Total CE Credit Hours: 7
Course Info URL: https://www.ce-credit.com/courses/103041
About the Course:
Given the critical role school mental health professionals play in the academic and emotional well-being of our nation’s students and the relative lack of national research examining the efforts of counselors, psychologists, and social workers to support LGBTQ students and create safer school environments, we undertook the Supporting Safe and Healthy Schools study to provide a detailed examination of school mental health providers’ perspectives and experiences regarding their support of LGBTQ students.
The report offers additional recommendations to build on the strong foundation of school mental health providers’ support for LGBTQ students, including ensuring school counselors, psychologists, and social workers are adequately prepared by their pre-service training to serve LGBTQ students, are aware of the position statements and ethical standards from their professional membership organizations’ related to LGBTQ youth issues in schools, and have access to self-directed knowledge-building opportunities and easy-to-implement supportive resources, such as GLSEN’s Safe Space Kit.
This course is based on the article, Supporting Safe and Healthy Schools for Lesbian, Gay, Bisexual, Transgender, and Queer Students: A National Survey for School Counselors, Social Workers, and Psychologists created by Ryan M. Kull, Ph.D., Emily A Greytak, Ph.D., and Joseph G. Kosciw, Ph.D. in 2019.
1st Edition 2019
Course Material Authors
Counselors, marriage and family therapists, psychologists and social workers. This course is appropriate for all levels of knowledge.
Acknowledge current perspectives on school climate, including school safety and the frequency of bullying and harassment facing LGBTQ students;
Comprehend graduate education and training on general issues regarding school safety, and their specific exposure to LGBTQ-related competency training;
Use ongoing continuing education experiences regarding the safety and well-being of LGBTQ students;
Identify attitudes and beliefs related to LGBTQ issues in schools;
Recognize self-efficacy regarding LGBTQ-related practices, i.e., their confidence in their abilities to engage in important tasks to support LGBTQ students, and
List specific efforts to support LGBTQ students, both direct, individual interventions, and school-level efforts to improve school climate and safety.
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