UNIVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK
SCHOOL OF SOCIAL WELFARE

RSSW 773 Sexual Identity and Social Work Practice

Arlene Istar Lev LCSW, CASAC
518-438-2222


Course Description

This three credit advanced practice course builds on the goal-directed interventions learned during studentís introductory year and examines the development of human sexual and gender identities, focusing on affirmative models of social work practice with lesbian, gay, and bisexual and transgender and queer (LGBTQ) individuals and their families. Human sexual identity development will be examined from a cross-cultural, sociological, political, and historical perspective that incorporates evidence-based research and contemporary social policy perspectives. Comparative clinical theories will be examined emphasizing strengths-based, developmental life-cycle, and ecological (person-in-environment) clinical models. The role of social justice and oppression in emerging identity development will be discussed. Class topics include: psychosexual clinical assessment and intervention; stages of coming out; same-sex relationship dynamics; LGBTQ family-building options; same-sex parenting; children of LGBTQ parents; intersex, transgender and transsexual identity development; living with HIV and AIDS; gay and trans youth, aging; homophobia, heterosexism, and transphobia, challenges of mental illness, addiction, domestic violence, and bias-related crime; and LGBTQ professional development concerns. The course will focus on the development of clinical practice skills, based on evidence-based research as available, with discussion on how to make practice decisions in areas where the research is still emerging.

1) At the end of the course, each student should be able to develop and utilize a working knowledge of sexual orientation and gender identity issues for affirmative treatment models with LGBTQ clients and to be able to recognize and critically compare and contrast affirmative models with more traditionally pathologizing models.

2) At the end of the course, each student should be able to articulate the empirical basis for theoretical and treatment models regarding the development of sexual and gender identities and to critically evaluate research conclusions utilizing evidence-based research.

3) At the end of the course, each student should be able to demonstrate advanced clinical practice skills that support diverse sexual and gender identities, based on emerging evidence-based research and clinical best practices.

4) At the end of the course, each student should be able to comprehend the experience of oppression and bias within an historical, political, and socio-cultural perspective and accurately assess how it impacts the lifecycle development of LGBTQ people.

5) At the end of the course, each student should be able to describe the heterogeneity of LGBTQ lifestyles across cultural, class, age, race, ethnic, religious and political cohorts and communities and encourage cultural competence regarding diverse sexual minorities.

6) At the end of the course, each student should be able to accurately assess various social problems and psychological disorders that impact the LGBTQ communities, and develop comprehensive assessment and intervention skills, modified for different stages of the intervention process, including culturally-specific treatment goals.

5) At the end of the course, each student should be able to utilize a biopsychosocial, strengths-based approach in understanding specific LGBTQ human development issues (i.e., coming-out) as well as coupling and family-building concerns, and learn to apply a social work ecological model (person-in-environment) to practice through role plays and case evaluations.

4) At the end of the course, each student should be able to recognize the impact of oppression, homophobia and transphobia on public policy decision-making and how this affects the availability of research funding, the accessibility of clinical training, and the provision of quality services.

Required Texts

Books are available at Mary Jane Books 215 Western Ave. 465-2238 maryjane@maryjanebooks.com.

Required Texts:

Morrow, D.F. & Messinger, L. (Eds.) (2006). Sexual Orientation and Gender Expression in Social Work Practice: Working with gay, lesbian, bisexual, and transgender people. NY: Columbia University Press.

Arlene Istar Lev (2004). Transgender Emergence: Therapeutic Guidelines for Working with Gender-Variant People and their Families. Binghamton, NY: Haworth Press.

Recommended Text:

Lev, A.I. (2004). The Complete Guide to Lesbian and Gay Parenting. New York: Berkley Press.

Supplemental readings are available through the ERES system. The Course page is: http://eres.ulib.albany.edu/eres/coursepage.aspx?cid=2796&page=docs

Or just go to the University Library online and search ìERESî (E-Reserve)óthe password is ssw773lev.

Course Outline and Required Readings

1) Course Introduction

This class is a basic introduction to the topic of Sexual Orientation and Gender Identity in the developmental lifecycle. Students will examine their own views and biases regarding sexuality, LGBT identities, and the ìlensî of heterosexism that permeates most cultural exchanges.

In Class Video: Re-Defining Sex ñ overview of the medical management of children with ambiguous sex anatomy.

