Updated: Jul 16th, 2024

Developing an Affirmative Cognate Therapy Coursework

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Table of Contents

Cognate Proposal
Benefits of the Cognate
Marketability
Counselor Preparation
Syllabi for 3 Sources
Example Lesson Plans
References

Cognate Proposal

Mental health care has become an increasingly important intervention in modern society in the last few years, especially for the transgender and gender nonconforming communities. Because of the typical discrimination against members of this community, individuals are likely to develop mental problems and require psychological and clinical interventions (Tompkins, Kearns & Mitton-Kükner, 2017; Pinto, 2014). About 40% of adult members of the community have attempted suicide during their lifetime and about 75% of the youth in this group feel unsafe at school (DeBord, Fischer Bieschke, et al., 2017; ALGBTIC LGBQQIA et al., 2013).

Therefore, the profession needs high standards of therapy and makes services readily available in a college setting where to care for those with needs (Grzanka & Miles, 2016). This proposal examines why an affirmative therapy cognate is beneficial to a college counseling program, how the cognate can make the program more marketable, and how it will better prepare future counselors for the counseling field.

Benefits of the Cognate

Individual members of the community tend to hesitate to seek counseling services, yet they are in need of help. Most individual members of the community often have difficulties finding affirmative counseling services or tend to be apprehensive about seeking counseling because of past experiences (White & Fontenot, 2019). Considering the high rates of mental issues among this specific population, it is clear that shying away from seeking help is harmful. Furthermore, counseling settings are not always free from discrimination, violence, and harassment, as incidents have been reported.

Mental health professionals ought to be highly competent when offering counseling services to members of the LGBTQ+ community. With skilled and knowledgeable counselors and agencies, it is possible to eliminate many of the apprehensions when members of the group are seeking professional services (White & Fontenot, 2019). Competent counselors will have the ability to make LGBTQ+ clients comfortable and safe and provide high-quality care.

Marketability

In most states, many counselors have not received adequate training to work with members of the often discriminated population. Counselors need to have knowledge about the population and its cultures as well as subcultures beyond the conventional concerns of clients (Patterson & Augelli, 2013). Many LGBTQ+ clients tend to have clues about the deficit in the field, which makes them prescreen therapists for competence and safety in issues of gender and affectional orientation.

The needs of LGBTQ+ clients are different from those of heterosexuals because of variant developmental and affectional experiences, stigma and oppression they are likely to face. In addition, members of the LGBTQ+ community have been lumped together as if their individual needs and concerns are uniform (Lelutiu-Weinberger & Pachankis, 2017). This is wrong because each subgroup has its needs and even individuals have specific demands. Once the program is established based on these proposals, it will be marketable because it will treat each client based on personal needs and not necessarily the needs of the group.

Counselor Preparation

The aim of the proposed program is to equip counselors with the knowledge and skills necessary to handle and work with individual LGBTQ+ clients. The proposed program will equip counselors with additional knowledge and understanding of the diverse needs of the different subgroups of the LGBTQ+ community (Borgogna & McDermott, 2020).

Counselors will take additional courses and practical lessons beyond those of the conventional counseling course (Hunt, 2014). The idea is to give them awareness and knowledge about the population and its cultures as well as subcultures beyond the conventional concerns of clients..

Syllabi for 3 Sources

Course 1

Course Title: Transgender experiences: An introduction

Instructor Information

The instructor is a professor of psychology with 22 years of experience in practice and teaching. He has published 13 articles and authored 3 books to which he has contributed as a leading researcher and author.

