Know Your Sexuality - Gloucestershire Boys & Young Men Network

Contents 

Introduction 

Section One 

Awareness of LGBT 

1.1 Rainbow Flags /Ribbons / Wristbands 

1.2 Issue Wall 

1.3 Exploring values 

1.4 Lets Listen 

1.5 How things have changed 

1.6 Myth busters 

1.7 Leaflet – Sex and Sexuality 

Section Two 

Coming out and Staying Safe 

2.1 Information leaflet, Coming Out 

2.2 Information Sheet – coming out, Transgender 

2.3 Count your losses 

2.4 Orientation times 

Section Three 

Healthy Relationships 

3.1 Your relationships 

3.2 Agree/ disagree 

3.3 Feel good factor 

3.4 Sex – when is it right 

Section Four 

Homophobia and Heterosexism 

4.1 Sticks and Stones 

4.2 Gay School 

4.3 State Homophobia 

Section Five 

Heterosexism 

5.1 Anagrams 

5.2 In the soaps

5.3 Every picture tells a story 

5.4 Information sheet – Transsexuals and the law 

Section Six 

Cultural Awareness 

6.1 Oranges and lemons 

6.2 Minority Noise 

6.3 A Poem 

6.4 State Homophobia 

Section Seven 

History 

7.1 Famous Gays and Lesbians 

7.2 Diverse Histories 

Section Eight 

Further Information 

8.1 Definitions/ Glossary 

8.2 Timeline of LGBT History 

8.3 Reading list 

8.4 Websites and contacts 

8.5 Know your Kit Information and content

KNOW YOUR SEXUALITY – INTRODUCTION 

Sexuality 

The nature of Human sexuality 

Our sexuality is an essential part of who we are and how we see 

ourselves in relation to other people. The term “sexuality” becomes 

easier to understand when it is divided into three parts: sexual 

orientation, sexual behaviour and sexual identity, (Ray and Went, 1995) 

Sexual Orientation refers to a persons primary sexual attraction, be it the 

same - homosexual, opposite – heterosexual or both sexes bi-sexual. 

The emphasis placed in our society on heterosexuality as the norm 

means that many homosexual and bi sexual people deny, hide or 

suppress their sexual orientation. 

Sexual behaviour refers to what a person does sexually. 

Our sexual behaviour does not always match our sexual identity or our 

sexual orientation. A person may engage in heterosexual behaviour but 

feel that their sexual orientation is homosexual, whilst another person 

may identify as homosexual but not engage in any sexual behaviour at 

all. 

Sexual identity refers to how people see themselves and present 

themselves to others. 

Because society favours heterosexuality, most people feel pressured to 

develop a heterosexual identity. 

Prevalence of homosexuality 

A number of surveys suggest that the incidence of homosexuality may 

range from 10%. (Kinsey A.C., Pomeroy W.B., and Martin C.E., 1948 

‘Sexual Behaviour and the Human Male’ W.B. Saunders Philadelphia ) to 

6.1% (Wellings K., Field J., Johnson A.M. and Wandsworth J., 1994, 

‘Sexual Behaviour in Britain: The National Survey of Sexual Attitudes 

and Lifestyles’ Penguin). However, due to society’s attitudes towards 

Homosexuality it is likely that these figures are under reported. 

Know Your Sexuality - Gloucestershire Youth Service, Gloucestershire Primary Care Trust and Gay Glos

“It (homosexuality) is found in 10% of the population, a figure which is 

surprisingly constant across cultures, irrespective of different moral 

values and standards of a particular culture. Contrary to what some 

imply, the incidence of homosexuality in a population does not appear to 

change with new moral codes or social moves” Taken from the American 

Psychological Association statement on Sexual Orientation, July 1994 

Evidence of sexuality being ‘established’ by an early age 

“Some were aware that from the age of six or seven that they were 

attracted to men, although it was more common to have been aware 

from the age of eleven or twelve” (p.4, Frankham J., 1996, Young Gay 

Men and HIV Infection, Avert, England) 

Research suggests that the homosexual orientation is in place very early 

on in the life cycle, possibly even before birth. Taken from the American 

Psychological Association Statement on Sexual Orientation, July 1994. 

Background to the pack 

The Sexuality issues working group was started in 1998 and was formed 

to raise awareness of Sexuality Issues within the Gloucestershire Youth 

Service. Over the past years we have held curriculum theme weeks and 

training events and supported the work of Proudstart our youth group for 

LGBT young people. 

This group is a partnership with representatives from the NHS PCT, and 

Gay-Glos (formerly, Gay and Lesbian Friend Helpline Gloucestershire) 

and representatives of the Gloucestershire Youth Service staff. 

Two years ago when the group were forming their part of the Service 

Equalities Action Plan we decided to create a curriculum resource aimed 

at sexuality issues. Members of the Gloucestershire Boys and Young 

Men’s Network had previously produced a sexual health resource, ‘Know 

Your Kit’, which they placed on their website and on CDrom. 

This is a free resource. 


Introduction to the pack 

This pack contains information, session plans and downloadable 

resources under the following headings; 

Awareness of LGBT 

Coming out and Staying Safe 

Healthy Relationships 

Homophobia and Heterosexism 

Heterosexism 

Cultural Awareness 

History 

Further Information 

It is important to create a safe environment when doing this type of work 

and it is important to develop a set of ground rules with young people. 

Typical ground rules may be; 

Respect each others opinions 

Confidentiality 

Listen to each other 

You could be approached by individuals regarding issues raised, be 

prepared. Your organisation should provide you with guidance on what to 

do in the event of such a situation. 

I would like to mention a number of people, who have supported this 

work: 

Members of the Sexuality Issues Working Group: 

Bernie Cox, Simon Gillings, Holly Magson, Mike Haddock, Phil 

Clapham, Jude Rawlings, Vicky Right, Susan right, Sarah Stephenson, 

Paul Hopkins, Steve Bailey, Mike Counsell. 

Lisa Allene, Robin Agascar 

Gloucestershire County Council Education PHSE Information for 

schools – Young People and Sexuality Issues Pack 

Fiona Leppard, Gloucestershire Primary Care Trust 


We welcome feedback. Anything that you feel is important and has 

relevance to this resource. We can be contacted by e-mail on: 

Ys.training@gloucestershire.gov.uk 

Postal address; Gloucestershire County Council, Youth Service, 

Chequers Bridge Centre, 

Painswick Road, 

Gloucester 

GL4 6PR 

We hope that you enjoy using this resource 

Susan Wright 

Chair Sexuality issues Working Group 


SECTION ONE – AWARENESS OF LESBIAN, GAY, 

BISEXUAL AND TRANSGENDER (LGBT) 

UNDERACHIEVEMENT 

Unsupported gay and lesbian young people can underachieve or present 

behavioural problems at school 

Gay and Lesbian young people have been shown to be; 

More likely to be bullied than their peers 

More likely to self harm 

Likely to internalise negative images and have low self esteem 

More likely to commit suicide than their peers 

Unlikely to be able to seek help and advice about their particular concerns 

“………. Young lesbian and gay people often find themselves facing an erosion 

of their self-confidence and esteem. Coming to terms with being ‘different ‘ and 

coping with the difficult feeling associated with identifying ones self as gay or 

lesbian is very hard. It is even more difficult if it has to be conducted in secrecy 

from family, friends and school because a young person sense their disapproval 

or fears a negative reaction. Lesbian and gay young people and adults find 

themselves emotionally exhausted by having to wrestle with their own feelings 

about themselves and the problems other people have in coming to terms with 

their sexuality.” From ‘Talking about homosexuality in the secondary school’ 

Forrest S., Biddle G., Clift S., published by AVERT 1997. 

The 1986 Kidscape survey into bullying identified short term and long term 

consequences for those being bullied. 

Short term consequences for young gay and lesbian pupils of school age 

include; 

Loss of self confidence 

Diminished self esteem 

Becoming with drawn and nervous 

Being unable to concentrate 

Beginning to do badly in academic work 

Truancy and school phobia, attempted suicide 

Eliot and Kilpatrick 1994 

Know Your Sexuality - Gloucestershire Youth Service, Health Promotions and Gay Glos

Long term effects 

In an ongoing study of the long term effects of homophobic bullying on the 

mental health and social development of gay and lesbian people, Ian Rivers at 

the University of Luton has found that 40% of his respondents report having 

attempted suicide on more that one occasion. 

Other effects reported include; 

Insecurity in long term relationships 

Flash backs and nightmares 

Levels on anxiety, depression and hostility higher than normal 

Seeking psychiatric help 

Rivers 1995/ 1995 


1.1 NAME RAINBOW RIBBONS / FLAGS /WRISTBANDS 

AIM 

To involve young people in discussions around gay and lesbian issues. 

Young people will have spoke to youth workers about the ribbon/flag, 

and Workers will have talked to young people in their project. Young 

People will have a greater understanding about 

Stonewall/equality/freedom and will be encouraged to question issues 

around their views of homosexuality 

METHOD 

Workers will wear the ribbon / display the flag 

Workers will talk to young people 

Workers will have the information sheet 

RESOURCES NEEDED 

TIMESCALE 

Ribbon / flag ** 

Information - provided 

This can take between 15 minutes and half an hour 

VARIATIONS 

EVALUATION 

• Worker evaluation and young people’s comments 

• Report in diary sheet 

** Wristbands can be purchased from IMC wristbands, in bulk 

http://www.lmcwristbands.co.uk/index.asp?wholesale=1 

Know Your Sexuality - Gloucestershire Youth Service, Gloucestershire PCT and GAY-GLOS

Equality Ribbons, Flags and Wristbands 

We are suggesting that all staff wear a wristband/ Ribbon on an evening. 

This is an easy way of opening a conversation with young people as 

most of them will know the many charity wristbands/ Ribbons by now. 

Our experience is that the conversation may go as follows, what does 

that mean then? There is now an opportunity for the worker to open up a 

conversation with the young person. 

In order to do this they will need in formation about what the ribbon/ 

wristband/Flag stand for (included below). You may want to follow up 

your information giving, with discussion with the young people asking 

them what they thin about gay equality or whether there are other 

ribbons / wristbands used for other groups e.g. green for peace in 

Ireland, yellow for prisoners etc. 

• The rainbow ribbon is worn to show that the people wearing it 

believe that gay and lesbian people should be treated equally to 

heterosexual people. 

• The rainbow is a symbol of equality because all the colours in the 

rainbow are equal; no one colour is more dominant then another. 

The rainbow is a ray of hope, it shows unity and yet diversity within 

that. It represents many things coming together to make one. 

• Therefore it assumes that all people are equal. 

• This symbol has also previously been used as a symbol of civil 

rights in America when it was used as the rainbow nation, no one 

colour was or should be more dominant than another. 

• It is now a strong symbol used also by the Hopi Indians, 

Greenpeace etc 

We found that we needed to prompt people by asking them if they has 

seem our ‘Rainbow Ribbons’ and did they know what they stood for. 

Many of our young people now want their own. 


1.2 NAME ISSUES WALL 

AIM 

To explore a current subject around lesbian gay bisexual and 

transgender issues. 

METHOD 

Place a large sheet of paper or card on a table or wall. 

Write a statement or place a newspaper article or headline in the 

centre of the paper. 

Encourage young people to place their comments on the sheet 

Possible topics may include; 

The age of consent for young gay people is 16, should this be 

changed? 

Being Gay/ Lesbian / bisexual is trendy 

What is Pride? 

How do you know whether someone is gay or not? 

Should gay couples be allowed to adopt? 

Or any of the Agree Disagree Statements. 


Information pack 

Pens and paper 

Newspaper articles 


TIMESCALE 

Preparation time to look for suitable articles, statements. 

Note: Start collecting cuttings from newspapers and magazines in 

preparation for the activity. 

The activity will take between15 minutes and an hour. 

VARIATIONS 


1.3 NAME Exploring Values 

AIM 

The aim of this activity is to allow young people an opportunity 

To explore their own values about sexual orientation and gender. 

METHOD 

Place the AGREE card at one end of a room and the DISGREE 

card at the other forming a continuum 

Explain to the young people that their level of 

agreement/disagreement can be on a continuum. However, they 

can't be right in the middle, which they have to make a choice. 

One statement is read out and participants must move to a position 

along the continuum they feel is an appropriate response. 

Ask the young people to discuss/explain why they are on the side 

they are. This then begins a discussion. 

Repeat this sequence as often as you like until all the statements 

have been read out 


Statement List 

TIMESCALE 

20 minutes 

VARIATIONS 

Add further statements to the Statement List 


Statement List 

I can tell by looking at a person if they are lesbian, gay or bisexual. 

I think gay men are easily identified by their effeminate mannerisms, 

high-pitched voices and talents in the arts. 

I think a disproportionate number of child molesters are gay men. 

I believe homosexuality can be "cured" by psychotherapy. 

I believe the majority of lesbian, gay and bisexual people don't 

"flaunt" their sexuality. 

I believe that gay and lesbian people should be allowed to adopt 

children. 

I believe AIDS is a disease that afflicts people of all sexual 

orientations. 

I believe people who are lesbian, gay or bisexual work in all types of 

jobs, and they live in all types of situations. 

I believe lesbians choose their lifestyle because they hate and fear 

men. 

I believe bisexuals are really people who are either gay or lesbian. 

I believe having homosexual parents can cause homosexuality. 

I believe that, in a same-sex couple, one is the female and the other 

is the male. 

Two women should be able to adopt a baby 

Two gay men should be able to kiss in public 

Gay people should be able to join the armed forces freely and 

openly 


Gay / Lesbian people should be youth workers 

It’s trendy to be gay 

Most people know they are gay by the time they are 16 

If my friend came out to me as gay I would act exactly the same as I 

did before 

Gay people are treated unfairly 

People choose to be gay 

Most lesbians are cat lovers, and most gay men are gay 

hairdressers. 


AGREE 

DISAGREE 


1.4 NAME Lets Listen! 

AIM 

To demonstrate that most people listen to 25% of what’s been said 

METHOD 

Cut a story from a news paper or magazine, approximately 2 – 3 

paragraphs long 

With no introduction casually approach your group, with an opening 

line, did you see …… in the paper, and read aloud the entire two or 

three paragraphs. 

When you have finished your group will perhaps look bored or 

disinterested. Offer a small prize (chocolate bar or drink) to 

whoever can answer your questions correctly, based on the story 

that they have just heard. 

Eight to ten pre prepared questions, i.e. names, dates, places, 

It is likely that no one will be able to answer all questions. 

Discussion questions are provided 


Newspaper article containing several facts, for example an article on 

prominent LGBT, Civil partnership, Hate Crime etc. 

TIMESCALE 

Approximately 10 – 20 minutes. 

VARIATIONS 


QUESTIONS 

You all heard the story, but could not remember much about it, why? 

Why didn’t we listen? Is this typical, what can we do to make sure that 

we listen? 

If I had told you initially that there would be a prize, would you have 

listened more attentively? Why? 


1.5 NAME HOW THINGS HAVE CHANGED 

AIM 

To make people aware of how legislation has moved on for LGBT 

people, but that all of the changes are quite recent 

METHOD 

Split the group into smaller groups and ask them to draw a time line 

from 1990 – 2006 

Ask them to add to the time line the following; 

1. Lifting of the ban of Gays and Lesbians serving in the armed 

forces 2000 

2. The abolition of Section 28 2003 

3. The introduction of the civil Partnership Act 2005 

4. Introduction of the Employment Equality 

(sexual orientation) regulations. 2003 

5. Equality Act, covering such services as 

hotels, restaurants and the NHS services 2006 

6. Introduction for equal rights for same sex 

couples applying for adoption 2002 

7. Age of consent lowered for Gay men to 16 2001 

Compare the answers – are they accurate 

Does it surprise the group that the majority of the legislation 

changes have been in the 2000’s 


Pens 

Flip charts 


TIMESCALE 

The activity will take about 30 minutes. 

VARIATIONS 

This could be looked at in relation to the History time line in the 

additional information section of the pack 

Lifting of the ban of Gays and Lesbians 

serving in the armed forces 

The abolition of Section 28 

The introduction of the Civil Partnership Act 

Introduction of the Employment Equality 

(sexual orientation) regulations. 

Equality Act, covering such services as hotels, 

restaurants and the NHS services 

Introduction for equal rights for same sex 

couples applying for adoption 

Age of consent lowered for Gay men to 16 


1.6 NAME Myth Busters 

AIM 

To enable young people to explore facts and beliefs about sexuality 

issues. 

METHOD 

Each individual is given a Myth Buster Answer Chart 

The facilitator reads out the Myth Buster Statements 

Individuals record their answers on the Chart 

Provide the answers and discuss any issues raised 


Myth Buster Statements 

Myth Buster Answer Chart 

Myth Buster Answers 

TIMESCALE 

Preparation is required to ensure that there are enough Answer Charts 

for each member of the group. 

The activity will take about 30 minutes. 

VARIATIONS 

1. There are three sets of Statements that can be used. 

2. Anonymity can be achieved by folding up each person’s Answer Chart 

and passing them around the room randomly amongst the group, before 

the answers are provided. 

3. A competitive element can be introduced by points being scored for 

each Statement answered correctly. 


Questions 

Myth Busters Quiz 1 

1. There is no age of consent for two women to have sex. 

2. Homosexual couples can adopt children. 

3. Straight women don’t masturbate. 

4. Gay and lesbian people do not have to worry about contraception 

5. You cannot join the armed forces if you are openly gay. 

6. HIV/AIDS can be caught by straight (heterosexual) people. 

7. All gay men have anal sex. 

8. You can catch STI’s from oral sex. 

9. All gay men are child molesters. 

10. Gay men all have casual sex 

11. Gay men cannot control themselves around other men, and will 

‘come on’ to any male. 

