Moving Beyond Change Efforts: Evidence and Action to Support and Affirm LGBTQI+ Youth (3 credit hours)

Program Summary:   This course explores current research and evidence-based practices for supporting and affirming LGBTQI+ youth.  The course describes behavioral health concerns and stressors for gender diverse youth and offers client-centered approaches for youth and their families.  The course highlights the importance of ensuring access to gender-supportive and gender-affirming care while emphasizing the harms of SOGI change efforts.

This course is recommended for social workers and counselors and is appropriate for beginning and intermediate levels of practice.
Unfortunately, this course is no longer available in CE Broker for Florida professionals.

“Book  Open the Course Reading Here.

Course Reading:  Moving Beyond Change Efforts:  Evidence and Action to Support and Affirm LGBTQI+ Youth- Sections 2 and 3

Publisher:  SAMHSA

Course Objectives:  To enhance professional practice, values, skills and knowledge by exploring best practices for supporting and affirming gender-diverse youth.

Learning Objectives:  Describe behavioral health concerns and stressors for gender diverse youth. Identify client-centered approaches for youth and their families.  Describe the process of gender affirmation and the importance of ensuring access to gender-affirming care.

Review our pre-reading study guide.

Course Available Until: March 31, 2028.

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1: The number of people in the United States who feel safe or comfortable to self-identify as a sexual minority is
 
 
2: The increase in openly identifying as a sexual minority suggests that
 
 
3: The external way a person communicates their gender, such as with clothing, hair, mannerisms, activities, or social roles describes
 
 
 
4: It is now understood that gender diversity is
 
 
 
5: Processes of gender-related identity development among transgender and other gender-diverse populations are
 
 
 
 
6: A significant body of research demonstrates that affirming a child's current gender identity and gender expression, as well as supporting their process of understanding more about their identity, is beneficial for
 
 
 
 
7: An important area of focus for behavioral health providers who work with transgender and gender-diverse adolescents is
 
 
 
 
8: Compared to cisgender children, gender-diverse children appear to have elevated rates of mental health concerns, including
 
 
 
 
9: The use of a transgender or gender-diverse adolescent's chosen- rather than given- name has been linked to ___________ depressive symptoms, suicidal ideation, and suicidal behavior.
 
 
10: Up to ___________ of all youth experiencing homeless and housing instability are youth of diverse sexual orientation and gender.
 
 
 
 
11: Research shows that _______________ are more likely to experience exclusionary discipline at school.
 
 
12: In the most recent National School Climate Survey of LGBTQ+ youth, GLSEN found that __________ felt unsafe.
 
 
 
 
13: Which school policies are associated with improved health and well-being of students of diverse sexual orientation and/or gender identity?
 
 
 
 
14: Affirmative approaches recognize that when behavioral health issues exist, they often
 
 
15: Therapeutic providers support LGBTQI+ youth in age-appropriate tasks, including all of the following EXCEPT:
 
 
 
 
16: Behavioral health providers should obtain informed consent with all parties- ________- minors for treatment.
 
 
17: Changing one's name is an example of
 
 
18: SOGI change efforts are ____________ practices that ___________ be provided to children or adolescents.
 
 
19: Which of the following key policy areas have been identified by the federal government, researchers, and advocates?
 
 
 
 
 
 
20: Available research indicates SOGI change efforts
 
 
 
 

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.

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 has practiced for many years in the area of hospital/medical social work.  The reading materials for this course were developed by another organization.

Course Available Until: March 31, 2028.
Filed under: Children, Cultural Competence, LGBTQ+