當我們面對學生為多元性別族群（LGBT-Lesbians,Gays, Bisexuals, Transgender），身為基督徒老師應該如何關懷他們？
讓我先與您分享以下四個虛構故事：
◎ 小智說：我不知道自己喜歡男人還是女人？
◎ 大衛說：我對同性的朋友有性反應
◎ 小芳說：我知道我是蕾絲邊，從高中我們就在一起，已經三年了
◎ 瑪莉說：她無法接受男友親她，雖然他們已經交往一年，她也挺喜歡他，爾後她提到很恨父親，也曾被哥哥性侵
我試著跟您分享從這些故事裡所學到的功課，這些並非最佳解答或指引，只是一些坦誠與謙卑的反思。
1. 自我覺察
◇ 首先，我謹慎地覺察與檢驗我內在任何可能對於LGBT族群感到不認同或不舒坦的道德價值及信仰體系。
◇ 培養自律的態度—我們都是有罪的人，包括性犯罪及所有型態的罪，我們同樣都需要 神的憐憫。
就如經上所記：沒有義人，連一個也沒有。（羅3:10）
2. 為這群被邊緣化及脆弱的族群，嘗試建立一個接納、關愛及安慰的氛圍
◇ 小心不把自己的道德價值判斷或信仰直接強加在他們身上例如，我不會說服學生—不要成為愛情世界裡的小三，但我會跟他們分享那後果與可能的問題。
◇ 提供「皮衣」作為遮蓋
就如我們的主，在亞當及夏娃犯罪後，也提供「皮衣」給他們遮蓋赤身露體，對於這族群學生，我們須提供「細緻關懷與保護的皮衣」，例如，注意他們較為敏感與脆弱，以及隱私的保護。
耶和華 神為亞當和他妻子用皮子作衣服、給他們穿。（創3:21）
◇ 以慈愛表達尊重
這並非表示我同意他所為，而是表示我肯定他身為「人」與生俱有的「尊貴性」，也願意以愛心遮蓋那些我可能不認同的行為問題。恨能挑起爭端，愛能遮掩一切過錯。（箴10:12）
◇ 細膩而個別化的關懷
約翰福音第四章6-26節我們的主如何對待撒瑪利亞婦人，是提供我「細膩而個別化關懷」的絕佳模範。主細膩地選擇在中午時分等候這位婦人，而非在大庭廣眾之下；祂清楚婦人特別的生活作息（只在無人時刻才出來取水），他點出她真正的問題是對追求愛與生命的渴望。主將婦人的「需求」視為第一優先，並未直說她犯了什麼罪，貼其標籤，而是與她「站在一起」（同樣需要喝水），去回應她的需要。
◇ 避免造成貼標籤或污名化的可能性
從創世記第九章20-23節，我們發現挪亞三個兒子對於父親因醉酒而裸身於帳棚裡，有截然不同的反應，二兒子含是第一個看到的，他的反應是出去張揚此消息給其他人，而另外兩個兒子閃及雅弗聽到後，卻採取如下行動：(1)拿件衣服搭在肩上，倒退著進去；(2)給父親蓋上，因他們背著臉就看不見父親的赤身。
3. 對於那些提到童年或早期曾經歷性方面創傷或受虐經驗的學生，給予特別關注與輔導我嘗試以聆聽、支持及認知重構等心理技巧協助這些學生以饒恕重整及疏通這些童年的創傷經驗，甚至從中重獲成長及新生的正面力量。
4. 對於那些仍在疑惑或尋找自身性取向的學生，提供一些與同性戀相關的知識與爭議
◇「 人類的性」是在各個生命發展階段中自然發展的一部分，包括：生理、心理、及社會要素（WHO Regional Office for Europe & FederalCentre for Health Education, 2010）。
◇「 性健康」是指個體透過整合「與性有關」的生理、情緒、智能及社會層面，能正面豐富及促進其人格、溝通與愛的發展（WHO, 1972）。
◇ 什麼是同性戀？
◆ 性學專家提及，同性戀是當個體的性取向並非為相對等的生理性別（Balthazart, 2012）。另一個較保守定義是，當個體身心發展成熟（大約25歲），而持續對同性者有興趣與性趣，且持續對異性者缺乏興趣與性趣，持續時間超過兩年。
◇ 同性戀比例幾乎不超過10%
◆ 一般而言，各種文化公認男性同性戀的比例約佔3-10%（Balthazart, 2012）， 這數字之差距，係因各篇研究所採方法不同而異，女性同性戀的比例較不精確，但與男性相近。根據Kinsey於1948至1953年間調查1600個樣本，發現在白人男性樣本中，持續只有同性關係至少達三年者佔所有樣本之8%，青少年以後終生持續只有同性關係者則僅佔所有樣本之4%。女性樣本的比例略低於男性，但兩者比例幾乎都不會超過10%。這表示大多數的一般人是屬於異性戀，而某些人雖自認為同性戀者，其同性關係並未持續至少達三年以上。
◇ 宜謹慎探尋自己的性取向，而非跟隨時代趨勢或流行
◆ 若參考較為保守的同性戀定義，人類的性取向是跟其他生命發展層面一同發展與邁向成熟，將在25歲左右逐漸趨於穩定及確定。因此，在25歲之前，我們應該謹慎探尋與評估自己的性取向。
◇ 性取向是天生或後天？
◆ 這個問題仍然存在著爭議，有許多因素將可能影響性取向的形成過程，例如：在某些案例，有意識或無意識的性騷擾或性虐待可能會造成特定的性取向，但這並非發生同性戀的必要條件。
◇ 應該正視一些可能發生的後果或代價
◆ 例如：一位22歲男性病人，被檢查出HIV(+)陽性，入院診斷為物質使用障礙及雙相症，主訴我們常常會使用藥物助興，同時也可降低性交帶來的疼痛感，所以我實在很難停止用這些藥。
“不管我們為這些議題下了什麼結論，我們永遠不可能盲目到看不見他們的掙扎、他們的痛苦，以及他們的臉。”(Schmidt, 1995)
參考資料
Balthazart, J. (2012). The Biology of Homosexuality.Published to Oxford Scholarship Online: DOI:10.1093/acprof:oso/9780199838820.001.0001
Kinsey, A. C., Pomeroy, W. P., and Martin, C. E. (1948).Sexual Behavior in the Human Male. Philadelphia:Saunders, 1948.
