Anno XLVIII, n. 1, gennaio-giugno 2019

ISSN 1591-3988 - ISSN 2532-0203 (on line)

Homophobic bullying and preventive actions at school: from laws to gender studies in di R. Castiglia, M. Garro, E. Mignosi, M. Schirinzi

come citare: R. Castiglia, M. Garro, E. Mignosi, M. Schirinzi, Homophobic bullying and preventive actions at school: from laws to gender studies in Italy, in “Teorie pedagogiche e pratiche educative”, Bollettino della Fondazione "Vito Fazio- Allmayer", Anno XLVIII, n. 1, gennaio-giugno 2019, pp. 15-31.

Edizioni della Fondazione “Vito Fazio-Allmayer”, CASTIGLIA R. - G ARRO M. - M IGNOSI E. - S CHIRINZI M.

HOMOPHOBIC BULLYING AND PREVENTIVE ACTIONS AT SCHOOL: FROM LAWS TO GENDER STUDIES IN ITALY

The evolution of relating to sexual orientation and the greater visibility of gay and lesbian people, at media level also, haven’t been efficient for the revisiting of homosexual rendering from public acceptance and for a cultural transformation. The violent events on young homosexual students urge to reflect on the need that trainers should introduce educational models capable of providing different models of gender identification, fighting the stereotype that tries to substitute the itself. The homophobic bullying is intended as a fight to safety and well-being of young students. A multi-disciplinary and network approach seems to be for health practitioners a valid starting point to develop adequate services and projects place to contain the school emergency. That contribution highlights the need to approach the homophobic bullying as a complicated factor, often by the tragic consequences, analyzing from a social, psycho-pedagogical and legislative points of view. This article is focused on the need for a cultural change, moving from a dichotomous and approval culture to another of compliance of differences especially since from an analysis conducted in Italy and from contributions collected, it urges a necessity to recall to involve the insitutions and a statement of a clear and specific protection. In this view, in prevention projects towards homophobic bullying, practitioners may have the role of facilitator of dialogue and Exchange who involves all the players included in prevention projects at bullying including victims, perpetrators and bystanders, families, educational staff and institutions.

Keywords: attitude; health education; homophobic bullying; Italy; school safety; youth violence, systemic approach.

INTRODUCTION The OMS (2002) defines violence as «the intentional use of physical strength or power, threatened or real, against yourself, other people or groups or communities, from which could emerge injures, death, psychological damage, develop impairments or deprivation», that could occur in different settings. In this context we want to ponder on a specific type of violence, that resulting from sexual prejudices, from the attitudes towards the sexual

15 orientation of the individual into the LG community (Lesbian and Gay). (Balsam, Beauchaine & Rothblum, 2005). These prejudices are being expressed through an evaluation or opinion headed to a social group (ingroup Vs outgroup) whose members are perceived similar among them as belonging to a specific group and deserving of disdain and hostility (Herek, 2000). A minority group like what the homosexual is seen as lower because represents subordinated on a wide social context of belonging and because scarcely considered by the surrounding enviroment (Altman, 1982). From this perspective, belonging to a minority, it means being different from an average ideal member of the community, represents a disadvantage in psychological and social terms. The concept of Minority Stress describes a mental illness which comes from the belonging to a minority (Meyer, 2003), from violence and abuse that homosexual people face because do not fall within male/female categories socially acceptable, or gender non-conformity (Kane, 2006). Among the traumatic events experienced by LG there is the homophobic bullying, a particular type of violence which jeopardises the school safety, due to prejudices and negative attitudes or on anyone who does not seem to follow stereotypes gender (Hall, 2005) and which records a repeat of direct or indirect behaviours aimed at bully an individual intending to undermine, using the physical power or the psychological violence. It provides for offence or social marginalisation, intentional and systemic, committed by one or more people against a victim who often does not react and is devastated (Farrington, 1993; Menesini, 2000). In the internet age and with a great use of mobile phones, a specific manifestation of violence shapes, the cyber-bullying (Vandebosh & Cleemput, 2008), that sees on the Italian territory, two boys involved between the ages 11 and 17, once or more times a month (ISTAT, 2014). Expressions of scorn towards homosexual are common in jungsters’ language and culture, mostly in male heterosexual adolescents, likely because the need to affirm its own gender identity through the continuous rejection of the homosexual identity, justifying so often bully actions with regards to the peers considered different (Pascoe, 2007). In accordance with an idea of hetero-normativity, homophobic bullying seems related to want differentiate in public, to distance from who is perceived as “abnormal”. There is a sense of the need to assert themselves against, rather than finding links with the other, since the crisis which is typical of a time of life rich of uncertainty and fragility where sexual identity seems coincide with the totality of the experiencing self. Burgio (2012) highlights how the discrimination device is based on stereotypes, prejudices and violence and how the educational context plays a fundamental role in the creation of a space to think, where realize fears, insecurities, where to enter in contact with their emotions and connect prejudices and difficulties.