12. Homophobic bullying isn’t really a problem 

13. All transvestites are gay. 

14. Some people have relationships with both men and women. 

15. Any woman who rejects a man’s advances must be a lesbian 

16. Some married men with children are gay 

17. Bi sexual means having sex with two people at the same time 

18. Transgender/ Transsexual people are all male 


Myth Busters Answers 

1. False Since the Sexual Offences Act 2003, the age of consent 

has been 16 years old for everyone in England and Wales 

regardless of sexuality. 

2. True Adopters cannot be discriminated against on the grounds of 

their sexuality. 

3. False People of both sexes masturbate, regardless of their 

sexuality. This is part of a normal healthy sex life. 

4. False There is no risk of pregnancy through sexual activity with 

someone of the same sex. However everybody runs the risk of 

STIs and so barrier methods such as condoms and dental dams 

for oral and anal sex still need to be used if you are unsure of your 

partner’s health. 

5. False The law says that no one can be excluded from the armed 

forces on the basis of their sexuality. 

6. True Anyone, regardless of their gender or whether they are 

straight or gay, can catch HIV/AIDS. Anyone may carry this 

infection and pass it on to another person. 

7. False Just like heterosexual couples, some have anal sex and 

some do not. 

8. True You can catch STIs from oral sex. STIs known to be 

transmitted orally include herpes, chlamydia, gonorrhea (the clap), 

and hepatitis B. There is also potential for other STIs to be 

transmitted via this route including HIV/AIDS. 

9. False This is a damaging myth that confuses gay men with 

pedophiles. Gay men are no more likely to abuse children than 

straight men. 

10. False Like heterosexual people gay men and lesbians may 

choose all different types of relationships 

11. False Like heterosexual people gay men and lesbians are only 

attracted to some people and they are more likely to check out 

someone’s sexuality before chatting them up. 


12. False Unfortunately many gay and lesbian people report 

homophobic bullying, and sometimes this is so violent that people 

are killed because of their sexuality. 

13. False Some drag queens are homosexual and some are 

heterosexual. 

14. True some people choose partners of different sexes at different 

times in their lives. This may be because they are bisexual, or 

they are uncertain of their sexuality, or they choose to behave in a 

way that is more acceptable to them, even if it doesn’t fit their 

sexuality. 

15. False women may reject a man for all sorts of reasons, even if 

they are heterosexual. 

16. True Some gay men choose a heterosexual lifestyle, for a range 

of reasons. 

17. False Bi sexual means someone who is attracted to both genders. 

18. False, Although more men come out as transgender or 

transsexual, in the UK the percentage of women is approximately 

20% of the total of the transgender community 


Activity Myth Buster Answer Chart 

Circle the letter which represents what you think is the correct 

answer for each question 

TRUE FALSE 

1. T F 

2. T F 

3. T F 

4. T F 

5. T F 

6. T F 

7. T F 

8. T F 

9. T F 

10. T F 

11. T F 

12. T F 

13. T F 

14. T F 

15. T F 

16. T F 

17 T F 

18 T F 


What is Sexuality? 

Sexual Orientation 

Is the nature of a person’s sexual attraction to 

other people. 

Some people are straight (heterosexual) – this 

means sexually and emotionally attracted 

to people of the opposite sex. Some people 

are gay (homosexual/lesbian) – this means 

sexually and emotionally attracted to people 

of the same sex as themselves. And some 

people are bisexual – this means sexually and 

emotionally attracted to people of both sexes. 

How can I understand 

sexual orientation? 

Imagine a group of people standing in 

a line: those who are exclusively straight 

would stand at one end of the line with 

those who are exclusively gay at the 

other. Those who are bisexual would be 

somewhere in the middle and those unsure 

about their sexual orientation would be 

dotted along the line. 

People do not always stay in the same 

place on the line; initially they may be 

unsure where to stand, so choose to stand 

somewhere close to what they see as 

acceptable. Some find that they want to 

move their position after sexual experience 

– this can happen at any time in a person’s 

life. 

Our sexuality is an essential part of who we are and how we see ourselves in 

relation to other people. Sexuality becomes easier to understand when it is divided 

into three parts: sexual orientation, sexual behaviour and sexual identity. 

Sexual Behaviour Sexual Identity 

Is what a person does sexually – however, 

it does not always match their sexual 

orientation. Someone might be having sex 

with someone of the opposite sex whilst 

attracted to people of the same sex or vice 

versa. Remember you have a choice about 

how you behave sexually. 

You have every right to be yourself 

How does this affect me? 

Reading this leaflet may have raised issues 

and questions for you. Below are just some 

examples that may or may not be relevant 

to your situation . . . . 

? If you are male and straight you might want 

information about where to get condoms or 

who you can talk to in confidence. 

? If you are male and gay you might want 

information about local gay groups and how 

you can come to terms with your sexuality. 

Is what a person would choose to call 

themselves - straight, gay or bisexual. 

However, someone’s sexual orientation 

and behaviour can be different from their 

identity; for example having sexual feelings 

for, and sex with someone of the same sex 

whilst identifying as straight. 

? If you are female and straight you might want 

information about contraception. 

? If you are female and lesbian you might want 

information about where to meet other 

women like yourself or who you can talk to in 

confidence. 

? If you are male or female and not sure who 

you are attracted to, you might want to know 

who you can talk to in confidence. 

. . . you may have different questions to 

these, but whatever your individual needs 

are this leaflet aims to point you in the 

right direction to enable you to get the 

appropriate help, advice and support. 

Whoever you are, whatever your sexuality you will need to know about 

safer sex and how to protect yourself and your partner(s)

Other Support 

www.outinglos.nhs.uk Confused about sexuality? Coming 

Out? Lots of information, help and support. 

Gloucestershire Gay & Lesbian Community (GGLC) 

A social group for lesbian and gay adults in and 

around Gloucestershire with regular Thursday evening 

meetings. Anyone who requires more details about 

GGLC or wishes to join call 07050 627273 or e-mail to 

info@gglc.demon.co.uk 

FFLAG – Families and friends of lesbians and gays. 

Support for parents and their gay, lesbian and bisexual 

sons and daughters. Tel: 01454 852 418 

www.fflag.org.uk 

Beaumont Trust – A helpline for people identifying as 

transvestite (TV) or transsexual (TS). Tel: 07000 287878 

Tues & Thurs 7.00 pm - 11.00 pm 

The Naz Project 

Support and advice for gay men and lesbians from South 

Asian, Turkish and Arab communities 

Tel: 020 8741 1879 www.naz.org.uk 

Eddie Surman Trust + positiveline 

Offers support to young people who feel suicidal in 

particular those who are HIV+. 

Tel: 020 7738 6893 www.eddiesurmantrust.org.uk 

Positiveline: 0800 169 6806 

Monday - Friday 11.00 am - 10.00 pm 

Saturday - Sunday 4.00 - 10.00 pm 

Samaritans 

Listening service staffed 24 hours a day, 365 days a 

year for those who are troubled, despairing or suicidal. 

National Tel no. 08457 90 90 90 auto transfer to 

nearest available listener. 

Gloucester 01452 306333 drop in between 

9.00 am – 10.00 pm 

Cheltenham 01242 515777 

Drop in between 8.00 am – 10.00 pm 

Website: www.samaritans.org.uk 

Updated and reprinted January 2005 

Produced by Health Promotion, part of the 

in collaboration with: 

For Young People 

Proud Start 

A group for lesbian, gay and bisexual young people (19 

years and under) and those exploring their sexuality. 

Tel: 01452 306800 www.proudstart.org.uk 

Gay and Lesbian ‘Friend’ Helpline 

(Gloucestershire) 

A telephone helpline providing information, support 

and befriending to lesbian, gay and bisexual people or 

anyone in doubt about their sexual identity or feelings. 

Tel: 01452 306800, Mon - Fri 7.30 pm to 10.00 pm 

PO Box 171, Gloucester, GL1 4YE 

www.dircon.co.uk/gay-lesbian-helpline-glos-uk 

e-mail: glhglos@dircon.co.uk 

Grapevine 

Free information, advice and support for young people 

aged 14 to 25. 

Cheltenham 01242 255888 (answerphone out of hours) 

Gloucester 01452 500080 

www.glosgrapevine.co.uk 

Share, young peoples’ counselling service 

Free confidential personal counselling for young people in 

the age range 14 to 25 years old. 

Tel: 01452 500300 (answerphone out of hours) 

Mon - Thurs 10.00 am - 3.00 pm 

Sexual Health and HIV 

GUM Clinics - Sexually Transmitted Infections 

Gloucestershire Royal Hospital (Hope House) 

08454 226464 for Appointments 

Cheltenham General Hospital (Benhall Clinic) 


County HIV/AIDS Counselling and Support Service 

A confidential service offering pre and post test 

counselling, daytime and evening appointments and 

same day results. 

01452 311744 (Gloucester) 

Family Planning Clinics 

Offer free, confidential help and advice (to men 

and women) on a range of sexual health issues, e.g. 

contraception, pregnancy testing, abortions and 

infertility. Free condoms available. 


Cheltenham 08454 222374

SECTION TWO 

Coming Out and Staying Safe - Choosing to be gay? 

Being gay, lesbian and bisexual is not a choice – it is a fact. The choice that 

is made is one of the most pretending to be heterosexual and accepting to 

live a gay, lesbian or bisexual lifestyle. 

‘Choosing’ to be gay is an allegation often directed against gay, lesbian and 

bisexual people. Many heterosexuals will experiment sexually during their 

adolescence (or later) but would not consider they make a choice to be 

straight – they just are. Similarly, many lesbians, gay and bisexual people 

will experiment with heterosexual behaviour because it is what is expected 

of hem. Many share a common experience of coming to terms with their 

sexuality – accepting who they are – rejecting the accepted and assumed 

‘norms’ of heterosexuality. 

The following are examples of the ‘story’ many tell: 

“When I first realised I was gay I didn’t like the idea. It was really painful 

experience and I felt very isolated. Looking back at the time I realise that I 

was a very dysfunctional individual. There was a whole part of my life, when 

I was in my teens, when I was unable to be who I really wanted to be. 

Whilst my peers were out with girls having a good time, I was unable to join 

in or have the equivalent experience with boys. There was so much about 

relationships I missed out on. 

If I really had a choice, I wouldn’t choose to be gay because being gay can 

be very difficult. Who’d really choose to be gay in a bigoted, prejudiced 

world like ours? You meet a lot of prejudice and my life at school was hell. 

I’ve never really felt that I have had a choice in my sexual identity. I’ve 

spent a lot of time trying to hide it and live a straight lifestyle. I suppose 

what I really feel is that I eventually chose not to live a heterosexual 

lifestyle. In the end what really matters is who you are and what you’re like.” 

GAY-GLOS Gloucestershire 

“I’m only 16 and to many it won’t seem like much, but to me it is. I realised 

my sexuality when I was 14 I didn’t tell my parents because they would 

chuck me out. Some girls were beating me up because I was gay so in the 


end I had to tell my form teacher. Her once caring attitude towards me 

changed. Suddenly she hated me. She told me that I was going to hell and 

that I’m concerned with things that shouldn’t be thought about let alone by a 

girl of my age.” 

LINDA 16 

(HTTP://WWW.STONEWALL.ORG.UK/EQUALITY2000/SCHOOLS.HTML). 


Suicide and Self-harm 

Gay and lesbian young people are disproportionately represented in 

statistics on suicide and self-harm. 

Suicidal Behaviour 

“There is no simple explanation for suicidal behaviour. Calls to Childline 

show that abuse, constant rows with someone close, bullying, stress over 

exams, and worries about the future are just some of the things that, in 

some young people, can cause feelings of anxiety, low self-esteem, 

hopelessness and isolation. This can lead to thoughts of suicide. Groups 

particularly at risk of suicide include unemployed or homeless young 

people, young gay men and lesbians and young people who have problems 

with drugs.” 

Suicide and Young People. Childline www.childline.org.uk/suicide.html 

Incidence 

Avert Aids and Education Research Trust published the results of a twoyear 

longitudinal study of gay young men (Frankham, 1996). All the young 

men in this study began to realise that they were gay whilst they were at 

school. Their experience mirrors that of the reports in the Stonewall study 

and evidence from studies on lesbian and gay youth suicide, which also 

suggests that suicide rates and para-suicidal behaviour are significantly 

higher amongst young lesbians and gay men. 

A 1983 survey of 416 lesbians and gay men aged 15-20 found that 19% 

reported a suicide attempt (Trenchard and Warren, 1984). The most recent 

study by Dr Peter McColl of St Edwards Hospital, Cheddleton, 

Staffordshire, based on a survey of workers in 20 lesbian and gay youth 

groups, estimates that one in five young gay men, lesbians and bisexuals 

had inflicted serious self-harm on more than one occasion, including 

serious attempts at suicide. (McColl, 1995). 

Ken Plummer, from the University of Essex, reported on the incidence of 

suicide among gay, bisexual and lesbian young people: 


“For instance, the negative self-image and worry may be so extreme as to 

lead to thoughts of attempted suicide. Indeed, in the London survey, nearly 

1 in 5 (20%) had made a suicide attempt; in the Bye’s survey of isolates, it 

was nearly 2 in 5 (40%); and in the survey conducted by Parents Enquiry in 

1982, some 55% had made a suicide attempt. These are desperate acts 

and worrying figures that have been indicated in other research studies 

too.” 

Lesbian and gay youth in England. Plummer K, 1989. 

Rivers also found that 40% of respondents reported attempting suicide on 

more than one occasion. 

Young Gay and Bullied. Young People Now, Rivers I, 1996. 

“Gay and lesbian youth are two-three times more likely to 

attempt suicide than their heterosexual peers. Gay and 

lesbian teens account for thirty percent of all completed 

suicides among adolescents.” 

U.S. Department of Health and Human Services. ‘Report of the Secretary’s Task Force 

on Youth Suicide’. Washington D.C., 1989. 

Darren Steele 

15-year-old Darren Steele suffered a five-year ordeal of taunting and 

beating from fellow pupils at De Ferrers High School in Burton upon Trent, 

Staffordshire. He suffered jibes of ‘gay boy’ and ‘poof’ because he was 

thought to be gay – purely because of his love of cookery and drama 

classes. Darren left a suicide note naming those he blamed for his death. 

This resulted in the arrest of 11 pupils, although the Crown Prosecution 

Service decided not to prosecute them. Darren hanged himself in March 


2.2 Coming out Transgender 

Speak to your family first gauge their opinion. 

Questions your family may ask... 

How Did It Happen? Is It Reversible? 

The best efforts of skilled, dedicated professionals in the physical and 

psychological sciences have so far failed to uncover the origins of the 

transsexual condition. The most impressive hypotheses put forward to 

date, based upon careful and open-minded clinical studies, indicate that 

several possible elements should be considered together: functioning of 

the brain and of the endocrine glands, neurological mechanisms, cultural 

and other environmental factors 

Physicians and psychiatrists have been deeply impressed with the 

fortitude with which many of their transsexual patients confront physical 

pain, economic sacrifice, and complicated social and emotional 

adjustments in their commitment to the liberating process of sex 

reassignment. Medical specialists who maintain a careful, long-term 

follow-up on their transsexual patients have reported that, where other 

efforts at treatment have failed, corrective surgery has produced 

"subjective and objective improvement in life adjustment in a majority of 

cases." The keys to success are: 1) proper screening, 2) counselling, 

and 3) family support before, during, and after surgery. 

Is it reversible? The vast majority of medical practitioners seriously 

concerned with problems of gender identity in the adult have answered 

"No", not in the "true" transsexual. But to this negative answer they have 

mercifully added positive suggestions for treatment, which offer relief and 

hope to the transsexual: counselling, hormone therapy and surgery. 

But it cannot be too strongly stated that question "why" is the scientist's 

proper job, his alone. It is harmful, and even destructive for the family of 

a transsexual to look back for the causes of his difficulties. Such a 

search based on one case only and biased by emotional involvement 

may easily mask an assignment of guilt either to yourself or to your child. 

It would be better to look instead to the present, and share this present 

with him, fulfilling his need for your love, understanding, and acceptance. 


A Final Word 

Imagine that you, the father of a transsexual, awakened one morning, 

looked into the mirror, and saw an unfamiliar reflection returning your 

glance; that of a woman. Imagine your shock and dismay. Your feelings 

were no different from what they had always been; and yet you, with your 

masculine sense of self, were now trapped in a body that contradicted all 

that you know yourself to be. If you are a woman, perform this 

experiment in reverse. 

Now you have a slight notion of what your son or daughter has been 

experiencing daily, probably since earliest childhood. Furthermore, he 

has been under constant pressure to keep up the masquerade at school, 

in his social relations, in his job, and perhaps even at home; in his total 

way of life. One day, the strain began to be overwhelming. He felt that he 

could not sustain this deception, this contradiction, for another moment. 

In his desperation, he may have tried suicide. Or he may have realised 

that skilled and understanding help is available to him, and set out to find 

it. 

It is little wonder that the adult transsexual who finds themself in this 

impasse is determined to free themself from it. Once they have decided 

on the course of sex reassignment, they probably will never look back. If 

qualified doctors accept them for treatment, the chances are that nothing 

will dissuade them, not even the disapproval or entreaties of their loved 

ones. When you have clearly understood and felt the reasons for their 

determination to find help, let them do so fortified by your support and 

love. 

When you begin to come out at work 

Set about writing a formal letter of disclosure to the Human Resources 

Department (HRD) if you have one. 

Arrange a meeting with HRD explain your problem to them Expect them 

to have little or no knowledge of this condition. Explain that you have an 

incurable illness, which is not fatal, but is treatable. Explain the causes of 

your problem; if you can give them a letter from your doctor do. You 

could give them a copy of "An Employer's Guide to Trans sexuality in the 

Workplace" and a copy of the current medical thinking. 

“Then I handed her my formal letter. She read it quietly, and 

agreed that she had no such knowledge. So I went on and 


explained my life history to her. To my initial surprise, she was very 

interested and attentive. Finally I gave her a picture of myself 

"dressed", as I thought everybody's first impression is that of a 

member of the Rocky Horror cast. So I wanted to set that one 

straight. Tina said that she would take away this information, read it 

and get back to me later that day.” 

How can I find out more? 

For further information on gender dysphoria issues and the work of The 

Gender Trust, contact: 

The Gender Trust, PO Box 3192, Brighton BN1 3WR. 

Tel: 01273 234024 

Email: info@gendertrust.org.uk 

Taken from the gender trust information sheets available at 

www.gendertrust.org.uk 


2.3 NAME Count your Losses 

AIM 

Gay, lesbian and bisexual people have different ‘coming out’ 

experiences; some are positive but others experience loss of friends and 

family. This activity enables young people to explore the potential impact 

of ‘coming out’ to friends and family and how it might feel to experience a 

loss of support. 

METHOD 

Ask the young people to take out a piece of paper and write down 

the numbers from 1 to 5. 

Ask them to write down the name of their best friend after number 

1. 

Ask them to write down where their favourite hook up spot/ meeting 

place with their friends after number 2. 

Ask them to write down the name of their closest family member 

after number 3. 

Ask them to write down their favourite possession after number 4. 

Finally, have the students write down their dream for the future 

after number 5. 

Read the ‘Coming Out’ Story to the young people and ask them to 

follow the actions requested in the story. 

Discuss the following points with the young people: 

- How did it feel to do this activity? 

- How did it feel to lose the things you did? 

- were some things more difficult to lose than others? 

- If you were in this situation how would you cope? 

- are you aware of any local or national organisations who might 

be able to support you? 




Coming Out Story 

TIMESCALE 

20 minutes 

VARIATIONS 

Write your own ‘coming out’ story and ask the young people to comment 


2.4 NAME Orientation Times 

AIM 

This timeline activity is to help young people understand concepts of the 

development of sexual orientation - about how and when sexual 

orientation develops. 

Note: it is important that confidentiality is established as a ground rule 

prior to commencing this activity. 

METHOD 

Part 1. Explanation and discussion of sexual orientation 

Explain the following concepts: 

- orientation can be established in early childhood 

- orientation is realised during puberty 

- people self-identify as lesbian, gay, straight or bisexual at 

many different ages. 

Explain to the young people that a person’s sexual orientation is 

something that is not chosen, but that some people do view 

homosexuality as a sexual orientation that is chosen and 

something that can be changed. 

Explain that lesbian and gay people can struggle with "coming out" 

to friends and family. 

Explain that cultural, societal and religious factors may cause 

lesbian and gay people to self-identify with their sexuality at a 

much older age. 

Explain to the young people that heterosexuality is assumed until 

expressed otherwise. 

Part 2. Timeline activity 

Using flipchart paper and pens, ask the young people to draw a 

timeline 

Ask them to write their date of birth at the beginning of the timeline 

Ask them to write their present age at the end of the timeline. 

Ask them to draw a circle around the age when they think sexual 

orientation is established. 

Ask them to draw a star around the age when people have a first 

crush or first love. 


Next, ask them to underline the age when people know or realise 

they are gay, lesbian, straight or bisexual. 

Ask the young people to draw a cloud around the age when people 

tell others about their orientation (self-identify). 

Break into pairs and discuss – feedback to larger group. 


Flipchart paper and pens 

TIMESCALE 

20 minutes 


‘Coming Out’ Story 

During break time at school your best friend comes up to you and 

confronts you with the rumours that you are gay. You feel uncomfortable, 

but you don't want to lie so you tell your best friend that the rumours are 

true. Your best friend tells you that he or she doesn't want to be your 

friend anymore. He or she tells everybody at school that you are gay. 

Nobody at school wants anything to do with you. 

At this point you have just lost your best friend. Please rip off your best 

friend from the list and crumple up the paper. 

You decide to go to the place/ hook up spot where you meet with all your 

friends. They tell you that you are no longer welcome to go there, and 

you need to leave. 

At this point you have just lost your favourite place/ hook up spot . 

Please rip off and crumple up the paper. 

You go home very upset and your favourite family member is there. You 

tell your favourite family member why you are upset, while ‘coming out’ 

to him or her. When your closest family member has heard you, he or 

she tells you that he/she wants nothing to do with you and that you are 

crazy. S/he then tells your entire family about you being gay. Your 

parents tell you that you must move out. 

At this point you have lost your closest family member, and you've lost a 

place to live. Please rip off and crumple up the paper. 

As you are moving out of the house, you realize you can't take your most 

favourite possession with you as you don't even know where you are 

going. 

At this point you have just lost your favourite possession. Please rip off 

and crumple up the paper. 


You are now realizing that your dreams are being destroyed. Since you 

have no money or financial support, you now know that you won't be 

able to attend the workplace/college/university that you've always 

dreamed of attending. 

You have just lost all of your hopes and dreams for the future. Please rip 

off and crumple up the paper. 


Other Support 

www.outinglos.nhs.uk Confused about sexuality? 

Coming Out? Lots of information, help and support. 

Gloucestershire Gay & Lesbian Community (GGLC) 

A social group for lesbian and gay adults in and 

around Gloucestershire with regular Thursday 

evening meetings. Anyone who requires more details 

about GGLC or wishes to join call 07050 627273 or 

e-mail to info@gglc.demon.co.uk 

FFLAG – Families and friends of lesbians and 

gays. Support for parents and their gay, lesbian and 

bisexual sons and daughters. Tel: 01454 852 418 

www.fflag.org.uk 

Beaumont Trust – A helpline for people 

identifying as transvestite (TV) or transsexual (TS). 

Tel: 07000 287878 

Tues & Thurs 7.00 pm - 11.00 pm 

The Naz Project 

Support and advice for gay men and lesbians from 

South Asian, Turkish and Arab communities 

Tel: 020 8741 1879 www.naz.org.uk 

Eddie Surman Trust + positiveline 

Offers support to young people who feel suicidal in 

particular those who are HIV+. 

Tel: 020 7738 6893 www.eddiesurmantrust.org.uk 

Positiveline: 0800 169 6806 

Monday - Friday 11.00 am - 10.00 pm 

Saturday - Sunday 4.00 - 10.00 pm 

Samaritans 

Listening service staffed 24 hours a day, 365 days 

a year for those who are troubled, despairing or 

suicidal. National Tel no. 08457 90 90 90 auto 

transfer to nearest available listener. 

Gloucester 01452 306333 drop in between 

9.00 am – 10.00 pm 


Drop in between 8.00 am – 10.00 pm 

Website: www.samaritans.org.uk 

Updated and reprinted January 2005 

Produced by Health Promotion, part of the 

in collaboration with: 

For Young People 

Proud Start 

A group for lesbian, gay and bisexual young people (19 

years and under) and those exploring their sexuality. 

Tel: 01452 306800 www.proudstart.org.uk 

Gay and Lesbian ‘Friend’ Helpline 

(Gloucestershire) 

A telephone helpline providing information, support 

and befriending to lesbian, gay and bisexual people or 

anyone in doubt about their sexual identity or feelings. 

Tel: 01452 306800, Mon - Fri 7.30 pm to 10.00 pm 

PO Box 171, Gloucester GL1 4YE 

www.dircon.co.uk/gay-lesbian-helpline-glos-uk 

e-mail: glhglos@dircon.co.uk 

Grapevine 

Free information, advice and support for young people 

aged 14 to 25. 

Cheltenham 01242 255888 (answerphone out of hours) 


www.glosgrapevine.co.uk 

Share, young peoples’ counselling service. 

Free confidential personal counselling for young people in 

the age range 14 to 25 years old. 

Tel: 01452 500300 (answerphone out of hours) 

Mon - Thurs 10.00 am - 3.00 pm 

Sexual Health and HIV 

GUM Clinics - Sexually Transmitted Infections 

Gloucestershire Royal Hospital (Hope House) 


Cheltenham General Hospital (Benhall Clinic) 


County HIV/AIDS Counselling and Support Service 

A confidential service offering pre and post test 

counselling, daytime and evening appointments and same 

day results. 

01452 311744 Gloucester 

Family Planning Clinics 

Offer free, confidential help and advice (to men 

and women) on a range of sexual health issues, e.g. 

contraception, pregnancy testing, abortions and 

infertility. Free condoms available. 



Attracted to someone 

of the same sex?

Do you think you may be gay/lesbian (homosexual) or bi (bisexual)? If so you may 

feel concerned or confused about what to do next. This leaflet may help you to 

answer some questions for yourself along the path towards acknowledging your 

sexual orientation. 

What does being gay mean? 

Being gay or lesbian means that you are 

emotionally and sexually attracted to members of 

your own sex or gender – “fancying your mate”. It 

means wanting to form same sex relationships. 

What does being bisexual mean? 

Being bisexual means that you can be sexually and 

emotionally attracted to people of both sexes. It 

may mean that you fancy both sexes at the same 

time or are more attracted to one than the other 

at different times. 

You can know your sexuality 

without necessarily having 

had sex. 

Sexual Orientation 

We are sexual beings by nature. It is now 

generally recognised that no-one chooses their 

sexual orientation. Some people feel they are 

different from a very early age – as young 

as 5 or 6. You may have known that you were 

different but not associated it with sexuality. 

For most people their sexuality is determined 

by their early teens and probably by 16 at the 

latest. 

The society in which we live tends to assume 

that everyone grows up heterosexual or 

“straight” – emotionally and sexually attracted 

to members of the opposite sex. For most 

of us our upbringing is based upon this 

expectation. This can cause a dilemma for 

people who know they are different – gay, 

lesbian or bisexual. Should I hide my sexuality 

from myself and others? Or should I “come 

out” and tell others about the “real me”? 

What does coming out mean? 

Coming Out to Yourself 

Acknowledging your sexual orientation takes 

different times for different people. It may 

be a confusing time, a time to challenge a lot 

of your own past thinking and expectations. 

It is a natural part of the process towards 

acknowledging the real you. It can sometimes 

feel like an emotional rollercoaster – remember 

you are not the only one this has happened to. 

This means acknowledging your sexuality to 

yourself and to others. There are several 

stages in the process of “coming out”. You 

need to feel safe and good about yourself and 

it’s helpful to have support. It’s your life and 

your decision, so take your time. Do things 

for YOU – and ONLY when YOU are ready. Coming Out to Others 

Why should I come out? 

“Because hiding and pretending is such hard 

work and can be emotionally damaging.” 

“Because I want people to know who I am.” 

“Because I want to be ME.” 

“Because I want to be happy about who I 

am.” 

“Because I am proud of myself.” 

“Because I want self respect and to be 

valued.” 

“Because all of this will be impossible if my 

sexuality remains suppressed and hidden.” 

What’s stopping me coming out? 

“I’m afraid of what people will think.” 

“I’m afraid of what people will say.” 

“I may lose my friends.” 

“My family may reject me.” 

It’s OK to be different 

You have every right to 

be yourself. 

Who you tell is up to you – it’s YOUR choice. 

Remember that once you are “out” to someone it 

can be very difficult to go back and they may tell 

someone else – so choose carefully. You may decide 

to tell someone you can trust first: a close friend, 

a family member, teacher or youth worker. Or you 

may choose to talk to a stranger, eg a local Helpline. 

Responses vary so don’t always expect people to 

understand or accept immediately. It can take 

time to get used to the idea. They may feel that 

this new piece of information about you makes 

you a different person from who they thought you 

were. You’ve had time to think about it and accept 

yourself – they may need time also. You might want 

support from other people who have been through 

this. 

Getting Support 

Why not phone a Helpline? There are many support 

groups and phone lines available for you, your family 

and your friends. It will enable you to talk through 

your thoughts and feelings, discuss your hopes and 

fears. It can give you an opportunity to discuss who 

you want to come out to and rehearse what you want 

to say with another person beforehand. Remember 

that people on Helplines have been through similar 

experiences and will understand how you are feeling. 

All calls are taken in confidence and you don’t need 

to give your name unless you want to.

SECTION THREE – HEALTHY RELATIONSHIPS 

BECOMING A SEXUAL PERSON 

With the changes in your body come sexual feelings. You will find you 

become more interested in sex and sometimes these feelings can be quite 

strong. Everyone's sexual feelings are different and the way you express 

them will depend on the type of relationship you are in and what you and 

your partner want. 

Sexual activity is a very personal thing. It should be based on 

understanding and respect for your partner as an expression of strong 

feelings or love you have for that person. It is important to listen to your 

partner and respect his or her wishes. 

If you are a man and woman having sex it is important to be aware of the 

possibility of pregnancy as well as infection from HIV and other sexually 

transmitted diseases. Many young people use condoms in the first stages 

of a relationship and then progress to using the pill only. Using the pill 

provides no protection against HIV or other infections. It is very important to 

continue using a condom, even though your relationship may seem steady. 

If you have sex without using contraception there is a very high risk of 

pregnancy. If you do not use a condom you are in danger of HIV infection 

and other sexually transmitted diseases. 

Having a child is a big responsibility for both the man and the woman, and if 

you don't feel ready for this then unprotected sex (ie. without contraception) 

is very irresponsible. 


Some people believe that sex should take place only in marriage. Others 

believe that a stable relationship is the most important thing, whether you 

are married or not. These are issues you will have to decide yourself. 

Often there is pressure to have sex because that is what all your friends are 

doing. Young men are often made to feel 'wimpy' or un-masculine if they 

can't say they've had sex. And young women can be in an even worse 

situation: if they do have sex they can be criticised for sleeping around and 

if they don't have sex then they are old fashioned. 

'Films, magazines and books all seem to assume that there's only one road 

for a relationship to go down, and it ends in bed. This is nonsense. You are 

the one who decides how far along the road you want to go, and you can 

stop at any time. You may not want a sexual relationship yet, or not with 

this person. You may have strong religious, cultural and personal views 

about sex outside marriage and you should not be afraid to uphold these 

views.' 

'It is possible to have a loving and caring relationship without sex. The most 

important thing is to make clear what you want, and to make your own 

choices after thinking them through, especially if you think that the other 

person might have something else in mind. If you don't know what you 

want, say so. You need to be assertive about something as important as a 

sexual relationship. You have a right to make up your own mind without 

being pressured and no-one should force you into having full penetrative 

sex that you don't want or don't feel ready for.' 

(Adapted from 'How Sex Works'.) 

A new report called 'Listen Up' based on the views of 500 young people 

from around the country, showed that both young men and young women 

feel pressurised into having sex early. The findings also suggest that the 

"girl power" phenomenon has done little to increase a girls likelihood for 

saying no to sex. 

The NYA would like to thank Brook Advisory Centres for their assistance in 

compiling this information. 


We would like to thank Youth Information for permission to use this 

information sheet, further information can be found on 

http://www.youthinformation.com/ 


3.1 NAME YOUR RELATIONSHIPS 

AIM 

To allow the group to reflect and consider the different relationships that 

they have. 

To explore how they relate to different people, and the value that they 

attach to these relationships; start to explore relationships that they have 

METHOD 

Ask young people to identify the relationships that they have, e.g. 

Mother and Child, Boyfriend/ Girlfriend, Teacher/pupil, 

employer/employee. 

Give the young people a selection of materials, and ask them to draw 

a picture of themselves in the middle, and when they have done this 

add the relationships that they are in, placing the most important near 

to them, and the least important towards the back. 

Divide the group into smaller groups, and ask them to discuss their 

picture, why they consider the relationships important, and why. 

After the above has been completed, Bring the group back together 

as a whole and invite the, to feed back the main points of the 

discussion. It may also be useful to ask key questions to expand the 

discussion. 

- What makes a relationship important? 

- What are the benefits / rewards of your various relationships? 

- Who would you turn to if you had a problem? 

- What problems or difficulties may occur in a relationship? 


Sheets of paper / Flip chart paper 

Magazines and pictures 

Pens, glue and Scissors 


TIMESCALE 

The activity will take one to one and a half hours 

VARIATIONS 


3.2 NAME AGREE OR DISAGREE 

AIM 

To give young people opportunity to discuss issues relating to sexuality in a 

safe environment. 

METHOD 

Place the AGREE card at one end of a room and the DISGREE card 

at the other forming a continuum 

Explain to the young people that their level of 

agreement/disagreement can be on a continuum. However, they can't 

be right in the middle, which they have to make a choice. 

One statement is read out and participants must move to a position 

along the continuum they feel is an appropriate response. 

Ask the young people to discuss/explain why they are on the side 

they are. This then begins a discussion. 

Repeat this sequence as often as you like until all the statements 

have been read out 


Agree/ disagree statements 

TIMESCALE 

The activity will take between 30 minutes, and 1 hour 

VARIATIONS 


STATEMENTS 

Two women should be able to 

adopt a baby 

Two gay men should be able 

to kiss in public 

Gay people should be able to 

join the armed forces freely 

and openly 

Gay / Lesbian people should 

be youth workers 

It’s trendy to be gay 


Most people know they are 

gay by the time they are 16 

If my friend came out to me 

as gay I would act exactly the 

same as I did before 

Gay people are treated 

unfairly 

People choose to be gay 

Most lesbians are cat lovers, 

and most gay men are gay 

hairdressers. 


AGREE 

DISAGREE 


3.3 NAME FEEL GOOD FACTOR 

AIM 

To demonstrate that it is ok to verbalise what you think is positive about 

yourself. 

METHOD 

Split the group into small groups of three or four. 

Each person is asked to write three or four positive things about 

themselves to share in their small group 

After 3 – 4 minutes ask each person to share with the group the 

things that they have written down. 


Questions 

Paper and pens 

TIMESCALE Approximately 30 minutes. 

VARIATIONS 


QUESTIONS 

Did you feel comfortable with this activity? If so, why? 

Were you honest with yourself, i.e. did you hold back on your positive 

qualities? 

What re action did you get from your group? 


3.4 NAME SEX - WHEN IS IT RIGHT? 

AIM 

To encourage young people to explore their attitudes and 

values about sex, and carry this through to considering their 

own sexual behaviour 

METHOD 

In small groups (3-5) give young people one of the tasks from the 

list, with some flipchart paper and pens. 

Ask them to discuss their ideas about their task, and record them. 

Get each group to present to the others their thoughts and 

discussions. Ask for feedback from the other groups. 



