Pre-Conference Continuing Education Workshops

SEXUAL ATTITUTE REASSESSMENT (SAR)  -  12 HOURS CE  -  Pre-Con A        Kathleen L. Baldwin, MSW


Wednesday, November 5th  -  4:30 – 8:30 PM  /  Thursday, November 6th -  8:00 AM – Noon ; 1:00 PM – 5:00 PM


The Sexual Attitude Reassessment (SAR) Workshop is designed to promote participants’ awareness of their attitudes, values, feelings and beliefs about the wide range of human sexual experience, and to assist them in gaining insight into how these attitudes/values/ feelings/beliefs affect them professionally and personally.   The SAR uses a combination of didactic, large-group brief presentations/activities and frequent small group discussions.  The large group presentations frequently utilize sexually explicit media to elicit reactions in participants, followed by facilitated small group discussions to promote exploration of these reactions. 


Among the topics SAR addresses are sexuality across the lifespan, masturbation, shared sexual behavior, ethics, sexuality and physical disabilities, anal stimulation and others. The program is led by a SAR leader, and small groups are facilitated by trained and experienced SAR small group facilitators.   While there are many sexually explicit media depictions throughout the SAR and a great deal of sexually explicit conversation, no live nudity or sexual activity occurs during the program. 

Participants must attend the entire program and are expected to participate actively in group discussions. 

At the conclusion of this two-day SAR, participants will be able to:


1.                   Identify areas of personal comfort and/or discomfort regarding sexual behavior and where that comfort and/or discomfort originates.

2.                   Describe their primary “values-filters;” and, how those “filters” inform their attitudes, values, feelings, and beliefs about sexuality/sexual behaviors. 

3.                   Identify areas of sexuality where they may find inconsistency between their attitudes, values, feelings and beliefs.

4.                   Discuss a broad range of sexual expression with an increased level of comfort. 

5.                   Develop a greater understanding of the sexual attitudes and values of people whose sexual interests/activities/experience and physical abilities are different from their own.

6.                   Identify areas of human sexuality where they hold biases that have the potential of interfering with their professionalism.

7.                   Identify and articulate their attitudes/values/feelings/beliefs about sexual expression between people of different sexual orientations.

8.                   Identify and articulate their attitudes/values/feelings/beliefs about various sexual fetishes.

9.                   Identify and articulate their attitudes/values/feelings/beliefs about the spectrum of BDSM.

10.                Identify and articulate their attitudes/values/feelings/beliefs about anal stimulation.

11.                Identify and articulate their attitudes/values/feelings/beliefs about sexuality and aging.

12.                Identify and articulate their attitudes/values/feelings/beliefs about sexuality and varying levels of ability.


Pre-Con CE B  -  3 HOURS CE  - Thursday, November 6th   -  9:00 AM – Noon

Exploration of the Old and New Frontiers in Transgender Medicine, Identities and Care, Ryan K. Sallans, MA


 The world surrounding transgender issues including medical, mental health and social identities is in a constant place of evolution; whether around language, terminology, treatment options, or standards of care.  Yet with this influx of change and expansion comes past identities that do not view the world in the same scope. Exploration of the Old and New Frontiers in Transgender Medicine, Identities and Care will take participants on a journey through the past and present identities and forms of treatment. Participants will begin with the foundational knowledge around sex, gender and orientatio

n and then review the history of transgender identities and medicine in the United States. From this history the presenter will speak of the current standards of care and practices, and what questions are being raised around future care. Discussions will be encouraged around current debates regarding the Diagnostic Statistical Manual V, varying views of how to work with transgender children and youth, and how insurance coding can impact client care and trust.


1.                   Identify current approaches and standards of care used to treat clients with a transgender identity.

