Introduction
Sexual orientation, gender identity, and gender consistency are complex terms. Being in the 21st century is still not discussed, talked about, or accepted openly in public. People tend to be judgmental towards these individuals and they are made the center of mockery, ostracism, and criticisms at the most gathering (Leicester Lesbian and Gay Action Website, 1998).
Problem faced
People who are not sexually like everyone are still considered taboo in every society. They are harassed, abused, and mentally tortured everywhere they go. People find it very difficult to accept them with their special sexual interests. Researchers have established a strong connection between poor health connection and rejection from a family of young adolescences (Physorg, December 2008).
Most of them hide their real identity as they are scared of being condemned (Lambdalegal, 2006). They are used to living in an environment of rejection which puts a lot of psychological stress on young adults who are gay, lesbian, bisexual, or transgender. They are interrogated at every stage of their lives and at every gathering they make an appearance at. They have a strong urge of being accepted and belonged everywhere they go (Martell, Christopher R, and Botzer, Marsha and Williams, Mark and Yoshimoto, Dan, n.d.).
Code of Ethics
Being a strong believer of liberalism and knowing I’ll be perusing my career towards social work helping Gay, Lesbian, Bisexual, Transgender and Questioning understanding their physic, weakness, and strength are imperative for me. My primary objective is to help meet the fundamental needs of people who are vulnerable and seek help. I want to dedicate my life to service for social justice, the importance of human rights, and integrity.
The NASE code of ethics presents guidelines formed on ethical values to conduct social works. Their agenda is to reinforce professional practices that will provide a bright prospect to review social worker behavior and adequate following of policies prescribed by it.
According to the professional code of ethics, it is the duty of a social worker to help people in need and with problems. The Gay, Lesbian, Bisexual, Transgender, and Questioning community is dominated in the United States, and my role is to make them acceptable and respected in every walk of life through my social work. Many Gay, Lesbian, Bisexual, Transgender, Questioning require these social services and support to keep their momentum alive. To address these problems I being a social worker will not be prejudice or judgmental about Gay, Lesbian, Bisexual, Transgender, and Questioning. It is not a mental illness but a personal choice. Rather I will help build their self-esteem (Matzner, Andrew, 2004).
The code of ethics points to guidelines to avoid discrimination against gay people. They should be well educated about the understanding of social diversity with respect to social orientation (Naswak, 2004). It will make this service a ground while practicing my responsibilities.
Role of School
Bullying is an epidemic at school. Kids who are Gay, Lesbian, Bisexual, Transgender, and Questioning are more likely to be victims of bullying than heterosexual kids. There are times these harassments go way beyond verbal harassment, they are publicly humiliated, their properties are damaged, and they are called names, physically harassed, and mentally tortured which is above hurt feelings. They become weak and are fearful to stand up for themselves.
Being intimidated from childhood makes them weak in their future personal and professional relationships. According to a study held at Harvard University Gay, Lesbian, Bisexual, Transgender, Questioning students were more inclined toward being targeted and affected by sexual harassment than heterosexual peers. Due to which they carry more anger, rage, and negativity in them (Bell, Alexandra C, 2006).
Research shows that Gay, Lesbian, Bisexual, Transgender, and Questioning are become suicidal (Sprc.org, n.d). When a young adult faces a lot of negative responses and derision at school he retaliates by skipping school and getting low grades and GPAs. They feel unsafe and uncomfortable. They keep to themselves and become isolated. Most teachers and administrators neglect and become oblivious to these problems knowing it is their responsibility to make the institute safe for everyone (Nasponline, 2006).
It will be my core duty to change the mindset of these young adults from the lowest level. Being the future generation only they can make a prominent change in shifting the future from unacceptability to acceptability towards these adolescences. I will run a campaign to ensure that these groups become more recognized and appreciated from school to professional lives. They are not harassed and degraded publically in school rather they are acknowledged for who and what they are.
Conclusion
These sexual minority groups are encountered with taunts, abuses, sarcasm, and epithets from their friends and colleagues who persuade them to follow the same sexual interest as theirs (heterosexual or having likewise sexual interest in opposite sex) (Nichols, 1999). It is imperative to decrease the damaging effects of any form of violence and harassment on this marginal community of the group. Special counselors should help students and parents accept them with their sexual interest without being cynical about it. It is the responsibility of educational institutes to teach every student the right to have opinions but wrong to impose your opinions on others. Everyone should be respected and accepted for what they are, how they are, and what they choose to be.
References
Bell, Alexandra C. (2006). Study: Harassment Plagues Campuses. Web.
Leicester Lesbian and Gay Action (1998). Courage to Care. Web.
Lambdalegal. (2006). Foster Parents Caring for LGBTQ Youth. Web.
Martell, Christopher R and Botzer, Marsha and Williams, Mark and Yoshimoto, Dan (Internet). Gay, Lesbian, Transgender & Bisexual Individuals. Web.
Matzner, Andrew (2004). Social Work. Web.
Naswak (2004). GLBT Issues. Web.
Nasponline, 2006. Position Statement on Gay, Lesbian, Bisexual, Transgender, and Questioning (GAY, LESBIAN, BISEXUAL, TRANSGENDER, QUESTIONING ) Youth (formerly Sexual Minority Youth). Web.
Nichols, S. L. (1999). Gay, lesbian, and bisexual youth: Understanding diversity and promoting tolerance in schools. Elementary School Journal.
Physorg. (2008). Family rejection of LGB children linked to poor health in early childhood. Web.
Sprc. Suicide Risk and Prevention for Lesbian, Gay, Bisexual, and Transgender Youth. Web.