The term “intersectionality” has been utilized very often in the counseling profession over the past several years. Crenshaw (1989) first used the term as a way of understanding how a person’s different identities that may be oppressed or privileged may impact their worldview and how they are perceived by others. And, how some people, who have multiple marginalized identities, their experience of oppression is compounded. When the Multicultural and Social Justice Counseling Competencies (MSJCC) (Ratts, et al., 2016) were developed, these competencies highlighted how power, privilege, and oppression influence the relationship with clients, students, supervisors, educators, community leaders, etc. However, there are still barriers related to how to utilize an intersectional framework in counseling practice, and specifically as it relates to the LGBTGEQIAP+ community. 

Oftentimes, LGBTGEQIAP+ individuals with intersecting identities have been left out and felt excluded within the LGBTGEQIAP+ community, specifically our BIPOC siblings. LGBTGEQIAP+ members who identify as BIPOC often feel invisible in the media and literature regarding their pressing issues. The purpose of this presentation is to highlight the need for BIPOC representation within the LGBTGEQIAP+ community while also highlighting the diversity within the LGBTGEQIAP+ community. The presentation will focus on identifying ways to best advocate for, with, and on behalf of the BIPOC LGBTGEQIAP+ community. 

This presentation will promote an intersectional framework (Chan et al, 2018) when working with LGBTGEQIAP+ clients from the BIPOC community. This approach acknowledges and affirms the ways in which gender identity and affectional orientation interacts with other privileged and marginalized aspects of the client’s identity. A four stage framework (Astramovich & Scott, 2020) will be reviewed as a model to promote empowerment and provide a more holistic approach that addresses and affirms all of the clients identities. Additionally, the Socially Just and Culturally Responsive Counseling Leadership Model as well as other templates will be outlined that stress the responsibility of counselors and mental health professionals to proactively engage in anti-oppression, anti-racist activities. The specific action domains for advocating for BIPOC LGBTQIA + clients as described by Parker-Barnes, et al., 2022, will be reviewed.

After attending this intermediate-level presentation, participants will be able to:

1. Apply the Multicultural and Social Justice Counseling Competencies using an intersectional framework in clinical work with LGBTGEQIAP+ individuals from the BIPOC community.
2. Utilize the five action domains from the Socially Just and Culturally Responsive Counseling Leadership Model (SJCRCLM) to advocate for BIPOC LGBTGEQIAP+ clients. 

This program meets APA’s continuing education Standard 1.1: Program content focuses on application of psychological assessment and/or intervention methods that have overall consistent and credible empirical support in the contemporary peer reviewed scientific literature beyond those publications and other types of communications devoted primarily to the promotion of the approach.

This program meets APA’s continuing education Goal 3: Program will allow psychologists to maintain, develop, and increase competencies in order to improve services to the public and enhance contributions to the profession.

General Admission: $50.00

TCSPP Staff/Faculty/Students/Alumni: $25.00

Community Partners/Site Supervisors: $25.00

Non-TCSPP Students: $25.00

ACSSW Members: Free

(Please email [email protected] for discount code)

Refund Policy: 100% of tuition is refundable up to 48 hours before the live program. Within 48 hours of the live program, and at any time in Homestudy format, tuition is nonrefundable.

Astramovich, R. L. & Scott, B. E. (2020) Intersectional advocacy with LGBTQ+ clients in counseling, Journal of LGBT Issues in Counseling, 14(4), 307-320. doi: 10.1080/15538605.2020.1827473 

Chan, C. D., Cor, D. N., & Band, M. P. (2018). Privilege and oppression in counselor education: An intersectional framework. Journal of Multicultural Counseling and Development, 46, 58-73. doi: 10.1002/jmcd12092. 

