The Trevor Teaching Guide

By John Misfud Revised by Ian Stulberg,

LCSW

Distributed by:

The Trevor Project

8950 W. Olympic Boulevard Suite 197 Beverly Hills, CA 90211

310.271.8845 www.thetrevorproject.org

1.866.4.U.TREVOR

Introduction

Suicide is the third leading cause of death for teens,1 and studies have indicated that gay and lesbian youth may be two to three times more likely to attempt suicide than other youth.2 Furthermore, the isolation and victimization that many gay youth encounter contribute to feelings of depression, make them more vulnerable to alcohol/substance abuse and put them at greater risk of self-destructive behaviors, including suicide. The Trevor Project believes that these experiences are preventable by initiating discussions with all youth about issues that cause them to feel isolated, misunderstood and different. Through these conversations, we have the potential to change these statistics and make a positive impact on the future of our young people. The film TREVOR effectively uses humor to bring to light serious issues that impact youth. While it focuses on one young persons search for understanding as he explores his emotional and sexual feelings and identity, the film raises a wide range of broader, more universal concerns and can be an excellent teaching tool to generate classroom discussion about such issues as:

How do youth make sense of feelings they dont understand or have never had before? Why do people sometimes feel threatened by others who seem different from themselves? How does one cope emotionally with the experience of feeling different from ones peers? How do sex roles and peer pressure come into play when young people try to establish their identity? How can teachers, parents and friends recognize the warning signs that young people send when they need help? What can they do to help a suicidal student or friend? Where do young people turn when they are being singled out for being different by friends and/or family?

To aid in your presentation of these issues, The Trevor Teaching Guide contains:

Teaching TipsSome thoughts for the educator before presenting this material to the classroom. Learning Activities and Discussion QuestionsClassroom exercises to stimulate discussion after viewing the film. Appendices to copy and hand out: Glossary of Terms Warning Signs of Suicide & How to Help the Suicidal Person The Trevor LGBTQ Resource Guide Suicide Prevention Resources TREVOR Production Notes An appendix specifically for educators containing information on How to Help a Suicidal Youth and the Risk Factors of Youth Suicide.

Due to the sensitive nature of the subject matter, this guide is recommended for a controlled classroom environment.

Film Synopsis

Set in 1981, TREVOR is told through a series of diary entries following 13-year-old Trevor, a passionate Diana Ross fan, who strives unsuccessfully for attention from his parents by frequently staging fake suicides. To his delight, Trevor is befriended by a hunky school athlete named Pinky Faraday, upon whom he develops a crush. When Trevor, not realizing anything is unusual about his feelings, confesses to his best friend Walter Stiltman how he feels about Pinky, word spreads at school that Trevor is gay. As a result, Pinky turns on him. Shortly thereafter, a confused Trevor is ostracized by all of his friends. In his ensuing pain and shame, he gives himself electric shocks to reverse his apparent homosexuality, runs away from home, and ultimately make a real suicide attempt. When Trevor awakes in the hospital he meets Jack, a young candy-striper with a supportive demeanor. Jacks friendship and advicealong with his offer of a free ticket to see Diana Rossinspire Trevor to live. The film closes with a buoyant Trevor dancing up the sidewalk to his home to Diana Ross Im Coming Out. Preview the film yourself. Introduce the film to your class by summarizing the main messages of the program. Dont be afraid to discuss sexuality or suicide in your classrom. Talking openly about homosexuality will not make someone turn gay or lesbian and addressing the topic of suicide will not cause someone to kill themselves. Reduce the shame surrounding these issues by holding frank and open conversations about them. Copy and distribute any or all of the appendices to aid you in your classroom presentation. Feel free to supplement The Trevor LGBTQ Resource Guide or Suicide Prevention Resources with local resources as you see fit. Additional resources can be found on The Trevor Projects website (www.thetrevorproject.org/resources.html.) Make sure that everyone gets a copy (avoiding the need to request the information for those uncomfortable doing so.) Communicate specific names of staff and/or adults at your school who are willing to be identified as gay friendly. Plan on plenty of time after the screening for discussion. Offer to speak privately with anyone who does not feel comfortable speaking in a large group. Be alert and sensitive to anyone who looks upset or withdrawn. Respect the rights of anyone who wishes to abstain from the discussion. A program dealing with homosexuality may prompt many difficult emotions, particularly among individuals who feel that being lesbian, gay, bisexual or transgender is morally wrong or believe certain stereotypes about homosexual people. It is important, therefore, to establish a tone for the discussion that encourages a respectful process and tolerance for differing views.

