This Training is Online using Zoom
Time zone will be Pacific Standard Time (PST)
Rainbow Advocate & Educator Module 1 Training
Sponsored by:
Considerations When Working with the LGBTQIA2+ Populations
The first module of the Rainbow Certification Program is designed to provide mental health professionals, educators, managers, clergy, and other leaders with education and training on working with LGBTQ+ populations. Participants will examine current research
on the common challenges faced by this population, the impacts of minority stress, risk factors, needs, and best practices for treatment. Participants will explore additional clinical considerations, including coming out and transitioning,
identity development, standards of care, and supporting youth and families. Through interactive exercises and case study examination, participants will gain understanding and tools for providing the highest quality of care for the LGBTQIA2+
community. Ethical concerns that commonly arise when treating this population will also be evaluated and addressed.
Facilitator Information
David Fawcett PhD, LCSW is a social worker, clinical sexologist and CSAT who has worked in addictions and mental health for over three decades. Since 2000 he has specialized in treating fused drug use and sexual behavior (“chemsex”) and
has become a leading authority on achieving both chemsex sobriety and integrating healthy sex and intimacy in recovery. He is the author of Lust, Men, and Meth: A Gay Man’s Guide to Sex and Recovery (Healing Path Press 2015) which explores
the intersection of gay men, drug use, and high-risk sexual behavior. The book was named “2016 Best Nonfiction Literature” by POZ magazine. (Read More)
Kristina Padilla, M.A., LAADC, ICAADC, CGS is a leader with the California Consortium of Addiction Programs and Professionals (CCAPP), where she serves as the Vice President overseeing CCAPP’s Education Department.
She also is the Vice President of Strategic Development for the organization wherein she travels throughout California and the nation bringing addiction-focused businesses together to promote the profession, increase access to services and
improve the quality of AOD service provision through education, business development, and investment in quality programming. (Read More)
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Educational Goals
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Develop cultural sensitivity and proficiency among helping professionals, educators, parents, and all community members when working with and supporting LGBTQIA2+ populations.
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Provide an overview of different populations within the LGBTQIA2+ community, affirming terminology, and strategies for effective care and supportive dialogue.
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Promote professional knowledge and training regarding common challenges faced by LGBTQIA2+ populations.
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Educate participants on theories of identity formation and current research about the impact of hate and discrimination and LGBTQIA2+ specific concerns and health disparities.
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Provide practical resources for parents, family members, and peers which can be implemented directly after the training.
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Foster informed advocates of LGBTQIA2+ community and equip with understanding of critical issues, awareness of personal biases, and tools for connection.
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Learning Objectives
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Examine statistics on growing numbers of individuals who identify as LGBTQIA2+.
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Identify three categories of advocacy considerations critical for people to be educated on when working with and supporting LGBTQIA2+ populations.
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Differentiate between gender identity, gender expression, biological sex, and sexual orientation.
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Evaluate current research on increased mental health problems for LGBTQIA2+ populations and cite five examples of common psychological issues.
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Apply the LISTEN model in supporting LGBTQIA2+ individuals.
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Implement culturally sensitive tools to provide effective care for sexual and gender minority groups.
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Cite three examples of appropriate terminology and examples of language to avoid when referring to sexual orientation and gender identity.
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Evaluate models of identity development and utilize knowledge of the stages in helping LGBTQIA2+ individuals identify barriers to self-integration and needs for continued growth and development.
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Differentiate gender dysphoria as outlined in the DSM-V from transgender identity with an emphasis on not labeling gender identity as a disorder.
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Name social and medical steps to transitioning for transgendered individuals and cite three common factors which can impede on the transitioning process.
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Compare and distinguish the common challenges and risk factors for transwomen and transgender men and identify unique needs for each subgroup.
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State five reasons body image and body shame is important to address in working with and supporting LGBTQIA2+ populations.
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Identify examples of risk factors for compulsive and addictive behaviors and strategies for risk reduction and intervention.
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Cite five examples of adverse effects stereotypes around traditional masculinity can have on gay men.
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Evaluate men who have sex with men (MSM) from a non-homogenous framework and cite reasons this term is not always consistent with self-identified sexual orientation.
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Identify diversity factors such as race and ethnicity, socioeconomic status, religious and cultural environment, and state how these factors can impact LGBTQIA2+ individuals.
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Distinguish intersex from transgender and identify affirming approaches to working with and supporting this population.
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List six examples of emerging identities.
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Differentiate between consensual non-monogamous relationships, infidelity, and compulsive and addictive sexual behavior.
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Examine current statistics on the impact of discrimination and hate crimes on LGBTQIA2+ individuals.
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Evaluate advancements in the legal system and identify continued barriers to equality treatment for LGBTQIA2+ individuals.
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Cite four examples of actions parents and families can take to understand and support the LGBTQIA+ community.
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Main Topics
Gender and Sexuality Minority Groups 101
Statistics show increased percentage of individuals identify themselves as LGBTQIA2+ appropriate language and terminology
Differences between gender identity, gender expression, biological sex, and sexual orientation
What do the letters mean? Understanding different groups within the rainbow community, common challenges, and needed support
Advancements in the legal system and inclusion in the workplace
2. Cultural Competence
Awareness of one's own beliefs, biases, and attitudes regarding LGBTQIA2+ populations.
