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Webinar

S21-701 LGBT, LGBTQ12S, Transgender, Nonbinary, Pansexual, or….: How to Create Welcoming Environments and Services for People with Minority SOGIES (Sexual Orientations, Gender Identities, and Expressions)


Total Credits: 3 including 3 Category I CE

Category:
800 Online |  700 Professional Growth & Development
Instructor(s):
Whitney Burton, MSW, MPH
Course Levels:
Beginner
Duration:
3 Hours 15 Minutes
Target Audience:
Social Workers, LCPCs, and Psychologists

Dates


Description

Inclusion is key for any healthcare agency. However, some service providers struggle with implementing policies and procedures that support the engagement and retention of LGBT clients and their families. Providers fear asking questions about sexual health behaviors, fear insulting clients by asking their gender, and overall feel unprepared for offering resources/referrals to LGBT clients. However, these fears don’t just affect the provider or agency: They impact the quality of services that LGBT people receive and foster health disparities. This workshop will offer an overview of LGBT terminology, healthcare disparities, how agencies and providers can create supportive polices and welcoming procedures for LGBT clients.

Instructor(s)

Whitney Burton, MSW, MPH Related seminars and products: 1


Whitney Burton, MSW, MPH, CPH is the President of Northern Star Consulting, a technical assistance, and trainings agency which, assists healthcare, human service, and academic programs with improve their consumer outcomes. She received her from Bachelor of Arts from William Smith College in Geneva, NY. A native of Baltimore, MD she returned home to receive her Masters of Public Health and Masters of Social Work degrees from the University of Maryland, the Founding Campus. Ms. Burton is currently a member of Delta Omega Public Health Honor Society, Beta Tau Chapter, Maryland’s HIV Planning Group within the Department of Health and Mental Hygiene and a board member for the Friends of Greater Kids Farm. Ms. Burton previously sat on 6 the Baltimore City Police Commissioner’ s LGBT Advisory Council, Baltimore Homeless Youth Initiative and was a conference peer-reviewer for GLMA: Healthcare Professionals for LGBT Equality. Ms. Burton was a recipient of The Daily Record’s 2015 Very Important Professionals successful before 40 List and 2018 Leading Women accolades. Ms. Burton has facilitated numerous competency trainings for medical providers and wraparound support agencies providing services to people living with chronic diseases. She developed a proficient background in behavioral health and HIV education while working in Baltimore City, MD, Eastern Nigeria, and Captetown, South Africa. Ms. Burton has a wide array of interests that include, but are not limited to LGBT, First Nation, and Black-American health equity; the implementation of support systems for youth /young adults living with chronic illness in Higher Education; and continued competency development for providers working with vulnerable subpopulations.


Bibliography & References

 

BIBLIOGRAPHY & REFERENCES

 

American Medical Student Association’s LGBTQ Health Action Committee (www.amsa.org/gender)

The Fenway Institute Adolescent Health Working Group National Association of Community Health Centers, Inc. (http://www.LGBTQhealtheducation.org/)

GLMA – Gay & Lesbian Medical Association (www.glma.org)

Gay Health (www.gayhealth.com)

Lambda Legal (www.lambdalegal.org)

GLBT health Access Project (www.glbthealth.org)

Bisexual Health (www.biresource.org/health/)

Transgender Care (www.transgendercare.com/default.asp)

Intersex Society of North America (www.isna.org)

PFLAG – Parents, Family & Friends of Lesbians and Gays (www.pflag.org)

HRC - Human Rights Campaign (www.hrc.org)

GLAAD - Gay and Lesbian Alliance Against Defamation (www.glaad.org)

NGLTF - National Gay and Lesbian Task Force (www.ngltf.org)

 

Gay, Lesbian, and Straight Education Network (http://www.glsen.org)

Family Acceptance Project (http://familyproject.sfsu.edu/)

Trauma-Informed Care in Behavioral Health Services  (http://store.samhsa.gov/shin/content//SMA14-4816/SMA14-4816.pdf)