Required Texts and Readings

Hunt, J. (2014). An initial study of transgender people’s experiences of seeking and receiving counseling or psychotherapy in the UK. Counseling and Psychotherapy research, 14(4), 288-296.
White, B. P., & Fontenot, H. B. (2019). Transgender and non-conforming persons’ mental healthcare experiences: An integrative review. Archives of Psychiatric Nursing, 33(2), 203-210.
ALGBTIC LGBQQIA Competencies Taskforce, Harper, A., Finnerty, P., Martinez, M., Brace, A., Crethar, H. C.,… Hammer, T. R. (2013). Association for lesbian, gay, bisexual, and transgender issues in counseling competencies for counseling with lesbian, gay, bisexual, queer, questioning, intersex, and ally individuals: Approved by the ALGBTIC board on June 22, 2012. Journal of LGBT Issues in Counseling, 7(1), 2-43.
Ginicola, M.M., Smith, C., & Fillmore, J.M. (2017). Affirmative Counseling with LGBTQI+ People. American Counseling Association.

Supplemental Readings

Nadal, K. L. (2013). That’s so gay! Microaggressions and the lesbian, gay, bisexual, and transgender community. Washington, DC: American Psychological Association.
Patterson, C. J., Augelli, A. R. (Eds.). (2013). Handbook of psychology and sexual orientation. New York, NY: Oxford.

Course Description

The purpose of this course is to give the students an opportunity to develop a comprehensive awareness of the identities related to gender, sex, gender identity, and gender expression. Using theory and research, the course will focus on bio-social-cultural-psychological factors and aspects that shape gender experiences and influence individuals’ self-understanding throughout lifespan (Nadal, 2013; Richards, Bouman, Seal, et al., 2016; Moe, Johnson, Park et al., 2019). Finally, the course will create awareness among the learners about the experiences of LGBTQ+ clients in the hands of counselors.

Course Requirements

Taking the course will require the students to be in a master’s or doctoral-level counseling program. They should have at least a bachelor’s degree in counseling, psychology, psychiatry or related fields from recognized institutions.

Grading

Table 1: Detailed outline of the grading criteria for the course

Activity	Period	Total Grade (out of 5)
Classwork	60 hours	2.0
Assignments, homework, and term papers	20 hours	1.0
Continuous assessment tests	20 hours	0.5
Main exam	3 hours	1.0
Practical work	24 hours	0.5

Assessments

The course will have tests seeking to assess the absorption of content and skills by the learners. However, the main area where the assessment will be conducted is the main exam, continuous assessment tests, and assignments, homework, and term papers. A grading rubric has been developed and will be used for assessment.

Table 2: Grading rubric for class participation and group work assessment

	Criteria				Total Points
	80-100%	60-80%	50-60%	Below 50%
Level of engagement in class	Student proactively contributes to class, asks questions, and offers ideas and solution more than once per class	proactively contributing to class by offering ideas and/or asking questions often	Student rarely contributes to class, offering ideas, and asking questions	Student never contribute to class work, does not offer ideas, and does not ask questions
Listening, discussing, andquestioning	listens respectfully, discusses and asks questions, and directs the class/group in solving problems and questions	respectfully listens, participates in discussions, and asks questions	trouble listening with respect, can take over discussions without respecting others	does not listen respectfully, argues with colleagues, does not considers others
Behavior	Student does not portray disruptive behaviors in class, group discussions,	Student rarely portrays disruptive behavior in class,	Student occasionally disrupts in classwork, group work, and activities	Student always displays a disruptive behavior in classwork, group discussions
Preparation	always prepared with assignments, class materials, questions, and others	usually prepared with assignments, materials, assignments, and others	rarely prepared with materials, assignments, and others	almost always never prepared with materials, assignments, and others.
Problem Solving	student actively seeks to provide suggestions and solutions to problems in class, group work, and group assignments	Student works to improve on solutions suggested by colleagues and the tutors	Student rarely offers solutions but is willing to try those suggested by others or the instructors	Student fails completely to help solve problems, try those provided by others, or improve on others’ suggestions
Group teamwork	Students work to complete all the goals in the group. The student always displays positive attitudes towards classwork and tasks.	Students help in group work completion. Students usually display positive attitudes/ student assists team members in completing tasks. Student performed nearly all duties	Students occasionally help in group work completion. Students occasionally display positive attitudes/ student assists team members in completing tasks. Student sometimes performed nearly all duties	Students do not help in group work completion. Students display negative attitudes.