Lister, K. E. , Chan, C. D. , Marasco, V. M., & Astramovich, R. L. (2020) Counselors making sense of their experiences as allies to LGBTQ + communities, Journal of LGBT Issues in Counseling, 14(4), 321-340. doi:10.1080/15538605.2020.1827474 

Parker-Barnes, L., McKillip, N., & Powell, C. (2022). Systemic advocacy for BIPOC LGBTQIA + clients and their families. The Family Journal, 30(3), 479–486. https://doi.org/10.1177/10664807221090947 

Ratts, M. J., Singh, A. A., Nassar-McMillan, S., Butler, S. K., & McCullough, J. R. (2016). Multicultural and social justice counseling competencies: Guidelines for the counseling profession. Journal of Multicultural Counseling and Development, 44(1), 28-48. https://doi.org/10.1002/jmcd.12035

Tamekia Bell, Ph.D., LCPC, ACS, NCC

Dr. Tamekia Bell (she/her/hers) is an Assistant Professor in the Clinical Mental Health Counseling Program at Governors State University in University Park, IL. Dr. Bell has been a counselor educator for ten years in counseling programs in Illinois and California. Dr. Bell completed her Ph.D. in Counselor Education and Supervision at Old Dominion University in Norfolk, Virginia in May 2012. Her dissertation focused on the perceived competency of counselors working with clients with learning disabilities. Dr. Bell is a Licensed Clinical Professional Counselor (LCPC) in the state of Illinois, an Approved Clinical Supervisor (ACS), and a National Certified Counselor (NCC). 

Dr. Bell currently serves as President of the Society for Sexual, Affectional, Intersex, and Gender Expansive Identities (SAIGE), which is a division of the American Counseling Association (ACA). She also serves as Co-Chapter Faculty Advisor of Chi Sigma Iota – Gamma Sigma Upsilon at Governors State University. 

Dr. Bell’s research interests include disability and LGBTGEQIAP+ competency among mental health professionals, integrating an intersectional framework within counseling and counselor preparation, and research and assessment competency among counseling students. Dr. Bell has presented at the state, national, and international levels on topics that focused on disability competency, multiculturalism, diversity, allyship, pedagogy, LGBTGEQIAP+ issues, and assessment in counseling. 

Target Audience: Students, educators, supervisors, practitioners who have an interested in the BIPOC LGBTGEQIAP+ community 

 Psychologists: This program, when attended in its entirety, is available for 2.0 continuing education credits. The Chicago School of Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Chicago School of Professional Psychology maintains responsibility for this program and its content. The Chicago School of Professional Psychology is committed to accessibility and non-discrimination in its continuing education activities. The Chicago School of Professional Psychology is also committed to conducting all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program. If program content becomes stressful, participants are encouraged to process these feelings during discussion periods.

Counselors/Clinical Counselors: This program, when attended in its entirety, is available 2.0 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for counselors and clinical counselors. License Number: 197.000159

Social Workers: This program, when attended in its entirety, is available for 2.0 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for social workers. License Number: 159.001036

MFTs, LPCCs, and LCSWs: Course meets the qualifications for 2.0 hour of continuing education credit for MFTs, LPCCs, and/or LCSWs as required by the California Board of Behavioral Sciences. If you are licensed outside of California please check with your local licensing agency to determine if they will accept these CEUs. The Chicago School of Professional Psychology is approved by the California Board of Behavioral Sciences (BBS) to offer continuing education programming for MFTs, LPCCs, LEPs, and/or LCSWs. The Chicago School of Professional Psychology is an accredited or approved postsecondary institution that meets the requirements set forth in Sections 4980.54(f)(1), 4989.34, 4996.22(d)(1), or 4999.76(d) of the Code.

Participation Certificate. The Chicago School of Professional Psychology is able to provide students and other participants who simply wish to have documentation of their attendance at the program a participation certificate.

Non Psychologists. Most licensing boards accept Continuing Education Credits sponsored by the American Psychological Association but non-psychologists are recommended to consult with their specific state-licensing board to ensure that APA-sponsored CE is acceptable. Disclaimer for all programs: If participants have special

*Participants must attend 100% of the program in order to obtain a Certificate of Attendance.

If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to [email protected]. There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest.