LGBT Thematic Seminar 13th February 2006

Introduction

1. On Monday 13 February 2006 the Scottish Executive hosted a seminar for lesbian, gay, bisexual and transgender (LGBT) organisations in Scotland. The event provided an opportunity to meet, share views, knowledge and experiences; establish priorities and key questions; and raise matters directly with Malcolm Chisholm, Minister for Communities. Around 50 people attended from LGBT organisations across Scotland.

Hearts and Minds

2. A good deal of work had been undertaken to improve access to services for LGBT people but prejudice and discriminatory attitudes are still common. In recognition of this, the focus of the seminar was 'hearts and minds' and participants looked at what needed to be done to tackle negative and discriminatory attitudes.

3. In the morning, participants attended workshops to develop their thinking around the theme and identify issues to raise with the Minister in the afternoon. The 5 workshops were:

Workshop 1 - Give us the Tools

What do LGBT communities need, to play their part in winning 'hearts and minds' in Scotland?

Workshop 2 - Scotland the Brave

What should the Scottish Executive be doing to win 'hearts and minds' on LGBT issues in Scotland?

Workshop 3 - Strong Communities - Strong Scotland

How can the LGBT communities develop role models, enterprise and community leaders who can reduce fears and encourage social change?

Workshop 4 - The Big Picture

Improving LGBT communities positive representation in the media, campaigns and public imagery.

Workshop 5 - Education and Citizenship

What is the role of education in engendering good citizenship?

4. Full notes of workshop discussion are attached at Annex A.

Ministerial session

5. This session saw feedback from each of the workshops and a number of key issues raised with the Minister.

Workshop 1 - Give us the Tools

Issues raised

6. Workshop 1 identified mainstreaming [1] as the key issue. They called for the full inclusion of LGBT equality within the Scottish Executive's work on mainstreaming equality. The group considered education as a key area for understanding and promoting equality and this was therefore a key area for mainstreaming.

7. This workshop also considered that funding for cross strand [2] work would be very beneficial. Small projects could work across equality strands and help to promote good relations and facilitate understanding.

8. Funding for local LGBT organisations was also raised. It was suggested that there was a lack of consistency across local authority areas with some supporting LGBT organisations and others providing no support.

Ministerial response

9. The Minister noted the issues and agreed that mainstreaming was very important. He commented on progress which the Executive was making in this area and was happy to work with LGBT organisations to develop specific targets and a timetable for mainstreaming LGBT equality.

10. The Minister acknowledged that education was an important area and commented that work was already underway with education department officials.

11. On the question of funding, the Minister spoke of the Executive's strong support for the national LGBT organisations. He stressed that local funding is a matter for local authorities. However, the Executive had recently published research looking at local authority policy and practice on LGBT issues and alongside this had published guidance for local authorities which included a recommendation that councils consider how they can support and build capacity among local LGBT organisations. The research would be followed up and discussion with the national LGBT organisations would inform this.

Workshop 2 - Scotland the Brave

Issues raised

12. Group 2 identified a key issue that LGBT equality should have the same status as other equality strands. It was considered that any move towards a multi-strand approach [3] in the context of the new Commission for Equality and Human Rights would need to take care to ensure that LGBT equality did not drop off the agenda.

13. The group was also keen to see LGBT people in Scottish Executive advertising. And there was a suggestions that in relation to funding, the Executive could make it's decisions proportionate to the numbers in the population.

14. One participant was concerned that the health service still did not treat a same sex partner as next of kin and wanted to see action taken to address this.

Ministerial response

15. The Minister was clear that it was not the Executive's intention to do less for LGBT equality than for other equality groups. A lot of good work had been done in terms of legislation and improving access to services but the Executive wanted to do more. And care would be taken not to lose any particular equality strands as work on a multi strand approach was developed.

16. The importance of raising awareness and increasing the profile was recognised and the Executive would consider how best this could be done.

17. In relation to proportionate funding, the Executive considered that it was important to look at issues rather than numbers. For example, race equality was an issue for everyone in Scottish society, it was not just an issue for minority ethnic communities.

18. On the issue of the health service and next of kin treatment the Executive agreed to look into this and provide feedback - see Annex B.

Workshop 3 - Strong Communities - Strong Scotland

Issues raised

19. Group 3 commended the Executive for the good work which it had undertaken on LGBT issues over recent years. They were concerned, however, that sometimes the policy didn't translate to changes in practice - for example the LGBT organisations had done some follow up to look at how local authorities were responding to the Communities Scotland/Age Concern research on the housing needs of older LGBT people and had discovered that most local authorities had not done anything.