Table 3: Rubric for research reports, written assignments, and term papers.

	Criteria				Points
	4	3	2	1
Introduction/topic/thesis	Properly generates questions or thesis or problem around the topic	Generates questions and/or thesis	Requires prompts to generate questions/thesis/problems	Questions/thesis/problems are teacher generated
Discussion/body/content	Clearly addresses the question/thesis with research	Content follows the topic. Discussion follows questions	Content provided does not necessarily address questions or thesis	Discussion almost out of topic or does not attempt to address thesis or questions
Argument	Develops comprehensive argument with research	There is a good argument based on the topic.	Argument present but does not necessarily follow the topic. Research is rarely used	Argument does not follow the topic/thesis and research is not used
Research and data	Student applies updated research, and data, and provides acknowledgement	Research is applied	Research is not comprehensive, updated, and correctly applied	Research is almost not used
Summary and conclusion	Student clearly wraps up the argument, provides a detailed summary and addresses the question/thesis	Student provides a summary and wraps up arguments	Student’s conclusion does not wrap up all the ideas in argument and thesis/questions not well addressed	Summary is lacking or is shallow and does not wrap up the work or address thesis/questions
Grammar, spelling, and formatting	No grammar mistakes, no spelling mistakes, formatting correctly done according to instructions (APA 7)	Few grammar mistakes, minor spelling and formatting errors	Grammar mistakes detected, spelling mistakes common, formatting errors significant	problems with grammar, spelling, and formatting
Originality	Paper is 97-100% original	Paper is 90-97% original	Paper has plagiarism of 10-30%	Plagiarism of over 30% detected
Timely submission	All work submitted before expected time	Almost all work submitted on time	Some work has been late	Almost always late with submissions deadlines

Course Outline

Week 1: Introduction to transgender.
Week 2: whither the category “transgender”.
Week 3: History of transgender.
Week 4: Transsexual empire- origins and history of the discipline.
Week 5: Lived experiences of different subgroups in LGBTQ+ community.
Week 6: Health and wellbeing of the LGBTQ+ community.
Week 7: Psychology and mental issues of LGBTQ+ community.
Week 8: Psychological and clinical interventions: Relationship between providers and LGBTQ+ patients/clients.
Week 9: Affirmative therapy for LGBTQ+ clients.
Week 10: Student presentations and exam.

Additional Standard University Requirements for All Syllabi

Students are expected to behave according to the university student behavior code. It is the duty of all students to ensure that they are available for all tasks in the course.

Course 2

Course Title: Trans-affirmative clinical practice.

Instructor Information

The instructor is a professor of clinical psychology and psychiatry and has been working at the university for the last 4 years. She is a specialist in both practice and teaching and is involved in research work.

Required Texts and Readings

ALGBTIC LGBQQIA Competencies Taskforce, Harper, A., Finnerty, P., Martinez, M., Brace, A., Crethar, H. C.,… Hammer, T. R. (2013). Association for lesbian, gay, bisexual, and transgender issues in counseling competencies for counseling with lesbian, gay, bisexual, queer, questioning, intersex, and ally individuals: Approved by the ALGBTIC board on June 22, 2012. Journal of LGBT Issues in Counseling, 7(1), 2-43.
DeBord, K., Fischer, A., Bieschke, K., & Perez, R. (2017). Handbook of sexual orientation and gender diversity in counseling and psychotherapy. In Handbook of sexual orientation and gender diversity in counseling and psychotherapy. American Psychological Association.
Ginicola, M.M., Smith, C., & Fillmore, J.M. (2017). Affirmative Counseling with LGBTQI+ People. American Counseling Association
Moe, J., Johnson, K. Park, K., & Finnerty, P. (2019). Integrated behavioral health and counseling gender and sexual minority populations. Journal of LGBT Issues in Counseling, 12(4), 215-229.
Grzanka, P. R., & Miles, J. R. (2016). The problem with the phrase “intersecting identities”: LGBT affirmative therapy, intersectionality, and neoliberalism. Sexuality Research & Social Policy: A Journal of the NSRC, 13(4), 371–389.

