Stage 2 Research Project – 2018

RPA RPB

School Assessment Cover Sheet for

 Assessment Type 1: Folio

SACE Registration No:

Research Question: “To what extent are teens who identify as

LGBTQ+ bullied compared to heterosexual teens?”
Planning Development

P1 D1

P2 D2

D3

D4

10 single-sided A4 pages

Evidence reduced in size (e.g. A3 pages or two A4 pages

reduced in size to A4) is not acceptable.

Or 20 minutes of digitally recorded evidence Or a

combination of these

Page 1 of 10
 Research Project Folio
Question Refinement (P1)
Before choosing my topic I wanted to think about what I was
interested in and I came to the conclusion that I wanted to do
something surrounding children. I chose this as I wish to pursue a
career in social work and I thought that this could be something to
potentially look into. I then realised that it might not have been an
option as you aren’t allowed to cross subjects and I am taking child
studies. This was an issue throughout the holidays as I tried to
contact people to find out what I was or was not allowed to do. I
then began thinking of other topics such as: human rights, social
justice and ethical issues. I came to the conclusion that I wanted to
do something surrounding the LGBTQ+ community as I myself am
bisexual and have been bullied because of it, I also want to know
more about my community.
Once I had chosen my topic I thought about maybe doing something
to do with same sex relationships, gay rights, bullying or parenting,
from here I needed a narrower question and topic. From there I
decided on the same-sex option but decided to incorporate the wider
community. I then decided that I still wanted to incorporate bullying,
from there I formed my question, I started with why are teens who
identify as LGBTQ+ bullied? But I thought that was a good but then
I decided to add something about heterosexual people, so I thought
about the similarities, which then turned out there weren’t many in
terms of bullying and why people bully so I turned to differences.
After careful consideration I decided on my question of, “To what
extent are teens who identify as LGBTQ+ bullied compared to
heterosexual teens?’ with the sub questions of, ‘What is bullying and
why does it occur?’ ‘Why would teens who identify as LGBTQ+ be
at a higher risk of bullying?’ ‘What are the differences between
statistics on suicide and violence between LGBTQ+ and
heterosexual teens?’ and ‘What impact does being LGBTQ+ have
on people later in life’
Research Process (P2)
The sources I shall be using are websites such as; LGBT Bullying
Statistics, a teen health survey crucial to US public policy is finally
asking kids about their sexual orientation and Emotional Distress
Among LGBT Youth: The Influence of Perceived Discrimination
Based on Sexual Orientation there is also a book by the name of
The Health of Lesbian, Gay, Bisexual, and Transgender People
Building a Foundation for Better Understanding
As shown beside I plan to start my proposal in week one, hoping to
draft by week two and edit by week three, also in week three I
intent to have two pages of my folio completed. In week four I plan
to have my planning page and my third source complete. By week
five I plan to have finished three more pages of sources and by
week six another two in week seven I plan to draft and finalise and
in week eight finish my final two pages and hand everything up to
draft finally and hand up completely in week ten, (table on page
ten)
I plan to develop my knowledge on the LGBTQ+ community that I
am part of and have grown to love, I plan to use this knowledge to
educate and inform more people that would be otherwise ignorant,
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I plan to develop my researching skills and being on time and time
managing well.
To ensure that my research is safe and ethical I have made sure
that anything that is mentioned to do with personal issues is kept
confidential and either changed names or not included them, to aid
this I will make sure that everyone I speak to or that does my
survey, will know that it is all confidential and anonymous. I will
make sure that if a problem of someone’s arises that I report to any
available trusted adult and that It is addressed correctly and
ethically. I will avoid plagiarism by paraphrasing or giving credit
when due.
I plan to present my research outcome in essay form as I believe
that would be the best as my topic is very content heavy, meaning
that any other form would be too hard to narrow or finish in the time
frame.
my intended audience is teens, their parents and teachers
I predict my final outcome to be that my predictions to be true.
I hope that my research outcome will educate and promote self-
love and acceptance for all people including wider communities
such as LGBTQ+ that some people don’t understand or don want
to understand I hope to make everyone aware of the issues going
on in the LGBTQ+ community and what to do to prevent it.
Capability (D4)
The capability that I have chosen to use is the personal and social
capability as I want to learn more about the little communities
within the one big LGBTQ+ community. I want to understand and
learn more as this topic is something I am very passionate about
and I think that It would benefit me to speak to people who may or
may not be in the same position as me. I want to empathise with
those who either don’t understand or can’t understand for whatever
reason that may be, I am a very understanding person and know
that not everyone will feel the same way as me, I want to connect
with them and hope they can see things as I do even if their
opinion doesn’t change.
*my planning page is located on page 10 as I couldn’t rearrange to
fit it at the top*
Source one. - https://www.cdc.gov/lgbthealth/youth.htm - lesbian,
gay, bisexual and transgender health by CDC (centres for disease
control and prevention)
D1, D3 – key findings
In order to do this research, I used Google scholar to find articles,
