Three CEU Credits (Social Work)
This training cultivates an awareness of how LGBTQ+ identity can impact the way people navigate resources, services, and care. Participants are introduced to SOGIE as well as how to ask about SOGIE with a trauma-informed approach. Participants will also review policies such as the Equal Gender Access Rule through the Department of Housing and Urban Development and the Prison Rape Elimination Act through the Department of Justice.
This training series is interactive, and participants are asked to be on camera and able to interact with other participants through video, audio, and chat periodically. While this is an expectation of the training, we understand that there can be barriers to this type of involvement. Reach out to the trainers ahead of time at for more information or accommodations.
Tuesday, Feb. 1 from 1-4 p.m. ET
LGBTQ Visibility and Housing in Systems of Care
Wednesday, Feb. 2 from 1-4 p.m. ET
Family Support with LGBTQ Children
Thursday, Feb. 3 from 1-4 p.m. ET
Gender Affirming Care
Friday, Feb. 4 from 1-4 p.m. ET
Ruth Ellis Institute has developed the following training content through researching how adult practitioners, government health and human service employees, and staff at community-based organizations leverage their existing experience to integrate more affirming practices for lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth.
The development of this curriculum is embedded within a LGBTQ-specific direct service organization, ensuring that on-the-ground implementation is informing training content. Ruth Ellis’ model connects:
Content in LGBTQ Visibility and Housing in Systems of Care has been developed under a Michigan Department of Health and Human Services (2019-2021) internal review board through two pilots with foster care workers and their supervisors. The Ruth Ellis Institute surveyed over 120 participants through a pre-test, post-test, and three-month follow up to measure Asking About SOGIE knowledge, attitudes, and behaviors tied to the training content. Additionally, these participants SOGIE data entry was followed, baseline to six months, to learn more about the training’s impact on behavior outcomes. Finally, there were two sets of focus groups facilitated at the end of each pilot to hear from units of workers who entered and did not enter SOGIE data. The curriculum features content where there were statistically significant changes in participants outcomes regarding increased competency in asking about SOGIE.
Education and Evaluation Coordinator
Ruth Ellis Center
Education and Evaluation Director
Ruth Ellis Center