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:  

https://www.freestatesocialwork.com/articles/endingconversiontherapy_course_readings.pdf

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

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

2nd Reading:

http://www.socialworkers.org/LinkClick.aspx?fileticket=yH3UsGQQmYI%3d&portalid=0

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: Possible issues of clinical relevance for gender minority adolescents include all of the following except:
 
 
 
 
4: When providing services to children, adolescents, and families, appropriate therapeutic approaches include all of the following except:
 
 
 
 
5: Which of the following best describes conversion therapy?
 
 
6: Guiding Principles:  Which foundational ethical principle requires that children and adolescents be supported in their right to explore, define, and articulate their own identity?
 
 
 
 
7: According to the Professional Consensus on Conversion Therapy with Minors, interventions aimed at a fixed outcome, such as gender conformity or heterosexual orientation
 
 
 
 
8: According to the Professional Consensus on Gender Identity and Gender Expression in Youth, diverse gender expressions are more likely to continue into adulthood for ______________.
 
 
 
9: 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
 
 
 
 
10: According to the Professional Consensus on Gender Identity and Gender Expression in Youth, pubertal suppression may be considered for
 
 
 
 
11: Homosexuality was removed as a diagnostic category in the Diagnostic and Statistical Manual of Mental Disorders in what year?
 
 
 
 
12: Gender identity refers to
 
 
 
 
13: Gender expression refers to
 
 
 
14: Gender Identity Disorder was replaced with _________________ in the 2013 edition of the DSM.
 
 
 
 
15: The diagnosis of Gender Dysphoria is marked in children and adolescents by clinically significant
 
 
16: On average, children develop gender identity
 
 
 
17: Children as young as ________ may indicate that they want to be another gender.
 
 
 
 
18: Gender identity is complex in that
 
 
 
 
19: All of the following are clinical issues for gender minority children except:
 
 
 
 
20: Today's sexual minority adolescents are developing an awareness of their sexual orientation and disclosing their sexual orientation to others _____________ than previous generations.
 
 
21: The likelihood of long-term persistence of gender dysphoria and identification as transgender into adulthood increases when
 
 
 
 
22: In comparison with their heterosexual and cisgender counterparts, sexual and gender minority adolescents are at increased risk for
 
 
 
 
 
23: Mental health challenges are more common among
 
 
24: What percentage of US homeless youth identify as lesbian, gay, bisexual, or transgender?
 
 
 
 
25: Research supports the benefit of ___________ for sexual minority youth.
 
 
 
 
26: Research indicates that families who identify superordinate goals such as ________________ can remain connected to their children in positive ways.
 
 
 
 
27: 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.
 
 
 
 
28: In the same survey, what percentage of transgender students were prevented from using their preferred name?
 
 
 
 
29: Same-gender sexual identity, behavior, and attraction
 
 
30: Transgender identities and diverse gender expressions
 
 
31: Which organization has taken measures to end conversion therapy efforts to change sexual orientation?
 
 
 
 
 
 
32: Treatment interventions should focus on
 
 
 
 
33: Which of the following is not an appropriate intervention for distress in children, adolescents, and families?
 
 
 
 
34: Which of the following is not a goal of treatment?
 
 
 
 
35: Can informed consent be provided for an intervention that does not have a benefit to the client?
 
 
36: 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 ______________.
 
 
 
 
37: Ryan and Rees and Yarhouse have suggested that family therapy focus on encouraging
 
 
 
 
38: Which of the following is an example of social transitioning?
 
 
 
 
39: No medical interventions are currently undertaken or recommended for children with gender dysphoria before
 
 
 
 
40: Pubertal suppression is
 
 
 
41: Hormone therapy that promotes the development of secondary sex characteristics consistent with one's gender identity is
 
 
 
42: The age of legal consent for surgery is ________.
 
 
 
 
43: The use of conversion therapy to change the sexual orientation or gender identity of clients may be inconsistent with
 
 
 
 
 
44: The practice of conversion therapy is banned by
 
 
 
45: The largest proportion of families are ____________ about having an LGBTQ or gender diverse child.
 
 
 
46: Rejecting families become ____________ over time.
 
 
47: 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
 
 
 
 
48: How can parents support their LGBTQ child's well-being without 'accepting' an identity they believe is wrong?
 
 
 
 
 
49: Much of the distress that LGBTQ children and adolescents experience is a result of
 
 
50: Which of the following is not a recommendation for school-based mental health professionals supporting LGBTQ youth?
 
 
 
 
51: What legislation protects transgender and gender nonconforming students from discrimination?
 
 
 
 
52: Pediatricians and family practice physicians can help LGBTQ who present with gender dysphoria by treating
 
 
 
 
53: 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.
 
 
 
 
54: 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
 
 
 
55: Which of the following is the primary purpose of the puberty blockers?
 
 
56: With an affirmative approach, providers and parents are encouraged to accept a
 
 
57: For questions 57-62, please refer to the ACA’s Ethical Issues Related to Conversion or Reparative Therapy.   The ACA ethics committee begin their analysis by considering a hypothetical scenario involving a client requesting a referral to a
 
 
58: In _______, the ACA Governing Council adopted a statement “opposing the promotion of reparative therapy as a cure for individuals who are homosexual.”
 
 
 
 
59: Considering the practice of conversion therapy, ACA committee members found
 
 
 
 
60: Which ACA ethical standard respects a client’s autonomy to request a referral for a service not offered by a counselor?
 
 
 
 
61: Which ACA ethical standard advises that professionals engage in treatment only after appropriate educational and clinical training?
 
 
 
 
62: Which of the following statements must be included in informed consent material and communicated to clients seeking a conversion therapy referral?
 
 
 
 
63: For questions 63-68, 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=0.   In ________, the NASW National Committee on Lesbian and Gay Issues issued a ground-breaking document focused on the negative and stigmatizing impact of the use of 'transformational ministries' or 'conversion therapies.'
 
 
 
 
64: In 2012, researcher, Robert Spitzer, formally ____________ his 2001 study that claimed gay men and lesbians could switch their sexual orientation.
 
 
65: The NASW National Committee on Lesbian, Gay, Bisexual, and Transgender Issues believes that SOCE can
 
 
 
66: Providing culturally competent services with LGBT youth and adults calls for a shift or transformation toward
 
 
67: Loewenberg and Dolgoff (1996) stress that 'the priority of professional intervention at the individual level will be to
 
 
68: 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 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.

Ending Conversion Therapy: Supporting and Affirming LGBTQ Youth, Course #1469, is approved by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program to be offered by Free State Social Work as an individual course. Individual courses, not providers, are approved at the course level. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. ACE course approval period: 6/23/2017 to 6/23/2019. Social workers completing this course received 2 Social and Cultural Competence 2 Ethics continuing education credits.

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.

Filed under Cultural Competence, Ethics