20. This group also identified education as a key area as it was important to value and support LGBT young people to enable them to become leaders of their communities in the future.

21. It was suggested that LGBT communities in rural areas faced particular issues of isolation, exclusion and prejudice and there was a need to provide specific support for rural communities.

22. And lack of data on LGBT communities was seen as a barrier to developing and delivering better services.

Ministerial response

23. The Minister recognised that turning policy decisions into changes in practice was important and commented that the Executive would look at how it could influence local authorities and others. In relation to the needs of older LGBT people the Minister mentioned the Executive's work on developing a strategy for an ageing population and said that LGBT issues would be built in to this.

24. Again the Minister agreed that education was important and commented that progress was being made in this area. He referred to work looking at homophobic bullying and dealing with homophobic incidents and the need to develop this further.

25. In relation to rural communities the Minister acknowledged that there could be different problems in different parts of the country. The fundamental issue, however, was about challenging attitudes and dealing with prejudice and discrimination wherever it occurred.

26. Data and information were important and the Executive was looking at how to make progress in this area. Working with LGBT communities was helping to develop an understanding of the issues and how they might be addressed.

Workshop 4 - The Big Picture

Issues raised

27. This group had looked at the media and public imagery. They suggested there was a need for positive LGBT stories in the press and positive public images of LGBT people. This would help to tackle prejudice against LGBT people and homophobic bullying in schools.

28. Resources were needed for campaigning on LGBT issues. And it was suggested that LGBT equality should be included within the One Scotland: Many Cultures campaign.

Ministerial response

29. The Scottish Executive had little influence on the portrayal of LGBT issues in the press, except when it came to our own advertising. The Executive would reflect on the issues raised and consider how to cover all equality strands in its advertising work.

30. The Minister agreed that work was needed to tackle homophobic bullying in schools and commented that progress was being made in this area.

Workshop 5 - Education and Citizenship

Issues raised

31. This group was concerned that the issues facing transgender young people had not been looked at in any meaningful way by the Scottish Executive.

32. The group also considered that provision of information to LGBT young people about LGBT issues was inadequate. In particular, provision of information on sex and relationships was not consistent and sometimes did not meet the needs of the young people. It was suggested that some schools could opt out of providing sex education and that this needed to be looked at.

Ministerial response

33. The Minister acknowledged that the Executive's work on LGBT education issues had not so far focussed particularly on transgender or transsexual issues. There was a need to ensure that this happened in future.

34. In relation to sexual health and sex education the Minister commented that as part of the Executive's work on its sexual healthy strategy LGBT issues, along with other equality issues, were being considered.

35. Ensuring proper training for the provision of sex education in schools was important. On the extent of opt out from providing sex education this was something that the Executive would explore and provide feedback - see Annex C.

Conclusion

36. The Minister thanked everyone for attending. He spoke of the Executive's continued commitment to LGBT equality and referred to some of the positive steps taken over recent years including recognition of same sex partners in Scottish legislation and work to promote LGBT health inclusion and tackle homophobic bullying. He acknowledged that one of the most significant issues that needed to be addressed was homophobic prejudice and negative public attitudes. The Scottish Social Attitudes Survey 2002 had uncovered the extent of discriminatory attitudes towards gay men and lesbians. The Minister gave a commitment to another Social Attitudes Survey to look at discrimination and see how far attitudes might have changed.

Next Steps

37. The key commitment from the Executive was to establish a Forum to look in detail at the issues around hearts and minds and develop an action plan for the Executive. The Forum would look closely at the issues raised through today's event and would consider what specific recommendations needed to be made to the Executive and partner organisations in order to challenge prejudice and tackle discrimination against people who are lesbian, gay, bisexual or transgender. The Minister hoped that the Forum would be able to report within a year.

Equality Unit

Scottish Executive

March 2006

Annex A

Workshop 1: Give Us the Tools - What do LGBT communities need to play their part in winning 'hearts and minds' in Scotland?

I. What are the Priority Hearts and Minds Issues?

The group expressed strong support for the mainstreaming of LGBT equality issues. There was however a feeling that the mainstreaming agenda needed to be given greater substance and weight in order to be effective. The group thought that the Scottish Executive needs to clarify the long term goals of mainstreaming, with a specified timescale for achievement, and with clear milestones along the way. For organisations, there needs to be SMART targets that enable us to know when mainstreaming has happened and whether it has been successful.

