The authors of this study recognize the need for cognitive-behavioral therapy strategies to be available to many members of the LGBTQA+ community who may not have access to in-person therapy sessions due to living in rural communities, managing life in an international pandemic, or choosing not to disclose membership in this community to others nearby. This qualitative research study with a small quantitative component describes the impact of one online program aimed at serving the members of the LGBTQA+ community – AFFIRM.
This course is based on the reading-based online article, AFFIRM Online: Using an Affirmative Cognitive-Behavioral Digital Intervention to Improve Mental Health, Access, And Engagement Among LGBTQA+ Youth and Young Adults created by Shelley L. Craig, PhD, et al. in 2021.
Publication Date:
Int. J. Environ. Res. Public Health 2021, 18(4), 1541; February 2021
Course Material Authors
Course Material Authors authored the material only, and were not involved in creating this CE course. They are identified here for your own evaluation of the relevancy of the material this course is based on.
Shelley L. Craig, PhD
Dr. Craig is currently a full Professor and holds a Canada Research Chair in Sexual and Gender Minority Youth. At the Factor-Inwentash Faculty of Social Work, University of Toronto. Dr. Craig’s program of research focuses on cultivating resilience in marginalized populations through innovative, community-based interventions. Dr. Craig has developed and tested the first evidence-informed interventions for sexual and gender minority youth mental health. Dr Craig has served as: Founder and Executive Director of the Alliance for LGBTQ Youth, Executive Director of ALSO for Out Youth; Medical social worker in the emergency care center of a community hospital; and Director of a domestic violence shelter as well as many other positions. She has published multiple works in peer reviewed journals.
Vivian W. Y. Leung, MA
Vivian Leung is a PhD Candidate & Research Coordinator at FIFSW, University of Toronto. She has been involved in multiple research projects related to settlement experiences, immigration policy analysis, and practice-based research. Her work has been published inmultiple peer reviewed journals.
Racheael Pascoe
Rachael Pascoe (she/her) is a SSHRC-funded fifth year PhD student at the Factor-Inwentash Faculty of Social Work at the University of Toronto. Rachael has worked as a research assistant for a number of projects at FIFSW, most notably as the Clinical Evaluation Specialist for the PHAC-funded Clinical Evaluation Study: Project Youth AFFIRM, an affirmative CBT group intervention for LGBTQ+ youth developed by Dr. Shelley Craig and Dr. Ashley Austin. Rachael’s research interests include clinical interventions with historically underserved youth. Her work has been published in multiple peer reviewed journals.
Paul Pawlicki, PsyD, received his degree in clinical psychology from the Chicago School of Professional Psychology in Chicago, IL, in 2005. From 2004-2006, he taught courses in general psychology, abnormal psychology, and human sexuality at Collin College in Plano, TX. He currently practices individual therapy at the Department of Sexual Medicine at Park Nicollet Health Health Services near Minneapolis, MN.
Recommended For:
Counselors, marriage and family therapists, psychologists and social workers. This course is appropriate for all levels of knowledge.
Course Objectives:
After taking this course, you should be able to:
Identify at least three differences in the behavioral health needs of the LGBTQA+ community and majority populations
Describe the impact of the AFFIRM program on the behavioral health of members of the LGBTQA+ community
List at least three implications for public health interventions using digital technologies
Disclosure to Learners
Disclosure of Relevant Financial Relationships
CE Learning Systems adheres to the ACCME's Standards for Integrity and Independence in Accredited
Continuing Medical Education. Any individuals in a position to control the content of a CE activity –
including faculty, planners, reviewers, or others ― are required to disclose all relevant financial
relationships with ineligible entities (formerly known as commercial interests).
The following relevant financial relationships have been disclosed by this activity's planners, faculty, and
the reviewer:
Planners and Reviewers
The planners of this activity have reported that they have no relevant financial relationships.
Commercial support
There is no commercial support for this distance-learning course.
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