16 The several cases of students victim of homophobic bullying have brought to light the implications which this violence could provoke within the school since it undermines the students well-being and academic performance. In fact the homophobic bullying is often connected with school absenteeism, school drop-out and declining of academic achievements by young victims of homophobia at school (UNESCO, 2012). No less serious is the impact on the health, on the psychological and social well-being in young victims that may lead to the suicide (McNamee, 2006; Russell & Joyner, 2001; Poteat, et al. , 2011). A better comprehension helps to think on the most appropriate manners of approach to the problem.

1. FROM SEXUAL PREJUDICE TO HOMONEGATIVITY

According to Herek (2000) the expression sexual prejudice is more appropriate than homophobia which has tighten up the social thought towards sexual orientation since the end of ‘60 when the psychologist Weinberg (1972) coined the term. The rigid nature of the concept of homophobia is detectable in its content and it does not help to understand the distaste to gay and lesbian, since it seems related with distress and to an irrational hatred towards homosexual, to a fear related with a possible contagion, to the fear to stay in one place locked together with homosexual (Herek, 2004). The difference between sexual prejudice and homophobia hence is trackable in their structure: the first term is descriptive and refers to the wide social psychological research related to the behaviours, the homophobia is not clear about its origins, dynamics and reasons of anti-gay attitudes (Herek, 2000). The use of the concept of homophobia may help to indicate a scarce tolerance and repulsion towards homosexuality, homosexual people and actions with them connected. This lack of acceptance may lead to physical violence, omicide or gay bashing, a so severe behaviour to create an application for mobile phone (bashing.eu) through attention of public opinion is drawn to decrease the tolerance levels towards this kind of attitude. The beating of homosexual is a real problem that needs to be afforded; the large number of suicide attempts, mainly among young people, represents a risk related with sexual discrimination (Haas, et al ., 2010). On this issue the 13% of a sample of 416 individuals LGBT (Lesbian, Gay, Bisexual and Transgender) involved in a research regarding the well-being of sexual minority claimed to have tempt the suicide (D’Augelli & Grossman, 2001), also because the dimension of solitude which, if considered under the perspective of minority stress, is linked with the stigma perceived and lived (Kuyper & Fokkema, 2010).

17 The few studies dedicated to this issue have succeeded to focus possible reasons of these attitudes on the assumption to control the cause of homosexuality, if related to the develop and learning or to the lifestyle or to an individual choice. It has been showed that the components of majority community express their positive judgment just only when there are biological or genetic origins which are out of control, for their nature (Haslam, et al ., 2006; Haider-Markel, et al ., 2008). In this regards the reasons of controllability of the cause and the dispositional and situational factors become predictors for gay and lesbian to benefit from social support (Heider, 1944, 1958; Weiner, et al ., 1988). Attitudes, sexual prejudices, dynamics and reasons seem well expressed by the multi-dimensional concept of homonegativity . It is referred to the hostility and distress specific to homophobia and all the behaviours to the homosexuality (Hudson & Ricketts, 1980), included also the cultural components and the social roots of intolerance (Lingiardi, 2007). Specifically, related to a sort of cognitive strategy prompted by the need of defending themselves against a threat of disorder and a decision to continue the static social context, the homonegativity seems to develop itself into a context where homosexuality is unmentioned or is considered a label which ties in with a desease or a sin ( Ibidem ). The aggressive behaviour with its purposely intent becomes hence comprehensible (damaging others intentionally) and with its expectations (to provoke damages within who is been suffering it) (Garro, et al ., 2012). In conclusion, it’s all about social responses which are still resistant although, in 1973, the deletion of the homosexuality by psychiatric community from DSM manual and the OMS Declaration of 17 May 1990 that forbids any discrimination towards the sexual orientation. Moreover, it claims that homosexuality does not mean a scarce value in judgement, reliability or social and professional capabilities of the subjects. The same position will be taken in 1991 by the American Psychoanalityc Association (APA). Invisibility, due to the absence of social recognition, urges the homosexual to inhibit public dispays of affection since homonegative reactions may provoke violent reactions (e.g. hate crimes). The heteronormative social pressure makes harder to reveal the sexual orientation (D’Augelli & Grossman, 2001). Hence, the homophobic bullysm represents a very complex issue and with some promising towards the bullying in general since it seems to be not well deepened (Prati, et al ., 2010).

2. SCHOOL AND STUDENTS WELL -BEING The educational system mission should guarantee a sure learning to each student but the LG students issues remain unnoticed or deliberately ignored.

