Why We Should Rethink Lgbt Teens

arch paper

Xizhao Liu (Amber)

FYS

04122016

Rethinking LGBT teenagers from psychology perspective

Introduction

Images of homosexuality since 1980s have become more prevalent in the USA than in previous decades, and as a result, some youth have clearly identities as they enter into middle school or High school. Since discriminations still exist among LGBT groups in this society, bulling, unfortunately, sexual harassment and violence still happen a lot on teenagers so that bulling perpetration and sexual harassment perpetration are major public health issues among them. From the research, the literature has documented numerous negative health impacts from both bullying and sexual harassment, and data shows that LGBT adolescents suffer

LGBT youth, as a pat of this society, are inevitable effected by different kinds of voices which are dangerous for mental health of teenagers. People should rethink what does gender identity mean to LGBT students, to their peers, or to the education system? As minorities, as teenagers, and as students, LGBTQ groups in middle school and high school must encounter different discriminations and bias, so people should come up with methods to help them. People should be attention about the ways that they help LGBT youth, because, for example, through Plaza’s research (2002), male teenagers generally label themselves as gay or bisexual slightly earlier than female teenagers. From data, more female teenagers label as gay or bisexual in elementary or middle school, and female teenager label themselves as lesbian or bisexual during high school (p. 60). So middle school and high school should act slightly different policies and helps on female teenagers or male

It demonstrated that lesbian, gay, and bisexual students from schools with LGBT support groups reported less discriminations than did those who attended schools without such programs. Similarly, Szalacha reported that students from schools with inclusive policies, GSAs, and teacher training programs were more likely to perceive their school environment as safe, tolerant, and respectful toward sexual minority individuals than were students from schools without these resources (p, 1208).

Evidence shows that policy and association are useful to prevent LGBT student from bullying and danger; however, bullying prevention programs and LGBT alliance are not enough to protect every homosexual teenager. Education system should take them seriously, and pay more attention on wellness of LGBT groups. And more importantly, increasing institutional support in schools will make sure that LGBT students can develop positive self-images into adulthood and have a better mental health.