Counseling LGBTQIA+ Clients with Disabilities: Skills, Strategies, and Approaches
Presented by Amanda Tashjian, PhD, CRC, LPC (AZ, MI), LCPC (IL)
This program was recorded on Friday, April 15th, 2022
Access provided upon registration on “My Courses” page
This presentation will focus on practice strategies to best support individuals who identify as LGBTQIA+ and disabled through the lens of intersectionality. Intersectionality is rooted in the notion that everyone has their own unique experiences that relate to one’s identity. Identity is the construction of many key facets of a person which may include, but are not limited to, race, sexual orientation, gender orientation, class, physical ability, and disability. When providing therapeutic support to an individual who identifies as being a part of any marginalize group, the therapist must be skilled in their cultural awareness and intervention selection to best support the client. Therapists need to be skilled in their clinical approach when working with individuals who have an intersection of more than one marginalized identity to provide a safe and progressive therapeutic environment.
With that, not all interventions are appropriate for all individuals. For example, affirming cognitive behavioral therapy approaches have been shown to be more effective that cognitive behavioral therapy interventions as is for gay, lesbian, and bisexual clients (Pachankis et al., 2015). However, from a disability-centered lens, cognitive behavioral therapy might not be appropriate for all individuals with disabilities (e.g., individuals with moderate to severe cognitive impairments). In addition to this, there is scant information available to practitioners that is tailored LGBTQIA+ clients.
The goal of this presentation is to discuss the implications of having limited information to rely on that provides specific interventions based on the intersection of disability and sexuality and gender orientation, while highlighting key concepts, like affirming cognitive behavioral therapy that can be tailored to meet the needs of disabled LGBTQIA+ clients.
Access provided upon registration on “My Courses” page
This program, when attended in its entirety, offers 2.0 CEs for Psychologists, 2.0 IL CEUS for Counselors and Social Workers, or 2.0 BBS California CEUs for LPCCs, LPSW, and LMFTs.
This presentation will focus on practice strategies to best support individuals who identify as LGBTQIA+ and disabled through the lens of intersectionality. Intersectionality is rooted in the notion that everyone has their own unique experiences that relate to one’s identity. Identity is the construction of many key facets of a person which may include, but are not limited to, race, sexual orientation, gender orientation, class, physical ability, and disability. When providing therapeutic support to an individual who identifies as being a part of any marginalize group, the therapist must be skilled in their cultural awareness and intervention selection to best support the client. Therapists need to be skilled in their clinical approach when working with individuals who have an intersection of more than one marginalized identity to provide a safe and progressive therapeutic environment.
With that, not all interventions are appropriate for all individuals. For example, affirming cognitive behavioral therapy approaches have been shown to be more effective that cognitive behavioral therapy interventions as is for gay, lesbian, and bisexual clients (Pachankis et al., 2015). However, from a disability-centered lens, cognitive behavioral therapy might not be appropriate for all individuals with disabilities (e.g., individuals with moderate to severe cognitive impairments). In addition to this, there is scant information available to practitioners that is tailored LGBTQIA+ clients.
The goal of this presentation is to discuss the implications of having limited information to rely on that provides specific interventions based on the intersection of disability and sexuality and gender orientation, while highlighting key concepts, like affirming cognitive behavioral therapy that can be tailored to meet the needs of disabled LGBTQIA+ clients.
After attending this intermediate-level program, participants will be able to:
- Learn about key strategies of practice and specific interventions that are considered best practice for individuals who identify as LGBTQIA+ and have a disability.
- Think critically about practices that are least appropriate for individuals who identify as LGBTQIA+ and have a disability.
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 1: Program is relevant to psychological practice, education, and/or science.
General Admission: $50.00
The Chicago School 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 coupon code)
Refund Policy: 100% of tuition is refundable up to 48 hours before the program. Within 48 hours of the program, and at any point in Homestudy format, tuition is nonrefundable.
Amanda Tashjian, PhD, CRC, LPC (AZ, MI), LCPC (IL)
Dr. Tashjian is an assistant professor of practice in the Department of Disability and Psychoeducational Studies at The University of Arizona. She earned an M.S. degree in Rehabilitation Counseling, specializing in psychiatric rehabilitation and a Ph.D. degree in Rehabilitation Counseling Education with a minor in Clinical Psychology from The Illinois Institute of Technology in Chicago. In the past, she worked as a rehabilitation counselor with transition age youth with disabilities, provided trainings around sexuality and gender to rehabilitation and mental health counselors in special education settings, and upheld a small private practice serving individuals with and without disabilities. In terms of professional service, Dr. Tashjian has been an advocate for bridging the gap between the disability community and the LGBTQ community. Further, she has participated in efforts strengthening the clinical training of future rehabilitation counselors. Her research interests are in the areas of psychosocial aspects of disability and counseling competency. Dr. Tashjian has conducted research in the areas of sexuality and disability, gender and disability, sense of community, disability rights, psychiatric rehabilitation, and substance abuse.
Dispenza, F., Elston, N. C., Huffstead, M. E., Suttles, M. G., & Golubovic, N. (2017). Rehabilitation Counselor Preparation to Work With LGBTQ Persons Living With Chronic Illness/Disability: A Qualitative Content Analysis. Rehabilitation Research, Policy and Education, 31(1), 27-39.
Hunter, T., Dispenza, F., Huffstead, M., Suttles, M., & Bradley, Z. (2020). Queering Disability: Exploring the Resilience of Sexual and Gender Minority Persons Living With Disabilities. Rehabilitation Counseling Bulletin, 64(1), 31-41.
Kort, J. (2018). LGBTQ clients in therapy: Clinical issues and treatment strategies. WW Norton & Company.
Miller, R. A., Dika, S. L., Nguyen, D. J., Woodford, M., & Renn, K. A. (2021). LGBTQ+ college students with disabilities: demographic profile and perceptions of well-being. Journal of LGBT Youth, 18(1), 60-77.
Moe, J. L., Finnerty, P., Sparkman, N., & Yates, C. (2015). Initial assessment and screening with LGBTQ clients: A critical perspective. Journal of LGBT Issues in Counseling, 9(1), 36-56.
Moody, R. L. (2019). REBT with LGBTQ clients. In REBT with diverse client problems and populations (pp. 359-381). Springer, Cham.
Target Audience: Healthcare and Mental healthcare professionals, hypnosis practitioners, University faculty and students.
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 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 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 hours 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 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.
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.
*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.