Kinsey, A. C., Pomeroy, W. P., Martin, C. E., & Gebhard,P. H. (1953). Sexual Behavior in the Human Female.Philadelphia: Saunders, 1953.
Schmidt, T. E. (1995). Straight & Narrow?: Compassion& Clarity in the Homosexuality Debate. Inter-VarsityPress, USA.
WHO Regional Office for Europe (2010). Standards ForSexuality Education In Europe – A Framework ForPolicy Makers, Educational and Health AuthoritiesAnd Specialists (in English, French, German,Russian). Federal Centre for Health Education(BZgA). Retrieve from: http://www.euro.who.int/en/health-topics/Life-stages/sexual-and-reproductive-health/news/news/2010/12/standards-forsexuality-education-in-europe-start-their-way-tocountries-of-eastern-europe-and-central-asia
【註】LGBT是英文女同性戀者（Lesbians）、男同性戀者（Gays）、雙性戀者（Bisexuals）與跨性別者（Transgender）的首字母縮略字。
How Should Nursing Teachers Engage withOur Students in the “Gender Diversity” Generation?
Esther Ching-Lan Lin, PhD, RN, is an Associate Professor ofNursing at National Cheng Kung University.She serves as Editor of Journal of Nurses EvangelicalFellowship of Taiwan.
As a member of the nursing faculty and a Christianfacing the “gender diversity” generation, how should weprepare ourselves to personally engage with our studentswho are LGBT-Lesbians, Gays, Bisexuals, Transgender?Here are four fictitious stories from my own andcolleagues’ experiences
◎ Chu wondered: I don’t know what I like, men orwomen?
◎ David told me he felt he had a sexual response to asame-sex friend recently.
◎ Fan said: I knew I loved a same-sex girl when I wasin junior high school, and we have been in love for 3years.
◎ Mary told me she could not accept her boyfriendkissing her although she thought she liked him oneyear ago. …She dislikes her father. He always cameto visit her, but she hated it. Her brother assaulted herwhen she was in junior high school.
I have learnt much from these stories and I will tryto share the following lessons with you. They are notmeant to be guidance, but are instead some reflections insincerity and humility.
1. Self-awareness:
◇ First, I need to carefully examine my own moralvalues, beliefs, and discomfort with LGBT.
◇ A self-disciplined attitude: we are all sinners,including sexual sins as well as any other sins. Weall need God’s mercy.
As it is said in the Holy Scriptures: There is no onerighteous, not even one (Romans 3:10).
2. Establish an accepting-loving-comforting atmosphere for this marginalized and vulnerable population.
◇ Be careful—not directly put forth my own moraljudgments or beliefs on them, for example: I won’tpersuade students not to cheat on their lovers. But Imay share with them the consequences and relatedproblems.
◇ To give them “garments of skin” for clothingAs the Lord gave Adam and Eve garments of skinsfor their clothing after they sinned, I think these studentsneed considerable care and special protection,
such as being aware of their sensitivity and vulnerabilityin addition to providing confidentiality.The Lord God made garments of skin for Adam andhis wife and clothed them. (Genesis 3:21).
◇ Show respect through loving kindness. It does notmean you agree, but provide them with dignity, coveringover all wrongs with love.