Teacher Tips

Learning Activities After the Film

Following are a number of possible questions which can be used to stimulate discussion after screening the film. Some questions may be more appropriate for older students. You are encouraged to create questions of your own based on your familiarity with the students who will be viewing the film and their level of maturity. You may want to lead a discussion with the entire class, break the classroom up into small groups or use some of the questions for more structured class debates. Class Debate (See Discussion Questions 5, 8, 9, 11)

Pose a question as a topic for a debate. Establish two teams and give members of each team time to discuss the question among themselves, writing down their ideas. Have the two teams debate the issue before the class. After the debate, discuss the issues with the entire class.

Smaller Group Discussions

Assign a different topic to each group. Have each group choose a group speaker. Provide time for small group discussion. Following small group discussion, the designated speaker from each group will report back to the class the consensus of the group.

Discussion Questions 1. Although TREVOR is a charming and often very funny film, the subjects it addresses are very serious. Are you aware of the following statistics? Do these statistics surprise you? Why or why not?

Gay and lesbian teens are three times more likely to commit suicide than their heterosexual peers. (U.S. Dept. of Health & Human Services) Gay and lesbian youth in grades 7 - 12 are two times as likely to make plans to commit suicide than straight youth and four times more likely to make a suicide attempt that requires medical attention. (Seattle School System Study) Suicide is one of the top three causes of death among 15 - 24 year-olds.
(World Health Organization)

For every teen who takes his or her own life, there are 20 others who try.
(World Health Organization)

2. How would someone like Trevor be treated if he were to move to your school? On a scale of 1 - 10 (10 being best), how would you rate what it would be like for someone to be gay at your school? 3. Trevor had two people he looked up to: Pinky and Diana Ross. Who are your heroes and role models? What do you think about a boy having a woman as a role model?

4. Trevor felt different and thought that no one understood him because he was gay. People may feel alone and misunderstood for many different reasons. Have you ever felt that way? If so, can you say what that was like for you? 5. For a time, Trevor and Pinky were good friends. Do you think it is possible for a young gay man and a young straight man to be good friends? Could you be good friends with someone you knew to be lesbian, gay, bisexual or transgender? If not, what would prevent this?
(potential debate topic)

6. Like Trevor, have you ever had a good friend reject you because of something about you that you cannot control? What was the reason? How did it make you feel? What was the outcome? 7. If a friend of yours confided in you that s/he was thinking of committing suicide, what would you say? What would you do? (Note: see How to Help the Suicidal Person Appendix C) 8. At one point, Pinkys mom wouldnt let Trevor talk to him. Do you think parents should decide who their children can be friends with? (potential debate topic) 9. Do you think that most guys are uncomfortable with and sometimes hate what they see as feminine behavior in other guys? (potential debate topic) 10. Did Trevor demonstrate any warning signs that he might be considering killing himself? What kinds of behaviors do you think someone considering suicide might display? What kinds of experiences do you think might make people more likely to consider suicide?
(Note: see Warning Signs for Suicide Appendix C)

11. In general, do you think that men or women are more accepting of gay or lesbian people? Why? (potential debate topic) 12. Part of what makes TREVOR amusing is that it plays with some stereotypes about gay people. What stereotypes are expressed in TREVOR? How true do you think these are about most gay people? Can you name some stereotypes that people sometimes believe about other groups of people (e.g., athletes, smart people, poor people, people from racial/ ethnic minorities)? 13. Trevor ultimately felt there was no one he could go to with his problems who would understand. Do you have a support system of family or friends that you can go to when you are feeling confused, afraid or alone? Outside of friends and family, where else or who else might you go to for help if you were having these feelings?

Starting a Personal Diary

When Trevor failed to get his parents attention, he started keeping a diary. Expanding on the topic of support systems, you may want to introduce the idea of keeping a diary or journal to your students as a means of better understanding the often difficult experiences and feelings brought about by adolescence. If it is within your budget, you may want to distribute notebooks to students to encourage them in this activity. You might suggest one or more of the following questions and then provide some time for students to respond to them by writing in their diaries.

What is it that most people dont get about you? What have you said or done recently that you regret? How might you have handled it differently? What part of yourself do you like the most? Is this something that other people tend to like about you as well? Is it something that many people dont even know about you? What part of yourself do you dislike the most? Is there anything you can do about it? How might you think about it in a different way? What happened today that made you happy? What made you sad or unhappy? Who do you most admire in the world? What advice might this person give to you when others are mean or insensitive to you?

