All God s Children. Fall Implementation Resource For

All God s Children Fall 2014 Implementation Resource For o o Pastoral Guidelines to Assist Students of Same-Sex Orientation The Assembly of Catholic Bishops of Ontario (2014) Respecting Difference A Resource for Catholic Schools in the Province of Ontario Regarding the Establishment and Running of Activities or Organizations Promoting Equity and Respect for All Students (OCSTA January 25, 2012) o Bill 13, Accepting Schools Act, 2012 Religious Education, Family Life, and Equity Team, 2014

Acknowledgements Special Thanks to. Susan LaRosa, Former Director of Education YCDSB Patricia Preston, Director of Education YCDSB Michael Nasello, Superintendent of Secondary Schools, YCDSB Diane Murgaski, Superintendent of Curriculum, YCDSB Denise Dupuis, Consultant: Religious Education, Family Life, Equity (Emeritus) Janis Moores, Consultant: Religious Education, Family Life, Equity (Emeritus) MaryAnn Takacs, Consultant: Religious Education, Family Life (Emeritus) Deirdre Vance, Consultant: Equity, Faith Leadership and Student Engagement (Emeritus) Martina Smith, Consultant: Religious Education, Family Life, Equity Kelly Pickard-Lefterys, Consultant: Religious Education, Family Life, Michael Way Skinner, Coordinator: Religious Education, Family Life, Adult Faith & Equity Shannon Ulgiati, Consultant: Equity, Faith Leadership and Student Engagement Dufferin-Peel Catholic District School Board for sharing Guidelines for Responding to Student Requests for a Open Arms Respecting Difference Group February 2012. Bishop Wayne Kirkpatrick, Regional Bishop Northern Pastoral Region YCDSB All God s Children, June 2014 2

Table of Contents Acknowledgements. 2 Table of Contents 3 Rationale..4-11 What is the Church Teaching Us? 12-13 Guiding Principles of Equity and Inclusive Education.....14 Dealing with Sensitive Issues & Checklist........15-16 Sexual Orientation Identity Development.....17 Strategies for Counseling Students. 18-19 Guidelines/Procedures for Responding to Student Requests....20-22 Liturgical Resources..23-28 Commonly Asked Questions....29-31 Glossary....32-33 Appendices...34-38! Appendix 1 Key Principles in Catholic Social Teaching 34! Appendix 2: The Family Acceptance Project...35! Appendix 3: Everyone Welcome Article.. 36! Appendix 4 Obedience to Church Teaching.37-38 Works Cited. 39-40 YCDSB All God s Children, June 2014 3

Rationale As the people of God, the Church envisions a society of inclusion and hope for all people. In particular, this inclusion and hope is essential for those who are marginalized in our society. At its best, the Church community provides a place where those who are excluded, bullied, or struggling with their sense of belonging can gather in support of one another. This principle of belonging is integral to the message of the Gospel, as well as the beliefs and traditions of our Catholic faith. The word catholic itself is rooted in ancient Greek words meaning universal or embracing and welcoming all. It is clear, then, that working to eliminate bullying due to homophobia is not a challenge to our faith as Roman Catholics. It is, instead, an expression of who we are when we are at our best. Homosexuality 1, itself, is a sensitive topic in today s society. At the heart of our understanding of the human person is the universal call to Chastity for all who are baptized. Chastity in this sense ensures the unity of the person and represents an eminently personal task and presupposes respect for the rights of the person, a particular right to receive information and an education that respect the moral and spiritual dimensions of human life. (CCC: 2337-2344). We know that the virtue of chastity blossoms in friendship, and is expressed notably in friendship with one s neighbour. Whether it develops between persons of the same or opposite sex, friendship represents a great good for all. It leads to spiritual communion. (CCC 2347). As Roman Catholics, we know that the Church is not immune to the reactions and responses that the topic of homosexuality can stir both within, and surrounding, our own faith communities. As such, it is essential that attention be given to the aspects of Church teaching that call us to a pastoral approach to those who are of same-sex orientation. With this in mind, it is important to examine the aspects of Church teaching that touch upon the call for Catholic communities to respond to persons who are harmed by hate, and injured by exclusion, due to their sexual orientation. With these as our guiding principles, we note that it is important to give direction on the nature of this response. As we work to implement Bill 13, The Accepting Schools Act (2012), as well as Respecting Difference (OCSTA 2012), this resource focuses on a number of important documents:! Pastoral Care of Homosexual Persons: Letter to the Bishops of the Catholic Church (The Congregation for the Doctrine of the Faith, October 1, 1986). to be cited as CDF, 1986! The Catholic Church s Teaching on Homosexuality (Canadian Conference of Catholic Bishops, November 27, 1997) to be cited as CCCB 1997! Always Our Children: A Pastoral Message to Parents of Homosexual Children and Suggestions for Pastoral Ministers, The U.S. Conference of Catholic Bishops, (October 1, 1997) to be cited as USCCB, 1997.! Pastoral Guidelines to Assist Students of Same-Sex Orientation, Assembly of Catholic Bishops of Ontario, 2004. to be cited as ACBO, 2014! Enhancement of Caring for All Students in the Spirit of the Gospel :Archbishop Thomas Collins of Assembly of Catholic Bishops of Ontario -- ACBO and Nancy Kirby (Ontario 1 Focus in this document is on same-sex orientation and those who identify themselves as LGBTTQQ. YCDSB All God s Children, June 2014 4

Catholic School Trustees Association -- OCSTA) April 15, 2011 to be cited as ACBO/ OCSTA 2011! Pastoral Ministry to Young People with Same-Sex Orientation (Episcopal Commission for Doctrine of the Canadian Conference of Catholic Bishops, June 2011) to be cited as CCCB, 2011.! Respecting Difference A Resource For Catholic Schools in the Province of Ontario Regarding the Establishment and Running of Activities or Organizations Promoting Equity and Respect for All Students (OCSTA January 25, 2012) to be cited as OCSTA 2012 This resource pays particular attention to the call each of these teachings to Catholic faith communities, particularly Catholic schools, to be inclusive and caring of people with same-sex orientation, and at the same time to be direct in challenging bullying and exclusion related to homophobia. Inclusion as an essential element of Catholic community is affirmed by the Bishops of Canada who stated: The Church recognizes and defends the human rights of each person. All persons have the basic right to be treated by individual and society with dignity, respect and justice regardless of their behaviour. For sure, the homosexual community is not an exception to this; it has a particular right to pastoral care from the Church. -- CCCB 1997 This is echoed by the Ontario Catholic School Trustees Association that reminds us: The Catholic school community, like all school communities, has an obligation to ensure a safe environment for all students by vigilant and steadfast efforts to eradicate all forms of bullying as well as to provide personal and pastoral care for every individual whose worth as a child of God has been attacked by acts of bullying. The Catholic school must continue to be a safe, inclusive community for all young people entrusted to our care. -- OCSTA 2012 In a sense, we are a community that offers a place of belonging for those who have no voice or place to speak and be heard. When we live our true call to be the presence of Jesus in our broken world, we give voice to each of our sisters and brothers. By doing so, we invite a common sense of purpose and belonging that links us in our humanity and faith. While we acknowledge the specific concerns of individuals and groups, we honour the diversity and complexity that underlie the essential personhood of each human being. This diversity is at the very heart of support groups in our schools which uphold our belief that: The human person can hardly be described by a reductionist reference to his or her sexual orientation. Everyone living on the face of the earth has personal problems and difficulties, but challenges to growth, strengths, talents and gifts as well. Today, the Church provides a badly needed context for the care of the human person when she refuses to consider the person as a heterosexual or homosexual and insists that every person has a fundamental identity: the creature of God, and by grace [God s] child and heir to eternal life. -- CDF, 1986 YCDSB All God s Children, June 2014 5