18 International researches have shown that non only the mean age of self- as lesbian and gay in teenagers is 16, but also that 5-12% of them is not exclusively heterosexual (Herdt & Boxer, 1996; Remafedi, et al ., 1992; Hillier, Warr & Haste, 1996; Lindsay, Smith & Rosenthal, 1997; Russell, Seif & Truong, 2001b). Hence, the young LG represent a significant part of student population which should be protected (Hall, 2007). In Italy, almost one million of people has declared themselves homosexual or bisexual, the most among men, young and living in the centre on the peninsula. The 61,3% of people between 18 and 74 years old consider that homosexuals are discriminated, in fact the 41,4% thinks not acceptable an homosexual elementary school teacher, the 28,1% would not choose a homosexual doctor and the 24,8% would vote for a LG politician (ISTAT, 2012). Similarly, homosexuals claim to have been experienced discrimination at school or university more than heterosexuals (24% compared to 14,2% of heterosexual), or at work (22,1% compared to 12,7%). Discriminations are suffered on finding a house (10,2%), when accessing health services (10,2%) or public places, offices or means of transport (12,4%) ( Ibidem ). By introducing of the Law of 29 May 2017 n. 71 ( Provisions of Law protecting minors to prevent and contrast the cyberbullying ) and Orientation guidelines to prevent and contrast bullying and cyberbullying of the Ministry of Education, University and Research (MIUR) it has been had a reference on preventing and contrasting the cyberbullying among minors. This route was already marked in 2015 with the Law n. 107 ( Educational and training system reform with the reform of current legislative dispositions ) Art. 1 Par. 16 which highlighted among its aims of the educational assortment to schools of all types and levels also the implementation of the principles of equal opportunities promoting affective and emotional education and the prevention of discrimination and gender-based violence. Thus, homophobic bullying is widely linked with gender identity, masculine and feminine, strength and weakness, supremacy and subjugation, violence towards homosexuals but also to women and “different” (special need subjects, people coming from extra Europe countries). We are dealing with transversal subjects to the school educational function in its complex since they concern “the education of woman/man and of citizens”. This parliamentary term has remained vague or absent on bullying and homophobic cyberbullying. A consequence of this legal vacuum is clear in the activation of educational projects, along the lines of media emergency without often ensuring the continuum of the deserved subject (Castriciano, et al ., 2015). Therefore, it increases the need of a multilateral engagement, that “whole school approach” (Cambridge Education, 2005) which actively involves the

19 whole school, community, students included, staff, relatives and politicians. This type of approach is oriented to prevent the bullying and considers it a systemic problem, hence this partnership could encourage the culture of receptiveness (Richard, Schneider & Mallett, 2011; Storer, Casey & Herrenkohl, 2017). Only with a really open enviroment of debate among all the player, as hereafter said, new educational horizons will be developed to create new foundations for services and projects to protect the minors.

3. NEW EDUCATIONAL HORIZONS AND GENDER STUDIES

The attent focus on specific , as that covered here, helps to propose a models deconstruction based on concepts that consider as deviant whatever is not an unique prototype. So, it is necessary to gain paradigms, educational and informative, mostly inclusive, centered on recognising an “other” which is part of the socio-cultural context continually affected by possible diversity organization. The current historical-cultural time requests the overcoming of the legal system, based on reality interpretation criteria which may seem limited in the variety description. To gain access to an educational approach that, overcoming prejudices, is capable to explain and describe the process of different sexual orientation, for example, could permit the introduction of analysis categories that legitimate these differences, seen as a value, richness and opportunities and not as disorder, threat or crisis. This approach will constitute a sort of an overturning of an antropological-cultural perspective, marking time from a social and cultural representation based on the logic of omologation to one based on the logic of integration and relationship (UNESCO, 2011). In the first case, the impact with the difference requires the implementation of renderings and behaviours aimed to create a mismatch among the different kind of sexuality, based on an attempt to level or cancel the differences and to promote homophobic bullying episodes. In the second case, the relationship with the other is centered structuring shared experience contexts, activating real policies to guarantee the protection of different identities, in a process of negotiation and renegotiation of procedures and cultural models able to produce dynamics among subjects, cooperation, sharing, mutuality, equal dignity approval and equal rights. A perspective, hence, that permits to recognise challenges which may be considered in the light of change, together with the protection process and inversion of risks, restoring the adequacy of different dimensions of sexuality. In the latter, the school would become a safe place where the young student may relate with due regard for his/her identity and for the other ones (Smith & Sharp, 1994).

20 Gender studies, hence, focus their attention on social and cultural buildings of both gender, male and female, and on relationship between them (Meyer & Ehret, 2005). According to Pilcher and Whelehan (2004), Gender Studies may be understood through the key concepts analysis. For example, the authors underline as a dichotomic approach seems dominant in the Occidental culture and force ideas, people and roles in a hard way, foreclosing to recognize the pluralism (Sherwin, 1989, cited in Oakley, 1992: xi). The gender study history, in a first moment tethered with feminism and social and the claiming of women civil rights is connected, in recent years, with the sexual minority history. It is about studies that embrace right across all the fields, scientific and cultural, and represent an approach to study social, economical, psychological and cultural meanings of demonstrations of sexual identity. Above all, they are a way to consider the reality which could be applied to any context and permit to analyze the factors role that involve the construction of a male or a female. However, Gender Studies objectives have not avoided a campaign against a supposed “gender theory”, changing the facts, starting with the name, that represents an altered simplification of the English term gender theory where for fundamentalist thought is not intended the concept of mixing the two different plans, science and religious , to obtain a simplified and ensuring representation of a unique and absolute reality, enough to remove any doubt and debate. These critical aspects remind how important is the cure from the school, through a wider dialogue between family and community to develop a cooperation and a flow of information. The fundamentalist thought is based on the idea that natural differences exist, eternal, sacred, absolute and permanent between man and woman, based on the body biology. Theory does not mean ‘a theory’ but the whole theoric studies, by giving a wrong meaning. The mission of scientific thought, in this case, is that to explain through which mechanisms the habit becomes rule and then it becomes law, in order to show how unexpected differences could perfectly work and they should guarantee identity and development. Stirring up irrational fears, you work against social and civil rights acquisition and against the circulation of ideas and cultures. It is a risk factor that influences the increasing number of homophobic bullying episodes, a failure for gay and lesbian people encouraged by devaluation and hatred of society (Lingiardi, 2011). That devaluation, in the dominant hetero-normative Italian culture, has taken part into the conversion therapy (or remedial) declared illegal by many States since the psychological violence, sometimes physical, that these were promoted. Sometimes these therapies were aimed at changing the homosexual towards an heterosexual orientation since the homosexuality

