DOCSLIB.ORG

Curriculum & Action Guide

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Curriculum & Action Guide DVD TITLE ARTSARTSFacilitating a Discussion IN AC IN ACTION Finding a Facilitator DIVERSE VOICES ON PAGE AND STAGE KRUDAS DEFINITION: AYA DE LEON Identify your own. When the 90’s hit,a all film the by Opie Boero ImwinkelriedIdentify your own. Whena film the by Jennifer 90’s hit, Ongiri all the new communication technologies offered new communication technologies offered people a new way to communicate that was people a new way to communicate that was ARTSeasier and more. INeasier and more. AC Be knowledgeable. When the 90’s hit, all the Be knowledgeable. When the 90’s hit, all the new communication technologies offered new communication technologies offered people a new way to communicate that was people a new way to communicate that was easier and more. easier and more. Be clear about your role. When the 90’s hit, Be clear about your role. When the 90’s hit, all the new communication technologies all the new communication technologies offered people a new way to communicate offered people a new way to communicate ARTSthat was easier and more. INthat was easier and more. AC Know your group. When the 90’s hit, all the Know your group. When the 90’s hit, all the new communication technologies offered new communication technologies offered people a new way to communicate that was people a new way to communicate that was easier and more. easier and more. JUNK BOX WARRIOR EL ABUELO BYRON CHIEF-MOON: GREY a film by Preeti AK Mistry a film by Dino Dinco HORSE RIDER a film by Marlene Millar and ARTS INPhilip SzporerAC Curriculum Guide ARTS INwww.frameline.org/distribution AC1 TABLE OF CONT ARTS IN ACTION Table of Contents FILM SYNOPSES : : : : : : : : : : : : : : : : : : : : 3 HOW TO USE THIS GUIDE : : : : : : : : : : 4 CLASSROOM CURRICULUM STANDARDS : : : : : : : : : : : : : 7 INTRODUCTION : : : : : : : : : : : : 9 KRUDAS : : : : : : : : : : : : : : 10 DEFINITION: AYA DE LEON : : : : : : : : 12 JUNK BOX WARRIOR & EL ABUELO: : : : : : : : : : : : : : : : : : : : 14 BYRON CHIEF-MOON GREY HORSE RIDER : : : : : : : : : : 15 RESOURCES : : : : : : : : : : : : : : 18 WORKSHEETS & HANDOUTS : : : : : : : : : : : : : 20 ACKNOWLEDGMENTS : : : : : : : : : : : 28 Youth In Motion is funded in part through the generous support of the Bob Ross Foundation. youthinmotion.frameline.org 2 ARTSFILM IN ACTION SYNOPSE Film Synopses KRUDAS dir. Opie Boero Imwinkelried : 2006 : 29 min. : Cuba : Spanish with English subtitles Krudas explores the lives of a Cuban lesbian couple who together perform as hip hop artists, serve as arts educators in their community, and founded a network of female hip hop artists in Cuba. Their work addresses social issues including lesbian rights, racism, and global politics. DEFINITION: AYA DE LEON dir. Jennifer Ongiri : 2007 : 27 min. : USA Whether dissecting images of women in hip hop or exposing the constructs of gender and beauty, Aya de Leon makes you laugh, makes you think, makes you listen. This documentary explores the writer/activist’s artistic process and the lives she touches as she moves through the world. JUNK BOX WARRIOR dir. Preeti AK Mistry : 2002 : 5 min. : USA Junk Box Warrior is an enchanting mesh of spoken word poetry and black- and-white images over a haunting soundtrack. Written by and starring Trans Slam poet Marcus Rene Van, this film explores the alienation, frustration, and fear of not fitting into society’s gender binary. EL ABUELO dir. Dino Dinco : 2008 : 4 min. : USA The lush words of young teacher and poet Joe Jimenez guide the viewer through a snapshot of his early life. Preconceived notions of gender and sexual orientation are challenged as we experience Jimenez methodically ironing his clothes while speaking of his love for his “firstvato ” (homeboy). BYRON CHIEF-MOON: GREY HORSE RIDER dir. Marlene Millar & Philip Szporer : 2007 : 48 min. : Canada Father, TV actor, dance artist, and proud member of the First Nations two-spirited gay community, Byron Chief-Moon’s fascinating art and life continously cross boundaries. By melding the history of his Canadian Blackfoot Confederacy tribe with issues of contemporary life, Chief-Moon’s work makes profound statements about identity and tradition. youthinmotion.frameline.org 3 ARTS IN CURRICULUMACTION Curriculum Guide How to Use this Curriculum Guide Each short film in this collection provides an exploration of a different artist’s creative process and the way she or he addresses questions of You have a right gender, sexual orientation, and race/ethnicity through various art forms. to address sexual Through the presentation of documentary interviews and first-person orientation, gender essays, these films offer a critical look at a diverse range of backgrounds identity, and gender and experiences. expression in the classroom. The curriculum in this guide is geared toward an English unit on analysis The California Student of style, point of view, and social context; however, the film and activities Safety and Violence are also appropriate for use in Visual Arts or Health courses, as