping to Unlock Mentoring’s Potential for Supporting Gay Youth
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11. Unpacking our own
experiences: What do you
see youth in your program
struggling with?
In your own work, what
types of struggles and
challenges do you see gay
youth facing?
Please type this into the
chat box.

12. My story
My “Otherness”

13. Research
Given these stories and experiences, what
published studies are out there to offer
support for Gay youth?
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14. Research on Mentoring Gay
youth
The Headlines
• Fair amount of studies that describe the need for
support (risk factors, effects of victimization, etc.)
• Not much on formal mentoring for youth
• Growing body of research on Role models and
Informal Mentoring (2012)
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15. What are the Risk
Factors?
• Climate
• Victimization and
Stress
• Social Interaction
Anxiety
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16. Climate
• Homophobia: The irrational fear of homosexuality resulting in
prejudice and discrimination of GLBT people
• Transphobia: The irrational fear of those who are gender diverse
and/or the inability to deal with gender ambiguity. (SAMHSA)
• Heterosexism: Institutionalized and cultural homophobia: the
legitimization of prejudice on the basis of non-heterosexual
orientation through overt social practices and systems and covert
social mores and customs (Brown and Colbourne, 2005)
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17. The Effects of “Otherness”
Victimization and Stress
Verbal and Physical Increased Risk of HIV
Abuse in School • 14% African American
Settings • 7% Latino (CDC,
• 3/4 hear derogatory 2008)
comments in school
“often”
• 40% were physically
harassed
• 53% cyberbullied
(GLSEN)
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18. The Effects of “Otherness”
Victimization and Stress
Drug and Alcohol Use/ High Risk Sexual
Behaviors(Garofalo, 1998)
More likely to use cocaine, early initiation of drug
and alcohol use. Engaged in high risk sexual
behaviors
Meth Use Ever (CDC, 2011)
 Heterosexual (3.5%)
 Gay/Lesbian (21.5%)
 Bisexual (15%)
 Not Sure (13%)
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19. The Effects of “Otherness”
Victimization and Stress
Suicide and Suicidal Ideation
28% self-reported suicide attempt (Ramafedi et al,
1998)
Attempts past 12 mo. (CDC, 2011):
 Heterosexual (6.5%)
 Gay/Lesbian (25%)
 Bisexual (28%)
 Not Sure (18.5%)
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20. The Effects of “Otherness”
Social Interaction Anxiety
• Characterized as “fear of initiating and
maintaining social conversations and
interactions with others”
• Barrier to receiving support that is available to
them
• Reflects an important challenge for this
population to fully utilize social supports even
when these supports are available to them* (Safron and
Pantalone, 2006)
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21. Question
• What if our program serves younger
populations?
• What if we don’t have any openly gay
youth?
• Does this really matter for us, too?
• What does the research say?
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22. Sexual Orientation and Sexual
Minority Identity Development
Male Gay Youth (on Lesbian Youth (on average)
average):
• Report same-sex feelings at
• Report same-sex feelings age 11
at age 10
• Begin to self-label at age 16
• Begin to self-label at age
15 • First disclose sexuality to
others at age 17
• First disclose their
sexuality to others at age
17
(D’augelli, 2006)

23. Crucial Identity Developmental
Period
Aware of being different
Exploring that awareness
Looking for support from others/ in social
relationships (+/-)
Learning how to navigate and share their
difference as part of a marginalized group in
society (synthesis)

24. Mentoring: A Guiding Study
Ross (2005) Informal and Formal Relationships
Benefits: increases in well-being, improvement
as a college student, commitment to give
back to the gay community
Mentors play a role in:
Mentee “unlearning” and “learning”
Support for Conflict
Gain access to positive role models

25. Research on Mentoring
Natural Mentoring Impact of Role Models
Relationships (Torres,Harper, on Health Outcomes (Bird,
Sanchez, Fernandez, 2012) Kuhns, & Garofalo, 2012)
Presence and Use: Type of role model and
– Social support implications:
– Emotional support – No effect on multiple
– Informational support risk factors
– Self-appraisal support – Less accessible role
models= >
– Unconditional support
psychological distress

26. My Dissertation
1:1 Long-Term Formal Mentoring
Relationships for Gay Youth (1 year or
longer)
• What do they look like?
• Benefits? Characteristics? Drawbacks?
• Support for Identity Development?
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27. Conclusion
• Need exists for support
• Role Models (and Mentors) may offer
important protective benefits and support
during critical periods of development
• Like other mentoring relationships,
additional harm can be done if
relationships are not done intentionally.

28. Program Practices
Strategies, Tips, and Suggestions to
Strengthen Services for LGBT Youth

29. Don’ts to Disclosure
• Do not say:
– Are you sure?
– It’s just a phase.
– I don’t want to hear about it.
– You need counseling.
– I am so sorry.
– Have you tried dating someone of the opposite sex?
• Do not ask questions that would have been
considered rude before the disclosure.
• Do not criticize the youth for being different.
• Do not assume the youth is sexually active.