There was a general feeling that the mainstreaming of LGBT equality would not be effective without leadership from "higher powers", such as political leaders and senior management in public authorities, backed up by a commitment to fully resourcing the work.

On the other hand, it was also felt that LGBT organisations had a responsibility to produce materials and carry out their work in ways that are suitable for mainstreaming. In relation to this there was some criticism of the development of resources by LGBT groups whose imagery, language and content made them unusable outwith gay specific venues.

There was a discussion of how negative attitudes towards LGBT people and communities are largely the result of ignorance, lack of awareness or misperceptions. Raising the profile of LGBT communities was therefore a vital goal. It was also discussed how negative media representations of LGBT issues were commonplace, that would be completely unacceptable if made about other minority groups.

It was strongly felt that education is the key arena. Participants wanted to see LGBT issues integrated across the curriculum, rather than addressed through specific or stand alone initiatives. It was felt that a commitment to equality and diversity should be demonstrated at all stages of education, from the nursery to higher education. Specific issues were; the need for LGBT equality to be part of teacher training; the need to tackle homophobic bullying; the identification of positive role models for young LGBT people, for example LGBT people from history; education that discussed the history and effects of LGBT discrimination, for example discussed as part of Holocaust education; the recognition of LGBT identities and partnerships in social and relationship education. There was also felt to be a lack of confidence in developing LGBT affirmative education after the Section 28/2A controversy.

Finally, it was recognised that there is a need to address LGBT people and communities who are economically or socially excluded, or who otherwise experience multiple discrimination.

II. What Should we do about these as a Community?

There was firstly a call to acknowledge and celebrate how much had been achieved, with legal equality in significant areas, and considerable movement on other equality issues. It was felt, however, that LGBT agencies needed to continue lobbying for change and keep the momentum going. There was a concern that good work might unravel without ongoing input and attention.

It was felt that LGBT groups needed to input into the mainstreaming agenda, and that this role needed to be formalised. LGBT groups should be at the heart of, for example, teacher training around diversity, community planning etc.

There was discussion of how we should tackle media homophobia. People have a responsibility as consumers, but education was needed for discrimination to be recognised. An example of good practice was the "See Me" initiative around mental health, and an associated "stigma stopwatch" campaign. Here individuals sign up to be notified of inappropriate coverage and are encouraged to take action, ie write to editor to complain; this increases focus on the issue and generates queries and ideas. We discussed whether media training would help. It was recognised that for many small organisations, the issues was not lack of skills but lack of capacity.

It was felt that more needed to be done to address LGBT issues outside the central belt. In rural areas there was felt to be more discrimination generally, that this was often experienced as a constant level of homophobia in small communities, and there were different issues such as the need for anonymity.

We discussed how in some areas diversity was presented as being contrary to local culture, and that equality was being imposed from the central belt. An example would be the Western Isles decision around Civil Partnership ceremonies. We should be campaigning to end the "postcode lottery" of equality, and ensuring that good practice in some rural areas is both celebrated and can be a stimulus to change across Scotland generally.

There was also discussion about the fragmentation of the LGBT sector. Concern was expressed over the end of Beyond Barriers and the gap that this had left. There was the suggestion of the need for a representative umbrella organisation, along the lines of a thematic SCVO.

Finally, we stressed our need to develop cross strand equality work and address multiple discrimination and overlapping issues. Developing cross strand work with faith communities was seen as being a priority, but far from being the only need.

III. What do we want the Scottish Executive to do?

It was felt that the Scottish Executive could play a more proactive and directional role in promoting the mainstreaming agenda as regards LGBT equality. Ultimately, participants wanted to see a positive duty placed on public authorities to promote LGBT equality comparable to the race duty. Without this however, it was felt that the Scottish Executive could be stronger in its role of providing guidance and promoting good practice, and challenging underperformance in certain areas or sectors.

Recommendation We want to see a commitment to full mainstreaming, with clear targets and milestones, appropriately resourced, and working within a specified timeframe.

We stressed the importance of cross- strand work, but felt that it was unlikely that this would be effectively funded or supported at a local level at the current time. We need to build the infrastructure of cross-strand working, encouraging small groups to work together or creating small grass-roots groups representing multiple identities, for example a group for LGBT Muslims etc. Easily accessible small grants, of no more than £5000, would seem to be the most viable way of developing such an infrastructure.

