Temáticas GLBT

Safe Harbour workshops are delivered by local trained coordinators to educate owners, managers & staff on the various dimensions of diversity, and the impacts of stereotyping, bias, discrimination, & marginalization. The workshops create a safe environment for participants to self-reflect & put forth solutions to addressing stereotyping & discrimination. Facilitators offer practical anti-discrimination strategies to prepare managers & staff.

Our solution makes a difference in the following three ways due to the three commitments made by Safe Harbour certified locations:
- Welcoming all clients and/or customers in a respectful, equitable manner. If a concern is expressed regarding a lack of respectful treatment, employers and staff take steps to address it.
- Providing an immediate safe refuge for someone experiencing discrimination in or near the worksite, which may include a place to sit, a phone, and a list of service providers as needed.
- Preparing all managers & staff to implement these commitments & share the knowledge internally.

Participants sign our commitment form & receive the Respect for All window decal & materials to display as visible markers of their commitments. AMSSA & coordinators follow up to support inclusive practices, provide refresher workshops, & offer resources to continue building cross-sector relationships that create the welcoming environments we need to combat racism and hate in B.C. Managers & staff have increased their skill level in intercultural communication with colleagues, customers/clients and diverse community members.

The UNLEARNing Project's™ intense marketing campaign is designed to attract users across the world who regularly use and engage with various social media tools in their daily lives. This will be achieved through: a) a strong presence on diverse social media outlets, b) advertisements in local newspapers and radio stations, c) presenting the project on local public access television stations, d) attending key local and nationwide events, e) networking with colleges and universities, f) publication materials, like postcards, flyers, business cards, pamphlets, etc., g) sponsorship and partnership with relevant political representatives and h) “link swapping” with other key local, national and international organizations, (i.e. LGBT, women’s rights and anti-racist organizations.)

To measure the effectiveness and success of this social justice interactive media tool, an experienced research and development team will extract data using a mixed-methods approach combining quantitative and qualitative data gathering methods to assess the following: The quantitative data analysis will extract: a) the total number of visits or hits to the site daily, b) the size and number of followers through Facebook, Twitter, and other social media pages; the number of site users/followers that “like” the project’s Facebook page will also be highlighted, c) the frequency of interaction between site visitors, while the qualitative data analysis will measure the resulting “action” that follows (i.e. participation in social action groups, launching a community or advocacy.)

Desde que a Instituição iniciou seus trabalhos, mesmo antes da sua fundação, a equipe que trabalhava em sua liderança percebia a necessidade de trazer mais mulheres para a discussão, isso porque a equipe percebia que essa presença poderia fazer a diferença. Então começamos um processo de "pesquisa" e "convite" para que estas mulheres ficassem mais próximas. Com a fundação da Instituição durante os dois anos iniciais de sua atuação a equipe foi coordenada tendo a contribuição feminina em suas decisões e hoje a mesma é assumida por mulheres em diversos setores da mesma, inclusive na presidência. Essa conquista de ter uma mulher presidindo a instituição que procura trabalhar com diversos públicos jovens mostra que o trabalho que iniciamos aponta resultados positivos. Nesse processo, destacamos a criação de um departamento chamado "Área de Gênero e Etnia" que foi (e ainda é) liderado por uma mulher. Este departamento tem como objetivo fomentar discussões e estudos que dizem respeito a diversidade juvenil e suas especificidades, cuidando especialmente das discussões em relação a mulher. Em todas as atividades e eventos realizados procura-se a partir desta diretoria destacar o papel do protagonismo feminino, seja na liderança das ações, seja nas temáticas discutidas. Como exemplo, citamos a realização do I Seminário Perspectivas de Juventude que entre seus expositores destaca-se o papel feminino na discussão a respeito da Sexualidade Juvenil e na discussão a respeito do uso das novas tecnologias da informação e comunicação pela juventude.

Project J.U has a goal of providing empowerment, education and life skills to the community with a special dedication to at-risk students and adults who need assistance with understanding the importance of being an individual and embracing uniqueness of self and others. We believe that we can accomplish this goal through various workshops, forums, ad campaigns, youtube videos, and through social media messaging.



