Briefly restate your objectives and summarize the key points/findings from the main body of your essay.

Important aspects of gay, lesbian, and bisexual (GLB) identity development among youth.



1) Introduction Start this section with the heading Introduction Introduce your topic with a brief overview (1 or 2 paragraphs) of the issue you will be discussing. If necessary, define key terms that will be used in the essay. Describe in precise words what your essay objectives are and how you are going to approach your topic. For example, “In this essay, I will examine…… In conclusion, it will be suggested that….” 2) Main Body Provide a main heading relevant to your topic Present your observations, findings, research, or arguments in a systematic fashion that is consistent with what you said you would do in the introduction. You may want to divide this part of the essay into several subsections, each with a heading. 3) Conclusion Use a heading for this section (i.e., Conclusion) Briefly restate your objectives and summarize the key points/findings from the main body of your essay. State what conclusions can logically be drawn from your examination of the topic. Researching the essays: Students are required to use course materials (i.e., course modules, required readings, readings for further research/essay assignments, and the textbook) as the main sources for writing the essays. Use a minimum of 3 references. Students may also supplement course materials with other references but this not required. Please use a minimum of 3 references from the included resources below and any additional supplementary resources as needed. Dimensions of the Coming Out Process (Rosario, Hunter, Maguen, Gwadz & Smith, 2001) 1. Self-identification as gay, lesbian, or bisexual 2. Involvement in gay/lesbian recreational and social activities 3. Attitudes towards homosexuality become more positive 4. Disclosure of sexual identity to others “The coming out process is an individual experience. The milestones, the hurdles and the pace of the process, all vary from person to person. Individuals bring a variety of coping skills, problem-solving abilities and resources to the process” (Schneider, 1988, p. 50). Rosario, M., Hunter, J., Maguen, S., Gwadz, M. & Smith, R. (2001). The coming-out process and its adaptational and health-related associations among gay, lesbian, and bisexual youths: stipulation and exploration of a model. American Journal of Community Psychology, 29 (1), 133-160. Schneider, M. (1988). Often Invisible: Counselling Gay & Lesbian Youth. Toronto, ON: Central Toronto Youth Services. Here is a list of additional resources that can be used, Rosario, M., Schrimshaw, E.W., & Hunter, J. (2011). Different patterns of sexual identity development over time: implications for the psychological adjustment of lesbian, gay, and bisexual youths. Journal of Sex Research, 48 (1), 3-15. Grov, C., Bimbi, D., Nanin, J.,& Parsons, J. (2006). Race, ethnicity, gender, and generational factors associated with the coming-out process among gay, lesbian, and bisexual individuals. The Journal of Sex Research, 43 (2), 115-121. Kennedy, D.A. & Oswalt, S.B. (2014). Is Cass’s model of homosexual identity formation relevant to today’s society? American Journal of Sexuality Education, 9 (2), 229-246. Riley, B.H. (2010). GLB adolescent’s “coming out”. Journal of Child and Adolescent Psychiatric Nursing, 23 (1), 3-1

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