from there I found in a bibliography this article that I found more
useful than the article it came from. Before understanding this
source, I had to have previous knowledge of the health effects of
bullying on LGBTQ+ teens. As this was a government website has
a bibliography and therefore is not only relevant but also credible
and up to date which allowed me to work on my personal and
social capability by letting me find out more about LGBTQ+ health.
This source was written by the CDC in July 2017 and therefore is
not only up to date but also credible. It was also more useful than
most of my other sources.
This source has provided me with more information about LGBTQ+
health. Compared with heterosexual students, negative attitudes
 Research Project Folio
toward LGBTQ+ persons may put these youths at increased risk
for experiences with violence. ‘Violence’ can include things such as
bullying, teasing, harassment, and physical assault. The source
states that the data from the 2015 national Youth Risk Behaviour
Survey (YRBS) of surveyed LGBTQ+ students: 10% of LGBTQ+
youth were threatened or injured with a weapon on school
property, 34% were bullied at school, 28% were bullied
electronically, 23% of LGBTQ+ students who had dated someone
during the 12 months before the survey had experienced sexual
dating violence in the prior year, 18% said that they had
experienced some kind of physical abuse from someone they were
dating, 18% said that they were forced to have sexual intercourse
at some point in their life. According to the 2015 YRBS, LGB
students were 140% (12% v. 5%) more likely to not go to school at
least one day during the 30 days prior to the survey because of
safety concerns, compared with heterosexual students. Another
thing said was A complex combination of factors can impact youth
health outcomes. LGB youth are at greater risk for depression,
suicide, substance use, and sexual behaviours that can place them
at increased risk for HIV and other sexually transmitted
diseases. Nearly one-third (29%) of LGB youth had attempted
suicide at least once in the prior year compared to 6% of
heterosexual youth. In 2014, young gay and bisexual men
accounted for 8 out of 10 HIV diagnoses among youth. This
information should enable to answer my question later on
I believe that most of the information on this page are emerging
findings as it’s not a very widely known or talked about topic, but I
believe that the fact that most of them were physically harmed or
pressured into doing something they did not want to do isn’t very
well known.
This source will help me answer my overall question but my sub
questions 1&3 (What is bullying and why does it occur? & what are
the differences between statistics on suicide and violence between
LGBTQ+ and heterosexual teens?)
As stated above this source was found through another, and
therefore there is more that could be found through this source as
it has a bibliography and several hypo-links within the article.
D2 – analysis
As this source is a government website so I can be sure it is
credible and reliable.
A strength to this website is that it is the government run website
and therefore has credible and reliable information that is relevant.
A weakness of this website is that it only has one side of the story
to it, it doesn’t have any of the good statistics about LGBTQ+
youth.
The government wrote this article and as the CDC is part of the
government they are most probably an expert in this field, but this
topic is not something that you can exactly be an expert in.
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The purpose of this source is to inform more people on the heath
of LGBTQ+ youth and places that they could get help and more
information.
The author has a small bias as it is the government which is an
organization, and therefore is something that makes a bias
D4 – capability
I improved my capability by developing empathy and
understanding of others in my situation, I now see that I am not
alone in my feelings and I can bond with these people even
through words as I understand them. I now know how to handle
situations and this source helped me to understand that I am not
alone. And that there are people I can talk to if need be.
Source two (website) - https://qz.com/1014142/a-teen-health-
survey-crucial-to-us-public-policy-is-finally-asking-kids-about-their-
sexual-orientation/
D1 & D3 – Key findings
in order for me to find this source I copy and pasted my question
into the Google search bar and this source was the fifth one down.
Before I could actually understand this source in needed prior
knowledge of the topic in areas such as; how American teens are
feeling in terms if safety when it comes to being accepted in
schools. This was a big issue back in 2016 when it was found that
a survey about teen health YBRSS (Youth Risk Behaviours
Surveillance System) finally asked the teens about their sexual
orientation. which made it the first-ever national survey to parse
high schoolers by sexuality. I did look into this survey to
understand more of this source although there is a hell of a lot,
several PDFs with over 500 pages each and each too much for
one person to look through
(https://www.cdc.gov/mmwr/volumes/65/ss/pdfs/ss6509.pdf) . I
found that the CDC page wasn’t as information heavy on the teens
themselves but rather what they found from them (as this source
was on the effect of bulling to health and even sexual orientation in
schools.) but I believe the source I chose was very useful as it
answers both my main and sub questions. It does speak about
some of the teens involved and also some photos and statistics
(which were from the website itself)
The source was written on the 25th June 2017 by Zoë Schlanger
who is an environment reporter who has written for over 10
different online news places.( http://www.zoeschlanger.com/new-
page/) this article seems to be a one off for her as I couldn’t find
