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Ethics: Serving Gender Diverse Youth

June 17 @ 1:00 pm - 4:00 pm EDT

Ethics: Serving Gender Diverse Youth

 

The purpose of this training is share knowledge and increase ethical soundness among helpers serving gender diverse youth.

About this event

This webinar is being hosted on Zoom. The link to the Zoom meeting will be included in your order confirmation email from Eventbrite.

This live course offers 3 APA CE credits for Psychologists, 3 BBS California CEUs for Licensed Counselors, Social Workers or Marriage and Family Therapists, or 3 NBCC Clock Hours.

 

About This Event

Gender diverse individuals experience stigma, discrimination, and transprejudice from interactions with society leading to the development of physical, mental, and emotional instability. Lack of counselor education and training perpetuate gender diverse individuals’ experience of transprejudice and discriminatory experiences in transphobic counseling environments.

The purpose of this training is share knowledge and increase ethical soundness among helpers serving gender diverse youth. Participants will learn the unique needs of this population. Practical strategies and interventions for affirming the lives of these clients will be explored through case conceptualization and treatment considerations.

 

Learning Objectives

At the completion of this program participants will be able to:

1. Identify the historical and current strengths and challenges experienced by gender diverse youth.

2. Develop an understanding of the research used to address disparities in clinical practice with gender diverse populations.

3. Apply their working knowledge of research outcomes, implications for social justice, and recommendations for practice with gender diverse youth.

 

Ethics: Serving Gender Diverse Youth image

Dr. Veronica M. Wanzer, aka, Dr. V, a native New Yorker, has served as a counselor and clinical supervisor in Maryland for ten+ years. In 2018, Dr. V graduated with a doctoral degree in Counselor Education and Supervision from Walden University. Her dissertation focused on counselor competence with gender diverse clients. Immediately following graduation, she continued her journey as a counselor educator teaching in both Online and traditional Master’s-level counseling programs across the country, engaging with counseling students worldwide! Dr. V’s research interests include issues of social justice, counselor competence, and counselor professional identity. To disseminate this work, Dr. V presents at various counseling and interdisciplinary conferences on a yearly basis, including the American Counseling Association (ACA) and the Society for Sexual, Affectional, Intersex, and Gender Expansive Identities national conferences. She is currently engaged in various innovative research, social change projects, and publication efforts focused on social change and counseling at an international level. She published her first peer-reviewed article in the Journal of LGBTQ Issues in Counseling. In 2020-2021, Dr. V’s served as President of the Society for Sexual, Affectional, Intersex, and Gender Expansive Identities, engaging in social change and service efforts to support the LGBTQ+ clinical community. In this role, Dr. V works with the SAIGE-MD board and members to move forward legislation and regulations that affirm and validate the existence and needs of the LGBTQ+ community in the realm of counseling.

 

Program Standards and Goals

This program meets APA’s continuing education Standard 1.2: Program content focuses on ethical, legal, statutory or regulatory policies, guidelines, and standards that influence psychological practice, education, or research.

This program meets APA’s continuing education Goal 1: Program is relevant to psychological practice, education, and/or science.

 

References

American Counseling Association [ACA]. (2014). ACA Code of Ethics. Alexandria, VA: Author.

Avera, J., Zholu, Y., Speedlin, S., Ingram, M., & Prado, A. (2015). Transitioning into wellness: Conceptualizing the experiences of transgender individuals using a wellness model. Journal of LGBT Issues in Counseling, 9(4), 273–287. https://doi.org/10.1080/15538605.2015.1103677

Bidell, M. P., & Stepleman, L. M. (2017). An interdisciplinary approach to lesbian, gay, bisexual, and transgender clinical competence, professional training, and ethical care: Introduction to the special issue. Journal of Homosexuality, 64(10), 1305- 1329. https://doi.org/10.1080/00918369.2017.1321360

Budge, S. L., Israel, T., & Merrill, C. R. S. (2017). Improving the lives of sexual and gender minorities: The promise of psychotherapy research. Journal of Counseling Psychology, 64(4), 376- 384. https://doi.org/10.1037/cou0000215

Debord, K. A., Fischer, A. R., Bieschke, K. J., & Perez, R. M. (2017). Handbook of sexual orientation and gender diversity in counseling and psychotherapy. 1st Ed., Washington, DC: American Psychological Association.

