LGBTQIA Cultural Competency Provider Education - Healthcare Guild

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Mental and Medical Healthcare Code of Ethics

Healthcare Guild Codes of Ethics Resources

APA Practice Guidelines for Psychological Practice with Lesbian, Gay, and Bisexual Clients

The American Psychological Association (APA) Division 44

APA Division 44 focuses on the diversity of human sexual orientations by supporting research, promoting relevant education, and affecting professional and public policy. Their website includes resources on Resolutions on Religious, Religion-Based and/or Religion-Derived Prejudice; Marriage; Military; and Parents and Children and Publications about Intersex and Transgender issues.

Division 44, The Society for the Psychological Study of Lesbian, Gay, and Bisexual Issues.

APA - Guidelines for Psychotherapy with Lesbian, Gay, & Bisexual Clients

APA - Issues in Psychotherapy with Lesbian and Gay Men: A Survey of Psychologists

APA - Committee for LGBT Concerns

APA - Avoiding Heterosexual Bias in Language.

Attitudes Toward Homosexuality and Bisexuality

Guideline 1. Psychologists strive to understand the effects of stigma (i.e., prejudice, discrimination, and violence) and its various contextual manifestations in the lives of lesbian, gay, and bisexual people.

Guideline 2. Psychologists understand that lesbian, gay, and bisexual orientations are not mental illnesses.

Guideline 3. Psychologists understand that same-sex attractions, feelings, and behavior are normal variants of human sexuality and that efforts to change sexual orientation have not been shown to be effective or safe.

Guideline 4. Psychologists are encouraged to recognize how their attitudes and knowledge about lesbian, gay, and bisexual issues may be relevant to assessment and treatment and seek consultation or make appropriate referrals when indicated.

Guideline 5. Psychologists strive to recognize the unique experiences of bisexual individuals.

Guideline 6. Psychologists strive to distinguish issues of sexual orientation from those of gender identity when working with lesbian, gay, and bisexual clients.

Relationships and Families

Guideline 7. Psychologists strive to be knowledgeable about and respect the importance of lesbian, gay, and bisexual relationships.

Guideline 8. Psychologists strive to understand the experiences and challenges faced by lesbian, gay, and bisexual parents.

Guideline 9. Psychologists recognize that the families of lesbian, gay, and bisexual people may include people who are not legally or biologically related.

Guideline 10. Psychologists strive to understand the ways in which a person's lesbian, gay, or bisexual orientation may have an impact on his or her family of origin and the relationship with that family of origin.

Issues of Diversity

Guideline 11. Psychologists strive to recognize the challenges related to multiple and often conflicting norms, values, and beliefs faced by lesbian, gay, and bisexual members of racial and ethnic minority groups.

Guideline 12. Psychologists are encouraged to consider the influences of religion and spirituality in the lives of lesbian, gay, and bisexual persons.

Guideline 13. Psychologists strive to recognize cohort and age differences among lesbian, gay, and bisexual individuals.

Guideline 14. Psychologists strive to understand the unique problems and risks that exist for lesbian, gay, and bisexual youth.

Guideline 15. Psychologists are encouraged to recognize the particular challenges that lesbian, gay, and bisexual individuals with physical, sensory, and cognitive-emotional disabilities experience.

Guideline 16. Psychologists strive to understand the impact of HIV/AIDS on the lives of lesbian, gay, and bisexual individuals and communities.

Economic and Workplace Issues

Guideline 17. Psychologists are encouraged to consider the impact of socioeconomic status on the psychological well being of lesbian, gay, and bisexual clients.

Guideline 18. Psychologists strive to understand the unique workplace issues that exist for lesbian, gay, and bisexual individuals.

Education and Training

Guideline 19. Psychologists strive to include lesbian, gay, and bisexual issues in professional education and training.

Guideline 20. Psychologists are encouraged to increase their knowledge and understanding of homosexuality and bisexuality through continuing education, training, supervision, and consultation.


Guideline 21. In the use and dissemination of research on sexual orientation and related issues, psychologists strive to represent results fully and accurately and to be mindful of the potential misuse or misrepresentation of research findings.

American Counseling Association - Competencies for Counseling with Transgender Clients

Association for Lesbian, Gay, Bisexual, and Transgender Issues In Counseling (ALGBTIC)

The mission of ALGBTIC includes the recognition of both individual and social contexts representing the confluence of race, ethnicity, class, gender, sexual orientation, ability, age, spiritual or religious belief system, and indigenous heritage in order to: promote greater awareness and understanding of gay, lesbian, bisexual, and transgender (GLBT) issues among members of the counseling profession and related helping occupations; improve standards and delivery of counseling services provided to GLBT clients and communities; identify conditions which create barriers to the human growth and development of GLBT clients and communities; and use counseling skills, programs, and efforts to preserve, protect, and promote such development; develop, implement, and foster interest in counseling-related charitable, scientific, and educational programs designed to further the human growth and development of GLBT clients and communities; secure equality of treatment, advancement, qualifications, and status of GLBT members of the counseling profession and related helping occupations; publish a journal and other scientific, educational, and professional materials with the purpose of raising the standards of practice for all who work with GLBT clients and communities in the counseling profession and related helping occupations.

ALGBTIC - What a Competent Counselor Will Do

ALGBTIC - Competencies for Counseling with Transgender Clients

A. Human Growth and Development - Competent counselors will:

• A. 1. Affirm that all persons have the potential to live full functioning and emotionally healthy lives throughout their lifespan while embracing the full spectrum of gender identity expression, gender presentation, and gender diversity beyond the male-female binary.

• A. 2. Notice that respective developmental periods throughout the lifespan (e.g., youth, adolescence, elderly) may impact the concerns and process that transgender clients present in counseling.

• A. 3. Affirm transgender mental and medical health care (e.g., hormone therapies, sexual reassignment surgery, safe and trans-positive general medical services) through the entire lifespan, not just during the initial assessment process or during transition.

• A. 4. Understand the biological, familial, social, cultural, socio-economic and psychological factors that influence the course of development of transgender identities.

• A. 5. Identify the gender-normative assumptions present in current lifespan development theories and address for these biases in assessment and counseling practices.

• A. 6. Understand how stigma and pressures to be gender-conforming may affect personality development even in the face of the resiliency and strengths of transgender individuals. Further, understand how these factors influence decision-making in regards to employment, housing, healthcare; and manifestation of psychological disorders of transgender individuals.

• A. 7. Recognize the influence of other contextual factors and social determinants of health (i.e. race, education, ethnicity, religion and spirituality, socioeconomic status, sexual orientation, role in the family, peer group, geographical region, etc.) on the course of

development of transgender identities.

• A. 8. Be informed on the various ways of living consistently with one’s gender identity, which may or may not include physical or social gender transition, and how these options may affect transgender individuals throughout their development. Be aware of the sociopolitical influences that affect the lives of transgender individuals, and that stereotyping, discrimination, and marginalization may shape one’s developmental processes, self-esteem, and self-concept.