any other articles she has written on the topic or anything like it.
The article seems to be a summary of the CDC results but with
more depth on the students.
Most of the information in this source are emerging findings as they
are from a survey meaning they can’t have been heard before or if
 Research Project Folio
they have I wouldn’t know personally I think this source (or at least
the CDC one) is an emerging finding
This source will aid me in answering my main and sub questions 1
and 2 (To what extent are teens who identify as LGBTQ+ bullied
compared to heterosexual teens?’ with the sub questions of, ‘What
is bullying and why does it occur?’ ‘Why would teens who identify
as LGBTQ+ be at a higher risk of bullying?’ ‘What are the
differences between statistics on suicide and violence between
LGBTQ+ and heterosexual teens)
As stated above the source was mainly a summary so I did look at
the original (CDC) to have a deeper understanding
D2 – Analysis
I am not sure that this source is reliable as again it is mainly a
summary. It isn’t that credible because the author is an
environment reporter meaning she doesn’t have any knowledge
about the topic.
A strength of this source is that It did originally have the content
from the CDC summarised which is good as it has both sides of
the story as the CDC is a government run website
A weakness is that the author is an environment reporter and
therefore probably doesn’t have enough reliability.
Zoë Schlanger, the author of the article is not an expert on my
topic. She is actually a reporter for Quartz, who I believe has no
qualifications relating to my field of research.
There isn’t much information on the reputation of Zoë Schlanger, I
did however manage to find a review of her from a work colleague
Eliza Starbuck who is a fashion branding and design consultant
who managed Zoë directly. She stated –
“Zoë is an exceptionally talented writer, researcher, and social
media maven. Her ability to understand broad topics and the
insights she brings to her writing and the brainstorming table are
worthy of someone far beyond her years. She is a valuable
member of any team especially where fresh ideas are needed and
appreciated. She is self-driven by her curiosity and desire to
understand and learn more. I highly recommend adding Zoë to any
team that aims to think outside the box, be ahead of the curb, and
that wishes to bring new ideas and perspectives to light. She is a
joy to work with”
The purpose of this source is to educate about the opinions of
students on teen health and wellbeing.
The information is coming from Zoë as she is summarising what
the CDC has said for the purpose of education.
The author didn’t have a bias as she didn’t put any of her own
opinions that I could see.
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There were a few stereotypes in the article but they weren’t used in
a negative way it was more to educate on how they were used in
the past and why they were bad.
All of the sides of the stories were covered
The source was written on the 25th June 2017 yet the information
was gathered in 2015 meaning it is not up to date so it isn’t as
reliable as the article seems
As stated above the articles information was obtained from the
CDC which is stated in the article yet there isn’t a bibliography or
reference list so the information could have come from anywhere
The information in the article is basically a summary of the CDC
page linked here –
(https://www.cdc.gov/mmwr/volumes/65/ss/pdfs/ss6509.pdf)
I do not believe that this source will be used in my outcome as it
isn’t up to date or reliable yet I believe I will use the actual source
(from the CDCP) which this one is based off.
D4 – capability
This source helped me develop my personal and social capability
by making me understand other people in a similar situation to
myself, I also now see that I am not that different to anyone else
and that I can now help other people like me. This source taught
me that people do listen when you speak about things that matter.
Source three (survey) –
(https://s.surveyplanet.com/HkqG_4WDf)
~ side note – photos are located on page 10
D1 & D3 – Key findings
As seen alongside, out of the 51 people surveyed only 8 didn’t
know anyone who identifies as LGBTQ+ (photo 1) whether this be
because they are closeted or they just didn’t know anyone. This
statistic can be seen throughout the survey as the eight answer the
questions It can be seen that they don’t have an interest in the
topic or don’t understand. 47/52 people were aged between 16-18.
(picture 3) 27/52 people have always known their sexuality 6 said
they knew under the age of thirteen 13 was their teen years 2 are
not sure but know their sexuality and 4 are still unsure of their
sexuality (picture 2)
17/52 people said they or someone they know had been bullied
because of their sexuality and most of those who said they hadn’t
either didn’t know someone or they weren’t out of the closet yet.
Most of the bullying occurred because they were different and
considered ‘not normal’ (photo 4)
People consider bullying to be harassment that results in upset of
individuals, a person going out of their way to put a person down
on a consistent level, name calling, physical abuse, Derogatory
comments, physical harassment, ganging up on someone, when
 Research Project Folio
something someone is saying or doing is clearly effecting someone
on a personal level. (photo 5)
The results from the question - do you think that teens who identify
as LGBTQ+ are at a higher risk of bullying? if so why/why not?
Were mixed – (photo 6)
Yes. Seen as different which society finds difficult to confide in, no
higher risk than anybody else do, no not really, just because they
are LGBTQ doesn't mean they are at higher risk, Yes, LGBTQ+
people are often seen as 'other' by people who don't like it or don't
understand
Most people said it would be harder to find a partner later in life
Most people also agreed that the statistics on suicide were higher