Supplementary Readings

Patterson, C. J., Augelli, A. R. (Eds.). (2013). Handbook of psychology and sexual orientation. New York, NY: Oxford.
Pinto, S. A. (2014). ASEXUally: On Being an Ally to the Asexual Community. Journal of LGBT Issues in Counseling, 8(4), 331–343.
Tompkins, J., Kearns, L.-L., & Mitton-Kükner, J. (2017). Teacher Candidates as LGBTQ and Social Justice Advocates through Curricular Action. McGill Journal of Education, 52(3), 677–697.
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). American Psychological Association.

Course Description

This course utilizes trans-affirmative models of clinical practice to help students learn about the foundational practices as well as principles for providing therapy to transgender clients and their families. Students will critically examine the cultural context, which includes the systems of power and privilege, within which the practices are constructed (Hasan, Alviany, Clarissa et al., 2017). The focus point for the course is the self-of-the-therapist client advocacy, and ethical practice.

Course Requirements

Students who will take this course must be registered for Master or Doctoral degrees in psychology, clinical psychology, psychiatry, and related areas.

Grading

Table 4: Detailed outline of the grading criteria for the course.

Activity	Period	Total Grade (out of 5)
Classwork	50 hours	2.0
Assignments, homework, and term papers	20 hours	1.0
Continuous assessment tests	20 hours	0.5
Main exam	3 hours	1.0
Practical work	24 hours	0.5

Assessments

This course will have five tasks as it is common in the department- classwork, assignments, homework, and term papers, continuous assessment tests, main exam, and practical work.

Table 5: Grading rubric for class participation and group work assessment.

	Criteria				Total Points
	80-100%	60-80%	50-60%	Below 50%
Level of engagement in class	Student proactively contributes to class, asks questions, and offers ideas and solution more than once per class	Student is proactively contributing to class by offering ideas and/or asking questions often	Student rarely contributes to class, offering ideas, and asking questions	Student never contribute to class work, does not offer ideas, and does not ask questions
Listening, discussing, and questioning	Student listens respectfully, discusses and asks questions, and directs the class/group in solving problems	Student respectfully listens, participates in discussions, and asks questions	Student has trouble listening with respect, can take over discussions without respecting others’ opinions/contributions	Student does not listen respectfully, argues with colleagues, does not considers others’ contributions,
Behavior	Student does not portray disruptive behaviors in class, group discussions, and group activities	Student rarely portrays disruptive behavior in class, group work, and discussions	Student occasionally disrupts in classwork, group work, and activities	Student always displays a disruptive behavior in classwork, group discussions, and activities
Preparation	Student is always prepared with assignments, class materials, questions, and others	Student is usually prepared with assignments, materials, assignments, and others	Student is rarely prepared with materials, assignments, and others	almost always never prepared with materials, assignments, and others.
Problem Solving	student actively seeks to provide suggestions and solutions to problems in class, group work, and group assignments	works to improve on solutions suggested by colleagues and the tutors	rarely offers solutions but is willing to try those suggested by others or the instructors	fails completely to help solve problems, try those provided by others, or improve on others’ suggestions
Group teamwork	Students work to complete all the goals in the group. The student always displays positive attitudes towards classwork and tasks.	Students help in group work completion. Students usually display positive attitudes/ student assists team members in completing tasks.	Students occasionally help in group work completion. Students occasionally display positive attitudes/ student assists team members in completing tasks.	Students do not help in group work completion. Students display negative attitudes.

Table 6: Rubric for research reports, written assignments, and term papers.

