Creating a Trans-Affirmative Assessment Practice

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Abstract

Neuropsychological assessments can have marked impacts on individuals because outcomes directly inform interventions, medication management, and accommodation services. Higher level psychological assessments have a tremendous amount of empirical backing and standardized norms; however, they often rely on gender-based norms, resulting in problems with translating findings to nonbinary examinees. Research and guidance are currently lacking on how to translate binary gender-normed assessments to be inclusive of transgender and gender diverse clients. Until more inclusive assessments are extensively studied and normed, clinicians need a process to use current materials while incorporating diversity, equity, and inclusion. The following includes recommendations for creating a trans-affirmative assessment practice, including measure selection and interpretation and how to provide gender diverse clients with a respectful and supportive assessment environment.

Continuing Education Information

1 CE Credit, Instructional Level: Intermediate

1 Contact Hour (New York Board of Psychology)

Learning Objectives:

  1. Identify key characteristics of trans-affirmative assessment practice.
  2. Describe missteps of conducting assessments with clients who are transgender.
  3. Report the stages of trans-affirmative assessment practice.

Disclosures: None

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CE Disclaimers

The National Register of Health Service Psychologists is approved by the American Psychological Association to sponsor continuing education for psychologists. The National Register maintains responsibility for this program and its content.

The National Register of Health Service Psychologists is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0010

Wolff & Gouge

Megan Wolff, MA, is a doctoral candidate in clinical psychology at East Tennessee State University. She has experience conducting assessments with individuals of all ages and backgrounds, including transgender and gender nonconforming individuals. 

Natasha B. Gouge, PhD, is the Clinic Director of the ETSU Department of Psychology’s Behavioral Health and Wellness Clinic, and clinical faculty within the Psychology Doctoral Program. Her research interests include program development and evaluation, sustainability, and professional issues in health service psychology education and training.

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