for homosexuals but were unsure for the violence one.
D2 – analysis
This survey is quite credible as it was created by me and was
answered by people that I know and trust to give me
knowledgeable answers
A strength of this source is that it is a primary source making it
credible up to date and reliable. A weakness is that it is a survey,
meaning that It may not have the results I was looking for or that
answer my question.
I do believe that some of the people that took the survey (the ones
that were speaking about themselves) were experts in this field as
they would have a firsthand experience.
The purpose of the survey was to educate people and find out
what people actually know about the topic of interest.
The survey was created on the 9th march 2018 so it is up to date.
This source will most definitely be used in my outcome as it has a
different perspective on the topic compared to other sources such
as articles and journals.
D4 – capability
This source allowed me to expand my knowledge on the personal
and social capability by understanding and exercising individual
and shared obligations and rights, establishing and managing
relationships in personal and community life, developing empathy
for and understanding of others, making responsible decisions
based on evidence and building links with others. I would imagine
that respect of diversity of difference and openness to different
perspectives and experiences will be something I’ll have to pay
attention to as part of my project.
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This source has taught me how to formulate and perfect survey
questions also how to interoperate the answers of said questions.
Source four (online academic journal) -
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3707280/#S1title
D1 & D3 – Key findings
I found this source by copying and pasting my question into the
Google search bar and this source was the seventh one down
Before I could actually understand this source in needed prior
knowledge of the topic in discrimination and bullying which most of
I have been a victim of so that wasn’t really anything new I did
some googling just I case.
This research process is relevant to my question as it addresses
discrimination/bullying and does compare to heterosexual students
which is my main question being studied
This detailed study was published online by J Youth Adolesce on
the 24th February 2009 by Joanna Almeida, Renee M.
Johnson, Heather L. Corliss, Beth E. Molnar and Deborah Azrael.
This academic journal gives me a good insight on emotional
distress among 9th-12th grade students, and whether the
association between LGBT status and emotional distress was
mediated by perceptions of having been treated badly or
discriminated against because others thought they were gay or
lesbian. Data come from a school-based survey in Boston, MA
where 10% were LGBT. About 45% were Black, 31% were
Hispanic, and 14% were White. They were also more likely than
heterosexual, non-transgendered youth to report suicidal ideation
and self-harm. Mediation analyses showed that perceived
discrimination accounted for increased depressive symptomatology
among LGBTQ+ males and females, and accounted for an
elevated risk of self-harm and suicidal ideation among LGBT
males. Perceived discrimination is a likely contributor to emotional
distress among LGBT youth.
There was a lot of information to process in this journal and I
believe that most of it was emerging findings as It was a
survey/project in which was from different people than most likely
have been surveyed before
This source was probably one of my best ones yet it is outdated
which makes it challenging to use in my outcome therefore I will go
through the reference list which should lead me to new
opportunities.
D2 – Analysis
This source is an academic journal therefore I can be certain that
the information published is credible and reliable
 Research Project Folio
A strength of the source is that it is an academic journal which
makes it important and reliable
A weakness is that it is a length source which could take days to
unpick to find the little details.
There are five authors which I couldn’t find much on I could
however find information on heather L Corliss who has a PhD in
Epidemiology, UCLA (2004), A MP in Community Health Sciences,
UCLA (1999) and Beth E Molnar who has a Doctorate of Science
(ScD) & Masters of Science (SM), Harvard School of Public Health
Bachelors of Science (BS), University of California, Los Angeles
also Deborah Azrael who is an American public health researcher.
She is a research associate in the Harvard School of Public
Health's Department of Health Policy and Management, and the
associate director of the Harvard Youth Violence Prevention
Center. Azrael received her B.A. from Radcliffe College in 1983,
her M.S. from the Harvard School of Public Health in 1994, and her
Ph.D. from Harvard University in 2001. All of these people are
experts in their field therefore I assume the other two are also.
All of the people are very well regarded and have written lots of
articles and papers on varying topics. Therefore, they are all well-
known and well respected
The purpose of the source is to educate about teen Emotional
Distress Among LGBTQ+ Youth
The information is coming from a high school in Boston (USA)
which was taken from a survey and put in an academic journal for
no personal gain only education
The authors can’t really have a bias as there are five and yet I
believe that there are none as there would be no reason to have
bias in an academic journal
There are some stereotypes in the journal but they weren’t used in
a negative way it was more to educate on how they were used in
the past and why they were bad.
All sides of the story were covered even though the purpose was to
educate for better care of LGBTQ+ students.
The information is not up to date as it was written in 2009 and is
definitely not reliable as the information would have changed a lot
