Playing it safe: addressing the emotional and physical health of lesbian and gay pupils in the U.K

Shame-Based Experiences of Homophobic Bullying and Mental Health: The Mediating Role of Self-Compassionate Actions

Homophobic experiences with traumatic characteristics related to shame are more frequent among sexual minority (SM) than heterosexual individuals. Concurrently, SM individuals present higher levels of psychopathology and transdiagnostic processes (e.g., shame) than heterosexual individuals. Self-compassion has been identified as a protective mechanism that counteracts the effects of shame. The current study aimed to analyse which components of self-compassion affect mental health and test the mediating role of self-compassion in the relationship between feelings of shame in traumatic homophobic bullying experiences (THBEs) and psychopathology indicators (depression, anxiety, and social anxiety symptoms). In this study, 190 Portuguese SM individuals (Mage = 28.3, SD = 7.5) completed self-report measures assessing traumatic experiences, self-compassion, and psychopathology. Data were explored with SPSS and AMOS. Regression analyses showed that internal shame felt during THBE and compassionate actions predicted psychopathology outcomes. Mediation analyses revealed that internal shame during a THBE had a significant indirect effect on all psychopathology outcomes through compassionate actions. In other words, internal shame during a THBE was significantly associated with depression, anxiety, and social anxiety, and these relationships were partially mediated by compassionate actions. Our results reinforce the importance of developing compassionate actions towards the self as a possible protective factor for psychopathology among SM individuals.

"Can Anybody Help Me?" High School Teachers' Experiences on LGBTphobia Perception, Teaching Intervention and Training on Affective and Sexual Diversity

This article analyzes the perceptions of sexual affective diversity among teachers in Spanish high schools. Specifically, we address LGBTphobia, and teacher intervention and training through a survey study of 119 teachers. We administered a questionnaire to investigate these issues based on other studies. The data were analyzed on the basis of descriptive statistics. We attempted to answer three research questions: How do teachers analyze LGBTphobia in high schools? What is their experience and teaching intervention with regard to affective and sexual diversity? What perception exists in high schools about the need for training and education on affective and sexual diversity? The study concludes that high schools and their communities remain hostile places for LGBT students. Therefore, incorporating training into teaching practice and rethinking pedagogy from a queer perspective is fundamental to building an inclusive educational culture.

Tales From the Chalkface: Using Narratives to Explore Agency, Resilience, and Identity of Gay Teachers

Existing literature is dominated by accounts which position gay teachers as victims. We were concerned that this only presented a partial insight into the experiences of gay teachers. This study researched the personal and professional experiences of four gay teachers in England. It builds on existing research by presenting positive narratives rather than positioning gay teachers as victims. We use the term "chalkface" to illustrate that all were practicing teachers. The purpose of the study was to explore their experiences as gay teachers throughout their careers. The study used the life history method to create narratives of each participant. Semi-structured interviews were used. The study found that the repeal of Section 28 in England in 2003 did not have an immediate effect on the identities, resilience, and agency of the participants. The 2010 Equality Act in England and changes to the school inspection framework had a greater influence in supporting their agency, resilience, and willingness to merge personal and professional identities. All but one participant managed to use their identities as gay teachers to advance inclusion and social justice through the curriculum. Although the narratives that we have presented do illuminate some negative experiences, the accounts are largely positive, in contrast with existing literature which positions gay teachers as victims.

The intersection of youth masculinities, decreasing homophobia and class: an ethnography

This article examines the emergence of progressive attitudes toward homosexuality among working-class boys in a sixth form in the south of England to develop an intersectional analysis of class, youth masculinities and decreasing homophobia. Drawing on three months of ethnographic data collection, I find that working-class male youth intellectualize pro-gay attitudes and that homophobic language is almost entirely absent from the setting. I document the presence of homosocial tactility, as well as the valuing of friendship and emotional closeness. However, these behaviours are less pronounced than documented among middle-class boys, and I use these findings to advance understanding of how class influences the development of inclusive attitudes and behaviours. Inclusive masculinity theory is used to understand these findings, refining the theory and extending it to a new demographic.

Gay children and suicidality: the importance of professional nurturance

Suicidality among young people is a global concern, with international studies demonstrating an increased prevalence among young gay men. Being gay is not inevitably linked to mental illness, but growing up gay in a heterosexist society can compromise mental well being. This qualitative study, using free association narrative interviewing, offers an in-depth understanding of gay men's experience. One shared experience that emerged was "knowing and not knowing," the story of gay children growing up in a heterosexist society. This story provides valuable insights for mental health nurses becoming more attuned to the importance of providing professional nurturing of gay children.

Discrimination Against Same Sex Attracted Youth: The Role of the School Counsellor

Beginning with a discussion of current legislation in Australia around inclusion, this paper highlights recent research into the school experience of Same Sex Attracted Youth (SSAY), including the issues faced by students, and the negative outcomes of such experiences. The school experiences of SSAY youth is positioned within a social justice framework. The critical role that school counsellors can play in determining school culture is examined. The role of a school counsellor as part of a pastoral care team within school management is also highlighted. Factors that may influence a more supportive and inclusive school culture are discussed.