The key is to teach self and social acceptance through the heart-felt stories of others who endured issues with loving self and/or loving others. These stories will always harp on how the person being interviewed learned to be “Just Unique.”



The Project J.U campaigns will show the spirt of being “Just Unique” by featuring people who are all different from one another. Whether it is the person’s background or their walk-of-life, Project J.U will work to show the audience how this situation made the interviewee “Just Unique.” 


Last year we trained all the staff at Davidson Middle School in a common language around bullying. This is a mixed ethnicity school with a high Latino population. We then trained a group of core staff how to Solution Coach students entrenched in the role of bully or target, and how to run Solution Teams as needed. We coached one member of staff to be a Bullying Response Specialist through a three-day training of trainers hosted by No Bully. She now trains and sustain a core group of Solution Coaches at their school site, ready to run Solution Teams and Solution Coach students involved in bullying and harassment. Staff trained by us have run over thirty Solution Teams during the past year and have successfully resolved over ninety percent of incidents of bullying. Students run up to staff asking to be part of the next Solution Team. Targets are more willingly seeking adult help knowing that they wont get other students in trouble. Bullying students report that they felt good to be part of the solution instead of being stuck forever as the bully. Teachers report that the culture of the whole school is becoming more compassionate.

High School Train-the-Trainer – 3-day Seminar for High School Youth and Educators: Builds a corps of students, staff, and community members who can facilitate NCBI trainings for the school community. This program teaches effective leadership skills in the areas of prejudice reduction, violence prevention, conflict resolution, and community building, educating up to 60 youth and educators annually. Youth trainers help facilitate the following:
Respect Club – Elementary and Middle School Youth After-school Program: Assists youth to develop the capacity, esteem and skills to achieve a healthy identity, overall wellness, and academic success. Students build relationships across group lines, develop leadership skills, and take action to improve the safety of their own lives and their school environment. Up to 30 students participate in weekly after-school activities.
Youth Forward – High School Youth After-school Program: Decreases isolation and risk behaviors and promotes healthy identity and resilience among youth 13 to 18 that identify as gay, lesbian, bisexual, transgender, two-spirit, queer or are questioning their sexuality. Up to 30 youth attend weekly activities.
Youth and School-Based Trainings —Assorted Workshops: Builds a foundational climate of respect and inclusion among students, school staff and administrators, including generalized curriculum designed to prevent bullying and create inclusive learning environments, as well as workshops on specific issues, such as responding to anti-gay harassment. 400 educators and 900 youth participate in training annually.

An “I’ve Got Your Back” workshop is performed at Jose’s school on Monday. On Wednesday, he is walking to school when he hears someone yell, “hey baby, I want to hit that” to his classmate. He’s heard this man say things before, but he’s always felt scared to act because the man is much larger than him. This time, he keeps walking but when he and the girl are out of earshot asks her if she is OK. He offers to tell the teacher with her, and she agrees. When they get to school, they report the incident together. As it turns out, this man has been harassing several students on their way to school. The school principle addresses it by relocating the school crossing guard to the area where the man regularly harasses girls. Jose tells his story on ihollaback.org later that night. His story is posted, and the next day he receives an email saying that 327 people read his story and anonymously clicked the “I’ve Got Your Back” button in support of his actions. He feels good about what he did, and resolves to do it again. Others learn from his experience and replicate his behaviour, slowly shifting the culture that makes street harassment normalized and acceptable.

O Programa, através de seus educadores de pares, busca atingir, por exemplo, a população de travestis de uma dada região, levando informações sobre o teste rápido anti-HIV, camisinhas, gel lubrificante e informações de prevenção e outros serviços de saúde disponíveis. Uma travesti acessada pelos educadores busca o serviço, que funciona em dia e horário alternativo ao serviço convencional, sendo atendida por especialistas treinados para atender este público, fato que em geral não é contemplado no serviço convencional de saúde. Caso tenha o diagnóstico positivo, ela é encaminhada para um serviço de atendimento especializado (SAE), do governo, para encaminhar seu tratamento e é acompanhada por um profissional do Programa. Este busca garantir, através de suas parcerias com os programa Municipais e Estaduais de DST/Aids, o tratamento necessário. Caso o diagnóstico seja negativo, a pessoa recebe informações complementares sobre DST/HIV, é convidada a conhecer um serviço público para realizar outros testes e possui atendimento psicológico na hora.