• A. 9. Recognize that the normative developmental tasks of many transgender individuals may be complicated or compromised by one’s self identity and/or sexuality confusion, anxiety and depression, suicidal ideation and behavior, non-suicidal self-injury, substance abuse,

academic failure, homelessness, internalized transphobia, STD/HIV infection, addiction, and other mental health.

• A. 10. Understand how transgender individuals navigate the complexities for self and others with regard to intimate relationships throughout the lifespan.

• A. 11. Understand that the typical developmental tasks of transgender seniors often are complicated or compromised by social isolation and invisibility, medical problems, transgender-related health concerns, family-of-origin conflicts, and often limited career options – especially for those with developmental disabilities.

• A. 12. Recognize that gender identity formation, self-acceptance of transgender identity, and disclosure of transgender status are complex processes that are not necessarily permanently resolved and may be experienced repeatedly across one’s lifespan.

B. Social and Cultural Foundations - Competent counselors will:

• B. 1. Understand the importance of using appropriate language (e.g., correct name and pronouns) with transgender clients; be aware that language in the transgender community is constantly evolving and varies from person to person; seek to be aware of new terms and

definitions within the transgender community; honor client’s definitions of their own gender; seek to use language that is the least restrictive in terms of gender (e.g., using client’s name as opposed to assuming what pronouns the clients assert are gender affirming); recognize that language has historically been used to oppress and discriminate against transgender people; understand that the counselor is in a position of power and should model respect for the client’s declared vocabulary.

• B. 2. Acknowledge that the oppression of transgender people is a component of sexism, heterosexism and transphobia and reflects a worldview and value-system that undermines the healthy functioning and autonomy of transgender people.

• B. 3. Understand that transprejudice and transphobia pervades the social and cultural foundations of many institutions and traditions and fosters negative attitudes, high incidence of violence/hate crimes, and overt hostility toward transgender people.

• B. 4. Recognize how internalized prejudice and discrimination (e.g., transphobia, racism, sexism, classism, religious discrimination, ableism, adultism, ageism) may influence the counselor's own attitudes as well as those of her/his/hir transgender clients resulting in

negative attitudes toward transgender people.

• B. 5. Recognize, acknowledge, and understand the intersecting identities of transgender people (e.g., race/ethnicity, ability, class, religion/spiritual affiliation, age, experiences of trauma) and their accompanying developmental tasks. This should include attention to the

formation and integration of the multiple identity statuses of transgender people.

• B. 6. Understand how the specific intersection of of sexism, heterosexism and transphobia may affect clients’ lives. For example sexism (how patriarchy promotes gender stereotypes and roles and how power and privilege are distributed to reinforce the binary gender system), transphobia ( internalized fears or negative self-concept), and heterosexism (while sexual orientation and gender identity are different, how heterosexism impacts both those who identify as homosexual and heterosexual, because ze/she/he may be viewed as being outside of the gender binary or as “really a man/woman” and therefore are seen as gay/lesbian).

• B. 7. Understand how the specific intersection of racism, sexism, heterosexism and transphobia influences the lives of transgender people of color (e.g., increased risk for HIV/AIDS and overrepresentation of transgender people of color in HIV infections) and recognize the negative stereotypes used against transgender people of color.

• B. 8. Acknowledge how classism affects the lives of transgender people through increased rates of homelessness, restricted job opportunities and increased marginalization within the work place, and lack of federal employment protections.

• B. 9. Identify transgender-positive resources (e.g., support groups, websites, brochures) that address multiple identities of transgender people (e.g., youth, differential ability, people of color).

• B. 10. Use empowerment and advocacy interventions (see ACA Advocacy Competencies) when necessary and/or requested with transgender clients (e.g., employment and education discrimination, transgender people of color, housing discrimination).

• B. 11. Educate themselves and others about the damaging impact of colonization and patriarchy on the traditions, rituals, and rites of passage specific to transgender people across cultures over time (e.g., Hijras of India, Mahu of Hawaii, Kathoey of Thailand, Two-Spirit of

Native American/First Nations people).

• B. 12. Recognize that spiritual development and religious practices may be important for transgender individuals, yet it may also present a particular challenge given the limited transpositive religious institutions that may be present in a given community, and that many transgender individuals may face personal struggles related to their faith and their identity.

C. Helping Relationships - Competent counselors will:

• C. 1. Understand that attempts by the counselor to alter or change gender identities and/or the sexual orientation of transgender clients across the lifespan may be detrimental, lifethreatening, and are not empirically supported; whereas counseling approaches that are

affirmative of these identities are supported by research, best practices, and professional organizations – such as the American Counseling Association. American Psychological Association).

• C. 2. Recognize that the counselors’ gender identity, expression, and concepts about gender are relevant to the helping relationship, and these identities and concepts influence the counseling process and may affect the counselor/client relationship.

• C. 3. Be aware that, although the client is transgender and may have gender-related concerns, the client’s primary concern and reason for seeking counseling services may not be related to gender identity and/or gender dysphoria.

• C. 4. If gender identity concerns are the reason for seeking treatment, counselors acknowledge experience, training, and expertise in working with individuals with gender concerns at the initial visit while discussing informed consent and seek supervision and

consultation as necessary.

• C. 5. Acknowledge with the paucity of research on efficacious theoretical approaches for working with transgender populations, counselors are urged to conduct routine process monitoring and evaluation of their service delivery and re-evaluate their theoretical approach for working with transgender individuals.

• C. 6. Acknowledge that, although gender identities and expressions are unique to individuals, they can vary greatly among and across different populations of transgender people. Further, a transgender client’s gender identity and/or expression may evolve across their lifespan.

• C. 7. Acknowledge that physical (e.g., access to health care, HIV, and other health issues), social (e.g., family/partner relationships), emotional (e.g., anxiety, depression, substance abuse), cultural (e.g., lack of support from others in their racial/ethnic group) ), spiritual (e.g., possible conflict between their spiritual values and those of their family’s), and/or other stressors (e.g., financial problems as a result of employment discrimination) often interfere with transgender people’s ability to achieve their goals. Therefore, it is important assist them

with overcoming these obstacles and regulating their affects, thoughts, and behavior throughout this coping process.

• C. 8. Recognize and acknowledge that, historically, counseling and other helping professions have compounded the discrimination of transgender individuals by being insensitive, inattentive, uninformed, and inadequately trained and supervised to provide culturally

proficient services to transgender individuals and their loved ones.

• C. 9. Create a welcoming, affirming environment for transgender individuals and their loved ones by creating a counseling space that affirms transgender people’s identity (e.g., placing transgender-positive magazines and literature in the waiting room, etc.). Respect and attend to the entire individual—not just their gender identity-related issues.

• C. 10. Facilitate an open discussion to identify the effects of trans-prejudice and discrimination experienced by transgender clients and assist them in overcoming potential internalized negative attitudes about themselves and their gender identities.

• C. 11. Proactively seek consultation and/or supervision from professionals competent in working with transgender individuals (please refer to WPATH’s Standards of Care regarding guidelines for professional competency) to ensure that the counselors’ own biases or

knowledge deficits do not negatively affect the helping relationship.

D. Group Work- Competent group counselors will:

• D. 1. Maintain a nonjudgmental, supportive stance on all expressions of gender identity and sexuality and establish this as a standard for group members as well.