Exercises: ìThe Secret,î ìTrue or False,î ìMyths and Assumptions.î

Texts:

DM/LM: Chapter 1 (Sexual orientation and gender identity expression)

Introductory Readings:

• Levy, J. & Koff, B. (2001). ìGay positiveî therapy: Is not good enough. In the Family, 7 (2), 9-11.
• Patterson, C.J. (Ed.) (1995). Sexual orientation and human development: An overview. Developmental Psychology, 31 (1), 3ñ11.
• Savin-Williams, R.C. (2006, Feb). Whoís Gay? Does It Matter? Current Directions in Psychological Science, 15, (1). 40-44.

Sexual Orientation, Gender Identity and Psychosexual Assessment

This class will provide a biopsychosocial overview of human sexual identity, including natal sex, gender identity, gender role, gender expression, sexual orientation, and sexual expression. Students will become familiar with taking a sexual history as part of a psychosocial assessment, and develop skills to ask difficult questions, demonstrate a non-judgmental attitude, and understand how tone, facial expressions, and the language constructs can facilitate (or hinder) open dialogues.

Exercise: Small Group Role Play: ìWhat should we ask in a sexual history?î

Texts:

Lev: Introduction and Chapter 1 (The Transsexual Phenomenon Meets the Transsexual Menace) & 3 (Deconstructing Sex and Gender).

DM/LM: Chapter 3 (Oppression, Prejudice, and Discrimination).

Introductory Readings:

• Bohan, J.S. (1996). Chapter 3: The question of causation. In Psychology and Sexual Orientation: Coming to Terms (pp. 63-91). NY: Routledge.
• Klein, F. (1993). Chapter 2: Towards a definition. In The Bisexual Option. Binghamton, NY: Harrington Park Press, p. 3-28.
• Lev, Arlene Istar, (2006). Intersexuality in the Family: An unacknowledged Trauma. The Journal of Gay and Lesbian Psychotherapy, (10(1), 27-56.

Intermediate Readings:

• McPhail, B.A. (2004). Questioning gender and sexuality binaries: What queer theorists, transgendered individuals, and sex researchers can teach social work. Journal of Gay and Lesbian Social Services, 7(1), 3-21.
• Wilson, K.K. (1998).The disparate classification of gender and sexual orientation in American psychiatry. Gender Identity Center of Colorado, Inc., Denver, Colorado. Retrieved from the Internet from January 4, 2009: http://www.gidreform.org/kwictl97.html

Advanced Readings:

• Chase, C. (1998). Hermaphrodites with attitude: Mapping the emergence of intersex political activism. GLQ: A Journal of Lesbian and Gay Studies 4 (2), 189-213.
• Hekma, G. (1994). ìA female soul in a male bodyî: Sexual inversion as gender inversion in nineteenth-century sexology. In G. Herdt (Ed.) Third sex third gender: Beyond sexual dimorphism in culture and history (pp. 213-240). NY: Zone Books.

2) The History and Context for Contemporary LGBTQ Identities

This class will examine the historical context of homosexual behavior, gender-variance and sexual repression utilizing resources from cross-cultural anthropology, sociology, religion and literature, and the development of gay, lesbian, and transgender culture and civil rights movements in the twentieth century. Students will develop skills to contextualize the impact of age, geography, the social positioning of men and women, race, class, religion, and other social and political variables on the development and possibilities of various human sexual identities. The psychological impact of these various historical trends on contemporary sex and gender identities (i.e., self-esteem, coming-out, ability to ìnameî oneís identity and experience) will be examined, providing students with skills to understand human behavior within a social and historical context.

Video (at noon): Changing Our Minds: Portrays the life and work of the woman described by the Los Angeles Times as ìThe Rosa Parks of Gay Rightsî in Changing Our Minds: The Story of Dr. Evelyn Hooker

Texts:

DM/LM: Chapter 2 (A historical presence).

Lev: Chapter 2 (The Legacy).

Check out: The glbtq encyclopedia: http://www.glbtq.com/

Introductory Readings:

• Bunch, C. (1972, January). Lesbians in revolt. The Furies: Lesbian/Feminist Monthly, (1), pp. 8-9. Retrieved from the Internet May 23, 2006: http://scriptorium.lib.duke.edu/wlm/furies/.
• Faderman, L. (1981). Chapter 5: Romantic friendships in eighteenth-century life. In Surpassing the Love of Men: Romantic Friendships and Love Between Women from the Renaissance to the Present (pp. 119-143). NY: Quill/William Morrow Publishers.
• Katz, J. (1976). Gay American History: Lesbians and Gay Men in the USA (excerpts page 129-134, 155-161).
• Newton, E. (2006-2008) (Curator): http://www.outhistory.org (focus on Lesbians in the Twentieth Century, especially Lesbian-Feminism and the Sex Wars).

