The presentation reviews and summarize the Transgender Population. The definition of Transgender which will include Gender Identity and Gender Queer will be explained. This presentation will also discuss how to best serve the transgender community in a counseling capacity. This will include supporting them psychologically, helping with campus resources, navigating referrals for medical issues, including hormone therapy and possible gender affirming surgery. Participants will be provided examples of how to write a support letter for hormone therapy and gender affirming surgery using the Standards of Care from WPATH. The presentation will finally explain the challenges this population faces especially with the political issues in the media. The expected outcome of this presentation is that participants will acquire an overall increased competency to work with the Transgender population in a counseling setting.
Learning Objectives:
Participants will be able to describe what transgender means and discuss how gender is different from sexual orientation.
Participants will describe and use gender inclusive language when working with transgender clients.
Participants will be able to utilize different resources to support transgender clients.
Within the diverse LGBTQ+ community, queer people of color (QPOC) represent a variety of gender, affectional and cultural identities and experiences. Intersectionality offers a unique lens for understanding multiple minority identities, cultural strengths and resilience. Using intersectionality as a conceptual framework, the presenters will review current research, share personal and professional reflections from the field and identify culturally relevant affirming counseling practices with QPOC.
Learning Objectives:
Describe intersectionality as a framework for understanding the diverse experiences of Queer people of Color.
Identify, assess and emphasize cultural strengths and resilience with Queer people of Color in counseling practice.
Implement culturally competent affirmative counseling knowledge and skills in counseling practice.
Human trafficking is a global problem throughout society that affects vulnerable individuals when perpetrators deny them basic human rights. Human trafficking typologies occur when different industries perpetuate the problem of human trafficking. To best serve victims and survivors, counselors must understand the phenomenon, including risk and protective factors, industry infrastructure and theory-driven counseling interventions.
Learning Objectives:
Define human trafficking typologies within various industries
Discuss risk and protective factors of human trafficking survivors
Discuss implications for counseling human trafficking survivors and specific advocacy opportunities
How do you ask about clients’ cultural identities on your intake paperwork? Did you ever receive specific training about how to do this? In this Session we present our research findings about how clinicians ask for cultural identities on intake paperwork. We identify common issues, the implicit messages clients may receive from initial paperwork and practical solutions for making your intake paperwork more inclusive, accurate and affirmative with the aim of attracting and retaining underserved client populations.
Learning Objectives:
Attendees will learn how to analyze the implicit messages their intake paperwork may be sending potential clients
Attendees will be able to list and describe important factors to include on intake paperwork
Attendees will gain the tools need to analyze their own intake paperwork so they are able to evaluate what changes may be needed and how to make such changes.
Counselor educators and supervisors train students and supervisees to become professional, ethical and competent counselors. However, some trainees are adamantly against working with LGBT people, some are insensitive about their language, and others don’t understand the inappropriate nature of their jokes. In this panel discussion LGBTQQIA counselor educators and supervisors discuss their own responses to slanderous speech, microaggressions, and overt ridicule regarding LGBTQQIA persons by students and supervisees. We will talk about our own emotional reactions and how they’ve changed over time, along with helpful and unhelpful responses to students/supervisees based on their own developmental level. Each panelist will briefly discuss one aspect of their experience, and we will then facilitate a discussion with attendees around best practices for managing emotional reactions while still offering appropriate responses to students and supervisees.
Learning Objectives:
Look at the effects on counselor educators when students make hurtful comments about an aspect of one’s identity.
Explore how the parts of one’s identity intersect and conflict with each other in difficult situations.
Learn ways to work with students and supervisees toward LGBT competence and advocacy.