Knowledge of theories of identity formation, and current research about LGBTQIA2+ specific concerns and health disparities
Skills and tools to provide culturally sensitive interventions
Using the LISTEN model to provide effective and affirming care.
3. Advocacy and Care Considerations
Research shows higher prevalence of mental health issues, including anxiety, depression, and suicidality among this population
Impact of discrimination and hate-crimes
Dating and sexual health
Medical health care challenges
Community resources
4. Taking Action as a Rainbow Advocate and Educator
Steps parents and families can take to help understand and support Rainbow Community
Coming out and the family system
The impact of peer support and inclusivity
Putting advocacy and education into practice
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Target Audience
Mental Health Professionals, Medical Health Professionals, Educators, Counselors, Social Workers, Clergy Members, Law Enforcement Agencies, Human Resource Managers, Group Leaders, School Counselors, family members, and allies. Any professional
with services to provide to the public.
Instructional Level
Module 1 Introductory (no license required for Module 1)
Training Schedule
Time zone will be Pacific Standard Time (PST)
8:30 am – 5:00 pm Thursday thru Saturday
Daily Schedule:
| Daily Schedule |
| Class |
8:30 am - 10:00 am |
| Break |
10:00 am - 10:15 am |
| Class |
10:15 am - 12:00 pm |
| Lunch |
12:00 pm - 1:00 pm |
| Class |
1:00 pm - 3:00 pm |
| Break |
3:00 pm - 3:15 pm |
| Class |
3:15 pm - 5:00 pm |
Breaks and lunch period do not count for Continuing Education (CE) Credit.
Zoom Link:
The Zoom link will be sent the week of the scheduled event to the email address provided on your registration form. If you do not receive the link within 24 hours of the event please contact support@iitap.com.
Active Listening Requirements:
- Participants will need to have their device camera on (please notify the IITAP Staff member assisting with the training should you need to turn your camera off at any time).
- Participants must be in a stationary area. Driving while participating in an online training is prohibited as it can be very distracting for all parties. If you are actively driving we will dismiss you from the training for your safety. This will be considered a cancellation with the cancellation policy enforced (see below).
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Registration Fee:
Standard Registration: $850.00
IITAP Member: $725.00
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Cancellation Policy:
For a full refund, a written cancellation notice must be received by IITAP no later than 30 days prior to the scheduled event. Cancellations received less than 30 days prior to the scheduled event will be refunded less a $300 cancellation fee.
No refund will be given as of the first day of the scheduled event. Allow 6 weeks for refund.
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CE Hours and Accrediting Institutions
(21) CE Hours
- The International Institute for Trauma & Addiction Professionals (IITAP) is approved by the American Psychological Association to sponsor continuing education for psychologists. IITAP maintains responsibility for this program and its content.
Training is Live-Online Interactive for 21 Credit Hours.
- This course has been approved by the International Institute for Trauma & Addiction Professionals (IITAP, LLC), as a NAADAC Approved Education Provider, for educational credits. NAADAC Provider #92253. IITAP is responsible for all
aspects of the program. Training is Live-Online Interactive for 21 contact hours.
- Course meets the qualifications for 21 hours of continuing education credit for LMFTs, LCSWs, LPCCs, and/or LEPs as required by the California Board of Behavioral Sciences; and International Institute for Trauma & Addiction Professionals
(IITAP, LLC), Provider # 135430 is approved by the California Association of Marriage and Family Therapists to sponsor continuing education for LMFT’s, LCSW’s, LPCC’s and LEP’s. IITAP maintains responsibility for the program and all its
content. Training is Live-Online Interactive.
- International Institute for Trauma & Addiction Professionals (IITAP, LLC) is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers
#SW-0224. Training is Live-Online Interactive for 21 contact hours.
- International Institute for Trauma & Addiction Professionals (IITAP, LLC) is recognized by the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed
marriage and family therapists. #MFT-0031.Training is Live-Online Interactive for 21 contact hours.
- International Institute for Trauma & Addiction Professionals (IITAP, LLC) is recognized by the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed
mental health counselors. #MHC-0060. Training is Live-Online Interactive for 21 contact hours.
- International Institute for Trauma & Addiction Professionals (IITAP, LLC) is an NBCC-Approved Continuing Education Provider (ACEP™) and may offer NBCC-approved clock hours for events that meet NBCC requirements. IITAP is solely responsible
for all aspects of the program. This program qualifies for 21 Live-Online Interactive Clock Hours as approved by NBCC Provider #6251.
- International Institute for Trauma & Addiction Professionals (IITAP, LLC) is approved by the Canadian Addiction Counsellors Federation (CACCF) to award 21 CEUs upon completion of attending this training.
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Certificate of Completion
Course completion certificates for in-person trainings are provided to attendees at the conclusion of the training. Certificates for online trainings are uploaded to member IITAP accounts within two weeks of the conclusion of the training or emailed
to non-members, if applicable.
Additional Information
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