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Salena, I love how organized your workshop was and you did a great job explaining the policy that affects this population. I liked how your 5 question survey followed along with your workshop!

1.The two roles of school social work are generalist and clinical social work.

2.The highest percentage of problems that LGBTQ students face is about 85%.

3.The Safe Schools Improvement Act amend that ESEA to require school districts that receive ESEA funds to have codes of conduct by restricting bullying and harassment on gender identity, race, and color of skin.

4. LGBTQ students don’t want to attend school because they will get harass, embarrassed and don’t feel safe there.

5.The first age that students find themselves as aware if they are gay, lesbian, bisexual, trans/queer would be around the age of 10. Labeling themselves gay would be age 14.

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The survey was different from ones I have taken in the past however I did like how Salena asked questions about the material on the LGBTQ population, to see if the participants were following along. The survey was easy to follow and included the 5 question requirement from the rubric.

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1. Two roles of a school social worker are generalist and clinical.
2. About 85% heard the word gay used in a demeaning way.
3. The Act amended the elementary and secondary education act to provide code of conducts for restricting bullying and harassment based off someone's skin color, race, ethnicity, culture.
4. LGBTQ students do not want to attend school because of the negative comments made by teachers and students makes them uncomfortable.
5.The median age of awareness is 10 and the labeling age is 14.

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Audience: School teachers, school staff & administration
I am going to talk about LGBTQ population and how our school can use strategic interventions to better improve the outcomes of this population. Academic, mental, and emotional needs will be focused on improving.

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Lesbian, Gay, Bisexual, Transgender and Queer/Questioning is what LGBTQ stands for. This population compared to straight youth are at a greater risk for depression, suicidal thoughts, isolation and poor academic success (Robinson, J., & Espelage, D., 2011). This population is growing where we will see a presence in school systems. Due to lack of awareness on how to support this population, students will struggle in their classwork as well as socially with their peers.
The median age of awareness for the LGBTQ is around 10 years old, while self-labeling as apart of LGBTQ begins at age 14 on average (Robinson, J., & Espelage, D., 2011).
According to a study performed in 2003, LGBTQ students were 5 times as likely to skip school because they did not feel safe there. Also, grades have been reportedly lower than their straight counterparts (Robinson, J., & Espelage, D., 2011). This calls for the need of quality interventions that will improve the education for these students and create a safer environment at school for the students that feel vulnerable.

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This survey shows the percentage of what LGBT students face at school.

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The Generalist & Clinical Roles of a School Social Worker 

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The Generalist & Clinical Roles of a School Social Worker 

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The generalist roles of a school social worker are promoting human well-being & applying reacheable intervention methods for students at the individual, group, and community levels. School social workers not only follow the school district's rules, but also the NASW Code of Ethics.
The clinical roles of a school social worker is more on the heath related side of things. Methods are of prevention and treatment in the mental health department. Behavioral/Emotional/Mental support and interventions will be provided by a clinical social worker.

Working with the LGBTQ population, a school social worker will be both generalist and clinical while developing a plan to assist students. For example, if a student visits the school social worker to talk about how they are really depressed and wants to be alone all of the time, the social worker will first focus on the well being of the student, making sure they have their basic needs met, then focusing on making their situation better by creating interventions to assist depression and the effects of it showing up at school.

Typically, a student will most likely have a diagnosis that needs to be worked on while at school and performing school related activities(Joyce-Beaulieu, D., Sulkowski, M., 2015).

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Internalizing Problem faced by LGBTQ students & How the problem can affect students’ academic outcomes? 

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Internalizing Problem faced by LGBTQ students & How the problem can affect students’ academic outcomes? 

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One internalizing problem that this population faces is Major Depressive Disorder. Symptoms of MDD are low mood, inability to concentrate, mood swings, feeling insignificant, isolation from peers and family (Joyce-Beaulieu, D., Sulkowski, M., 2015). By "coming out" to peers, parents and friends, it can put a stressor on these students which affects them academically and emotionally.

Depression results in these factors that lead to poor academic success:

skipping and avoiding classes

dropping out out school

low grades

poor attendance

poor concentration

lack of social skills

being verbally & physically harassed by other students

encountering homophobia and indifference by school personnel

(Robinson, J., & Espelage, D., 2011)

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Tier 1, 2, 3 - EIPs that can be offered by the School Social Worker in relation to LGBTQ population and bullying. 

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Tier 1, 2, 3 - EIPs that can be offered by the School Social Worker in relation to LGBTQ population and bullying. 

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(Tier 1) is the large scale effect involving the whole school. An EIP that can be used to target bullying that LGBTQ students are facing could be a guest speaker to talk about the importance of bullying and the effects it has on students. Students are to recognize a bully and let a teacher or school staff know so they can end bullying. Also, creating an anti-bullying policy that can be implemented with consequences.
Progress can be tracked by the school social worker by recording how many bully report incidents come through and compare them before the guest speaker came to the school.A Prevalence survey data involving students/staff/parents can also be used to track progress.

(Tier 2) is working with small groups. This tier, the school social worker can bring small groups of students to create effective social skills so they can feel comfortable around their peers again and make new friends. Creating strategies and positive thoughts in the groups as positive thinking. Also, motivational interviewing can be used to reduce anxiety and depression from bullying.
Progress monitoring can be tracked by requiring each student to come back to the small group within a certain time frame and share the amount of new friendships they have.

(Tier 3) is directly with an individual student. This tier can involve a more personal connection with the school social worker. An EIP can be targeted screening for mental health concerns (Robinson, J., & Espelage, D., 2011). Progress monitoring could include how many anxiety attacks or anger outbursts the student is having from being bullied.

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Micro level-Since this is one-on-one practice, the school social worker can help the LGBTQ student on individualized interventions that maybe personal to the student. Examples would be to talk about self-identity and awareness. Family issues they may be having as well.
Mezzo level - this level involves the school and community connections. The school social worker can involve the school on awareness of LGBTQ population and educate teachers and students on respect and the statistics.
Macro level - This level involves a much broader aspect from the school social worker. Advocating on the behalf of the LGBTQ populations to the state level.

(Massat et al., 2009).

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The Safe Schools Improvement Act(SSIA) would amend the Elementary and Secondary Education Act (ESEA) to require school districts in states that receive ESEA funds to have codes of conduct restricting bullying & harassment on the basis of color of skin, race, sex, disability, sexual orientation, gender identity, and religion ("Human rights", 2018). SSIA also requires that states report information on bullying and harassment to the Department of Education. The Department of Education would also be required to give Congress with a report on the state reported data about every two years ("Human rights", 2018). This act will definitely improve the academic success of LGBTQ students in schools.

SSIA is has such a positive effect on the LGBTQ population in schools. Since most of the children report harassment, bullying, depression and isolation, SSIA pinpoints the codes of conduct that prohibits this. This act will make students feel safer at school and during school functions and extracurricular activities. It lets individuals know that there is an act out there that recognizes them for who they are. With this type of legislative support, students, staff and families will feel relieved that there are databases that are keeping record of how much harassment occurs. Grades and attendance will eventually improve and so will the end of grade test scores.

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A short clip about LGBTQ students and their personal viewpoints about attending school.

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A short clip about LGBTQ students and their personal viewpoints about attending school.

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1. What are the two roles of the school social worker?
2. What was the highest percentage of problems LGBTQ students faced?
3. What did the Safe Schools Improvement Act amend?
4. Why are LGBTQ students scared to go to school?
5. What was the average age that students first are self aware that they are gay, lesbian, bisexual, trans, queer/questionable?