This session will examine the resiliency factors and the strategies transgender (trans) college students use to navigate gender-dichotomous collegiate environments. The multiple intersections of college trans* students and their various social identities are highlighted as well as the importance of coping strategies for a successful college experience. One of the presenters identifies as trans* and will share his insights as well as provide first hand suggestions that will inform and assist college counselors, student affairs professionals, faculty, and administrators working with college trans* students. Additional recommendations such as the (un)learning of normative gender constructs, the use of appropriate language in the curricula, and suggestions for providing a safe environment, inside and outside the classroom, will also be explored. Affirmative- and resilience-based counseling and “helping” approaches for working with trans* college students will conclude this training.
Learning Objectives:
Awareness and understand the intersection of multiple identities of college trans students.
Strategies that trans students use to navigate the campus and the college experience.
Begin the process of (un)learning the use of traditional gender constructs.
Description: This article synthesizes the literature relevant to coping with racism to provide a 4-stage model for addressing clients' discriminatory experiences. Major suggestions drawn from the literature include applying frameworks with a contextuallens, using broaching and eliciting skills to promote client exploration of racism and the effects of racism on persons of color, enhancing client racial and ethnic identities, and tailoring interventions to the clients' culture and preferred coping strategies
Objectives:
Synthesize professional literature relevant to coping with racism
Explore a four-stage model for addressing clients' discriminatory experiences
*Counselors requiring New York State approval must contact ACA upon completion to obtain customized CE certificate
The UN estimates that there are 60 million forcibly displaced persons worldwide, a number that has not been seen since during World War II. Rachael D. Goodman, Ph.D., LPC, educates counselors about the unique concerns and strengths of refugees; explains useful models for understanding trauma and related mental health concerns among refugees; and provides appropriate interventions that are grounded in ecosystemic and multicultural-social justice counseling frameworks. Dr. Goodman has served as an assistant professor in the Counseling and Development Program at George Mason University since 2010. Her work is grounded in social justice and multiculturalism, with a focus on trauma counseling.
Provide an overview of Counseling Refugees: Addressing Trauma, Stress, and Resilience.
Provide recommendations for counselors when working with the refugee population.
Discuss intervention approaches and additional considerations.
*Counselors requiring New York State approval must contact ACA upon completion to obtain customized CE certificate
With between 800,000 and 4 million individuals sold for sex or labor every year, modern-day slavery (human trafficking) is the world’s second largest criminal industry in the world, and the fastest growing. Jared S. Rose, M.A., LPC/CR, NCC, provides an overview of this social justice problem, its impact on victims, and the necessary supports to assist individuals in their movement toward being survivors and thrivers. He discusses the warning signs, screening methods, and counseling approaches and interventions that are appropriate with this population and provides counseling resources for this population. Participants will learn how counselors can be social justice advocates against the trafficking of people. Mr. Rose’s areas of expertise include HIV/AIDS, human trafficking, sex/sexuality/gender minorities, sexual health, and the impact of culture on sexualization of children and the sexual exploitation of women/girls.
Provide an overview of human trafficking, its impact on victims, and necessary support.
Discuss warning signs, screening methods, interventions and counseling approaches appropriate with the human trafficking survivor population.
Provide resources for the population and discuss ways counselors can be social justice advocates against the trafficking of people.
With increasing frequency, professional counselors are needed to respond to communities that have experienced major traumatic events. Cirecie A. West-Olatunji, Ph.D., provides background information on the sociohistorical nature of trauma within socially and culturally marginalized communities and highlights evidence-based interventions that can be used to facilitate recovery and empowerment. Dr. West-Olatunji discusses traumatic stress and how it differs from posttraumatic stress disorder. She provides specific interventions that have proven effective in addressing traumatic stress due to social and cultural marginalization. Dr. West-Olatunji is an associate professor and director of the Center for Traumatic Stress Research at Xavier University of Louisiana, and she is a past president of the American Counseling Association.
Discuss traumatic stress and how it differs from posttraumatic stress disorder.
Discuss the relationship between social marginalization and evidence of traumatic stress symptomology.
Provide specific interventions proven effective in addressing traumatic stress due to social and cultural marginalization.
