Part of a training program aimed at encouraging faculty, staff and students at Fanshawe College to become "Positive Space" allies for GLBTTQQ students. If you wish to have this workshop presented in your classroom or department, contact Candice in the Counselling and Student Life Department, F2010, Fanshawe College.

1. POSITIVE SPACE At Fanshawe College

3. Parental rejection

4. Substance abuse

5. Affiliation with fundamentalist religious organizations

7. The comparable ratio for girls was less pronounced; one and a half (gender identity issues) to one (gender-conforming).

9. Despite progress in several areas, scholarship on specific marginalized groups within the LGBTTQ community is sparse: LGBTTQ people of colour, bisexual women and men, lesbians, people with disabilities, and transgendered individuals. (Phillips et al., 2003) Phillips also noted a lack of attention to “within-group differences: LGBTTQ people of colour, and bisexual people.

10. People of colour include First Nations people who generally, are at higher risk for multiple problems, including suicide.

11. In the US, First Nations youth are 2 – 2.5 times more likely to commit suicide than their white cohorts.

12. In Canada, their risk for attempting suicide, ranges from 1.4 – 5.6 times the risk, compared to their non-aboriginal peers.

13. What is “Positive Space”? “Positive Space” entails creating a warm and welcoming community for LGBTQ people. This includes other groups with alternative sexuality, including transgendered, and “two-spirited” peoples (GLBT people of aboriginal descent).

17. How to Participate Attend a Positive Space workshop, which examines attitudes and beliefs, raises awareness of the possible issues facing LGBTTQ persons, builds skills, and offers resources to participants. After attending a Positive Space workshop, display the Positive Space logo in your workspace.

19. Commitment The length of your commitment to the Positive Space Program is up to you. While an active participant, display your logo within your work area. Should you decide to discontinue your participation, you may do so at any time. Being an ally may be difficult, at times. However, the rewards include knowing that you are contributing to a more open and caring community. Your involvement will help to foster a greater sense of inclusion for all members of the College community.

20. Guidelines for Allies Refer students to the Counselling and Student Life Department (F2010) when appropriate (see section 1c). If a student is experiencing psychological distress and/or is having trouble coping, suggest that speaking to a Counsellor may be helpful. Please inform us (Ext. #4282) if you are leaving Fanshawe College, changing office locations, or want to withdraw from the Program. Keep your resource manual in a location that is accessible and familiar to you. Feel free to copy any materials from the manual for individual students and/or colleagues. Please contact Candice Lawrence (Extension 4307) with any questions or suggestions.

21. Guidelines…. (continued) Respect each person’s privacy. We are asking that you keep contacts confidential. Please refer to the Cass Model of Sexual Identity Development, (see section 3 b). A student or colleague may be exploring her/his sexuality and may not identify as a LGBTTQ person even though s/he is engaging in a same-sex relationship. You may find yourself being an advocate, teacher, advisor, or mentor to those who seek your support. Participants must maintain clear, professional boundaries at all times.

23. Currently, there is a GLBTTQ Student Club, called “Spectrum”. You may also suggest that they contact the FSU (Fanshawe Student Union) office, to inquire.

25. Things that Discourage People from Becoming an Ally Being “labeled” a gay, lesbian, or bisexual person by the heterosexual population. Being worried that they will become victim of overt or covert discrimination in their work environment. Not understanding the culture and lingo, which may be difficult without assistance from a member of the LGBTTQ group. Allies may be mocked and ridiculed by heterosexuals that view the issue as unimportant, unpopular, or who are extremely homophobic. Allies may be alienated by those who aren’t comfortable with the topic. Due to some past experiences with heterosexuals, the LGBTTQQ population may question the ally’s motivation.

26. Benefits of Being an Ally Opens one up to the possibility of close relationships with an additional 10% of the population. Provides opportunities to learn from, teach, and have an impact on a population with whom you may not otherwise reach. Has the potential to reduce your likelihood of stereotyping based on sex roles. You may be the reason an individual finally decides that his/her life is worth something. You will expand your experience of the world, and improve your tolerance of difference.

27. Four Basic Levels of Ally Development AWARENESS: Explore how you’re different from and similar to GLBTQ people. Gain this awareness through talking with LGBTTQ people, attending workshops, and self-examination. KNOWLEDGE/EDUCATION: Begin to understand policies, laws and practices and how they affect LGBTTQ people. Educate yourself on the many communities and cultures of LGBTTQ people. SKILLS: This involves taking your awareness and knowledge and communicating it to others. Learn by doing. ACTION: This may be a frightening step for most people. Recognize this but also recognize that action is the only way to effect change.

29. Be comfortable with your own.

30. Understand the “coming out” process, realizing that it is not a one-time event.

31. This process is unique to LGBTQ people, bringing challenges that are not often understood.

32. Heterosexual people do not have to “claim” their heterosexuality.

34. Remember that LGBTTQ people are a diverse group. Each community within that community has unique issues and needs.

35. Know at least basic information about HIV/AIDS in order to address misinformation, and to be supportive of those who may be affected by this disease.

37. Religion and Spirituality

38. Relationships and Intimacy

39. Academic and Career Issues

40. Travel and vacation plans

42. Positive Space The Positive Space Program, Presentation, and Resource Manual was created with information gleaned from many national, provincial and local resources and websites. Special thanks: Bryan Luther, Associate Professor of Physics, Chair of the Safe Space Committee, Cocordia College in Moorehead, MN, USA John Major, www.halfabrain.ca

43. Contact Information CANDICE LAWRENCE, M.Ed., R.S.W. Counsellor/Educator Counselling and Student Life Department. LOCATION: Room F2010, PHONE: 519-452-4430, Extension 4307 EMAIL: clawrence@fanshawec.ca