• D. 2. Facilitate group members' understanding that mental health professionals' attempts to change a member's gender identity (e.g., conversion or reparative therapies) are not supported by research, and moreover, may have life-threatening consequences.

• D. 3. Involve members in establishing the group treatment plans, expectations, and goals, which should be reviewed periodically throughout the group. These should foster the safety and inclusion of transgender members.

• D. 4. Provide education and opportunities for social learning about a wide array of choices regarding coming out and transitioning if indicated or warranted.

• D. 5. Recognize the impact of power, privilege, and oppression within the group especially among the counselor and members and between members of advantaged and marginalized groups.

• D. 6. Consider diversity (i.e., gender identity, sex assigned at birth, sexual orientation, mental and physical ability status, mental health concerns, race, ethnicity, religion, and socioeconomic class) when selecting and screening group members, and be sensitive to how these aforementioned diverse identities may affect group dynamics.

• D. 7. Be aware of the unique status of an individual who is the only transgender group member, and create a safe space in which that person can share her/his experiences if feeling comfortable. In this case, it is especially important to foster a sense of security through the

use of respectful language towards the transgender member (e.g., correct pronouns and name; gender-affirmative terminology of transition interventions).

• D. 8. In gender-specific groups (e.g., inpatient treatment settings, substance abuse treatment, etc.), transgender individuals need to attend the gender group with which they identify (instead of the gender group that they were assigned at birth).

• D. 9. Acknowledge the impact of institutionalized and personalized transphobia on transgender members’ comfort with disclosing and reflecting on their experiences that occur inside and outside of group.

• D. 10. Actively intervene when either overt or covert hostility towards transgender identified members threatens group security and cohesion. This applies to both transgender specific groups and any group that has transgender members.

• D. 11. Recognize that although group support can be very helpful, peer pressure to conform to specific expression or plan of action exists within the group.

• D. 12. Coordinate treatment with other professionals working with transgender members, while maintaining confidentiality within the group.

• D. 13. Refer clients to other mental and physical health services when either initiated by the group member or due to clinical judgment that the member is in need of these interventions.

• D. 14. Be aware of how their own gender identities, beliefs about gender, and lack of knowledge about transgender issues may affect group processes.

• D. 15. Seek consultation or supervision to ensure that the counselor’s potential biases and knowledge deficits do not negatively affect group dynamics.

• D. 16. Will ideally have previous experience working with transgender individuals in both non-transgender specific and transgender specific groups. If no previous counseling experience with transgender individuals exists, consultation and supervision with mental

health professionals who are competent and have more experience working with transgender issues is even more critical.

E. Professional Orientation - Competent counselors will:

• E. 1. Understand and be aware that there has been a history of heterosexism and gender bias in the Diagnostic and Statistical Manual (DSM). For instance, counselors should have knowledge that homosexuality was previously categorized as a mental disorder and that

currently "Gender Identity Disorder" remains in the DSM. • Know the history of how the helping professions have negatively influenced service delivery to transgender individuals, their families and significant others through heterosexism and gender bias, and specifically know the history of when "Gender Identity Disorder" was inserted into the Diagnostic and Statistical Manual (DSM) and when homosexuality was removed as a mental health disorder.

• E. 2. Acknowledge and address the gatekeeper role and subsequent power that mental health professionals have historically had in transgender clients accessing medical interventions and resulted in mistrust of mental health professionals. This power difference needs to be minimized in the counseling relationship with transgender clients.

• E. 3. Ascertain the needs and presenting concerns of transgender clients, including transgender identity development, gender confusion, gender transition, gender expression, sexuality, anxiety and depression related to transgender life experiences, family/partner relationships, substance abuse, transgender health issues, and presenting concerns unrelated to gender.

• E. 4. Understand the related ACA ethical guidelines for counseling individuals who are exploring issues related to gender identity, gender expression, and sexual orientation.

• E. 5. Seek consultation or supervision to ensure that personal biases do not negatively affect the client-therapist relationship or the treatment outcomes of the transgender individual.

• E. 6. Be familiar with and know how to assist transgender clients access community resources where appropriate.

• E. 7. Facilitate access to appropriate services in various settings for transgender individuals by confronting institutional barriers and discriminatory practices.

• E. 8. Seek professional development opportunities to enhance attitudes, knowledge, and counseling skills related to transgender individuals.

• E. 9. Recognize the importance of educating professionals, students, and supervisees about transgender issues, and challenge misinformation and bias about transgender individuals.

• E. 10. Support a positive, public dialogue that affirms individual gender expression and gender identity.

• E. 11. Serve as advocates for transgender individuals within professional counseling organizations, and specifically advocate for anti-discrimination policies concerning transgender individuals.

• E. 12. Collaborate with health professionals and other individuals, groups, agencies, as indicated by the individual in order to provide comprehensive care.

F. Career and Lifestyle Development Competencies- Competent counselors will:

• F. 1. Assist transgender clients with exploring career choices that best facilitate both identity formation and job satisfaction.

• F. 2. Recognize that existing career development theories, career assessment tools, employment applications, and career counseling interventions contain language, theory, and constructs that may be oppressive to transgender and gender-conforming individuals.

• F. 3. Acknowledge the potential problems associated with career assessment instruments that have not been normed for the transgender community.

• F.4. Challenge the occupational stereotypes (e.g., sex work, entertainment careers, etc.) that restrict the career development and professional decision-making of transgender clients, or respect decisions to remain in entertainment careers, while also be prepared to affirm that these are valid jobs for those who are satisfied working in these fields.

• F. 5. Acknowledge and understand how the interplay of discrimination and oppression against transgender individuals adversely affect career performance and/or result in negative evaluation of their job performance, and thus may limit career options resulting in

underemployment, less access to financial resources and overrepresentation in certain careers.

• F. 6. Demonstrate awareness of the high degree of discrimination that transgender individuals have historically experienced in the workplace and how this discrimination may affect other life areas (e.g., housing, self-esteem, family support).

• F. 7. Demonstrate awareness of and skill in addressing employment issues and challenges for transgender individuals who have experienced transition, those who may choose to transition, and those who may not opt to transition while in the workplace and recognize the diversity of experiences for transgender individuals who choose to transition while in the workplace.

• F. 8. Explore with clients the degree to which government (i.e., federal, state, and/or local) statutes, union contracts, and workplace policies protect workers against employment discrimination based on gender identity and expression. In cases where there is no protection

of transgender employment rights, provide information on advocacy and support efforts.

• F. 9. Link clients with transgender mentors and resources that increase their awareness of viable career options.

• F. 10. Provide employers with consultation and education on gender identity issues and ways to facilitate workplace changes, such as restrooms, locker rooms, staff education, and creating a respectful, inclusive environment.

• F. 11. Assist with empowering transgender individuals to advocate on their own behalf as appropriate in their workplace context (i.e., micro-level or macro-level) and/or offer to engage in this advocacy with the client’s consent if the client would benefit from a direct workplace psychoeducation/training on transgender issues and safety in the workplace.