	Criteria				Points
	4	3	2	1
Introduction/topic/thesis	Properly generates questions or thesis or problem around the topic	Generates questions and/or thesis	Requires prompts to generate questions/thesis/problems	Questions/thesis/problems are teacher generated
Discussion/body/content	Content clearly follows the topic. Clearly addresses the question/thesis with research	Content follows the topic. Discussion follows questions	Content provided does not necessarily address questions or thesis	Discussion almost out of topic or does not attempt to address thesis or questions
Argument	Develops comprehensive argument with research	There is a good argument based on the topic. Research fairly applied	Argument present but does not necessarily follow the topic. Research is rarely used	Argument does not follow the topic/thesis and research is not used
Research and data	Student applies updated research, and data, and provides acknowledgement	Research is applied	Research is not comprehensive, updated, and correctly applied	Research is almost not used
Summary and conclusion	Student clearly wraps up the argument, provides a detailed summary and addresses the question/thesis	Student provides a summary and wraps up arguments	Student’s conclusion does not wrap up all the ideas in argument and thesis/questions not well addressed	Summary is lacking or is shallow and does not wrap up the work or address thesis/questions
Grammar, spelling, and formatting	No grammar mistakes, no spelling mistakes, formatting correctly done according to instructions (APA 7)	Few grammar mistakes, minor spelling and formatting errors	Grammar mistakes detected, spelling mistakes common, formatting errors significant	Has major problems with grammar, spelling, and formatting
Originality	Paper is 97-100% original	Paper is 90-97% original	Paper has plagiarism of 10-30%	Paper is not original. Plagiarism of over 30% detected
Timely submission	All work submitted before expected time	Almost all work submitted on time	Some work has been late	Almost always late with submissions deadlines

Course Outline

Week 1: Introduction to trans-affirmative clinical practice.
Week 2: Gender as a non-binary construct and gender identities.
Week 3: Gender identity and sexual orientation.
Week 4: Intersection between gender identity and other cultural identities.
Week 5: Interactions of practitioner’s attitudes and knowledge with gender expression.
Week 6: Stigma, prejudice, discrimination, and violence.
Week 7: Influence of institutional barriers on TGNC people.
Week 8: Promoting social change.
Week 9: Lifespan development.
Week 10: Assessment, therapy, and intervention.

Additional standard university requirements for all syllabi

Students are expected to behave according to the university student behavior code. It is the duty of every student to ensure that he or she is available for all tasks in the course.

Course 3

Course Title: Gender in therapy context: An intersectional approach.

Instructor Information

The instructor responsible for teaching course 2 will also take this course. She is a professor of clinical psychology and psychiatry and has been working at the university for the last 4 years.

Required Texts and Readings

Golden, R. L., & Oransky, M. (2019). An intersectional approach to therapy with transgender adolescents and their families. Archives of sexual behavior, 48(7), 2011-2025. DOI: 10.1007/s10508-018-1354-9
Adames, H. Y., Chavez-Dueñas, N. Y., Sharma, S., & La Roche, M. J. (2018). Intersectionality in psychotherapy: The experiences of an AfroLatinx queer immigrant. Psychotherapy, 55(1), 73. DOI: 10.1037/pst0000152
Grzanka, P. R., & Miles, J. R. (2016). The problem with the phrase “intersecting identities”: LGBT affirmative therapy, intersectionality, and neoliberalism. Sexuality Research and Social Policy, 13(4), 371-389.

Supplementary Readings

Moe, J., Johnson, K. Park, K., & Finnerty, P. (2019). Integrated behavioral health and counseling gender and sexual minority populations. Journal of LGBT Issues in Counseling, 12(4), 215-229.
Nadal, K. L. (2013). That’s so gay! Microaggressions and the lesbian, gay, bisexual, and transgender community. Washington, DC: American Psychological Association.
Patterson, C. J., Augelli, A. R. (Eds.). (2013). Handbook of psychology and sexual orientation. New York, NY: Oxford.

