$25 – $80

Gender-Affirming Clinical Skills for Helping Professionals

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The Chicago School of Professional Psychology

325 North Wells Street

Room 407/412

Chicago, IL 60654

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Description

Gender-Affirming Clinical Skills for Helping Professionals

Sunday, December 10th, 2017

10:00am – 3:00pm CDT

Registration Opens at 9:30am CDT

325 N Wells St. Room 407/412

Chicago, IL 60654




Continuing Education:

-Behavior Analysts: 5.0 units Type II BACB® CE Credit (3.0 of 5.0 are Ethics CEs)

-Psychologists, Counselors, Social Workers: 4.0 CEs/CEUs


This event is co-sponsored by Upswing Advocates – LGBTQIA Training + Coaching

Workshop Description:

Transgender and gender nonconforming identities have gained increasing visibility within recent years, and gender plays a significant role in how social interactions are constructed for people of all gender identities. This workshop provides an overview of key concepts and social practices related to gender as well as ways that the BACB’s Professional and Ethical Compliance Code addresses gender. The instructors will facilitate a nonjudgmental space for participants to ask questions, explore new content, and brainstorm ways to build gender-affirming practices in their professional work.

Participants will learn specific strategies on how Behavior Analysts and other helping professionals can promote gender-affirming interactions with their clients, staff, and others. Empirically supported literature and data will be presented where applicable and available, and questions and discussion will be welcomed throughout the training. The workshop will include pre/post quizzes, lecture, small group discussion, FreeWrite exercises, and worksheets.

Learning Objectives:

After attending this intermediate-level workshop, participants will be able to:

(1) Select key differences between gender identity, biological sex, gender roles, gender expression/presentation, and sexual orientation.

(2) State common stereotypes and misconceptions related to gender, and explain why they are harmful to clients and other individuals.

(3) State several concrete strategies to apply to the professional workplace that create a gender- affirming environment for clients and staff.

(4) Given an applied scenario, explain why described actions are not gender affirming and generate alternate gender-affirming actions appropriate for that situation.

Professional Bio of Fawna Stockwell, PhD, BCBA-D, Director of Research and Practice at Upswing Advocates, Affiliate Faculty at The Chicago School of Professional Psychology

Fawna Stockwell, PhD, BCBA-D is the Founder and Director of Research and Programs at Upswing Advocates: a nonprofit organization that provides sliding scale coaching, groups, trainings, and research opportunities that focus on the LGBTQIA community. Over the past 10 years, their research has focused on topics including polyamory, communication in relationships, gender, sexual behavior, BDSM, mindfulness, and effective skill-building strategies. Fawna has a vision of using precise measurement and an individualized approach to connect people to affirming, accessible interventions that create meaningful change. Fawna is also the Associate Director of Research in the Applied Behavior Analysis Department at The Chicago School of Professional Psychology, and is a member of the Board of Directors at Howard Brown Health.

Professional Bio of Worner Leland, MS, BCBA, Director of Development and Promotion at Upswing Advocates, Adjunct Faculty at The Chicago School of Professional Psychology

Worner Leland, MS, BCBA is the Director of Development and Promotion at Upswing Advocates: a nonprofit organization that provides sliding scale coaching, groups, trainings, and research opportunities that focus on the LGBTQIA community. For the past two years, they have also served as a sex educator with a focus on expanding affirming sexual education, consent education, and education on sexuality and data collection. Worner’s research has focused on intimacy-related behaviors in the queer community, and they value centering affirmation of all identities and relationship styles in intimacy-related research. Worner is also an Adjunct Faculty member at The Chicago School of Professional Psychology and is President of the Association for Behavior Analysis International Sexual Behavior Research and Practice Special Interest Group.

Program Standards and Goals

This program meets APA’s continuing education Standard 1.2: Program content focuses on ethical, legal, statutory or regulatory policies, guidelines, and standards that impact psychological practice, education, or research.

This program meets APA’s continuing education Goal 3: Program will allow psychologists to maintain, develop, and increase competencies in order to improve services to the public and enhance contributions to the profession.

