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portrayals in the Channing L. Bete pamphlet involve partners of the opposite sex. Furthermore, both pamphlets fail to be "explicitly inclusive" (Guidelines 3 and 4, Table 2). Neither pamphlet uses what some people are facetiously calling the I word (lesbian) or g word (gay). This partial use of nonheterosexist content may be better than nothing. But the strong cultural assumptions of heterosexuality render such efforts less than effective unless there are explicit references to lesbian or gay people.

There is much room for creativity in the inclusion of lesbian and gay people. Three approaches are worth noting. The pamphlet Safe Sex (Charlottesville AIDS Resource Network [CARN], 1986) is one such approach. The pamphlet is implicitly inclusive in language and explicitly inclusive through the excellent photographs, which are a unique combination of same-sex and opposite-sex pairings, with the major photographs ambiguous as to the sex of the partners. Same-sex relationships are clearly visible, side by side with heterosexual relationships. Heterosexuals may not be able to quite so automatically regard homosexuality as the other. Lesbian, gay, and bisexual people feel included and more trusting of the particular educators who employ such pamphlets.

A second creative approach is an AIDS prevention program titled Doing It... AIDS Prevention, which includes a variety of discussion-oriented activities after a brief review of basic information (van Willigen, 1988). One activity is a scenario, read by the facilitator and discussed by participants in dyads. The scenario involves Pat and Chris, college students who meet and decide to be sexual. One of them is concerned about AIDS and STDs, and the discussion has to do with whether they are at risk, whether they should be tested, and how they could begin to discuss such questions. Invariably, someone in the group asks in exactly these words, "Which is the girl?" This presents the facilitators with the opportunity to ask whether it matters and whether the situation would be different if Pat and Chris were the same sex. (The group often decides that, if they were both women, they would probably not be considering condoms.)

Another creative approach is contained in a basic AIDS information program (van Willigen, 1988). The guidelines for this program include statements presenters can make, such as "Everyone can learn a lot about AIDS prevention from gay men. Gay men all over the country have dramatically changed their sexual pattern (p. unspecified). While encouraging behavior change by showing that behavior change is possible, the presentation is both gay inclusive and affirmative. Because the lesbian-gay community has responded to AIDS with riskreduction behavior change and volunteer support for services and education, there are many opportunities to use their example in teaching a caring response to AIDS.

Refusing to de-gay AIDS-making efforts to be inclusive-is essential in combating homophobia in AIDS education. Such efforts must involve language that does not exclude, as well as the deliberate inclusion of words, illustrations, and examples that refer to lesbian women or gay men and their relationships. The guidelines in Table 2 and the previous discussion provide important "how to" information in this effort.

CONCLUSION

Homophobia has been intricately and destructively woven into almost every aspect of responses to AIDS in this country. For this reason, to effectively educate about AIDS counselors and human service professionals must address homophobia. This

article is a practical guide toward that effort. We illustrated the homophobia evident in antigay messages and the exclusion of lesbian women and gay men in AIDS education. We also provided examples and guidelines for contradicting such homophobia. Delaney and Goldblum (1987, chap. 7) exhorted gay men to activism in response to AIDS. Counselors and human service professionals must also be activists in refusing to allow their AIDS education work to be mired in homophobia.

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James M. Croteau is a member of the Counseling Center staff at Ithaca College, Ithaca, New York. Susanne Morgan is chair of the Sociology Department at the same institution. Correspondence regarding this article should be sent to James M. Croteau, Counseling Center, Ithaca College, Ithaca, NY 14850.

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