By being inclusive and pastoral, we encourage people to connect with each other in groups that seek to be safe places for all. All too often, though, we can participate in the exclusion of those who are marginalized whether due to race, ethnicity, ability, sexual orientation, or life circumstances. When we fail to challenge the foundational beliefs that exclude others, we set up communities ripe for bullying and hurt. It is essential, therefore, that we highlight the teachings of the Church that encourage us to include and respect all individuals, with particular reference to their sexual orientation. As noted in the Guidelines for Family Life Education (Assembly of Catholic Bishops of Ontario, 1987) we acknowledge that: People with homosexual tendencies should be encouraged to cooperate with God s grace in seeking to respond positively to their Christian vocation. They must be treated with understanding and sustained in the hope of overcoming, or at least bearing with, their personal difficulties. They have personal rights to be respected and a special need to grow in self-worth. ACBO 1987 Often, many students with same-sex orientation experience exclusion in schools and in the broader community. As Catholic communities, we share a deep concern for these students and their particular needs which affect their sense of safety, well-being, and self-esteem. 2 In our response to these particular needs, we are guided by the wisdom of the Ontario Bishops who affirm that: Catholic schools provide an educational opportunity within the context of a faith community which must clearly be seen to recognize that each individual is made in the image and likeness of God, to affirm the essential dignity, value and rights of the human person, and to model the gospel values of faith, hope and love to each and every student entrusted to their care. In part, the mission of the Catholic school is to create the lived experience of what it is like to be welcomed, cared for, loved without conditions, included, and taught values that students can commit to and find sustenance throughout their adult life. ACBO, 2004 Hence, it is essential that we continue to work to build inclusive, welcoming, and supportive learning communities for all students regardless of race, ethnicity, ability, sexual orientation, or life circumstances. This vision of ourselves as a Catholic faith community is not fully realized unless we understand that bullying in all its forms is unacceptable. In particular, we acknowledge that bullying related to homophobia is a unique form of bullying that requires our immediate attention. It is imperative that students are supported through inclusive groups that address bullying in all its forms, as well as bullying due to homophobia. As we are reminded by the Bishops and Catholic Trustees of Ontario: 2 See Appendix 3 Family Acceptance Project YCDSB All God s Children, June 2014 6

One reason why Catholic schools have for many years been a source of strength for our local communities, our province, and our country, is that they are animated by a spirit of inclusivity and equity rooted in the Gospel. We believe that every person, young or old, is to be treated with reverence; we are called to see the face of Christ in each person we meet, and to act accordingly. This is why each person must be welcomed with kindness, respect and compassion and why, for us, bullying is wrong under any circumstances, at any age. -- ACBO/OCSTA 2011 As Catholic education communities, we must encourage and support students who are excluded, bullied, or struggling with their sense of belonging. Such groups enable us all, as a Catholic learning community, to understand the complexity of the issues involved and, at the same time, seek to establish mechanisms to ensure the safety and well-being of all our students. Through these groups, we continue the work we have been doing to support students and their diverse needs. We are called to enhance these efforts and challenge all forms of bullying. At the same time, we work diligently to eliminate bullying focused on students of same-sex orientation. This will ensure that our schools continue to be safe and caring learning communities of faith. Continuing to build safe and caring learning communities of faith necessitates responding to the varied needs of students. The nature of this response is offered by the Catholic Bishops and Trustees of Ontario who note that: There has been much discussion recently surrounding one dimension of this issue, bullying related to sexual orientation. As an enhancement of the existing resources to support all students, we encourage Catholic school boards in Ontario to provide the opportunity for students who wish to do so to gather to address this dimension of bullying. -- ACBO/OCSTA 2011 As Roman Catholics, we also recognize that this understanding of our call to address the needs of students with same-sex orientation is not new to the Catholic communities of Ontario. What is also not new to us is the fact that, often, many students with same-sex orientation experience exclusion in schools and the broader community. This exclusion can be experienced in the overt actions of those who espouse homophobic attitudes, or in structural norms and practices that leave them unrepresented and with no voice in their communities. They are among the Structurally Innocent. 3 The Church affirms that the orientation is not a sin. The Congregation for the Doctrine of the faith reminds us that the particular inclination of the homosexual is not a sin (CFD, 1986, #3). The Congregation of the Doctrine of the Faith describes sexual orientation in rather complex terms grounded in moral theology. These terms require careful education and pastoral care when they are presented to students. Too often, students of same-sex orientation are set apart from the larger community through no fault of their own. It is for this reason that the Church clearly tells us that: 3 Ronald Rolheiser, OMI, The Cross of Christ (DVD), 2006. YCDSB All God s Children, June 2014 7

It is deplorable that homosexual persons have been and are the object of violent malice in speech and action. Such treatment deserves condemnation from the Church s pastors wherever it occurs. It reveals a kind of disregard for others which endangers the most fundamental principles of a healthy society. The intrinsic dignity of each person must always be respected in word, action, and law. -- CDF, 1986 see ACBO 2004, p. 48 The broader commitment of Catholic communities, then, affirms the principles of our faith. When we speak in terms of bullying and inclusivity, we express the core of our understanding of the human person as rooted in the teachings of the Catholic Church. We embrace the certitude that it is essential for us to recognize that the fundamental liberty which characterizes the human person, and gives dignity, belongs to the person who is homosexual as well. (USCCB, 1997) Likewise, we are confident and duty-bound to understand homosexuality as we focus on the knowledge that persons who are homosexual need to be nourished simultaneously at many different levels. (CDF, 1986) As with all people, those with same-sex orientation need to be nourished spiritually by a faith community that loves them. This nourishment then takes root for the growth of a positive sense of well-being and self-esteem. 4 When we rest in the truth of this call from our Church, we offer our sisters and brothers with same-sex orientation understanding and pastoral care. (USCCB, 1997) We need to accept the challenge from the U.S. Bishops that: Nothing in the Bible or in Catholic teaching can be used to justify prejudicial or discriminatory attitudes or behaviours. (USCCB, 1997) 5 When we do this, we can accept the call of our Church to be Christians and citizens of good will. Only then can we confront our own fears about homosexuality and curb the humour and discrimination that offend persons who are homosexual. (USCCB, 1997) By doing this, we can function with empathy and love, not hatred. Having a homosexual inclination brings with it enough anxiety, pain and issues related to self-acceptance. Our communities need not bring additional prejudicial treatment. (USCCB, 1997). When inclusion, empathy, love, dignity, and goodness replace exclusion, harsh judgment, disdain and hatred, we may echo the words of the Church s Bishops: To our homosexual brothers and sisters we offer a concluding word Though at times you may feel discouraged, hurt, or angry, do not walk away from your families, from the Christian community, from all those who love you. You are always our children There is no fear in love perfect love drives out fear. (1Jn 4:18) (USCCB, 1997 ) Thus, we can be communities that are truly embracing all and in this sense, truly Catholic. As such, we live out our call as Catholic communities in Ontario who consistently affirm the dignity of persons of same-sex orientation. (CCCB 1987) Equity and Inclusion at York Catholic District School Board The York Catholic District School Board shares this vision of the Church. We encourage students who are excluded, bullied, or struggling with their sense of belonging to gather in Respecting 4 See Appendix 3 Family Acceptance Project 5 See ACBO, 2004, pp.61-62. YCDSB All God s Children, June 2014 8

Difference groups. We welcome the establishment of support groups that offer a forum for those who have no voice and are bullied. Such groups reflect also the Ministry of Education s directive within the Inclusive Education Policy Framework which calls us to a broad-based and inclusive support of students. As presented in our document, Valuing Diversity: A Framework for Equity and Inclusive Education in the Curriculum (January 2011), the York Catholic District School Board in cooperation with the Equity and Inclusive Education strategy, recognizes that Ontario s publicly funded schools must increase their efforts to develop an approach that will respond to the full range of needs within the education community. This document is part of this ongoing process with particular focus on the pastoral care of students with same-sex orientation. It draws its frame of reference from the Assembly of Catholic Bishops of Ontario s pastoral document Guidelines for the Pastoral Care of Students with Same-Sex Orientation (2004) and OCSTA s Respecting Difference A Resource For Catholic Schools in the province of Ontario Regarding the Establishment and Running of Activities or Organizations Promoting Equity and Respect for All Students (January 25, 2012). Furthermore, this document is anchored in the continuing work of the York Catholic District School Board, including: 1. Board Policies, programs, guidelines and practices 2. Shared and committed leadership 3. School-community relationships 4. Inclusive curriculum and assessment practices 5. Religious accommodation 6. School climate and the prevention of discrimination and harassment 7. Professional learning 8. Accountability and transparency It is the policy of the York Catholic District School Board, in accordance with the Church s teachings, to provide in all its operations an educational environment which supports diversity within its Catholic community by adhering to the Guiding Principles of the Equity and Inclusive Education Strategy. 6 This resource guide for the implementation of the ACBO s pastoral guidelines and the OCSTA framework is a practical tool for addressing bullying that is rooted in homophobia. The checklists included in this document provide a focus for the development and delivery of an inclusive curriculum that is sensitive to the needs of students with same-sex orientation. The document focuses on critical areas which are essential to the implementation of a strategy that engages communities in a process of awareness and inclusion that seeks to replace hatred and judgment with understanding and acceptance. We recognize that the perspectives, 6 Equity and Inclusive Education Strategy, p. 13 YCDSB All God s Children, June 2014 9

