Plan de iteración

Brikkels (2014) (cf. 3.5.4) confirms that prejudice of non-conforming behaviour of the majority of heterosexual individuals, regard relationships with the same sex as abnormal and against the norms, values of their society, and therefore they collude together to rape these gays and lesbians within their community. Fewer LGBTI communities suffer this in silence, this indicates the act of hatred and intolerance of gender differences that Dehart, Pelham, Fiedorowicz, Carvallo, and Gabriel (2011) (cf. 3.5.4) pointed out, by heterosexual communities, are internalized experiences by LGBTI communities’ when they come out over their sexuality.

Swank and Raiz (2010) (cf. 3.5.4) concur that change of attitudes serve a prominent role for recovery of LGBTI communities from outside into diverse world, through broad awareness to transform society and universities through forgiveness to accommodate all without discrepancies. This shows that education on sexuality and related subjects

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is cogent to prepare the universities and society to share common knowledge that embraces diversity. Needham and Austin (2010) (cf. 3.5.4) confirm that sexual orientation needs to be handled with caution from parents and thereby allow full acceptance to acknowledge LGBTI communities’ identity to gain support that will help them to play their roles at homes, schools, universities and society.

The free access to engagement among peers at a university campus will reignite LGBTI communities’ efficiency in their academic and social performances that enact support to appropriate their opportunities (cf. 3.5.4) (Blondal & Sigrun, 2009). Berlant (2012) (cf. 3.5.4) agrees that attitude change and love maintain equity and fairness that humans should consider individuals as family which needs empathy at any time of difficulties to cuddle for their recovery. Alatalo (2012) (cf. 3.5.4) emphasises on the importance of equality for humanity which should not be negotiated and confirms that love is paramount to judicial arbitration. The researcher envisages that this study could purposely support LGBTI communities to gain more confidence over challenges in their lives and conquer emotional problems such as; depression, anxiety, suicidal thought and unfavorable condition. Block (2008) asserts that community acceptance postulates therapy to reduce or eliminate emotional problems adopted from gender/sexuality encounters and help them to cope socially with others at a university campus respectively.

UL1 (Donchido): one…a University…academic community…stakeholders, non-

governmental organizations…court people….churches…hospital….our

family…in fact member of the communities…because…it affect all of us together.

LGBTI Co 3: what like? Debates and dialogues be done from lecture venues on the

LGBTI communities relationship among classmate should be taught correctly by the lecturers…so students understand.

OCFT: Uhmm….about barriers/hindrances….I can say what I think could be

problems is in case where university do not want to support the approach to

embracing LGBTI communities fully. Also…situation that LGBTI

communities do not want to be part of the programme may be due to past of their experiences of stigmatization, abuses or hatred among heterosexual

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students not to have a repeat of the scene. Another hindrance can be non- conformity of heterosexual about LGBTI communities. Also, lack of provision for such initiative at the university and less homophobic environment to change to unknown ideas.

LGBTI Co 1: Mmm….it is very important that…there are need to come together to look

into the issues that may limit LGBTI communities from other students

together and part of the students to bring people together and tell them that being gay or lesbian or any form of homo should be considered as part of social life…so in that sense people should not discriminating against differences…to advice some people who are homophobic to other people…LGBTI.

The emergence of the statement aforementioned concurred that attitudes of other students be corrected to avoid discrimination of others either against disability or LGBTI communities and leveling different practices that might undermine communality among students at large.

5.6.5 University campus implementation of anti-bullying program to embracing LGBTI communities

This aspect is the key medium to support students who might be marginalized or bullied by other students or peers aiming at lessening such occurrences at schools and university campuses. On this note of importance, Kosciw, Greytak, Diaz, and Bartkiewicz (2010) (cf. 3.5.5) concur on the need to implement school-wide anti- bullying policies to reduce or eliminate victimization and for the benefits of LGBTI learners in the schools. This synthesizes that LGBTI communities at a university campus and homes experience social prejudice, harassment, stigmatization and rejection by their peers, friends and pushed them to intensified loneliness that makes these students vulnerable to suicidal thought (cf. 3.5.5) (Aragon, Poteat & Espelage, 2014; Aspendlieder, Buchanan, McDougall & Sippola, 2009). This shows that disassociation evidence and isolation may endanger a victim of abuses in any form and trigger minds to wrong thoughts, which can lead them to perpetual ideation, at the

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absence of good counsel and supportive measure; such a student may commit suicide.

