Facebook
Twitter
LinkedIn
ForwardThe Process and Application of Writing Letters for Hormones and Surgery for Transgender Patients (Virtual Conference, Central Time)
OVERVIEW
Mental health professionals working with transgender and nonbinary patients during the process of transitioning are frequently asked to prepare a letter related to gender-related medical care to receive interventions like hormone therapy and surgeries. Often insurance providers and medical doctors require clinicians to be aware of the WPATH (World Professional Association for Transgender Health) standards of care, which requires that mental health professionals receive appropriate training in order to competently provide effective letters that address the relevant aspects of determining a patient's level of informed consent related to this process. This training will address the WPATH standards of care and how to assess informed consent and translate this into writing an effective letter. Participants will also be presented with complex ethical scenarios and learn to apply an effective decision-making process in such situations.
TARGET AUDIENCE
This activity is intended for psychologists, clinical social workers, counselors, licensed marriage and family therapists (LMFTs), and students.
OBJECTIVES
This activity is designed to address, for the interprofessional health team, the following:
- Recognize the standards of care for writing letters for hormones and surgery for transgender patients
- Illustrate how to assess informed consent assessment for letters for hormones and surgery for transgender patients
- Apply decision-making to complicated ethical situations based on engaging in role plays
- Demonstrate the skills of writing letters for hormones and surgeries for transgender patients
ELEMENTS OF COMPETENCE
This activity has been designed to change learner competence and focuses on the interprofessional competencies of values/ethics, and roles/responsibilities.
AGENDA
| 8:00 AM | Introductions and Roadmap |
| 8:15 AM | Group Activity (Baseline Assumptions About Letters) Participants will gain awareness of their own gendered language and will reflect on how often they use gendered language. |
| 8:30 AM | Process Group Activity Participants will demonstrate, through group activity, the identification of the concepts, terms, and definitions relevant to the provision of affirming care to transgender and nonbinary (TNB) clients. |
| 8:45 AM | Definitions and Contextual Information About Gender Participants will be able to identify the concepts, terms, and definitions relevant to the provision of affirming care to TNB clients. |
| 9:00 AM | Mental Health Disparities and Minority Stress Participants will be able to summarize information related to mental health needs and experiences of minority stress specific to TNB clients. |
| 9:30 AM | Break |
| 9:45 AM | Background Information on WPATH Standards of Care Participants will be able to incorporate the WPATH standards of care into their assessment processes when working with TNB clients. |
| 10:15 AM | Technicalities of Writing Letters Using WPATH SoC Participants will be able to recognize the standards of care for writing letters for hormones and surgery for transgender patients. |
| 11:15 AM | Role of Gatekeeper Participants will be able to describe the language and role of mental health professionals as gatekeepers related to gender affirming care. |
| 11:45 AM | Questions/Answers Participants will be able to ask questions and seek clarification from the morning sessions. |
| 12:00 PM | Lunch |
| 1:00 PM | Group Activity and Process (Discuss Four Cases Specific to Letter Writing) Participants will be able to summarize ethical decision-making scenarios when writing letters for medical transition for TNB clients. |
| 2:00 PM | Case Outline and Process of Ethically Challenging Situations Participants will be able to apply decision-making to complicated ethical situations based on engaging in role plays. |
| 3:00 PM | Break |
| 3:15 PM | Case Consultation for Audience Participants Participants will be able to apply the information about writing letters for gender affirming care to their own cases and have the opportunity to consult with Dr. Budge and audience participants about cases. |
| 3:45 PM | Questions/Answers; Wrap-Up Participants will be able to ask questions, seek clarification, and summarize the main points from the activity. |
| 4:00 PM | Adjourn |
This is a virtual conference (central time). Please see the Program for further information.
A link to the conference webinar will be sent to enrollees via email prior to the event.
FACULTY
Stephanie L. Budge, PhD, LP
Associate Professor–Counseling Psychology
Impact 2030 Faculty Fellowship in Counseling Psychology
Director of Advancing Health Equity and Diversity
University of Wisconsin–Madison
PLANNING COMMITTEE
Lesley Baird Chapin, PsyD, Vice President, Pauquette Center for Psychological Services; DBT-Linehan Board of Certification, Certified Clinician
Renee Birkholz, LPC, Pauquette Center for Psychological Services
Stephanie L. Budge, PhD, LP, Associate Professor–Counseling Psychology; Impact 2030 Faculty Fellowship in Counseling Psychology; Director of Advancing Health Equity and Diversity, University of Wisconsin–Madison
It is the policy of the University of Wisconsin–Madison Interprofessional Continuing Education Partnership (ICEP) that the faculty, authors, planners, and other persons who may influence content of this continuing education (CE) activity disclose all relevant financial relationships with commercial interests in order to allow CE staff to identify and resolve any potential conflicts of interest. Faculty must also disclose any planned discussion of unlabeled/unapproved uses of drugs or devices during their presentation(s).
*The ACCME defines a commercial interest as any entity producing, marketing, re-selling, or distributing health care goods or services consumed by, or used on, patients. The ACCME does not consider providers of clinical service directly to patients to be commercial interests.
Accreditation Statement
 | In support of improving patient care, this activity has been planned and implemented by the University of Wisconsin–Madison Interprofessional Continuing Education Partnership (ICEP) and the Pauquette Center for Psychological Services. The University of Wisconsin–Madison ICEP is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. |
Credit Designation Statements
American Psychological Association
 | Continuing Education (CE) credits for psychologists are provided through the co-sponsorship of the American Psychological Association (APA) Office of Continuing Education in Psychology (CEP). The APA CEP Office maintains responsibility for the content of the programs. |
ASWB Approved Continuing Education (ACE) – Social Work Credit
As a Jointly Accredited Organization, the University of Wisconsin–Madison Interprofessional Continuing Education Partnership (ICEP) is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The University of Wisconsin–Madison ICEP maintains responsibility for this course. Social workers completing this course receive 6.25 live continuing education credits.
Continuing Education Units
The University of Wisconsin–Madison, as a member of the University Continuing Education Association (UCEA), authorizes this program for .625 continuing education units (CEUs) or 6.25 hours.
Available Credit
- 6.25 APA CE Credits
- 6.25 University of Wisconsin–Madison Continuing Education Hours