Course Description

This course explores the intersectionality of trans-identity within the community systems. Students will learn about systems of oppression and privilege that resulted in cissexism and transphobia (Ginicola, Smith & Filmore, 2017). Family law and family policy, working with groups of families and individuals, and coloration with multiple systems in clinical work will be the areas of focus in the course.

Course Requirements

Enrolling in the course will require students to have registered for Master or Doctoral degrees in psychology, clinical psychology, psychiatry, and related areas.

Grading

Table 7: Outline of the grading criteria for the course.

Activity	Period	Total Grade (out of 5)
Classwork	40 hours	2.0
Assignments, homework, and term papers	20 hours	1.0
Continuous assessment tests	20 hours	0.5
Main exam	3 hours	1.0
Practical work	24 hours	0.5

Assessments

For assessments, each of these areas will have tests seeking to assess the absorption of content and skills by the learners. A grading rubric has been developed and will be used for assessment.

Table 8: Grading rubric for class participation and group work assessment.

	Criteria				Total Points
	80-100%	60-80%	50-60%	Below 50%
Level of engagement in class	Students are actively involved. Student proactively contributes to class, asks questions, and offers ideas	Student is proactively contributing to class by offering ideas and/or asking questions often	Student rarely contributes to class, offering ideas, and asking questions	Student never contribute to class work, does not offer ideas, and does not ask questions
Listening, discussing, and questioning	Student listens respectfully, discusses and asks questions, and directs the class/group in solving problems and questions	Student respectfully listens, participates in discussions, and asks questions	Student has trouble listening with respect, can take over discussions without respecting others’ opinions/contributions	Student does not listen respectfully, argues with colleagues, does not considers others’ contributions, can block others
Behavior	Student does not portray disruptive behaviors in class, group discussions, and group activities	Student rarely portrays disruptive behavior in class, group work, and discussions	Student occasionally disrupts in classwork, group work, and activities	Student always displays a disruptive behavior in classwork, group discussions, and activities
Preparation	Student is always prepared with assignments, class materials, questions, and others	Student is usually prepared with assignments, materials, assignments, and others	Student is rarely prepared with materials, assignments, and others	Should is almost always never prepared with materials, assignments, and others.
Problem Solving	student actively seeks to provide suggestions and solutions to problems in class, group work, and group assignments	Student works to improve on solutions suggested by colleagues and the tutors	Student rarely offers solutions but is willing to try those suggested by others or the instructors	Student fails completely to help solve problems, try those provided by others
Group teamwork	Students work to complete all the goals in the group. The student always displays positive attitudes towards classwork and tasks. Student performs all the assigned duties	Students help in group work completion. Students usually display positive attitudes/ student assists team members in completing tasks. Student performed nearly all duties	Students occasionally help in group work completion. Students occasionally display positive attitudes/ student assists team members in completing tasks.	Students do not help in group work completion. Students display negative attitudes. Student did not perform nearly all duties

Table 9: Rubric for research reports, written assignments, and term papers.

	Criteria				Points
	4	3	2	1
Introduction/topic/thesis	Properly generates questions or thesis or problem around the topic	Generates questions and/or thesis	Requires prompts to generate questions/thesis/problems	Questions/thesis/problems are teacher generated
Discussion/body/content	Content clearly follows the topic. Clearly addresses the question/thesis with research	Content follows the topic. Discussion follows questions	Content provided does not necessarily address questions or thesis	Discussion almost out of topic or does not attempt to address thesis or questions
Argument	Develops comprehensive argument with research	There is a good argument based on the topic. Research fairly applied	Argument present but does not necessarily follow the topic. Research is rarely used	Argument does not follow the topic/thesis and research is not used
Research and data	Student applies updated research, and data, and provides acknowledgement	Research is applied	Research is not comprehensive, updated, and correctly applied	Research is almost not used
Summary and conclusion	Student clearly wraps up the argument, provides a detailed summary and addresses the question/thesis	Student provides a summary and wraps up arguments	Student’s conclusion does not wrap up all the ideas in argument and thesis/questions not well addressed	Summary is lacking or is shallow and does not wrap up the work or address thesis/questions
Grammar, spelling, and formatting	No grammar mistakes, no spelling mistakes, formatting correctly done	Few grammar mistakes, minor spelling and formatting errors	Grammar mistakes detected, spelling mistakes common, formatting errors	Has major problems with grammar, spelling, and formatting
Originality	Paper is 97-100% original	Paper is 90-97% original	Paper has plagiarism of 10-30%	Paper is not original. Plagiarism of over 30% detected
Timely submission	All work submitted before expected time	Almost all work submitted on time	Some work has been late	Almost always late with submissions deadlines