well as Prevention Act of 2000 in social studies, sociology, psychology, civics, and film studies classes. (AB537) protects The accompanying Action Guide is geared toward students in Gay-Straight students, faculty, and staff in California Alliances; teachers may find this to be a useful classroom resource as well. public schools from discrimination and This guide contains California standards-based curriculum activities as harassment based on well as resources and suggestions for further study. While the films can actual or perceived be shown as a series, they may also be screened individually. As such, sexual orientation this guide is designed to be flexible for use in a variety of classroom and gender. This law means that California environments; some teachers may follow the curriculum in its entirety, public schools are while others may select certain activities or adapt elements of the guide to now responsible for supplement existing lesson plans. The guide includes: protecting lesbian, gay, bisexual, and • Background material to spark interest and build knowledge prior to transgender students watching the film (or those thought to be LGBT) from harassment • Lesson plans to encourage active viewing, critical thinking, and and discrimination so development of media literacy that every student has an equal opportunity • Discussion questions to provoke analysis and guide relevant to learn in a safe and conversation supportive environment regardless of her or his • Activities and projects to connect the film to core curriculum and sexual orientation or concepts gender identity. • Resources and suggestions for further study and action Using this guide is an excellent way to help The topics explored in this film may elicit some controversy. Be sure to ensure your school is compliant with prepare your audience in advance and review the Approaching the Material California state law! section of this guide for tips on facilitating discussions. youthinmotion.frameline.org 4 ARTS IN CURRICULUMACTION Curriculum Guide Approaching the Material Addressing LGBT-related topics at school, whether in the course of classroom instruction or during a club meeting, can raise controversy. Do I Need a Permission Before screening these films, it is important that you know your rights Slip to Address LGBT and responsibilities as a facilitator. In California, teaching about sexual Topics in the Classroom? orientation and gender identity is not only protected but is mandated by legislation. See GSA Network’s Fact Sheets on AB5371 and SB712 for more No. The California Comprehensive Sexual information. Health and HIV/AIDS Prevention Act of 2004 (SB71) clearly defines Facilitating Conversations on LGBT Issues that there is a difference • Agree upon ground rules for discussion as a class. Rules may include between sex education and anti-harassment an agreement to maintain confidentiality, refrain from using slurs or or anti-bias trainings making personal attacks, and speaking one at a time. that are designed to create safe learning • Work to establish a forum for a free and respectful exchange of ideas. Do environments for people not attempt to change anyone’s point of view. of all sexual orientations and gender identities. • Be aware that although you may not have an openly LGBT student in your SB71 clearly states that class, you may have students who are not “out,” are questioning parental notification their identities, are gender non-conforming, or who have LGBT family and consent policies members or friends. Likewise, students may be affected by negative apply only to sexual or hurtful comments whether or not these comments are directed health education, HIV/AIDS prevention specifically at them. education, and related • Resist the urge to put LGBT students, those perceived to be LGBT, or those assessments. The law does not permit parents with LGBT family or friends in the spotlight as “experts.” Allow each to remove their student person in the room to speak only for themselves and on their own from other programs that terms and avoid inadvertently “outing” someone to their peers. cover gender, gender identity, and sexual • Establish as comfortable an environment as possible. Arrange seats in orientation or family life. a circle. Intervene when conversations become one-sided and pose questions to keep the conversation on track. For more information, see the GSA Network’s • Be honest about what you do and don’t know. Refer to the resources SB71 Fact Sheet2. section to encourage further exploration of the topic. Use phrases such as, “I don’t know,” “That’s a good question,” or “Let me do some research and get back to you on that.” 1 http://gsanetwork.org/resources/legal-resources/ab-537-fact-sheet 2 http://gsanetwork.org/resources/legal-resources/sb-71-fact-sheet youthinmotion.frameline.org 5 ARTS IN CURRICULUMACTION Curriculum Guide What to Do if You Encounter Homophobic or Hurtful Responses 1. Stop the behavior. Interrupt the comment or harassment. Do not pull a student aside unless absolutely necessary. Make sure all the students in the area hear your comments. Allow this to be a teachable moment.