Intermediate Readings:

• Blackwood, E. (1993). Breaking the mirror: The construction of lesbianism and the anthropological discourse on homosexuality. In L.D. Garnet & D.C. Kimmel (Eds.) Psychological Perspectives on lesbian and gay male experiences. NY: Columbia University Press (pp. 297-315).
• Greenberg, D. (1988). Chapter 2: Homosexual relations in kinship-structured societies. In The Construction of Homosexuality (pp. 25-88). University of Chicago Press.
• Poasa, K.H, Blanchard, R, & Zucker, K.J. (2004). Birth order in transgender males from Polynesia: A quantitative study of Samoan Faíaf Ø affine. Journal of Sex & Marital Therapy, 30, 13ñ23.

Advanced Readings:

• D'Emilio, J. (1983). Capitalism and gay identity. In H. Abelove, M.A. Barale & D.M Haperinís (Eds.) The Lesbian and Gay Reader (pp. 467-476). NY: Routledge.
• Grahn, J. (1984). The original underground (excerpt Chapter 2. pp. 23-33). Another Mother Tongue: Gay Words, Gay Worlds. Boston: Beacon Press.
• RADICALESBIANS (1970). The Woman Identified Woman. Pittsburgh: Know, Inc.
• Rich, A. (1980, Summer). Compulsory heterosexuality and lesbian existence. Signs, (5).4, Women: Sex and Sexuality, pp. 631-660.
• Williams, W. (1986). Chapter 4: Men, women and others. In The Spirit and the Flesh (pp. 65-86). Boston: Beacon Press.

3) Diagnosis and Treatment of Homosexuals, Transsexuals and the Pathologizing of Human Sexual Diversity.

This class will examine of the pathologizing histories of homosexuality and transgenderism as mental illnesses, including an examination of diagnosis and reparative treatment models. The movement towards affirmative practices, the development of feminist and gay-affirmative models of assessment and treatment of lesbian, gay, bisexual people and transgender people, and the transformation of the social service system to provide quality services will be explored.

Exercise: Treatment Team Exercise

Texts:

DM/LM Chapter 20 (Toward affirmative practice); Chapter 7 (Psychosocial support for families of gay, lesbian, bisexual and transgender people).

Lev: Chapter 4 (Etiologies) and Chapter 5 (Diagnosis), Chapter 6 (Listening to Gender Narratives).

Check out: NARTH: http://www.narth.com/

Introductory Readings:

• American Psychological Association (2000). Guidelines for psychotherapy with lesbian, gay and bisexual Clients. American Psychologist, 55 (12), 1440-1451.
• Berenstein, A.C. (2000). Straight therapists working with lesbians and gays in family therapy. Journal of Marital and Family Therapy, 26 (4), 443-454.
• Page, E.H. (2004). Mental health services experiences of bisexual women and bisexual men: An empirical study. Journal of Bisexuality, 4 (1/2), 137-160.

Intermediate Readings:

• Biaggio, M., Roades, L.A., Staffelback, D., Cardinali, J, and Duffy, R. (2000). Clinical evaluations: Impact of sexual orientation, gender and gender role. Journal of Applied Social Psychology, 30 (8), 1657-1669.
• Henkin, W. A. (2005). Terms of art. Electronic Journal of Human Sexuality, 8.
• Layton, L.B. (2000). The psychopolitics of bisexuality. Studies in Gender and Sexuality 1 (1), 41-60.

Advanced Readings:

• Fassinger, R.E. (20002). Applying counseling theories to lesbian, gay, and bisexual clients: Pitfalls and possibilities. In Perez, R.M., DeBord, K.A., & Bieschke, K.J. (Eds.) Handbook of Counseling and Psychotherapy with Lesbian, Gay, and Bisexual Clients. Washington, D.C.: American Psychological Association.
• Kitzinger, C. (1995). Chapter 6 -- Social constructionism: Implications for lesbian and gay psychology. In A.R. DíAugelli & C.J. Patterson (Eds.) Lesbian, Gay, Bisexual Identities over the Lifespan: Psychological Perspectives (pp. 136-161). NY: Oxford Press.

Handouts:

• Lev, A.I. (2005). Guidelines for Working with LGB Clients.
• Lev, A.I. (2005). Guidelines for Working with Transgender Clients.
• NASW Policy Statements on LGB and T issues.
• APA Resolution on Appropriate Therapeutic Responses to Sexual Orientation

4) Skills for Assessing the Coming-out Process

The class will examine the coming-out process for LGBTQ people both as a normative part of the developmental lifecycle and also a challenge to identity integrity within a homophobic/heterosexist culture. Discussion will include assessing the stages of coming out, skills for assisting clients in determining and gaining comfort in their identity; creating safe environments to discuss volatile issues, as well as recognizing trauma, breaches in self-esteem, and the impact of family of social rejection. Students will gain practice skills in utilizing CBT, psychodynamic techniques, and narrative therapy.