• F. 12. Advocate for gender identity and gender expression anti-discrimination policies in the workplace as they are applicable on both micro-level (e.g., in the workplace) and macrolevels (e.g., in the local and larger communities where we live, with policy makers and

legislators, etc.).

G. Appraisal - Competent counselors will:

• G. 1. Determine the reason for counseling services at the initial visit (e.g., exploring gender issues, career issues, relationship issues, evaluation and referral for medical services, or other mental health services).

• G. 2. Identify challenges that may inhibit desired treatment (e.g., cognitive impairment, serious mental health concerns such as psychosis or personality disorders, medical issues, developmental disabilities, etc.).

• G. 3. Understand that gender identity and expression vary from one individual to the next, and that this natural variation should not be interpreted as psychopathology or developmental delay.

• G. 4. Examine the legitimate power that counselors hold as helping professionals, particularly in regards to assessment for body modifications, and seek to share information on the counselor’s gate keeping role (e.g., writing letters supporting body modifications) so

it is not a restrictive influence, but rather seeks to better serve transgender people’s needs.

• G. 5. Understand the power that counselors have in meeting the needs of transgender individuals in regards to making decisions about hormonal or surgical interventions. Therefore, it is important to collaboratively discuss the potential length of counseling services and costs as a part of the informed consent process.

• G. 6. Recognize that the goal of treatment is to provide a comprehensive psychosocial mental health assessment, which should encompass all life areas, for all transgender individuals whether or not they are seeking medical interventions and/or body modifications.

• G. 7. Examine how their own biases and privilege may influence their assessment with each transgender individual. Such bias might include sexism, heterosexism, transnegativity, promoting medical interventions, or a particular course of treatment.

• G. 8. Utilize supervision and consultation as tools to help counselors minimize biases and avoid misuse/abuse of privilege and power (e.g., in regards to providing approval for transgender individuals to obtain medical treatment and/or body modifications).

• G. 9. Understand how heterosexism and sexism are promoted and maintained within society, and how these dynamics influence the assessment of transgender individuals.

• G. 10. Consider in the differential diagnosis process how the effects of stigma, oppression, and discrimination contribute to psychological symptoms, but do not necessarily indicate pathology for transgender individuals. Consider these effects when collaboratively deciding

client’s readiness for body modifications.

• G. 11. Apply ethical standards when utilizing assessment tools such as tests, measurements, and the current edition of the DSM, because they have not been normed on transgender people. As many assessments are also products of a sexist and heterosexist culture and may reinforce a pathological or trans-negative perspective on transgender people, determine which assessments are in the best interest of transgender people (i.e., ones that do not equate mental health with being gender conforming) and employ a collaborative assessment approach when possible.

• G. 12. Be sensitive to and aware of the ongoing debate regarding Gender Identity “Disorder” being listed as a medical condition in the current edition of the DSM and be willing to communicate to transgender individuals the position the helping professional takes, and to

have open and honest discussions about how this may affect the work you do together.

• G. 13. Be familiar with WPATH’s Standards of Care principles in order to guide but not dictate treatment for individuals with gender identity concerns, including gender dysphoria.

• G. 14. Be prepared to face ethical dilemmas with the appraisal of transgender people, especially because theories and practices with transgender people continue changing and evolving, and create many ethical dilemmas

• G. 15. Seek out the perspectives and personal narratives of the transgender community as essential components to fully understanding appropriate assessment of transgender people.

• G. 16. Recognize that the presence of a co-occurring mental or physical health disorder does not necessarily preclude counseling for gender concerns or medical treatments, but may or may not require stabilization or additional treatment.

• G. 17. Recognize that transgender people with mental health concerns (e.g., schizophrenia, personality disorders) and/or cognitive challenges experience significant bias and discrimination and may benefit from discussions about the impact of mental health stigma

on their daily lived experiences and their selection of body modifications.

H. Research - Competent counselors will:

• H. 1. Be aware of existing transgender research and literature regarding social and emotional wellbeing and difficulties, identity formation, resilience and coping with oppression, as well as medical and non-medical treatment options.

• H. 2. Consider limitations of existing literature and existing research methods regarding transgender individuals such as sampling, confidentiality, data collection, measurement, and generalizability (e.g., LGB literature applying results and content to transgender individuals).

• H. 3. Be aware of gaps in literature and research regarding understanding the experiences of and assisting of transgender individuals and family members.

• H. 4. Have knowledge of qualitative, quantitative, and mixed methods research processes and potential future research areas such as individual experiences of transgender people, counselor awareness and training on transgender concerns, reduction of discrimination

towards transgender individuals, and advocacy opportunities for positive social change in the lives of transgender individuals.

• H. 5. Consider how critical consumption of research may assist with understanding needs, improving quality of life, and enhancing counseling effectiveness for transgender individuals.

• H. 6. Formulate research questions taking into account transgender participants and transgender issues/concerns.

• H. 7. Construct surveys or any data gathering forms that include gender demographic information options that provides the participants the opportunity to disclose their declared or affirmed gender identity while concurrently not conflating gender identity and sexual


• H. 8. Be familiar with current transgender-affirmative terminology and be aware of the importance of using the least restrictive gender language that adheres to participants’ declared or affirmed pronouns/names.

• H. 9. Involve transgender-identified individuals in research regarding transgender issues/concerns when appropriate and possible - while attending to and being reflective of transgender research participants’ lived experiences.

• H. 10. Recognize research is never free of positive or negative bias by identifying the potential influence personal values, gender bias, and heterosexism may have on the research process (e.g., participant selection, data gathering, interpretation of data, reporting of results,

DSM diagnosis of Gender Identity Disorder), and seek to address these biases in the best manner possible.

• H. 11. Make transgender-focused research available to the transgender community served by making a study’s results and implications accessible for the community, practitioners, and academics alike.

From: American Counseling Association:

Healthcare Guild Research Page - National Research Initiatives for LGBT Populations

Association for Specialists in Group Work (ASGW) - Principles for Diversity-Competent Group Workers

The Association for Specialists in Group Work is a division of the American Counseling Association. As Counseling Professionals who are interested in and specialize in group work, we value the creation of community; service to our members, their clients, and the profession; and leadership as a process to facilitate the growth and development of individuals and groups.

Multicultural and Social Justice Competence Principles for Group Workers (March 2012)

ASGW - Group Standards PDF - What Every Counselor Must Know About Groups

ASGW - Best Practices in Group Work

National Association of Social Workers (NASW) - Committee on LGBT Issues

NCLGBTI - National Association of Social Workers - Committee on LGBT Issues

The National Committee on Lesbian, Gay, Bisexual and Transgender Issues (NCLGBTI) develops, reviews and monitors programs of the National Association of Social Workers that significantly affect gay men, lesbians, bisexuals and transgenders.