Recommendation The Scottish Executive establishes an easily accessible small grants scheme for cross-strand work.

Finally, we reiterated our view that education is the key arena for challenging LGBT discrimination and prejudice.

Recommendation The Scottish Executive provides guidance for education that challenges LGBT discrimination, confronts homophobic bullying and promotes positive LBGT role models.

Workshop 2: Scotland the Brave - what should the Scottish Executive be doing to win 'hearts and minds' on LGBT issues in Scotland.

The workshop started with a discussion of the meaning of 'hearts and minds'. It was noted that this is about the feelings and attitudes that are the most important motivation for doing things - it has more effect than the law. It's also where prejudices come from, and may be unconscious. However, a person's attitudes can change through their conscious actions.

That's why the media commentary against 'political correctness' is damaging. It was noted that there is always a media backlash against progress.

It was noted that there are two important 'hearts and minds': those of the general public, and those of LGBT people about ourselves. For example many LGBT people are still uncomfortable about filling in equal opportunities monitoring forms that ask about sexual orientation or gender identity.

Attitudes can change, for example someone getting to know LGBT people may as a result become less homophobic. The importance of information and education was noted.

The workshop discussed the importance of winning hearts and minds, compared to changing legislation. It was noted that changing attitudes can lead to law change. Conversely, changing the law, for example introducing laws banning discrimination, can encourage changes in attitudes, but if law change gets too far ahead of attitudes there may be problems. The importance of enforcing the law was noted. The police now intervene to challenge racist or sectarian abuse. However, it was noted that whatever the law, discrimination won't end until attitudes change.

The workshop then discussed possible ways of changing attitudes. A number of examples were considered, and key influences on attitudes that were identified included:

• The importance of getting to know LGBT people personally
• Other forms of information, including hearing about other people's experiences and listening to others
• The importance of peer group pressure
• The media can promote positive and negative attitudes
• Fear can promote negative attitudes
• The danger of making snap judgements on first impressions
• The influence of parents, and that views can sometimes be formed in opposition to parents' views
• The importance of early years in forming attitudes - young children pick up attitudes even if not explicitly stated
• Exposure to diversity was felt to be more important than a few role models - there is no such thing as the ideal LGBT role model
• The importance of empathy, which can be effective even where other people's experiences are very different

The workshop then discussed what the Executive could do to change attitudes.

An advertising campaign like 'One Scotland Many Cultures' was felt to be a good idea - the campaign on race was felt to have been effective. However, it was recognised that it might be harder to produce images that are clearly of LGBT people.

Visibility is very important, and there needs to be a spectrum of LGBT diversity visible.

Positive statements from high up are important; for example Executive Ministers stating publicly that homophobia is unacceptable, and why.

There was a brief discussion on freedom of speech and whether it is better to challenge homophobic views as nonsense rather than as unacceptable. Is it better to know that people hold prejudiced views, and challenge that, rather than make it impossible for them to express their views?

Education is a key area for promoting changes in attitudes, as is the workplace. The forthcoming legislation banning discrimination in goods and services will help.

It was noted that teachers challenge racist comments made by pupils, but many do not challenge homophobic comments. When a pupil says 'that's gay' as a derogatory comment, even though they are often not referring to sexual orientation, it is still damaging and promotes prejudice.

There was a discussion about terminology, and it was noted that different understandings of terminology can lead to misunderstanding.

Attitudes start to develop from a very early age - eg a three year old may ask about relatives in a same-sex partnership.

The importance of soap operas was noted, and it was noted that even now there can be a fuss in the press about a same-sex kiss on Coronation Street. River City was praised for handling the LGBT characters the same as the others.