Glossary of Terms
Appendix A

Bisexual Depression

A person who is emotionally, romantically and sexually attracted to both men and women. A disorder of mood characterized primarily by sadness and loss of interest in usually satisfying activities. Some or all of the following symptoms might be present in people suffering from depression: a negative view of self, hopelessness, passivity, indecisiveness, suicidal intentions, loss of appetite, weight loss, sleep disturbances, and other physical symptoms. A person who is emotionally, romantically and sexually attracted to members of the same sex. Generally speaking, this term is interchangeable withthough usually preferred to homosexual. A woman might prefer to call herself lesbian. The psychological and emotional sense of oneself as being male or female, regardless of ones biological sex. Relating to aspects of masculinity or femininity, this can include physical characteristics (i.e. facial hair, vocal pitch), personal expression (i.e. physical gestures, movement) and/or outward presentation (i.e. how one dresses, wears ones hair.) The internal sense of oneself as male or female regardless of ones biological sex. A person who is emotionally, romantically and sexually attracted to members of the opposite sex. Fear of, hatred for and/or prejudice against people who are homosexual. See Gay. The generally preferred term for gay women. An acronym for Lesbian, Gay, Bisexual, Transgender and Questioning. The letter Q was recently added to include people who are questioning their sexual orientation or gender identity and have not settled on a label. The influence of the opinions or beliefs of friends, classmates and/or other societal equals (peers) on ones behavior, decisions and/or actions. Someone who is uncertain of his/her sexual orientation or gender identity. A person in a particular social role (i.e. scholar, political figure, actor) who is held up as an ideal model for emulation. A term that describes whether a person is attracted to members of the same sex (gay, lesbian, homosexual), to members of the opposite sex (straight, heterosexual), or to members of both sexes (bisexual). Limited and often inaccurate attributes generally assumed to apply to a race, religion, gender, age group or social minority. A network of people that provide mental, emotional and/or spiritual support to an individual. An umbrella term used to describe people whose gender identity, gender characteristics, or gender expressions are in conflict with what is traditionally or culturally accepted. This may include transsexuals, transvestites, and other gender nonconformists. A person whose personal sense of self, in terms of gender identity, differs from that of his/her biological sex. A person, primarily male, who wears clothing and/or make-up of the opposite sex for emotional, psychological and/or sexual gratification.

Gay

Gender

Gender Identity Heterosexual Homophobia Homosexual Lesbian LGBTQ

Peer Pressure Questioning Role Model Sexual Orientation

Stereotypes Support System Transgender

Transsexual Transvestite

Glossary development assistance kindly provided by Safe Haven Project.

Helping Suicidal Youth

Appendix B

How to Help a Suicidal Youth

Know the risk factors and warning signs of suicide (see below). ObserveSuperviseRefer Observe any youth displaying the warning signs of suicide and/or susceptible to the risk factors. Supervise them whenever possible. Refer them to your schools crisis management team, psychologist, and/or counselor. Utilize school and community resources for support and information. Mobilize a support system for the student. Collaborate with other teachers, administrators, health educators, school psychologists, private therapists, etc. Support and input from your colleagues is vital as you make decisions when advocating for suicidal youth. Affective disorders including major depressive, anxiety and bi-polar disorders. Alcohol & substance abuse Intoxication is present in half of all youth suicide. Accessibility to firearms Firearms are the most common method of suicide, true for male/female, younger/older adolescents and for all races. Family history of suicide, medical and/or psychiatric illness. Homelessness. Family crisis such as separation, divorce, remarriage, alcoholic/addict parent, family conflict, abuse, economic hardship. Academic crisisfailing in school, failing a test, losing a competition. Previous suicide attempt. Loss of a loved onebreakup with a boyfriend/girlfriend, fight with a friend. Risky sex behavior. Eating disorders. Victimizationbullying. Social and/or familial isolation.

Risk Factors of Youth Suicide

Sexual orientation and gender identity alone are not risk factors for suicide. However, lesbian, gay, bisexual, transgender and questioning (LGBTQ) youth face many social factors that put them at higher risk for self-destructive behaviors, including suicide.

