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Queer-Affirming Therapy with LGBTQ+ Clients
June 11 @ 1:00 pm - 2:30 pm CDT
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 1.5 APA CE credits for Psychologists, 1.5 BBS California CEUs for Licensed Counselors, Social Workers or Marriage and Family Therapists, or 1.5 NBCC Clock Hours.
About This Event
Doing clinical work with clients who are members of the sexual and gender diverse community (also known as the queer or LGBTQIA+ community) requires specific knowledge, attitudes/values, and skills. Queer individuals face both systematized, sanctioned discrimination (including laws against them) and everyday microaggressions that contribute to minority stress, all which can contribute to, exacerbate, and maintain emotional and mental distress, specific mental illness, and a host of other practical, personal, and interpersonal difficulties.
This presentation will introduce the current state of the literature as well as current clinical wisdom in working with queer clients. Steeped in the theory of cultural humility, the presentation will focus on the development of queer-affirming practices aimed at de-pathologizing queer norms and customs, attending to cis-heteronormative attitudes of the therapist, and managing therapeutic microaggressions that occur within the therapeutic relationship.
At the completion of this program participants will be able to:
1. Discuss minority stress experiences that contribute to emotional and mental distress in LGBTQ+ clients.
2. Define cultural humility as it pertains to working with queer individuals.
3. Explore their own cis-heteronormative attitudes in a way that informs how they may impact treatment with a queer client.
4. List strategies for working with queer clients and addressing therapeutic microaggressions.
Dr. A. Jordan Wright is a Clinical Assistant Professor of Counseling Psychology in the Department of Applied Psychology at Steinhardt School of Culture, Education, and Human Development. He received his Ph.D. in Clinical Psychology from Columbia University, as well as a Masters in Psychology in Education from Teachers College, Columbia University. He is a diplomate of the American Board of Assessment Psychology and a Fellow of the Society for Personality Assessment and the American Academy for Assessment Psychology.
Dr. Wright’s scholarship centers on two main areas, LGBTQI psychology (including homonegative microaggressions) and psychological assessment. He has authored multiple widely-used books on psychological assessment, including Conducting Psychological Assessment: A Guide for Practitioners (2nd ed.; Wiley, 2020); Essentials of Psychological Tele-Assessment (Wiley, 2020); Essentials of Psychological Assessment Supervision (Wiley, 2019); and, with Gary Groth-Marnat, the sixth edition of the Handbook for Psychological Assessment (Wiley, 2016), the most widely used text in graduate training on assessment.
Dr. Wright is the founding director of the Center for Counseling and Community Wellbeing, the training clinic in NYU’s Counseling Psychology Ph.D. program, as well as coordinating and teaching the psychological assessment curriculum for the doctoral program.
Prior to joining NYU, Dr. Wright spent five years on faculty in the Clinical Psychology Ph.D. program at Teachers College, Columbia University, where he coordinated and ran the psychological assessment training. He then spent six years on faculty at Empire State College, State University of New York, where he coordinated the statewide online psychology curriculum and served as Department Chair of Psychology statewide. He also previously ran the mental health department for The HOPE Program, a workforce development program for chronically under- and unemployed adults in Brooklyn.
Program Standards and Goals
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.
Cyrus, K. (2017). Multiple minorities as multiply marginalized: Applying the minority stress theory to LGBTQ people of color. Journal of Gay & Lesbian Mental Health, 21(3), 194-202.
Feldman, S. E., & Wright, A. J. (2013). Dual impact: Outness and LGB identity formation on mental health. Journal of Gay and Lesbian Social Services, 25, 443-464.
Graham, R., Berkowitz, B., Blum, R., Bockting, W., Bradford, J., de Vries, B., & Makadon, H. (2011). The health of lesbian, gay, bisexual, and transgender people: Building a foundation for better understanding. Washington, DC: Institute of Medicine, 10, 13128.
Matsuno, E., & Israel, T. (2018). Psychological interventions promoting resilience among transgender individuals: Transgender resilience intervention model (TRIM). The Counseling Psychologist, 46(5), 632-655.
Nadal, K. L. (2019). A decade of microaggression research and LGBTQ communities: An introduction to the special issue. Journal of Homosexuality, 66(10), 1309-1316.
Nadal, K. L., Whitman, C. N., Davis, L. S., Erazo, T., & Davidoff, K. C. (2016). Microaggressions toward lesbian, gay, bisexual, transgender, queer, and genderqueer people: A review of the literature. The Journal of Sex Research, 53(4-5), 488-508.
Newcomb, M. E., & Mustanski, B. (2010). Internalized homophobia and internalizing mental health problems: A meta-analytic review. Clinical Psychology Review, 30(8), 1019-1029.
Sarno, E., & Wright, A. J. (2013). Homonegative microaggressions and identity in bisexual men and women. Journal of Bisexuality, 13, 63-81
Stern, S., & Wright, A. J. (2018). Discrete effects of religiosity and spirituality on gay identity and self-esteem. Journal of Homosexuality, 65(8), 1071-1092.
Vaccaro, A., & Koob, R. M. (2019). A critical and intersectional model of LGBTQ microaggressions: Toward a more comprehensive understanding. Journal of Homosexuality, 66(10), 1317-1344.
Wegner, R. T., & Wright, A. J. (2016). A psychometric evaluation of the Homonegative Microaggressions Scale. Journal of Gay and Lesbian Mental Health, 20(4), 299-318.
Wright, A. J., & Stern, S. (2016). The role of spirituality in sexual minority identity. Psychology of Sexual Orientation and Gender Diversity, 3(1), 71-79.
Wright, A. J., & Wegner, R. T. (2012). Homonegative microaggressions and their impact on LGB individuals: A measure validity study. Journal of LGBT Issues in Counseling, 6, 34-54.
Zoeterman, S. E., & Wright, A. J. (2014). The role of openness and sexual identity formation in LGB individuals: Implications for mental health. Journal of Homosexuality, 61(2), 334-353.
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.
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. Please address questions, concerns and any complaints to Danielle Bohrer at 312-467-2364. 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.