Load more

Recommended publications
  • Trans Resources
    Resources Duke Child and Adolescent Gender Care www.dukehealth.org TransActive, support for trans* children and families http://www.transactiveonline.org Tarheel Transmen online support group Charlotte Gender Alliance, support group http://charlottegenderalliance.info/ Gender Benders- Greenville Support and Activist Group GLBTQ http://genderbenderssc.org/GenderBenders/Welcome.html Palmetto Gender Association, connecting trans* folks with resources in South Carolina chapters http://www.palmettotgassociation.org/default.html PFLAG: PFLAG Flat Rock/Hendersonville http://community.pflag.org WNC Trans Support Hotline through Campaign for Southern Equality 237-1323 Phoenix Transgender Support Group (meet every 2 months) phoenixtgs.weebly.com/ Asheville Transformers http://tranzmission.org/transformers-support- groups.html YouthOUTright for GLBTQ youth, ages 14-23, youthoutright.org/ QORDS a camp For lgbtqqia youth and youth of lgbtqqia parents ages 11-17. Social Justice and Music camp with year round events. www.qords.org Western NC Community Health Services 285-0622, www.wncchs.org/ Asheville Planned Parenthood 252-7928, hormone therapy, education, referrals Beloved House Asheville Trans* affirming homelessness resource, 39 Grove St. 242-8261 Mission Hospital Speech Therapy, contact Patricia Handlon 213-0850 24/7 Suicide Prevention Hotline 1-800-273-8255 the Trevor Project 866-4-U-TREVOR (866-488-7386) wehappytrans.com: for sharing positive trans experiences Anne L. Boedecker, PhD, The Transgender Guidebook: Keys to a Successful Transition,
    [Show full text]
  • True Colors Resource Guide
    bois M gender-neutral M t t F F INTERSEXALLY Lesbian butch INTERSEXALLY Lesbian polyamorousBirls queer Femme queer bisexual GAY GrrlsAsexual bisexual GAY bi-curious bi-curious QUEstioningtransgender bi-confident pansexualtranssexual QUEstioningtransgender bois bois gender-neutral M gender-neutralLOVEM gender-neutral t t F F INTERSEXALLY Lesbian butch INTERSEXALLY Lesbian butch Birls polyamorousBirls polyamorousBirls queer Femme queer Femme Asexual bisexual GAY GrrlsAsexual bisexual GAY GrrlsAsexual bi-curious bi-curious transsexual QUEstioningtransgender bi-confident pansexualtranssexual QUEstioningtransgender bi-confident pansexualtranssexual bois M gender-neutral gender-neutral M t t F F ALLY Lesbian INTERSEX butch INTERSEXALLY Birls polyamorousBirls queer Femme queer bisexual Asexual GAY GrrlsAsexual bisexual bi-curious bi-curious transsexual QUEstioningtransgender bi-confident pansexualtranssexual QUEstioningtransgender bois bois LOVE gender-neutral M gender-neutral t F INTERSEXALLY Lesbian butch INTERSEXALLY Lesbian butch polyamorousBirls polyamorousBirls queer Femme queer Femme bisexual GAY GrrlsAsexual bisexual GAY GrrlsAsexual bi-curious bi-curious QUEstioningtransgender bi-confident pansexualtranssexual QUEstioningtransgender bi-confident pansexualtranssexual bois bois M gender-neutral M gender-neutral t t F F INTERSEXALLY Lesbian butch INTERSEXALLY Lesbian butch polyamorousBirls polyamorousBirls queer Femme queer Femme bisexual GAY GrrlsAsexual bisexual GAY GrrlsAsexual bi-curious bi-curious QUEstioningtransgender bi-confident
    [Show full text]
  • COLAGE Winter 03C (Page 1)
