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 Coming Out  Isolation  Parental Rejection  Bullying  Homophobic Hate Incidents  Homelessness  Substance Misuse  Sexual Vulnerability  Mental.

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Presentation on theme: " Coming Out  Isolation  Parental Rejection  Bullying  Homophobic Hate Incidents  Homelessness  Substance Misuse  Sexual Vulnerability  Mental."— Presentation transcript:

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3  Coming Out  Isolation  Parental Rejection  Bullying  Homophobic Hate Incidents  Homelessness  Substance Misuse  Sexual Vulnerability  Mental Health  Sexual Health  GALYIC develops resilience of members

4 A safe space where we won’t get bullied or abused. A place where we can be ourselves. meet our peers and not feel isolated. A place where we can access 1-1 support that meets our needs. A place where we can take part in a programme of activities, in much the same way other young people can via their local youth group, which helps us to feel good about ourselves. How are other services meeting our needs?

5  All services should be single equality impact assessed  If person unaware of needs of LGBT young people, how can process be successful?  GALYIC Impact Assessment Questionnaire

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20 1.Not all CYPS included in IMP 2.Those working closely with GALYIC have best results Case study group BoardReferrals Awareness training Secondments 3.Those not, poorest results (specialist/targeted) Mental Health Substance Misuse Family Support 4.GU Clinic 5.GPs

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22 The Regulations make it unlawful for anyone who is concerned with the provision of goods, facilities and services to the public or a section of the public, to discriminate against individuals on grounds of sexual orientation by: –refusing or deliberately omitting to provide any service which it offers to or provides to members of the public, or a section of the public; or –providing service of a lower (inferior) standard or quality; or –providing service in a worse manner; or –providing service on less favourable terms. ARE ANY OF THESE APPLICABLE TO YOUR SERVICE?

23 Those responsible for publicly funded services (eg hospitals; mental health services; housing services; care for vulnerable people; children and young people’s services) will need to take steps to ensure that the environment is one in which lesbian, gay or bisexual people are able to access services as effectively as heterosexual people. IS YOUR ENVIRONMENT SAFE FOR LGBT YOUNG PEOPLE?

24 Staff working in publicly funded services will need to treat lesbian, gay or bisexual users as courteously and professionally as they do other users, whatever their own personal views. HAVE YOUR STAFF HAD AWARENESS TRAINING? ARE THEY AWARE OF THE LAW?

25 Commissioners/planners of services will need to take steps to ensure that lesbian, gay or bisexual people have fair access to the services which they need. DO LGBT YOUNG PEOPLE HAVE FAIR ACCESS TO THE SERVICES WHICH THEY NEED?

26 Schools should make every effort to ensure that gay, lesbian or bisexual pupils or children of gay, lesbian or bisexual people, or same-sex couples are not treated less favourably than other pupils or singled out for different treatment. To do this all policies and practices should be checked to ensure they do not treat pupils less favourably on grounds of sexual orientation, contrary to the Regulations. Schools will need to ensure that homophobic bullying is taken seriously and dealt with as firmly as bullying on any other grounds. ARE SCHOOLS TREATING LGBT PUPILS LESS FAVOURABLY? ARE POLICIES AND PRACTICES SOUND? IS HOMOPHOBIC BULLYING DEALT WITH AS WELL AS RACIST BULLYING?

27  Is your authority spending as much money providing services for LGBT young people as they are for other young people, in particular other minority groups?  How much is being spent on the needs of disabled young people?  How much on the needs of BME young people?  How much on the needs of young people from poor backgrounds?  Is 5% of the money you spend on children and young people’s services going towards services for LGBT young people?  If you are meeting the requirements of the law, how can you prove it?

28 1.How do you know if you are meeting the needs of LGBT youth? 2.Do you include sexual orientation and gender identity in your monitoring procedures? 3.Do you include sexual orientation and gender identity in your needs assessment procedures? 4.Do you have a local LGBT youth group? 5.Do you work closely with your local LGBT youth group? 6.How many LGBT young people have you successfully referred to your local LGBT youth group? 7.How many of your users have been referred by your local LGBT youth group (if appropriate) 8.How do you evaluate your service to ensure it is meeting the needs of LGBT young people?

29 1.Survey of all Children & Young People’s Services to identify a.If include sexual orientation and gender identity in their monitoring and assessment procedures (if yes, what % of users are LGBT?); b.If all staff have had awareness training; c.If they work with local LGBT youth group; d.If they refer to local LGBT youth group; e.If conducted impact assessment with regard to LGBT youth (if so, what are results)?

30 2. Ensure relevant strategies identify LGBT young people as vulnerable with appropriate action points, including a.Mental health b.Sexual health c.Homelessness d.Substance misuse e.Sexual vulnerability f.Parenting

31 3. Ensure LGBT youth part of Integrated Children and Young People’s Services by a.Enabling your local LGBT youth group to feed into system b.Ensuring there is a lead professional conducting CAFs with vulnerable LGBT young people c.Ensuring other workers conducting CAFs identify sexual and gender orientation issues

32 Sick mob urged boy to jump 1.Issues around sexual orientation? 2.Internalised homophobia? 3.Parental response to him being gay? 4.Network of peer LGBT support ? 5.Attended the local LGBT youth group? 6.Victim of homophobic bullying? 7.Victim of homophobic hate crime? 8.Had Shaun been sexually abused or raped? 9.Was Shaun misusing substances? 10.Was he in a relationship?

33  Out to Parents  Cd rom: full report  NCSS OCCA  Calderdale FFLAG  LGBTYouthGroupsEngland 

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