Description
Hermann Hesse once said, “You must unlearn the habit of being someone else or nothing at all, of imitating the voices of others and mistaking the faces of others for your own.” LGBTQIA+ (lesbian, gay, bisexual, transgender, queer, intersex, allies, and others) adolescents uniquely experience discovering their identity against all odds. With the widening of awareness and interest in serving LGBTQIA+ adolescents, there is a need to equip providers with information on how to effectively and ethically engage this population. In addition, providers must acknowledge the resilience of and nuanced barriers faced by LGBTQIA+ youth. Lastly, there is a need to recognize that each developmental stage comes with a new task and a new crucible moment that may simultaneously involve increased self-awareness and the consequences of self-disclosure. The latter presents a particularly unique set of challenges faced by adolescents who must routinely negotiate the spaces between self, family of origin, and the larger social context. This in-depth training will provide insights about the challenges of serving LGBTQIA+ adolescent populations, the importance of utilizing a strengths and resiliency framework, and the pivotal role that providers can play in provided equitable and ultimately life-saving care to LGBTQIA+ adolescents.
Maryland:
This workshop meets the requirement for Anti-Oppressive Social Work Practice for the Maryland Board of Social Work Examiners (COMAR 10.42.06.03.A.(1)(d)) with a focus on cultural humility.
District of Columbia:
-
This workshop meets the continuing education requirement for DC Public Health Priorities in the following topic: 10. Implicit bias, cultural competence and Culturally and Linguistically Appropriate Services (CLAS) in health and health care.
-
Alternatively, this workshop also meets the LGBTQ+ requirement.
-
You cannot use this workshop to satisfy both requirements.
Instructor
Lee Westgate, MSW, MBA, LCSW-C, LCSW (he/him/his) is a transgender advocate with extensive professional experience in social work policy, practice, research, and education. He has held numerous organizational leadership roles and has served as an educational consultant to a variety of associations and organizational clientele. He has worked as a medical social worker in oncology and critical care, and in integrated behavioral health settings. Mr. Westgate has participated in a CSWE-sponsored National Trauma Task Force workgroup that focused on the intersection of ethics and trauma-informed practice, and he was awarded an immersion fellowship through Boston University to study addiction and behavioral health. He has participated in AIDS Education and Training Center on behalf of the University of Maryland, School of Social Work since 2017 and has participated in the MidAtlantic AIDS Education and Training Workgroup on COVID and HIV. Mr. Westgate continues to serve as a Clinical Instructor at the University of Maryland, School of Social Work, and his scholarship includes integrated behavioral health, clinical work with LGBTQIA+ populations, working with individuals with chronic and life-threatening illness, healthcare policy, and health equity. As a faculty member, he has received numerous teaching awards, including the Energizer Award, the Camara Jones Faculty Award of 2022, the Innovation in Social Work Award of 2022, and the Exemplary Faculty Member of the Year Award, along with the Dean’s Teaching Award for several consecutive semesters. He has been published in The Journal of Sociology & Social Welfare, The Social Worker, The Journal of Employee Assistance, Infusion Magazine, Provider Magazine, and Social Work Today.
Agenda & Learning Objectives
AGENDA:
12:50 – 1:00 Log On/Registration
1:00PM – 1:15PM Welcome & Introduction
1:15PM – 1:35PM
1:35PM – 2:00PM
2:45PM – 3:00PM
3:00PM – 3:15PM
-
Identifying Social Forces that Impact the Health & Wellbeing of LGBTQIA+ Youth
-
Introduction of the Trauma & Minority Stress Exposure Model
-
LGBTQIA+ Youth Outcomes in Maryland
3:15PM – 3:35PM
3:35PM – 4:00PM
4:00PM – 4:15PM
4:15 pm Adjournment
LEARNING OBJECTIVES:
Upon the completion of this workshop, participants will be able to:
-
Provide an overview of the unique risks and challenges faced by LGBTQIA+ adolescents.
-
Discuss these challenges within both trauma-informed care and minority stress frameworks.
-
Highlight key ethical challenges related to the provision of care.
-
Conceptualize and implement best practices for effective engagement through the provision of affirming care.
Bibliography & References
BIBLIOGRAPHY & REFERENCES
Aramburu Alegría, C. (2018). Supporting families of transgender children/youth: Parents speak on their experiences, identity, and views. International Journal of Transgenderism, 19(2), 132–143. https://doi-org.proxy-hs.researchport.umd.edu/10.1080/15532739.2018.1450798
Avery, D. (2020). Nearly 1 in 10 transgender Americans use nonprescription hormones, study finds, NBC News. Retrieved from: https://www.nbcnews.com/feature/nbc-out/nearly-1-10-transgender-americans-use-nonprescription-hormones-study-finds-n1247920
Delozier, A. M., Kamody, R. C., Rodgers, S., & Chen, D. (2020). Health Disparities in Transgender and Gender Expansive Adolescents: A Topical Review From a Minority Stress Framework. Journal of Pediatric Psychology, 45(8), 842–847. https://doi.org/10.1093/jpepsy/jsaa040
FreeState Justice (2019). Needs Assessment Reveals Five Most-Pressing Issues Facing LGBTQ Marylanders. Retrieved from: https://freestate-justice.org/needs-assessment-reveals-five-most-pressing-issues-facing-lgbtq-marylanders/
Geist, C., Greenberg, K. B., Luikenaar, R. A. C., & Mihalopoulos, N. L. (2021). Pediatric Research and Health Care for Transgender and Gender Diverse Adolescents and Young Adults: Improving (Biopsychosocial) Health Outcomes. Academic Pediatrics, 21(1), 32–42. https://doi-org.proxy-hs.researchport.umd.edu/10.1016/j.acap.2020.09.010
Oransky, M., Burke, E. Z., & Steever, J. (2019). An Interdisciplinary Model for Meeting the Mental Health Needs of Transgender Adolescents and Young Adults: The Mount Sinai Adolescent Health Center Approach. Cognitive and Behavioral Practice, 26(4), 603–616. https://doi.org/10.1016/j.cbpra.2018.03.002
Promoting Health Equality and Nondiscrimination for Transgender and Gender-Diverse Youth. (2020). Journal of Adolescent Health, 66(6), 761–765. https://doi-org.proxy-hs.researchport.umd.edu/10.1016/j.jadohealth.2020.03.016
Shipherd, J. C., Berke, D., & Livingston, N. A. (2019). Trauma Recovery in the Transgender and Gender Diverse Community: Extensions of the Minority Stress Model for Treatment Planning. Cognitive and Behavioral Practice, 26(4), 629–646. https://doi.org/10.1016/j.cbpra.2019.06.001
Target Audience
Social Workers, LCPCs, and Psychologists
We welcome anyone interested in the topic!
Late Fees and Refunds
The base price is $70, which includes CE credit.
Late Fee: On 5/21/25, a non-refundable late fee of $20 is added to the base price. Late fees cannot be refunded or applied to account credit.
Cancellations: **ALL cancellations will be subjected to a $35.00 administration fee.** To be eligible for a refund or CPE account credit, cancellations must be made at least 24 hours before the workshop.
For more information, please read the general policies on our website.
ADA Accommodations
If you are requesting ADA accommodations, please contact our office via email at least two weeks prior to the workshop date. Requests after that date may not be fulfilled.
Our email address is cpe@ssw.umaryland.edu.
Evaluation
Participants will have access to the evaluation after attendance has been verified. Evaluations will be available for one (1) week after the workshop has ended.
After one (1) week, participants will no longer have access to the evaluation and will have to contact CPE about reactivation.