contributions and authentic voices of students with same-sex orientation are often subsumed by the voices of homophobia and exclusion. We recognize that when this is the case, young people are compromised in their perception of safety, well-being, and belonging in their school communities. All statements herein, are to be understood within the context of our Catholic values and the teachings of the Catholic Church. The purpose of this document is to provide a framework for support for students of same-sex orientation in a school community. It is most appropriate that our school response to these students reflect our Catholic beliefs, values and traditions, while respecting the increasing diversity of the wider community and the need for our students of same-sex orientation to feel safe, valued and loved in our community. 7 In our society, the school community is not immune to prevailing attitudes of homophobia and prejudice experienced first-hand by students of same-sex orientation. Knowing this, the school community can provide a supportive and nurturing environment where a profound sense of belonging can be fostered. As Catholic educators, we have our faith to sustain us, which can help us to transform ignorance and exclusion into hope, acceptance and inclusion. Since school staff members know the community well, they are often more sensitive to local needs and characteristics. Therefore, the most effective and supportive response is often a local response. Moreover, the community of the York Catholic District School Board always shares in the responsibility and duty to support our students of same-sex orientation, and the support of the wider community will be made available through the system resources as described in this guideline. 8 Ontario Catholic School Graduate Expectations 1. A DISCERNING BELIEVER FORMED IN THE CATHOLIC FAITH COMMUNITY WHO: a. Illustrates a basic understanding of the saving story of our Christian faith. b. Participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story. c. Actively reflects on God's Word as communicated through the Hebrew and Christian scriptures. d. Develops attitudes and values founded on Catholic Social Teaching and acts to promote social responsibility, human solidarity and the common good. e. Speaks the language of life "recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it." (Witnesses to Faith) f. Seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship. g. Understands that one's purpose or call in life comes from God and strives to discern and live out this call throughout life's journey. h. Respects the faith traditions, world religions and the life-journeys of all people of good will. i. Integrates faith with life. j. Recognizes that "sin, human weakness, conflict and forgiveness are part of the human journey" and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith) 7 See Appendix 4 Guidelines for Responding to Student Requests for a Respecting Difference Group 8 Adapted from the YCDSB School Crisis Response Guideline: Elementary Bereavement Document, January 2011. YCDSB All God s Children, June 2014 10

2. AN EFFECTIVE COMMUNICATOR WHO: a. Listens actively and critically to understand and learn in light of gospel values. b. Reads, understands and uses written materials effectively. c. Presents information and ideas clearly and honestly and with sensitivity to others. d. Writes and speaks fluently one or both of Canada's official languages. e. Uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. 3. A REFLECTIVE AND CREATIVE THINKER WHO: a. Recognizes there is more grace in our world than sin and that hope is essential in facing all challenges. b. Creates, adapts, and evaluates new ideas in light of the common good. c. Thinks reflectively and creatively to evaluate situations and solve problems. d. Makes decisions in light of gospel values with an informed moral conscience. e. Adopts a holistic approach to life by integrating learning from various subject areas and experience. f. Examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society. 4. A SELF-DIRECTED, RESPONSIBLE, LIFE LONG LEARNER WHO: a. Demonstrates a confident and positive sense of self and respect for the dignity and welfare of others. b. Demonstrates flexibility and adaptability. c. Takes initiative and demonstrates Christian leadership. d. Responds to, manages and constructively influences change in a discerning manner. e. Sets appropriate goals and priorities in school, work and personal life. f. Applies effective communication, decision-making, problem-solving, time and resource management skills. g. Examines and reflects on one's personal values, abilities and aspirations influencing life's choices and opportunities. h. Participates in leisure and fitness activities for a balanced and healthy lifestyle. 5. A COLLABORATIVE CONTRIBUTOR WHO: a. Works effectively as an interdependent team member. b. Thinks critically about the meaning and purpose of work. c. Develops one's God-given potential and makes a meaningful contribution to society. d. Finds meaning, dignity, fulfillment and vocation in work which contributes to the common good. e. Respects the rights, responsibilities and contributions of self and others. f. Exercises Christian leadership in the achievement of individual and group goals. g. Achieves excellence, originality, and integrity in one's own work and supports these qualities in the work of others. h. Applies skills for employability, self-employment and entrepreneurship relative to Christian vocation. 6. A CARING FAMILY MEMBER WHO: a. Relates to family members in a loving, compassionate and respectful manner. b. Recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended. c. Values and honours the important role of the family in society. d. Values and nurtures opportunities for family prayer. e. Ministers to the family, school, parish, and wider community through service. 7. A RESPONSIBLE CITIZEN WHO: a. Acts morally and legally as a person formed in Catholic traditions. b. Accepts accountability for one's own actions. c. Seeks and grants forgiveness. d. Promotes the sacredness of life. YCDSB All God s Children, June 2014 11

e. Witnesses Catholic Social Teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society. f. Respects and affirms the diversity and interdependence of the world's peoples and cultures. g. Respects and understands the history, cultural heritage and pluralism of today's contemporary society. h. Exercises the rights and responsibilities of Canadian citizenship. i. Respects the environment and uses resources wisely. j. Contributes to the common good. (Source: Institute for Catholic Education, Second Edition 2011) YCDSB All God s Children, June 2014 12

What is the Church Teaching Us? A. Pastoral Ministry to Young People with Same-Sex Orientation (CCCB 2011) #1. In the eyes of the Church, every human person is a unique and irreplaceable gift created by our loving God and called to be his son or daughter. Created in the image and likeness of God and redeemed by the blood of Christ, every person possesses an intrinsic dignity which must always be respected. #2. The Catechism of the Catholic Church affirms that persons with homosexual inclinations must be accepted with respect, compassion and sensitivity. Every sign of unjust discrimination in their regard should be avoided. #3. We exhort all those exercising a ministry in the Church or working in the pastoral care of young people to be especially careful not to perpetuate injustice, hatred or malice in speech or action unfortunately still too common among us against persons with homosexual inclinations. #4. To Parents: We wish to express our spiritual closeness to you, parents of children discovering a samesex orientation. This can be a time of questioning for you as well. It will require from you patience, self control, prudence and understanding. Remember that your child needs you and the family now more than ever. Children always remain a gift God s gift to you. At all times strive to respond lovingly and with trust in divine Providence. Continue to welcome your child into your home #5. To Young People: Dear friends in Christ: we want you to know that we are close to those of you who are struggling with same-sex orientation or homosexual inclinations. We do not cease praying for you and asking that you may be filled with the knowledge of God s will in all spiritual wisdom and understanding (Col 1.9). #6. To Young People Even if you have doubts or are troubled by feelings of self-rejection, remember that you are a child of God, embraced by his tender love. Even before the world was created, you were chosen to be holy and blameless before him in love and you were destined for adoption as his children through Jesus Christ (Eph 1.4-5). #7. Conclusion: As a final word, we express our profound gratitude to all those who wisely and lovingly guide young people with a same-sex orientation: priests and pastoral associates, parents and educators. May the Lord grant all of us wisdom and strength in understanding, educating and loving all youth entrusted to our care. The future of the Church and society depends on them and on our efforts to help them on their journey to live in love, as Christ loved us and gave himself up for us (Eph 5.2). B. Pastoral Care of Homosexual Persons: Letter to the Bishops of the Catholic Church (The Congregation for the Doctrine of the Faith, 1986). #8. The human person can hardly be described by a reductionist reference to his or her sexual orientation Today, the Church provides a badly needed context for the care of the human person when she refuses to consider the person as a heterosexual or homosexual and insists that every person has a fundamental identity: the creature of God, and by grace [God s] child and heir to eternal life. #9. It is deplorable that homosexual persons have been and are the object of violent malice in speech and action. Such treatment deserves condemnation from the Church s pastors wherever it occurs. It reveals a kind of disregard for others which endangers the most fundamental principles of a healthy society. The intrinsic dignity of each person must always be respected in word, action, and law. C. The Catholic Church s Teaching on Homosexuality (CCCB, November 27, 1997) #10. The Church recognizes and defends the human rights of each person. All persons have the basic right to be treated by individuals and society with dignity, respect and justice regardless of their YCDSB All God s Children, June 2014 13