    A PUBLICATION OF COLAGE (CHILDREN OF LESBIANS AND GAYS EVERYWHERE) 1 JUST FOR US # FOCUS ON EXTENDED FAMILY Vol.2003 15 FOR PEOPLE WITH LESBIAN, GAY, BISEXUAL AND TRANSGENDER PARENTS BREAKING THE SILENCE by Ryan LaLonde Just a year ago…. in so much pain, it is a testament to his strength and will. Grandpa lies in the hospital bed with an oxygen tube in his nose. He has been I can only stay a couple of days. admitted to the hospital because of Grandpa’s cancer is taking over his lungs complaints of chest pains. Formally and the medication has him going in and diagnosed as arthritis in his out of consciousness. Before I chest, the doctors now leave for the airport, LOSING FAMILY realize that it is actually Grandpa awakes. I try to take GAINING FAMILY Cancer, and it spreads fast. this opportunity to say good- by Whitney & Landon I fly in to see him. My mood bye, but all I can say is "I’m Modena-Kurpinsky is low; I know I am going to proud of you" as tears run lose Grandpa. He refuses down my face. He whispers Landon: My name is Landon Modena- chemotherapy and at his back, "I have always been Kurpinsky, I am 21 years old, and I live in San request is being prepped to proud of you". This is the Francisco. Last year I joined COLAGE’s new return to the family farm to first time I have ever heard group, the Youth Leadership in Action Program die with dignity in the these words from Grandpa.
    [Show full text]
  • Media Reference Guide
    media reference guide NINTH EDITION | AUGUST 2014 GLAAD MEDIA REFERENCE GUIDE / 1 GLAAD MEDIA CONTACTS National & Local News Media Sports Media [email protected] [email protected] Entertainment Media Religious Media [email protected] [email protected] Spanish-Language Media GLAAD Spokesperson Inquiries [email protected] [email protected] Transgender Media [email protected] glaad.org/mrg 2 / GLAAD MEDIA REFERENCE GUIDE TABLE OF CONTENTS INTRODUCTION FAIR, ACCURATE & INCLUSIVE 4 GLOSSARY OF TERMS / LANGUAGE LESBIAN / GAY / BISEXUAL 5 TERMS TO AVOID 9 TRANSGENDER 12 AP & NEW YORK TIMES STYLE 21 IN FOCUS COVERING THE BISEXUAL COMMUNITY 25 COVERING THE TRANSGENDER COMMUNITY 27 MARRIAGE 32 LGBT PARENTING 36 RELIGION & FAITH 40 HATE CRIMES 42 COVERING CRIMES WHEN THE ACCUSED IS LGBT 45 HIV, AIDS & THE LGBT COMMUNITY 47 “EX-GAYS” & “CONVERSION THERAPY” 46 LGBT PEOPLE IN SPORTS 51 DIRECTORY OF COMMUNITY RESOURCES 54 GLAAD MEDIA REFERENCE GUIDE / 3 INTRODUCTION Fair, Accurate & Inclusive Fair, accurate and inclusive news media coverage has played an important role in expanding public awareness and understanding of lesbian, gay, bisexual and transgender (LGBT) lives. However, many reporters, editors and producers continue to face challenges covering these issues in a complex, often rhetorically charged, climate. Media coverage of LGBT people has become increasingly multi-dimensional, reflecting both the diversity of our community and the growing visibility of our families and our relationships. As a result, reporting that remains mired in simplistic, predictable “pro-gay”/”anti-gay” dualisms does a disservice to readers seeking information on the diversity of opinion and experience within our community. Misinformation and misconceptions about our lives can be corrected when journalists diligently research the facts and expose the myths (such as pernicious claims that gay people are more likely to sexually abuse children) that often are used against us.
