Safe+Sexual+Sensitivity+for+the+Soul

=Safe Sexual Sensitivity for the Soul= //By Alice McDonald//


 * Introduction**
 * Sexuality refers to a person’s sexual orientation or sexual preference. There are 6 commonly referred to “types” of sexual preference:
 * Gay: a male homosexual person (sometimes used to describe both lesbians and gay men)
 * Lesbian: a female homosexual person
 * Bisexual: a person attracted to people of the same and opposite sex
 * Transgender: a person who is biologically (chromosomally) one sex, but strongly identifies with the opposite gender (as well as adopting the clothing and characteristics of the preferred gender, they may undergo hormone therapy, or desire to have their gender surgically reassigned)
 * Intersex: Individuals born with anatomy or physiology that differs from current cultural ideals of male and female
 * Heterosexual: the condition of being attracted to someone of the opposite sex

//Source: (www.alsorts.org.au/alsorts p5&6) //

Reach Out describes the confusion that youth face about personal sexuality is not unusual and support networks are widely used to assist youth in understanding their sexuality as well as building confidence to make the step to “come out”.

Healey (2005) states that approximately 2% of the most recent sexual encounters in youth were same-sex encounters. Higgins’ research suggests that 9% of young people do not identify as heterosexual and therefore fall under the categories of gay, lesbian, bisexual, transgender and intersex (GLBTI). There is overwhelming evidence that suggests that same sex attracted people are at greater risk of youth suicide. They also have a higher risk of mental health problems through experiencing depression, guilt, anxiety and homelessness. GLBTI youth are also more inclined to use alcohol and drugs as a coping mechanism.

Youth who struggle with sexuality preferences identification tend to dislike school and research has shown that the school-based experiences of same-sex attracted (SSA) young people are frequently less than ideal, often fraught with verbal and physical harassment and social isolation from peers. School-based victimisation of SSA students has been correlated with their negative mental health outcomes, drug and alcohol use, decreased academic outcomes and lowered tertiary aspirations. The overwhelming personal extracts that explain student fear and isolation whilst at school is frightening. Cannon describes heteronormativity, heterosexism, homophobia, rejection, bullying, violence, isolation, negative self-image and discrimination as being implicated as significant contributing factors in increased suicidality within GLBT youth.

Evidence suggests that GLBTI youth’s basic needs are not being met when examining Maslow’s hierarchy of needs. Maslow states that physiological needs are the bases of human survival and wellbeing. There are many ways at this first level that youth can suffer. Maslow then explains the importance of safety being impaired if physiological needs are not being met. Evidence suggests that many GLBTI youth do not feel safe at school, in their community or at work. There is a spiralling effect to a GLBTI youth’s predicament. If physiological and safety needs are not met then the individual will have love/belonging, esteem and self-actualisation issues that will transpire.

There has been some progress in history regarding GLBTI people in society, evident by the introduction in 2001 of The Statue Law Amendment (Relationships) Act where same sex partnerships are given the same right as unmarried heterosexual partners (de facto relationships). And, today the GLBTI organisations are embracing the 60 year celebration of The Universal Declaration of Human Rights. However, the Northern Territory currently does not have any locally based free youth groups that can assist teenagers with questions regarding sexuality. Family Planning Services in the NT offers counselling assistance to youth but there is not specific support group for teenagers with GLBTI issues. Every other state has a service where the person can remain anonymous, however the NT does not. This project was based on my 13 years in the field of education youth where I encountered many teenagers with issues relating to sexual health both as a teacher of personal development and health, but also in my pastoral care role as a year level coordinator.
 * Rationale**

It is a common perception that heterosexuality is the norm in society and this behind the case GLBTI youth are left on the “outer limits” of the communities they engage in.

My original focus was based solely on a past student that I had encountered through many years of his education in high school. His life as I knew him was a as a genetically make, wanting to live as a Transgender female. I will refer to this person as GX. GX suffered a tortured life as a student at the 2 schools where I taught him, he was accepted by staff as a person who regularly traded as both female and male at the first school and would dress as a female on non-uniform required days. He was regularly tormented by peers and was physically abused on many occasions both at school and within the community he lived. His parents were accepting of his transgender genre and were supportive of his sexuality.

Upon entry to the second school that he was transferred to he was constantly ridiculed by staff and student and attempted a complete transition to female genre – renaming himself as “Sophia” as well as being female is all aspects of life. This was a brave step towards a life long focus for GX and it involved much consultation and counselling with staff, peers, parents and community to try and make the transition as smooth as possible. This transition was not to be long lived; he was constantly ridiculed and physically and sexually abused. He eventually “dropped-out’ of school with 6 months of year 12 remaining. Through my support role with GX throughout his high school years I was made aware of the lack of support for youth with GLBTI sexuality issues. I was also introduced to many other youth with the same sexuality confusions who were not as brave as GX and had no support services or ways to express their confusion and fear.

Hence the beginning of: Safe Sexual Sensitivity for the Sole/Soul



My focus was based on providing a voice for this minority youth group who struggled to get assistance from anywhere and were unable to have a voice to portray themselves as “normal” members of society. They were seen as outcasts by peers, school, and community. It is imperative that youth are given a chance to express their sexuality as they need to without being ridiculed.
 * Consultation Process:**

I approached GX – now no longer in the education system however very much still a youth at the age of 19. He assisted me in networking with other youth in the same predicament both in and out of schools – I will refer to them as “The Group”.