Space for small group work 

Tasks sheet 

TIMESCALE 

Allow 10 minutes for discussion in the groups and 5-10 mins for each 

group to feedback (Total time depends on number of groups) 

VARIATIONS 

If you are working with only a small group, create an imaginary young 

person together (decide on name, age, etc). Then pose each task as a 

real situation for the Character and encourage the young people to 

decide how the Character should respond each time. (The time taken for 

this can be varied based on how many tasks are included). 


Sex – When is it right? Tasks 

1. If you are unsure about your sexuality, how could you find out? 

2. Think of 5 different ways you could show someone you really care 

about them without having sex. 

3. How could you say ‘No’ or ‘Not yet’, if someone touches, or talks to 

you in a way you don’t like, or don’t feel ready for? 

4. When is the right time to have sex? 

5. What would be the consequences if you got drunk and had sex 

with someone and then regretted it afterwards. 

6. When is the right time to talk about having sex with your boyfriend / 

girlfriend? 

7. Can you think of any circumstances in which someone might not 

use a condom, even though they know all about protecting 

themselves? 

8. Where could you get confidential help and support on issues of 

sexual health? 

9. What would your ideal sexual experience be like? 

10. How could you support someone who thought they should have 

sex because they were the only one who was still a virgin? 


SECTION FOUR – 

HOMOPHOBIA AND HETEROSEXISM 

BACKGROUND INFORMATION 

INTRODUCTION 

Who Is Gay Or Lesbian? 

There ARE gay and lesbian pupils, staff governors and parents in 

Gloucestershire Schools. 

Gay and Lesbian Pupils, Staff and Parents in Local Schools 

The ‘Sexuality Audit in Schools and Colleges’ (Dec ’97) was carried out by 

Health Promotion Gloucestershire with staff in 15 secondary schools (of 42) 

and 7 colleges (of 10) in Gloucestershire. 

The audit asked about: current policies in relation to sexuality; whether and 

where these issues were in the taught curriculum; gay and lesbian pupils 

and staff; and any support or guidance given. 

‘Playing it Safe’ was commissioned by Stonewall and the Terence Higgins 

Trust and carried out by the Health Education Research Unit (Institute of 

Education, University of London). 307 secondary schools returned a 

questionnaire out of 1000 randomly selected, with 63% of the respondents 

being Heads or Deputy Heads with responsibility for PSE. This survey 

asked about lesbian, gay and bisexual pupils, bullying, HIV and AIDS 

education and Section 28. 

‘Playing it Safe’ available from The Terence Higgins Trust, 020 242 1010 or 

www.tht.org.uk and Stonewall, 020 336 8860 or www.stonewall.org.uk 


About Pupils Playing it Safe 

(national) 

Sexuality Audit (Glos) 

Teacher aware of gay, 

lesbian, bisexual pupils 

61% 47% 

Teacher asked for 

personal advice by 

pupil 

42% 33% 

Guidance existed on 

supporting gay and 

lesbian pupils 

15% 7% 

Information available 

about sources of 

support 

43% 80%* 

*Usually the ‘Take A Look Display’ – useful telephone number strips or 

‘Gloucestershire’s Little Book’. 

Parents 

Neither survey asked specifically about members, but two members of staff, 

locally, mentioned supporting pupils whose parents had recently come out. 

Increasingly, gay or lesbian partners are seeking to have children who will 

be pupils in schools in future. 

Family and Friends 

Pupils may have siblings, other family members or friends who are gay or 

lesbian. These pupils are confused, disturbed, angry or upset if 

homosexuality is not treated objectively or if homophobic comments or 

behaviour go unchallenged. 


Homophobia 

Homophobia is a term commonly used to describe hostility towards gay, 

lesbian and bisexual people and particularly a generalised hostility to gay, 

lesbian and bisexual people as a group, rather than a particular animosity 

towards an individual. 

The most extreme manifestation of homophobia is through bullying and 

physical attack. However, homophobia also manifests itself through namecalling, 

the perpetuation of myths and misinformation, social exclusion and 

ridicule. It is also present in the failure to address disadvantage and 

inequality, in the absence of positive gay and lesbian role models and in the 

failure to validate gay and lesbian relationships and achievement. All this 

leads to a culture of intolerance and is perpetrated and perpetuated by 

pupils, staff and parents alike. 

BULLYING 

Gay young people, (and young people thought to be gay and lesbian) are 

subjected to disproportionate amounts of bullying 

THE EFFECT 

“Homophobia makes schools unsafe for young lesbian and gay people. 

Consequently they have to find ways of coping that minimise the chances of 

being victimised. Some will concentrate on school work and become 

‘invisible’ hoping that academic success will lead to an opportunity in adult 

life to be proud, confident and secure about their identity. Others try to avoid 

classes where they are bullied, and may become regular truants and even 

school refusers. Many cannot miss school for fear of questions being asked 

at home so they have a circle of friends by whom they are supported and 

within which they are protected from at least some of the victimisation. 

Research has shown that in some cases the experience of victimisation is 

so powerfully negative that young people are driven to self harm or suicide” 

‘Talking about Homosexuality in a School’: Averts website 

www.Avert.org/talking6.htm 


INCIDENCE 

Playing it safe, a survey carried out in 1998 by the Institute of Education for 

Stonewall and the Terence Higgins Trust found that 82% of Teachers said 

that they were aware of Homophobic bullying, but only 6% of the schools 

had policies which dealt with homophobia. 

‘Playing it Safe’ available from the Terence Higgins Trust 020 242 1010 or 

www.tht.org.uk and Stonewall on 020 336 8860 or www.stonewall.org.uk 

CONFIDENTIALITY 

Education Minister in 1998, Charles Clark, has ruled that all pupils should 

be guaranteed confidentiality. 

“I recognise that if pupils are bullied because of their sexual orientation Are 

to speak out they need reassurance on confidentiality” he added “Schools 

are not now required to disclose to parents any information which in their 

opinion, would cause serious harm to the emotional condition of the pupil.” 

Pink Paper, 4 December 1998 


VERBAL ABUSE 

THE ULTIMATE INSULT 

In the study “ Youth language: what Young People are saying” carried out 

by London University’s Institute of Education for Children’s BBC, amongst 

13 year olds their favourite terms of abuse are “gay” and “poof”. Regardless 

of the circumstances, these words are used as the ultimate form of abuse, 

and in many cases go on unchallenged. 

VERBAL ABUSE 

Name calling is probably the most common form of verbal abuse, but in 

some cases it shades into something more serious which includes threats of 

violence. (“You f……g queer, I’ll hit you and your queer friends”) 

Name calling in front of others often amounts to “outing” which in turn can 

lead to further harassment or even violence. 

Stonewall publication – ‘Queer Bashing’, a national survey of hate crimes 

against lesbian and gay men revealed that 79% of people under 18 were 

called names by other students. 

WORDS USED IN THE PLAYGROUND 

From ‘Queer Bashing’, Stonewall 1996 – these are the tamer ones 

Poof Faggot Child abuser 

Fag lezzie queer 

Poofter lesbo queen 

Fruit paedophile gender bender 

Pervert dyke fairy 

Batty boy shirt lifter man hater 

Bum boy woofter 


Wouldn’t you have? 

Low self worth 

Poor Self esteem 

Poor Self image 

Lack of confidence 

Participate in damaging relationships 

Consider self harm 

Under Achieve 

Feel isolated 

Develop damaging emotional defences 

……If you were subjected to this on a re current basis? 

The DFES “Sex and Relationships Guidance” issued in July 2000 states 

that “schools need to deal with homophobic bullying” 

www.dfes.gov.uk/sreguidance 

DFES Anti bullying pack – ‘Don’t suffer in Silence’ www.dfes.gov.uk.bullying 


4.1 NAME STICKS AND STONES? 

AIM 

To make young people aware of the affect of name calling and to 

establish an inclusive environment. 

METHOD 

Ask the young people to word storm abusive names they have 

used or heard people call others. 

Write all of these words on a board or flipchart paper. 

Assign the following categories/ bias: racial, ethnic, sexual, and 

religious. 

Discuss them. 

Make the young people aware that all name calling involves 

prejudice, and dis-empowers and harms the person or group being 

oppressed. 

- State that none of the listed names is acceptable in your 

youth centre/classroom/social environment etc. 

- Make it clear that you will not tolerate any form of name 

calling. 

Ask the participants to establish rules for the youth 

centre/classroom/social environment etc with regard to name 

calling, sexism, homophobia, racism, religious intolerance etc. Note 

on flipchart paper. 

Wordstorm/agree upon the social consequences of breaking this 

rule. 

Note: If you react immediately to any transgressions, young people 

will feel safer in the youth centre/classroom/social environment. 


Flipchart paper and pens. 


TIMESCALE 

20 to 30 minutes. 

VARIATIONS 

Produce a ‘rules’ poster using the results of the word storming exercise. 


4.2 NAME GAY SCHOOL 

To encourage young people to thing about why young people would feel the 

need to attend a gay school, for example to escape bullying, to be a place 

where they can be themselves. But also to ask, should a separate school 

be necessary? Or should school (including teachers and pupils) ensure that 

young people should not feel this way? 

METHOD 

Ask the young people to think about the school that they have been to, 

and draw or list of what they think are the most important features of 

that school, for example – teachers, subjects, friends, subjects, 

classrooms, playing fields, sports halls. 

Ask them to feedback their drawings and lists, particularly thinking 

about whether or not it is an inclusive place i.e. is everyone welcome? 

Give young people a copy of ‘When most of your school is Gay’ this is 

available from http://news.bbc.co.uk/1/hi/magazine/4023335.stm 

Ask them to draw or list what they think are the most the most 

important features of a gay school or what it would look like. Is it any 

different to their current school? If not then why should there be a 

separate school in the first place? Is there homophobic bullying in their 

schools / youth group? Do they think the use of the word ‘gay’ is 

upsetting to those who are gay or who might be struggling with their 

sexuality 


Pens 

flip charts 

Copies of the article. 

TIMESCALE 

The activity will take between 1 hour – 1.5 hours 


When most of your school is gay 

By Paul Henley 

Presenter, Radio 4 

Are pupils at the world's first "gay" state school victims of 

segregation or symbols of progressive thinking? 

The majority of pupils at Harvey Milk High School in New York are 

gay and were bullied at their previous school for their sexuality. 

Harvey Milk refuses to be classified as a "gay school" even though 

that is the general perception of it from opponents and supporters 

alike. But it says its unique brand of segregated education fully 

deserves its public funding. 

It says it provides for a small population of victimised and bullied pupils who are made to feel so 

freakish in mainstream high schools that they are falling behind in lessons, too scared to go to school 

and missing out on a proper education. 

Not everyone thinks this is a valid cause. 

"If we need a special school for homosexuals, maybe we need a special school for little short fat kids, 

because they get picked on too" is the view of Mike Long, chairman of the Conservative Party in New 

York. 

'Pregnant' school 

He feels making Harvey Milk an official, state-funded High School has been done behind tax-payers' 

backs - "on the sneak", as he puts it. 

New York does not yet have a school for undersized people with bad eyesight. But minorities of many 

kinds are already catered for - children who aspire to be fire-fighters, pregnant teenage girls and pupils 

interested in "active pedagogy" such as rock-climbing. 

One year after opening, the atmosphere inside the school is as 

unorthodox as you might expect. The Harvey Milk pupils I met were 

no shrinking violets. 

They were self-confident, self-aware and vocal teenagers who 

seemed to be flourishing in the seclusion of this school. 

And it is secluded. From the street, you cannot even tell it is a 

school. An anonymous entrance between shops and cafes in 

downtown Manhattan leads, via checks by security guards, to a lift 

which runs only to the third floor and opens up into a corridor of 

lockers with classrooms and offices off it. 

There is no school sign on the 

outside 


There are about 160 pupils, more than half of them girls, all between the ages of 14 and 18. 

Some pupils look like they could be at school anywhere, others don't. Two teenage boys in crop-tops 

with long, permed hair are having a heated but good-humoured exchange ("Don't go there, girlfriend!") 

with an older-looking black girl with a shaved head and heavy boots. 

They're almost all Hispanic or black, from the worst-off areas of 

The Bronx, Queens or Brooklyn. They had to nominate themselves 

to come here. 

For most of them, arrival seems to have brought a sense of 

release. Vampira, 16, says Harvey Milk has become "like my 

second family". 

She says how relieved she is she no longer has to hide her 

sexuality. "Here you can just be yourself and nobody will talk and make stupid comments." 

"I had my problems with people at my old school", says 15-year-old Chanelle. "It was the whole straight 

thing - the jocks, the football players and so on and, personally, I didn't fit in and I was missing out on 

my credits. I figured - get out of there". 

Good grades 

Several pupils stress that they would never have made any academic progress without the school. 

Ninety-five per cent of Harvey Milk pupils graduate, compared to just over half high school pupils 

across New York generally. 

The teenagers are frank about events that brought them here. Tanaja, a recent graduate, talks about 

her parents' horror the day she came out to them, aged 14. She comes from a family of strict 

Jehovah's Witnesses. 

Her mother and father put locks on the bedroom door. They forbade her to have any physical contact 

with her younger brother and sister, who was four. She felt her only option was to leave home and 

Harvey Milk helped find her a place to stay. 

Jazzy, 16, says he inadvertently "outed" himself to his mother the 

same day he discovered she was lesbian, but laughs now about the 

time they bumped into each other with respective boyfriend and 

girlfriend. 

Critics of the school wonder how teenagers can be clear enough 

about their sexuality at such a young age, to ask for a place at 

Harvey Milk. 

Here you can just be 

yourself and nobody will 

talk and make stupid 

comments 

Vampira, 16 

Josh Lamont, from the organisation Gay, Lesbian and Straight 

Inside, just like any other school... 

Education Network, which collects statistics for the US Education 

Department, says he's used to raised eyebrows when he tells people the average age of coming out is 

now fifteen. "A generation ago that figure was closer to twenty-one," he says. 


God Hates Fags' 

Others who oppose the school, including gay rights activists, say creating a new form of gay ghetto is 

no way to encourage integration and understanding. In the real world, they say, gay and straight 

people have to learn to co-exist. 

But some disagree. More than once, Harvey Milk's pupils have had to walk through groups of 

protesters on the pavement outside. 

They have had insults hurled at them by angry members of the public brandishing placards saying 

"God Hates Fags" and "Go to Hell Harvey Milk Students". 

At very least, Harvey Milk gives them strength in numbers. They ignore the protests and go to school. 

What do you think about what Harvey Milk school is doing? A selection of your comments 

appear below. 

Not fitting in is a major problem for gay school kids - and not just from prejudice. Not feeling part of 

your classmates discussions about girls and boys, feeling that there's something wrong with you, and 

even worrying that other kids of the same sex think you're being friendly for other reasons, are just as 

bad, even when that exclusion may not be deliberate. I wish I had the opportunity to go to a gay school 

when I was younger, as I might not have felt so excluded. 

Paul Birrell, Luxembourg 

I think this is a joke and this is not a way of getting rid of the problem, this will put pressure on other 

gay victims to not go to school and say they should have the opportunity of an all gay school. 

Jerry Devlin, Ireland 

Good luck to them. 95% graduation rate, how many would have graduated had they been taunted and 

bullied in a traditional setting? 

Jason Millard, UK 

As an "out" homosexual, it strikes me that this school is not about coming out of any closet, but of 

stepping right back into one and slamming the door. This is ghetto politics at its worst. 

Dauvit Alexander, Scotland 

In an ideal world we wouldn't need the Harvey Milk School. I don't agree with segregation, and feel that 

gay pupils should be taught alongside heterosexual pupils. However, I believe that gay pupils have the 

right to learn in an environment free from bullying and intimidation, which sadly only the Harvey Milk 

School provides. Obviously, more needs to be done in schools to prevent harrassment of gay students. 

Until then we will unfortunately need places like the Harvey Milk School. 

Steve, UK 

At my school my sexuality was a big taboo and the only way to get along was to just not mention it. I 

know some kids who were beaten up, some even sexually assaulted because of their sexuality. The 

fact that these children don't think that they can get ahead in main stream schools I think is a sad fact 

about the education system they have been excluded from. 

Sarah, Wales 


Being gay myself I know what it is like to go through school as a gay teenager. You never really are 

made to fit in and I think it's great that the kids at that school have somewhere to go and feel 

comfortable. But I don't think segregated schools are the way to go. I think it proper education in 

schools that is needed! 

Chris, Leicester 

At the end of the school day these students still have to integrate into society, so it's better that they 

face up to adversity than just shy away from it in their own designated place. I fear to think after 

religious schools, there may be schools divided by colour and so on. More divisions = more problems. 

Inclusion is the only solution. 

Mo, UK 

While I disagree with the taunts these pupils may have received, I think this is a ridiculous idea. I was 

tormented at school for being a bit over weight, but I didn't get to go to "Fat School". 

Tim, Manchester, UK 

Good for them! I am 59 now and I was bullied at school. I sympathise 100%. Adolescence is a trying 

time and extra pressures can make or break a person's dreams. 

Ian, Barcelona, Spain 

A daft idea. How can tolerance & understanding be achieved by segregating people. This school 

identifies pupils by their sexuality, surely the opposite of what we're trying to achieve. 

Peter, UK 

http://news.bbc.co.uk/1/hi/magazine/4023335.stm 


4.3 NAME Challenging Homophobia 

AIM 

To explore the alienation and labelling ascribed to lesbian, gay, bisexual 

and transgender people. 

METHOD 

Place a number of random shapes into a bag or hat. 

Decide on which shapes will mean that ‘different’ treatment will be 

exercised towards the wearer. 

Encourage young people to take a shape from the bag. They must 

now be treated ‘differently’ 

 

Possible topics may include; 

The alienation and labelling given to lesbian and gay people by the 

Nazis. 

Being Gay/ Lesbian / bisexual makes you different. 

What have gay, lesbian,/.bisexual people done to take back the 

power from the Nazis labels? 