NASW Standards for Cultural Competence in Social Work Practice

Organizational Integration of Cultural Competency: Building Organizational Capacity to Improve Service Delivery to Culturally Diverse Populations (Sept 2012)

All Children Matter: How Legal and Social Inequalities Hurt LGBT Families (October 25, 2011)

LGBTQ Out of Home Youth Project

Profiles of LGBT Social Workers (June 2010)

NASW Board of Directors reaffirms position statement of Same-Sex Marriage (6/28/04)

Second Annual National Lesbian, Gay, Bisexual and Transgender Health Awareness Week (3/8/04)

Promoting Positive School Environments For Lesbian, Gay, And Bisexual Students: Survey Findings (October 2003)

What Social Workers Should Know about Gender-Based Violence and the Health of Adolescent Girls (July 2001)

"Reparative" and "Conversion" Therapies for Lesbians and Gay Men (January 21, 2000)

Discrimination & HIV/AIDS (1999)

Just the Facts About Sexual Orientation and Youth

American Psychoanalytic Association (ApsaA) - Committee on Gender and Sexuality

A psychoanalytic frame of reference is very useful in trying to understand why it is difficult to achieve attitudinal changes. (People's attitudes towards themselves and towards other people depend not just on conscious factors-what they believe or don't believe- but also on unconscious factors like thoughts and feelings that are outside their conscious awareness.)

Reparative Therapy
Same-gender sexual orientation cannot be assumed to represent a deficit in personality development or the expression of psychopathology.

Gay and Lesbian Parenting
The American Psychoanalytic Association supports the position that the salient consideration in decisions about parenting, including conception, child rearing, adoption, visitation and custody is the best interest of the child. Accumulated evidence suggests the best interest of the child requires attachment to committed, nurturing and competent parents.

Gays, Lesbians, and Bisexuals Serving in the Military
The American Psychoanalytic Association (APsaA) opposes the military policy mandated by Title 10 of the United States Code (Section 654) which prohibits an individual's service in the military on the basis of sexual orientation.

The American Psychoanalytic Association opposes and deplores public or private discrimination against male and female homosexually oriented individuals.

The American Psychoanalytic Association supports the legal recognition of same-sex civil marriage with all the rights, benefits and responsibilities conferred by civil marriage, and opposes discrimination against same-sex couples, and the denial to same-sex couples these same rights, benefits and responsibilities. Click here to read the entire marriage resolution.

The Importance of Multicultural Counselor, Psychologist, Social Work, and Human Service Worker Training

Multicultural counselor training approaches emphasize communication and pedagogy within the counseling relationship and differ in terms of how culture is defined as well as the extent to which they emphasize the role of cultural influences in people's lives, the goals of training, and the content and process of training.....Approaches to multicultural counselor training represent diverse and rich philosophical frameworks for defining culture and multicultural counseling competence, establishing goals of multicultural training, and structuring the content and process of training. This literature emphasizes methods for helping trainees explore relationships among clients' multiple social identities, cultural contexts, and presenting problems, and the manner in which trainees' social identities influence interactions with clients. However, the lack of a unifying framework may result in confusion and the tendency for trainers and educators to use a "hodgepodge" approach for facilitating students' multicultural competence.  Moreover, most approaches lack a structured training focus that can be systematically applied with students who differ in terms of their multicultural competence.
  1. *Enns, C. Z., Sinacore, A. L., Ancis, J. R., & Phillips, J. (2004). Toward integrating feminist and multicultural pedagogies. Journal of Multicultural Counseling and Development, 32, 414-427.

Counselor education programs need to conduct research in several areas that could lead to more diverse curricula and to more diverse student and faculty populations. There is a need to identify specific barriers to recruitment and retention of minority and underrepresented faculty and students. This could lead to the development of ways to improve both of these areas. However, current faculty would need to commit to making fundamental changes if more diverse educational experiences are to be provided.
  1. *Henriksen, Jr., R. C. (2006). Multicultural counselor preparation: A transformational pedagogy. Journal of Humanistic Counseling, Education & Development, 45(2), 173-185.

American Psychological Association of Graduate Students (APAG) - Resource Guide for LGBT Students

The American Psychological Association of Graduate Students (APAGS) aspires to achieve the highest quality graduate training experience for the next generation of scientific innovators, expert practitioners and visionary leaders in psychology.  The APAGS Resource Guide for LGBT Students in Psychology is a publication of the APAGS Committee on Lesbian, Gay, Bisexual, and Transgender Concerns. The following chapters provide an overview of this guide. Please download the full guide (PDF, 424KB) for further reading.

APAGS Resource Guide for LGBT Students in Psychology - Chapters

  1. Assessing Your Program’s Climate and General Coming Out Issues - Michelle Vaughan, M.A., Katherine G. Spencer, M.A.

  2. Therapist Self-disclosure of Sexual Orientation or Gender Identity: Issues to Consider with Adult Clients - Michael E. Bricker, M.S.

  3. The Importance of Social Support in Your Graduate Program - Sean Travis Clouse, M.A.

  4. Establishing a Supportive Community Network for LGBT Graduate Students - Elizabeth A. Pickens, B.A

  5. Mentorship and LGBT Students: A Key to Professional Growth - Katherine G. Spencer, M.A.

  6. Choosing Whether to Confront Discriminatory Attitudes in Graduate School - Sarah Hayes, M.A.

  7. LGBT Advocacy - Michelle Vaughan, M.A.

  8. Manifestations of Heterocentricism for Students with LGBT-Related Professional Interests - John E. Pachankis, M.A., Gillian Marie Woldorf, M.A.

  9. Doing LGBT Research in Graduate School: Pros and Cons - Keith J. Horvath, M.S.

  10. Practical Advice About LGBT Research - Dan Yoshimoto, M.S. Tips for Transgender, Transsexual, and/or Gender Variant Graduate Students - Randall D. Ehrbar, Psy.D., Lenore Newman, Ph.D.

  11. Issues Specific to Bisexual Graduate Students in Psychology - Julie R. Arseneau, Ed.M.

  12. Additional Resources for LGBT Students

  13. APA’s Ethical Codes of Potential Interest to LGBT Students

  14. About APAGS

Mental Health Education for Lesbian, Gay, Bisexual, Transgender Cultural Competency

Affirming counseling standards require that students be trained to treat a range of clients in supportive, nonjudgmental ways

"Every profession has its own ethical codes and dictates. When someone voluntarily chooses to enter a profession, he or she must comply with its rules and ethical requirements. Lawyers must present legal arguments on behalf of their clients, notwithstanding their personal views.... So too, counselors must refrain from imposing their moral and religious views on their clients."  "Just as a medical school would be permitted to bar a student who refused to administer blood transfusions for religious reasons from participating in clinical rotations, (a University may bar a student) from participating in its clinical practicum if she refuses to administer the treatment it has deemed appropriate," said a recent court decision.

Some student lawsuits are being brought on by a few Christian students in graduate counseling programs against public universities. The programs are among those that train people to be counselors in schools or community centers. The programs embrace the ethics rules of the American Counseling Association, which requires that students be trained to work with clients whose views differ from counselors, without the counselors imposing their views on clients or judging their backgrounds.

"Nothing in the record indicates that the object of the curricular requirement is to infringe upon or restrict practices because of their religious motivation; rather, the evidence shows that, among other reasons, the University adopted the ACA Code of Ethics to offer an accredited program," the appeals court ruling says. "Nor does the evidence indicate that the University applies the curricular requirement in a selective manner that burdens only conduct motivated by religious belief; rather, the requirement applies equally to all students in the program.... In seeking to evade the curricular requirement that she not impose her moral values on clients, students claiming religious freedom are looking for preferential, not equal, treatment."