Van Aswegen (2008) (cf. 3.5.5) suggests that intervention measures are required to assure equilibrium in circumstances to accommodate varieties of identities among students at the university environments. Moreover, psychosocial support enhanced psychosocial wellbeing of individual student competencies and capacities to deal with their lives’ demands and manage love relationships well, enabling them to understand their environment, status engaging with, make choices, and have hope for their promising future (cf. 3.5.5) (Halderman, 2012). To this fact, Diener and Biswas-Diener (2008) (cf. 3.5.5) reveal that students’ psychosocial well-being covers other aspects of their lives, such as appropriate emotions, relevant thoughts or cognitions, mental health, develop morality, enhance positive relationships with family, peers and teachers. Bortlin, Adam and Jaime McCauley (2013) (cf. 3.5.5) support that students’ psychosocial wellbeing affects every aspect of their lives and this might reflect on their ability to learn, health, play and to relate adequately well with other people as they grow.

LGBTI Co 3: what like? Debates and dialogues be done from lecture venues on the

LGBTI communities relationship among classmate should be taught correctly by the lecturers…so students understand.

UL1 (Donchido): yeah! It will be implemented if all the member of the University is

part and parcel of the program…it will be very…very…successful…if all the staff members be part to form this approach that will embracing LGBTI communities

LGBTI Co 3: what like? Debates and dialogues be done from lecture venues on the

LGBTI communities relationship among classmate should be taught correctly by the lecturers…so students understand.

The above statements presented that program to be established such that debates and dialogues can be used as a medium to communicate to the populace to have a different relook on LGBTI communities and challenges to provide intervention to accommodate all from stress of victimization, abuses or any violence acts against LGBTI communities as equal rights to education among peers.

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5.6.6 Psychosocial support for LGBTI communities

Pyykkönen (2012) (cf. 3.5.6) concurs that there is a need to support LGBTI communities at a university campus among their peers, socially to enhance their sustenance and improve wellbeing. Psychosocial support is described as a continuum of care and momentum which aims is gear towards ensuring social, emotional and psychological wellbeing of students at the university campus (cf. 3.5.6) (Gabb, 2011). This support aims at improve students’ academic achievement like the whole university’s students to include LGBTI communities. Obviously, the provision of psychosocial support services aimed to enhance physical wellness and emotional wellbeing of LGBTI communities’ students who are vulnerable to abuse and fear experience insecurity at a university campus for disclosure of their sexuality among other students (cf. 3.5.6) (Kapeleri & Paivio, 2011). Psychosocial combines entities responsible for social competence which is difficult to separate from physical and biological aspect of life (cf. 3.5.6) (Boden, Fischer & Neihuis, 2010). The term directs attention towards LGBTI communities who suffer stigmatization rather than focus exclusively on the physical/psychological aspects of health and wellbeing. Carlson and Sperry (2010) (cf. 3.5.6) emphasise that LGBTI communities’ psychosocial needs be observed within the interpersonal contexts of broader family and community networks against the significant role that coordinate the human lives through relating with other people of the same environment.

LGBTI Co 4: I just wanna add to the question on homosexuality….this is not

homosexual or heterosexual …to help people who are feminists to do say the thing of gay look feminist. So some of these judgement come from the feminist…something that judge LGBTI communities and homosexuality and

teaching on the sexuality and too much…and I think it depends on how you

take yourself…

UL1: amm…the best approach I can think…if am to provide solution…I think the

thing should start at the classroom…as a professional teacher or

lecturer…to teach our students to understand that there’s no problem to be friendly with LGBTI communities and make them to know that there are different

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in sexual orientation….as a teacher…it has to be my responsibility to educate my students to understand that there are other sexual identities and there is no different in LGBTI communities and others…is just a matter or different sexual orientation. So as a teacher…it has to be my responsibility to help my students understand all this…because…where they are coming from…from their various villages…from their various cultural backgrounds….they do not know and their culture do not allow them from their communities they lives…and the way they were brought up is how then they feel them…I think everything starts there…

UL1 (donchido): that in the first place shouldn’t happen…because…if it happens…the

lecturer should come in…if that should happen…the course director should come in…leader of that particular module should come in…to intervene…in such case…is not something to let go for that particular student….it might lead to depression…lead to someone commit suicide or attempt…the coordinator even the cluster leader should be involved…so that the necessary steps can be taken…

Here the psychosocial support should not be someone’s ideology on gender issues, sexuality, disability and more but an approach that can engage all students without neglecting any, coming to one understanding of the subject of acceptance and embracing each other as such LGBTI communities as valued respective individuals that form belongingness at a university campus.

5.6.7 Provision of improved safety at university campus to embracing LGBTI