In-Class Videos: Itís Elementary: Talking about Gay Issues in Schools -- takes cameras into classrooms across the U.S. to look at whether and how gay issues should be discussed in schools.

Video (at noon): No Secret Anymore: The Times of Del Martin & Phyllis Lyon -- Del Martin and Phyllis Lyon have been partners in love and political struggle for over fifty years.

Exercise: Role Play

Texts:

DM/LM: Read Chapter 4, 5, and 6: Gay, lesbian and bisexual identity development; Transgender identity; and Coming out as gay, lesbian, bisexual, and transgender).

Lev: Chapter 7 (Transgender Emergence).

Introductory Readings:

• Green, J. (2004). Chapter One: How do you know? In Becoming a Visible Man (pp. 1-25). Nashville, TN: Vanderbilt University Press.
• Lev, A.I. (2005). Developmental psychology. Glbtq.com Retrieved from the Internet on May 13, 2006: http://www.glbtq.com/social-sciences/developmental_psychology,1.html.
• Markowitz, L. (1995, July). Bisexuality: Challenging our either/or thinking. In the Family, 1(1), 6-11, 23.

Intermediate Readings:

• Lund, S. & Renna, C. (2003). An analysis of the media response to the Spitzer study, Journal of Gay & Lesbian Psychotherapy, 7 (3), 55-67.
• Ruiz, P. Lile, B., & Matorin, A. (2002). Clinical case conference: Treatment of a dually diagnosed gay male Patient: A psychotherapy perspective. American Journal of Psychiatry 159, 209-215.

Advanced Readings:

• Kassoff, B., Boden, R., De Monteflores, C., Hunt, P. and Wahba, R. (1995). Chapter 13--Coming out of the frame: Lesbian feminism and psychoanalytic theory. In J.M. Glassgold & S. Iasenza (Eds.) Lesbians and Psychoanalysis: Revolutions in Theory and Practice (229-263), NY: Free Press.

5) Assessment and Intervention Skills for Family and Couple Relationships

This class will address assessment and intervention of same-sex couples and also issues affecting the maintenance of healthy relationships with family or origin. Students will learn skills to assess and treat normative relationships issues including dating jealousy, infidelity, needs for intimacy and autonomy, planning for children, and coping with separation and loss issues. Discussion of marriage, divorce, domestic partnerships, gender transitions and couple stability will be discusses. Students will gain practice skills utilizing family systems approaches to working with LGBTQ families, including interviewing couples and addressing common clinical issues couples bring to therapy.

** Interview Due

Exercise: Class Discussion on Interviews

In-Class Videos: Daddy and Poppa --This documentary explores the personal, cultural, and political impact of gay men who are making a decision that is at once traditional and revolutionary: to raise children themselves.(Part of this in class and the entire video at noon).

Both of my Moms are named Judy ñ presents a diverse group of children (ages 7-11) who have lesbian and gay parents.

Texts:

DM/LM: Chapter 9, 10, 11, 12 (Gay male relationships and families; Lesbian relationships and families; Bisexual relationships and families and Transgender emergence within families).

Lev: Chapter 8 (Family Emergence).

Introductory Readings:

• Bepko, C. and Johnson, T. (2000). Gay and lesbian couples in therapy: perspectives for the contemporary family therapist. Journal of Marital and Family Therapy, 26, (4), 409-419.
• Biaggio, M., Coan, S., & Adams, W. (2002). Couples therapy for lesbians: Understanding merger and the impact of homophobia. Journal of Lesbian Studies, 6, (1), 129-138.

Intermediate Readings:

• Feinberg, L. (1993). Chapter One: Dear Theresa. Stone Butch blues (p. 3-12). Ithaca, NY: Firebrand Books.
• Johnson, T.W. & Keren, J.S. (1995). Creating and maintaining boundaries in male couples. Journal of Feminist Family Therapy, 7 (3/4) pp. 65-86.
• LaSala, M.C. (2004). Monogamy of the heart: Extradyadic sex and gay male couples. Journal of Gay & Lesbian Social Services, 17(3) 2-24.
• Peplau, L.A., Veniegas, R.C., & Campbell, S.M. (1996).Chapter 11: Gay and Lesbian Relationships. In R.C. Savin-Williams & K.M. Cohenís The Lives of Lesbians, Gays, and Bisexuals: Children to Adults (pp. 250-273). Fort Worth, TX: Harcourt Brace Publishers.
• Nestle, J. (1992). The femme question. In J. Nestle (Ed.) The Persistent Desire (pp. 138-146). LA: Alyson.

