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Fayce Hammond (they/them/theirs) is a queer Chickasaw poet currently living in Columbus, Ohio. They recently completed their master’s degree in Women’s, Gender, and Sexuality Studies at The Ohio State University where their work focused on queer body politics. Their work primarily examines indigeneity, fatness, queerness, and their intersections. Fayce co-hosts The Columbus Queer Open Mic and Social and believes in building community through art and discussion. They have taught undergraduate classes in Women, Gender’s and Sexuality Studies as well as peer, trans-inclusive sex education. Currently, they work as a psychometrist working with psychologists for childhood development assessments of children ages 2-21.
Presentation: Gender-Affirmative Model for Youth Behavioral Health Assessments: Recognizing Trans Identity and Navigating Cis-Centric Measures
Time: Breakout Session 1
There are negative implications in the health of transgender people due to the erasure of trans identity in health care systems, including reluctance to seek care or disclose identity (Bauer et al., 2009). It is vital, especially for health care professionals serving transgender youth, to follow transgender-inclusive protocols and guidelines. Both the World Professional Association for Transgender Health (WPATH, 2011) and the University of California, San Francisco (2016) standards of care for transgender patients focus on reproductive health, gender dysphoria, and transition-related health care needs (such as gender-affirmation surgery and hormone replacement therapy). While these standards of care are instrumental to the health of transgender patients, transgender people seek health services for reasons beyond gender dysphoria and transition. One such area of health care is behavioral health assessment, such as cognitive testing, childhood development testing, and mood disorder assessment. What are gender-affirmative protocols for assessment of transgender patients? While the literature and research is still catching up, the Gender-Affirmative Model as outlined by Keo-Meier and Fitzgerald (2017) offers promising application. This session will discuss the basics of the Gender-Affirmative Model and apply it specifically to behavioral health assessment for youth populations. One of the biggest considerations in assessment is choosing and scoring measures in a gender-affirmative way given that the scoring norms for measures are cis-centric. Discussion will also include other examples of practical applications of gender-affirmative assessment as currently employed in a child development assessment clinic as well as dedicated time for providers to discuss applying the Gender-Affirmative Model to other facets of health care.
1. Increase knowledge of trans cultural competency.
2. Learn about the basics of the Gender-Affirmative Model.
3. Learn ways to apply the Gender-Affirmative Model for behavioral health assessment.
4. Brainstorm together other ways to apply the Gender-Affirmative Model to health care.
Presentation: Poetry: Writing the Queer Body
Time: Breakout Session 2
Description: In this workshop, we will explore poetry that writes the queer body and experience. Together, we will watch and listen to the work of queer poets to see how different people write about the queer body. We will use these examples as an opportunity to talk about how poetry helps illuminate the queer body and how poetry can help us recognize community. We will also discuss the benefits of writing our own stories about our queer bodies and selves. A large portion of the workshop will be dedicated to time for the participants to try their hand at writing poetry.