Youth M.O.V.E. National (http://www.youthmovenational.org/)

National Center for Transgender Equality (http://transequality.org)

National Black Justice Coalition (http://nbjc.org)

National Coalition of Anti-Violence Programs (www.ncavp.org)

ReMoved (https://www.youtube.com/watch?v=lOeQUwdAjE0)

The Trevor Project (https://www.thetrevorproject.org/?gclid=Cj0KCQjwi43oBRDBARIsAExSRQHPvddrvhi-RU-r3cTRuwBKa4j8Z54YJ9H3DwnSaMqjt2LHoPCUm9IaAt7BEALw_wcB)

Trans Lifelines (https://www.translifeline.org/)  

Adams, M., Bell, L., & Griffin, P. (1997). Teaching for diversity and social justice: A sourcebook. New York: Routledge.

Centers for Disease Control and Prevention. (2019) HIV Risk Among Persons Who Exchange Sex for Money or Nonmonetary Items https://www.cdc.gov/hiv/group/sexworkers.html 

Durso, L.E., & Gates, G.J. (2012). Serving Our Youth: Findings from a National Survey of Service Providers Working with Lesbian, Gay, Bisexual, and Transgender Youth who are Homeless or At Risk of Becoming Homeless. Los Angeles: The Williams Institute with True Colors Fund and The Palette Fund. http://williamsinstitute.law.ucla.edu/wp-content/uploads/Durso-Gates-LGBT-Homeless-Youth-Survey-July-2012.pdf  

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 William Institute.

Hasenbush A, Flores, A.R., Herman, J.L. (2018) Gender Identify and Nondiscrimination Laws in Public Accommodations. The Williams Institute. https://williamsinstitute.law.ucla.edu/research/ma-public-accommodations/

Hailey, J., Burton, W., & Arscott, J. (2020). We are family: Chosen and created families as a protective factor against racialized trauma and anti-LGBTQ oppression among African American sexual and gender minority youth. Journal of GLBT Family Studies

Injustice at every turn: a report by the National Center for Transgender Equality. http://www.thetaskforce.org/static_html/downloads/reports/reports/ntds_full.pdf 

Kates, J., Beamesderfer, A., Salganicoff, A, and Dawson, L. (2018) Health and Access to Care and Coverage for Lesbian, Gay, Bisexual, and Transgender (LGBT) Individuals in the U.S.. Kaiser Family Foundation. https://www.kff.org/disparities-policy/issue-brief/health-and-access-to-care-and-coverage-for-lesbian-gay-bisexual-and-transgender-individuals-in-the-u-s/view/print/

Kinsey, A. C. (1948). Age and sexual outlet. Sexual behavior in the human male., 213-262.

Listening Session on the Needs of Young Women of Color. A Report by the National Women’s Law Center and Girls for Gender Equity, New York City. https://nwlc.org/wp-content/uploads/2016/05/NWLC_GirlsforGenderEquity_Report_Final.pdf

LGBT Demographic Data Interactive. (January 2019). Los Angeles, CA: The Williams Institute, UCLA School of Law. https://williamsinstitute.law.ucla.edu/visualization/lgbt-stats/?topic=LGBT#about-the-data

LGBT Demographic Data Interactive. (January 2019). Los Angeles, CA: The Williams Institute, UCLA School of Law. https://williamsinstitute.law.ucla.edu/visualization/lgbt-stats/?topic=LGBT#about-the-data

McNamara, M. & Ng, H. (2016).Best practices in LGBT care: A guide for primary care physicians. Cleveland Clinic Journal of Medicine, 83(7), 531-541.

Movement Advancement Project. "Equality Maps: State Non-Discrimination Laws." http://www.lgbtmap.org/equality-maps/non_discrimination_laws 

Multicultural Resource Center, University of California San (2020). Allyship. https://mrc.ucsf.edu/allyship

Pathela P, Hajat A, Schillinger J, Blank S, Sell R, Mostashari F. Discordance between sexual behavior and self-reported sexual identity: a population-based survey of New York City men. Ann Intern Med 2006; 145:416–425.