30. Steps for Programs
• Conduct an Organizational Assessment
• Provide staff with an LGBTQ training
• Ask staff to complete a Personal Self
Assessment
• Screen and Train and Support Mentors
• Provide a Safe Space for LGBTQ Youth

31. Signaling a Safe Space

32. Points to Remember
• LGBTQ youth hear negative slang from
– Family
– Friends
– The street
– Their schools
– Internet
– Radio
– TV

33. Points to Remember
• LGBTQ youth – whether “out” or “in the
closet” – don’t always have a safe place or
person to turn to for guidance and support
• Youth may be “out” with program staff, his
or her mentor, and friends, but NOT be
“out” at home.

34. Organizational Assessment
• What are your policies for accepting an
LGBT mentor?
• Have you discussed in detail a
transgender mentor? If so, who would you
match this person with?

35. Organizational Assessment
• Are LGBTQ individuals listed in your materials as people you
serve/welcome?
• Do staff orientations and volunteer trainings cover LGBTQ
issues?
• If you were an LGBTQ person at your organization would you
feel safe being open?
• Are LGBTQ materials visible at your organization?
• Are forms for mentors, families, mentees inclusive of same
gender households?
• Does your organization use contacts within the LGBT
community
Adapted from Mentoring Tactics: 2004 Center for Applied Research Solutions: Juan Barajas

36. Individual Staff Self-Assessment
• How comfortable am I talking about homosexuality?
• How do I respond to anti-gay jokes?
• What was I taught and what do I believe about
homosexuality?
• What would I do if I knew one of the youth in my
program was LGBTQ?
• Do I have LGBT friends?
• How would I feel if someone close to me came out as
LGBT?
• Do LGBTQ youth in my program feel safe with me?

37. Screening, Training, Supporting
Mentors
• During the application and screening process,
ask mentors to describe their comfort level with
LGBTQ (or perceived to be) youth.
• Not all mentors will be comfortable with a
LGBTQ youth – and youth may not disclose
during their own intake process.
• LGBTQ materials that are visible for youth lets
them know they are welcome and accepted.

38. Screening, Training, Supporting
Mentors
• All mentors should receive a training on working
with LGBTQ youth, which includes a reflection
on their own feelings and perceptions.
• Mentors should be trained on how to support
youth with disclosure.
• Staff should make it clear they are available for
support and for information and connection to
the LGBT community.

39. LGBTQ Youth Support
• The home may or may not be a safe place for a LGBTQ
youth
• Coming out takes a tremendous amount of energy
• Coming out is a continuous process
• Don’t assume you know how someone will react to a
youth coming out.
• LGBTQ youth need the same supports and services all
youth need. However, LGBTQ youth face unique
challenges.

40. Tips for Mentors
• Don’t assume the youth is heterosexual.
• Recognize that you cannot tell by looking at someone.
• Use inclusive language. Be accepting and open.
• Use the vocabulary the youth uses.
• Be supportive of youth who identify as heterosexual but are
attracted to same sex.
• Be alert to sudden changes in youth’s attitude about
homosexuality.
• Maintain confidentiality.
• Be aware of your own attitudes.
• Seek support from program staff and accurate information.
Adapted from the National Mentoring Center publication Mentoring Sexual Minority Youth.

41. Is Your Program Welcoming?

42. 41

43. Resources
GLSEN Safe Space Kit
http://safespace.glsen.org/
Mentoring Sexual Minority Youth
http://ppv.org/ppv/publication.asp?section_id=22&search_id=0&publicat
ion_id=33
Mentoring Gay, Lesbian, Bisexual, and
Transgender Youth
http://www.emt.org/userfiles/LGBTYMENTAC.pdf
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44. Additional Resources: Transgender
Youth
Answers to Your Questions About Transgender
People
http://www.apa.org/topics/sexuality/transgender.pdf
Transactive
http://www.transactiveonline.org/community_educat
ion/quick_facts.php
Working with Transgender Youth
http://data.lambdalegal.org/publications/downloads/
gdtb_working-with-transgender-youth.pdf
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45. Before we go…
All attendees will receive an email after the webinar
that will include:
 Instructions for how to access PDF of
presentation slides and webinar recording
 Link to the Mentoring Forum for resources,
contact information & opportunities to continue
the dialogue
Please help us by taking the time to complete a
short 5-question survey as you exit the webinar.
44

46. The Mentoring Forums
45

47. Future Webinars
July 19 - Pushing the Boundaries of Mentoring: Tentative Future
SIYM 2012 Preview Topics:
The Summer Institute on Youth Mentoring (SIYM), is August 16 - School-
a weeklong, intensive institute at Portland State based mentoring
University. This summer, SIYM will feature research
on innovative and non-traditional models of youth
mentoring. Along with SIYM research fellows and September 20 –
participants (both past and present) this webinar will Closure
explore how these programs "on the edge" differ
from traditional models, identify commonalities and October 18 –
consider ways that both traditional and non- Public/Private Ventures
traditional programs can learn from each other. (June publication give-
away!)
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48. 2012 Collaborative Mentoring Webinar Series
Thank you!
Meghan Ferns, meghan@oregonmentors.org
Sarah Kremer, sarah@friendsforyouth.org
April Riordan, april@mpmn.org
Celeste Janssen, celeste@oregonmentors.org
Collaboration of Education Northwest/National Mentoring Center, Friends
for Youth, Indiana Mentoring Partnership, Mentor Michigan, Mentoring
Partnership of Minnesota, and Oregon Mentors