Culture and contact in the promotion and reduction of anti-gay prejudice: evidence from Jamaica and Britain

Jamaica has been called "the most homophobic place on Earth" ( Padgett, 2006 , p. 1), and has been involved in numerous international incidents with Britain, and other countries, concerning anti-gay prejudice. However, neither the severity of Jamaican anti-gay prejudice, nor any means of reducing this prejudice has ever been empirically investigated. Intergroup contact-social interaction with a person from another group-is one of the most successful and widely used social-psychological interventions to reduce prejudice and improve intergroup relations. In this article, we compared sexual prejudice in Jamaica to that in Britain and investigated the relationship between contact and sexual prejudice in both countries. Jamaican participants reported more negative attitudes toward gay men than did British participants, but contact was more strongly associated with reduced sexual prejudice for Jamaican participants than for British participants. Implications for reducing Jamaican sexual prejudice are discussed.

Mapping the terrain of homosexually-themed language

In this article, I present a new model for understanding homosexually-themed language. By detailing how old conceptualizations of homophobic language no longer maintain heuristic utility in explaining the social dynamics of many sport and educational settings, I situate other conceptualizations of homosexually-themed language depending on the cultural context. I argue that whether language is considered homophobic, or whether it is better conceptualized as fag discourse, gay discourse or pro-gay language, is primarily dependent on the homohysteria of a setting. This model should enable scholars and educators to understand the operation of homosexually-themed language in society and properly evaluate the homophobia of a setting.

Understanding boys': thinking through boys, masculinity and suicide

In the UK, the media are reporting increasing rates of childhood suicide, while highlighting that increasing numbers of pre-adolescent boys (in relation to girls) are diagnosed as mentally ill. In response, academic, professional and political commentators are explaining this as a consequence of gender. One way of doing this has been to apply adult defined understandings of men and masculinities to the attitudes and behaviours of pre-adolescent boys. As a consequence, explanations of these trends point to either 'too much' masculinity, such as an inability to express feelings and seek help, or 'not enough' masculinity that results in isolation and rejection from significant others, such as peer groups. Using a discourse analysis of semi-structured interviews with 28 children aged 9-13 (12 male, 16 females) and 12 school staff at a school in North East England, this article questions the viability of using normative models of masculinity as an explanatory tool for explaining boys' behaviours and suggests that researchers in the field of gender and suicide consider how boys' genders may be constituted differently. We develop this argument in three ways. First, it is argued that studies that use masculinity tend to reduce the formation of gender to the articulation of power across and between men and other men and women. Second, we argue that approaches to understanding boys' behaviours are simplistically grafting masculinity as a conceptual frame onto boy's attitudes and behaviours. In response, we suggest that it is important to re-think how we gender younger boys. The final section focuses specifically on the ways that boys engage in friendships. The significance of this section is that we need to question how notions of communication, integration and isolation, key features of suicide behaviours, are framed through the local production of friendships.

Coming out to talk about suicide: gay men and suicidality

International studies report increased rates of mental health problems and subsequent suicidality among homosexual populations. While international health-care policy is concerned with reducing suicide among young people, important research findings relating to gay people and suicidality remain unacknowledged in the Suicide Prevention Strategy for England. This qualitative study, utilizing single case studies, was used to gain an in-depth understanding of the life experiences contributing to the suicidality of four gay men. The methodology was psychoanalytically informed, using free association narrative interviewing. The initial data analysis involved interpretation of each of the case studies and a subsequent analysis exploring the shared experiences found in each of the individual narratives. Thematically, these are described as 'knowing and not knowing', 'the centrality of the father-son relationship', 'the loneliness of outsiderness', 'leading a double life', and 'crime and punishment'. The significance of the life experiences these themes illustrate reveal why some gay men might not only experience long-term mental health problems, but also engage in suicidality. Individually and collectively, the analyses provide important insights for mental health nurses becoming more attuned to provide sensitive mental health care to those who have a gay sexual orientation.

Hirschfeld to hooker to herek to high schools: a study of the history and development of GLBT empirical research, institutional policies, and the relationship between the two

Empirical gay, lesbian, bisexual, and transgender (GLBT) research has passed through three stages. Transitions between stages have been caused by an interaction of empirical research and institutional policies. The first period is from the late 1800s up to 1972, when research focused on categorizing homosexuality as a disease, treatments for homosexuality, and then research refuting the disease model. The second period ran from 1972 to approximately 1990, when researchers began to apply the disease model not to GLBT persons, but rather to those having negative attitudes toward homosexuality (homophobia), and researchers began to look at what it was like to be a GLBT person from GLBT persons' perspectives. The third period began in the early 1990s and continues today, when researchers focus on institutions, particularly action research aimed at changing institutions.