Course Outline

Week 1: Introduction intersectional approach.
Week 2: LGBT-Affirmative therapy models.
Week 3: self-altering strategies and gendered socialization.
Week 4: Breaking down structural barriers.
Week 5: multiple marginalized statuses and mental well being of LGBTIQ+.
Week 6: Affirmative intersectional counseling.
Week 7: Intersection of sexual orientation and traumatic stress.
Week 8: development and evaluation of training workshops.

Additional Standard University Requirements for All Syllabi

Students are expected to behave according to the university student behavior code. It is the duty of every student to ensure that he or she is available for all tasks in the course. Students should address the instructor in the right manner and using the right channels when there is a need to fail to appear in class, participate in tasks, or take exams or submit assignments and reports.

Example Lesson Plans

Syllabus 1 Lesson Plan

Class: Week 5 Lived experiences of different subgroups in LGBTQ+ community.

Name of the course: Transgender experiences: An introduction	Name of the Instructor:
Unit name: Lived experiences of different subgroups in LGBTQ+ community	Date:

Essential Question: what are the experiences of the different individuals in the LGBTQ+ in the hands of counselors?
	At the end of the lesson, students will understand: The different kinds of mistreatments and discriminations they experience What makes LGBTQ+ clients avoid therapy	At the end of the lesson, students will be able to: Realize weaknesses with counselors Realize disparities in therapy and practice (Svinicki & McKeachie, 2014).	At the end of the lesson, students will think about: Need to avoid discriminating LGBTQ+ clients Need to improve therapy and care
Materials	Laptop, PowerPoint presentation, projector, white wall, video, charts, wallpapers
Goals	To understand the experiences of LGBTQ+ clients in the hands of counselors with no understanding of the group (American Counseling Association, 2020)
Activities	Introduce the topic Ask questions Class discussion
Readings	Books and articles
Discussions	How can one identify negative attitudes by counselors? What are the kinds of discrimination by therapists? How can a counselor identify self-weakness in therapy for LGBTQ+ community? How can one avoid discrimination
Summary	At the end of the class, the students were able to understand the different kinds of mistreatments and discriminations they experience.

Syllabus 2 Lesson Plan

Class: Gender identity and sexual orientation.

Name of the course: Trans-affirmative clinical practice	Name of the Instructor:
Unit name: Gender identity and sexual orientation	Date:

Essential Question:
At the end of the lesson, students will understand: Causes of sexual orientations and gender identities concepts, controversies and their relation to psychopathology classification systems		At the end of the lesson, students will be able to: Identify, define and explain the different types of sexual orientations and gender-based identities	At the end of the lesson, students will think about: Change their views about different gender identities Realize the need for equality for all gender identities
Materials	Laptop, PowerPoint presentation, projector, white wall, video, charts, wallpapers
Goals	Causes of sexual orientations and gender identities concepts, controversies and their relation to psychopathology classification systems
Activities	Introduce the topic Ask questions Class discussion
Readings	Books and articles
Discussions	What are the causes of sexual orientations and gender identities (American Counseling Association, 2018) Discuss the concepts, controversies and their relation to psychopathology classification systems (Adames, Chavez-Dueñas, Sharma, et al., 2018)
Summary	At the end of the class, the students were able to identify, define, and explain the different types of sexual orientations and gender-based identities.

