It Takes a Village: Applying a Social Ecological Framework of Resilience in Working with LGBTQ Youth

Abstract

Hostile social environments can have detrimental impacts on lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth. Considering the profession's commitment to social justice and person-in-environment perspectives, social workers are well positioned to promote not only the internal capacity of LGBTQ youth but also the capacity of their social ecologies to better support them. This article suggests the relevance of a social ecological framework of resilience to social work practice with LGBTQ youth. Findings of the author's grounded theory study, along with other relevant literature, are used to specify elements in applying this framework to working with LGBTQ youth. A youth case will be discussed to inform interventions that can be employed across the micro, mezzo, and macro levels of practice.

Paving Pathways Through the Pain: A Grounded Theory of Resilience Among Lesbian, Gay, Bisexual, Trans, and Queer Youth

“…On the other hand, there are potential personal costs on youth when they individually assume and carry responsibilities to cope with external adversities put on them. These youths’ experiences of emotional pain and inevitable engagements with these resilience processes point to the centrality of disrupting the cycle of marginalization and oppression against LGBTQ people in promoting resilience among LGBTQ youth (Asakura, ). Researchers, practitioners, parents, and other stakeholders all have the responsibility to share the burden carried by these youth, and envision and actualize the kind of social climates that pave smoother pathways on which LGBTQ youth can march on with less pain and more joy.…”

Extraordinary Acts to “Show Up”: Conceptualizing Resilience of LGBTQ Youth

“…Despite these political advances, the ongoing psychosocial struggles stressed by the youth participants also raise the question of to what extent we have actually reached the “post-gay” era (Savin-Williams, 2005). In addition to policy-focused work, it is equally essential for SP to challenge hetero-cis-normativity through public education and advocate for equitable and accessible services for LGBTQ youth (Asakura, 2016). The adoption of all gender public bathrooms is one very concrete example that SP can support to afford greater safety among those who do not fit in the gender binaries (Asakura, 2016; Seelman, 2014).…”

Counterpoint in the music classroom: Creating an environment of resilience with peer mentoring and LGBTQIA+ students

“…The social-ecological framework of resilience embodies two major structures: (a) a foundation for individuals to strive toward well-being in environments conducive to resilience and (b) the embodiment of characteristics unique to each situation and dependent upon context within these resilient environments (Asakura, 2016). For Ungar (2008), resilience refers to the ability “of individuals to navigate their way to the psychological, social, cultural, and physical resources that sustain their well-being, and their capacity individually and collectively to negotiate for these resources to be provided and experienced in culturally meaningful ways” (p. 225).…”

“…Instead, to counter repression among LGBTQIA+ students, teachers should consider cultural elements, including race, when setting up mentoring relationships. This consideration assists in building the resilience (Asakura, 2016) that helps to “de-center White, patriarchal ways of knowing” (Stevens, 2004, p. 142). With an awareness of issues affecting LGBTQIA+ students and an understanding of resilience, teachers can begin to create safe spaces by way of peer mentoring.…”

“…Researchers have found that creating safe spaces in classrooms helps build student resilience, helps counter homophobic, genderphobic, and transphobic attitudes, and makes LGBTQIA+ students feel welcome and supported (e.g., Haywood, 2011; Stevens, 2004). The role of the teacher is paramount when creating safe spaces (Corbitt, 2016) that contribute to the sense of well-being conducive to building resilience within learning environments (Asakura, 2016). In classrooms where all students feel safe to engage in learning, peer mentoring can reinforce positive mental health and the well-being of LGBTQIA+ students as well as reduce prejudice among all students (e.g., Higa et al, 2014).…”