    [Show full text]
  • Safe Zone Quick Reference Guide Campuses All Across the Country and Around the World
    Quick Reference Guide provides a way to easily and quickly access basic information about resources. For more in-depth information, please use the electronic version of the full manual provided on this CD. ------------------------------ Quick Reference Guide Table of Contents 2 What is Safe Zone? 4 What does it mean to be an ally? 6 Heterosexism 8 Coming out 10 Frequently Asked Questions 14 Intersecting Identities UNC-CH Safe Zone 16 Campus Resources 18 Local and Regional Resources Digital Manual & Quick 22 National Resources Reference Guide A program of the LGBTQ Center at UNC-CH Latina/o Lesbian, Gay Bisexual & Transgender Organization (LLEGO) Parents, Families, and Friends of Lesbians What is Safe Zone? www.llego.org/ and Gays (PFLAG) Works to overcome social, health, and www.pflag.org/ political barriers faced due to sexual PFLAG's support and coming out pages The Safe Zone Ally program is a symbol of this orientation, gender identity and ethnic provide support to help both family and background. friends of gay, lesbian, bisexual, and University's efforts to increase awareness and inclusion transgender (GLBT) people, and GLBT people National Black Justice Coalition themselves. There are informational pages of people of all sexual orientations, gender identities, www.nbjcoalition.org/ for family members, friends, and also for Black LGBT people and allies dedicated to GLBT or questioning people. and gender expressions. The purpose of Safe Zone is to fostering equality. The Southern Poverty Law Center's create a network of visible allies
    [Show full text]
  • Building Bridges: Queer Families in Early Childhood Education
    About Copyright © 2009 Atkinson Centre for Society and Child Development Although Building Bridges: Queer Families in Early Childhood Education is copyright protected, the authors and sponsors encourage readers to download the document from www.oise.utoronto.ca/atkinson/ or www.childcareontario.org. Permission is granted to photocopy or distribute with appropriate acknowledgement of the source, and the authors would like to be informed about uses of this material in publications, conference, policy development or classroom. Ontario Institute for Studies in Education. Ontario Coalition for Better Child Care University of Toronto 489 College Street 252 Bloor Street West, 9th Floor Suite 206 Toronto, Ontario M5S 1V6 CANADA Toronto, Ontario M6G 1A5 CANADA (416) 978-0940 (416) 538-0628 Building Bridges: Queer Families in Early Childhood Education is available on-line at www.oise.utoronto.ca/atkinson/ and www.childcareontario.org Correspondence: [email protected] Building Bridges: Queer Families in Early Childhood Education Page 2 of 70 Table of Contents Acknowledgements 5 Introduction 6 Section A - Understanding the Language: 7 A Glossary of Terms 8 A History of Symbols 9 Section B - Legal Framework: 10 The Universal Declaration of Human Rights (December 2008) 11 An Overview of Queer Rights in Canada 12 Queer Rights Timeline 13 What Does the Law Say? 15 Toronto District School Board Equity Policy 15 University of Toronto Early Learning Centre – Philosophy of Inclusion and Access 16 Section C - Theoretical Framework: 17 The Heteronormative
    [Show full text]
  • COLAGE Summer 04
    A PUBLICATION OF COLAGE (CHILDREN OF LESBIANS AND GAYS EVERYWHERE) 2 JUST FOR US # FOCUS ON GENDER Vol.2004 16 BY & FOR PEOPLE WITH LESBIAN, GAY, BISEXUAL AND TRANSGENDER PARENTS BEING ONLY MYSELF ADULT SONS OF GAY FATHERS by Dakota Fine SPEAK ABOUT GENDER Orson A. Morrison, Psy.D. just think it must have been so diffi- “I t the age of “…I think we’re very similar around being nurturers cult,” she said. “What’s 3, my moth- … my dad was definitely a nurturer and he cooked that?” I respond, fully A er and father for me almost every night growing up, from clued into that which she divorced related to scratch. ….he would always hold my hand when I is referring, despite my my father’s com- was a kid when we were talking….a lot of physical feigned incomprehension. ing out as gay. contact ….It was this very active love and I “You know… growing up Although separat- definitely feel like I learned a lot about how to do without a father figure and all, I just think it must ed, both my moth- the really practical parts of love from my dad…” have been hard for you as a boy without a man to er and father Other sons talked about the differences relate to.” played significant roles in raising me. I often won- dered about the impact this family situation had on between themselves and their fathers: Elyse is my first cousin once removed, who lives in my own developing masculinity and sexual identity. “…I don’t know if there are many similarities.