Warning Signs
Appendix C

Warning Signs of Suicide

1. Expressing suicidal feelings directly (I want to die. I am going to kill myself.) or making indirect statements that suggest these feelings (Sometimes I think I would be better off dead. Nothing seems worthwhile anymore. Nobody will miss me anyway.) 2. Making final arrangementsgiving away prized possessions, writing a will. 3. Signs of depressionloss of pleasure, sad mood, changes in sleeping or eating patterns, feelings of hopelessness, expressing a lot of guilt. 4. Change in regular behaviordoesnt care about schoolwork, starts failing tests, disinterested in personal hygiene, change in sleeping pattern. 5. Starts engaging in risky, self destructive behavior including self injury (cutting), violently acting out, or showing aggression towards others. 6. Alcohol and/or drug use increases. 7. Increased isolation from regular friends and family. 8. Describes a specific plan for suicide. 9. History of suicide in the family. 10. Previous suicide attempt. If you or someone you care about is showing any of these signs, please do not hesitate to pick up the phone to speak with a trained counselor at The Trevor Helpline: 1-866-4-U-TREVOR (1-866-488-7386) 1. Listen. Suicidal people frequently feel no one understands them, that they are not taken seriously, and that no one listens to them. 2. Accept the persons feelings as they are. Do not try to cheer the person up by making, positive, unrealistic statements. Do not joke about the situation. 3. Do not be afraid to talk about suicide directly. You will not be putting ideas into the persons head. It may, in fact, be dangerous to avoid asking a person directly if s/he is feeling suicidal. 4. Ask them if they have developed a plan for suicide. The presence of a well-developed plan indicates more serious intent. 5. Remove anything dangerous from the persons home that might be used in a suicide attempt (e.g., gun, knife, razor blades, sleeping pills.) 6. Remind the person that depressed feelings do change over time. 7. Tell a trusted adult. Do not keep it a secret. If someone you know is considering suicide, an adult is the best person to handle the situation and offer that person help. 8. Express your concern for the person and your hope that the person will not choose suicide, but instead will stick it out a little longer. 9. Point out that when death is chosen, it is finalit cannot be changed. 10. Develop a plan for help with the person. If you cannot develop a plan and a suicide attempt is imminent, seek outside emergency help from a hospital, mental health clinic or call 911.

How to Help the Suicidal Person

The Trevor LGBTQ Resource Guide

Appendix D

The Trevor Helpline

The Trevor Helpline is the only national toll-free 24 hour, 365 day-a-year confidential suicide hotline for gay & questioning youth. The Trevor Helplines website has important information on identifying suicidal signs, how to assist someone with suicidal tendencies, additional resources and also houses Dear Trevor a confidential Q&A resource. 866/4-U-TREVOR (866/488-7386) thetrevorhelpline.org PFLAG is a national organization with local branches that promote the health and wellbeing of lesbian, gay, bisexual and transgender persons, their families and friends through support, education, and advocacy. PFLAG provides opportunities for dialogue about sexual orientation and gender identity, and acts to create a society that is healthy and respectful of human diversity. 202/467-8180 pflag.org The only national and international organization in the world specifically supporting young people with lesbian, gay, bisexual, and transgender parents. 415/861-KIDS (415/861-5437) colage.org Lambda Legal is a national organization committed to achieving full recognition of the civil rights of lesbians, gay men, bisexuals, the transgender, and people with HIV or AIDS through impact litigation, education, and public policy work. 212/809-8585 lambdalegal.org GLSEN is a national organization with local chapters working to ensure safe and effective schools for all students. GLSEN envisions a world in which every child learns to respect and accept all people, regardless of sexual orientation or gender identity/expression. 212/727-0135 glsen.org HRC is a national organization that works to advance equality based on sexual orientation and gender expression and identity, to ensure that lesbian, gay, bisexual and transgender Americans can be open, honest and safe at home, at work and in the community. For a list of recommended readings, please download HRCs Resource Guide to Coming Out. 800/777-4723 hrc.org In addition, information on local resources can be found on the following websites: QueerAmerica.com (LGBT National Resource Directory) lgbtcenters.org (Listing of LGBT Centers across the nation)

Parents, Families & Friends of Lesbians & Gays (PFLAG)

Children of Lesbians & Gays Everywhere (COLAGE)

Lambda Legal Defense and Education Fund

Gay Lesbian Straight Education Network (GLSEN)

Human Rights Campaign (HRC)