The workshop then divided into groups to consider what the Executive should be doing, under four headings: visibility, representation, education and heterosexism. The following points came up:

Visibility

• An advertising campaign promoting diversity and equality
• LGBT inclusion in the content, language and images of Executive publicity, consultations etc.
• More leadership from the Executive, for public services, and for the general public
• Strong support for the regulations banning discrimination in the supply of goods and services
• Campaigns should cover all of Scotland
• Promote media awareness of the whole population
• Support for local community projects, eg local LGBT Pride events
• Continuing visible outreach projects (not short-term)
• The Executive should see the whole community and cater for all
• 'Big Day Out!' - coming out day for MSPs and MPs

Representation

• High profile media campaign like 'One Scotland Many Cultures'
• Fund representation of LGBT issues and awareness raising to the same level as other equality strands
• Need 'hub' organisations between LGBT community and mainstream
• Don't play it safe: challenge discrimination
• Executive to be brave and not fear the minority who are prejudiced

Education

• Teachers must have the tools to challenge prejudice and abuse
• There must be someone in school to report abuse to
• Schools should be open to the existence of LGBT people
• Remove religion from classes - some people feel they were very badly served by their Catholic schools
• Play guidelines are needed
• Keep a balance in policing the language people use
• Learning resources are needed, and also diverse images
• There needs to be consideration of how to handle discriminatory parental views
• Schools need guidelines on supporting pupils with LGBT parents
• LGBT teachers should be able to be open
• The Executive should task head teachers and education authorities to address these issues

Heterosexism

• The First Minister should speak out and create the right atmosphere
• In general Executive advertising, messages should be representative and inclusive
• The Executive should support staff LGBT networks to create a safe environment, not just in the Executive but more widely, eg in the NHS
• The Sports Strategy would be a good focus for work to address heterosexism
• There should be ongoing advertising of civil partnership
• The use of language throughout the Executive and public sector needs to be checked - eg 'partner' rather than 'husband/wife'
• LGBT equality training needs equal weight to the other equality strands.

Question for Malcolm Chisholm, the Communities Minister

The workshop decided on a question which was felt to capture a key underlying issue: "Does the Minister think it is time that the Executive gave the same emphasis and commitment to LGBT equality as to other equality strands such as race and disability, both in their approach to the public sector, and their approach to the general public?"

Workshop 3 - Strong Communities - Strong Scotland

How can the LGBT communities develop role models, enterprise and community leaders who can reduce fears and encourage social change?

1. Introductory Notes:

Strong Communities, what does this mean?

1.1 Role Models:

Should these be more real people as opposed to media icons?

1.2 Social Change:

To what extent do "phobias" play? What affected people coming out and representation of LGBT people in society?

1.3 Education:

Should there be more schools work in this area? Education should focus up one challenging prejudice.

2. Group Discussion Number 1 (½ hour)

2.1 We have to acknowledge regional difference when considering all areas of discussion. For example, service delivery in the Highlands will not necessarily be the same as that of Glasgow or Edinburgh. The Police was considered a useful example.

Likewise, the social, political and economic experiences of LGBT people across Scotland are different. Outside Glasgow and Edinburgh, many barriers to participation and development remain untouched by Scottish Executive initiatives.

2.2 It was acknowledged that active communities in Glasgow and Edinburgh could play a part in supporting work elsewhere in Scotland. There has to be a sharing of experiences to facilitate a knowledge transfer, which may in turn encourage greater involvement.

2.3 Scottish cultural change is essential to tackling religious, social and educational prejudice and had to form part of any strategy. Schools and the education system would no doubt have an important role to play here. Prejudice should not be indirectly encouraged in Schools.

2.4 Media campaigns must reflect positive role models and challenge negative stereotypes. The media remain homophobic, and often equate homosexuality with sexual scandal. This is unacceptable. Likewise, the Media must be responsible. LGBT people are not sexually scandalous, indecent, inappropriate to be around children etc.

2.5 LGBT History Month plays an important role in learning from the past to develop this future. By re-examining the lives of LGBT people who have contributed to society meaningfully, LGBT people can be perceived in a positive rather than negative light.

2.6 Smaller community groups feel less empowered that those which are funded or work within urban settings. This issue will need to be address in order to encourage LGBT communities who do not or cannot access mainstream services.

3. Group Discussion Number 2 (½ hour)

3.1 To a certain extent, creativity must be employed in order to over come barriers. In this context, thinking outside the box is important and should be considered a useful tool.

3.2 We should stop perceiving ourselves as a problem. Sometimes, LGBT people, groups and organisations run the risk of ghettoising themselves. Society should accommodate LGBT people. We are mothers, fathers, sisters, brothers etc. Why do we feel that we cannot fit in? Do we feel that we are not part of society? Or, is it society that does not want to be part of our lives? No doubt, there is some balance that has to be struck here.