behaviour. For sure, the homosexual community is not an exception to this; it has a particular right to pastoral care from the Church. #11. the particular inclination of the homosexual is not a sin D. Always Our Children: A Pastoral Message to Parents of Homosexual Children and Suggestions for Pastoral Ministers (USCCB 1997.) #12. We embrace the certitude that it is essential for us to recognize that the fundamental liberty which characterizes the human person, and gives dignity, belongs to the person who is homosexual as well. #13. To our homosexual brothers and sisters we offer a concluding word Though at times you may feel discouraged, hurt, or angry, do not walk away from your families, from the Christian community, from all those who love you. You are always our children. E. Pastoral Guidelines to Assist Students of Same-Sex Orientation (ACBO, 2004) #14. Catholic schools provide educational opportunity within the context of a faith community which must clearly be seen to recognize that each individual is made in the image and likeness of God, to affirm the essential dignity, value and rights of the human person, and to model the gospel values of faith, hope and love to each and every student entrusted to their care. In part, the mission of the Catholic school is to create the lived experience of what it is like to be welcomed, cared for, loved without conditions, included, and taught values that students can commit to and find sustenance throughout their adult life. F. Enhancement of Caring for All Students in the Spirit of the Gospel (Archbishop Thomas Collins of Assembly of Catholic Bishops of Ontario -- April 15, 2011 ACBO/OCSTA 2011 #15. One reason why Catholic schools have for many years been a source of strength for our local communities, our province, and our country, is that they are animated by a spirit of inclusivity and equity rooted in the Gospel. We believe that every person, young or old, is to be treated with reverence; we are called to see the face of Christ in each person we meet, and to act accordingly. This is why each person must be welcomed with kindness, respect and compassion and why, for us, bullying is wrong under any circumstances, at any age. #16. There has been much discussion recently surrounding one dimension of this issue, bullying related to sexual orientation. As an enhancement of the existing resources to support all students, we encourage Catholic school boards in Ontario to provide the opportunity for students who wish to do so to gather to address this dimension of bullying. G. RESPECTING DIFFERENCE A RESOURCE FOR CATHOLIC SCHOOLS IN THE PROVINCE OF ONTARIO Regarding the Establishment and Running of Activities or Organizations Promoting Equity and Respect for All Students January 25, 2012 #17. The Catholic school community, like all school communities, has an obligation to ensure a safe environment for all students by vigilant and steadfast efforts to eradicate all forms of bullying as well as to provide personal and pastoral care for every individual whose worth as a child of God has been attacked by acts of bullying. The Catholic school must continue to be a safe, inclusive community for all young people entrusted to our care. YCDSB All God s Children, June 2014 14

Guiding Principles of the Equity and Inclusive Education Strategy The York Catholic District School Board provides in all its operations an educational environment which supports diversity within its Catholic community by adhering to the Guiding Principles of the Equity and Inclusive Education Strategy and the recommendations from the Assembly of Catholic Bishops of Ontario (see Appendix 4, Valuing Diversity). Equity and inclusive education: 1. is a foundation of excellence; In a diverse society, equity is a fundamental pre-requisite for educational excellence and high standards of student achievement. In our Catholic education system, faith informs our practice as the words and actions of Jesus provide the model for everything we say and do. 2. meets individual needs; Equity does not mean treating all students in the same way, but rather, responding to the individual needs of each student and providing the conditions and interventions needed to help him or her succeed. 3. identifies and eliminates barriers; All students are supported equitably through the identification and removal of discriminatory barriers that limit their ability to achieve to their full God-given potential. 4. promotes a sense of belonging; Equity and inclusive education, based on Catholic values, contributes to every student s dignity and sense of well-being. 5. involves the broad community; In our Catholic schools, effective and meaningful home, school, parish, and community partnerships are an essential component of an equitable and inclusive education system. 6. builds on and enhances previous and existing initiatives; Sound research, analysis and application of successful policies and practices informed by Scripture and Tradition forms the basis for the development and sharing of resources and wisdom. 7. is demonstrated throughout the system. The ministry, the York Catholic District School Board, and our schools will incorporate principles of equity and inclusive education throughout their policies, programs, and practices. YCDSB All God s Children, June 2014 15

Dealing with Sensitive Issues The inherent right of all individuals to be treated with dignity and respect is central to Catholic values and Catholic Social Teaching (refer to Appendix 2). The York Catholic District School Board is a Catholic educational community committed to nurturing a working and learning environment in which every person is treated with respect, and is free from discrimination. This commitment stems from the York Catholic District School Board s values and its obligations under the Ontario Human Rights Code. (Adapted from YCDSB Sexual Harassment Policy # 217) Every classroom is populated by students representing rich diversity. Teachers will inevitably encounter situations that represent different values or new ways of thinking and behaving in relation to our own. We may experience an emotional reaction that requires further exploration, self-examination and reflection to understand. In daily life at school, teachers and school staff witness many interactions between various members of the school community. Some are characterized by unkindness, abuse, an intention to hurt or harm someone, or by a power imbalance, where one individual is afraid of, or dominated by, another. Sometimes, social problems such as racism, sexism, homophobia, and other forms of injustice may take direct and explicit forms. At other times, they are manifested in much more subtle, systemic, and indirect ways. When incidents, behaviours or practices involving issues such as racism, sexism and homophobia, etc., occur, there are often other influences, visible or not, in addition to the individuals who are directly involved. Some examples of these influencing factors are: Television shows and movies Song lyrics Family culture Political decisions influencing school or family life School books, newspapers, magazines and other literature Learned internal messages in someone s mind Billboards, posters another forms of advertising Social Media This is because racism, sexism, classism and homophobia, etc., are among a number of social problems that are embedded in our systems and institutions, and in the way that our society is organized. These forms of injustice are rooted in an historical legacy of social exclusion that continues to influence our society in ways that marginalize certain social groups. YCDSB All God s Children, June 2014 16

Checklist for Dealing with Sensitive Issues apple apple apple I am aware of the requirements of Bill 13, (Accepting Schools Act). I am aware that the Board's Policies (Bullying Prevention No. 223, Code of Conduct No. 218, Equity and Inclusive Education No. 505, Safe Schools Policy No. 202, Sexual Harassment Policy No. 218) assist us with sensitive issues? I am aware of Church Documents that address homosexuality: " Pastoral Care of Homosexual Persons: Letter to the Bishops of the Catholic Church (The Congregation for the Doctrine of the Faith, October 1, 1986). " The Catholic Church s Teaching on Homosexuality (Canadian Conference of Catholic Bishops, November 27, 1997). " Always Our Children: A Pastoral Message to Parents of Homosexual Children and Suggestions for Pastoral Ministers, (The U.S. Conference of Catholic Bishops, (October 1, 1997). " Pastoral Guidelines to Assist Students of Same-Sex Orientation, (Assembly of Catholic Bishops of Ontario, 2014). " Enhancement of Caring for All Students in the Spirit of the Gospel (Assembly of Catholic Bishops of Ontario -- ACBO & Ontario Catholic School Trustees Association OCSTA, April 15, 2011). " Pastoral Ministry to Young People with Same-Sex Orientation (Canadian Conference of Catholic Bishops, June 2011). " Respecting Difference A Resource For Catholic Schools in the Province of Ontario Regarding the Establishment and Running of Activities or Organizations Promoting Equity and Respect for All Students (OCSTA January 25, 2012). apple apple apple apple apple apple I teach my students that values of equity and inclusivity are inherent in the Gospel. I provide non-threatening opportunities for my students to explore sensitive issues. My students are aware that all people are created in the image and likeness of God. My curriculum offers a balanced view of diverse groups and communities. I encourage critical discussion of justice and fairness in government practices and policies and their impact on people with same-sex orientation.. I know how to access resources, such as the Religious Education/Family Life & Equity Consultants to address sensitive issues. YCDSB All God s Children, June 2014 17

SEXUAL ORIENTATION DEVELOPMENT 9 Discovering and coming to terms with one s sexual identity is part of the overall process of self-discovery and growing to maturity during adolescence, as well as being a key component in developing one s selfidentity. However, in many instances, this can be a difficult coming-to-terms for many young people. According to The American Psychological Association (APA), Sexual orientation is an enduring emotional, romantic, or sexual orientation that one feels toward men, toward women, or toward both. Sexual orientation is generally discussed in terms of being heterosexual orientation to the other sex homosexual orientation to the same-sex and bisexual orientation to both sexes. It is important to note that sexual orientation is not synonymous with sexual activity. Many adolescents (and adults) may self-identify as being lesbian, gay or bisexual without ever having had any sexual experiences with persons of the same-sex. 10 In general terms, adolescents who identify themselves as lesbian, gay and bisexual generally follow similar developmental patterns as those of adolescents who identify themselves as heterosexual in the following ways: developing social skills, thinking about career choices and fitting into a peer group. Most lesbian, gay and bisexual youths, like their heterosexual peers, are healthy individuals who form important attachments and contribute to their families, peers, schools and religious communities. In reflecting on their growing into awareness of their same-sex orientation, many young people later note that their understanding of themselves begins with an often disconcerting sense that they are different in that they do not share their peer s orientation to the opposite sex. Their response to this feeling is often to deny their sexual orientation. Unlike most of their peers, youth with same-sex orientation are often forced to deal with prejudice, discrimination, homophobic attitudes especially from their peers and violence in society, in their school and communities, and sometimes in their own families. This marginalization often negatively affects the health, mental health and the education of these young people who endure it. Consequently, lesbian, gay and bisexual youth are at higher risk than their heterosexual peers for the following: verbal and physical violence directed toward them; suicide ideation and completion from intolerable stress created by stigma; substance abuse; early onset heterosexual intercourse; unintended pregnancy; and HIV infection and other STDs. The pressure to hide one s feelings and identity is very compelling without adequate interpersonal support. Providing adequate support is essential in helping lesbian, gay and bisexual young people develop resiliency in dealing with these challenges, but also and perhaps most importantly in eliminating these barriers to acceptance in schools (and other institutions). When school environments are open and accepting, lesbian, gay and bisexual young people feel comfortable to be who they are, and in sharing their thoughts and concerns in a safe and accepting climate. If school environments become more positive for lesbian, gay and bisexual students, it is likely that their differences in health, mental health, and substance abuse risks will decrease. 9 Adapted from Just the Facts About SEXUAL ORIENTATION AND YOUTH: A Primer for Principals, Educators and School Personnel, 2008; Adolescent Development, American Psychological Association, 2002; APA website at apa.org 10 Ibid, p. 3 YCDSB All God s Children, June 2014 18