Advanced Readings:

• Cornett, C. (1993). Resistance in dynamic psychotherapy with gay men. In C. Cornett (Ed.) Affirmative Dynamic Psychotherapy with Gay Men (pp. 93-115). Northvale, NJ: Jason Aronson, Inc.
• Laird, J. (1999). Gender and sexuality in lesbian relationships; Feminist and constructionist perspectives. In J. Laird (Ed.) Lesbians and lesbian families: Reflections on Theory and Practice (pp. 47-90). NY: Columbia University Press.

6) LGBTQ Parenting Issues: Examining the Empirical Data on LGBTQ Parenting

This class will examine LGBTQ parenting issues, including family planning, discussions of donor insemination, surrogacy, and adoption. Relying on the plethora of research on the children of lesbians, we will examine the similarities and differences, and potential challenge, for children reared in LGBTQ homes, including a critical analysis of the research methodology. Additionally, students will become familiar with public policy regarding LGBTQ parenting, especially within New York State, and learn to advocate for LGBTQ families in custody decisions. Students will focus on developing skills to assess parenting styles, coping with parenting without legal recognition, and learn necessary assessment skills for home-studies and second-parent adoptions.

In-Class Videos: Thatís a Family -- children from over 50 diverse families open the door to their homes, and explain things like "divorce," "mixed race," "gay and lesbian," "birth mom," "single parent," "guardian," and "stepdad."

Our House ñ this frank, insightful exploration profiles the sons and daughters - ages five to twenty-three years - about what it means to grow up with gay or lesbian parents.

(Parts in class, the rest at noon).

Introductory Readings:

Cooper, L., & Cates, P. (2006). Too high a Price: The case against restricting gay Parenting. NY: American Civil Liberties Union [ACLU, second edition], Lesbian and Gay Rights Project.

• Patterson, C. (1994). Children of the lesbian baby boom: Behavioral adjustment, self-concepts, and sex role identity. In B. Greene and G. M. Herek (Eds.) Lesbian and Gay Psychology: Theory, Research and Clinical Applications (pp.156-175). Thousand Oaks, CA: Sage Publications.
• Shuster, S. (2002). An ounce of prevention: Keeping couples out of court. In the Family, 7 (3), 7-11.
• Stacey J & Biblarz, T. J. (2001). (How) does the sexual orientation of parents matter? American Sociological Review, 66, 159-183.

Intermediate Readings:

• Bigner, J.J. (1996). Working with gay fathers: Developmental, postdivorce parenting, and therapeutic issues. In J. Laird & R-J Green (Eds). Lesbians and Gays in Couples and Families: A handbook for therapists (370-402). SF: Jossey-Bass.
• Camilleri, P. & Ryan, M. (2006). Social work studentsí attitudes toward homosexuality and their knowledge and attitudes toward homosexual parenting as an alternative family unit: An Australian study. Social Work Education, 25 (3), 288ñ304.
• Gianino, M. (2008). Adaption and transformation: The transition to adoptive parenthood for gay male couples. Journal of GLBT Family Studies, 4 (2), 205-243.
• Goldberg, A.E. (2006). The transition to parenthood for lesbian couples. Journal of GLBT Family Studies, 2 (1), 13-42.
• Lev, A.I. (2004). Protecting our families: Matters of hearts and courts. In The Complete Lesbian and Gay Parenting Guide (Chapter 7). NY: Berkley Press).

Advanced Readings:

• Hicks, S. (2005). Queer genealogies: Tales of conformity and rebellion amongst lesbian and gay foster carers and adopters. Qualitative Social Work, 4 (3), 293ñ308.
• Morrow, C. (2001). Narrating maternity: Authorizing the ìotherî mother stories in lesbian family stories. Journal of Lesbian Studies, 5 (4), 63-90.
• Spivey, C.A. (2006). Adoption by same-sex couples: The relationship between adoption worker and social work student sex-role beliefs and attitudes. Journal of GLBT Family Studies, 2 (2), 29-54.

8) Clinical Skill Development When Working with Transgender, Transsexual and other Gender Non-Conforming Clients

Guest Speakers: Denise Palumbo and Corey Polesel

This class will focus on the unique clinical issues that gender-variant, transgender, transsexual, and gender non-conforming clients bring to therapy. Students will examine the emerging research, as well as the clinical debates regarding the DSM diagnosis, and newly emerging trans-affirmative treatment strategies. Students will become familiar with the World Professional Association for Transgender Healthís Standards of Care, and develop strategies to assess for gender identity, learn how to advocate for trans clients, and develop skills for writing referral letters for medical treatment. Students will develop practice skills in working with transgender clients and increase the cultural competence in working with gender non-conforming people.