Lawsuits angled at public universities are often based on the belief that the university is forcing the person to publicly renounce her faith and that they are imposing thought reform (as cited from the Anti-gay Christian Alliance Defense Fund).  Steve Sanders, a visiting faculty member at the University of Michigan Law School, who has written extensively about legal issues related to academic freedom and sexual orientation, among other topics, said he sees the case as not focused on anti-bias policies. Rather, he said that the case was "about the ability of an aspiring counseling professional to deal competently -- that is, according to standards established by her chosen profession -- with a particular category of clients."

Sanders also said that the decision was about academic freedom. "It upholds the ability of a university, through its faculty, to determine curriculum and appropriate academic requirements and standards for a student to advance toward a degree," he said. "The court is saying that in the absence of any evidence of improper motive by the University’s professors, the university's academic judgments are entitled to deference."  The problem is that some courts are ruling in favor of students, effectively allowing a student of psychology to go against the spirit of the discipline by simply ignoring scientific and professional standards. Healthcare, whether mental or physical, should be patient-centered: it is not up to the whim of the therapist to deny caring for an at-risk client. Refusing to provide counseling to LGBT clients is discriminatory and nothing else.

Article above is a combination of these two articles:

LGBT Health Research Percentages According to Journal of Homosexuality

According to an article in the special health edition (July 2012) of The Journal of Homosexuality, “...articles about the deviance of homosexuality still outnumber articles about improving health care provider interactions with LGBT patients (5% compared to 3% of all articles on LGBT topics)”

Network for LGBT Health Equity - Making Life Easier Newsletter (Fenway)

Additional Healthcare - LGBT Population Resources

Association of American Colleges and Universities - Diversity & Democracy aims to support academic leaders and educators as they design and reshape their diversity programs, civic engagement initiatives, and global learning opportunities to better prepare students for principled action in today's complex world.  Topics include: Teaching LGBTQI Issues in Higher Education, Creating LGBT-Inclusive Classrooms, Queers Dual Meanings, Queer Theory’s Relevance to Student Learning, Safe Zone Dialogues at the University of Alabama,

Joint Commission (JCAHO) Advancing Effective Communication, Cultural Competence, and Patient-and Family-Centered Care for the LGBT Community.

American Journal of Public Health advances public health research, policy, practice, and education and is the official journal of the American Public Health Association.  The Journal often covers issues on Lesbian, Gay, Bisexual, and Transgender concerns.

National Association of Community Health Centers - Reaching out to Special Populations (LGBT Patients).  This is the second of a series of Information Bulletins designed to provide guidance on furnishing services to “other” special populations. Aside from certain health centers that receive dedicated funding to serve a special population, every health center is expected to provide or arrange access to services for any population it serves that has particular health care needs.

Bisexual Resource Center (BRC)

Bisexuals experience high rates of being ignored, discriminated against, demonized, or rendered invisible by both the heterosexual world and the lesbian and gay communities.  The Bisexual Resource Center envisions a world where love is celebrated, regardless of sexual orientation or gender expression. Because bisexuals today are still misunderstood, marginalized and discriminated against, the BRC is committed to providing support to the bisexual community and raising public awareness about bisexuality and bisexual people.

Inclusivity: The BRC uses bisexual as an umbrella term for people who recognize and honor their potential for sexual and emotional attraction to more than one gender (pansexual, fluid, omnisexual, queer, and all other free-identifiers). We celebrate and affirm the diversity of identity and expression regardless of labels.

Five Simple Reasons Why the “Binary” Argument Holds No Water

1.) Historical context is important, so it's critical to note that, similar to “homosexuality” and “lesbianism,” “bisexuality” is a word reclaimed by the bisexual movement from the medical institution (specifically the DSM III which pronounced it a mental disease). The bi community itself had little to no influence over the formation and structure of the word, and simply did what gays and lesbians did: empowered their communities by claiming the word for themselves. Of course, no one would say that miserable people can't be "gay" because they're not happy or upbeat all the time. Nor are lesbians restricted to women who hail from the Greek island of Lesbos.

2.) For many bisexuals, the "bi" in "bisexual" refers not to male plus female, but to attraction to genders like our own, plus attraction to genders different from our own. In other words, it's the ability to move in two directions along a continuum of multiple genders.

3.) The bisexual movement emerged around the same time as the transgender movement. Thus, in its early stages, no language was available for the description of attraction to non-binary sexes and genders.

4.) The bisexual community cannot oppress the trans community (which is part of what these misconceptions claim) because we are not privileged among queers. In other words, we ourselves are being erased, just as is the trans community.

5.) Historically (and very much currently), the bisexual community has been one of the most accepting places toward transgender and genderqueer people. Our communities have always shared a very strong alliance.

Bisexual Support and Advocacy Groups.  Find a support or social/advocacy group.

The Bisexual Resource Center brochure

Find out about the oldest national bisexual organization. Includes the organization's mission, goals and objectives.


Books on Bisexuality: An Annotated Listing

The BRC's newest brochure includes short synopses of the classic bi books you should have on your shelf. Perfect resource for an LGBT center or a bi support group.


Starting or Growing Your Bisexual Support Group - Have you been wanting to start up a new bi support group in your area? Or are you trying to revitalize an already existing group? This brochure provides tips on logistics, publicity, confidentiality issues and more.


How to Be an Ally to a Bisexual Person - Ever wonder how you can be an ally to a bi person? Or maybe you'd like a quick and easy way to inform someone you know how they could be more supportive of you. Either way, the BRC has a great brochure for you. Tip #1: Believe that I exist.

Bi Zone has created a directory of bisexually-aware therapists which is listed alphabetically by state. We don't know how current the listings are, but we hope they can be of use to you... BiZone's therapist listing

The Network/La Red, an organization working to end abuse in lesbian, bisexual women's and transgender communities, distributes handouts specifically targeting the bisexual community. Download and use these publications in your own community to educate others about how bi/pan/fluid people can be effected by partner abuse. Visit to learn more the organization's services and resources and how to order copies. Handout on bi partner abuse.   Spanish language handout on bi partner abuse

Rainbow Health Ontario produces a poster and postcard campaign, This Is Our Community: Bisexual Anti-Stigma Campaign, which focuses on biphobia and highlights four groups within the bi community that have been particularly marginalized: bisexual mothers, trans bisexuals, bisexuals of color and bisexual youth.

Rainbow Health Ontario also produces a fact sheet about bisexual health that details some of the health disparities and suggests more areas research is needed into bisexual health.

The Stonewall organization in Great Britain produces a range of resource materials for the LGBT community. They publish a wonderful report entitled Bisexual People in the Workplace: practical advice for employers, which includes issues for bisexual staff, tips on how to develop effective policy and procedures, and how to engage bisexual employees. PLUS, now there is a Spanish language version, Personas Bisexuales Trabajo.