in the past nine years.
The statistics were from a survey and there is a reference list at the
bottom of the journal with sources that can be cross-checked.
This source will not be used in my outcome as it out-dated and
therefore unreliable It may have some good points but it wouldn’t
be relevant to now.
D4 – capability
this source allowed me to develop my personal and social
capability by helping me to develop a sense of personal identity,
understanding and exercising individual and shared obligations
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and rights and developing empathy and understanding of my
community.
This source has taught me how to understand academic journals
and to identify the main points without quoting a whole journal with
multiple pages.
Source five (online book) -
https://www.ncbi.nlm.nih.gov/books/NBK64808/
D1 & D3 – Key findings
to find this source I copied and pasted my research question into
the google search bar and clicked on books. This source was the
eighth one down
I didn’t need any prior knowledge as this is an educational source
used to educate on the matter
This book is relevant as It answers my main research question
This book was written in 2011 by the Institute of Medicine (US)
Committee on Lesbian, Gay, Bisexual, and Transgender Health
Issues and Research Gaps and Opportunities. Washington
(DC): National Academies Press (US) and is extensive and
detailed
The first study to explore the development of adolescent lesbian
and gay identity in depth included 202 LGB adolescents, more than
half of whom were racial minority youth (Herdt and Boxer, 1993).
The mean age of self-identification as lesbian or gay was 16.7
years for males and 16 years for females. Gay males were, on
average, aware of same-sex attraction at about age 9; the average
age for lesbians was 10. Based on the results of their study, the
researchers concluded that sexual identity development should be
viewed as an ongoing process rather than as a series of stages or
phases. the lack of data in many areas of mental health
demonstrates the need for further research on the mental health
status of LGBT youth.
Research based on probability samples with LGBTQ+ youth
consistently indicates that the majority do not report mental health.
Regarding transgender youth, although no data from national
probability samples are available, studies with sizable convenience
samples indicate that many, if not most, of these youth do not
report mental health problems. Most of the research that has been
conducted on mental health disorders among LGBTQ+ youth has
relied on symptom or distress scales rather than formal clinical
diagnoses. Only two published studies have assessed LGBT
adolescents diagnostically. Fergusson and colleagues
(1999) conducted a study in New Zealand on the risk of psychiatric
disorder and suicidal behaviour using data from a birth cohort.
They found that, relative to youth who identified as heterosexual,
youth who identified as lesbian, gay, or bisexual were between 1.8
and 2.9 times more likely to experience generalized anxiety
disorder, major depression, and conduct disorder. It should be
noted, however, that of the 1,007 youth surveyed, only 28 self-
identified as LGBTQ+ or described past relationships with same-
sex partners
 Research Project Folio
I believe that most of it is not emerging findings as most of the
knowledge was assumed and would have been mostly common
sense.
This source will help me answer my question and sub-questions
This book lead to no new opportunities but is extensive and has
over 300 pages making it too large to analyse
I did try to read most of it but it was tough as it had challenging
language and most of it was just statistics.
D2 – Analysis
The source is a book which makes It credible and reliable
A strength is that it Is a primary source, meaning it is a first had
account of the ongoing problem that is bullying for LGBTQ+ youth.
A weakness of the source is that it is very extensive and would
take a long time to read and analyse.
The author is most definitely an expert as it was written by the
Institute of Medicine (US) Committee on Lesbian, Gay, Bisexual,
and Transgender Health Issues and Research Gaps and
Opportunities. Washington (DC): National Academies Press (US).
The purpose of the source is to educate and inform
The information is coming from the organisation which has no
personal gain
There is no bias as it is an educational book
There were no stereotypes, generalisations or exaggerations.
The information is most definitely balanced as all sides are covered
The book was written in 2011 which isn’t up to date but is still
credible.
There is a reference list at the end of the book, several appendices
and tables of data with links to show where they came from
meaning they can be cross-checked.
I believe that this book is too extensive to use in my outcome even
if it does answer my questions.
D4 – capability
This source allowed me to develop my personal and social
capability by developing a sense of personal identity,
understanding and exercising individual and shared obligations,
rights and developed empathy for and understanding of other
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This source has shown me that a source doesn’t have to be web
based and that primary sources can also be used.
Source six (website) - https://nobullying.com/lgbt-bullying-statistics/
D1 & D3 – Key findings
to find this source as I did the same thing as all the others and
copied and pasted into the google search bar, this was the fourth
one down.
To understand this source fully I had to have previous knowledge
of the topic and being bisexual I do.
This website allows me to answer my question efficiently which will
boost my personal and social capability
This web article was written on the 7th of November 2016 but
doesn’t have an author and is just a collection of statistics bullying
which is nothing special.