21 was intended as a mental illness (Rigliano, Ciliberto & Ferrari, 2012). These therapies were banished by the American Psychological Association (2000) because founded on datable scientific data, in line with the American Academy of Pediatrics, the American Medical Association, the American Psychological Association, the American Counseling Association and the National Association of Social Workers (www.narth.com/docs/acaresolu - tion.html). Hence, it should be possible to provide the correct answer through the right education and information on gender, sexual identity and respect specific of any human being.

4. GENDER EDUCATIONAL PROJECTS : TEACHERS AND PRACTITIONERS TRAINING Gender studies can suggest cultural and educational models that refuse gender differences. Educational projects and gender training, currently suggested in Italian schools, are focused on teaching the mutual respect, the similarities comprehension, the freedom to imagine his/her own future according to his/her own way to be and to feel. It does not exist any scientific proof that a boy or a girl, raised in a flexible cultural model and respectful to the different models of living maleness and womanhood, could have specific psychological disorders. First of all, people who work in the schools by referring to gender studies aim to promote anti-discrimination measures to any form of human difference expression and to prevent the spread of homophobic bullying forms or other phenomena shake by ignorance and intolerance gender, or at least to fight them. It is aimed to promote the well-being of any single student spreading the culture of respect and inclusion, active and participated, by avoiding the birth of stereotypes. Educational projects to prevent gender violence, scientifically based by practitioners, often under the supervision of regional institutions, consider the age and the socio-cultural contexts of the students beneficiaries of the educational intervention. Recently, these projects have been attacked, provoking a sort of parents anxiety which has created a social representation that urges to think how the affectivity education course would convince the minors to change their sexual orientation, would promote masturbation and sex at an early age. These positions are justified by an incorrect viewing in contrast of what suggested by the World Health Organization (WHO). The latter, through the guidelines, highlights that all children face a sexual development and invites educators to keep it in mind but to accompany and indulge it without stretching and with harmony, in full respect from an early age, by avoiding misunderstanding and fears that could lead to disrespectful behaviours towards themselves and the others, tank to the understanding of different paths.

22 These projects do not aim to impose a specific sexual identity, in line with the gender studies claim, which denied that sexual identity could be imposed. Educational paths are decided together to plan and realize optimal strategies for a flexible society, for constructive exchanges, responsible for policies, practitioners and target groups (Mignosi, 2007). To plan an educational project, moreover, should comprehend a main partners identification and their involvement into the project and into the educational activities realization. However, partners also need a training before giving an efficient contribution to high standards sexual education; practitioners competence is the main issue in sexual education. The covered programs in the adult lifelong learning, in addiction to promote competence development, should also lead teachers to increase adequate attitudes and competences as communication, negotiation, introspection, decision making and problem solving to contrast school violence that, as many studies confirm, mean for victims difficulty at school or an early school-leaving (Hunter & Schaecher, 1987; Garofalo, et al. , 1998). To the present day, albeit the Occident has seen the growth of sharing the human rights and the sexual minority protection, the majority continue to be prejudiced. Educational paths on affective freedom and self- consciousness are strongly attacked and will be disappeared into oblivion. In Italy, for example, the Ministry of Education (MIUR) issued a note in 2016 by which the schools were invited to carry out activities designed to tackle violence acts homophobic discrimination «to make inclusive every difference in the scholastic environment» (www.osservatoriogender.it). In this occasion national media and social networks have contributed to mobilize families against the gender theory teaching, circulating false reports on a compulsory gender education and not on activities against discrimination (Art. n. 3 of Italian Constitution, 1948). Therefore, people were invited to e-mail the Minister of Education by the following text:

They want to children about homosexuality…in theory it will be taught that it is not possible to be born male or female but you can choose! Ridiculous!!! Please, send an e-mail by the following “I am against the draft law on school since it considers compulsory the gender education and I ask for an immediate withdrawl”. Let’s move. Everyone will forward it to at least 5 contacts and let’s achieve one million signatures! Standing strong!

