Beyond the Binary: Providing Affirmative Care to Gender Diverse and Transgender Youth

Wednesday, January 23, 2019, 12:00 AM - Thursday, January 23, 2020, 12:00 AM

Pediatric Grand Rounds

1. Identify hearing loss;
2. Generate a differential of the common genetic syndromes of hearing loss; and
3. Recognize the common syndromic features associated with congenital hearing loss

Accreditation Statement

In support of improving patient care, Indiana University School of Medicine 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.

Physicians

Indiana University School of Medicine designates this enduring activity for a maximum of 1.00 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

References for this presentation: 

Hidalgo M. (2013). The Gender Affirmative Model: What We Know and What We Aim to Learn. Human Development.  2013;56(5):285-290.

Bonifacio & Rosenthal. (2015). Gender Variance and Dysphoria in Children & Adolescents, Pediatr Clin N Am.  2015;62(4):1001-1016

James S, Herman, JL, Rankin, S, Keisling, M, Mottet, L, & Ana , M. The Report of the 2015 U.S. Transgender Survey. Washington, DC: National Center for Transgender Equality;2016.

Olson, KR. (2016). Prepubescent Transgender Children: What We Do and Do Not Know. 2016;55(3):155-156 e153.

Olson & Garofalo (2014). The Peripubertal Gender Dysphoric Child: Puberty Suppression and Treatment Paradigms, Pediatr Ann. 2014;43(6):e132-137.

Olson KR, Durwood L, DeMeules M, McLaughlin KA. Mental Health of Transgender Children Who Are Supported in Their Identities. Pediatrics. 2016;137(3):e20153223.

Russell ST, et al. (2018). Chosen name use is linked to reduced depressive symptoms,suicidal ideation, and suicidal behavior, J Adolesc Health.  2018; 63(4): 503-505.

Simons L. et al. (2013). Parental Support and Mental Health Among Transgender Adolescents.  J Adolesc Health. 2013; 53(6): 791-3.

de Vries ALC. (2014). Young Adult Psychological Outcome After Puberty Suppression and Gender Reassignment. Pediatrics. 2011;8(8):2276-2283.

Olson-Kennedy, J, et al. (2018). Physiologic Response to Gender-Affirming Hormones Among Transgender Youth, J Adolesc Health. 2015;57(4):374-380.

Wren B. (2002). “I Can Accept My Child is Transsexual but if I Every See Him in a Dess I’ll Hit Him”: Dilemmas in Parenting Transgendered Adolescents.  Clinical Child Psychology and Psychiatry. 2002;7(3):377-397.

Ryan et al. (2010). Family Acceptance and the Health of LGBT Youth, Journal of Child & Adolescent Psychiatric Nursing. 2010;23(4):205-213.

Gender Spectrum: https://www.genderspectrum.org/resources/education-2/ 

Kosciw J, Greytak E, Giga N, Villenas C, Danischewski M. The 2015 National School Climate Survey: The experiences of lesbian, gay, bisexual and transgender youth in our nation’s schools. New York, NY: GLSEN;2015.  Available: https://www.glsen.org/article/2015-national-school-climate-survey.

Dowshen N, et al. (2016). Policy Perspective: Ensuring Comprehensive Care and Support for Gender Nonconforming Children and Adolescents.  Transgender Health. 2016;1(1):75-85. 

Radix & Silva. (2014). Beyond the Guidelines: Challenges, Controversies and Unanswered Questions, Pedaitr Ann.  2014; 43(6):e145-50.

Yarbough, Eric. (2018). Transgender Mental Health. APA Publishing

Testa, Rylan Jay & Coolhart, Deborah. (2015). The Gender Quest Workbook. Instant Help. 

Mays, J & Hill, Mel Reiff. The Gender Book.  (mostly available free online, www.thegenderbook.com).

Janssen A & Leibowitz S. (2018).  Affirmative Mental Health Care for Transgender and Gender Diverse Youth.

For questions about accessibility or to request accommodations please contact the CME office at 317-274-0104 or [email protected]. One week advance notice will allow us to provide seamless access. Please ensure to specify the accommodations you need in order to participate.

AMA PRA Category 1 Credits™ (1.00 hours), Non-Physician Attendance (1.00 hours)

In accordance with the Accreditation Council for Continuing Medical Education (ACCME) Standards for Commercial Support, educational programs sponsored by the Indiana University School of Medicine (IUSM) must demonstrate balance, independence, objectivity, and scientific rigor. All faculty, authors, editors, and planning committee members participating in an IUSM-sponsored activity are required to disclose any relevant financial interest or other relationship with the manufacturer(s) of any commercial product(s) and/or provider(s) of commercial services that are discussed in an educational activity.