In-Class Videos: Transparent ñ Male-to-female transsexuals who are raising the children they birthed (sections).

No Dumb Questions -- three sisters, ages 6, 9 and 11, struggling to understand why and how their Uncle Bill is becoming a woman.

Texts:

DM/LM: Chapter 15 (Transgender health issues).

Lev: Chapter 10 (Intersex Issues).

ERES Folder: Trans Legal

Introductory Readings:

• Cohen-Kettenis, P.T. & Pf”efflin, F. (2003). Clinical management of gender problems in children. In Transgenderism and Intersexuality in Childhood and Adolescence: Making Choices (pp. 105-129). Thousand Oaks, CA: Sage Publications.
• Denny, D. (2004). Changing models of transsexualism. Journal of Gay & Lesbian Psychotherapy, 8 (1/2), 25-40.
• Meyer, W. Bockting, W., Cohen-Kettenis, P., Coleman, E., DiCeglie, D,. Devor, H., Gooren, L., Joris Hage, J., Kirk, S., Kuiper, B., Laub, B., Lawrence, A., Menard, Y., Patton, J., Schaefer, L., Webb, A., & Wheeler, C. (2001). The Standards of Care for Gender Identity Disorders --Sixth Version. International Journal of Transgenderism, 5, (1). Retrieved from the Internet May 12, 2006: http://www.symposion.com/ijt/soc_2001/index.htm
• Serano, J. (2007). Whipping Girl (Chapter 2: A Transsexual Woman on Sexism and The Scapegoating of Femininity, p. 35-52), SF: Seal Press.
• Vanderburgh, R. (2009). Appropriate Therapeutic Care for Families with Pre-Pubescent Transgender/Gender-Dissonant Children. Child and Adolescent Social Work Journal

Intermediate Readings:

• Schaefer, L.C., Wheeler, C.C., & Futterweit, W. (1995). Gender identity disorders (transsexualism). In G. O. Gabbard (Ed.) Treatment of psychiatric disorders. Washington, D. C., American Psychiatric Association.
• White, T. & Ettner, R. (2004). Disclosure, risks and protective factors for children whose parents are undergoing a gender transition. Journal of Gay & Lesbian Psychotherapy, 8 (1/2), 129-145.

9) Clinical Skills When Working with LGBTQ Youth and Ageing

This class will focus on exploring the unique issues facing LGBTQ youth, and those who are ageing. Students will explore the issue of how cultural values regarding gender identity and sexual orientation differ for those of diverse generations. Students will increase their skills in providing assessment and intervention services for young people in elementary and high school, as well as working with the elderly in nursing homes and end-of-life care. Various clinical strategies will be utilized and students will learn direct practice applications to assist in lifecycle development for LGBTQ youth and those who are ageing.

Joining with Laura Ticeís Assessment and Treatment of Problems of Adolescence class.

In-ClassVideos: From a Secret Place --Examines the lives of lesbian and gay youth.

I Just Want to Say ñ GLSEN Message

20/20 with Barbara Walters ìMy Secret Selfî (YouTube) ñ Stories of young gender-variant children.

Video (at noon): Ma Vie en Rose is the story of Ludovic, who is is 7 years old and is convinced that he should have been born a girl (Subtitled).

Texts:

DM/LM: Chapter 8 (Gay, lesbian, bisexual and transgender adolescents) and Chapter 13 (Lesbian, gay, bisexual and transgender aging).

Lev: Chapter 9 (Transgender children and youth).

Introductory Readings:

• Bennet, J. (2008). ëInvisible And Overlookedí Newsweek Magazine (September 18, 2008) http://www.newsweek.com/id/159509/page/1.
• Boxer, A.M. (1997). Gay, lesbian, and bisexual aging into the twenty-first century: An overview and introduction.. Journal of Gay, Lesbian, and Bisexual Identity, 2, 187-197.
• de Vries, B. and Blando, J.A. (2004). The study of gay and lesbian aging: Lessons for social gerontology. In G. Herdt and B. de Vries (Eds.) Gay and lesbian aging: Research and future directions (pp. 3-28). NY: Springer.
• Grossman, A.H., DíAugelli, A.R., Howell, T.J., Hubbard, S. (2005). Parentís reactions to transgender youthís gender nonconforming expression and identity. Journal of Gay and Lesbian Social Services, 18 (1), 3-16
• Ryan, C., Huebner, D., Diaz, R.M., and Sanchez, J. (2009). Family Rejection as a Predictor of Negative Health Outcomes in White and Latino Lesbian, Gay, and Bisexual Young Adults. Pediatrics, 123, 346-352.