Scaremongering born of the confusion between sexuality (cognitive, emotional, social, relational and physical aspects) and sexual practices on a side and ignorance on the gender theory on the other side; a difference, that if not covered, leaves no room to debate on training courses. A waste of time that Italy cannot be allowed (www.ilsole24ore.it).

23 5. DISCUSSION

In the final phase, we want to focus on undeniable fact that the human being, in specific moments of daily routine, may find the need to be violent. Thus, it becomes necessary that social practitioners and educators in particular, wonder about the ways which through the human being represents the reality on categorization processes, on sexual prejudices and on the possibility to modify them. For example, the homonegativity at school may be considered a spectrum of behaviours. Often, however, it is the small daily violence that has a great media impact, such as exclusion from groups (real or virtual), jokes or veiled attitudes suggestive of sexual orientation of the victim. Homophobic bullying evolves and justifies in this climate which sees LG people as stereotyped. Thus, LG people are vulnerable and isolated. The educational system is required to make to offer many identity gender models, an education which is able to go over the dychotomies that, up today, struggle to find the right place in the eternal movement of research and change. It is the same human condition that has a structure based on dialogue and relationship (Morin, 2011). This is what the primary prevention programs have to aim, which increase coping activities and social and emotional competences (Durlak, et al. , 2008), involving parents to influence their actions and children reactions in front of bullying episodes (Sawyer, et al ., 2011). Parents without a support from teachers risk to feel helpless, and cooperation increases parental efficiency (Coleman & Karraker, 1997; Conners-Burrow, et al. , 2009). The primary prevention programs have to be aimed to this, increasing the coping capabilities and the social and emotional skills (Durlak, et al ., 2011), involving actively the parents to influence their actions and the children’s reactions against bullying (Sawyer, et al. , 2011). Without a teachers’ support, parents risk to seem powerless, on the contrary cooperation increases the parental efficiency (Coleman & Karraker, 1997; Conners-Burrow, et al ., 2009). Bullying would seem damage the minors actors also (Copeland, et al ., 2013) who may present suicidal , depression, anxiety, panic attack and a high risk to develop anti-social identity disorder. Victims, on the contrary, show disorders in terms of health and mental aspects, with possible depression, anxiety and suicidal thoughts in adulthood. Minority stress phenomenon shows the incidence of mental disorders in discriminated subjects as LGBT people in old age also (Huebner & Davis, 2007). The violence suffered at a young age would be strongly predictive to

24 develop depression in adulthood, often together with suicidal thoughts put in place in different phases of life (IOM, 2011). Thus, a worrying picture is emerging, particularly since LG people tend not to access the Health System for shame or because they are worried to be judged or still for discrimination episodes (perceived stigma), with a high incidence on the well-being (Brotman, Ryan & Cormier, 2003; Hartzel, et al ., 2009). The 13% of the LG subjects participants in a survey led by Fredriksen-Golden, et al. , in 2011, claims to have received medical care provided in unsatisfied way or even denied, although it is established that quality of life is negatively associated with discrimination and positively to social support and social network (Fredriksen-Goldsen, et al. , 2014). School, as families, has a strong impact on the psycho-physical development of children and on the support of a physically and emotionally healthy environment, thus as a guarantee of safety and health, according to the International Convention of Human Right (ONU – 20 November 1989), ratified by Italy with the Law n. 176 of 27 May 1991, together with many practitioners of reports aid may contribute to prevent homophobic bullying and make educational a safe place of growth. In this regard, as highlighted by a recent report of Psychologists Association of Sicilian Region (www.oprs.it), it comes the need to clarify the different roles and competence of professionals in this field. Specially, the role of psychologist at school who should not be called just for emergencies but he/she should be a constant reference in any educational context. Among various activities, he/she should deal with the creation of counseling services, facilitate the communication with familiars also and put in practice psycho-educational projects (Castriciano, et al. , 2015). A practitioner thus may contribute to enhance the role of the teacher, key point for young LG, to reduce the homophobic bullying (Scandurra, et al ., 2017a). The teachers can become positive reference ‘models’, with their psycho-pedagogical skills, the usage of a language and a thought reverent to diversity and the development of a healthy relationship with the students, receiving affection and esteem as Petter said (2010). Collaboration among families, school and health workers could make possible a strong support web. If we think to the homophobic bullying in a wide view may consent to include other practitioners in the discussion. For example the nurses who are the first to welcome the young victims of bullying and to open a dialogue at first aid. So, affording the homophobic bullying in a complex key means to consider a circular communication, thinking also what Burgio (2012) calls biographical stories of bullies and victims. It is necessary to ask themselves how the experience is in relation with the growth and the development of

25 young identities, victims and attackers, in the present and in the future of the young himself/herself. In order to contrast homophobic bullying it is necessary to promote a different type of culture which needs an open and renewed dialogue, challenging heterosexism at individual and cultural level, means to create opportunities for discussion where is possible to ‘mention’ affections and permit to accept and revise together. With this in mind, institutions should take a strong position, by openly ensuring the right to the school safety and the creation of an inclusive society through policies and laws ad hoc created that, nevertheless the seriousness situation, are under-represented in Italy. The absence of scientific research in our country and an adequate cultural support towards LG subjects contributes not only to the invisibility and to the risk for the bio-psycho-social aspect since the undervaluation of health needs but also to the inefficient services present on the territory and the absence of suitable guidelines (Scandurra, et al ., 2017b). The moral acceptance of homosexuality related positively with individual education that, over time, together with religious and political ones, will continue to play a crucial role in the social tolerance trend (Kozloski, 2010).