Additional resources

Suicide Prevention Resources

Appendix E

The Trevor Helpline

The Trevor Helpline is the only national toll-free 24 hour, 365 day-a-year confidential suicide hotline for gay & questioning youth. The Trevor Helplines website has important information on identifying suicidal signs, how to assist someone with suicidal tendencies, additional resources and also houses Dear Trevor a confidential Q&A resource. 866/4-U-TREVOR (866/488-7386) thetrevorhelpline.org A national network created to connect the countrys local crisis centers under a single, easy-to-remember, toll-free telephone number. Callers are easily connected to an available, certified crisis call center nearest their calling location, 24-hours a day, 365 days a year. 800-SUICIDE (800/784-2433) hopeline.com The National Suicide Prevention Lifelines mission is to provide immediate assistance to individuals in suicidal crisis by connecting them to the nearest available suicide prevention and mental health service provider through one toll-free national number. 800-273-TALK (800/273-8255) suicidepreventionlifeline.org

National Hopeline Network

National Suicide Prevention Lifeline

American Foundation for The American Foundation for Suicide Prevention is dedicated to advancing knowledge Suicide Prevention about suicide and the ability to prevent it. The Foundations activities include research support, providing information and education to the general public and professionals, publicizing the magnitude of the problems surrounding suicide and depression and supporting programs for suicide survivor treatment, research and education. 888/333-AFSP (888/333-2377) afsp.org American Association of Suicidology (AAS) The goal of AAS is to understand and prevent suicide. The association provides conferences and training, journals and newsletters, and also provides a directory of survivor support groups. AAS provides certification for suicide prevention/crisis intervention centers and individual crisis workers throughout the US and Canada. 202/237-2280 suicidology.org

Production Notes
Appendix F

TREVOR Production Notes

TREVOR was produced by Peggy Rajski and Randy Stone, the creative team that collaborated on LITTLE MAN TATE. Peggy Rajskis list of credits also includes USED PEOPLE, THE GRIFTERS and BROTHER FROM ANOTHER PLANET. Randy Stone developed the screenplay for, and served as Executive Producer of LITTLE MAN TATE. He is an Emmy Award winning casting director whos credits include SAY ANYTHING and THE X FILES. Three years after their production of LITTLE MAN TATE, Rajski and Stone reunited to produce the Academy Awardwinning short film, TREVOR. Rajski and Stone first saw TREVOR on stage in New York City. Their inspiration was a oneman show written and performed by James Lecesne. Lecesnes credits include ONE MAN BAND, which premiered Off-Broadway and WORD OF MOUTH, which premiered at The Home for Contemporary Theatre in New York. Other productions include LETTERS TO THE PUBLIC, EVIDENCE, and EVERYBODYS DREAM ACCORDING TO EDGAR. Rajski said, Of all the pieces in the performance, TREVOR stood out as one of the best and had the audience laughing and crying at the same time. With great care and wit, the stage version beautifully captured the pain and humor of a 13 year-old boy trying to come to terms with the fact that he is gay. TREVOR spoke to anyone that has ever felt like they dont belong, that no one understands them and no one ever will. Rajski and Stone worked with Lecesne to turn the stage play into a film. The screenplay was completed seven weeks later. TREVOR was filmed in Los Angeles in six days and features newcomer Brett Barsky as Trevor as well as a cameo appearance by Stephen Tobolowsky as Father Joe. The film could not have been produced without the cooperation of over 80 teenagers who were available during the filming. TREVOR is Rajskis directorial debut. She just got it, Stone said. Pain is universal but it amazed me to see a grown woman understand the anguish of a 13 year old boy so astutely. When asked about the broader issues addressed in TREVOR, Rajski commented, I think TREVOR works on many levels. At the most universal, its about feeling alone, outcast and completely misunderstood. Just about anybody whos been a teenager can relate to that. It is also about prejudice and intolerance and the very real effect that has on one 13 year-old boy. It has been the best experience of my life, said Stone. ...to work with so many talented people who came together and donated their time and talent for all the right reasons. Besides garnering the 1994 Academy Award for Best Live Action Short, TREVOR also won the First Prize Golden Arrow Award at the Hamptons Festival; First Prize at the Aspen Film Festival; a Teddy Award at the Berlin International Festival; and Honorable Mention at the Sundance Film Festival.

Acknowledgements

Gail Rolf, Friends of Project 10 Rich Lieberman MA, LEP, NCSP, Suicide Prevention Unit of Los Angeles Unified School District Glossary development assistance kindly provided by Safe Haven Project
1

Anderson, RN; Smith, BL. Deaths: Leading Cause for 2001. National Vital Statistics Reports 2003: 52(9) United States Center for Disease Control Gibson, P. (1989). Gay male and lesbian youth suicide, report of the Secretarys Task Force on Youth Suicide, U.S. Department of Health and Human Services.