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Chaplains' Curriculum

Chaplains' Curriculum

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Published by Tom Carpenter
Chaplains' training curriculum on DADT repeal and implementation.
Chaplains' training curriculum on DADT repeal and implementation.

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Published by: Tom Carpenter on Dec 30, 2011
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05/22/2012

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1
Chaplain Curriculum Initiative:Train- the-Trainer Curriculum for Post DADT Repeal Implementation
Purposes:
1.
 
To equip chaplains with the tools needed to address effectively changes resulting from therepeal of Don’t Ask, Don’t Tell (DADT) and the potential discriminatory actions of somemembers of the force with respect to these changes.
2.
 
To enable chaplains to answer competently questions service members may have regardingthe change in policy and its implications. For example, what will be the religiousaccommodations for LGB members of the force?
3.
 
To provide a base curriculum for training-the-trainers implementation workshops postDADT developed by experts with extensive knowledge of the core constituencies – the U.S.military, the Chaplain Corps, Defense EO (including the fields of Equality, Diversity, EqualOpportunity, Equal Employment Opportunity and Inclusion --both military and civilian) andthe lesbian, gay and bisexual (LGB) community.*
The Goal
To enhance morale, unit cohesion, good order, and discipline following the repeal of DADT.
 
Target audiences:
 
chaplain trainers — specifically for groups such as the Consolidated ChaplainSchools, Unit Ministry Teams, base and post chaplains who will likely be tasked with training allchaplains on a particular base, globally as well as other School Houses such as the Defense EqualOpportunity Management Institute (DEOMI) where chaplains are assigned to teach ReligiousAccommodation to all Service EO Advisors. [Note: this basic curriculum can be adapted for delivery toother parts of the force.]
Format:
 
The curriculum is divided into 5 easily adaptable module units. It can be modified for 1 to 6hour use in diverse settings.
Modular Blocks:Module 1. What will Change and What will it Mean? Implications of the Repeal
(This module will examine specific policy and procedural changes that will occur as a result of the repeal of DADT).
 
2
Topics include:
 
What are the components of the policy changes?
 
What different behaviors will be expected of LGB military personnel who choose to be “out”?
 
What are new personnel issues for the military, given the possibility of the LGB militarycommunity being “out”?
 
How has sexual harassment policy been expanded?
 
Effects of policy change on promotions, transfers, and integration of LGB personnel into themilitary.
 
Policy on privacy and “outing” military personnel or family members.
 
What are changes in chaplains’ counseling procedures, under new policy if any?
Module 2. The Historical Context: How the New Policy Reflects a Continuum of Change inthe Military and U. S. Culture
(This module will provide needed historical context on the role of the Chaplain Corps during moments of  social change in the military. It will also offer historical background on the LGBT movement.
Topics include:• History of the integration of minorities into the military.
• Historical perspective of the role of the Chaplain Corps in implementing socialchanges in the military. What roles have the service Chaplain Corps played, if any, in theintegration of African Americans and women?• Historical perspective of integration of LGB community into other militaries, U. S. police and fire departments, and U.S. Federal agencies, to include history of anti-discriminationand anti-harassment military policies. [Note: include examination of the integration of LGB personnel into the UK, Australian and Canadian armed forces over the last decade or more.Compare these efforts with the Community Police and Firefighter groups, both nationally andinternationally.
• Lesbian, Gay, Bisexual, and Transgender History and Context
 
LGBT history as it relates to LGB service members in the military.
Module 3. Myths, and Misperceptions and Frequently Asked Questions
(This module will address common questions, concerns and apprehensions that arise around allowing  LGB personnel to choose to serve as “out” members. The following are sample questions and myths this section will address).
 
Does the repeal of DADT infringe upon religious liberties? If so, how?
 
Does the repeal increase sexual promiscuity and harm families? If so, describe how it mightincrease.
 
3
 
Will I be denied promotion or advancement if my religious beliefs are at odds with military policy? [Note: this refers to a perceived conflict of chaplains’ religious beliefs and serving “out”LGB members.]
 
What about military chaplains who choose to come out of the closet?
 
Will I be perceived as “homophobic” and thus denied promotion and advancement if I reportunwanted sexual advances?
 
Will a policy that allows LGB members to be “out” increase sexual harassment actions?
 
Myth: A person’s right to identify their sexual orientation will encourage a huge influx of LGBmembersMyth: The incidence of HIV/AIDS will increase if more gay men join the military.
Module 4. Cultural Competency: Developing Diverse Workplace Skills
(This mo
ule will provide participants the skills they need to: ensure a smooth transition post the repeal of DADT; achieve unit cohesion; and foster workable environments in which LGB and straight military personnel can serve together effectively).
Topics include:
 
Creating, maintaining, and promoting environments that are inclusive of all military personnel, regardless of sexual orientation. [Note: To include discussion of “ProtectedCategories” under amended Civil Rights Act of 1964, as well as current rights of LGBcivilians in Federal Government.]
 
Learning the origins of beliefs about sexuality.
 
 
Learning the effects of homophobia; sex role identity and other facets of sexism; anddiscriminatory attitudes and actions. [Note: To include discussion of monitoringfunctions.]
 
Fostering healthy respect for inclusion.
 
 
Mastering language/concepts pertaining to sexual orientation and gender identity. [Note:Standard lexicon regarding appropriate and non-discriminatory language vis-à-vis theLGB community needs to be developed and practiced.]
 
Exploring the difference between bullying and bantering, and, harassment and assault.
 
Developing an understanding of the special impacts and needs LGB families face.

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