An Introduction to Gender Identity and Attraction for Clinicians

Presented by Isabella Trinidad Garcia and Benjamin Geilhufe, LPCC

Includes 2 CEUs for LMFTs, LEPs, LSCWs and LPCCs. This event will be recorded and offered to the registrants for 3 months.

This presentation will be composed of two parts. The first will provide an introduction of general Sexual Orientation, Gender Identity, and Expression (SOGIE) concepts and terminology. The second will offer an overview of the Gender Affirmative Clinical Model (GACM) and how it supports clinical work with gender diverse clients specifically.

Part I - Understanding Gender, Attraction, and Expression Beyond the Binary. Part I will provide an overview of gender, attraction, and expression beyond binary categories as well as how gender diversity and attraction has been pathologized in behavioral health settings. This training will provide best practice guidelines for inclusive language use and cultural sensitivity to better support clients of all genders and sexual orientations.

Part II - The Gender Affirmative Clinical Model: An Overview. Part II will present the three main clinical models used world-wide to support gender diversity, and an in-depth overview of the Gender Affirmative Clinical Model (GACM), which is the primary model used in the United States. The basic tenants of the GACM will be discussed, as well as essential therapist goals for working with transgender and gender diverse clients.

Learning Objectives

By the end of this course participants will be able to:

1. Identify the difference between Sex Assigned at Birth, Gender Identity, Attraction (Sexual Orientation) and Expression.
2. Identify two ways gender diversity and attraction have been pathologized in behavioral health settings.
   
3. Name three steps to take when making a mistake using gender affirming language.
4. Identify three main clinical models for working with gender diversity world-wide.
5. Name three essential therapist goals when working with transgender and gender diverse clients.
6. Identify the main clinical goals of the Gender Affirmative Clinical Model.
7. List at least two resources in the greater Bay Area to support clinical work with transgender and gender diverse clients.
   

Educational Goals

1. The goal of Part I is to provide participants with introductory language for understanding gender, attraction, and expression. Participants will understand the importance of language as a means to creating a safe and affirming environment for clients and ensuring quality treatment that recognizes the whole person.
2. The goal of Part II is to provide participants with an overview of the Gender Affirmative Clinical Model (GACM), which is the primary clinical model used to support transgender and gender diverse clients (TGD) in the United States. Participants will develop a clear understanding of the main tenants of the GACM as well as essential therapist goals for working with TGD clients.
   

About the Presenters

Isa has been the Management Analyst for The County of Santa Clara's Behavioral Health Services Department's LGBTQ+ Program - The Q Corner since March 2020. In this role, they have expanded training offerings as well as language capacity expanding services and materials in Spanish. Isa has over 5 years of experience in offering SOGIE 101 trainings through work with The Office of LGBTQ Affairs and The Q Corner. They taught at San Jose State University in the undergraduate Public Health and Recreation Department. Isa holds a Master of Public Health from San Jose State University and Bachelor of Psychology and Sociology from UC Santa Cruz. Their background includes over a decade of LGBTQ+ work and advocacy.

Ben Geilhufe (he/him) is a queer, transmasc therapist, trainer and consultant. He has contributed to policy reform for higher education institutions and school districts, county systems of care, non-profit organizations and larger corporations around gender identity, awareness, and inclusivity. Currently, Ben is developing an outpatient Gender Affirming Care Clinic for Santa Clara County Behavioral Health. Before this position, Ben was the Director of Community-based Clinical Programs for the UCSF Child and Adolescent Gender Center, where he provided clinical training and consultation on gender diversity for professionals throughout San Francisco County. Ben also developed and taught the inaugural, full credit course on Psychotherapy with Transgender and Gender Diverse clients for Santa Clara University's Counseling Psychology Masters Program. In his private practice, Ben supports individuals of all ages with gender exploration. 

Course Outline

Part I - Understanding Gender, Attraction, and Expression Beyond the Binary: SOGIE 101. Presented by Isabella Trinidad Garcia, MPH, 2pm - 3pm

Part II - The Gender Affirmative Clinical Model: An Overview. Presented by Ben Geilhufe, LPCC, 3pm - 4pm

References

Ryan, C. (2009). Supportive Families, Healthy Children: Helping Families with Lesbian, Gay, Bisexual & Transgender children. San Francisco, CA: Marian Wright Edelman Institute, San Francisco State University. https://familyproject.sfsu.edu/sites/default/files/documents/FAP%20LDS%20Booklet%20pst.pdf

Wilber, S. (2013). Guidelines for Managing Information Related to Sexual Orientation and Gender Identity and Expression of Child Welfare Systems [Brochure] https://www.nclrights.org/get-help/resource/guidelines-for-managing-information-related-to-the-sexual-orientation-gender-identity-and-expression-of-children-in-child-welfare-settings-2013/

Chang, S. C., Singh, A. A. & dickey, l. m. (2018). A clinician's guide to gender-affirming care: Working with transgender and gender nonconforming clients. Oakland, CA: New Harbinger Publications.

dickey, l. m. & Singh, A. (Eds.) (2017). Affirmative counseling and psychological practice with transgender and gender nonconforming clients. Washington, DC: American Psychological Association

Keo-Meier, C., & Ehrensaft, D. (2018). The gender affirmative model: an interdisciplinary approach to supporting transgender and gender expansive children. Washington, DC: American Psychological Association.

This is an introductory level course.
TARGET AUDIENCE: LCSWs, LMFTs, LPCCs, LEPs

If you miss any of the presentation, you will not be eligible for the CEUs. This course meets the qualifications of 2 continuing education credits for LMFTs, LPCCs, LEPs and/or LCSWs as required by the California Board of Behavioral Sciences. SCV-CAMFT is a CAMFT-approved continuing education provider (CEPA 052466).

The views expressed in presentations made at SCV-CAMFT meetings or events are those of the speaker and not, necessarily, of SCV-CAMFT. Presentations at SCV-CAMFT events do not constitute an endorsement of the vendor or speaker's views, products or services.

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