on 42 per cent of LGBT youth have experienced cyber bullying, 25
per cent more than once, 35 per cent receive online threats, 58 per
cent say something bad is said to them or about them online,
Cyber bullying of LGBT youth is three times higher than other
student’s experience. 33 per cent report sexual harassment online,
which is four times higher than the experience of other students. 27
per cent of LGBT youth do not feel safe online. 20 per cent report
receiving harassing text messages from other students. LGBT
teenagers are two or three times more likely to attempt suicide
than other teens. If the family of the LGBT youth does not accept
them, they are eight times more likely to commit suicide than other
teens. One-third of the suicide attempts that actually result in death
are due to a crisis in sexual identity. LGBT youth miss more than
five times as much school as other students because of bullying
they receive at school. 28 per cent of LGBT youth stop going to
school because of being bullied.
I don’t believe that anything on this webpage is an emerging
finding as it has been spoken about before.
This information answers my overall and sub questions one and
two (Why would teens who identify as LGBTQ+ be at a higher risk
of bullying?’ ‘What are the differences between statistics on suicide
and violence between LGBTQ+ and heterosexual teens?)
This source didn’t have the amount of information I was looking for
but I did click on some of the hyperlinks which allowed me to find
more information
D2 – Analysis
The information in the source is neither credible or reliable as It
has no information on where the statistics came from also there
was no reference list
 Research Project Folio
A strength of this source would be that there are lots of statistics
A weakness is that that was literally all there was meaning it wasn’t
a content heavy source.
I don’t know who the author was so no they were not an expert
Also I don’t know what other people think, there was a comments
section but no comments in it.
The purpose of this source was to inform and educate I believe
The source is coming from an unknown origin meaning I don’t
know the focus but if I had to guess it would be to educate and
inform
There is no bias as there is no author
There are no stereotypes, generalisations or exaggerations
The information is horrible and I don’t know what is being said and
who it is coming from
There is a date of November 7th 2016 which is kind of up to date
even if there is more now which is up to date
The information can be cross-checked through the hyperlinks that
are scattered throughout
This source should not be used in my outcome as it is shockingly
bad. And doesn’t really answer my question at all.
D4 – capability
This source has shown me that there are really bad articles out
there that may not be used in an outcome such as my own. This
source allowed me to adapt my personal and social capability by
developing empathy for and understanding of others,
understanding and exercising individual and shared obligations
and rights and developing a sense of personal identity.
Source seven (article in PDF form) -
https://www.mhfmjournal.com/open-access/lgbt-teens-and-
bullying-what-every-social-worker-should-know.pdf
D1 & D3 – Key findings
to find this source as I did the same thing as all the others and
copied and pasted into the google search bar, this was the ninth
one down.
I didn’t need any prior knowledge as this is an educational source
used to educate on the matter
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29/01/18
This research process was relevant as It answers my question
even if the source was meant for social workers which is also
helpful as that is the career which I intend to follow.
The source is an article that was written in 2017 there is no specific
date stated it was written by N.L. Beckerman. Who is a Professor,
at Wurzweiler School of Social Work, Yeshiva University, New
York, USA. This article is deep and in depth.
Bullying refers to “repeated aggressive behaviour that occurs
within particular interpersonal relationships that are characterized
by a power imbalance”, and while it has been known to peak in
early adolescence, it may leave profound psychological after-
affects in late adolescence. The consequences of physical and
psychological victimization often include lower self-esteem and
higher risk for anxiety and depressive symptoms in in late
adolescence and early adulthood. Research in bullying and
adolescents indicates that LGBTQ+ teens are much more
vulnerable to becoming targets of bullying than their heterosexual
counterparts. Research suggests that while anywhere from 30%-
50% of all heterosexual teens might be bullied, anywhere from
70% to 90% of LGBTQ+ adolescents encounter bullying and
ongoing victimization.
There was a lot of information to process in this journal and I
believe that most of it was emerging findings as It was a
survey/project in which was from different people than most likely
have been surveyed before
this information will help me answer every one of my questions as
it is context heavy and very informative.
D2 – Analysis
The source is credible and reliable as it was written by a professor
of social work, who should have in depth knowledge of the topic.
A strength is that it written by this person who knows a lot about
the topic
A weakness is that it is very content heavy and would take a while
to understand and process.
The author is an expert in this field as he works in social work and
deals with this kind of thing on a daily basis.
I couldn’t find anything on the author so I don’t know what people
say about him/her.
The purpose of this source is to inform/educate
The information is from an individual and to educate and therefore
isn’t for personal gain.
There is no bias from in this source
There are no stereotypes, generalisations or exaggerations
 Research Project Folio 29/01/18
The information is balanced as all sides are covered. Inverted triangle of ideas