Hatred stirs up conflict, but love covers over allwrongs (Proverbs 10:12)
◇ Considerate and individualized careAnother example is the Samaritan woman (John4:6-26), in which our Lord considerately waited forthe woman of Samaria in the afternoon, rather thanin public or even in a crowd. He knew her specificlife schedule (only taking water at a non-crowdedtime, even when nobody was about). He furtheridentified that her real problem was eagerness forlove and life. Christ saw to her needs first, he didnot directly announce her sins and labeled her, butstood together with her “as an equal” (they bothneed to drink water), to respond to her need.
◇ Avoid possible labeling and stigmatizing
When Noah’s sons saw his nakedness, they had differentresponses. Second son Ham went out to givenews to others outside; in contrast, the other 2 sons(1) took a robe, and putting it on their backs wentin with their faces turned away, and (2) put it overtheir father so that they might not see his nakedness.(Genesis 9:20-23)
3. Counseling for those who admit to early traumaticsexually-related abuse experience; providing listening,support, cognitive restructuring, and forgivingclosure through debriefing in order to help themgo through or even grow up from that traumaticexperience.
4. Provide some knowledge or arguments related tohomosexuality to those students who are wonderingor searching for their sexual orientation.
◇ “Human sexuality” is a natural part of human developmentthrough every phase of life and includesphysical, psychological and social components(WHO Regional Office for Europe &Federal Centrefor Health Education, 2010). Human sexuality is notonly sexual behavior or sexual desires.
◇ “Sexual health” is the integration of the somatic,emotional, intellectual and social aspects of sexualbeing in ways that are positively enriching andthat enhance personality, communication and love(WHO, 1972).
◇ What’s homosexuality?
◆ Sexologists speak of homosexuality whenthe sexual orientation of an individual doesnot correspond to his or her physical sex (theform of his or her genitals) (Balthazart, 2012).Another conservative definition of homosexualityis that individuals, over 25 years of age,continuously have sexual interest and sexualattraction to persons having the same physicalsex, and do not have sexual interest or sexualattraction to persons having the opposite physicalsex for 2 years.
◇ Percentage of homosexuality never exceeds 10%.
◆ In general, it is considered that 3 to 10% ofmen are homosexuals in all cultures irrespectiveof their culture’s attitude vis-à-vis homosexuality(Balthazart, 2012). These numbersvary slightly depending on the study methods.The rates for women are less accurate, butshould be of the same order of magnitude withthe addition of a significant population of individualsregarding themselves as bisexual(attraction to women as well as men). Accordingto Kinsey’s survey in 1600 samples during1948-1953, 8% of the males are exclusivelyhomosexual for at least three years, and 4% ofthe white males are exclusively homosexualthroughout their lives, after the onset of adolescence.The findings concerning homosexualbehavior of females were slightly lower butequally impressive. The ratio of homosexualitynever exceeds 10%, which means that the vastmajority of the general population is heterosexual.There might be someone who identifiesthemselves as gay or lesbian, but are not exclusivelyhomosexual for at least three years.
◇ Carefully search for your sexual orientation.
◆ In reference to the conservative definition of homosexuality,sexual orientation of homosexualitywill be confirmed and become steady by 25 yearsold along with other aspects of human development.Before 25 years old, you can search andcarefully identify your sexual orientation.
◇ Nature (congenital) or nurture?
◆ It’s still controversial. There are so many factorsthat may influence the sexual orientation in thesearching process. For example, in some cases,consciously or subconsciously, sexual assault orabuse may not specifically determine homosexualtendency, but may not necessarily be the factorsfor homosexuality.
◇ There are some possible consequences or “costs”you need to know in advance.
◆ An example of a 22-year-old male patient, beingHIV(+) and diagnosed with substance abuse andbipolar disorder, told me: we need to take somedrugs to get high and reduce painful sensationsduring sexual intercourse. It’s why he couldn’tstop using drugs.
“No matter whether or not we come to any conclusionfor these issues, we will never blindly ignore their struggling,their painful suffering, or their faces.”(Schmidt, 1995)
Reference
Balthazart, J. (2012). The Biology of Homosexuality.Published to Oxford Scholarship Online: DOI:10.1093/acprof:oso/9780199838820.001.0001
Kinsey, A. C., Pomeroy, W. P., & Martin, C. E. (1948).Sexual Behavior in the Human Male. Philadelphia:Saunders, 1948.
Kinsey, A. C., Pomeroy, W. P., Martin, C. E., & Gebhard,P. H. (1953). Sexual Behavior in the Human Female.Philadelphia: Saunders, 1953.
Schmidt, T. E. (1995). Straight & Narrow?: Compassion& Clarity in the Homosexuality Debate. Inter-VarsityPress, USA.
WHO Regional Office for Europe (2010). Standards ForSexuality Education In Europe – A Framework ForPolicy Makers, Educational and Health AuthoritiesAnd Specialists (in English, French, German,Russian). Federal Centre for Health Education(BZgA). Retrieve from: http://www.euro.who.int/en/health-topics/Life-stages/sexual-and-reproductive-health/news/news/2010/12/standards-forsexuality-education-in-europe-start-their-way-tocountries-of-eastern-europe-and-central-asia