Counselors, supervisors, counselor educators, and students who promote social justice simultaneously promote sexuality and sexual wellness for all people. Goodman (2013) defines social justice as creating a community with an equitable distribution of resources and opportunities, in socially just environments, all people are safe, can meet their needs and fulfill their potential. Moreover, when BIPOC individuals experience social justice, they experience being seen, respected, and having feelings of freedom.
This presentation will demonstrate opportunities for socially responsible practices in the counseling setting. Essentially, it will provide insight into the unique factors of the multiple professional roles and functions of counselors working with sexual minoritized, sexuality related issues with an African American non-binary person. The presenter will provide a case study utilizing their personal story of identity synthesis. The narrative shared will demonstrate the impact of racialized and sexualized bias on an African American client. The real-life scenarios shared will allow participants to gain awareness of and exercise critical thinking about the reality of counseling BIPOC individuals living in the intersections of other various minoritized positions (e.g. age, gender, socioeconomic status). In addition, consider appropriate assessment and/or intervention strategies that are critical to sexual wellness for BIPOC clients.
After attending this introductory-level workshop, participants will be able to:
- Describe how social justice will look in practice with BIPOC individuals.
- Describe ways the social justice framework will be used to understand and value BIPOC folx.
- Utilize the EX-PLISSIT model as a foundation when working with BIPOC individuals in a counseling setting who seek support with sexuality-related issues.
- Exercise critical thinking about interventions with race based psychological stress from the perspective of a counselor.
This program meets APA’s continuing education standard 1.3: Program content focuses on topics related to psychological practice, education, or research other than application of psychological assessment and/or intervention methods that are supported by contemporary scholarship grounded in established research procedures.
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.
10:00 am CST – Event Begins
12:00 pm CST – Event Ends
ACSSW Members: Free
General Admission: $50.00
TCSPP Staff/Faculty/Students: $25.00
TCSPP Alumni: $25.00
Community Partners/Site Supervisors: $25.00
Non-TCSPP Students: $25.00
(Please email [email protected] for discount code)
Refund Policy: 100% of tuition is refundable up to 48 hours before the program. Within 48 hours of the program, tuition is nonrefundable.
Boyd-Layne, M., & Burch, K. (2019). Uncovering Racial Battle Fatigue: Understanding the Impact of Everyday Racism. In Social Justice and Advocacy in Counseling (pp. 273-279). Routledge.
Corbin, N. A., Smith, W. A., & Garcia, J. R. (2018). Trapped between justified anger and being the strong Black woman: Black college women coping with racial battle fatigue at historically and predominantly White institutions. International Journal of Qualitative Studies in Education, 31(7), 626-643.
dickey, l. m., & Bower, K. L. (2017). Aging and TGNC identities: Working with older adults. In A. Singh & l. m. dickey (Eds.), Affirmative counseling and psychological practice with transgender and gender nonconforming clients (pp. 161–174). American Psychological Association.
Gillian, D., Grannum & Rebecca Irwin-Diehl (2022) Re-membering body and spirit through spiritual practices of sexual wholeness, Sexual and Relationship Therapy, 37:3.
Evans, D. T. (2013). Promoting sexual health and wellbeing: the role of the nurse. Nursing Standard, 28(10).
Mohammadi, Z., Maasoumi, R., Vosoughi, N. et al. The effect of the EX-PLISSIT model-based psychosexual counseling on improving sexual function and sexual quality of life in gynecologic cancer survivors: a randomized controlled clinical trial. Support Care Cancer 30, 9117–9126 (2022).
Parker-Barnes, L., McKillip, N., & Powell, C. (2022). Systemic advocacy for BIPOC LGBTQIA+ clients and their families. The Family Journal, 30(3).
Penner, L. A., Harper, F. W. K., Dovidio, J. F., Albrecht, T., Hamel, L., Senft, & N.,Eggly, S. The impact of Black cancer patients’ race-related beliefs and attitudes on racially-discordant oncology interactions: A field study, Social Science & Medicine,Volume 191, 2017,Pages 99-108,
Saltis, M. N., Critchlow, C., & Fulling-Smith, J. A. (2022). Discovering gender and coming out: The gender identity journeys and coming out stories of transgender and gender expansive youth. Journal of LGBTQ Issues in Counseling, 16(3), 226-245.
Syme, M. L., Cohn, T. J., Stoffregen, S., Kaempfe, H., & Schippers, D. “At My Age … “: Defining Sexual Wellness in Mid- and Later Life. J Sex Res. 2019 Sep;56(7):832-842.
Monica F. Boyd-Layne PhD, LCPC is an assistant professor at Adler University on the Chicago Campus in the Clinical Mental Health Counseling program. Dr. Monica is also owner and principle of Pierce Counseling and Consulting services and is trained in Internal Family Systems (IFS). Counselors at the practice provide individual and couples therapy. The clinical focus of the practice includes perceived fraudulence, racial, and cultural issues with many clients in the community who are members of the LGBTQIA+ and trauma. Dr. Monica has over 25 years of combined counselor/counselor educator experience. She has written a book chapter, peer-reviewed journal articles, and completed presentations/trainings around issues connected to equity, diversity, and inclusion (EDI).
Target Audience: Healthcare and Mental healthcare professionals, 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 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 [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.
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 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 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 maintains responsibility for this program and its content.