    [Show full text]
  • Tips for Making GSA's Inclusive for Youth With
    Tips for Making GSA’s Inclusive for Youth with LGBTQ Parents There is a long history of youth with lesbian, gay, bisexual, transgender and/or queer parents being involved with Gay Straight Alliances. In fact, the very first GSA club was started by a straight daughter of lesbian moms with her LGBT peers and teacher because she was sick of hearing homophobia comments in the hallways. She understood that anti-gay words, harassment and discrimination directly impacted her as someone with LGBTQ parents. Youth involved in COLAGE are still today actively involved in GSA clubs all over the country. Both straight-identified and LGBTQ youth who have one or more LGBTQ parents bring leadership, unique perspectives and intimate knowledge of the harmful effects of homophobia and transphobia to student clubs. At the same time, GSAs do not always acknowledge or embrace the unique experiences of LGBTQ-parented students. Ruby from California shared, “I actually started my GSA as the daughter of lesbian moms. But I was one of the only people in it who had LGBTQ parents. COLAGErs {ie. people with one or more LGBTQ parents} didn’t feel like they had a place. The emphasis was on queer youth and straight allies and it wasn’t clear where COLAGErs would fit in.” Often youth with LGBTQ parents feel that they straddle a unique position within the community. Because they may have grown up immersed in gay culture and community and because they are impacted by homophobia and transphobia in very personal and unique ways, COLAGErs often report that the term “straight ally” doesn’t feel like it fits their roles and potential contributions to GSAs and other queer organizations.
    [Show full text]
  • Asking the Right Questions 2: Talking with Clients About Sexual Orientation and Gender Identity in Mental
    TALKING WITH CLIENTS ABOUT SEXUAL ORIENTATION AND GENDER IDENTITY IN MENTAL HEALTH, COUNSELLING AND ADDICTION SETTINGS TALKING WITH CLIENTS ABOUT SEXUAL ORIENTATION AND GENDER IDENTITY IN MENTAL HEALTH, COUNSELLING AND ADDICTION SETTINGS First edition written by Angela M. Barbara, Gloria Chaim and Farzana Doctor Revised by Angela M. Barbara and Farzana Doctor Research co-ordinated and conducted by Angela M. Barbara A Pan American Health Organization / World Health Organization Collaborating Centre National Library of Canada Cataloguing in Publication Barbara, Angela M. Asking the right questions, 2 : talking about sexual orientation and gender identity in mental health, counselling, and addiction settings / Angela M. Barbara, Farzana Doctor, Gloria Chaim. Includes bibliographical references. ISBN – 978-0-88868-469-1 (PRINT) ISBN – 978-0-88868-541-4 (PDF) ISBN – 978-0-88868-542-1 (HTML) 1. Sexual orientation. 2. Gender identity. 3. Mental health services. 4. Counseling. 5. Addicts—Counseling of. I. Doctor, Farzana II. Chaim, Gloria, 1955- III. Centre for Addiction and Mental Health IV. Title. HQ1075.B356 2004 362.2’04256’0866 C2004-901068-9 Printed in Canada Copyright © 2004, 2007 Centre for Addiction and Mental Health With the exception of the guide, which may be photocopied by the purchaser of this book for use with clients, no part of this work may be reproduced or transmitted in any form or by any means electronic or mechanical, including photocopying and recording, or by any information storage and retrieval system without written
    [Show full text]
  • National Resource Guide
    Online Resources Advocates for Youth http://www.advocatesforyouth.org/ Advocates for Youth champions efforts that help young people make informed and responsible decisions about their reproductive and sexual health. American Civil Liberties Union https://www.aclu.org/issues/lgbt-rights Summary of ACLU publications and cases related to LGBTQ issues. Asexual Visibility and Education Network (AVEN) www.asexuality.org AVEN hosts the world's largest online asexual community as well as a large archive of resources on asexuality. AVEN strives to create open, honest discussion about asexuality among sexual and asexual people alike. Bisexual.org https://bisexual.org/home/ Bisexual.org is a project designed to introduce our