Strategies for Counselling Students Disclosing Same-Sex Orientation 11 Adapted from Pastoral Guidelines to Assist Students of Same-sex Orientation -- ACBO 2004 DO 1. Familiarize yourself with Catholic teaching on human sexuality. 2. Examine your own attitudes and access accurate information about same-sex orientation. 3. In the event that a student is disclosing his or her same-sex orientation to you, be aware that the student feels trust toward you. Avoid overreacting or acting surprised. 4. Provide a safe place to discuss the concerns of the student. When young persons know they are supported, they will feel free to talk honestly about issues of sexual orientation. 5. Bring a sensitive and caring attitude to a student s comments and responses. 6. Listen calmly and offer non-judgmental responses that will encourage further dialogue, for example, Tell me what you re concerned about how does that make you feel? 7. Be aware that a student may be experiencing grief reactions such as a sense of loss and feelings of fear, sadness, anger, denial, or confusion. These reactions can be due to a number of realities including the negative reactions of society, loss of future prospects and opportunities, etc. 8. Be sensitive that cultural differences may strongly influence a student s responses and discussions around same-sex orientation. 9. Avoid putting words in a young person s mouth. Allow them to define their own issues. Our role is to help them deal with the issues they present. 10. Use the vocabulary that the student uses. If a student says homosexual or lesbian/gay, follow his or her lead. If the student appears uneasy with other vocabulary, use the term same-sex feeling. For example, So, you are concerned about your same-sex feelings for other girls. 11. Listen and be empathetic. Make sure you hear what the student really says and not what you think the student ought to have said. Repeat what the student said back to him or her to validate and clarify. 12. A student may appear to be confused about his or her orientation. Assure him or her that a person s sexual identity develops over time and such confusion is not unusual. 13. Be aware of your own comfort level and limitations. Your role is to be a good listener and let the student do the talking. 14. Ask yourself and the student: Does the student have friends he or she can trust with the information? Do the student s parents know? What would happen if they knew? If the parents cannot support the student, are there other adults available for support? 15. Assure the student of confidentiality, except where you are required by law to disclose certain information. It is important to let the student know that you cannot maintain confidentiality if what is shared is illegal or if it could bring harm to the student or others, such as concerns about 11 Adapted from Pastoral Guidelines to Assist Students of Same-sex Orientation -- ACBO 2004 YCDSB All God s Children, June 2014 19

possible depression and suicidal ideation, reports of self-harm, harassment, bullying or violence. Where a staff member deems it necessary to make a report, he or she should do everything possible to include the student in the decision-making process. 16. Offer to continue to meet with the student if he or she wishes and if you are comfortable with this arrangement. 17. You may feel the need to refer the student to someone else. In that case, ask the student if s/he would allow you to refer them. Once again, it is important for the student s self-esteem and safety that s/he takes the lead in this regard and gives you permission to refer him/her. This reinforces confidentiality. 18. Encourage students to identify other caring adults and peers, to whom they can turn for support. 19. Provide an opportunity for students who wish to do so, to form Respecting Difference Groups to specifically address bullying related to sexual orientation. OCSTA 2011, 2012 20. Compliment the student on the courage it took for him/her to deal with this difficult task of selfdiscovery. 21. Let the student know that no matter what, he or she is loved by God, who created all of us to grow to fullness of life. DON'T 1. Don t encourage a student to disclose his or her homosexual orientation to others if he or she is not ready to do so. Young people have found themselves in great difficulty; e.g., homeless or worse, because of early disclosure to those who were not ready to accept the truth of this person s same-sex orientation. 2. Don't link same-sex orientation with guilt, punishment and sin. 3. Don't make light of the matter or minimize it. This message may convey to the student that their same-sex feelings are not valid or that there is something wrong with their feelings. 4. Don t try to convince the student that what they re experiencing is just a phase and that they will grow out of it. Again, it will send the messages that their feelings are trivial and unimportant and that their orientation is a choice. Statements like, You ll get over it can further alienate a young person who is trying to make sense of their feelings and situation. 5. Don t use platitudes or try to philosophize about the situation. 6. Don't be judgmental. 7. Don't lecture. It is not the time to make a point or moralize. 8. Don't avoid discussion because you are uncomfortable and unable to cope with your own feelings about same-sex orientation. Ask for help when you feel that you need it, or refer the student to a colleague that may be more comfortable with the disclosure. 9. Don't disclose personal information about your sexual orientation in an attempt to identify with the student. You are there to listen; self-disclosure may further burden the student. Guidelines for Responding To Student Requests for a Support Group 12 12 These guidelines and procedures are adapted from Dufferin-Peel Catholic District School Board for sharing Guidelines for Responding to Student Requests for a Open Arms Respecting Difference Group February 2012. YCDSB All God s Children, June 2014 20

1. When groups are being formed, confidentiality is to be stressed on the part of all involved. 2. Proposal received in writing from student(s). Prior to distribution of application form: a) Insert name of your school in the application template; and b) Add name(s) of staff advisor(s). 3. Administration welcomes student(s) request. Administrator reviews proposal with student(s). 4. Administrator informs appropriate Supervisory Officer. 5. Administrator reviews guidelines for support group and approves request. 6. Administrator supports group and, if necessary, consults with Board personnel which could include, but is not limited to, the following: Superintendent Coordinator of Religious Education, Family Life and Equity Guidelines for Support Groups 1. All materials whether for group use or for school/community awareness must be reviewed and approved by the staff advisor and administration. 2. All students involved in a group must agree to strict privacy guidelines including restrictions of all personal electronic devices during meetings, posting on social media sites or breaking of confidentiality of any discussion held in meetings. Failure to do so may result in the suspension of any such group and/or group member. 3. The staff advisor must be present for all meetings from beginning to end. 4. Support groups in Catholic schools will be characterized by prayer, faith, care and respect for the God-given dignity of the person, sensitive listening, and involvement of appropriate adult guidance. The vision is to create safe, Christ-Centred, encouraging and positive environments. 5. In conversations with school authorities, sometimes matters arise that call for the involvement and perhaps intervention of outside agencies (such as, Children s Aid or local law enforcement). In these circumstances, the duty to report policies and procedures, as well as Board protocols, must be followed. YCDSB All God s Children, June 2014 21

! Procedure for Requesting a Support & Awareness Groups Student(s)! Step # 1 Submits proposal in writing to school Board personne! Superintendent of Cur! Other School Supervi School Administrator If 1. Welcomes request 2. Reviews proposal with student and discusses group s name 3. Approves group B Ac 4. Supports group b. If necessary, consults with Board personnel, including School Supervisory Officer; Coordinator of Religious Education, Family Life and Equity 22

Request for Support Group Student Names School Name Rationale Staff Advisors Proposed Activities/Events Fundraising Contributions (Charities): Meeting Location Student Signature(s): Staff Advisor Signature Principal Signature Date 23

