Ending Conversion Therapy: Supporting and Affirming LGBTQ Youth (4 credit hours)

Participants who complete this course will receive 4 continuing education clock hours. 2 of these clock hours are Ethics and 2 of these clock hours are Social and Cultural Competence

Program Summary:  This course explores issues of sexual orientation, gender identity, and gender expression in youth.  The course provides a scientific overview of the best clinical and therapeutic practices for sexual minority youth and promotes interventions that focus on acceptance, support, and affirmative care.   The course includes position statements from the ACA and the NASW and offers a discussion of relevant ethical principles and standards.

This course is recommended for social workers, counselors and therapists and is appropriate for beginning,  intermediate, and advanced levels of practice.  

Course Reading #1:  


Ending Conversion Therapy:  Supporting and Affirming LGBTQ Youth (SAMHSA)

The ACA Ethical Issues Related to Conversion or Reparative Therapy (American Counseling Association)

2nd Reading:


NASW National Committee on Lesbian, Gay, Bisexual, and Transgender Issues Position Statement (NASW)

Course Objectives:  To enhance professional practice, values, skills, and knowledge by identifying key issues related to affirming LGBTQ youth and self-actualization.

Learning Objectives:  Identify treatment goals for working with LGBTQ children and adolescents.  Describe the role that parental attitudes and behavior play in LGBTQ youth’s adjustment.  Describe the ways in which conversion therapy is not consistent with the principles of behavioral health professionals.  Describe the ACA and NASW positions on conversion therapy.  Identify relevant ethical principles (NASW Code of Ethics and ACA Code of Ethics.)

Review our pre-reading study guide.

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1: Same-gender attraction and relationships are
2: Gender development begins in _________
3: When providing services to children, adolescents, and families, appropriate therapeutic approaches include all of the following except:
4: Which of the following best describes conversion therapy?
5: According to the Professional Consensus on Conversion Therapy with Minors, interventions aimed at a fixed outcome, such as gender conformity or heterosexual orientation
6: According to the Professional Consensus on Gender Identity and Gender Expression in Youth, pre-pubertal children who are experiencing gender-related concerns may benefit from
7: According to the Professional Consensus on Gender Identity and Gender Expression in Youth, pubertal suppression may be considered for
8: Gender identity refers to
9: Gender expression refers to
10: The diagnosis of Gender Dysphoria is marked in children and adolescents by clinically significant
11: On average, children develop gender identity
12: Gender identity is complex in that
13: Today's sexual minority adolescents are developing an awareness of their sexual orientation and disclosing their sexual orientation to others _____________ than previous generations.
14: The likelihood of long-term persistence of gender dysphoria and identification as transgender into adulthood increases when
15: In comparison with their heterosexual and cisgender counterparts, sexual and gender minority adolescents are at increased risk for
16: Research supports the benefit of ___________ for sexual minority youth.
17: Research indicates that families who identify superordinate goals such as ________________ can remain connected to their children in positive ways.
18: In the most recent National School Climate Survey, the Gay, Lesbian and Straight Education Network found that ___________ of surveyed sexual and gender minority students felt unsafe at school because of their sexual orientation.
19: In the same survey, what percentage of transgender students were prevented from using their preferred name?
20: Transgender identities and diverse gender expressions
21: Treatment interventions should focus on
22: Which of the following is not an appropriate intervention for distress in children, adolescents, and families?
23: With respect to family approaches, Ryan, et. al, (2010) recommended that behavioral health providers assess family reactions to LGBTQ children and adolescents, specifically the presence of family ______________.
24: Ryan and Rees and Yarhouse have suggested that family therapy focus on encouraging
25: Which of the following is an example of social transitioning?
26: Pubertal suppression is
27: Hormone therapy that promotes the development of secondary sex characteristics consistent with one's gender identity is
28: The practice of conversion therapy is banned by
29: Rejecting families become ____________ over time.
30: Parents and caregivers who are perceived as rejecting their LGBTQ children and who engage in rejecting behavior are typically motivated by trying to help their LGBTQ child
31: How can parents support their LGBTQ child's well-being without 'accepting' an identity they believe is wrong?
32: Which of the following is not a recommendation for school-based mental health professionals supporting LGBTQ youth?
33: Pediatricians and family practice physicians can help LGBTQ who present with gender dysphoria by treating
34: Research has shown that LGBTQ youth who come from highly rejecting families are nearly _________ more likely to engage in suicidal behavior when compared to their LGBTQ youth counterparts who come from accepting families.
35: Pediatricians should be aware of the various types of reactions from family members towards their LGBTQ child or adolescent.  Calling a child's identity a 'phase' is
36: Which of the following is the primary purpose of the puberty blockers?
37: For questions 37-39, please refer to the ACA’s Ethical Issues Related to Conversion or Reparative Therapy at the end of Course Reading #1.   The ACA ethics committee begin their analysis by considering a hypothetical scenario involving a client requesting a referral to a
38: Considering the practice of conversion therapy, ACA committee members found
39: Which of the following statements must be included in informed consent material and communicated to clients seeking a conversion therapy referral?
40: For questions 40-43, please refer to the NASW's National Committee on Lesbian, Gay, Bisexual, and Transgender Issues Position Statement at https://www.socialworkers.org/LinkClick.aspx?fileticket=yH3UsGQQmYI%3d&portalid=0In 2012, researcher, Robert Spitzer, formally ____________ his 2001 study that claimed gay men and lesbians could switch their sexual orientation.
41: The NASW National Committee on Lesbian, Gay, Bisexual, and Transgender Issues believes that SOCE can
42: Providing culturally competent services with LGBT youth and adults calls for a shift or transformation toward
43: Which NASW ethical principles address ethical decision making in social work practice with lesbians, gay men, bisexual, and transgender people?

In order to purchase or take this course, you will need to log in. If you do not have an account, you will need to register for a free account.

After you log in, a link will appear here that will allow you to purchase this course.


Free State Social Work, LLC, provider #1235, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. Free State Social Work, LLC maintains responsibility for this course. ACE provider approval period: 9/6/2018 - 9/6/2021. Social workers completing this course receive 4 cultural competence continuing education credits.

Free State Social Work has been approved by NBCC as an Approved Continuing Education Provider, ACEP NO. 6605. Programs that do not qualify for NBCC credit are clearly identified. Free State Social Work is solely responsible for all aspects of the programs.

G.M. Rydberg-Cox, MSW, LSCSW is the Continuing Education Director at Free State Social Work and responsible for the development of this course.  She received her Masters of Social Work in 1996 from the Jane Addams School of Social Work at the University of Illinois-Chicago and she has over 20 years of experience.  She has lived and worked as a social worker in Chicago, Boston, and Kansas City.  She currently practices in the area of hospital/medical social work.  The reading materials for this course were developed by another organization.