When transgender and nonbinary (TGNB) students come out in school, they are vulnerable as they navigate interactions with family members, teachers, other school personnel, and peers. TGNB students often have to deal with negative responses that can take a serious toll on their mental health, leading to depression, anxiety, struggles with schoolwork, and even attempts to self-harm. Research shows that having just one supportive adult in the child's life can significantly reduce these harmful outcomes. This webinar explores—and provides opportunities for practicing—skills for communicating with students and coworkers in gender-inclusive ways and developing a toolbox of allyship with TGNB students.

Learning Outcomes
You will be able to:

• Practice using gender-affirming pronouns
• Write reports, notes, and emails in ways that neither misgender nor "out" the student to others
• Model appropriate language with coworkers when discussing TGNB students

DEI Professional Development Requirement

This course counts toward the ASHA certification maintenance professional development requirement for DEI (which encompasses cultural competency; cultural humility; culturally responsive practice; and diversity, equity, and inclusion). See more courses that count toward this requirement or read more about professional development requirements for certification maintenance.

Contents

• Introduction (5 min.)
• Introduction to concepts and terminology (15 min.)
• Why this is important: Minority Stress Model and Statistics of Health Disparities (15 min.)
• Reviewing the ASHA document on Supporting and Working with Transgender and Gender-Diverse People (15 min.)
• Communication practice and problem-solving scenarios (30 min.)
• Creating your allyship toolbox (30 min.)
• Conclusions and Recap (10 min.)

Presenter Information

Gregory C. Robinson, PhD, CCC-SLP (they/them) is an Associate Professor at the University of Arkansas for Medical Sciences (UAMS). They are the Chair of L'GASP: The LGBTQIA+ Caucus of ASHA, the Founder and Director of the TLC: Gender Affirming Communication Group, the Director of the PhD Program in CSD at UAMS, the SLP Discipline Coordinator for the Arkansas Leadership Education in Neurodevelopmental Disabilities (LEND) Grant, and a researcher in the areas of Diversity, Equity, and Inclusion.

Financial Disclosures:

• Financial compensation from ASHA for this presentation
• Full-time employee of the University of Arkansas for Medical Sciences
• Contract SLP for Prismatic Speech Services

Nonfinancial Disclosures:

• Chair of L’GASP: The LGBTQ+ Caucus of ASHA
• Founder and director of the TLC: Gender Affirming Communication Group at UAMS

Assessment Type

Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

To earn continuing education credit, you must complete and submit the learning assessment by the end date below.

Program History and CE Information

Live webinar date: June 20, 2023
End date: June 22, 2028

This course is offered for 0.2 ASHA CEUs (Intermediate level, Professional area).