There is neither human dignity nor chance at freedom when education which feeds minds and grows thoughts (Nussbaum, 2002, 9).

References

– Altman, D. (1982). The homosexualization of America: The Americanization of the homosexual . New York: St. Martin’s Press. – Balsam, K. F., Beauchaine, T. P., & Rothblum, E. D. (2005). Victimization over the life span: A comparison of lesbian, gay, bisexual, and heterosexual siblings. Journal of Consulting and Clinical Psychology , 73 (3), 477-487. DOI: 10.1037/0022-006X.73.3.477. – Brotman, S., Ryan, B., & Cormier, R. (2003). The health and social service needs of gay and lesbian elders and their families in Canada. The Gerontologist , 43 (2), 192-202. PMID:12677076. – Burgio G. (2012). Adolescenza e violenza: Il bullismo omofobico come for - mazione alla maschilità . Milano: Mimesis. – Cambridge Education. (2005). Developing a Whole School Anti-bullying Policy. – Castriciano G., Chianese R., Gentile M., Spataro E., & Traina G. (2015). Psicologia scolastica: Proposta di un modello operativo . Ordine Psicologi Regione Sicilia.

26 – Coleman, P. K., & Karraker, K. H. (1997). Self-Efficacy and Parenting Quality: Findings and Future Applications . Developmental Review , 18 , 47- 85. DOI: 10.1006/drev.1997.0448. – Conners-Burrow, N. A., Johnson, D. L., Whiteside-Mansell, L., McKelvey, L., & Gargus, R. A. (2009). Adults matter: Protecting children from the negative impacts of bullying. Psychology in the Schools , 46 (7), 593-604. – Copeland, W. E., Wolke, D., Angold, A., & Costello, E. J. (2013). Adult Psychiatric and Suicide Outcomes of Bullying and Being Bullied by Peers in Childhood and Adolescence. JAMA Psychiatry (Chicago, III.), 70 (4), 419-426. http://doi.org/10.1001/jamapsychiatry.2013.504. – D’Augelli, A. R., & Grossman, A. H. (2001). Disclosure of Sexual Orientation, Victimization, and Mental Health Among Lesbian, Gay, and Bisexual Older Adults. Journal of Interpersonal Violence , 16 (10), 1008- 1027. https://doi.org/10.1177/088626001016010003. – Durlak, J. A., Weissberg, R. P., Dymnick, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional lear - ning: A meta-analysis of school-based universal interventions. Child Development , 82 , 405-432. DOI:10.1111/j.1467-8624.2010.01564.x. – Farrington, D. P. (1993). Understanding and preventing bullying. Crime and Justice. In M. Tonny & N. Morris (Eds.), Crime and Justice (Vol. 17). Chicago: University of Chicago Press. – Fredriksen-Goldsen, K. I., Kim, H. J., Emlet, C., Muraco, A., Erosheva, E. A., & Hoy-Ellis, C. P., et al. (2011). The aging and health report: disparities and resilence among lesbian, gay, bisexual, and transgender older adults . Seattle, WA: Institute for Multigenerational Health. – Fredriksen-Goldsen, K. I., Cook-Daniels, L., Kim, H. J., Erosheva, E. A., Emlet, C., & Hoy-Ellis, C. P., et al. (2014). Physical and mental health of transgender older adults: An at-risk and underserved population. The Gerontologist , 54 (3), 488-500. DOI : 10.1093/geront/gnt021. – Garofalo, R., Wolf, R. C., Kessel, S., Palfrey, J., & DuRant, R. H. (1998). The association between health risk behaviors and sexual orientation among a school-based sample of adolescents. Pediatrics , 101 , 895-902. PMID:9565422. – Garro, M., & Ruggieri, S. (2012). Il comportamento aggressivo: Una pe - culiarità dell’uomo? In A. Salerno & S. Giuliano (a cura di), La violenza indicibile: L’aggressività femminile nelle relazioni interpersonali (pp. 19- 42). Milano: Franco Angeli. – Haas, A. P., Eliason, M., Mays, V. M., Mathy, R. M., Cochran, S. D., & D’Au - gelli, A. R., et al. (2010). Suicide and Suicide Risk in Lesbian, Gay, Bisexual, and Transgender Populations: Review and Recommendations. Journal of Homosexuality , 58 (1), 10-51. DOI : 10.1080/00918369.2011.534038.