How do you know whether someone is gay or not? 

Or any of the Agree Disagree Statements. 


Bag, hat. 


TIMESCALES 

Note: Start by making shapes and talking to young people about the 

different treatment they agree too. 

The activity will take between 20 minutes and an hour. 


SECTION FIVE – HETEROSEXISM 

Heterosexism 

Heterosexism is a way of viewing the world solely from the perspective 

of heterosexuality. It may not be explicitly hostile and is often 

unintended. Indeed, people who speak or behave in a heterosexist way 

are often dismayed to discover the extent to which they are reinforcing 

homophobia by marginalizing gay and lesbian people. 

Heterosexism shows itself in the making of assumptions about 

relationships and lifestyles and by failing (both individually and 

organisationally) to recognise diversity. 

To give some common examples: 

Assuming that everyone in a group is heterosexual: 

“ By developing this policy we are seeking to ensure that 

they feel supported”. 

Assuming that people are looking for opposite sex partners: 

“Well Peter, got a girlfriend yet?” 

Assuming that unnamed partners are of the opposite sex: 

“Are you bringing your partner to the Christmas Party, Mary? 

I’m sorry I don’t know his name.” 


5.1 NAME ANAGRAMS 

AIM 

To give young people information and to agree words that are 

acceptable. 

METHOD 

Fold the Anagram Sheets lengthways so that the true word is 

hidden. 

Place them around the room so that the anagram is showing and 

ask young people to work alone or in pairs to come up with what 

the words are. 

After a period of time get the group back together and discuss 

what the words are and what the participants think they mean. 


Pens 

Paper 

Anagram Sheets and answers 

Glossary from the further information section 8.1 

TIMESCALE 

The activity will take between 10 and 30 minutes. 

VARIATIONS 

1. A prize could be offered to the team with the highest score 

2. Teams could work together 

3. The Anagrams could form the basis of a quiz 

4. The anagrams could be used as a basis for a treasure hunt – the 

words put around the room, and numbered and a sheet with all of 

the words on the list for young people to find – sheet supplied 


1.HOMOPHOBIA 

IAPHHOOOBM 

2. GENDER 

EEDGRN 

3.QUEER 

REUQE 

5.GAY 

AGY 


4.HOMOSEXUALITY 

XMHSULYIAOOET 

6.STRAIGHT 

HSRTGITA 

7.HETEROSEXUAL 

EELHTOUAXSR 

8.BISEXUAL 

XLBSIAEU 


9.TRANSSEXUAL 

XAASSRLUENT 

10.TRANSVESTITE 

TTTSSEEAIRNV 

11.SEXUALITY 

XYISAEUTL 

13.PRIDE 

DRIEP 


12.COMING OUT 

MOGINC UTO 

14. CIVIL PARTNERSHIPS 

VILIC PSRENRATPIHS 

15. THE AGE OF CONSENT 

HET GAE FO TSENCON 

16. HETROSEXISM 

SEXHETSMRO 


5.2 NAME IN THE SOAPS 

AIM 

To encourage young people to think about how LGBT people are 

portrayed in soap operas. 

METHOD 

As a group, list all of the soaps and serials that the young people 

watch. 

Split them into pairs / threes, and allocate a different soap / serial 

to each, and ask them to list any lgbt characters that they can think 

of and how they feel they are portrayed. Use the questions below 

as a prompt 

for example how frequently are they portrayed? Are they happy? 

Are they positive relationships, are they mainstream characters or 

are they on the periphery. 

When they have thought of as many as they can, swap lists so that 

other groups can add to it 

Bring all of the lists together and use as a discussion. Have the 

young people been able to answer the questions above, and how 

do they feel. If the young people can find no characters, what does 

this say about the writers? Are the soaps / serials representative of 

life today? 


Pens 

Paper 

TIMESCALE 

The activity will take between 30 minutes. To one hour 


VARIATIONS 


5.3 NAME EVERY PICTURE TELLS A STORY 

AIM 

To promote discussion and raise awareness of Transgender and 

Transsexual issues 

METHOD 

Show group the picture in small group 

Ask young people for their views, and invite discussion and 

comment 


Picture - 

List of questions to stimulate discussion 

Information sheet 

TIMESCALE 

This activity will take in the region of an hour, but this will depend 

on the group 

VARIATIONS 

Display on the wall with a sheet of flip chart paper, and invite people to 

put their comment, which can then be used as a basis for discussion 


Questions 

What does the picture mean to you? 

How do you think the Son respond to his Dad? 

Do you think the Son is hardworking? 

How would you react if you were one of the people in this picture? 


Transgender/sexual 

What does it all mean? 

Being transgender is about gender, this is your identity, rather than your 

sexual orientation. 

Transexual refers to someone who acts, dresses and looks like the 

opposite of their inherited biological sex (male or female). 

Transgender refers to someone who is or about to embark on a change 

to their inherited sex (Male or female). This usually begins when 

someone has started taking hormone tablets or having breast 

enlargement or breast reduction, or removal. Someone who is 

transgender may or may not want to go through genital surgery. 

People who change their gender identity to become a woman identify 

themselves as completely female the same is true for women who 

change their gender identity to become a man; they will consider 

themselves totally male. When trans people have sexual relationships as 

a woman/man they may consider themselves totally heterosexual or 

totally lesbian or as a gay man. 

This is a difficult idea to put into words and can be a difficult concept to 

understand. 

Coming out as transgender or transsexual. 

From the beginning you may have wanted to do all the things girls do, or 

for some boys do. Puberty can be a very confusing and distressing time 

for trans people, growing into the wrong body. It is important to get as 

much information as you can. The internet can be a good source of 

information, joining a support group; talking it through with your doctor or 

calling an advice line can all help with feelings of confusion and isolation. 


There are steps 

For many the start of the process to correct your gender is to visit your 

doctor or GP. This can be a very difficult first start, to ‘come out’ to your 

doctor, so taking your time and gaining as much information as you can 

first may help. 

Your GP will refer you to a specialist. This can take a long time 

depending on waiting lists and your GP’s understanding or trans issues. 

Some people, if they can afford it will go privately at this point. 

Your specialist will spend along time talking with you; it is up to you to 

convince him/her that you are not ‘going through a phase’ or ‘putting it 

on’. This is correct as gender reassignment surgery is a mayor surgical 

procedure and it is the specialist’s job to ensure that you need it. Once 

you have visited the specialist for psychological assessment you can 

then be offered hormones to start to process of gender change. 

There is often a long wait between visiting a specialist psychologist and 

having gender reassignment surgery. You will be expected to live as 

your chosen gender for at least two years. This means working in your 

chosen gender, using the correct toilet rooms, changing rooms as well as 

having a new name, on a day to day basis being your chosen gender. 

Telling parents, friends and colleuges. 

When you start on hormones and are dressing, acting and being your 

chosen gender, this can often be the stage when people decide they are 

ready to tell their parents. It can be difficult for parents to understand and 

they may try to stop you. Stressing to your parents that you will not be 

‘someone different’ but a more whole and complete you, as well as 

offering them information and time to understand is important for you all. 

It may take as long as three years for parents to get used to the idea. 

Parents usually want their children to be happy, so convincing them that 

you are taking positive steps may be helpful. Changing your name 

completely can help parents, friends and colleagues adjust quicker, and 

it often is a quick and easy way for them to recognise your identity. 


At work and school. 

Transgender people can experience discrimination, prejudice and 

ridicule. There is some protection from discrimination through the law. 

Try to be patient with people but stay firm, you have not changed, you 

are just going to be a happier, harder working and more determined 

person. 

Gender identity does not mean sexual orientation. 

Gender identity is who you are. Sexual orientation is who you love or 

have sex with. Someone who is transgender may be gay, straight, 

lesbian or bisexual just the same as anyone else. 


5.4 NAME TRANSSEXUALS AND THE LAW. 

The number of people in the UK who have undergone or are undergoing 

gender reassignment is unknown but thought by the Department for 

Education and Employment to be in the region of 5000. Given the stigma 

and taboos that surround transsexuality the true number of people 

wishing to undergo gender reassignment could be considerably greater. 

Whilst medical treatment has improved considerably, employment law 

has lagged behind. in P v. S and Cornwall County Council (1996 IRLR 

347; ECJ) the employment tribunal felt that P's dismissal after 

announcing he was to undergo gender reassignment did not fall within 

the scope of the Sex Discrimination Act 1975 but asked the European 

Court of Justice to decide if this was a breach of the equal treatment 

directive. Following the positive ECJ ruling, the Sex Discrimination Act 

1974 was amended by the Sex Discrimination (Gender Reassignment) 

Regulations 1999. An employer can no longer treat less favourably any 

person who has undergone, is undergoing, or plans to undergo gender 

reassignment. 

There are only four Council of Europe nations who continue to refuse to 

grant legal recognition to the reassigned sex of transsexual people: 

Andorra, Ireland, Albania and the UK. Neither has the UK government 

acted to resolve some one the anomalies resulting from gender 

reassignment, eg the altering of gender in National Insurance records. 

This is significant as the age at which pension contributions cease is 

different according to gender. 

Taken from: http://www.bullyonline.org/related/transsex.htm 


SECTION SIX – CULTURAL AWARENESS 

INTRODUCTION 

Although many cultures are now more accepting of LGBT people, there 

are still many places in the world where persecution exists. This section 

aims to raise awareness of some of the issues. 

The extract below is taken from Amnesty International website 

http://www.ai-lgbt.org/general_info.htm 

In many parts of the world, being lesbian, gay, bisexual or 

transgendered is not seen as a right, but as a wrong. 

Homosexuality is considered a sin, or an illness, an ideological deviation 

or a betrayal of one's culture. The repression that lesbian, gay, bisexual 

or transgendered (lgbt) people face is often passionately defended by 

governments or individuals in the name of religion, culture, morality or 

public health. By dehumanizing gay people and marginalizing them as 

"other", leaders know that they are fostering a climate in which the public 

will not be concerned about the human rights of lgbt people. 

Human rights are founded on the concept for the inherent dignity and 

worth of the human person. The Universal Declaration of Human Rights 

(UDHR) opens with the simple but powerful statement that "all members 

of the human family" have equal and inalienable rights, an affirmation 

that should be seen as of the most significant legacies of the 20th 

century. 

As the new millennium commences, a sizeable minority of the world's 

population continues to be denied full membership of that "human 

family". Governments around the world deploy an array of repressive 

laws and practices to deprive their lesbian, gay, bisexual, transgendered 

citizens of their dignity and to deny them their basic human rights. 

Lesbian and gay people are imprisoned under laws which police the 

bedroom and criminalize a kiss; they are tortured to extract confessions 

of "deviance" and raped to "cure" them of it; they are killed by "death 

squads" in societies which view them as "disposables"; they are 

executed by the state which portrays them as a threat to society. 


These are violations of some of the fundamental rights which the UDHR 

seeks to protect and which AI campaigns to defend. AI addresses 

questions on LGBT issues of: equal right to life; equal freedom from 

arbitrary arrest; equal freedom from torture and ill-treatment; equal 

freedom of expression and association; equality before the law; and 

equality in dignity and rights. 

First Steps of AI: Coming out for LGBT rights 

As far back as 1979, AI recognized that "the persecution of persons for 

their homosexuality is a violation of their fundamental rights" (Decision 7 

of its 1979 International Council Meeting). However, it was only in the 

early 1990s that AI began to campaign in earnest against this kind of 

persecution. 

The intervening period was one of intense debate within the international 

movement how far AI could go in defending the rights of lesbians and 

gay men, given the culturally diverse nature of the movement and the 

unclear scope of international human rights standards at that time. 

After years of international debate and sustained campaigning by the 

lesbian and gay rights movement and by many within the AI movement, 

a highly significant step forward was taken in 1991, when AI adopted a 

policy affirming that prosecuting people for their homosexuality was a 

form of prosecution. Although other forms of anti-gay persecution were 

already covered in AI's mandate - such as the torture or execution of gay 

people, or the arbitrary imprisonment of gay right activists - AI now 

committed itself to campaigning for the release of anyone imprisoned 

solely because of their homosexuality, including those prosecuted for 

having sex in circumstances which would not be criminal for 

heterosexuals. Such people would be considered prisoners of 

conscience. 

It was a powerful assertion of principle: homosexuality, like race or 

gender, is not acceptable basis on which to imprison people. 


6.1 NAME ORANGES AND LEMONS 

AIM 

To illustrate the importance in individual differences 

METHOD 

Get each member of the group to pick out a piece of fruit. 

Examine the fruit, roll it, squeeze fondle and inspect it, until they 

are sure that they could recognise it. 

Give it a name 

Identify the its strengths and weaknesses 

Collect all of the fruit in a bag mix them up in front of the group 

Spread them out on a flat surface, and invite them to reclaim their 

fruit 

Open discussion, using the questions provided 


TIMESCALE 

VARIATIONS 

A big bag of oranges or lemons 

20 – 30 Minutes 

Can be used with a wide variety of fruit and vegetables. 


QUESTIONS 

How many of the group are sure that they reclaimed their original fruit? 

And how are they sure? 

What similarities can the group think of when looking at the differences 

between their fruits and the differences between people? 

What differences are there? 

Why can’t we get to know people as quickly as we did our fruit – what 

are the barriers. 

What role does the skin play for the fruit and people? 

What does this say about our reactions to differences between people? 


6.2 NAME MINORITY NOISE 

AIM 

To enable young people to experience what it is like to be in a minority 

group. 

Note: this activity can be used as an icebreaker and entry into discussion 

around LGBT issues. 

METHOD 

Ask the young people to stand in a circle. 

Explain to the young people that you are going to whisper the name 

of an animal in their ear. 

Whisper "sheep" in most young peoples’ ears, whisper "cow" in less 

than most, whisper "dog" in only a few ears, and whisper "cat" in only 

one young person’s ear. 

Ask the young people to close their eyes and make the sounds of 

their animal. Then ask them to walk around and try to find and link 

arms with other animals who are the same as them. 

When they have done this, starting with the largest group, ask the 

young people to discuss the following in relation to their nominated 

animal: 

What was it like when you found out there were a lot of sheep? 

How did you feel when you found your first sheep? 

How did you feel when you found your first cow? 

How did you feel when you found your first dog? 

What was it like when you realized there were only a few other dogs? 

When you realized you were the only cat, how did it make you feel? 

Write out the responses on flipchart paper. When the discussion 

has finished explain to the young people that being the cat or the 

dog can be representative of being gay, lesbian, or bisexual. 




TIMESCALE 

10 – 20 minutes 


6.3 NAME A POEM 

AIM 

To explore participants’ attitudes to discrimination. 

Please note that this activity could raise issues that need planning and 

thought if they are to be properly useful. Children will express prejudice 

and fear and these must be supportively dealt with. There must also be 

support for vulnerable staff and young people. 

METHOD 

Read out the poem or place it in a prominent position at your project. 

Discuss with participants: 

What they think the poem is about. 

Who the ‘they’ are mentioned in the poem. 

Get them to describe the kind of situation they imagine from “when 

they came for me”. 

What do the participants think is the central message of the poem? 

What do the participants feel the poem has to do with their lives? 


The Poem, is an extract from the poem by Pastor Martin Niemöller 

Note: Martin Niemöller (1892-1984), a German Lutheran pastor, or minister, 

was arrested in 1937 for criticizing the Nazis. He spent the war in 

concentration camps at Sachsenhausen and Dachau. 


This poem exists in various versions. Whether Niemöller was really the 

author is not absolutely certain. However, there can be little doubt that he 

would have agreed with what it says. 

There is a good article on Niemöller on the Spartacus website 

This information is from LGBT History Month Website 

TIMESCALE 

The activity will take between 15 and 45 minutes depending on the 

discussion. 

VARIATIONS 

1. This activity could be done by individuals and the questions above 

created into a worksheet. 

2. You could put any other minority group into the poem depending 

on the topic or theme for the activity. 


A POEM 

…first they came for the Communists, 

and I didn't speak up 

because I wasn't a Communist. 

Then they came for the Jews, 


because I wasn't a Jew. 

Then they came for the trade unionists, 


because I wasn't a trade unionist. 

Then they came for the Catholics, 


because I was a Protestant. 

Then they came for me – 

and by that time no one was left to speak up. 

Pastor Martin Niemoller 


6.5 NAME STATE HOMOPHOBIA 

AIM 

To raise awareness of other countries attitudes and laws to LGBT people 

METHOD 

Print off a copy of the State Homophobia Map 

Show it to young people and ask them for their comments 

Are they surprised that LGBT people can be put to death in some 

countries? 

More information about this, and the results of a survey can be 

obtained from 

http://www.ilga.org/statehomophobia/Legal%20Wrap%20Up%20Su 

rvey%20July%202006.pdf 

For information about the resources available see the link below 

http://www.ilga.org/news_results.asp?LanguageID=1&FileID=769& 

ZoneID=7&FileCategory=1 

RESOURCES 

Articles from the website 

Copy of the map 

TIMESCALES 

Half an hour to one hour 

Variations 

A quiz could be made from the information 



HISTORY 

February 2005 saw the first LGBT History month which is an opportunity for 

all of us to learn more about the histories of lesbian, gay, bisexual and 

transgender people in Britain and Northern Ireland. 

LGBT history month is an event designed to introduce a previously ‘hidden’ 

history to school children and many adults across Britain. Being overlooked 

in the national curriculum has meant that many within the LGBT community 

may also be unaware of the events and people who have come before us, 

made an impact on our lives (whether we realise it or not) or the 

contribution which LGBT people have made to society as a whole. 

Education destroys ignorance. 

Hopefully more and more people will begin to learn that LGBT people are 

no longer figures of hate, fear, fun or ridicule. They have always existed and 

will always exist. They have been kings and queens, politicians and 

protestors, musicians and writers, thinkers and doers. 