Ginicola, M. M., Smith, C., & Filmore, J. M. (2017). Affirmative counseling with LGBTQI+ people. Alexandria, VA: American Counseling Association.

Haas, P. A., Philip, L. R. (2014). Suicide attempts among transgender and gender non-conforming adults. American Foundation for Suicide Prevention.

Human Rights Campaign Foundation. (2017.) Post-election survey of youth. Washington, D.C. Retrieved from HTTP://ASSETS.HRC.ORG//FILES/ASSETS/RESOURCES/HRC_POSTELECTIONSURVEYOFYOUTH.PDF

Human Rights Campaign Foundation. (2018.) Gender Expansive Youth Report. Washington, D.C. Retrieved from https://www.hrc.org/resources/2018-gender-expansive-youth-report

Kirkland, V. M. (2018) Professional counselors’ lived experiences of counseling gender diverse clients (Doctoral dissertation). Walden University, Minneapolis, MN.

Medley, G., Lipari, R. N., Bose, J., Cribb, D. S., Kroutil, L. A., & McHenry, G. (2016). Sexual orientation and estimates of adult substance use and mental health: Results from the 2015 national survey on drug use and health. Retrieved from HTTPS://WWW.SAMHSA.GOV/DATA/SITES/DEFAULT/FILES/NSDUHSEXUALORIENTATION- 2015/NSDUH-SEXUALORIENTATION-2015/NSDUH-SEXUALORIENTATION-2015.PDF

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. https://doi.org/10.1080/15538605.2014.997332

National Alliance on Mental Illness, (2018). How do mental health conditions affect the LGBTQ community? Retrieved from HTTPS://WWW.NAMI.ORG/FIND- SUPPORT/LGBTQ

Ratts, M. J., Singh, A. A., Nassar-McMillan, S., Butler, S. K., McCullough, J. R., & Hipolito-Delgado, C. (2015). Multicultural and social justice counseling competencies. AMCD: Alexandria, VA. Retrieved from HTTPS://WWW.COUNSELING.ORG/DOCS/DEFAULT- SOURCE/COMPETENCIES/MULTICULTURAL-AND-SOCIAL-JUSTICE-COUNSELING- COMPETENCIES.PDF?SFVRSN=20

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 & Development, 44(1), 28- 48. https://doi.org/10.1002/jmcd.12035

Romanelli, M., & Hudson, K. D. (2017). Individual and systemic barriers to health care: Perspectives of lesbian, gay, bisexual, and transgender adults. American Journal of Orthopsychiatry, 87(6), 714–728

Sangganjanavanich, V. F., & Headley, J. A. (2013). Facilitating career development concerns of gender transitioning individuals: Professional standards and competencies. The Career Development Quarterly, 61(4), 354-366. https://doi.org/10.1002/j.2161-0045.2013.00061.x

 

Registration and Fees

Chicago School Faculty, Students, and Alumni: Free (Chicago School email required for free registration)

Community Members: $25.00

Potential Students Only (*No CEUs Provided*)

All funds raised through this workshop will benefit The Chicago School of Professional Psychology’s Washington DC Campus Counseling Department Scholarship Program.

Refund Policy: 100% of tuition is refundable up to 48 hours before the program. Within 48 hours of the program, tuition is nonrefundable.

 

Continuing Education

Target Audience: Professionals from all mental health disciplines and graduate students from all mental health disciplines.

Psychologists. 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. If participants have special needs, we will attempt to accommodate them. 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.

MFTs, LPCCs, and LCSWs. Course meets the qualifications for 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.

Participants must attend 100% of the program, and pass a brief comprehension quiz, in order to obtain a Certificate of Attendance.

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, Washington DC Campus has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 3061. The Chicago School of Professional Psychology maintains responsibility for this program and its content.