Page 15 - ALGBTIC News Magazine - Fall 2019

used on official records and class rosters with no easy dation for resource, program, and policy development
or identified process to change this (Beemyn & Brau- is The Safe Zone Project. The Project offers some free
er, 2015) as well as the frequent limitations of binary online resources as well as on-campus trainings de-
pronouns (e.g., man/woman or female/male) typically signed to create opportunities to learn about LGBTQ+
used on formal and informal documents. Other exam- identities, gender and sexuality, and examine prejudice,
ples of gender-based discrimination include gendered assumptions, and privilege and to increase familiarity
only restrooms as well as gendered double occupancy and comfort with vocabulary, inclusive practices, and
dorm rooms which may result in transgender students how privilege can help you identify ways that your
feeling misidentified, uncomfortable and/or unsafe institution can continue to be a more safe and inclusive
(Goldberg, 2018). space for LGBTQ+ students (source). Individuals who
have completed a Safe Zone training are given stickers
These findings further indicate the complicated nature to display which indicates to LGBTQ+ students that an
of mental health issues for trans students. Fortunately, officer and/or a person is truly a safe space.
Swanbrow Becker and colleagues (2017) found that
transgender students are more likely to seek coun- As we look at other elements of identity, there are some
seling services than cisgender students. All of this of note that may have even more unique needs or barri-
together demonstrates how critical it is for college ers. For example, transgender student military members
counseling centers and their staff to educate them- may be experiencing distress due to restrictions placed
selves on the needs of trans students and therapeutic on one’s ability to serve based on a diagnosis of gender
models and interventions which have shown to be dysphoria as well as gender identity and expression
helpful in counseling, which include trauma informed through the National Defense Authorization Act. The
care, transaffirming cognitive-behavioral practic- NDAA was recently amended to reduce barriers and
es, person-centered therapy during the coming out increase inclusiveness as it relates to opportunities to
process, and group therapy (Swanbrow Becker, et. serve. Trans homeless students frequently what Shel-
al., 2017). The World Professional Association for don (2018) calls a false divide of “us” (housed) and
Transgender Health (WPATH) has also developed “them” (homeless) which counselors may help address
a “Standards of Care for the Health of Transsexual, through increased empathetic interactions. In addition,
Transgender, and GenderNonconforming People” trans homeless students often experience discrimination
resource, which include competencies and roles of when attempting to obtain shelter. For example, recent
mental health professionals working with individuals proposals by the Department of Housing and Urban De-
with these identities (Coleman, et al., 2012). velopment (HUD) allows shelters to force transgender
women to sleep in quarters with men and share male
It is not enough for counseling centers to provide bathrooms (24 C.F.R. 5). In 2017, HUD withdrew poli-
therapeutic services to support trans students, they cy proposals requiring HUD-funded emergency shelters
must collaborate with on campus partners (e.g. health to post notices regarding the rights and protections of
services, student services, LGBTQ+ resource centers, transgender individuals. Both examples demonstrate the
disability services, residence life) and off campus importance of counseling centers staying informed on
partners (e.g. LGBTQ+ community centers, women’s both laws and policies that impact trans students.
centers, support groups, as well as specialized mental
and physical health providers if/when they are avail- Transgender students of color are a particularly socially
able) to foster an environment of support for students vulnerable group who often must navigate through
as well as transgender faculty, staff, and adminis- intersecting transphobia and racism (Singh, 2013).
ters (Couture, 2017). This is often done by working Physical and mental health care may help these students
together to provide and promote campus and commu- navigate these intersecting issues; however, these ser-
nity resources, engaging in outreach in the form of vices may be difficult to access, due partially to lack of
educational, prevention, and health promotion pro- knowledge and lack of culturally competent providers
grams, and policy development. One (Bith-Melander, et al. 2010). Reinforcing the need to
program that is often used to help colleges and uni- counseling centers to fill in this gap in services. Accord-
versities to get educated in developing and providing ing to Singh (2013), transgender students of color
a supportive atmosphere and may serve as a foun- benefit from a resiliency strategy that includes advocat-