Liturgical Resources Prayer Service #1: In Praise of the Goodness of Every Person Let us begin In the name of the Father, and of the Son and of the Holy Spirit. AMEN. OPENING PRAYER O God, you are the source of all life, and the source of all love. You have created and formed each person here with the loving hand of care and the caring heart of friendship. We ask you now to strengthen our belief in the value and worth we each have in your sight. We ask this through Christ our Lord. AMEN. 13 THE WORD OF GOD FIRST READING (Jeremiah 29:11-14) A reading from the book of the prophet Jeremiah. For surely I know the plans I have for you, says the LORD, plans to prosper you and not to harm you, plans to give you hope and a future. Then when you call upon me and come and pray to me, I will hear you. When you search for me, you will find me; if you seek me with all your heart, I will let you find me, says the LORD, and I will restore your fortunes and gather you from all the nations and all the places where I have driven you, says the LORD, and I will bring you back to the place from which I sent you into exile. The word of the Lord. Thanks be to God. RESPONSORIAL PSALM (PSALM 47) The response is: I thank you, God, for the wonder of my being. It was You who created my being, Knit me together in my mother s womb. I thank you for the wonder of my being, For the wonders of all your creation. R. Already you knew my soul, My body held no secret from you, When I was being fashioned in secret And moulded in the depths of the earth. R. You search me, God, and know my heart. You know my thoughts. See that I follow the right path And lead me in the path of eternal life. 14 R. GOSPEL (Luke 4: 16-21) A reading from the Holy Gospel according to Luke. Glory to you, Lord. When Jesus came to Nazareth, where he had been brought up, he went to the synagogue on the Sabbath day, as was his custom. He stood up to read, and the scroll of the prophet Isaiah was given to him. He unrolled the scroll and found the place where it was written: The Spirit of the Lord is upon me, because he has anointed me to bring good news to the poor. He has sent me to proclaim release to the captives and recovery of sight to the blind, to let the oppressed go free, to proclaim the year of the Lord s favour. And he rolled up the scroll, gave it back to the attendant, and sat down. The eyes of all in the synagogue were fixed on him. Then he began to say to them, Today this scripture has been fulfilled in your hearing. The Gospel of the Lord. Praise to you, Lord Jesus Christ. PRAYERS OF THE FAITHFUL The response is Lord hear us. 1. We pray for a positive sense of ourselves, especially for those who suffer a lot in life because they may see themselves as having little value. We pray to the Lord. 2. You see us as infinitely lovable in your sight, we pray to the Lord. Help each person here, Lord Jesus, to see him- or her-self reflected in your eyes, we pray to the Lord. 3. Lord, don t let our guilt and our failures block us from believing in your love and acceptance of us., pray to the Lord. 4. We remember people, especially young people, who turn to drugs, alcohol, and casual relationships to bolster their self- 13 Donald Neary, Forty Masses With Young People, (Mystic, CT: Twenty-Third Publications:1994) p., 72 14 Adapted from Neary, p., 73 24

image. Lord, in our friendships and relationships, help us to affirm one another s goodness and worth, we pray to the Lord. 15 5. For those who have completed suicide, especially those who did so because of the bullying and pressure others have inflicted on them because of their same-sex orientation, and for their families, we pray to the Lord. 6. For the intentions we each hold deep within our hearts (pause), we pray to the Lord. Let us pray in the words that Jesus taught us. Our Father CLOSING PRAYER Gracious God, bless us as we leave this gathering. May we know that you are close to us in love and friendship, Affirming what is good in us and calling us into a life of friendship and love with you. May we always give to others a true sense of their own value. We ask this through Christ, our Lord. AMEN. CLOSING HYMN You Are Near By Dan Schutte O God, I know you are near, standing always at my side. You guard me from the foe, and you lead me in ways everlasting. (Chorus) Lord, you have searched my heart and you know when I sit and when I stand. Your hand is upon me protecting me from death, keeping me from harm. Where can I run from your love? Prayer Service #2: You are Mine OPENING HYMN: Isaiah 49 Carey Landry 1. I will never forget you, my people; I have carved you on the palm of my hand. I will never forget you; I will not leave you orphaned. I will never forget my own. 2. Does a mother forget her baby? Or a women the child within her womb? If I climb to the heavens you are there. If I fly to the sunrise or sail beyond the sea, still I'd find you there. You know my heart and its ways, you formed me before I was born In the secret of darkness before I saw the sun in my mother's womb. Marvellous to me are your works; how profound are your thoughts, my Lord. Even if I could count them, they number as the stars, you would still be there. OR YOU ARE MINE By David Haas I will come to you in the silence I will lift you from all your fear You will hear My voice I claim you as My choice Be still, and know I am near I am hope for all who are hopeless I am eyes for all who long to see In the shadows of the night, I will be your light Come and rest in Me Chorus: Do not be afraid, I am with you I have called you each by name Come and follow Me I will bring you home I love you and you are mine I am strength for all the despairing Healing for the ones who dwell in shame All the blind will see, the lame will all run free And all will know My name Chorus: I am the Word that leads all to freedom I am the peace the world cannot give I will call your name, embracing all your pain Stand up, now, walk, and live Chorus: Yet even if these forget, yes, even if these forget, I will never forget my own. GATHERING PRAYER: God of compassion and love, we thank you for your steadfast love. You called us before we were born. You called us by name in our mother s womb. May we be cradled in the knowledge that you will never forget us. May we be that light to the nations as you have promised. We ask this in Jesus name. Amen. 15 Adapted from Neary p. 74 25

SCRIPTURE READING: Isaiah 49.13-16,22 A Reading from the Book of the Prophet Isaiah Thus says the Lord: In a time of favour I have answered you, on a day of salvation I have helped you; I have kept you and given you as a covenant to the people, to establish the land, to apportion the desolate heritages; saying to the prisoners, Come out, to those who are in darkness, Show yourselves. They shall feed along the ways, on all the bare heights shall be their pasture; they shall not hunger or thirst, neither scorching wind nor sun shall strike them down, for he who has pity on them will lead them, and by springs of water will guide them.. Sing for joy, O heavens, and exult, O earth; break forth, O mountains, into singing! For the Lord has comforted his people, and will have compassion on his suffering ones. But Zion said, The Lord has forsaken me, my Lord has forgotten me. Can a woman forget her nursing-child, or show no compassion for the child of her womb? Even these may forget, yet I will not forget you. See, I have inscribed you on the palms of my hands; your walls are continually before me Thus says the Lord God: I will soon lift up my hand to the nations, and raise my signal to the peoples; and they shall bring your sons in their bosom, and your daughters shall be carried on their shoulders. The Word of the Lord. Thanks Be to God. Response: For I am honoured in the sight of the Lord, and my God has become my strength. Leader: We are called to model the gospel values of faith, hope and love to each and every person we meet. Response: For I am honoured in the sight of the Lord, and my God has become my strength. Leader: We strive to create an inclusive, welcoming, and supportive learning community for all, regardless of race, ethnicity, ability, sexual orientation, or life circumstances. Response: For I am honoured in the sight of the Lord, and my God has become my strength. Leader: We hold firmly to the belief that no person is expendable, or to be subjected to bullying, intimidation and exclusion; particularly students of same-sex orientation. Response: For I am honoured in the sight of the Lord and my God has become my strength. REFLECTION: Reflect on this scripture passage from the Prophet Isaiah. What resonates with you? What words linger in your heart? What message do you hear in these prophetic words for those who are tormented because of sexual orientation? What does it mean for you to bring compassion on his suffering ones? OUR LOVING RESPONSE IN FAITH Leader: We are called to create the lived experience of what it is like to be welcomed, cared for, and loved without conditions. Response: For I am honoured in the sight of the Lord, and my God has become my strength. Leader: We recognize that each individual is made in the image and likeness of God. Response: For I am honoured in the sight of the Lord, and my God has become my strength. Leader: We affirm the essential dignity, value and rights of the human person. 26

PRAYERS OF INTENTION 16 Leader: God of peace and compassion, and faithful love, you created all people in your own image and likeness. We ask for your blessing on our sometimes torn, broken and fragile world. Response: May we never forget your people. Leader: O God, the hope of the powerless, you have chosen as your witnesses those whom the world ignores and sometimes rejects. Empower us to be transformed by your Holy Spirit to seek creative, life-giving ways to eliminate all injustices in our world, especially those who are tormented because of their sexual orientation. Response: May we never forget your people. Confront our indifference, challenge our boundaries, surprise us with joy. Dear Christ, be with us in this suffering and glorious world. Amen Anonymous Song: You are Welcome or All Are Welcome Leader: O God of power, ruler of the universe, your Beloved Son Jesus became human to bring good news to the poor, to proclaim liberty to captives and recovery of sight to the blind, to let the oppressed go free, and to proclaim the year of your favour. Bless the people of this world, so we might live in the peace you intended for all creation. Response: May we never forget your people. Leader: Loving God, hear the prayers of your people gathered in your Name. May we lift up our eyes all around and see all those whom you send to companion us on this journey. May we never forget to love as you love. Amen. CLOSING PRAYER: A Prayer of Solidarity and Justice Dear God Your will is that we may be one. We thank you that you call us into communion with you and each other. Your generosity and mercy are always taking us by surprise. We bless you for the vision of inclusion, solidarity, and compassion which breaks us open, widens our sympathies, and enlarges our hearts. We recommend into your gracious care all those whom it would be easy for us to forget the homeless and the hungry, the addicted and the lost, abandoned souls and hurting children. We thank you for the imagination and generosity of those who minister in the name of love and compassion to those who are most in need. Let us together, seek to serve the needy, the rejected, and the forgotten. 16 (Adapted from Acting Justly, Gifts of Love A Collection of Prayer Services for Catholic School Communities, compiled by Les Miller, Melinda Rapallo, YCDSB) 27