The source is current as it was written in 2017 therefore it is up to

General idea: sexuality
date and therefore reliable.

Narrower idea: LGBTQ+

The information has a reference list and therefore can be cross-
checked and therefore can be used as a reliable source
Even narrower idea: Bullying as
I believe that this source should be used in my outcome as it is up LGBTQ+
to date, reliable, credible and answers all of my questions.
Specific idea:
D4 – capability bullying as LGBTQ+
compared to
this source allowed me to develop my personal and social heterosexual teens
capability by letting me understand the implications of being a bully
and what it can do to someone who is fragile about their sexuality
or is still getting used to people knowing I believe that this is
something that Is majorly a problem and knowing this will also
allow me to develop the understanding and empathy of others.

This source has allowed me to analyse and pick apart this source
which will come in handy with my year 12 studies Photos of survey answers.

Planning page and photo of survey Photo one

Term one - ‘how old are you?’

Week Task to be completer

One Start proposal
Two Draft proposal
Three Finish proposal and 1
page
Four Planning page and another
page
Five 2 more pages of folio
Six 1 more page
Seven 2 pages
Eight Finish the final page
Nine Draft everything
Ten Hand up whole folio
Photo two
Term two + holidays
‘do you or someone you know identify as LGBTQ+?’
Week Task to be completed
one (holidays) Start outcome
Two (holiday) Finish outcome draft
One Hand up draft (Monday)
Two Drafting week finish final by
Sunday
Three Hand up final (Monday)

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 Research Project Folio 29/01/18
Photo three Photo six

‘if yes to the previous question, have you or the person you ‘do you think that teens who identify as LGBTQ+ are at a
know been bullied because of their sexuality? If so, please higher risk of bullying? if so why/why not?’
state why this occurred’

Photo seven

‘What do you believe are the differences between statistics

on suicide and violence between LGBTQ+ and heterosexual
teens? (I.E dating violence, suicidal tendencies.)’
Photo four

‘what age were you when you figured out your sexuality?’

Reference list;
Almeida, J., Johnson, R., Corliss, H., Molnar, B. and Azrael,
D. (2009). Emotional Distress Among LGBT Youth: The
Influence of Perceived Discrimination Based on Sexual
Photo five
Orientation. [online] Available at:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3707280/#S1t
‘what do you consider bullying to be?’
itle [Accessed 3 Apr. 2018].

Beckerman, N. (2017). LGBT Teens and Bullying: What

every Social Worker Should Know. Mental Health and Family
Medicine, [online] 13(13), pp.486-494. Available at:
https://www.mhfmjournal.com/open-access/lgbt-teens-and-
bullying-what-every-social-worker-should-know.pdf
[Accessed 3 Apr. 2018].

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 Research Project Folio 29/01/18
NoBullying - Bullying & CyberBullying Resources. (2016).
LGBT Bullying Statistics - NoBullying - Bullying &
CyberBullying Resources. [online] Available at:
https://nobullying.com/lgbt-bullying-statistics/ [Accessed 3
Apr. 2018].

Schlanger, Z. (2017). A teen health survey crucial to US

public policy is finally asking about sexual orientation.
[online] Quartz. Available at: https://qz.com/1014142/a-teen-
health-survey-crucial-to-us-public-policy-is-finally-asking-
kids-about-their-sexual-orientation/ [Accessed 3 Apr. 2018].

The Health of Lesbian, Gay, Bisexual, and Transgender

People: Building a Foundation for Better Understanding.
(2011). 1st ed. National Academies Press (US), p.all.