3.3 The group acknowledges that there have been many legislative advances. However, in practical terms, the implementation of new equality measures across the board appears inconsistent and often non existent in many areas. Why is the case? Does the Scottish Executive not realise that their policies are ignored in many rural settings? For example, in some Schools the local authority still does not permit discussion of LGBT issues in the classroom, furthermore LGBT websites are barred (being perceived as overly sexual) and hence young LGBT people cannot access information, even through the mainstream. Section 28 is gone; however the affects still remain in place in many areas.

3.4 LGBT issues should be mainstreamed. All future strategies, policies and services must take account of LGBT needs. Everyone should be involved in achieving societal change, which may mean that LGBT groups will have to work more closely with mainstream organisations to achieve long terms equality targets and goals.

3.5 We need more public champions for LGBT people. The Scottish Executive and other tiers of Government must be more vocal in their support for LGBT people in the public eye. The Government must be more confident in voicing its support for the LGBT community. Why should society perceive LGBT people differently if the Government is hesitant to do so?

There have been several high profile media campaigns launched by the Scottish Executive, but none of these featured positive imagery of LGBT people.

4. Question Formulation in Small Groups (½ hour)

4.1 Question 1

"We wish to commend the inclusion work done by the Scottish Executive on LGBT themes and issues. However, legislation and policies are there, but we have concern that this is still not "real" and informing practice at local community levels. Would the Minister please comment?"

4.2 Question 2

"There is an acknowledgement of different realities within Scotland and of respective needs or strategies. What is the Scottish Executive doing to reach people on an individual level?"

4.3 Question 3

"We believe that the lack of education surrounding LGBT issues poses a huge barrier to developing positive role models and community leaders. What is the Scottish Executive currently working on or planning to ensure an equal education for all allowing the next generation to value rather than simply accept LGBT people?

Workshop 4: The Big Picture - Improving LGBT communities positive representation in the media, campaigns and public imagery.

• We want the Scottish Executive to promote more LGBT stories
• We want the Scottish Executive to think how they can support us (the LGBT community) to promote more LGBT stories - to be pro-active rather than always re-active
• There is a lack of resources for LGBT people in communities outside Edinburgh and Glasgow
• Why aren't LGBT people in One Scotland - Many Cultures?
• What about LGBT history/culture in schools?

The Media

Questions to start discussion:

Examples of positive representation?

Barriers - how to overcome them?

Are events like today's in the news outside the LGBT community?

Points raised:

Strong discussion with a lot of specific examples from people's personal experience. With reference to Simon Hughes' treatment by the media, the question was raised whether society in general is ahead of the media - whether the media takes a more negative attitude towards LGBT people than is actually typical of society in general.

Quotes:

- "The problem is DC Thomson & Co - the further north you go, less access to any media that isn't owned by DC Thomson"

- "On the whole what there is in the news is positive, but we're hardly ever there"

- "The Gender Recognition Act was invisible outside the LGBT community"

- "A lot of negative attention in the media on Simon Hughes - focussed on leadership contest but also deceit - and it's bigger story because he ran against Peter Tatchell [in 1983] Yet he's forging ahead in the polls."

- "Media refers to 'homosexual man' but not 'heterosexual man'."

- "Newspapers stick to the mores of the local community - national newspapers have a freer hand"

This sparked a discussion about what LGBT organisations should do to get more positive LGBT stories into the media, and discussing the issue that our "political enemies" are more pro-active than we are, and issue what are effectively "anti-LGBT press releases", to which LGBT organisations and individuals react. The press seek positive comments from LGBT organisations on negative stories, and negative comments from anti-LGBT organisations on positive stories. It was suggested that a LGBT press officer could issue press releases that would put a positive spin on what might be perceived as a negative story: frame stories about LGBT people positively.

Quotes:

- "We need a press office!"

- "Does seeking positive press mean we're not 'normal'?"

- "We need to get the media to the point where being LGBT is commonplace."

- "Some people feel 'sick of stories about gay couples getting married'"

- "Should there be an LGBT press officer? Do a weekly media release."

- "Use the Scottish Executive press conferences, 4pm daily?"

- "Should we put an LGBT press officer in place first - ask for funding once it's clear the role is necessary?"

- "Frame story our way?"

- "Can we put a positive spin on a negative story?"

- "Would the media listen if we did?"

- "Small newspapers who are having a slow news day will use anything."

- "Best way to get a story in is to write it the way they are looking for."