Prayer Service #3: Beloved Opening Reflection Christ stands at the door and knocks Listen, I am standing and knocking at your door. If you hear my voice and open the door, I will come in Revelation 3:19 Today we gather together to remind ourselves of the awesome love our Creator God has for us all for we are God s beloved creation. At this time, we leave behind the hurt that we have endured because of cruelty from others. We cling to the assurance of God s love for us, a love that is never-ending and we celebrate the unique gifts that have been given to each of us for our common journeys in life. Through the prophet Jeremiah (Jeremiah 1:5) God tells us Before I formed you in the womb I knew you, and before you were born I consecrated you. I have appointed you a prophet to the nations. All of us have been created for a purpose, to be in relationship with our loving God and with one another. God loves us all so much that even the hairs on our heads have been counted by our loving creator. God sees our paths clearly and knows first-hand the struggles that life can bring to us all. God longs to be in relationship with us. Our prayer today witnesses to this relationship. So, we begin in the name of the Father, and of the Son, and of the Holy Spirit. Amen. Gospel Listen to the words of the holy Gospel according to Matthew (adapted): Glory to you Lord. Jesus' disciples gathered around him, and he taught them: "God blesses those people whose hearts are true. They belong to the kingdom of heaven! God blesses those people whose hearts are sad. They will find comfort! God blesses those people who are full of mercy. They will be treated with mercy! God blesses those people whose hearts are pure. They will see him! God blesses those people who make peace. They will be called his children!" The Gospel of the Lord. Lord Jesus Christ. Praise to you Prayers of the faithful Creator God, you formed each of us in our mother s womb, and created each of us with a purpose and plan for our life. May none of us ever forget the unceasing love you have for every human being, regardless of the cruelty of others. Be with us now and always, we pray to our loving God. Creator God, hear our prayer. Creator God, sometimes people in our world do not accept us because we look different or act differently. Help us to accept ourselves and the many talents that you have given to us. Empower us with your Holy Spirit so that we may stand firm in our desire to love and serve one another and accept the uniqueness of our very being. Be with us now and always we pray to our Loving God. Creator God, hear our prayer. Loving God Light Our Way Beloved and gracious God, You are the light eternal, may this candle be a reminder of Your presence as we place ourselves totally in Your loving arms. Gracious God who knows all of our needs and cares for us all with such great love, be with us now and always. May your light surround us as we stand up against bullying and hurtful words and actions. Gracious God, your son Jesus said: I am the light of the world; anyone who follows me will not be walking in the dark, but will have the light of life. Thank you for your unfailing love, may it continue to strengthen us in the challenges we may face in our lives when people act in unloving ways. Closing Prayer: Fearfully and Wonderfully Made Loving God, there are times in life when each and every one of us doubts the gift of love you so freely offer. Sometimes, people hide your love from us when they say cruel and hurtful things. We ask you to empower us to stand against bullying and cruelty. May we all be ambassadors of love as demonstrated through our words and actions each and every day. We make our prayer through Christ our Lord. Amen. 28

Prayer Reflection #4: Jesus Talks With a Samaritan Woman John 4:1-42 Reader 1. Now he had to go through Samaria. Jesus, you chose to become the outsider by entering Samaria. For over 700 years, the people of Judea despised the Samaritans because of the circumstances of their birth. They were descendent of Israelites and Assyrian. Many in your circles hated them, and they would have hated you. Yet you chose to walk among them, in their land. All: Thank you for taking a brave step forward to enter a courageous dialogue. Be with us as we step forward. Reader 2. When a Samaritan woman came to draw water, Jesus said to her, Will you give me a drink?... The Samaritan woman said to him, You are a Jew and I am a Samaritan woman. How can you ask me for a drink? A Samaritan despised by those outside her land.by birth she did not belong to the chosen people Not a true child of Abraham and Sarah. A Woman despised among her own by birth a female by the choices of others a divorcee, an unmarried consort to five men All because men decided to divorce and not to marry she was structurally innocent Other people s choices and laws made her the sinner on the outside. All: Enable us to see those who are condemned for reasons they cannot control. Let us sit with them and talk. Help us be living water in the parched areas of their lives. Reader 3: Then, leaving her water jar, the woman went back to the town and said to the people, Come, see a man who told me everything I ever did. Could this be the Messiah? They came out of the town and made their way toward him. The rejected one brings the good news of salvation to her people. The Messiah is here. He knows me and all I have done. All: Help us walk with the excluded of our communities. Guide us to the Samaritans who need living water. Humble us to accept living water. Awaken us to the message of salvation you bring to us through them. Amen 29

Commonly Asked Questions 1. What is heterosexuality? - a sexual orientation and orientation towards someone of the opposite sex 2. What is bisexuality? - a sexual orientation and orientation towards males and females 3. What is homosexuality? - a sexual orientation and orientation towards someone of the same-sex 4. What is meant by transgender? - people who identify more strongly with the other gender than the one to which they were assigned (e.g., women who feel like men, or men who feel like women) 5. What is homophobia? - prejudice against (fear or dislike of) homosexual people and homosexuality; - an irrational fear and negative attitude, feeling and belief about homosexuality; - can range from hatred and extreme fear of gay men and lesbians to feelings of disquiet or discomfort - can manifest itself in such behaviours as derogatory comments, outing or threats of outing (disclosing that someone is gay or lesbian) or gay and lesbian bashing (physically attacking gay men and lesbians) 6. Why do some people experience same-sex orientation? - there seems to be no single cause of a homosexual orientation - a common opinion of experts is that there are multiple factors genetic, hormonal, psychological that may give rise to it - same-sex orientation is experienced as a given, not as something freely chosen (US Conference of Catholic Bishops Always our Children ) 7. Is there an age at which sexual orientation is determined? - No - a person s sexual orientation develops over time, and each person develops this at his/her own pace according to their developmental stages 8. Are there physical indicators associated with same-sex orientation? - No 9. What are some feelings that parents/guardians experience? ( Always Our Children United States Conference of Catholic Bishops) Anger 30

- may feel deceived or manipulated - may feel angry with their spouse, blaming them for "making the child this way" - may feel angry with themselves for not recognizing indications of homosexuality - may feel angry if others seem overly accepting and encouraging - may also feel anger with God that all this is happening - may feel anger at their child and reject or ignore them Mourning - may feel that their child is not exactly the same individual they once thought they knew - may mourn the possible hope of having grandchildren Fear - fear for their child's physical safety and general welfare in the face of prejudice (i.e., exclude or treat your child or your family with contempt) - fear their child may contract HIV/AIDS/sexually transmitted diseases - concern about possibility of suicide if child seriously distraught Guilt, Shame, and Loneliness - "If only we had... or had not..." are words with which parents can torture themselves - may feel regretful and disappointment - may feel a sense of failure - may feel a sense of isolation Parental Protectiveness and Pride - may naturally feel the need to protect and shield children from harm, regardless of students age - may insist: "You are always my child; nothing can ever change that. You are also a child of God, gifted (US Conference of Catholic Bishops Always our Children ) 10. What do we have in place for our students with regards to sexual orientation concerns? YCDSB will continue to offer a multi-layered approach to support our students with same-sex orientation questions: Individual support for students which could include but not limited to the following: caring adult, Chaplaincy Leader, Child Youth Worker, Social Work, Special services, etc. Social justice groups which will continue to educate and empower the school community to recognize our Catholic responsibility to work towards the elimination of all forms of oppression. Respecting Difference groups - the formation of a group, when requested, to specifically examine, promote awareness and develop strategies to work towards the elimination of homophobia. The goal is 31

to ensure that all our students feel safe, accepted and included in our school communities. 11. What is the mandate of a support group? When requested, in writing, by students the administration will establish a group within the school: Will follow the Respecting Difference a resource for Catholic Schools in the Province of Ontario, released by the Ontario Catholic School Trustees Association, January 2012 Will be facilitated by a staff advisor who is a Board employee Will follow the procedures/expectations of all school groups and clubs Recognize the Catholic faith component in its activities Work in collaboration with other groups within the school to ensure that all students are safe, accepted and included. 12. What about the rainbow flag/bracelet? As with any symbol /flag etc., that does not promote hatred or discrimination we would allow groups to display (as opposed to flying) the flag. We are reminded that the rainbow is Catholic symbol of God s covenant with Noah to enter into a loving relationship with the human race. 13. Can we use the terms Gay, Lesbian, Transgendered, Queer etc? Yes. As part of a healthy discussion on sexuality, and where appropriate, these terms should be used to encourage honest, open dialogue. 14. What about guest speakers/materials Any outside speakers must be respectful of Catholic teaching. If there are any questions/concerns please do not hesitate to Coordinator of Religion, Family Life and Equity. 32