community to the world. With this site, we hope to bring faces and voices of the bi community to the world, share accurate information, answer questions, and provide resources for further learning. Bisexual Resource Center http://www.biresource.org An international organization providing education about and support for bisexual and progressive issues. Campus PrideNet http://www.campuspride.net/ Campus PrideNet is a national online community and resource network committed to student leaders and campus organizations who work to create a safer campus environment free of homophobia, biphobia, transphobia, heterosexism and genderism at colleges and universities. Children of Lesbians and Gays Everywhere (COLAGE) http://www.colage.org/ National and international organization specifically supporting young people with gay, lesbian, bisexual,
    [Show full text]
  • Top Health Issues for LGBT Populations Information & Resource Kit
    Top Health Issues for LGBT Populations Information & Resource Kit Top Health Issues for LGBT Populations Information & Resource Kit U.S. Department of Health and Human Services Substance Abuse and Mental Health Services Administration Center for Substance Abuse Prevention TOP HEALTH ISSUES FOR LGBT POPULATIONS INFORMATION & RESOURCE KIT Table of Contents ACKNOWLEDGEMENTS The Top Health Issues for LGBT Populations Information & Resource Kit was prepared by Alexander Camacho, Ph.D., CHES, CADC, CPP of the Center for Substance Abuse Prevention (CSAP) at the Substance Abuse and Mental Health Services Administration (SAMHSA), U.S. Department of Health and Human Services (HHS). Nancy Kennedy, Dr.P.H., and Emily Novick, M.P.P., at CSAP, and George Marcelle provided guidance and comments during the development and review of this publication. Editing and graphic designing was prepared by Abt Associates Inc. under contract number HHSS283200700008I/ HHSS28342001T for SAMHSA, HHS. David Wilson at SAMHSA served as Government Project Officer for this task. DISCLAIMER The views, opinions, and content of this publication are those of the author and do not necessarily reflect the views, opinions, or policies of SAMHSA or HHS. PUBLIC DOMAIN NOTICE All materials appearing in this publication are in the public domain and may be reproduced or copied without permission from SAMHSA. Citation of the source is appreciated. The publication may not be reproduced or distributed for a fee without the specific, written authorization of the Office of Communications, SAMHSA. ELECTRONIC ACCESS This publication may be downloaded or ordered at http://store.samhsa.gov/. Or call SAMHSA at 1-877-SAMHSA-7 (1-877-726-4727) (English and Español).
    [Show full text]
  • Kids of Trans Resource Guide
    by Monica Canfi eld-Lenfest A NOTE FROM THE AUTHOR Spring 2008 Dear Friend, Allow me to introduce myself. My name is Monica, and my father is a transgender woman who transitioned from male to female ten years ago, when I was 17 years old. Until five years ago, I had never met another person with a similar experience. Thanks to COLAGE and the work I’ve been doing to build our Kids of Trans Program, I now know quite a few people with trans parents and even more transgender people. When my dad first came out to me, she handed me a pamphlet about transgender people. I never read the pamphlet because I didn’t want more information about her; I wanted to know what this all meant for me. Where was the “Your dad just came out as trans… Now what?” booklet that I so desperately needed? I wanted someone to tell me what to expect, how to talk about it, and assure me that there were other people out there with similar experiences. This resource guide encompasses each of these elements as well as other important aspects of having one or more transgender or gender variant parent(s). From October 2007 through May 2008, COLAGE hosted me as their Kids of Trans Fellow, to expand the KOT Program and create this resource guide. COLAGE is a national movement of children, youth and adults with lesbian, gay, bisexual, transgender and/or queer parents. We build community and work toward social justice through youth empowerment, leadership development, education, and advocacy.
    [Show full text]