Building Professional Competency: Training Psychologists in Gender Affirmative Care

Abstract

Objective: This article describes a curriculum aimed at training psychology doctoral interns to provide gender affirmative care to transgender and gender-nonconforming (TGNC) youth. Method: The training curriculum has been developed over the last 4 years, during which time it has been offered as an elective rotation in an American Psychological Association–Accredited doctoral internship. Results: We present our educational philosophy, the progression of training activities, and 7 areas of competency that are targeted in the training. Each competency area includes a rationale for including it in the curriculum and a set of training activities organized along three primary principles of training: training that is sequential and graduated in difficulty, training that is interdisciplinary, and training that emphasizes self-reflection. Conclusion: Child and adolescent psychologists trained to work in interdisciplinary medical settings may be especially equipped to meet the mental health needs of TGNC youth. Psychologists with expertise in providing care to TGNC youth can help improve access to care through implementing training curricula for psychology trainees.

Implications for Impact Statement

This article addresses a critical gap in pediatric psychology training—training to provide gender affirmative care to transgender and gender nonconforming youth. The article describes a comprehensive training curriculum that can be adapted for multiple settings.

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