This especially important for those young LGBT people who are in our 

schoolrooms. No longer will they feel that they are the only ones. No longer 

will they feel that their lives will revolve around hiding and bullying. They will 

see that the only limits to their achievements are their imaginations… 

History is the history of PEOPLE, the lives our ancestors led and the impact 

on them of social, political and economic change and THEIR impact on 

society. 

Taken from LGBT History month website the link is 

www.pcsproud.org.uk/our_story/pdf 


SECTION 7 – HISTORY 

7.1 NAME FAMOUS GAYS AND LESBIANS POSTER 

AIM 

For participants to further discuss issues about stereotyping 

METHOD 

Show young people the poster 

Invite comments from young people, who is gay/ lesbian and who is 

heterosexual 

Collect pictures of Famous Gay and Lesbian people, some 

suggestions include; 

Elton John 

Sue Perkins, 

Will Young 

Paul O’Grady 

George Michael, 

Sir Ian McKellen – ‘Gandalf’ in Lord of the Rings 

Julian Clary 

Graham Norton 

Also collect some pictures of heterosexual famous people. 

Make these into a collage and ask young people to identify those that are 

gay and lesbian, and this will promote a discussion 

Further suggestions can be gained from the Diverse History activity 


Pens 

Paper 

Poster 


TIMESCALE 

The activity will take between15 – 30 minutes. 

VARIATIONS 

1. Young people could be asked to identify famous gays and lesbians 

not on the poster. 


7.2 NAME DIVERSE HISTORIES 

AIM 

For young people to appreciate the contribution of people from minority 

groups and diverse backgrounds to society, culture and history. Gay and 

lesbian people can be included as one group/area of diversity. 

METHOD 

Place flip chart paper around the room with headings such 

as, African-Caribbean; Gays and Lesbians; Asian; Jewish; 

Sikh; Gypsies etc 

Ask the young people to walk around the room and write 

names of famous people from those groups under the 

headings 

Discuss the people named on the flipchart paper 

Discuss the following; are there less people identified under 

some of the headings? What associations (positive or 

negative) do young people have with the named people? 

How many of the young people knew more about one 

category of people than another? What do the young people 

think about homophobia or racism after having done this 

exercise? 


Flip chart paper 

Blu Tac 

Marker pens 

Famous LGBT people sheet 

Note: it is worthwhile researching names and histories of famous people 

from other minority groups prior to undertaking this activity 

TIMESCALE 

This activity will take about 30 minutes 

VARIATIONS 

1. Ask the young people themselves to identify minority 

groups/people from diverse backgrounds. 


2. The group could be split into a number of smaller teams to 

consider and discuss the famous people and feedback their results 

to the whole group. 

3. Place pictures of the famous people on the flip chart paper 

alongside their names. 

4. Divide into categories e.g. Science; TV, Theatre and Cinema; 

Engineering; Health Care; Art, Literature etc. Identify which people 

made a contribution to each category. 

A few names of famous lesbian, gay, bisexual and transgendered 

people 

Art 

Lili Elbe (painter) 

Michelangelo (sculptor, painter, architect, and poet) 

Leonardo da Vinci (painter, draftsman, sculptor, architect, and engineer) 

Frieda Kahlo (painter) 

Anthony Blunt (art historian, Soviet spy) 

Music 

Tchaikovsky (composer) 

George Gershwin (composer) 

Patrick Cowley (musician) 

Melissa Etheridge (singer songwriter) 

k. d. lang (singer songwriter) 

Tracy Chapman (singer/songwriter) 

Elton John (singer/songwriter) 

Rob Halford (singer/songwriter/Judas Priest) 

Bob Mould (singer/guitarist Husker Du) 

Michael Stipe (singer/songwriter REM) 

Little Richard (singer/songwriter) 

Holly Johnson (singer/songwriter Frankie goes to Hollywood) 

Freddie Mercury (singer/songwriter Queen) 

Boy George (singer/songwriter) 

Will Young (singer/songwriter) 

Stephen Gateley (Singer) 


Politics 

The Emperor Hadrian (Roman Emperor) 

Chris Smith (Labour Party MP) 

Alan Duncan (Conservative Party MP) 

Angela Davis (civil rights campaigner) 

Alexander the Great (Macedonian king and soldier) 

Ernst Rohm (Nazi Party leader) 

John Maynard Keynes (economist) 

J. Edgar Hoover (politician, Head of American FBI) 

Science 

Lynn Conway (electrical engineering & computer science) 

Alan Turing (mathematician, logician, cryptographer and father of 

modern computer science) 

Simon LeVay (neurobiologist) 

Rachel Louise Carson (biologist) 

TV, Theatre and Cinema 

Ellen Degeneres (comedienne) 

Ian McKellen (actor) 

Rhona Cameron (TV presenter) 

Rupert Everett (actor) 

Sandra Bernhard (comedienne) 

James Dreyfus (actor) 

Alistair Appleton (actor) 

Alan Cumming (actor) 

Vaslav Nijinsky (dancer and choreographer) 

RuPaul (actor/songwriter) 

Stephen Fry (actor) 

Jack Barrowman (actor) 

Julian Clary (actor, comedian) 

Brian Dowling (BB Winner) 

Richard (this year's BB) 

Kitten (BB) 

Pam St Clement (Actor) 

Sara Gilbert (Actor - in ER) 

Portia de Rossi (Actor) 

Cynthia Nixon (Actor) 

Rosie O'Donnell (Comedian) 


Literature 

Oscar Wilde (author) 

Tennessee Williams (playwright) 

Armistead Maupin (author) 

Karl Heinrich Ulrichs (author and activist) 

Virginia Woolf (author) 

Gore Vidal (author playwright and activist) 

Wilfred Owen (soldier and poet) 

Adrienne Rich (poet) 

Siegried Sassoon (soldier and poet) 

James Baldwin (playwright, author and activist) 

Audre Lorde (author and activist) 

Truman Capote (author) 

Rita Mae Brown (author) 

William Burroughs (author) 

Jan (formerly James) Morris (travel writer) 

Sarah Waters (Author - 'Tipping the Velvet' among others) 

Sport 

Martina Navratilova (tennis player) 

Greg Louganis (Olympic diver) 

Terry Bradshaw (American football quarterback) 

Glenn Burke (American Major League baseball player) 

Justin Fashanu (football player) 

John Menlove Edwards (rock climber) 

Billy Jean King (tennis player) 

Ian Roberts (Australian rugby league player) 

Muffin Spencer-Devlin (golfer) 

Tom Waddell (Olympic decathlete) 

Kevin Marques (athlete) 


Section Eight Further Information 

8.1 Definitions/ Glossary 

GLOSSARY 

BISEXUAL 

CELIBACY 

CIVIL 

PARTNERSHIPS 

COMING OUT 

GAY 

GENDER 

HETEROSEXUAL 

Bi-sexual someone sexually and emotionally 

attracted to people of both sexes, or has a same 

sex relationship and straight relationships. 

Celibacy When a person does not have sexual 

relations with other people 

Civil Partnership is a new legal relationship, 

which can be registered by two people of the 

same sex. It gives same-sex couples the ability 

to obtain legal recognition for their relationship. 

Civil Partnership came into force on 5 December 

2005. The first civil partnerships registered in 

England and Wales under the standard 

procedure took place on 21 December. In some 

special circumstances, some civil partnerships 

were registered from 5 December. 

Coming Out Is when you tell your family friends 

or people you trust that you are Gay, Lesbian, Bi 

Sexual or transgender. Everyone has his or her 

own experience of coming out. Even once you 

have made that step and told someone you are 

gay, it might not end there, you may feel you 

want to go on and tell more people. From 

peoples experiences though, each time you tell 

someone it gets easier. 

Gay another word for homosexual, relating to 

men, the female equivalent of lesbian. 

Gender A persons sense of him or herself, as 

being masculine or feminine 

Heterosexual Someone sexually and emotionally 

attracted to someone of the opposite sex. 


HETEROSEXISM 

HOMOPHOBIA 

HOMOSEXUALITY 

MONOGAMY 

PRIDE 

QUEER 

SEXUALITY 

STRAIGHT 

THE AGE OF 

CONSENT 

Heterosexism The belief in the inherent 

superiority of heterosexuality, and therefore its 

right to dominate. Often unintended. 

Homophobia the Act of being prejudiced against 

and the fears of someone just because they are 

gay, lesbian or bisexual. 

Homosexual Someone sexually and emotionally 

attracted to someone of the same sex 

Monogamy When a person has as an exclusive 

sexual relationship with one partner, and does 

not have a sexual relationship with anyone else, 

at the same time. 

Pride A celebration of lesbian gay, bi sexual and 

transgender lifestyle and existence each year 

around the world. We are proud of who we are, 

and want to share that pride with others, 

regardless of sexual orientation 

Queer Another word for gay/lesbian. Used to be 

label, which was offensive. It is now used by 

some gay people as a powerful word. If people 

take the insults and use them positively it takes 

the power away from those who give the insults. 

Sexuality This is the part of us that is sexual. We 

all have sexuality from the moment we are born. 

It may or may not change through out our lives. 

This refers to a broader range of issues than just 

who you are attracted to. 

Straight another word for heterosexual 

The age of consent is the age when the law says 

you can agree to have sex. In most countries, 

until you reach this age you can't legally have 

sex with anyone, however old they are. 

Sometimes the law is slightly different when the 

partners are of a similar age, but there is usually 

still a minimum age below which sex is always 

illegal. In the UK 16 is the age of consent for all, 

except in Northern Ireland which is 16. 


TRANSSEXUAL 

TRANSVESTITE 

ATTRIBUTED 

GENDER 

TRANSGENDER. 

INTERSEX 

Transsexual A person who feels a consistent 

and overwhelming desire to fulfil their life as a 

member of the opposite gender. Most 

transsexual people actively and complete sex 

reassignment surgery 

Transvestite The clinical name for a cross 

dresser. A person who dresses in the clothing of 

the opposite sex. Generally these people do not 

wish to change their bodies 

Attributed Gender The gender and sex that one 

is taken to be by others. This is usually an 

immediate, unconscious categorisation of a 

person as being a man or a woman, irrespective 

of their mode of dress 

Transgender A term used to include 

transsexuals, transvestites and crossdressers. A 

transgenderist can also be a person who, like a 

transsexual, transitions - sometimes with the 

help of hormone therapy and / or cosmetic 

surgery - to live in the gender role of choice, but 

has not undergone, and generally does not 

intend to undergo, surgery 

There are more definitions on the following web site 

www.schools-out.org.uk/teachingpack/definitions 

Intersex A term covering a wide range of 

conditions in which the sex may be 

indeterminate to some degree at birth. Such 

people are often subject to ill conceived attempts 

at surgical 'correction' early in life which may 

cause major problems later, sometimes including 

gender dysphoria 

For further information on gender dysphoria issues and the work of The 

Gender Trust, contact: 

The Gender Trust, PO Box 3192, Brighton BN1 3WR. 


8.2 Timetable of Lesbian and Gay History 

1290 

1300 

1376 

1533 

1861 

1867 

1869 

• Fleta: the first mention in English common law of a punishment for 

homosexuality. 

• The Britton treatise prescribed that sodomites should burned alive 

in England. 

• King Edward III was unsuccessfully petitioned to banish foreigners 

who were accused of introducing 'the too horrible vice which is not 

to be named'. 

• The Buggery Act was passed which made buggery punishable by 

hanging. 

• The Offences Against the Person Act formally abolished the death 

penalty for buggery in England and Wales. 

• The first time that a self-proclaimed homosexual spoke out publicly 

for homosexual rights when on 28th. August Karl Heinrich Ulrichs 

pleaded at the meeting of the Congress of German Jurists for a 

resolution urging the repeal of all anti-homosexual laws. (He was 

shouted down.) 

• First published use of the term 'homosexuality' (Homosexualität) by 

Károly Mária Kertbeny, a German-Hungarian campaigner. (He 

had previously used the term on 6th. May, 1868, in a private letter 

to Karl Heinrich Ulrichs.) 


1870 

1885 

1895 

1897 

1928 

1933 

1948 

• The world's first attempt at publishing a gay periodical was Urnings 

in Germany by Karl Heinrich Ulrichs, but there was only one 

issue. 

• The "Labouchere amendment" was passed on 7th. August and 

became known as the "blackmailer's charter". 

• The trials of Oscar Wilde, with his sentencing to two years of prison 

with hard labour. 

• On 14th. (or 15th.) May in Berlin Magnus Hirschfeld founded the 

Wissenschaftlich-humanitäre Komitee (Scientific-Humanitarian 

Committee), the world's first organisation dedicated to the aim of 

ending the legal and social intolerance of homosexuals. 

• The English edition of the book Sexual Inversion by Havelock Ellis 

and John Addington Symonds was published. It was the first book 

in English to treat homosexuality as neither a disease nor crime, 

and maintained that it was inborn and unmodifiable. 

• Radclyffe Hall wrote The Well of Loneliness, the first undisguised 

lesbian novel. 

• The Nazis disolved Magnus Hirschfeld's Scientific-Humanitarian 

Committee and destroyed its library. 

• Alfred Kinsey published Sexual Behaviour in the Human Male 

which quoted figures that 4% of men identified themselves as 


1950 

1953 

1954 

1956 

1957 

1958 

1960 

exclusively homosexual, and 37% of men had enjoyed homosexual 

activities at least once. 

• The Danish Lesbian and Gay group. the LBL, was formed by Axel 

Axgil, amongst others. 

• The Mattachine Society was founded in Los Angeles. 

• Alfred Kinsey published Sexual Behaviour in the Human Female 

which quoted the figures that 2% of women identified themselves 

as exclusively homosexual, and 13% of women had enjoyed 

homosexual activities at least once. 

• The first wide-circulation gay periodical in North America, One 

Magazine: The Homosexual Viewpoint began to be published by 

the Mattachine Society. 

• Appointment of the Wolfenden Committee on 24th. August to 

consider the law in Britain relating to homosexual offences. 

• The Sexual Offences Act became law and determined much police 

activity against homosexuals in the UK for the rest of the century 

despite amendments introduced by the Sexual Offences Act 1967. 

• The Wolfenden Report was published on 3rd. September. 

• On 12th. May the British Homosexual Law Reform Society (HLRS) 

was formally founded. 

• On 12th. May the Homosexual Law Reform Society (HLRS) held its 

first public meeting. 


1961 

1963 

1966 

1967 

1968 

• Illinois was the first state in the US to decriminalise homosexuality. 

Every state had had a sodomy law proscribing oral or anal sex 

between homosexuals and, in most cases, between heterosexuals. 

• Release of the film Victim, starring Dirk Bogarde, the most 

important British film on a gay theme, pleading for tolerance for 

homosexuals, and the end to blackmail. 

• In November, drag entertainer Jose Sarria ran for the Board of 

Supervisors (city council) in San Francisco. Jose Sarria was the 

first openly gay candidate for elective office in the history of the 

United States. He was not elected but he received nearly 6000 

votes. 

• The first gay rights demonstration in the USA took place on 19th. 

September at the Whitehall Induction Center in New York City, 

protesting against discrimination in the military. 

• Foundation in the USA of the earliest documented gay student 

organisation, the Student Homophile League, at Columbia 

University (New York City). 

• The Sexual Offences Act came into force in England and Wales, 

and decriminalised homosexual acts between two men over 21 

years of age and in private. 

• Foundation in France of the earliest documented European gay 

student group, the Comite Pederastique de la Sorbonne, which met 

a few times during the student uprising in the Spring of 1968. The 

name of the group translates to "Sorbonne Homosexual 

Committee". (See the dictionary.) 


1969 

1970 

1971 

• The Scottish Minorities Group (SMG) first met in January, and then 

were officially founded on 9th. May. 

• The Stonewall Rebellion started on the night of 27/28th. June. 

• The Gay Liberation Front (GLF) was set up in New York. 

• The Gay Activists Alliance was set up in New York in December. 

• The Committee For Homosexual Equality (CHE) was formed in 

Britain (It changed its name to the Campaign for Homosexual 

Equality in 1971). 

• The first lesbian and gay pride march in the USA took place on 

28th. June in New York City, commemorating the Stonewall 

Rebellion of the year before. See a history of Pride. 

• The London Gay Liberation Front (GLF) was founded after a first 

meeting in the London School of Economics on 13th. October. 

• The first gay demonstration in the UK (at Highbury Fields Islington). 

• The first open gay dance in the UK, organised by the Gay 

Liberation Front, was held at Kensington Town Hall. 

• The first gay march through London with a rally in Trafalgar 

Square, protesting against the unequal age of consent for gay men 

(21) took place in August. 

• Lesbians invaded the platform at the Women's Liberation 

Conference, Skegness, demanding recognition. 

• The Gay Liberation Front Manifesto was published, and the first 

national 'think-in' was held. 

• Oberlin Gay Liberation, an early lesbian, gay, and bisexual student 

organisation in the United States was founded. (See the first 

documented gay student group, and the first documented 

European student gay group.) 


1972 

1973 

1974 

1975 

• Law Lords found the International Times magazine guilty of 

'conspiracy to corrupt public morals' for publishing gay contact 

advertisements. 

• The first UK gay newspaper, Gay News, was founded. It promptly 

started a contact advertisement column. 

• The Scottish Minorities Group (SMG) launched a campaign to 

decrimalise homosexuality in Scotland. 

• The first Pride 'Carnival and March' through London to Hyde Park 

was held on 1st. July. See a history of Pride. 

• The first UK gay helpline was founded in Oxford. 

• The first national gay rights conference was held by the Campaign 

For Homosexual Equality in Morecombe. 

• In November Kathy Kozachenko was elected to the City Council of 

Ann Arbor, Michigan, USA, as the first openly gay candidate to run 

successfully for elective office in the United States. 

• The Campaign for Homosexual Law Reform (Northern Ireland) 

appealed to the European Court of Human Rights to force the UK 

to extend the 1967 Sexual Offences Act to them. 

• The first national lesbian conference was held in Canterbury. 

• The Scottish Minorities Group (SMG) bought a building to set up a 

Gay Centre in Edinbugh (where homosexual acts were still illegal). 