The LGBT Advisory Committee of the San Francisco Human Rights Commission produced an incredible report in 2011, Bisexual Invisibility: Impacts and Recommendations. This report gives the community at large important information about how bisexual invisibility is perpetuated and how it detrimentally effects the community's mental and physical health.

Visit the Radical Bi blog and find gems like The Monosexual Privilege Checklist.

The National Intimate Partner and Sexual Violence Survey (NISVS) was released in January 2013 and gives the most detailed data ever on how partner violence affects women's lives, with results broken down by sexual orientation. The numbers don't lie: Nearly half of bisexual women, 1 in 8 lesbians, and 1 in 6 straight women have experienced rape at some point in their lifetime. These statistics are significant because we can see how bi women's experience is distinct from women of other orientations and the urgent need to address partner violence within the bi community.

The UK's Open University published a report in 2012, The Bisexuality Report: Bisexual Inclusion in LGBT Equality and Diversity, that informed UK policy and practice on LGBT equality in relation to the inclusion of bisexuality and issues specific to bisexual people. The report includes key recommendations to enhance bi representation in education, workplace, sports, media, and other important areas.

George Mason University releases new study showing that bisexual women suffer more from health risk factors than males. Researcher Lisa Lindley is looking for the reasons behind this disparity. “Bisexuals are often invisible,” she says. “There’s a lot of prejudice against them. They’re told ‘You’re confused — pick one.’ There tends to be this expectation or standard that a person picks one sexual identity and sticks with it. I think there’s a lot of misunderstanding about bisexuals. I think their risk has a lot more to do with stigma.”

Northwestern University researchers released findings in 2011 that updates and contradicts earlier research that suggested that bisexual men couldn't be sexually aroused by more than one sex. The new research made a more concerted effort to recruit men who identified strongly as bisexual and had been in relationships with men and women. The New York Times led the media frenzy created by the new findings. Though obviously pleased that the information was positive this time, the Bisexual Resource Center and others in the community already feel very confident that bisexual men exist. This article in the Northwestern University student paper has some great reactions from bi-identified students on their campus.

On-Line Specialized Professional Provider Directories

Poly-Friendly Professionals On-Line Listing

Bisexuality-Aware Professionals Directory

Kink Aware Professionals (KAP) Directory - National Coalition for Sexual Freedom

Substance Abuse and Mental Health Services Administration - Lesbian, Gay, Bisexual, Transgender Mental Health Resources

The Knowledge Application Program (KAP) provides substance abuse treatment professionals with publications, online education, and other resources that contain information on best treatment practices. The Cultural Competency and Diversity Network (CCDN) is made up of individuals from a variety of cultural groups that counsel KAP. The purpose of the CCDN is to assist KAP in improving the cultural competency of KAP products and documents. To date, there are CCDN work groups for Native Americans; Hispano/Latinos; Asian and Pacific Islanders; African Americans; lesbian, gay, bisexual, and transgender individuals; aging populations; and people with disabilities.

A Providers Introduction to Substance Abuse Treatment for Lesbian, Gay, Bisexual, and Transgender Individuals

SAMHSA Knowledge Application Program (KAP)

SAMSHA (KAP) Substance Abuse Intervention

Peer-Reviewed Journals Pertaining to Lesbian, Gay, Bisexual, Transgender Issues

Canadian Online Journal of Queer Studies in Education

The Canadian Online Journal of Queer Studies in Education was created to provide a forum for scholars, professionals, and activists to discuss queer topics in education and the social sciences in the Canadian context. It is a refereed e-journal that is affiliated with the Ontario Institute for Studies in Education at the University of Toronto.

International Journal of Transgenderism

The official journal of the World Professional Association for Transgender Health (WPATH). Offered in both print and electronic versions the quarterly publishes peer-reviewed, original article and republishes seminal archival articles.

Journal of Bisexuality

A quarterly journal which publishes both peer reviewed professional articles and serious essays on bisexual topics in a more popular and nonacademic style.

Journal of LGBT Youth (formerly Journal of Gay & Lesbian Issues in Education)

The Journal of LGBT Youth is the interdisciplinary forum dedicated to improving the quality of life for lesbian, gay, bisexual, transgender, and questioning youth. This quarterly journal presents peer-reviewed scholarly articles, practitioner-based essays, policy analyses, and revealing narratives from young people.

Journal of Gay & Lesbian Mental Health (formerly Journal of Gay & Lesbian Psychotherapy)

The Journal of Gay & Lesbian Mental Health is a clinical, multidisciplinary professional forum for the exposition, discussion, and exchange of practical information about lesbian and gay psychotherapy. It has been adopted as the official journal of the Association of Gay and Lesbian Psychiatrists.

Journal of Gay & Lesbian Social Services

This publication focuses on ideas and resources for the design, evaluation, and delivery of social services for LGBT populations at all stages of life. It is the official journal of the Caucus of the LGBT Faculty and Students in Social Work.

Journal of GLBT Family Studies

The journal is designed to promote the study of gay, lesbian, bisexual, and transgender individuals and their families. The target audience is academics, researchers, and practitioners working in marriage and family therapy, lifespan development, counseling, and human services.

Journal of Homosexuality

The journal is devoted to scholarly research on homosexuality, including sexual practices and gender roles and their cultural, historical, interpersonal, and modern social contexts. In addition, articles in the journal explore the political, social, and moral implications of research on human sexuality.

Journal of Lesbian Studies

This interdisciplinary journal examines the cultural, historical, and interpersonal impact of the lesbian experience on society. Balancing research and practical information, the journal is designed to be a forum for research and theory, addressing the history, politics, science, race, literature, and life cycle issues of lesbians.

Journal of LGBT Health Research

This interdisciplinary quarterly provides a forum for LGBT health issues and highlights social-, psychobehavioral- and biologically-based public health research and health services access/utilization evaluation. Topics include such issues as health disparities and public health problems of the LGBT community.

Journal of LGBT Issues in Counseling

The journal provides a professional forum for research, best practices, and emerging trends and issues related to counseling GLBT youth and adult communities. It is the official journal of the Association for Gay, Lesbian and Bisexual Issues in Counseling, a division of the American Counseling Association.

International Journal of Sexual Health (formerly Journal of Psychology & Human Sexuality)

The journal publishes original articles about human sexuality with a psychological focus. It is designed to encompass clinical, counseling, educational, social, experimental, and psycho-neuroscience research devoted to the study of human sexuality.

FROM: APA Division 44 -

Practice Guidelines - Lesbian, Gay, Bisexual, Transgender Mental Health Resources

AWP - The Association for Women in Psychology

The role of AWP includes education and sensitization of mental health professionals, encouragement and recognition of women's concerns and those who promote them, reconceptualization and expansion of perspectives within psychology, advocacy and critique regarding professional and institutional practices, and the provision of opportunities for creative feminist contributions and the dissemination of feminist ideas.

APA Division 35 - Society for the Psychology of Women

Division 35: Society for the Psychology of Women provides an organizational base for all feminists, women and men of all national origins, who are interested in teaching, research, or practice in the psychology of women. The division recognizes a diversity of women's experiences which result from a variety of factors, including ethnicity, culture, language, socioeconomic status, age, and sexual orientation. The division promotes feminist research, theories, education, and practice toward understanding and improving the lives of girls and women in all their diversities; encourages scholarship on the social construction of gender relations across multicultural contexts; applies its scholarship to transforming the knowledge base of psychology; advocates action toward public policies that advance equality and social justice; and seeks to empower women in community, national, and global leadership.

