This is a three part workshop that will assist clinicians in developing skills necessary for working effectively with gender diverse populations.
This 3.5 credit APT approved non-contact hour workshop explores play therapy with transgender and non-binary youth and their families. The presenter examines the social construction of gender, analyzes gender belief systems, analyzes the psychological reasons for creating gender categories, what gender is, and gender terminology. The presenter then explores the use of pronouns, gender diverse behavior/expression, diagnostic criteria, comorbidity, discrimination, what gender dysphoria feels like, myths, conversion therapy, and what clinicians need to promote in their practices. The presentation then focuses on the skills and tools needed to work with individual transgender and non-binary youth, grieving caregivers, and families. The presentation explores body image in regard to gender dysphoria, coming out in session, and the support clinicians can provide to their clients when they choose to come out in session. The presenter then provides information about medical transitions, clinical letters, how to find legal resources and other community resources. Finally, the presenter discusses the importance of being an ally and support system for transgender and non-binary youth and their families.
The presenter discusses clinical tools such as gender diverse bibliotherapy, play therapy activities with transgender and non-binary youth and their families, and fabricated case studies with corresponding play therapy activities. A true story in the media is also presented. Handouts include: references, a family resource list, a feelings list, a letter about clinical responsibilities by Gerard Lawson, a bibliotherapy book guide, and a form letter for hormone blockers and HRT.
Upon completion of this workshop, the participant will be able to:
Analyze gender belief systems.
Identify bibliotherapy play therapy interventions to use with transgender and non-binary youth.
Apply play therapy techniques to work with transgender and non-binary youth.
List play therapy interventions to use with families of transgender and non-binary youth.
Samantha Willis, M.Ed., CCC, LPC (AL), NCC, Registered Play Therapist
3.5 non-contact hour
APT approved provide number 18-527
American Counseling Association. (2013). Ethical issues related to conversion or reparative therapy. Retrieved from https://www.counseling.org/news/updates/ by-year/2013/2013/01/16/ethical- issues-related-to- conversion-or-reparative-therapy
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author.
American Psychiatric Association. (2015). Guidelines for psychological practice with transgender and gender nonconforming people. American psychiatric association, 70(9), 832–864. http://dx.doi.org/10.1037/a0039906. Retrieved from https://www. apa.org/practice/guidelines/transgender.pdf
American Psychological Association, Boys and Men Guidelines Group. (2018). APA guidelines for psychological practice with boys and men. Retrieved from http://www.apa.org/about/policy/ psychological-practice-boys-men-guidelines.pdf
American Psychological Association, Girls and Women Guidelines Group. (2018). APA guidelines for psychological practice with girls and women. Retrieved from https://www.apa.org/about/policy/psychological-practice-girls-women.pdf
Association for Lesbian, Gay, Bisexual, and Transgender Issues in Counseling of Alabama. (2018). Retrieved from algbtical.org
Brooks, J. (2018). The Controversial Research on 'Desistance' in Transgender Youth. Retrieved from https://www.kqed.org/futureofyou/441784/the-controversial-research-on- desistance-in-transgender-youth
Canadian Institutes of Health Research. (2019). What is gender? What is sex? Retrieved from http://www.cihr-irsc.gc.ca/e/48642.html
Centers for disease control and prevention. (2019). Retrieved from https://www.cdc.gov/
GLAAD. Retrieved from https://www.glaad.org/
Golarai, G, et al. (2007). Differential development of high-level visual cortex correlates with category-specific recognition memory. Nature neuroscience, 10(4), 512-522.
Mmari, K., Blum, R. W., Atnafou, R., Chilet, E., de, M. S., El-Gibaly, O., Basu, S., ... Zuo, X. (2017). Exploration of gender norms and socialization among early adolescents: The use of qualitative methods for the global early adolescent study. Journal of adolescent health, 61(4, suppl.), S12–S18. https://doi.org.10.1016/j.jadohealth.2017.07.006
National Center for Transgender Equality. Questionable questions about transgender identity. Retrieved from https://transequality.org/sites/default/files/docs/resources/Questionable Questions.pdf
Nealy, E. C. (2017). Transgender child and youth: Cultivating pride and joy with families in transition. New York, NY: Norton.
Safe Zone. Retrieved from https://thesafezoneproject.com/
Valentine, D.(2004). The categories themselves. GLQ: A journal of lesbian and gay studies, 10(2) 215-220. Retrieved from muse.jhu.edu/article/54600.
Williams Institute. (2014). American foundation for suicide prevention. Retrieved from https://williamsinstitute.law.ucla.edu/wp-content/uploads/AFSP-Williams- Suicide- Report-Final.pdf
Here is the course outline:
Materials for the course.
Complete the evaluation for this course.
Take the quiz and pass to receive your certificate of completion.
The following certificates are awarded when the course is completed:
|Certificate of Completion 3.5 hr|