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Adapting Clinical Skills to Telehealth With LGBTQ+ Youth

Applications of Affirmative Cognitive-Behavioral Therapy

About the Course:

Marginalized populations, such as LGBTQ+ youth, continue to have behavioral health needs and may lack access to behavioral health resources. The COVID-19 pandemic complicates the behavioral health needs of LGBTQ+ youth as this population experiences isolation at home and lack of access to other support systems. Telehealth can provide LGBTQ+ youth with behavioral health resources in the midst of the stressors caused by COVID-19. This article describes one program, AFFIRM, that can overcome barriers to behavioral health and provide LGBTQ+ with quality cognitive/behavioral treatment via telehealth.

This course is based on the reading-based online article, Adapting Clinicial Skills to Telehealth: Applications of Affirmative Cognitive-Behavioral Therapy With LGBTQ+ Youth created by Shelley L. Craig, PhD, LCSW, RSW, et al. in 2022.

Publication Date:

Clinical Social Work Journal (2021) 49:471–483 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, LCSW, RSW
Shelley L. Craig is a full Professor at the Factor-Inwentash Faculty of Social Work and holds a Canada Research Chair in Sexual and Gender Minority Youth. Dr. Craig’s program of research focuses on cultivating resilience in marginalized populations through innovative, community-based interventions. Her primary specializations are: (1) understanding the needs of sexual and gender minority youth (SGMY), particularly the role of information and communication technologies on their mental health and wellbeing (2) developing of tailored interventions to address the mental health disparities of SGMY (3) exploring the skills and interventions used by health social workers to impact the social determinants of health (3) developing competent social work practitioners through effective social work education. Her work has been published in multiple peer reviewed journals.
Gio Iacono, PhD
Gio Iacono, PhD is an Assistant Professor in the School of Social Work. His areas of practice and research specialization are LGBTQ+ youth mental health, youth resilience, promoting diversity and inclusion within social work education, and mindfulness-based treatment approaches. Dr. Iacono primarily focuses on intervention and community-based participatory research. He has a particular expertise in delivering psychotherapy to vulnerable and marginalized populations, particularly youth. His work has been published in multiple peer reviewed journals.
Rachael Pascoe, MSW
Ms. Pascoe has social work practice experience in the fields of concurrent disorders, violence prevention, and trauma-specific therapy. Rachael’s most recent clinical experience involves working with children and youth who have trauma from experiencing interpersonal violence, children displaying concerning sexual behaviours, and adolescents who have sexually harmed. She developed and cofacilitates the Radius Child and Youth Services Group Therapy program for adolescents who have sexually harmed. She has had her work published in multiple peer reviewed journals.

Course Creator

Paul Pawlicki, PsyD, LP
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:

  1. Describe the unique needs of LGBTQ+ youth, particularly during the COVID-19 pandemic.
  2. Idenitify the advantagies of using telehealth, such as the AFFIRM program, to deliver behavioral health services to LGBTQ+ youth.
  3. List at least five strategies to enhancing telehealth services to LGBTQ+ youth.


Disclosure of Relevant Financial Relationships

Disclosure of Relevant Financial Relationships

CE Learning Systems, LLC is an independent provider of continuing medical education. CE Learning Systems, LLC has no proprietary or financial interest in medical or healthcare products over which the FDA (USA) or EMA (EU) has regulatory authority.

In accordance with our disclosure policies, CE Learning Systems, LLC is committed to ensuring balance, independence, objectivity, and scientific rigor for all accredited continuing education. These policies include assigning relevance to, and mitigating, all perceived or real conflicts of interest between any individual with control over the content and any ineligible company (commercial interest).

Any individual with control over accredited content, including planner, faculty, and reviewer, is required to globally disclose:

  1. Individual relationship(s) or lack thereof, and its nature, with any/all ineligible company, and
  2. any investigational, off-label, or non-FDA approved content or discussion

CE Learning Systems, LLC has reviewed these disclosures, assigned relevance based on the relationship and scope of content, and identified those with the potential to compromise the goals and educational integrity of the education. Relevant relationships, or lack thereof, are shared with the learner.

Education has been independently peer-reviewed to validate content, mitigate identified conflicts of interest, and ensure:

  1. All recommendations involving clinical medicine is based on evidence that is accepted within the medical profession as adequate justification for their indications and contraindications in the care of patients.
  2. All scientific research referred to, reported, or used in accredited continuing education in support or justification of a patient care recommendation conforms to the generally accepted standards of experimental design, data collection, and analysis.
  3. Content is appropriate, fair and balanced, unbiased, referenced, and non-promotional.

The planners have reported the following: There are no relevant disclosures.

Course Material Authors

The authors have disclosed any disclosures within the material.

Course Creator: Paul Pawlicki, PsyD, LP

No relevant financial relationships.

Commercial support

There is no commercial support for this distance-learning course.

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Categorized in:

Course Number 103194
1 CE credit hour
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  • Reading-Based Online
Exam Fee $5.97
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