Working with LGBTQ Families in Foster Care and Adoption (1 credit hour)

Program Summary:  This course explores culturally competent practices for child welfare professionals working with LGBTQ families.  The course includes a discussion of policies and practices, language and terminology, challenges, personal biases, and the basics of creating a welcoming agency.

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

Course Reading:  Working with Lesbian, Gay, Bisexual, Transgender, Questioning (LGBTQ) Families in Foster Care and Adoption

Author:  Child Welfare Information Gateway, Children’s Bureau

Find the reading at:  https://www.freestatesocialwork.com/articles/workingwithlgbtqfamiliesinfoster.pdf

Course Objectives:  To enhance professional practice, values, skills, and knowledge by identifying key issues related to working with LGBTQ families in foster care and adoption.

Learning Objectives:  Describe research that supports LGBTQ individuals as parents.  Define the terms cisgender, gender expression, gender transition, and heterosexism.  Give examples of inclusive, culturally competent policies and practices.  Describe the basics of creating a welcoming agency.

Additional readings:

Moving Toward Cultural Competence:  Key Considerations to Explore (National Resource Center for Diligent Recruitment) 

Self-Assessment Checklist for Personnel Providing Services and Supports to LGBTQ Youth and Their Families  (National Center for Cultural Competence Georgetown University) 

All Children All Families Benchmarks of LGBTQ Cultural Competency (Human Rights Campaign) 

Review our pre-reading study guide.

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1: For questions 1-11, please refer to the reading at https://www.childwelfare.gov/pubPDFs/f_profbulletin.pdf.  "Scientific evidence affirms that children have similar developmental and emotional needs and receive similar parenting whether they are raised by parents of the same or different genders."  This is a policy statement written by
 
 
 
 
2: More than ________ years of research supports LGBTQ individuals as parents.
 
 
 
 
3: Adults who have been raised by LGBTQ parents report feeling more
 
 
 
 
4: A term used to describe a person whose gender identity aligns with those typically associated with the sex assigned to them at birth.
 
 
 
 
5: People who identify as ____________ may see themselves as being both male and female, neither male nor female, or as falling completely outside these categories.
 
 
 
 
6: The societal or institutional assumption that heterosexuality is the only valid sexual orientation and is preferable to being lesbian, gay, or bisexual.
 
 
 
 
7: Which of the following terms does not imply any specific sexual orientation?
 
 
 
 
8: Tips for effective recruitment within the LGBTQ community include all of the following except:
 
 
 
 
9: LGBTQ parents are best suited to raise
 
 
 
 
10: Laws pertaining to child welfare and adoption are governed by
 
 
 
 
11: If an older youth is resistant to the idea of being placed with an LGBTQ individual or same-sex couple, it is important to
 
 
 
 
12: For question 12, please refer to the resource, Moving Toward Competence:  Key Considerations to Explore at http://www.adoptuskids.org/_assets/files/NRCRRFAP/resources/moving-toward-cultural-competence.pdf.  This resource provides
 
 
 
13: For question #13, please refer to the NCCC checklist at https://nccc.georgetown.edu/documents/Final%20LGBTQ%20Checklist.pdf . How do you use this checklist?
 
 
 
14: For question #14, please refer to the Human Rights Campaign's resource at http://assets.hrc.org//files/assets/resources/HRC_All_Children_All_Families_Benchmarks_2017.pdf?_ga=1.158866556.775293079.1488835873.  How many benchmarks are included in the All Children-All Families Benchmarks of LGBTQ Cultural Competency?
 
 
 
 

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 1 cultural competence continuing education credit.

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.

Course Created: March 6, 2017
Filed under: Children, Cultural Competence