Substance Abuse and Mental Health Services Administration, Top Health Issues for LGBT Populations Information & Resource Kit. HHS Publication No. (SMA) 12-4684. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2012.

Taking Routine Histories of Sexual Health: A System-Wide Approach for Health Centers. The National Association of Community Health Centers and the National LGBT Health Education Center, The Fenway Institute, Fenway Health, New Edition: November 2015. 

Live Interactive Webinar Platforms

 

LIVE INTERACTIVE WEBINAR PLATFORMS

 

The Office of Continuing Professional Education hosts Live Interactive Webinars through two platforms: Zoom and WebEx.

Both platforms offer high quality and user-friendly webinar platforms for our registrants.

 

System Requirements:

  • Operating Systems: Windows XP or higher; MacOS 9 or higher; Android 4.0 or higher.
  • Internet Browser: Google Chrome; Firefox 10.0 or higher.

Our system is not compatible with the Safari web browser.

  • Broadband Internet Connection: Cable, High-speed DSL and any other medium that is internet accessible.

**Please have your device charging at all times to ensure that your device does not lose power during the webinar.

 

Course Interaction Requirements:

To participate in Live Interactive Webinars, you MUST have a device that allows you to view the presentation on screen and hear the instructor at all times. We do not allow participants to call-in from their phones or mobile devices and solely listen to the presentation. Participation in Live Interactive Webinars is mandatory.

Agenda & Learning Objectives

AGENDA:

09:00 Registration
09:00 - 10:30

Lecture:

  • Introduction & Overview
  • Quick Fact Activity
  • Terminology
  • Privilege Activity and Review
10:30 - 10:40 Break
10:40 - 12:15

Lecture (Continued)

  • Social and Health Disparities Overview
  • State and Federal Legal Overview
  • Practice Change and Interventions
12:15 Questions & Adjournment

 

LEARNING OBJECTIVES:

Upon the completion of this workshop, participants will be able to:

  • Increase knowledge on minority SOGIE populations’ health and social service needs
  • Explore gender identity concepts and create a foundation for future sessions To enhance understanding of minority SOGIE terminology
  • Examine how institutionalized marginalization impacts these populations
  • Learn best practices for working with minority SOGIE individuals
  • To encourage inclusive and affirming practices

Late Fees and Refunds

Fee & Registration:

Cost is $65 and includes CE credit. Registering after June 10, 2021 will incur an additional $20 late fee. *Cancellations must be received 24 hours in advance prior to the live interactive webinar to receive a refund or a credit letter.

 

*All cancellations will be subjected to a $35.00 administration fee

Course Completion & CE Information

 

Category I Maryland BSWE Requirement

The Office of Continuing Professional Education at the University Of Maryland School Of Social Work is authorized by the Board of Social Work Examiners in Maryland to sponsor social work continuing education programs. This workshop qualifies for {3.0} Category I Continuing Education Units. The Office of Continuing Professional Education is also authorized by the Maryland Board of Psychologists and the Maryland Board of Professional Counselors to sponsor Category A continuing professional education.

 

ASWB Approved

Course completion requirements: To earn CE credit, social workers must log in at the scheduled time, attend the entire course, and complete the online course evaluation located in your account. After the online course evaluation is completed, you are then able to download your certificate. Partial Credit will not be given for participants who arrive late or leave early.

 

Unversity of Maryland School of Social Work, Office of Continuing Professional Education, provider #1611, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. UMSSW Office of CPE maintains responsibility for this course. ACE provider approval period: 02/11/2021 to 02/11/2024. Social workers participating in this course receive {3.0} continuing education credits.

 

Please refer to the tab "Live Interactive Webinar Policies & FAQs" for UMSSW Office of CPE policies regarding all live interactive webinar related matters.

Target Audience

Social Workers, LCPCs, and Psychologists

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