APA Division 35 - Psychology of Women Quarterly & Feminist Psychologist

Two publications of Division 35 are: Psychology of Women Quarterly, which is a journal of research, theory, and reviews, and the Feminist Psychologist.

LGBTCO - APA Resource Page for Lesbian, Gay, Bisexual and Transgender Concerns

The mission of the Lesbian, Gay, Bisexual, and Transgender Concerns Office (LGBTCO) is to advance psychology as a means of improving the health and well-being of LGBT people, as a means of increasing understanding of gender identity and sexual orientation as aspects of human diversity, and as a means of reducing stigma, prejudice, discrimination, and violence toward LGBT people. The office provides support and guidance to all aspects of APA governance on issues related to its mission and products and services to the APA membership and others seeking psychological resources to promote beneficial change in society for LGBT people.

American Psychiatric Association (APA) - LGBT Issues

The LGBT Issues Committee of the Group for the Advancement of Psychiatry (GAP) serves to teach psychiatry residents about caring for lesbian, gay, bisexual, transgender, and intersex patients. However, we hope it will also be useful to all health and mental health trainees and practitioners.

American Psychiatric Association (APA) - Healthy Minds - Unique Mental Health Issues for Gays/Lesbians/Bisexuals is the American Psychiatric Association’s online resource for anyone seeking mental health information. Here you will find information on many common mental health concerns, including warning signs of mental disorders, treatment options and preventative measures.

American Association of Sex Counselors and Therapists (AASECT) - About Sex Therapy

The American Association of Sexuality Educators, Counselors and Therapists (AASECT) is devoted to the promotion of sexual health by the development and advancement of the fields of sexual therapy, counseling, and education.  The Association’s mission is to provide professional education and certification of sexuality educators, counselors, and therapists, as well as individuals who supervise sex therapists in training.  AASECT also encourages research related to sexuality education, counseling, and therapy, and supports the publication and dissemination of professional materials related to these fields. To achieve its mission, AASECT offers a broad range of professional education, training activities, as well as advocacy.


Association for Lesbian, Gay, Bisexual, Transgender Issues in Counseling (ALGBTIC)

According to The Association for Lesbian, Gay, Bisexual and Transgender Issues in Counseling (ALGBTIC, 2008) group leaders must: “1) be sensitive to the dynamics that occur when groups are formed that include only one representative of any minority culture and consider the necessity of including supportive allies for LGBT clients when screening and selecting group members, 2) establish group norms
and provide interventions that facilitate the safety and inclusion of LGBT group members, 3) shape group norms and create a climate that allows for the voluntary self-identification and self-disclosure of LGBT participants, 4) intervene actively when either overt or covert disapproval of LGBT members threatens member safety, group cohesion and integrity”...View the ALGBTIC Competencies website

American Association of Sexuality Educators Counselors and Therapists (AASECT)

AASECT is an interdisciplinary professional organization of sexuality educators, sexuality counselors and sex therapists.  Members include physicians, nurses, social workers, psychologists, allied health professionals, clergy members, lawyers, sociologists, marriage and family counselors and therapists, family planning specialists and researchers, as well as students in relevant professional disciplines. These individuals share an interest in promoting understanding of human sexuality and healthy sexual behavior....

Lesbian, Gay, Bisexual, Transgender (LGBT) Data Bank
provides knowledgeable analysis, commentary and expert "how to" information on gathering such data effectively in scientific surveys, questionnaires and studies. Collected and categorized here you will find numerous datasets and links to rich data sources that are essential to LGBT health research, researchers, students, advocates and anyone interested in scientific-based information about LGBT people and populations....

American Counseling Association (ACA) - Advocacy Competencies for Affecting Social Change

Social & Political Advocacy: Counselors regularly act as change agents in the systems that affect their own students and clients most directly. This experience often leads toward the recognition that some of the concerns they have addressed affected people in a much larger arena. When this happens, counselors use their skills to carry out social/political advocacy.

National Alliance on Mental Illness - Disparities in Mental Health Treatment Among GLBT Populations

In the past 35 years, the attitudes of mental health professionals have shown a positive change toward GLBT populations. For example, a 2005 study found that 58% of psychologists supported a gay-affirmative stance in therapy, compared to only 5% in 1991. Despite these positive changes in attitudes, however, many mental health professionals still report a lack of focus on GLBT issues in their training. For example, a survey of therapists-to-be found that even though they had positive attitudes about GLB populations, they generally felt unprepared to counsel GLB clients, and many programs lacked coursework or training modules on GLB issues...

Mental Health Issues Among GLBT People

Mental Health Risk Factors Among GLBT Youth


American Psychological Association Division 44 - Society for the Psychological Study of Lesbian, Gay, Bisexual and Transgender Issues

APA Division 44 focuses on the diversity of human sexual orientations by supporting research, promoting relevant education, and affecting professional and public policy. Their website includes resources on Resolutions on Religious, Religion-Based and/or Religion-Derived Prejudice;
Military; and Parents and Children and Publications about Intersex and Transgender issues.  APA Division 44 resources include Guidelines for Psychological Practice with Lesbian, Gay, Bisexual Clients; Report of the APA Task Force on Appropriate Therapeutic Responses to Sexual Orientation; and Lesbian and Gay Parenting...View the APA Competencies website

Lesbian, Gay, Bisexual, Transgender Resource Center at UCSF

The Center has provided training on LGBT health concerns to current and future health professionals in every field. The Center has also convened multiple LGBT health conferences, and in October 2010 presented the National Summit on LGBT Issues in Medical Education for medical school faculty...

The Fenway Institute National LGBT Health Education Center

The mission of Fenway Health is
to enhance the wellbeing of the lesbian, gay, bisexual and transgender community and all people in our neighborhoods and beyond through access to the highest quality health care, education, research and advocacy.

The Network for LGBT Health Equity - Fenway Institute

The Network for LGBT Health Equity is a community-driven network of advocates and professionals looking to enhance LGBT health by eliminating tobacco use, and other health disparities within our communities. We are one of six CDC-funded tobacco disparity networks and a project of The Fenway Institute in Boston.

National Resource Center on LGBT Aging - Training Curricula for Providers

The National Resource Center on LGBT Aging, under the project lead of PHI in collaboration with seven other training partners, developed four separate 4-hour trainings: two for aging services providers and two for LGBT organizations. We offer your agency these trainings free of charge, to all levels of staff and volunteers, to assist you in learning the best ways to create an inclusive, safe and welcoming environment for your LGBT older adult population....

This American Life - How the APA Decided in 1973 That Homosexuality was Not a Mental Illness

In 1973, the American Psychiatric Association (APA) declared that homosexuality was not a disease simply by changing the 81-word definition of sexual deviance in its own reference manual. It was a change that attracted a lot of attention at the time, but the story of what led up to that change is one that we hear today, from reporter Alix Spiegel.
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