Some discussion followed about how to try and change the media, and to help LGBT people deal with the media, as well as what an LGBT press officer could do. It was suggested that there could be media education - contact journalists about using more LGBT friendly language. A press officer could put together positive LGBT images, perhaps give awards to journalists for positive stories (suggestion made by Amnesty International worker who offered AI's work on the media on media images of asylum seekers as an example). Positive images such as events like LGBT History Month ought to be more in the mainstream media.

It was suggested that the LGBT community could make use of National Union of Journalists (NUJ) training:

- how to deal with the media

- training for key players

- need for national LGBT press officer to link to and support local organisations

It was suggested that LGBT organisations that are often contacted for quotes might compile a list of people willing to talk to the media, and discuss providing training for people who are not speaking for or representing any organisation - a workshop day for people who are willing to speak about their LGBT experience to the media, and some publicly-available self-help guidelines about talking to the press.

Campaigns

Questions to start discussion:

What's good/bad about current campaigns?

What could we do?

Points raised:

As with the previous discussion, people began by offering examples from their personal experience: local resources for LGBT people in 'rural' areas (effectively, anywhere outside Edinburgh or Glasgow) are strained/minimal. There is considerable difficulty getting funding for LGBT projects: there was some discussion about how to begin without funding, and what can be done without funding. In 'rural' areas there is the problem of locating other LGBT people, both for campaigns and even for socialising. We discussed obstacles to activism: the specific LGBT fear of coming out or being outed, and the more general belief that ordinary people can't change things. We talked about the necessity of keeping other organisations (large and small) in the loop: we discussed briefly that at the moment, all major campaigns go through the national organisations: that national campaigns should reflect what local LGBT people need.

The issue of how to deal with segregation in the LGBT community - that T people can be isolated, the male/female divide, the age divide, likes/dislikes splitting a local community - was raised, without resolution.

Quotes:

- "How do we find other LGBT people to campaign?

- "Campaigners have to focus on responsibility and commitment!"

- "How do you activate LGBT campaigns?"

- "Be proud of what we've accomplished."

- "National campaigns should focus on local issues."

We discussed the need for more LGBT Centres besides the two in Edinburgh and Glasgow. A Phace Scotland worker said that their experience was that the people who contacted them via the LGBT Centre in Glasgow were the more vulnerable and marginalised members of the LGBT communities - that they seemed to feel safer in the LGBT centre than in a health centre.

Quotes:

- "Comfort doesn't lead to activism, but marginalised people feel themselves unable to speak out."

- "Are we campaigning on the right things - tapping into issues that matter?"

- "Would LGBT Centres in every city mean that more vulnerable/marginalised people would be able to speak out/get involved?"

- "People want to meet each other."

- "Networking allows people support to be who they are."

We also discussed using trade unions and other organisations to support campaigns and looking inward as well as outward.

We discussed running an awareness raising campaign:

- changing social attitudes

- public imagery/private acceptance

Public Imagery

This was a very brief discussion as we were close to the end of the workshop time. It led directly out of the previous discussion on Campaigns. The "questions to spark discussion" were actually posed in the middle of the discussion, to turn the workshop discussion towards

In quick succession:

- A One Scotland Many Cultures poster campaign for LGBT people, to bring out the diversity of the LGBT culture/community

- Give homophobia the same public unacceptability as racism

- The extreme visible edge of the LGBT community is all the public see - the Pride marches are the public perception

We then discussed the differing views of Pride inside and outside the LGBT community, and the differing views of Pride within the LGBT community.

Quotes:

• What is Pride for anymore?
• What do people think of Pride?
• The split between
• LGBT / het
• experience / perceptions.

The facilitator asked the workshop: What could the Scottish Executive do?

Responses:

• Talking Scotland - have just an ordinary LGBT person talking about their life
• LGBT History Month in schools - look at local issues in school, including LGBT issues
• Training governors / head teachers in LGBT issues
• Legislation against homophobic/transphobic bullying
• Employers encouraged to promote LGBT employment
• Campaign cards (like Amnesty International cards) - individual instances of things that happen to LGBT people in Scotland, hate crimes and discrimination
• LGBT Youth Scotland's got case studies from youth groups from "Coming out day"
• More coverage of what happens on the ground - need facilitation, drawing out what's happening to people

Workshop 5 - Education and Citizenship

What is the role of education in engendering good citizenship?