The group discussed the best way that they can approach the community and make the community aware of the fear and pain that is suffered by GLBTI youth. They suggested a short play depicting the different sexuality genres and what a young person feels, sees, hears and experiences when trying to “come out” as well as be accepted in Darwin society.

The group divided themselves into sub-groups according to experience and talent. The Advertising Cluster was made responsible for poster design, school liaison, stage set, make-up and possible costume design.

The Administration Cluster is responsible for writing letters to principals, school bookings, applying for grant money – National Youth Week 2009/2010. The grant application closes mid January so they have concern about it running in 2009. They have also approached local youth organisation to assist with funding the project and assisting with advertising – NAIDOC, Duke of Edinburgh, Family Planning, DEET and TRACKS.

The Theatrical Cluster is responsible for play-write completion, directing, lighting, and arranging the venues external to school performances. The group have worked independently to arrange most of their individual challenges. I have only offered assistance with networking and direction where needed. There is additional funding available; however the group will need to use a governing body in order to apply for government grants.

The project has become very self-driven by The Group and they are the ones that will be responsible for casting and directing the performance. They are hoping that the performance will be first be presented to schools in 2010 during youth week and then to the wider community throughout the Darwin Festival in August of the same year.
 * The Event:**

The group are not all in theatre although many of them have theatrical talents ranging from music, drama and artistic. They decided that they needed to approach not only today’s youth – by performing at schools, but also the wider community – external performances (Darwin Entertainment Centre, Brown’s Mart Theatre (Darwin Community Arts), and Darwin Festival)

The play could be incorporated into the Health and Personal Development Curriculum of Year 8-10. Upon further discussion it was decided that the group would write/develop the play and students at a particular school will be offered the opportunity to perform the play as part of the drama curriculum. They in turn will then offer performances to other schools and move to the wider community with external performances. The play will be based on a multi aspect of three plays that are already published: “Taboo”, “Spring Awakening” and “Playing Sexuality”.

As mentioned, most of the work has been self driven by The Group and they have their own networks of people with vested interest in the project. My assistance so far has been introducing the concept to a small group and offering contacts within schools, and local youth groups. I have also given them assistance with contacting people who have expertise on grant applications.
 * Networking:**

The Grant application for National Youth Week falls under many criteria categories (ATSI, GLBT, and students). This has allowed ease in rationalising the project through the grant application process.

The Group themselves have organised much of the process of advertising to youth and the wider community with assistance from me in finding contacts within the community who will be willing to assist with the advertising (eg Dukes Mob, Danila Dilba, Schools, Family Planning etc).

In order to evaluate the success of the event I guess the direct feedback from the schools initially through out Youth Week 2010 will be the immediate feedback.
 * Evaluation:**

Following this the group has asked that the school principals do a written evaluation on the play in order to assist them in taking it to the wider community. (DEC, Brown’s Mart, and Darwin Festival)

In addition to the performance The Group will advertise website addresses and interstate free call (anonymous) phone centres. It will also give out brochures on the only place in the NT that has minimal catering to the GLBTI youth – Family Planning. Also the group are hoping to have individual school counsellors take on a holistic approach to this issue and ask for them to offer group meetings for youth experiencing sexuality issues to organise an anonymous setting for them too meet and discuss individual difficulties that youth face with sexual orientation.


 * References:**
 * 1) Youth.NSW
 * 2) http://www.youth.nsw.gov.au/youth_links/links/sex_and_sexuality
 * 3) Reach Out!
 * 4) http://www.reachout.com.au/index.asp?mci=3&mwi=2&tii=22
 * 5) Higgins, D “Alsorts: A sexuality awareness resource” (3rd Edition), 2006
 * 6) www.alsorts.org.au/alsorts
 * 7) Healey, J “Teenage Sexuality”, 2005
 * 8) http://www.spinneypress.com.au/221%20Teenage%20Sexuality.html
 * 9) Thesis extracts
 * 10) http://search.arrow.edu.au/main/results?subject=GLBT
 * 11) • Cannon, Richard; Australasian Digital Theses Program, University of South Australia, 2006; thesis
 * 12) • Mikulsky, Jacqueline; Australasian Digital Theses Program, The University of Sydney 2007
 * 13) Australian Initiatives
 * 14) http://www.youth-suicide.com/gay-bisexual/news/austra.htm
 * 15) Family Planning Welfare Association of the NT Inc
 * 16) http://www.fpwnt.com.au/services.htm
 * 17) “Playing Sexuality” - from Tehelka Magazine, Vol 5, Issue 12, Dated Mar 29, 2008
 * 18) http://www.tehelka.com/story_main38.asp?filename=cr290308PlayingSexuality.asp
 * 19) Official website for “Spring Awakening”
 * 20) http://www.springawakening.com/
 * 21) “Taboo” website
 * 22) http://www.theambassadors.com/theatreroyal/sp_p816.html
 * 23) Darwin Community Arts
 * 24) http://www.darwincommunityarts.org.au/
 * 25) Tracks
 * 26) http://www.tracksdance.com.au/html/youth_main.html
 * 27) Darwin Festival
 * 28) http://www.darwinfestival.org.au/
 * 29) Darwin Entertainment Centre
 * 30) http://www.darwinentertainment.com.au/