Erica Fada, Loyola University Chicago, Chicago, IL (USA)

With an increase in LGBTQ+ individuals within younger populations, and the fact that members of Generation Z already identify with the community during their adolescence, there is a great need for support around queer identity formation in adolescents' lives. However, despite the growing need for LGBTQ+ support, curricula around how to develop groups for these populations is lacking. This poster presents a summary of curriculum development and implementation for groups tailored to LGBTQ+ high school adolescents.

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As the United States has become increasingly more accepting of LGBTQ+ individuals in the past decade, the percentage of the population that is identifying this way is rapidly on the rise. The recently popularized Gallup poll data published in January 2021 showed a significant increase in the amount of LGBTQ+ individuals in the United States, with nearly 16% of members of Generation Z self-identifying at LGBT, a nearly 7% increase from Millennials (Jones, 2021). With this latest data continuing an upward trajectory of LGBTQ+ identification, it can only be assumed that newer generations will also continue to increasingly identify with sexual and gender preferences that are more expansive than simply being heterosexual and cisgender. With this increase in LGBTQ+ individuals within younger populations, and the fact that members of Generation Z already identify with the community during their adolescence, there is a great need for support around queer identity formation in adolescents' lives. However, despite the growing need for LGBTQ+ support, curricula around how to develop groups focused specifically on LGBTQ+ identity and identity formation within younger clients is lacking. Looking into previous research around LGBTQ Responsive Counseling popularized by Goodrich and Luke and history of group work with transgender clients, a pilot group program for LGBTQ+ individuals occurred in a large high school in the suburbs of a Midwest city. This poster describes the process and research done to craft the curriculum for the group, which includes trauma informed practices and the importance of engaging via technology at the present moment. Additionally, the poster presents some initial findings form the pilot of the group, and feedback from group members who participated. Through this poster, participants will be able to (1) learn about a curriculum that can be used when working with LGBTQ+ individuals, (2) identify common themes and concerns that LGBTQ+ adolescents may bring up, and (3) gain greater competences about working with this growing population.

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