The LPEI will consist of a ‘zine-sized companion workbook featuring the Inductees to The Legacy Walk along with reading resources, suggested classroom exercises, and topics for discussion all centered on helping GLBT youth to understand the societal challenges faced by their forebears in their efforts to achieve their goals, often at great personal risk. We intend to turn the discussion of GLBT history into a transformative experience that will help GLBT youth and their straight allies to empathize with those struggles and externalize those lessons. By incorporating multi-media, web-based research tools, and classroom-enhanced social media technology, we hope to direct students’ newfound knowledge into social awareness and action. Since our nominees and inductees represent multiple disciplines and educational fields of interest, we will ensure that these experiences reach a wider audience, in a variety of classroom settings, by fashioning our teaching tools so that instructors outside the GSA network will be able to incorporate discussion of GLBT role models into their own classrooms.

1-Formação de jovens multiplicadores lésbicas, gays e bissexuais em prática de sexo seguro e promoção da qualidade de vida;
2- Elaboração de campanhas nas Escolas Públicas, Postos de saúde e festas que levem em conta as informações de prevenção ao HIV/AIDS de modo à ressignificar a “cultura” sexual dos jovens na comunidade;
3- Construir uma rede de interação sócio-cultural entre ONG, unidades de saúde, conselhos, fóruns, movimentos sociais e profissionais locais para a promoção da cidadania e qualidade de vida de jovens gays e outros HSH.

Quality Rapid Testing, or QRT, emphasizes rights-based testing and client-centric services. For example, clients have the right to refuse to answer any questions or accept any service. Clients have the right to not share their test results with anyone, including the testing counselor. Before testing, a 10-point discussion list is used to adjust the level of counseling needed. Then, clients are provided two finger-tip HIV rapid tests and one syphilis test, as well as a urinary tract infection test. After testing, a special service, Companion-in-Need, is provided for those who test positive. The testing counselors are required to follow-up with the HIV+ clients for one month, including accompanying them to a CDC clinic for a confirmation test and further services.
QRT is a great contrast to conventional HIV testing carried out at the government CDC, where valid ID is required. A questionnaire on sexual habits has to be filled out in order to receive the test. No or little pre or post counseling is given. The embarrassment, unfriendly staff, and too many cases of identity exposure make people stay away from CDC.
The QRT participants are 100% community-based organizations. Each group is limited to 50 testing per month. A review and training seminar is conducted every four months. An online chat group and monthly conference calls are set up to share information and get feedback. These principles and activities are designed to boost the performance, attract target population with quality service, and maximize follow-up ratio. In three years, 40 CBOs will be running QRT in China.

The Friend-setter tool described above is the prime example of how we can use technology to capitalize on existing, real-world relationships to make meaningful change. While click-to-call technology has been part of advocacy efforts for some time, we found an exponential impact of the F-s model over the traditional usage. For all F-s pages that were actively promoted by their creators, an average of ten calls were made. The Friendfactor model amplifies a single person’s action into ten by enabling stakeholders to ask their own friends for help.

The F-s campaign in NY was also a new media success. A small number of celebrities such as Kristen Bell, Chelsea Handler, and Sarah Silverman, each of whom has a sizable twitter following, created their own pages. With one or two tweets each, our celebrities were able to drive more than a thousand calls from people who would likely not have become engaged otherwise. All Friend-setters were given tools to promote their pages through social media, which brought more traffic and support than email outreach alone.

Finally, the Friend-setter campaign in New York earned a front-page New York Times write-up, raising the credibility and profile of the tool and strategy for the next time we take the tool into an embattled state. There is no question that the 8,000 calls Friendfactor generated made a difference in passing the NY marriage law; we are looking for where to take this powerful tool and strategy next.