Key Questions/Issues from discussion

• How can the Scottish Executive lead on raising awareness of transgender issues in education?
• How can the Scottish Executive ensure that all young people receive their right to sufficient information on sex and relationships education which includes LGBT young people?
• How can we ensure that all staff in formal, informal and non-formal education are well resourced to provide information to all young people on LGBT issues?
• How will the new Equality Commission take particular account of young people?
• Gender identity issues are almost totally missing from education; greater account needs to be taken
• Sexual health and relationships education should be inclusive of LGBT young people
• Discussion on education should include informal, formal and non-formal education, including adult education
• Leadership is required to change 'hearts and minds' in education
• Sexual health strategy is an idea way to include LGBT young people in SRE
• LGBT community is the poor relation of equalities work in general
• Attempts have been made to do some work around LGBT inclusion in schools by pupils, success is very much dependent on support from the Head Teacher or SMT of the school
• We do have some research about LGBT young people's experience at school, but more is needed
• Some local authorities have dedicated resource to LGBT youth work, but more is needed
• Greater profile for LGBT History Month in schools could help raise awareness of LGBT issues in education

Annex B

NHS Scotland and 'next of kin' status of same sex partners

1. The Scottish Executive funded LGBT inclusion project produced Good LGBT Practice Guidance in the NHS, which has been disseminated across the NHS in Scotland. It contains the following references in relation to partners and 'next of kin'.

Partners and "next of kin"

Using the terms "husband", "wife" and "marriage" assumes opposite sex relationships only and will automatically exclude all LGB people. Using the term "partner" and "they/them" to refer to the partner will avoid this problem. This is also inclusive of all heterosexual couples, regardless of their marital status.

Many people hold a mistaken belief that "next of kin" must be a married partner or blood relation. In order to avoid this confusion it may be advisable to use "partner, close friend or close relative". This allows the patient to identify and choose who is important to them. For example, the Mental Health (Care and Treatment) ( Scotland ) Act 2003 defines the most important nearest relative (after spouse or civil partner) as a cohabiting same-sex or opposite-sex partner.

2. Recently the Royal College of Nursing and Unison have joined forces to produce best practice guidance for hospital staff on health care for LGB service users and their families.

Not Just a Friend

"Its not about giving special treatment - it is part of the growing recognition in the NHS of the need to respond to changes in society, including family structures, and apply an understanding of cultural diversity when delivering healthcare."

The main force of the advice given is to avoid making assumptions. This means challenging heterosexism and allowing people to be out without having to come out as LGB and fear discrimination. This is a first step to ensuring a relationship of trust between LGB service users and staff. The "Check List for Health Workers" encourages staff to challenge homophobia, the only way in which policy changes will produce lasting change. Until the Civil Partnership Act 2004, the same-sex relationships of LGB people were not recognised in law. With stories of patients' partners being denied access by the family of the patient, much fear is associated with disclosing sexual orientation and relationships in a healthcare setting. The 'Not Just a Friend' guidelines show that there is no legal basis for this discrimination and discusses other issues where there may be doubt as to staff and patient responsibilities.

It will be in the best interests of the patient to have the support of their partner during any period of illness and this and other issues

are brought out effectively in the guidelines.

"Training for all staff and monitoring of outcomes will be essential elements of any action plan on achieving good practice."

Not Just a Friend is published by Unison

Annex C

Sex Education in Schools

1. All schools are expected to teach sex and relationships education (SRE) programmes which are developed by education authorities and schools within guidance issued by the Executive in 2001 and the 5-14 Guidelines on Health Education developed by Learning and Teaching Scotland. The 2001 guidance strongly emphasises consultation with parents and communities in the development and review of school sex education programmes.

2. It is recognised that SRE is an important part of every young person's personal and social development. The National Strategy for Sexual Health : Respect and Responsibility sets out a plan for action in improving sexual health and this includes actions for sex and relationships education in schools. The National Sexual Health Advisory Committee (NSHAC) was established in June 2005 to provide advice on policy, to monitor and support the implementation of the National sexual health strategy.The NSHAC has a wide ranging membership and includes Jamie Rennie, Chief Executive of LGBT Youth Scotland.

[1] Mainstreaming equality means 'the integration of an equality perspective into the everyday work of government, involving policy makers across departments, as well as equality specialists and external partners'.

[2] The 6 equality 'strands' are sex, race, disability, sexual orientation, religion and age.

[3] A multistrand approach is one which looks across the 6 equality strands to assess their impact on policy, functions and services and identify priority issues to be addressed.