Intermediate Readings:

• Daley, A., Solomon, S., Newman, P.A., and Mishna, F. (2007). Traversing the margins: Intersectionalities in the bullying of lesbian, gay, bisexual, and transgender youth. Journal of Gay and Lesbian Social Services, 19 (3/4), p. 9-30.
• David, S. & Cernin, P.A. (2008). Psychotherapy with lesbian, gay, bisexual, and transgender older adults. Journal of Lesbian and Gay Social Services, 20 (1/2), 31-49.
• Rosin, H. (2008). A Boyís Life. The Atlantic November. http://www.theatlantic.com/doc/print/200811/transgender-children.

Advanced Readings:

• DíAugelli, A.R., Grossman, A.H. & Starks, M.T. (2008). Families of gay, lesbian, and bisexual youth: What do parents and siblings know and how do they react? Journal of GLBT Family Studies, 4 (1), 95-115.
• Sanders, G.L. & and Kroll, I.T. (2000). Generating stories of resilience: Helping gay and lesbian youth and their families. Journal of Marital and Family Therapy, 26 (4), 433-442.
• Diamond, L. M. (2002). ìHaving a girlfriend without knowing itî: Intimate friendships among adolescent sexual-minority women Journal of Lesbian Studies, 6, (1), 5-16.

7) Clinical Skills when Working with Ethnic and Cultural Minorities

This class will examine the issues of dual-identity and the overlap of oppressions when LGBTQ people are also people of color. This class will also examine the impact of HIV illness on gay and bisexual males, and trans-women. Class topics will include developing skills to assess dual-identity conflicts, family dynamics, inter-racial relationships, the overlap of homophobic/transphobia and racism, and the impact of living with HIV illness. Students will learn interventions from CBT, DBT, and psychodynamic theory and increase cultural competence in working with LGBTQ people of color.

Guest Speakers ñ Robert Miller and Roxanne Ramlall

Video: (at noon) Living with Pride: Ruth Ellis At 100 - The oldest known "out" African-American lesbian remembers ten colorful decades.

Race and Ethnicity --

Introductory Readings:

• Greene, B. (1997). Ethnic minority lesbians and gay men: Mental health and treatment issues. In B. Green (Ed.) Ethnic and Cultural Diversity Among Lesbians and Gay Men (pp. 216-239). Thousand Oaks, CA: Sage Publications.

Intermediate Readings:

• Hall, R.L. & Greene, B. (2002). Not any one thing: The complex legacy of social class on African American lesbian relationships. Journal of Lesbian Studies, 6, (1), 65-74.
• Negy, C. & Eisenman, R. (2005). A comparison of African American and white colleges students affective and attitudinal reactions to lesbian, gay, bisexual individuals: An exploratory study. The Journal of Sex Research, 42, (4), 291-298.
• Zamboni, B.D. & Crawford, I. (2007). Minority stress and sexual problems among African-American gay and bisexual men. Archives of Sexual Behavior, 36, 569-578.

HIV and AIDS --

Introductory Readings:

• Sandefort, T.G.M. (1995). HIV/AIDS prevention and the impact of attitudes towards homosexuality and bisexuality. In G.M. Herek & B. Greene (Eds.) AIDS, Identity and Community. Thousand Oaks, CA: Sage.

Intermediate Reading:

• Carrico, A.W., Antoni, M.H., Weaver, K.E., Lechner, S.C., and Schneiderman (2005). Cognitiveñbehavioural stress management with HIV-positive homosexual men: Mechanisms of sustained reductions in depressive symptoms. Chronic Illness, 1, 207ñ215.
• Young, R.M., Friedman, S.R., & Case, P. (2005). Exploring an HIV paradox: An ethnography of sexual minority women injectors. Journal of Lesbian Studies, 9 (3), 103-116.

Advanced Readings:

• Schwartz, R.L. (1993). New alliances, strange bedfellows: Lesbians, gay men, and AIDS. In A. Stein (Ed.) Sisters, Sexperts, and Queers: Beyond the Lesbian Nation. NY: Plume.
• Shernoff, M. (2005). Condomless sex: Considerations for psychotherapy with individual gay men and male couples having unsafe sex. Journal of Gay & Lesbian Psychotherapy, 9, (3/4), 149-169.

10) Living in Communities: Sexuality, Religion, Work, and Violence

This class will focus on the many communities in which LGBTQ live and work. A broad range of topics will be discussed including associations with religious institutions and work environments. Students will discuss the impact of homophobic/transphobic violence on LGBTQ identity, and exploring and maintaining sexual intimacy and passion within often hostile social environments. Students will learn skills of advocacy and community organizing.

