Developing an Affirmative Cognate Therapy

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  1. Cognate Proposal
  2. Benefits of the Cognate
  3. Marketability
  4. Counselor Preparation
  5. Syllabi for 3 Sources
  6. Example Lesson Plans
  7. 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

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

Supplementary Readings

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). . Sexuality Research and Social Policy, 13(4), 371-389.

Supplementary Readings

  • Moe, J., Johnson, K. Park, K., & Finnerty, P. (2019). 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). . 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). Journal of Gay & Lesbian Mental Health, 24(1), 20-39.

DeBord, K., Fischer, A., Bieschke, K., & Perez, R. (2017). 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). Sexuality Research and Social Policy, 13(4), 371-389.

Hasan, S., Alviany, Y., Clarissa, C., & Sudana, S. (2017). . Universa Medicina, 36(3), 187-196.

Hunt, J. (2014). . Counseling and Psychotherapy research, 14(4), 288-296.

Lelutiu-Weinberger, C., & Pachankis, J. E. (2017). . LGBT health, 4(5), 360-370.

Moe, J., Johnson, K. Park, K., & Finnerty, P. (2019). 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. Oxford University Press.

Pinto, S. A. (2014). . Journal of LGBT Issues in Counseling, 8(4), 331–343.

Richards, C., Bouman, W. P., Seal, L., Barker, M. J., Nieder, T. O., & T’Sjoen, G. (2016). . International Review of Psychiatry (Abingdon, England), 28(1), 95–102.

Svinicki & McKeachie (2014). McKeachie’s Teaching Tips (14th ed.). Cengage/Wadsworth Publishing. (this is a paperback edition)

Tompkins, J., Kearns, L.-L., & Mitton-Kükner, J. (2017). . McGill Journal of Education, 52(3), 677–697.

White, B. P., & Fontenot, H. B. (2019). Archives of Psychiatric Nursing, 33(2), 203-210.

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