LGBTQIA+ People in CSD Education: Tools to Support Colleagues, Students, and Clients
Tuesday, September 22, 2020 (7:00 PM - 8:30 PM) (EDT)
Unique stressors affecting educational and health outcomes for people in sexual orientation or gender minority groups, and the resilience factors that can mitigate their effects, will be explained using models of minority stress and barriers to care. Applications to our workplaces, classrooms, and clinics will be explored using interactive methods to demonstrate recommended methods for developing practitioner competency. Participants will assess whether their clinical and educational practices are inclusive and affirming for people in sexual orientation and gender minority groups, then learn basic criteria for competency in LGBTQIA+ sensitivity and inclusion, as well as best practices for teaching this competency.
- Identify the needs of LGBTQIA+ students and colleagues by using a variety of theoretical perspectives, such as minority stress models and barriers to productive learning and work environments
- Summarize knowledge and skills critical to competency in working with sexual orientation and gender minority groups
- Describe at least 5 best practices for how to teach LGBTQ sensitivity and inclusion to SLPs and Audiologists.
Time Ordered Agenda
7:00 - 7:15 p.m. Introductions by speakers, poll audience, set intentions
7:15 - 7:30 p.m. Orientation to populations and conceptual models of stressors and resources
7:30 - 7:50 p.m. "what went wrong" case scenarios to identify & correct microagressions
7:50 -8:00 p.m. Q&A
8:00 -8:20 p.m. Describe best practices for teaching sensitivity and inclusion; participants brainstorm implementation
8:20 - 8:30 p.m. Summary, final Q&A
Adrienne B. Hancock
The George Washington University
Adrienne Hancock, PhD, CCC-SLP, is an Associate Professor at The George Washington University. Her primary research area addresses transgender voice and communication, including psychosocial impact, speech and language characteristics related to perception of gender, and treatment efficacy. Dr. Hancock has published several peer-reviewed articles and presented nationally and internationally. A Bender Teaching Award winner, Dr. Hancock is known for innovative and effective teaching and is currently serving as the Teaching and Learning Coordinator for the SPHR department. She is a co-author of the new Plural publication entitled, Transforming Voice and Communication with Transgender and Gender Diverse People. An Evidence Based Process.
Financial: Salary from George Washington University; Received honorarium for today’s webinar; some content of this presentation is also in a book I co-authored and receive royalties from: "Transforming Voice and Communication with Transgender and Gender-Diverse People"
Non-financial: 1. I am a member and Chair of the Voice chapter working group for WPATH's Standards of Care. 2. I have religious beliefs that encourage me to serve marginalized people groups, such as transgender populations.
University of Arkansas for Medical Sciences
Greg Robinson, Ph.D., CCC-SLP is Associate Professor at the University of Arkansas for Medical Sciences. Dr. Robinson started a transgender language clinic in 2015 & co-authored the first peer-reviewed research in the American Speech-Language-Hearing Association journal to involve the LGBTQ population. He also has worked to increase representation from underrepresented groups in the Communication Sciences and Disorder’s master’s program and to engage students in interprofessional outreach clinics to impoverished, high minority medical deserts.
Financial: Salary from University of Arkansas; Received honorarium for today’s webinar
Non-financial: Professional: I am the Chair of L'GASP: The LGBTQ+ Caucus of the American Speech-Language-Hearing Association. Institutional: I am a member of the National Organization of Gay and Lesbian STEM Professionals and the National Black Association of Speech, Language, and Hearing.
ASHA CEU Statement
This course is offered for .15 ASHA CEUs (Introductory level, Related area).