Syllabus 3 Lesson Plan

Class: Week 1- Introduction intersectional approach.

Name of the course: Gender in therapy context: An intersectional approach	Name of the Instructor:
Unit name: Introduction intersectional approach	Date:

Essential Question:
At the end of the lesson, students will: Understand rationale of intersectional approach Understand strengths of the approach in individual and family care for LGBTIQ+ people		At the end of the lesson, students will be able to: Recognize multiple forms of systemic discrimination that block LGBTIQ+ people from accessing therapy	At the end of the lesson, students will think about: Importance of removing discrimination in care to provide affirmative therapy
Materials	Laptop, PowerPoint presentation, projector, white wall, video, charts, wallpapers
Goals	Understand the concept and techniques of intersectional approach Understand rationale of intersectional approach Understand strengths of the approach in individual and family care for LGBTIQ+ people
Activities	Introduce the topic Ask questions
Readings	Books and articles
Discussions
Summary	At the end of the class, the students were able to define an intersectional approach. They were also able to explain the rationale of intersectional approach.

References

Adames, H. Y., Chavez-Dueñas, N. Y., Sharma, S., & La Roche, M. J. (2018). Intersectionality in psychotherapy: The experiences of an AfroLatinx queer immigrant. Psychotherapy, 55(1), 73. DOI: 10.1037/pst0000152

ALGBTIC LGBQQIA Competencies Taskforce, Harper, A., Finnerty, P., Martinez, M., Brace, A., Crethar, H. C.,… Hammer, T. R. (2013). Association for lesbian, gay, bisexual, and transgender issues in counseling competencies for counseling with lesbian, gay, bisexual, queer, questioning, intersex, and ally individuals: Approved by the ALGBTIC board on June 22, 2012. Journal of LGBT Issues in Counseling, 7(1), 2-43.

American Counseling Association. (2018). ACA code of ethics. Author.

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). American Psychological Association.

Borgogna, N. C., & McDermott, R. C. (2020). Perceived discrimination is disproportionately associated with sexual minority mental health: Implications for non-monosexual sexual minorities.Journal of Gay & Lesbian Mental Health, 24(1), 20-39.

DeBord, K., Fischer, A., Bieschke, K., & Perez, R. (2017).Handbook of sexual orientation and gender diversity in counseling and psychotherapy. In Handbook of sexual orientation and gender diversity in counseling and psychotherapy. American Psychological Association.

Ginicola, M.M., Smith, C., & Fillmore, J.M. (2017). Affirmative Counseling with LGBTQI+ People. American Counseling Association

Golden, R. L., & Oransky, M. (2019). An intersectional approach to therapy with transgender adolescents and their families. Archives of sexual behavior, 48(7), 2011-2025. DOI: 10.1007/s10508-018-1354-9

Grzanka, P. R., & Miles, J. R. (2016). The problem with the phrase “intersecting identities”: LGBT affirmative therapy, intersectionality, and neoliberalism.Sexuality Research and Social Policy, 13(4), 371-389.

Hasan, S., Alviany, Y., Clarissa, C., & Sudana, S. (2017). High perceived discrimination and no family support increase risk of poor quality of life in gender dysphoria. Universa Medicina, 36(3), 187-196.

Hunt, J. (2014). An initial study of transgender people’s experiences of seeking and receiving counseling or psychotherapy in the UK. Counseling and Psychotherapy research, 14(4), 288-296.

Lelutiu-Weinberger, C., & Pachankis, J. E. (2017). Acceptability and preliminary efficacy of a lesbian, gay, bisexual, and transgender-affirmative mental health practice training in a highly stigmatizing national context. LGBT health, 4(5), 360-370.

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