2.                   Define terminology and language used by transgender individuals and the providers who provide care.

3.                   Recall social, mental and medical influences that impact individuals with transgender identities.  


Pre-Con CE C  -  3 HOURS CE    -  Thursday, November 6th   -  1:00 PM – 4:00 PM

Supporting Ethics & Rigor: Human Research Protection Programs and Sexuality Research, Nicholas Grosskopf, EdD


Purpose: As the advancement of knowledge in human sexuality continues, sexuality research involving human participants has become increasingly more complex. Challenged issues in sampling, informed consent, and study methodology have become more common as many academic institutions move toward the gold standard in Human Research Protection Programming, accreditation. Using both the guidelines provided by the Department of HHS’s Office of Human Research Protections (OHRP) and accrediting bodies’ standards, this session will provide participants with insight into the Institutional Review Board (IRB) approval process and strategies to maintain rigor in sexuality research while sustaining an enhanced level of research ethics. Issues: Issues to be addressed (within the context of sexuality research) include: 1) Working with your Office of Research & Sponsored Programs; 2) Participant recruitment & the consent process (including the screening process); 3) Study instrumentation and methods (including data monitoring); 4) Confidentiality vs. anonymity; 5) Supplemental documents and forms; 6) Research specific to the Internet/technology; 7) Research with college/university students; 8) Research in “sexualized” environments; and 9) Incentives Overview of Session Activities: Session activities include: 1) Introduction to OHRP guidelines and accreditation goals, principles and standards; 2) Discussion of common issues/mistakes in each of the areas described above (including examples); 3) Open group discussion/feedback about individual experiences with the process; and 4) Small group case studies (in small groups of four, participants will receive a sample section of an IRB application and asked to evaluate how well the author/PI adhered to OHRP and accreditation standards. A large-group discussion will follow to end the session. Anticipated Participant Outcomes: Upon completion of the session, participants will be able to: 1) Describe current OHRP/accrediting bodies’ goals, principles and standards; 2) Identify best practices when preparing sexuality research for IRB review; and 3) Evaluate sample HRPP submissions for IRB approval.


1.                   Describe current OHRP/accrediting bodies’ goals, principles and standards.

2.                   Identify best practices when preparing sexuality research for IRB review.

3.                   Evaluate sample HRPP submissions for IRB approval.


Pre-Con CE D  -  3 HOURS CE    -  Thursday, November 6th   -  1:00 PM – 4:00 PM

A Step in Reshaping Medical Education: National Competencies Addressing the Health of LGBT & People with DSD

Carey Bayer, EdD, MEd; and Kristen Eckstrand, PhD


The purpose of this session is to (1) highlight the Association of American Medical Colleges’(AAMC) national LGBT and DSD-affected competencies released in November, 2013, and discuss their role in helping to reshape medical education, (2) brainstorm strategies for integrating and assessing the competencies in medical curricula, (3) brainstorm strategies for implementing the competencies in broader health professional training programs, and (4) identify curricular connections with sexuality education for health professionals. Issues: Lesbian, gay, bisexual, and transgender communities and people with differences of sex development (LGBT and people with DSD) face various challenges when accessing and receiving healthcare, beginning with finding health professionals who are knowledgeable about LGBT health and/or the health of people with DSD. The historic lack of curricula in medical education addressing these communities has contributed to this challenge. The educational gaps in undergraduate and graduate medical programs surrounding LGBT & DSD health leaves many health care providers practicing without a foundation on how to care for their LGBT & DSD patients. To address this need, the AAMC formed its LGBT & DSD-Affected Patient Advisory Committee in 2012. Over the past two years, this committee has developed LGBT & DSD-affected competencies and objectives for medical education curriculum and created an anthology of effective practices, policies and guidelines that are being utilized across the nation's medical schools. Overview of Session Activities: 5 minutes: Introduction 5-10 minutes: Review AAMC Committee and Charge 10-15 minutes: Discuss development of LGBT & DSD-affected competencies 10-15 minutes: Present methods for integrating and assessing competencies 10-20 minutes: Break into small groups to brainstorm institutional opportunities and challenges for integrating and assessing competencies; draw comparisons to implementing sexuality education in health professional training programs 10-20 minutes: Group summaries and closing with resources such as


  1. Identify the competencies developed by the AAMC’s LGBT & DSD-Affected Patient Care Advisory Committee
  2. Summarize at least 2 opportunities and 2 challenges for integrating and assessing LGBT & DSD-affected learning competencies across medical and health professional training programs
  3. List at least 2 examples of strategies that have worked for integrating sexuality education in existing curricula as possible strategies for implementing the competencies


Must be a conference registrant in order to attend Pre-Cons.  Pre-Con workshops are not included with regular registration and cost additional fees.  Registration for Pre-Cons can be found ONLINE or via HARD COPY.



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