Glossary ACBO, 2004: Pastoral Guidelines to Assist Students of Same-sex Orientation (Assembly of Catholic Bishops of Ontario) ACBO/OCSTA 2011: Letter from Archbishop Tom Collins from the Assembly of Catholic Bishops and Ontario Catholic School Trustees Association (dated April 15 th 2011) Bisexual: A person who is sexually attracted to both men and women. Catechism of the Catholic Church: A popular summary or compendium of Catholic doctrine about faith and morals and designed for use in catechists. Catholic Social Teaching (CST): The teaching (social doctrine) of the Church on the truth of revelation about human dignity, human solidarity, and the principles of justice and peace; the moral judgments about economic and social matters required by such truth and about the demands of justice and peace. Catholic worldview: The Catholic Worldview is a comprehensive perception of the universe, revealed to us in Jesus that provides insights into the meaning of life and how to live it. CCCB 1997: The Catholic Church s teaching On Homosexuality (Canadian Conference of Catholic Bishops) CDF 1986: Pastoral Care of Homosexual Persons: Letter to the Bishops of the Catholic Church, (The Congregation for the Doctrine of Faith, October 1 st 1986) Conscience: The interior voice of a human being, within whose heart the inner law of God is inscribed. Moral conscience is a judgment of practical reason about the moral quality of a human action. It moves a person at the appropriate moment to do good and to avoid evil. Critical Literacy Skills: Critical literacy is the ability to read texts in an active, reflective manner in order to better understand power, inequality, and injustice in human relationships. Differentiated Instruction: Differentiating instruction means creating multiple paths so that students of different abilities, interest or learning needs experience equally appropriate ways to absorb, use, develop and present concepts as a part of the daily learning process. Discrimination: Discrimination means treating people differently, negatively or adversely because of their race, age, religion, sex, etc, Equity and Inclusive Education strategy: The Ontario Ministry of Education s strategy designed to support an education system where all students in publicly funded schools have opportunity to achieve their highest potential. Erroneous Conscience: A misled conscience that encourages us to do what we should not. Guidelines for the Pastoral Care of students with Same-Sex Orientation: A document approved by the Education Commission of the Ontario Conference of Catholic Bishops for use in Ontario Catholic Schools, to support students of same-sex orientation. Heterosexual: A person sexually attracted to people of the opposite sex. Homophobia: Prejudice against or fear of homosexual people or homosexuality. Homosexual: A person who is sexually attracted to someone of their own sex. Inclusive: Including everything; not excluding anyone s perspective. Inclusive Curriculum: Curriculum that includes every learner. 33

ICE: Institute of Catholic Education Learning communities: Learning communities are a method for the organization and operation of schools that will best meet the academic needs of students entrusted to our care. Media-literacy: Media literacy is the ability to access, enjoy, interpret, analyze, produce, and evaluate messages in all varieties and combinations of print, visual, and digital formats. Ministry of Education PPM 145: Progressive Discipline and Promoting Positive Student Behaviour Memoranda Multicultural curriculum: Multicultural education describes a system of instruction that attempts to foster cultural pluralism and acknowledges the differences between races and cultures. It addresses the educational needs of a society that contains more than one set of traditions, that is a mixture of many cultures. Multiliteracies: Multiliteracies is a term that describes the shift from single literacy as understood by the educational system towards multiple and diverse literacies. Multimodal texts: A text may be defined as multimodal when it combines two or more semiotic systems; linguistic, visual, audio, gestural, spatial. Ontario Human Rights Code: Public policy in Ontario to recognize the dignity and worth of every person and to provide for equal rights and opportunities. Option for the Poor and Vulnerable: Catholic Social Teaching that highlights how those who are weak, vulnerable, and most in need deserve preferential concern. Pastoral: Duties of religious leaders that involves looking after people with compassion and love. Solidarity: Union or fellowship arising from common responsibilities and interests, as between members of a group or between classes, peoples, etc 34

Appendix 1: Key Principles in Catholic Social Teaching Human Dignity: The Catholic Church proclaims that human life is sacred and that the dignity of the person is at the core of a moral vision for society. Our belief in the sanctity of human life and the inherent dignity of the human person is the foundation of all the principles of our social teaching. Community and the Common Good: In a global culture driven by excessive individualism, our tradition proclaims that the person is not only sacred but also social. How we organize our society in economics and politics, in law and policy directly affects human dignity and the capacity of individuals to grow in community. Our Church teaches that the role of the government and other institutions is to protect human life and human dignity and promote the common good. Rights and Responsibilities; Catholic tradition teaches that human dignity can be protected and a healthy community can be achieved only if human rights are protected and responsibilities are met. Therefore, every person has a fundamental right to life and a right to those things required for human decency. Corresponding to these rights are duties and responsibilities -- to one another, to our families, and to the larger society. Option for the Poor and Vulnerable: Catholic teaching proclaims that a basic moral test is how our most vulnerable members are faring. In a society marred by deepening divisions between rich and poor, our tradition recalls the story of the Last Judgment (Mt. 25) and instructs us to put the needs of the poor and vulnerable first. Participation: All people have a right to participate in the economic, political, and cultural life of society. It is a fundamental demand of justice and a requirement for human dignity that all people be assured a minimum level of participation in the community. Conversely, it is wrong for a person or a group to be excluded unfairly or to be unable to participate in society. In the words of the U.S. bishops, "The ultimate injustice is for a person or group to be treated actively or abandoned passively as if they were non-members of the human race. To treat people this way is effectively to say they simply do not count as human beings." Solidarity: Catholic Social Teaching proclaims that we are our brothers' and sisters' keepers, wherever they live. We are one human family, whatever our national, racial ethnic, economic, and ideological differences. Solidarity means that loving of neighbour has global dimensions in an interdependent world. Role of Government: Since we are social beings, the state is natural to the person. Therefore, the state has a positive moral function. It is an instrument to promote human dignity, protect human rights, and build the common good. Its purpose is to assist citizens in fulfilling their responsibility to others in society. Since, in a large and complex society these responsibilities cannot adequately be carried out on a one-to-one basis, citizens need the help of government in fulfilling these responsibilities and promoting the common good. According to the principle of subsidiarity, the functions of government should be performed at the lowest level possible, as long as they can be performed adequately. If they cannot, then a higher level of government should intervene to provide help. Promotion of Peace: Catholic teaching promotes peace as a positive, action-oriented concept. In the words of Pope John Paul II, "Peace is not just the absence of war. It involves mutual respect and confidence between peoples and nations. It involves collaboration and binding agreements. There is a close relationship in Catholic teaching between peace and justice. Peace is the fruit of justice and is dependent upon right order among human beings. 35

Appendix 2: The Family Acceptance Project: http://familyproject.sfsu.edu The Family Acceptance Project (FAP) at SF State University is a research, intervention, education and policy initiative that works to decrease health and related risks for youth who identify themselves as lesbian, gay, bisexual and transgender (LGBT) and to promote well-being in the context of families, culture and faith. This includes decreasing risk for suicide, substance abuse, HIV, homelessness and custodial care, and building self-esteem and wellness. FAP uses a research-based, culturally grounded approach to help ethnically, socially and religiously diverse families and communities decrease rejection and increase support for their LGBT children. The Family Acceptance Project team is putting their research into practice by developing research-based educational materials and the first evidence-based family model of wellness, prevention and care to strengthen families, decrease risk and promote positive Children development & Youth Included and in healthy futures for young people who identify themselves as LGBT. FAP research and family intervention work has focused on the primary institutions that socialize and nurture children and youth: Family, School, and Religious Communities. FAP school-related research is helping families learn how to support their LGBT children in schools, and research related to religious practice is helping inform clergy and pastoral counselors on approaches to decrease risk and strengthen families whose children identify as LGBT. The Family Acceptance Project studied adolescents and young adults who identify as LGBT and families to identify more than 100 behaviors that parents and caregivers use to express acceptance and rejection of their LGBT children, and to link or correlate each of these family reactions with the LGBT young person s health and well-being. This is the first research of this kind, and FAP researchers are continuing to publish more research and resources from their studies. This research shows that families have a compelling impact on their LGBT children s health and well-being. In particular, LGBT teens who are highly rejected by their parents and caregivers report very high rates of health and mental health problems in young adulthood. Highly rejected LGBT young people were: More than 8 times as likely to have attempted suicide Nearly 6 times as likely to report high levels of depression More than 3 times as likely to use illegal drugs, and More than 3 times as likely to be at high risk for sexually transmitted diseases Primary Institutions that Socialize & Nurture Family Acceptance Project Research FAP s evidence-based approach helps families integrate deeply held values and beliefs with love for their LGBT children to keep families together, increase support and decrease specific family behaviors that are linked with high levels of risk for suicide and other serious negative outcomes. FAP works with families from all ethnic backgrounds and has developed core family education materials in English, Spanish and Chinese based on this research. These materials have been designated as the first Best Practice resources for suicide prevention for LGBT people by the Best Practices Registry for Suicide Prevention. Data was also correlated with an LGBT young person s sense of happiness as a young adult. Believe They Will Be a Happy LGBT Adult 36

Appendix 3: Everybody Welcome by Michael and Christine Way Skinner, St. Anthony Messenger International Edition, May 2012. 37