Guest Speaker: Q Diamond

Class Presentations

Texts:

DM/LM: Chapter 16 (Violence, hate crimes, and hate language); Chapter 17 Religion and Spirituality; Chapter 19 (Workplace issues).

Introductory Readings:

• Garner, A. (2004). Chapter 8: Tourists at home: Straight kids of LGBTQ parents. In Families Like Mine: Children of gay parents tell it like it is (193-224). NY: Harpur Collins.
• Halberstam, J. (1998). Chapter five: Transgender butch: Butch/FTM border wars and the masculine continuum. Female Masculinity (pp. 141-174). Duke University Press.
• Rabin, J.S., & Slater, B.R. (2005). Lesbian communities across the United States: Pockets of resistance and resilience. Journal of Lesbian Studies, 9, (1/2), 2005, 169-182.

Intermediate Readings:

• Ochs, R. (2004) Biphobia. In R. Ochs & S.E. Rowley Getting Bi (pp. 204-210). Boston MA: Bisexual Resource Center.
• Weinstock, J.S. (2004). Lesbian FLEX-ibility: Friend and/or family connections among lesbian ex-lovers. Journal of Lesbian Studies, 8, (3/4), 193-238.

Advanced Readings:

• Iasenza, S. (2002). Beyond ìlesbian bed deathî: The passion and play in lesbian relationships. Journal of Lesbian Studies, 6, (1), 111-120.

11) Practice Skills for Working with Special Issues Impacting the Lives of LGBTQ People: Mental Health, Addictions, and Domestic Violence

This class will examine the way that mental illness, addictions, and domestic violence uniquely impact the lives of LGBTQ people in terms of seeking help from social service delivery systems. Students will learn practice and intervention skills for assessment and intervention that are sensitive to the complex issues of mental illness, addictive illnesses, and domestic violence for individuals, families, and agencies.

Class Presentations

In-Class Videos: Beauty Before Age ñ The power of youth and beauty in gay male culture.

If These Walls Could Talk II: Issues facing an aging lesbian couple.

Video (at noon): Southern Comfort -- This documentary chronicles the final year in the life of a transsexual man named Robert Eads, his struggles to obtain quality health care, and the love of his extended family.

Introductory Readings:

• Drabble, L. & Trocki K. (2005). Alcohol consumption, alcohol-related problems, and other substance use among lesbian and bisexual women. Journal of Lesbian Studies, 9 (3), 19-30.
• Lucksted, A. (2004). Lesbian, gay, bisexual, and transgender people receiving services in the public mental health system: Raising issues Journal of Gay & Lesbian Psychotherapy, 8 (3/4), 25-42.

Intermediate Readings:

Finnegan, D.G. & McNally, E.B. (2002). Chapter 7: Special issues in treatment. Counseling Lesbian, Gay, Bisexual and Transgender Substance Abusers: Dual Identities (pp. 141-161). Binghamton, NY: Haworth Press.

• Stanley, J.L., Bartholomew, K., Oram D. (2004). Gay and bisexual men's age-discrepant childhood sexual experiences. Journal of Sex Research, 41 (4), 381-389.

Advanced Readings:

• Lev, A.I. & Lev, S.S. (1999) Sexual assault in the lesbian, gay, bisexual and transgendered communities. In. Joan C. McClennen & J. Gunther (Eds.) A Professional Guide to Understanding Gay and Lesbian Domestic Violence: Understanding practice interventions (pp 35-62). Lewiston, NY: Edwin Mellen Press.
• Istar, A. (1996). Couple Assessment: Identifying and intervening in domestic violence in lesbian relationships. In C. Renzetti & C. Harvey Miley (Eds.) Violence in Lesbian and Gay Partnerships (pp. 93-106). NY: Haworth Press.

12) Creating Change: LGBTQ Macro Issues

This final class will give students an opportunity to integrate the knowledge learned through case studies and clinical evaluations, as well as explore the larger macro issues of policy, research, and the social integration of LGBTQ throughout society.

** Research Paper Due

Video: A Simple Matter of Justice - A powerful and moving piece documenting the lesbian, gay and bisexual movement in the early 1990's.

Exercise: Role Plays

Texts:

DM/LM: Chapter 19 (Social welfare policy and advocacy).

Introductory Readings:

• Duggan, L. (2004). Holy matrimony! The Nation, March 15.
• Messinger, L. (2002). Policy and practice: A holistic approach to addressing homophobia and heterosexism among social work students. Journal of Lesbian Studies, 6, (3/4), 121-132.