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 Research Project Folio 29/01/18
Outcome:

Thesis: to a moderate extent are teens who identify as LGBTQ+ bullied as compared to
heterosexual teens?

Introduction:

Question one: ‘why would bullying occur in the LGBTQ+ community?’ ‘

 Discrimination
 People being ‘different’
 Not conforming to society
 Suicide and self-harm rates

emotional distress among 9th-12th grade students, and whether the association between LGBTQ+
status and emotional distress was mediated by perceptions of having been treated badly or
discriminated against because others thought they were gay or lesbian. Data come from a
school-based survey in Boston, MA where 10% were LGBT. About 45% were Black, 31% were
Hispanic, and 14% were White. They were also more likely than heterosexual, non-transgendered
youth to report suicidal ideation and self-harm. Mediation analyses showed that perceived
discrimination accounted for increased depressive symptomatology among LGBTQ+ males and
females, and accounted for an elevated risk of self-harm and suicidal ideation among LGBT
males. Perceived discrimination is a likely contributor to emotional distress among LGBT youth.

Question two: Why would teens who identify as LGBTQ+ be at a higher risk of bullying?’

 Mental health is an issue and therefore they are different from everyone else.
 Being transgender is different and therefore they aren’t spoken to with their preferred
pronouns
 Suicide rates

Research based on probability samples with LGBTQ+ youth consistently indicates that the majority
do not report mental health. Regarding transgender youth, although no data from national
probability samples are available, studies with sizable convenience samples indicate that many, if
not most, of these youth report mental health problems. Most of the research that has been
conducted on mental health disorders among LGBTQ+ youth has relied on symptom or distress
scales rather than formal clinical diagnoses. Only two published studies have assessed LGBT
adolescents diagnostically. a study was conducted in New Zealand on the risk of psychiatric
disorder and suicidal behaviour using data from a birth cohort. They found that, relative to youth
who identified as heterosexual, youth who identified as lesbian, gay, or bisexual were between 1.8
and 2.9 times more likely to experience generalized anxiety disorder, major depression, and
conduct disorder. It should be noted, however, that of the 1,007 youth surveyed, only 28 self-
identified as LGBTQ+ or described past relationships with same-sex partners

Question three: What are the differences between statistics on suicide and violence between
LGBTQ+ and heterosexual teens?

 High differences

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 Research Project Folio 29/01/18
 Harassment

negative attitudes toward LGBTQ+ persons may put these youths at increased risk for experiences
with violence, 42 per cent of LGBT youth have experienced cyber bullying, 25 per cent more than
once, 35 per cent receive online threats, 58 per cent say something bad is said to them or about
them online, Cyber bullying of LGBT youth is three times higher than other student’s experience. 33
per cent report sexual harassment online, which is four times higher than the experience of other
students. 27 per cent of LGBT youth do not feel safe online. 20 per cent report receiving harassing
text messages from other students. LGBT teenagers are two or three times more likely to attempt
suicide than other teens. If the family of the LGBT youth does not accept them, they are eight
times more likely to commit suicide than other teens. One-third of the suicide attempts that
actually result in death are due to a crisis in sexual identity. LGBT youth miss more than five times as
much school as other students because of bullying they receive at school. 28 per cent of LGBT
youth stop going to school because of being bullied. negative attitudes toward LGBTQ+ persons
may put youths at increased risk for experiences with violence. ‘Violence’ can include things such
as bullying, teasing, harassment, and physical assault. data from the 2015 national Youth Risk
Behaviour Survey (YRBS) of surveyed LGBTQ+ students: 10% of LGBTQ+ youth were threatened or
injured with a weapon on school property, 34% were bullied at school, 28% were bullied
electronically, 23% of LGBTQ+ students who had dated someone during the 12 months before the
survey had experienced sexual dating violence in the prior year, 18% said that they had
experienced some kind of physical abuse from someone they were dating, 18% said that they
were forced to have sexual intercourse at some point in their life. According to the 2015 YRBS,
LGB students were 140% (12% v. 5%) more likely to not go to school at least one day during the 30
days prior to the survey because of safety concerns, compared with heterosexual students.
Another thing said was A complex combination of factors can impact youth health outcomes.
LGB youth are at greater risk for depression, suicide, substance use, and sexual behaviours that
can place them at increased risk for HIV and other sexually transmitted diseases. Nearly one-third
(29%) of LGB youth had attempted suicide at least once in the prior year compared to 6% of
heterosexual youth. In 2014, young gay and bisexual men accounted for 8 out of 10 HIV
diagnoses among youth.

Conclusion:

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