• London Gay (later Lesbian and Gay) Switchboard was launched. It 

went 24 hours a day within a year. 

• The first International Gay Rights Conference was held in 

Edinburgh. 

• The South London Gay Community Centre opened in a Brixton 

squat. 

• Action for Lesbian Parents was founded after three high-profile 

custody cases where lesbians were refused custody of their 

children. 


1976 

1977 

1978 

• British Home Stores sacked openly gay trainee Tony Whitehead; a 

national campaign picketed their stores. 

• Tom Robinson, singer, wrote Glad to be Gay. 

• The Lesbian and Gay Christian Movement was founded. 

• Lord Arran's Bill to reduce the gay age of consent to 18 was 

defeated in the House of Lords. 

• Ian Paisley launched the Save Ulster From Sodomy campaign. 

• Singer Tom Robinson released 'Glad To Be Gay' with the London 

Lesbian and Gay Switchboard telephone number on the sleeve. 

Switchboard telephones immediately went mad. 

• On 4th. July Gay News was prosecuted by Mary Whitehouse for 

'blasphemy' after they had printed James Kirkup's poem imagining 

a Roman centurion having gay sex with Jesus of Nazareth. 

• In November Harvey Milk was elected to the San Francisco Board 

of Supervisors as the first openly gay candidate elected to public 

office in the state of California. 

• London's Evening News infiltrated a lesbian insemination group 

and published a damaging exposé. Lesbians began a sit-in and 

demanded a right to a reply. Parliament Square, the Law Courts, 

and the British Medical Association were spray-painted. 

• The International Gay (later Lesbian and Gay) Association was 

launched at a meeting in Coventry. 

• On 27th. November Supervisor Harvey Milk and pro-gay liberal 

Mayor George Moscone were assasinated in San Francisco City 

Hall by right-wing, ex-police officer and former Supervisor, Dan 

White. That evening, 40000 people held a candlelight march from 

the city's gay Castro District to City Hall. The memorial march has 

since been repeated every year on that date. 


1979 

1980 

1981 

• Gay Life, the first ever gay series was commissioned for British 

TV, by London Weekend Television. It was shown in London at 

11.30 pm on Sundays throughout 1980-81, with an average 

audience rating of 350,000. One of its presenters, Michael Attwell, 

went on to commission BBC2's Gaytime TV. 

• On 21st. May, because of a technicality of California law, a jury 

found Dan White guilty of manslaughter rather than first degree 

murder in the double assasination of Harvey Milk and George 

Moscone. Dan White was sentenced to seven years and eight 

months in prison. The resulting violent protest that evening came to 

be known as the "White Night Riot" - the first gay riot since the 

Stonewall Rebellion ten years earlier. 

• Male homosexuality was decriminalised in Scotland, by a Robin 

Cook amendment to the Criminal Justice Bill. 

• The Pride March ended in a riot and an impromptu march to Bow 

Street police station after the police had arrested a Brixton Faerie 

for wearing a plastic meat cleaver in his hat. 

• Heaven, the first all-week gay mega-club opened. 

• In September the European Commission ruled unanimously that 

the British government was guilty of breaching Article 8 of the 

European Convention on Human Rights by interfering with Jeff 

Dudgeon's private life by refusing to legalise consenting 

homosexual behaviour in Ulster. 

• The first black lesbian and gay groups were founded. 

• The European Court of Human Rights found in favour of Northern 

Irish gays. 

• Ken Livingstone, the new leader of the Greater London Council 

(GLC), promised support to gays and the GLC gave the first gay 

grant to the London Gay Switchboard. 

• The last national lesbian conference in London broke up in 

arguments. 

• Capital Gay was founded. 


1982 

1983 

1984 

• Male homosexuallity was decriminalised in Northern Ireland with 

the passing of law reform in the House of Commons on 25th. 

October. 

• London Gay Switchboard held the first UK information meeting on 

a strange new disease, AIDS. 

• The Terrence Higgins Trust was launched and named after the 

man who was thought to have been the first to have died with AIDS 

in the UK on 4th. July. 

• Julian Meldrum started the first regular column on AIDS in Capital 

Gay. 

• The first Gay Games were held in San Francisco in August and 

September. 

• Peter Tatchell, the Labour Party candidate, was defeated in a byelection 

in Bermondsey after a vicious anti-gay campaign by the 

tabloid newspapers and local Liberals. Simon Hughes of the 

Liberal Party was elected. 

• Gay News collapsed in April; sales had plummeted after free 

newspapers had become available. 

• Questions were asked in Parliament about 'pretty police' 

entrapment. 

• The first national lesbian and gay television series, One in Five 

was shown on Channel 4. 

• The BBC's Panarama broadcast the first television documentary 

on AIDS. The BBC's Horizon followed up with 'Killer in the Village'. 

• United States Congressman Gerry E. Stubbs came out publicly as 

gay on the floor of the House of Representatives. 

• Chris Smith, MP for Islington South, London, was the first MP to 

come out as gay while in office. 

• The Terrence Higgins Trust held the first national AIDS conference. 

• GALOP, the first gay policing project, was founded. 

• Gay Times began publication in May. 


1985 

1986 

1987 

1988 

• The Greater London Council (GLC) published Changing The 

World, a charter of gay rights. 

• With support from the Greater London Council (GLC), the London 

Lesbian and Gay Centre opened at 69 Cowcross Street, 

Farringdon, London, EC1. 

• South Wales miners joined the Pride march in thanks for the gay 

support given to their strike. 

• Body Positive, the first HIV self-help group, was founded in 

London. 

• The Black Lesbian and Gay Centre was founded. 

• AIDS was debated in the House of Commons, and a major national 

campaign was launched. 

• The London Borough of Haringey Lesbian and Gay Unit wrote to all 

school heads in the borough urging them to promote positive 

images of homosexuality to their pupils. A backlash was provoked. 

• The British Government delivered a leaflet on AIDS, with the 

London Lesbian and Gay Switchboard telephone number, to every 

household in the country. Telephones broke down. 

• Clause 28 (actually with an ever-changing sequence of numbers) 

of the Local Government Bill was introduced in the House of 

Commons on 7th. December. 

• The last national lesbian and gay conference collapsed under 

factional in-fighting. 

• James Anderson, Chief Constable of Manchester, condemned 

gays as 'in a cesspit of their own making'. 

• The Pink Paper was founded. 

• Section 28, preventing the 'promotion' of homosexuality by local 

authorities, passed came into force on 24th. May, with help from 

the Local Government minister Michael Howard. It has never been 

tested in court. 10000 protested in London, and 15000 in 

Manchester. 


1989 

1990 

1991 

• Lesbians abseiled in the House of Lords. Lesbians also got into 

BBC1's newsroom while Sue Lawley was reading the Six O'Clock 

News and she reported to viewers that 'we have been somewhat 

invaded'. 

• The Norwegian foreign minister protested about Section 28 to the 

British foreign minister. There were also protests in Amsterdam 

and New York. 

• The first British national conference for lesbians and gay men with 

disabilities was held. 

• The City College of San Francisco created the first gay and lesbian 

studies department at an American institution of higher education. 

• ActUp (AIDS Coalition To Unleash Power) London was founded. 

• The Stonewall Group was set up in response to Section 28. 

• In October, Denmark was the first country in the world to give legal 

recognition to same-sex partnerships. Eigil and Axel Axgil were the 

first couple to register. 

• The direct action group OutRage! was set up in May after a west 

London queerbashing murder of actor Michael Boothe. 

• Stonewall and the International Lesbian and Gay Association were 

given the first European Community grant to survey gay rights 

across the Community. 

• OutRage! held a kiss-in at Picadilly, London, and one man climbed 

the Eros statue. 

• LAGPA: Lesbian and Gay Police Association was formed. 

• Simon LeVay published work suggesting that gay men have a 

certain group of brain cells which are smaller than those of straight 

men. 

• Washington, D.C. held its first Black Lesbian and Gay Pride 

celebration. 

• Derek Jarman was canonised by the Sisters of Perpetual 

Indulgence as St. Derek of Dungeness of the Order of Celluloid 

Knights. on 22nd. September. 


1992 

1993 

1994 

1995 

• The UK Order of the Sisters of Perpetual Indulgence was founded 

by Mother Ethel Dreads a Flashback, a missionary sister from 

Sydney. 

• London hosted the first Europride. 

• The Terrence Higgins Trust withdrew its warning of lesbian-tolesbian 

HIV transmission. 

• Gay Men Fighting AIDS (GMFA) was founded. 

• Stonewall supported the appeal made by gay men under 21 to the 

European Court for equality. 

• Dean Hamer published the claim that he had found a link between 

male homosexuality and Xq28, the 8th. band of region 2 of the q 

(long) arm of the X chromosome. 

• Derek Jarman died two days before the age of consent debate in 

the House of Commons. 

• The House of Commons voted to reduce the gay male age of 

consent to 18. The crowds outside were bitterly disappointed that it 

had not been reduced to 16 and a riot ensued in the precincts of 

Parliament for the first time for 150 years. Crowds rampaged to the 

G.A.Y. disco and owner Jeremy Joseph gave them free entry. 

• Stonewall and Euan Sutherland launched an appeal to the 

European Court for under 18s. 

• The first ever safer sex television advertisements directed at gay 

men were shown on Channel 4 in August. The two advertisments 

were made by Gay Men Fighting AIDS and included two men 

kissing. 

• The Lesbian Avengers were founded. 

• OutRage! 'outed' eight bishops, and provoked debate within the 

Church of England. 

• Gay Times was on sale in the high street stores owned by the John 

Menzies newsagents chain for the first time in May. 


1996 

1997 

• London Pride was the biggest ever. Almost 200000 partied in 

Victoria Park in the East End. The clean-up cost soared to £53000. 

• Rank Outsiders and Stonewall launched a major campaign on gays 

in the military. 

• Gaytime TV was launched and one million tuned in every week. 

• Capital Gay folded with its last issue on 31st. June. 

• Freedom FM ran the first ever UK lesbian and gay 'restricted 

service license' radio broadcasts in London. 

• Dyke programming chief, Jacquie Lawrence, allocated a £3m 

Channel 4 television budget to lesbian and gay programming. 

• The Lesbian and Gay Pride changed its name to Lesbian, Gay, 

Bisexual, and Transgender Pride and was held on 6th. July, with 

the festival on Clapham Common.. 

• Channel 4 television began filming a major docudrama around the 

newly-opened Glasgow Gay and Lesbian centre. 

• Robert Runcie, ex-Archbishop of Canterbury, admitted to having 

ordained known gay men. 

• The first Summer Rites free festival was held in Kennington Park 

on 4th. August with 30000 attending. 

• Official outing on 9th. August of the first openly-gay character, 

Sean Myerson (Gareth Armstrong), in BBC Radio 4's soap, The 

Archers, the world's longest-running soap. 

• In March, the British scouting movement adopted an equal 

opportunities policy which aimed to protect both leaders and young 

recruits from harassment because of their 'sexual status'. 

• On 1st. May the British general election gave out-gay Ben 

Bradshaw victory in Exeter, and out-gay Stephen Twigg took excabinet 

minister, Michael Portillo's Enfield-Southgate seat. 

• On 3rd. May Chris Smith became Britain's first out-gay cabinet 

minister when he was appointed as National Heritage Secretary. 

• Celebration in Berlin of the hundredth aniversary of the setting up 

of the Scientific Humanitarian Committee and called Goodbye to 

Berlin? 100 Years of Gay Liberation. The launch was reported 

on 17th. May by BBC Radio 4 news. 

• The British top-secret Government Communications Headquarters 

(GCHQ) told The Pink Paper (23rd. May) that it had relaxed its 


1998 

1999 

regulations relating to its employment of gays and lesbians on 

16th. January. Subsequently MI6, which deals with spies abroad, 

said that it had also changed its policy, but MI5, the internal secret 

security service, denied a change. 

• On 3rd. September Labour MP Angela Eagle was the first British 

MP to come out voluntarily as a lesbian. 

• Recognition by the British government of same-sex couple in the 

immigration rules came into effect on 13th. October. 

• In February, the new journal Sexualities was launched. 

• On 2nd. May, Britain's first professional soccer player to come out 

as gay, Justin Fashanu, committed suicide. 

• In June, two more British Labour MPs, David Borrow and Gordon 

Marsden, came out as gay. 

• In June Gregory Woods was appointed as the first Professor of 

Lesbian and Gay Studies in the UK. 

• On 22nd. June the British House of Commons voted to set the age 

of consent for gay men at 16 in a debate on the Crime and 

Disorder Bill. 

• On 4th. July the London Pride March went ahead despite the 

cancellation of the Pride Festival. 

• On 21st. July Waheed Alli took his place in the House of Lords as 

the first openly gay life peer to be appointed in Britain. 

• On 22nd. July the British House of Lords defeated the clause to 

lower the age of consent to 16 for gay men. 

• On 7th. November Nick Brown MP was the first British Cabinet 

minister to come out publicly as gay while in post. 

• On 31st. November a statue of Oscar Wilde was unveiled in central 

London. 

• On 30th. January British Conservative Member of the European 

Parliament, Tom Spencer, was forced by the media to say that that 

he was gay. 

• In February the German government honoured lesbian and gay 

Nazi victims. 

• At 6.37 pm on Friday 30th. April, a bomb exploded in the Admiral 

Duncan pub in Old Compton Street, Soho, London. This attack on 

a gay pub was the third of a series of bombs targeted at minorities 


2000 

2001 

2002 

by a lone bigoted extremist. Three people who were in the Admiral 

Duncan died as a result of the bomb. A husband and four-months 

pregnant wife and their friend who had been the best man at their 

wedding met there prior to going to the theatre. The wife and best 

man were killed, and the husband was seriously injured. 

• On 9th. September The Times published an article in which the exgovernment 

minister Michael Portillo is quoted as saying that he 

had 'homosexual experiences' in his youth. 

• On 12th. January the British government lifted the ban on 

homosexuals serving in the armed services. 

• On 26th. July the report Setting the Boundaries was published by 

the Sexual Offences Review Group. 

• On 31st. July a European Court of Human Rights ruling on the 

case of 'ADT' meant that UK sexual offences law would have to be 

redrafted. 

• In April the first UK-based web site for black LGBT was launched. 

http://www.ukblackout.com. 

• On 6th. September the first same-sex partnerships were registered 

in London 

• On 10th. March the first UK national Pop Idol winner Will Young 

came out publicly as gay in The News of the World. 

• On 29th. July Alan Duncan became the first serving British 

Conservative Party MP to come out publicly as gay through his 

own choice. 

This information has been taken from the web site below for more details 

please contact hhtp://www.knittingcircle.org.uk 


8.3 Reading List 

Fiction 

David Levithan Boy meets Boy 

Love meets love. Confusion meets clarity. Boy meets boy. "There isn't 

really a gay scene or a straight scene in our town. They all got mixed up 

a while back, which I think is for the best! And whether your heart is 

strictly ballroom or bluegrass punk, the dance floors are open to 

whatever you have to offer. This is my town." Meet PAUL. Gay his whole 

life, and finding love as wonderful, confusing and heartbreaking as every 

other teenager in his high school. Meet Paul's friends: JONI - his best 

friend, who may not be his best friend any more; TONY - his other best 

friend who can't leave the house unless his parents think he's going on a 

date! with a girl; INFINITE DARLENE - homecoming queen AND star 

quarterback in the football team; KYLE - the ex-boyfriend who won't go 

away; RIP - the school bookie who sets the odds; And NOAH - the boy 

who changes everything. Witty, engaging, refreshingly upbeat and 

slightly surreal, David Levithan's debut has been attracting glowing 

reviews in the USA. After all, being in love at high school is a challenge 

for any teen - regardless of sexual preference! 

Ted Van Lieshout Brothers 

This isn't the beginning. It's the end of your diary. I sneaked into your 

room and searched through the drawers in your desk until I found it. I 

smuggled the diary out, opened it, and leafed through it until I came to 

the first blank page, and now I've started to write. No, I haven't read what 

you've written. Really I haven't. Honestly not. There's probably a law 

against reading someone else's diary without permission. Maybe there's 

also a law against writing in someone else's diary. But I'm doing it 

anyway. 

Ellen Wittlinger Hard love 

HARD LOVE is the story of John, a lonely and confused teen who's just 

a little too smart for his own good - instead of helping him, his 

intelligence and sensitivity serve to focus the light a little more strongly 

on his alienation and loneliness. He reads 'zines and soon connects with 


the writer of a 'zine called Escape Velocity, a self-proclaimed "Puerto 

Rican Cuban Yankee Lesbian" named Marisol. They meet, become 

friends, and neither of them will ever be quite the same again. 

Linda Newbury Shell House 

Two teenage boys from two different times, modern day and World War 

One but both generations face similar conflicts of love, faith, sexuality 

and duty to family. 

Greg the modern teenager is trying to sort out his life and gets involved 

in restoring an old house. This links him to Edward and Alex, young 

soldiers in a gay relationship in less tolerant times. 

Aiden Chambers Postcards from No Man’s Land 

Made up of two parallel stories, this richly constructed novel will keep 

readers riveted with the tale of the Dutch Resistance during World War II. 

Jacob, a young man from England, journeys to the Netherlands to learn 

about the grandfather he never knew. Chambers deftly switches 

perspectives throughout the novel and alternates between Jacob's 

adventure in Holland and his grandfather's experiences during the war. 

Books Non Fiction 

Craig Donnellan Sexuality 

A collection of short articles and extracts, taken from a variety of sources 

including magazines, newspapers, government reports and literature 

from lobby groups. It covers many aspects of being a young LGBT 

person today. The different views are presented uncritically side-by-side 

leaving it up to the reader to evaluate them and decide what they agree 

with. A useful starting point for information, with a helpful list of 

organisations and web sites are at the back. 

