A preliminary study of intensive transgender-specific cultural competency training: Implications for social workers and psychologists who work with rural transgender clients

Pre- and post-test outcome measures of a revised version of the Competency Assessment Tool for LGBT Clients (LGBT-CAT) and the Gender Identity Counselor Competency Scale-Revised were administered. LGBT-CAT rater scores were recorded for each of the 11 items measured in the study. <br> <em>Note </em> <br> Group: 1 = TSG, 2 = GMG <br> Race/ethnicity: 1=White, 2=Black or African American, 3=Hispanic or Latinx, 4=Asian or Pacific Islander, 5=American Indian or Alaska Native, 6=other <br> Gender Identity: 1=woman, 2=man, 3=transgender woman, 4=transgender man, 5=other <br> Sexual Orientation: 1=heterosexual or straight, 2=gay, 3=lesbian, 4=bisexual, 5=other <br> Profession: 1=psychology, 2=social work <br> The thematic analysis file includes three open-ended questions asked to participants for continuing education course evaluations (note that the course evaluations did not collect demographic information). Open-ended questions included a) What was your overall impression of the course?; b) What did you learn that was new or different?; and c) What changes will you make to your practice as a result of this course? <br>

本研究施测了针对LGBT群体来访者的能力评估工具（Competency Assessment Tool for LGBT Clients, LGBT-CAT）修订版，以及《性别认同咨询师能力量表修订版（Gender Identity Counselor Competency Scale-Revised）》的前后测结局指标。研究针对所纳入的11项测量条目，均记录了LGBT-CAT的评分者得分。
注：
分组：1 = TSG，2 = GMG
种族/族裔：1=白人，2=黑人或非裔美国人，3=西班牙裔或拉丁裔，4=亚裔或太平洋岛民，5=美洲印第安人或阿拉斯加原住民，6=其他
性别认同：1=女性，2=男性，3=跨性别女性，4=跨性别男性，5=其他
性取向：1=异性恋或直性恋，2=男同性恋，3=女同性恋，4=双性恋，5=其他
职业：1=心理学，2=社会工作
本次主题分析文件包含用于继续教育课程评价的3道开放式问题（需说明：本次课程评价未收集人口统计学信息）。开放式问题具体为：
a) 您对本次课程的整体印象如何？
b) 您学到了哪些新颖或不同于以往的内容？
c) 经由本次课程学习，您将对自身执业实践作出哪些调整？