Términos de Referencia

The main objectives of this session are: (1) to examine the links between smoking and health, and to focus in particular on LGBT health concerns, (2) to anticipate the impact of quitting on the mind – body – spirit of LGBT smokers, (3) to explore the concerns, and anticipate the grief, loss, and anger of preparing to quit, and (4) to begin to develop tools and skills to quit by preparing the first 24-hour plan.

Even though the negative health consequences are the same for LGBT smokers as they are for the general population, there are unique health concerns among LGBT smokers (HIV/AIDS or hormone replacement therapy) that are usually not addressed in standard smoking cessation classes. There are also a number of other health concerns such as alcohol, other drug use, weight, and body image issues that are exacerbated by societal homophobia and other form of LGBT discrimination. It is important to reinforce

that this is a “safe space” and that all participants should feel comfortable discussing their health issues with people who are knowledgeable, open, and accepting. This is a non-judgmental zone. During this session, the facilitators and an LGBT friendly

physician will be present to explore certain LGBT specific concerns, as well as all concerns, which will help engage the participants and intensify their motivation to become a non-smoker (Greenwood and Hunt, 2002).

The Impact of quitting will have a drastic effect on the participant’s total mind, body, and spirit. The immediate effects of quitting and nicotine withdrawal are the same for everyone. The participant who is going through nicotine withdrawal will experience chemical and physiological consequences, such as cravings, upset sleep patterns, inability to concentrate, etc, as well as psychological, behavioral and emotional

consequences, such as anxiety, irritability, shakiness, etc. The participants need to be aware of these changes to their body and mood so they can be expecting them and can have a plan to combat them (Greenwood and Hunt, 2002).

Preparing to quit and giving up smoking are generally very difficult for every smoker. Because the anxiety of quit night increases each session, the participants somewhat go through the five stages of grief – denial, anger, bargaining, depression, and acceptance. For some participants the thought of quitting might be too

overwhelming and instead of quitting, they stop coming to the sessions. Encourage the participants to comeback even if they don’t think they can go through with it. At this time in the discussion, let the participants discuss their feelings or thoughts about quitting and the stages of grief. The facilitators should recognize students who they think would have a hard time and provide additional support to them. This is a sensitive population

and quitting may be difficult for LGBT smokers because their identity as a smoker may be intertwined with their identity as a LGBT person. If smoking is strongly linked to their coming out story, sexual orientation, or gender identity, then these participants may have a difficult time separating themselves from their smoking identity. There are also other aspects of the LGBT community that make quitting more difficult, for example, the important role gay bars play in the social gay scene and act as gathering centers for LGBT people. Encourage the group to discuss these issues, barriers, and feelings in an open discussion. Offer suggestions and allow other members to offer suggestions on how to best overcome these possible problems associated with quitting. Also, this is a good time to remind the group of their main reasons for quitting and of the negative health aspects of smoking (Greenwood and Hunt, 2002).

The next aspect of this session is to help prepare the group members for Quit Night by offering specific coping strategies. The initial cravings, upset sleep schedule, anxiety, nervousness, crankiness, triggers, etc. will be the hardest humps to get over and coping strategies can certainly help ease these occurrences. Thus, it is imperative to get the participants thinking of a plan they can utilize when these feelings and

emotions begin. Some coping strategies to teach the participants are – The 5 D’s:

Delay, Drink Water, Deep Breathing, Do Something, Discusswith friend. (Delay: The

urge to smoke will go away in 5 to 10 minutes whether you smoke or not!; Drink water: Drink 6-8 glasses of water per day; Deep Breathing: Take 3 deep breaths, meditate, listen to soothing music, learn to relax; Do something: Get up and do something to take your mind off of cigarettes, develop an exercise plan, channel your aggravation into a healthy positive activity; Discuss with friend: Call and talk to a supportive friend about

your problems, possibly a former smoker who has quit). Relaxation, deep breathing, and visualization skills. (8 Steps). Fill your time by continuing to practice positive life changes such as eating healthier and exercising more (Greenwood and Hunt, 2002).

It is important in this session to make sure that everyone has each of the

facilitators’ and each other’s contact information (phone number, email address). Setting up a group text thread might be a good idea. Also, the facilitators and ex-smoker

volunteers need to be available to answer text messages, phone calls, and emails. Setting up check-up times might be a good idea, while also being available as needed.

Remind participants that Quit Night is next session. Tell them to have their last cigarette before class and to attempt to scale down this week by using coping

mechanisms that they think might work for them. Also encourage every group member to come back next week, regardless of smoking status next week. Also, if participants plan to use nicotine replacement therapy, remind them to go to their doctor for the “OK” or consult the physician at the meeting (Greenwood and Hunt, 2002).

Have the students sit at a table with a different group for dinner/snacks and have them discuss what coping strategies they might want to use.

Session Activity: This activity will be an interactive theater performance. If the facilitator can locate a theater company in town, at a local college, or local high school that would be willing to create and act out “high-risk” situations where someone is being peer pressured to smoke or around a lot of smokers or other challenging situations and the actors are demonstrating ways to say no and standing their ground. Then also demonstrating situations that the person gave in and smoked. After each scenario, the facilitator should stop and ask a participant in the audience to explain what he saw, then

ask follow-up questions about preventing this issue or what the person did correctly. Then towards the end, have program participants draw a scenario out of a hat and it is their turn to act these out. Interactive theater is a great way to practice situations and to get game plans in line when these challenges and high-risk situations occur.