Workshop Schedule:

9:30am: Registration Opens

10:00am: Workshop Begins

11:00am: 10-minute Break

11:10am: Break Ends/Workshop Resumes

12:10pm: 20-Minute Lunch Break**

12:30pm: Lunch Break Ends/Workshop Resumes

1:30pm: 10-Minute Break

1:40pm: Break Ends/Workshop Resumes

2:50pm: Workshop Ends

**Lunch will not be provided. Attendees should bring their own lunch.


Registration and Fees:

General Admission: $80.00

TCSPP Faculty, Staff, & Alumni Admission: $40.00

TCSPP Current Site Supervisors Admission: $40.00

TCSPP Student Admission: $25.00

Non-TCSPP Student Admission: $25.00

**Lunch will not be provided. Attendees should bring their own lunch.

Refund Policy:

100% of tuition if refundable up to 48 hours before the program. Within 48 hours of the program, tuition is nonrefundable.

To register, go to #######

References:

(1) Ainsworth, C. (2015). Sex redefined. Nature, 518(7539), 288-291. Retrieved from http://www.nature.com/news/sex-redefined-1.16943

(2) American Psychological Association. (2010). Report of the American Psychological Association task force on appropriate therapeutic responses to sexual orientation. Washington, DC: Author.

(3) Flores, A. R., Herman, J. L., Gates, G. J., & Brown, T. N. T. (2016). How many adults identify as transgender in the United States? Los Angeles, CA: The Williams Institute

(4) Hughes Fong, E., Catagnus, R. M., Brodhead, M. T., Quigley, T., & Field, S. (2016). Developing the cultural awareness skills of behavior analysts. Behavior Analysis in Practice, 9, 84–94.

(5) James, S. E., Herman, J. L., Rankin, S., Keisling, M., Mottet, L., & Anafi, M. (2016). Executive summary of the report of the 2015 U.S. transgender survey. Washington, DC: National Center for Transgender Equality.

(6) Lillis, J., & Hayes, S. C. (2007). Applying acceptance, mindfulness, and values to the reduction of prejudice: A pilot study. Behavior Modification, 31(4), 389–411.

(7) Rekers, G., & Lovaas, O. (1977). Behavioral treatment of deviant sex-role behaviors in a male child. Journal of Applied Behavior Analysis, 7, 173–90.

(8) Russell, A., & Winkler, R. (1977). Evaluation of assertive training and homosexual guidance service groups designed to improve homosexual functioning. Journal of Consulting and Clinical Psychology, 45(1), 1-12.

(9) Tervalon, M., & Murray-Garcia, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9(2), 117–125.

(10) Winkler, R. C. (1977). What types of sex-role behavior should behavior modifiers promote? Journal of Applied Behavior Analysis, 10(3), 549–552.

CONTINUING EDUCATION:

Target Audience: All mental health disciplines including Behavior Analysts. Graduate students welcome.

Psychologists. This program, when attended in its entirety, is available for 4 continuing education credits. The Chicago School of Professional Psychology is committed to accessibility and non-discrimination in its continuing education activities. The Chicago School of Professional Psychology is also committed to conducting all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program. If program content becomes stressful, participants are encouraged to process these feelings during discussion periods. If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to Moira Jackson at 312-467-2364. There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest.

Counselors/Clinical Counselors. This program, when attended in its entirety, is available for 4 continuing education units. The Chicago School of Professional Psychology is licensed in the State of Illinois to provide continuing education programming for counselors and clinical counselors. License Number: 197.000159

Social Workers. This program, when attended in its entirety, is available for 4 continuing education units. The Chicago School of Professional Psychology is licensed in the State of Illinois to provide continuing education programming for social workers. License Number: 159.001036

Non Psychologists. Most licensing boards accept Continuing Education Credits sponsored by the American Psychological Association but non-psychologists are recommended to consult with their specific state-licensing board to ensure that APA-sponsored CE is acceptable.

*Participants must attend 100% of the program in order to obtain a Certificate of Attendance.

APA disclaimer




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Date and Time

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The Chicago School of Professional Psychology

325 North Wells Street

Room 407/412

Chicago, IL 60654

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