Henry Abelove, Michele A. Barale, and David M. Halperin 

"The Lesbian and Gay Studies Reader", 

Forty-two groundbreaking essays that explore a multitude of sexual, 

racial, ethnic, and socioeconomic experiences. Contributors include 

Kobena Mercer, Adrienne Rich, and Judith Butler. The most 


comprehensive multidisciplinary anthology of critical work in lesbian/gay 

studies." 

Michael Bronski "Outstanding Lives: Profiles of Lesbians and Gay 

Men", 

Essays on Roberta Achtenberg, Alvin Ailey, Edward Albee, Paula Gunn 

Allen, Dorothy Allison, Pedro Almodovar, James Baldwin, Arthur Bell, 

Nancy K. Bereano, Leonard Bernstein, Ron Buckmire, Charles Busch, 

Paul Cadmus, Pat Califia, Michael Callen, Margarethe Cammermeyer, 

Debra Chasnoff, Aaron Copland, Michael Denneny, Martin Duberman, 

Melissa Etheridge, Lillian Faderman, Barney Frank, Allen Ginsberg, 

Jewelle Gomez, Marga Gomez, Barbara Grier, Marilyn Hacker, Barbara 

J. Hammer, Harry Hay, Essex Hemphill, David Hockney, Holly Hughes, 

Alberta Hunter, Karla Jay, Bill T. Jones, Frank Kameny, Jonathan Ned 

Katz, Larry Kramer, K. D. Lang, Audre Lorde, Greg Louganis, Phyllis Ann 

Lyon, Del Martin, Ian McKellen, Cherrie Moraga, Martina Navratilova, 

Joan Nestle, Simon Nkoli, Rudolf Nureyev, Pratibha Parmar, Troy D. 

Perry, Deb Price, Adrienne Rich, Marlon Riggs, RuPaul, Bayard Rustin, 

Assotto Saint, Carol Seajay, Randy Shilts, Barbara Smith, Stephen 

Sondheim, Kitty Tsui, Urvashi Vaid, Gore Vidal, John Waters, Edmund 

White, Tennessee Williams, Merle Woo, and Franco Zeffirelli. 

Tom Cowan "Gay Men and Women Who Enriched the World", 

Essays on Alexander the Great, Plato, Sappho, Leonardo da Vinci, 

Desiderius Erasmus, Michelangelo, Francis Bacon, Christopher 

Marlowe, Frederick the Great, Madame de Staël, Lord Byron, Herman 

Melville, Walt Whitman, Horatio Alger Jr, Oscar Wilde, Peter Ilyich 

Tchaikovsky, Marcel Proust, Willa Cather, Colette, Amy Lowell, Gertrude 

Stein, E. M. Forster, Virginia Woolf, John Maynard Keynes, T. E. 

Lawrence, Ludwig Wittgenstein, Jean Cocteau, Janet Flanner, Bessie 

Smith, Charles Laughton, Noël Coward, Marguerite Yourcenar, 

Christopher Isherwood, Laurence Olivier, Elizabeth Bishop, Tennessee 

Williams, May Sarton, Alan Turing, Benjamin Britten, Leonard Bernstein, 

Pier Paolo Pasolini, James Baldwin, Yukio Mishima, Andy Warhol, 

Barbara Jordan, Rudolf Nureyev, Michael Bennett 


John P. DeCecco and John P. Elia, "If You Seduce a Straight Person, 

Can You Make Them Gay?” 

The debate on whether or not people are born homosexual or become 

homosexual during the course of their lives continues as each side 

claims to possess the truth. In a breakthrough, the editors present an 

alternative view - sexual and gender expression as a product of 

complementary biological, personal, and cultural influences. 

John P. DeCecco and Michael G. Shively “Origins of Sexuality and 

Homosexuality” 

Here is serious and illuminating reading for anyone interested in what 

some of the best minds at the forefront of human and sexual liberation 

are thinking today. The expert contributors to this fascinating book 

present compelling new evidence and theories on the origins of 

homosexuality and bisexuality in men and women. They call to task 

many traditional views on homosexuality and question moral principles 

implicit in many psychiatric and psychological theories, Freud's included. 

Long-held myths about gay people are dispelled as the book examines 

how our concepts of masculinity and femininity have been moulded in 

cultural history, moral philosophy, biology, and social philosophy. 

Emma Healey and Angela Mason "Stonewall 25: The Making of the 

Lesbian and Gay Community in Britain” 

Combining personal stories with a broad range of articles on the law, gay 

partnerships, work, style, sex, humour and culture - Stonewall 25 shows 

how lesbians and gay men have set the agenda for change. 

Steve Hogan and Lee Hudson "Completely Queer: The Gay and 

Lesbian Encyclopaedia", 

Fun to browse, rewarding for research. A great read for both scholar and 

leisure reader! This treasure chest of wide-ranging information on our 

history and those who made it belongs in every public library, every 

school and college library - and in our homes too. 


Paul Elliott Russell, "The Gay 100 : A Ranking of the Most Influential 

Gay Men and Lesbians, Past and Present 

Introduction: The Premise "In 1953 the playwright Christopher Marlowe 

was accused of having, among other things, concocted a list of famous 

sodomites. He was neither the first to do so nor the last. I believe that 

gay people have always made such lists - secret histories of the world 

passed down through time, sometimes made public, more often kept 

private and close to the heart." 

"One of the ways by which gay men and lesbians have survived through 

the centuries is by recognizing one another in the various disguises we 

have worn. We have survived on the consolation of knowing there were 

others like ourselves. We have been given courage by the rare example 

of someone like ourselves who has burned brightly in the imagination. 

We have been fed by the creative dreams and visions of our comrades, 

widely scattered and persecuted and all but silenced though they may 

be." 

"The men and women whose names were secretly whispered, repeated, 

cherished as homosexual helped create and sustain that amorphous 

phenomenon we know today as gay culture. These people have 

signalled who we were, who we might one day be. Their example has 

answered the world's calumny, has put the lies and stereotypes to rout, 

has enhanced our sense of possibility." 

The book contains short biographies of the following. 1. Socrates, 2. 

Sappho, 3. Oscar Wilde, 4. Magnus Hirschfeld, 5. The Patrons of 

Stonewall Inn, 6. Walt Whitman, 7. Gertrude Stein, 8. Karl Heinrich 

Ulrichs, 9. Edward Carpenter, 10. J. A. Symonds, 11. Mary 

Wollstonecraft, 12. Susan B. Anthony, 13. Virginia Woolf, 14. Alexander 

the Great, 15. Hadrian, 16. St. Augustine, 17. Michelangelo Buonarroti, 

18. Leonardo da Vinci, 19. Christopher Marlowe, 20. William 

Shakespeare, 21. Johann Joachim Winckelmann, 22. Harry Hay, 23. 

Harvey Milk, 24. Queen Christina of Sweden, 25. Edward II, 26. Jane 

Addams, 27. Emily Dickinson, 28. Radclyffe Hall, 29. Peter Ilyich 

Tchaikovsky, 30. André Gide, 31. Marcel Proust, 32. Michel Foucault, 33. 

Andy Warhol, 34. John Cage, 35. Ruth Benedict, 36. James Baldwin, 37. 

Hafiz, 38. Byron, 39. The Ladies of Llangollen, 40. David and Jonathan, 

41. Petronius, 42. The Amazons, 43. Natalie Barney, 44. Eleanor 

Roosevelt, 45. Jean Genet, 46. Sergey Diaghilev/Vaslav Nijinsky, 47. 

Adrienne Rich, 48. Larry Kramer, 49. Tennessee Williams, 50. Rosa 


Bonheur, 51. Author Rimbaud/Paul Verlaine, 52. Audre Lorde, 53. 

We'wha, 54. Florence Nightingale, 55. Willa Cather, 56. Barney Frank, 

57. Bayard Rustin, 58. E. M. Forster, 59. Martha Carey Thomas, 60. 

Christopher Isherwood, 61. Pier Paolo Pasolini, 62. Yukio Mishima, 63. 

Rock Hudson, 64. Sir Harold Nicolson/Vita Sackville-West, 65. Eslie de 

Wolfe, 66. Liberace, 67. Allen Ginsberg, 68. Marlene Dietrich, 69. 

Quentin Crisp, 70. H.D., 71. Dr. S. Josephine Baker, 72. Romaine 

Brooks, 73. Benjamin Britten, 74. Rita Mae Brown, 75. Kate Millett, 76. 

Martina Navratilova, 77. Barbara Gittings, 78. Martin Duberman, 79. 

Gloria Anzaldúa/Cherrie Moraga, 80. Mary Renault , 81. Francis Bacon 

(artist), 82. Derek Jarman, 83. Alan Turing, 84. Roy Cohn, 85. Anna 

Freud, 86. Entertainers of Harlem: Gladys Bentley/Ma Rainey/Bessie 

Smith, 87. Dr. Tom Waddell, 88. Holly Near, 89. Rudolf Nureyev, 90. 

Freddie Mercury, 91. Judy Grahn, 92. Edmund White, 93. Katherine 

Philips, 94. Ethel Smyth, 95. Halston, 96. Samuel Delaney, 97. Ian 

McKellen, 98. James Merrill, 99. Madonna, 100. Michelangelo Signorile 

Vanessa Baird, co-editor at the New Internationalist 'Sex, Love and 

Homophobia' 

The 150-page book explores attitudes towards and laws on sexuality 

around the world in 26 easy-to-read A to Z entries. It is objective, clear 

and vividly illustrated throughout, and is packed with personal stories. 

In its foreword Archbishop Desmond Tutu says: 

"This book illuminates anew the bleak wasteland that is prejudice. It 

illuminates more clearly than ever that a loving, understanding humanity 

is sustained by justice. Sex, Love and Homophobia is a bright light on 

the path to justice." 


8.4 WEBSITES AND CONTACTS 

Gloucestershire based organisations 

For Information on local services, see the ‘Little Yellow 

Book’ and the ‘Little Red Book’, both are available as 

downloads from the GBYMN website 

PROUD START 

Proud Start is a project for lesbian, gay, bisexual young people, and 

those exploring their sexuality. It is a safe and confidential place to be, 

with a varied programme of information and social activities, a place to 

share experiences and have fun. It is a countywide project, which offers 

help with any transport difficulties 

http://proudstart.co.uk/ 

GAY-GLOS 

GAY-GLOS was founded as a Help line in 1989. We now provide a 

range of services for anyone concerned about their sexuality or gender 

http://www.gay-glos.org/ 

GLOUCESTERSHIRE BOYS AND YOUNG MENS NETWORK 

The Network is a multi-agency body that has been formed to facilitate 

work with boys and young men, to identify resources and disseminate 

good practice to organisations and individuals working with boys and 

young men within Gloucestershire. 

www.gbymn.org.uk 

Youth 

Gay Youth UK 

Information on coming out. 

www.gayyouthuk.org.uk/support/coming_out.phtml 

Youth Information (part of National Youth Agency) 

Useful advice and resources on coming out. 

www.youthinformation.com/infopage.asp?snID=130 


Gayteens 

The support and information site for young people and thei families, and 

those unsure about their sexuality. This has information and fun things 

for teenagers. 

www.gayteens.org 

Queer Youth Alliance 

Social and political support group/s for young people. 

Offers information, advice to young LGBT people. Including help lines in 

the UK 

www.queeryouth.org.uk 

Albert Kennedy Trust 

Supporting lesbian, gay and bisexual young people. 

http://www.akt.org.uk 

Gay Youth UK 

The aim of the site, is to provide as much information, support, help and 

advice to all gay youth within the UK. In fact, not just gay youth, but 

those who may be questioning their own sexuality, or who may be 

bisexual. 

www.gayyouthuk.org.uk/ 

The Queer Youth Alliance 

The UK Alliance of Lesbian, Gay, Bisexual and Transgender Young 

People. We are the first and only national organisation run by and for 

LGBT Youth Peoples Chat, Friend Finder, Homeless gay and lesbian 

LGBT youth projects, links and listings of all the major LGBT Youth 

Organisations across the UK. We have information about homophobic 

bullying 

www.queeryouth.org.uk 

Education 

NUT 

NUT union useful material for lgbt teachers and students and tackling 

homophobia 

www.teachers.org.uk/topichome.php?id=213 


Schools Out 

Working towards equality in education for lesbian, gay, bisexual and 

trans people. The site has a list of books for teaching on their site 

www.schools-out.org.uk 

LGBT teachers group Queericulum can be contacted at: 

queericulum@hotmail.com 

Others 

Terence Higgins Trust 

HIV/AIDS information, safer sex, online booklets and help line. 

www.tht.org.uk 

AVERT 

Website containing information on Gay and Lesbian issues, and sexual 

health. 

www.avert.org 

Herstory 

A site that can you take you to many other sites that has useful 

information on lesbian history such as 

www.lesbian.com/herstory/herstory_intro.html 

Lesbians During the Holocaust /Women Resisters During The 

Holocaust 

The purpose of this web site is to make available information about two 

subjects that are under-recorded: lesbians during the Holocaust and 

women of all sexual orientations who resisted in the underground, the 

ghettos and the camps. 

www-lib.usc.edu/~retter/holoc.html 

Amnesty International UK 

LGBT page of Amnesty International. They also produce a resource pack 

for LGBT history month, available for download 

www.amnesty.org.uk/lgbt 


Stonewall 

UK based lobby group working for equality and justice for LGBT people. 

Stonewall have a pack to download ‘EDUCATION FOR ALL’, tackling 

homophobia in schools. 

www.stonewall.org.uk 

LGBT History Month 

LGBT History Month is an opportunity for all of us to learn more about 

the histories of lesbian, gay, bisexual and transgender people in Britain 

and Northern Ireland. 

http://www.lgbthistorymonth.org.uk/resources/links.htm 

Northampton lesbian Gay and Bisexual Alliance 

NLGBA offers a wide variety of services that aim to inform, advise and 

support LGB people in the county and others such as family and friends 

who wish to learn about LGB issues. 

http://www.nlgba.com/ 

PinkUK 

Website contains information about LGBT people and the law. 

http://www.pinkuk.com/community/law/ 

Gender Trust, 

Offers information, Advice and support for Trans community, their family 

and friends, and useful links to organisations who deal specifically with 

young people and Trans issues. 

www.gendertrust.org.uk 

The Knitting Circle 

Resources on lesbian and gay issues with special emphasis on higher 

education. Includes art, biography, business, dance, drama, education, 

fashion, film, government, history, law, literature, media, music, 

photography, poetry, popular culture, psychology, science, sociology, 

sports, theatre, and other related topics. 

hhtp://www.knittingcircle.org.uk 

Antibullying Network 

The aim of the web site is to provide information about how bullying can 

be tackled. They do not offer an advice or counselling service but they do 

want to hear about new anti-bullying ideas so that we can pass the 

information on. This site has a useful section on homophobic bullying. 

www.antibullying.net/homophobicinfo.htm 


Anti-Bullying Alliance 

Offers a wide range of information and publications on bullying. 

www.anti-bullyingalliance.org 

Beat Bullying 

Is a website which has information, toolkits, training, funders. There are 

materials which are downloads or for purchase 

www.beatbullying.org 

Support Groups for BME People 

Naz Latina Support Group 

Group Amigo – Living with HIV 

Contact Carlo 020 8741 1879 

Masala 

Young (16-25) gay and bisexual men who have South Asian origins 

Contact Ibrahim 

020 8741 1897 

Dost Friends 

Support group for gay, bisexual and men who have sex with men, who 

are or have South Asian origins. 

Contact Ibrahim 

020 8741 1879 

Kiss group 

Group for lesbian, bisexual and questioning women of south Asian, 

Middle Eastern and North African origin. 

Contact Parminder. 

020 8741 1873 

Kampaign Kali 

Dome Nightclub. 1 Dartmouth, Park Hill, London. N19 

Naz Vidas 

HIV advice for Portuguese speaking people. 

Contact 020 8741 1879 


Monsoon 

South Asian HIV positive group 

Contact Parminder 

020 8741 1879 

Meleda 

Support group for Ethiopian people living with HIV 

Contact Mohamud 

020 8741 1879 

Bashero-Kher 

Support Group for Somalis living with HIV 


020 8741 1879 

Muslim Support Group 

For Muslims living with HIV 


020 8741 1879 


ABOUT KNOW YOUR KIT 

Know your Kit is a Sex and Relationships resource produced by the Gloucestershire Boys 

and Young Men Network (GBYMN); developed for use by youth workers, school nurses, and 

PSHE teachers, it contains information and activities for use with young people around 

sexual health issues. Know your Kit is a free resource; it is available as a CD-ROM and also 

as a downloadable pdf file from the GBYMN website at www.gbymn.org.uk 

Know your Kit, and another companion resource, Know your Mind (covering mental health 

and emotional well-being concerns, and also available to download from the GBYMN 

website) are resources that you can use alongside Know your Sexuality when exploring SRE 

issues for young people; Know your Mind is particularly useful when exploring concerns and 

issues young people have in their relationships with others and their own emotional 

concerns. 

If the intention of your programme of activities is to explore sexual health issues then Know 

your Kit provides a wide range of activities and information: the resource is divided into 

sections that cover sexual health issues; these are: 

Growing up 

Includes: 

• Puberty – for Primary Schools 

• Hygiene 

• Puberty - Secondary Schools 

Relationships 

Includes: 

• Relationships 

• Delaying sex 

• Sexuality 


Anatomy 

Includes: 

• Anatomy and physiology 

• Self-awareness and self-examination 

Contraception and prevention of STIs & HIV/AIDS 

Separate sections on all of the above 

Sexual health issues 

Includes sex and the law and myths about sex 

Know your Kit does not provide a prescriptive format on how to deliver SRE; it does provide 

information and a range of activities that allows you to put together your own programme of 

SRE. If you are in doubt about how to use the activities contained in any of the ‘Know 

your…’ resources, you are advised to contact the person who leads on the issue within your 

organisation as to their suitability for use with the young people you are working with; if you 

would like further information on the activities contained in Know your Kit, or if you would like 

to find out more about Know your Mind, please do get in touch. Contact details are available 

on the GBYMN website.

Know Your Sexuality - Gloucestershire Boys & Young Men Network

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