27 – Haider-Markel, D. P., & Joslyn, M. R. (2008). Beliefs about the origins of homosexuality and support for gay rights: An empirical test of attribution theory. Public Opinion Quarterly , 72 (2), 291-310. DOI :10.1093/poq/nfn015. – Hall, F. (2005). Getting started. A toolkit for preventing and tackling homophobic, biphobic and transphobic bullying in secondary schools . Stonewall. – Hall, W. J. (2007). Harassment, bullying, and discrimination of lesbian, gay, bisexual, and transgender students. Legal issues for North Carolina schools . Chapel Hill, NC: Safe Schools NC. – Hartzel, E., Frazer, M. S., Wertz, K., & Davis, M. (2009). The state of transgender California: Results from the 2008 California Transgender Economic Health Survey . San Francisco: Transgender Law Center. Retrieved from www.transgenderlawcenter.org. – Haslam, N., & Levy, S. R. (2006). Essentialist Beliefs About Homosexuality: Structure and Implications for Prejudice. Personality and Social Psychology Bulletin , 32 , 471. DOI: 10.1177/0146167205276516. – Heider, F. (1944). Social perception and phenomenal causality. Psychological Review , 51 , 358-374. http://dx.doi.org/10.1037/h0055425. – Heider, F. (1958). The psychology of interpersonal relations . New York: Wiley. – Herdt, G., & Boxer, A. (1996). Children of Horizons: How Gay and Lesbian Teens Are Leading a New Way Out of the Closet . Boston, MA: Beacon Press. – Herek, G. M. (2000). The psychology of sexual prejudice: Current Directions. Psychological Science , 9, 19-22. https://doi.org/10.1111/1467-8721.00051. – Herek, G. M. (2004). Beyond “Homophobia”: Thinking about Sexual Prejudice and Stigma in the twenty-First Century. Sexual Research & Social Policy Journal , 1-2 , 6-24. https://doi.org/10.1525/srsp.2004.1.2. – Hillier, L., Warr, D., & Haste, B. (1996). The rural mural: Sexuality and diversity in rural youth . National Center in HIV Social Research. Melbourne: La Trobe University. – Hudson, W. W., & Ricketts, W. A. (1980). A strategy for the measurement of homophobia. Journal of Homosexuality , 5, 356-371. DOI: 10.1300/J082v05n04_02. – Huebner, D. M., & Davis, M. C. (2007). Perceived antigay discrimination and physical health outcomes. Health Psychology , 26 (5), 627-34. DOI:10.1037/0278-6133.26.5.627. – Hunter, J., & Schaecher, R. (1987). Stressors on lesbian and gay adolescents in schools. Social Work in Education , 9, 180-190. – ISTAT. (2014). Report: il bullismo in Italia: Comportamenti offensivi e vio - lenti tra i giovanissimi , 2009. – Kane, E. W. (2006).“No Way My Boys Are Going to Be Like That!”

28 Parents’ Responses to Children’s Gender Nonconformity. Gender & Society , 20 (2), 149-176. https://doi.org/10.1177/0891243205284276. – Kozloski, M. J. (2010). Homosexual Moral Acceptance and Social Tolerance: Are the Effects of Education Changing?. Journal of Homosexuality , 57 (10), 1370-1383. DOI:10.1080/00918369.2010.517083. – Kuyper, L., & Fokkema, T. (2010). Loneliness among older lesbian, gay, and bisexual adults: The role of minority stress. Archives of Sexual Behavior , 39 (5), 1171-1180. http://dx.doi.org/10.1007/s10508-009-9513-7. – Lindsay, J., Smith, A., & Rosenthal, D. (1997). Secondary students, HIV/AIDS and sexual health . Monograph 3, Center for the Study of STDs. Melbourne: La Trobe University. – Lingiardi, V. (2007). Citizen Gay: Famiglie, diritti negati e salute mentale . Milano: Il Saggiatore. – Lingiardi, V. (2011). Realities in dialogue: Commentary on paper by Stephen Hartman. Psychoanalytic Dialogues , 21 (4), 483-495. ISSN: 1048- 1885 e-ISSN: 1940-9222. – Mcnamee, H. (2006). Out on Your Own: An Examination of the Mental Health of Young Same-Sex Attracted Men . Belfast: The Rainbow Project. – Menesini, E. (2000). Bullismo che fare? Prevenzione e strategie d’inter - vento nella scuola , Firenze: Giunti. – Meyer, I. H. (2003). Prejudice, Social stress and Mental health in lesbian, gay and bisexual population: Conceptual issue and research evidence. Psychological Bulletin , 129 (5), 674-697. DOI : 10.1037/00332909.129.5.674 – Meyer, K., & Ehret, S. (2005). Les Études genre en Suisse . Berna: Fond national Suisse et Bureau fédéral de l’égalité entre femmes et hommes. – Mignosi, E. (2007). Formare in laboratorio: Nuovi percorsi universitari per le professioni educative . Milano: Franco Angeli. – Morin, E. (2011). La via: Per l’avvenire dell’umanità . Milano: Raffaello Cortina. – Nussbaum, M. C. (2002). Giustizia sociale e dignità umana: Da individui a persone . Bologna: Il Mulino. – Oakley, A. (1992). Social Support and Motherhood . Oxford: Blackwell. – Pascoe, C. J. (2007). Dude, You’re a Fag: Masculinity and Sexuality in High School . Berkeley: University of California Press. – Petter, G. (2010). Lo psicologo nella scuola: Ciò che fa e ciò che potrebbe fare . Firenze: Giunti. – Pilcher, J., & Whelehan, I. (2017). Key Concepts in Gender Studies (2nd ed.). London: SAGE. – Poteat, V. P., Mereish, E. H., Di Giovanni, C. D., & Koenig, B. W. (2011). The effects of general and homophobic victimization on adolescents’ psychosocial and educational concerns: The importance of intersecting

29 identities and parent support. Journal of Counseling Psychology , 58 (4), 597-609. http://dx.doi.org/10.1037/a0025095. – Prati, G., Pietrantoni, L., Bruccoliero, E., & Maggi, M. (2010). Il bullismo omofobico: Manuale teorico-pratico per insegnanti e operatori . Milano: Franco Angeli. – Remafedi, G., Resnick, M., Blum, R., & Harris, L. (1992). Demography of sexual orientation in adolescence. Pediatrics , 89 , 714-721. PMID:1557267. – Richard, J. F., Schneider, B. H., & Mallet, P. (2011). Revisiting the whole school approach to bullying: Really looking at the whole school. School Psychology International , 33 (3), 263-284. DOI: 10.1177/0143034311415906. – Rigliano, P., Ciliberto, J., & Ferrari F. (2012). Curare i gay?: Oltre l’ideo - logia riparativa dell’omosessualità . Milano: Raffaello Cortina. – Russell, S. T., & Joyner, K. (2001). Adolescent sexual orientation and suicide risk: Evidence from a national study. American Journal of Public Health , 91 , 1276-1981. – Russell, S. T., Seif, H., & Truong, N. L. (2001). School outcomes of sexual minority youth in the United States: Evidence from a national study. Journal of Adolescence , 24 , 111-127. DOI:10.1006/jado.2000.0365. – Sawyer, J. L., Mishna, F., Pepler, D., & Wiener, J. (2011). The missing voice: Parents’ perspectives of bullying. Children and Youth Services Review , 33 , 1795-1803. – Scandurra, C., Picariello, S., Valerio, P., & Amodeo, A. L. (2017a). Sexism, Homophobia and Transphobia in a Sample of Italian Pre-Service Teacher: The Role of Socio-Demographic Features. Journal of Education for Teaching: International Research and Pedagogy , 43 (2), 245-261. DOI: 10.1080/02607476.2017.1286794. – Scandurra, C., Mezza, F., Bochicchio, V., Valerio, P., & Amodeo, A. L. (2017b). La salute degli anziani LGBT dalla prospettiva del minority stress: Rassegna della letteratura e raccomandazioni di ricerca. Psicologia della salute , 2, 70-96. – Storer, H. L., Casey, E. A., & Herrenkohl, T. I. (2017). Developing “whole school” bystander interventions: The role of school-settings in influencing adolescents responses to dating violence and bullying. Children and Youth Services Review , 74 , 87-95.http://www.sciencedirect.com/science/article/ pii/S0190740917300713. – UNESCO. (2011). Stopping violence in schools: A guide for teachers . – Vandebosch, H., & Van Cleemput, K. (2008). Defining cyberbullying: A qualitative research into the of youngsters. CyberPsychology & Behavior , 11 (4), 499-503. DOI: 10.1089/cpb.2007.0042. – Weinberg, G. (1972). Society and the Healthy Homosexual . New York: Saint Martin’s Press.

30 – Weiner, B., Perry, R. P., & Magnusson, J. (1988). An attributional analysis of reactions to stigma. Journal of Personality and Social Psychology , 55 (5), 738-748. PMID: 2974883.

Websites – http://www.istat.it – http://www.gazzettaufficiale.it – http://www.istruzione.it – http://salute.gov.it – http://www.azzurro.it – http://rstampa.pubblica.istruzione.it

Authors

Roberto Castiglia is an Italian psychologist and graduate member of British Psychological Society. He collaborates with the British National Health Service and charity sector supporting people with disabilities and mental health issues. Maria Garro is a psychologist and senior researcher in Social Psychology – Department of Psychology, Educational Science and Human Movement, Uni - versity of Palermo (Italy). She writes and presents on issues regarding human rights. She trains in the area of forensic psychology. Elena Mignosi is Professor in General and Social Pedagogy at the University of Palermo, (Department of Psychology, Educational Science and Human Move - ment), where she teaches Theories, strategies and education’s system. She has a degree in Family therapy and she is dance-movement therapist. She has a long experience on training of trainers, educational and social workers in various con - texts. Massimiliano Schirinzi is a Teacher of Italian L2. He’s been teaching English Culture at University in Palermo and works as a volunteer in Centro Astalli in Palermo (Italy). He trains foreigners and migrants for the Italian Language Cer - tification (CELI) – University for Foreigners of Perugia.

31