Page: Professional Diploma in Working with LGBTQI+ Youths | ICPS College
Slug: /lgbt
URL: https://www.icps.ie/lgbt
Tagline: LGBTQI+ Youth Therapy Training
Meta description: Live-online diploma in working affirmatively with LGBTQI+ youths through ethical, inclusive and reflective practice.

Professional Diploma

H1: Professional Diploma in Working with LGBTQI+ Youths

LGBTQI+ Youth Therapy Training
60 CPD Credits Live Online - Lecturer Led 10 weeks - 3 hours weekly Course Fee €645
At a Glance

H2: Course Details

€645 Course Fee
€322.50 Deposit to Secure Place
30 hrs Live Zoom Teaching
30 hrs Self-Directed Learning
Overview

H2: Course Description

The Professional Diploma in Working with LGBTQI+ Youths is a specialist live-online programme designed for practitioners in education, health, social care, justice, counselling and community settings, students and interested adult learners. It develops a structured and professionally bounded understanding of inclusive, affirmative and safeguarding-aware work with LGBTQI+ young people. The programme combines conceptual teaching, clinical reflection, applied skills, case discussion and ethical decision-making so that learners can connect theory with real-world therapeutic and helping contexts.
Teaching begins by establishing the principal concepts and language used in inclusive, affirmative and safeguarding-aware work with LGBTQI+ young people. Learners examine how biological, psychological, relational, social and cultural influences shape presentation and recovery. The course then moves progressively into assessment, formulation, communication and intervention, with careful attention to what falls within the learner's role and when specialist referral, multidisciplinary consultation or medical input is required.
A psychodynamic strand runs throughout the programme. Freudian concepts such as unconscious conflict, defence, repetition, transference and countertransference are used to deepen formulation, while Lacanian ideas concerning language, desire, the symbolic order and the subject's relationship to the Other are introduced where they illuminate the course theme. These perspectives are integrated alongside contemporary evidence-informed approaches rather than presented as stand-alone doctrine.
Practical application is central. Learners participate in structured skills practice, case formulation, reflective exercises and scenario work designed to strengthen professional judgement. The programme emphasises relational safety, informed consent, scope of competence, cultural humility, safeguarding awareness, appropriate boundaries and the use of supervision. Learners are encouraged to notice their own emotional responses, assumptions and countertransference so that self-awareness becomes part of safe practice.
The live-online format supports direct lecturer engagement and peer discussion while Moodle provides structured resources for independent learning, revision and assessment preparation. The wider learning hours are used for reading, reflective practice, skills rehearsal and engagement with supplementary academic material. The overall design therefore combines live teaching with disciplined self-directed study rather than treating online delivery as passive distance learning.
By completion, learners should be able to discuss inclusive, affirmative and safeguarding-aware work with LGBTQI+ young people with greater conceptual clarity, formulate relevant presentations using an integrated framework, communicate safely and respectfully, and apply course-specific skills within appropriate professional boundaries. The qualification is intended to strengthen continuing professional development and reflective practice; it does not replace statutory, medical, diagnostic or specialist training where those functions are legally or professionally restricted.
Why Choose This Course

H2: Course Highlights

- Comprehensive specialist training in inclusive, affirmative and safeguarding-aware work with LGBTQI+ young people.
- Live-online lecturer-led delivery with real-time discussion and applied learning.
- Course-specific assessment, formulation and intervention skills.
- Integration of contemporary evidence-informed approaches with reflective practice.
- Freudian concepts including unconscious conflict, defence, repetition and transference.
- Lacanian perspectives on language, desire, the symbolic order and the Other where relevant.
- Strong emphasis on ethics, scope of competence, safeguarding and professional boundaries.
- Applied case discussion, scenario work and structured skills practice.
- Moodle-supported self-directed reading, revision and assessment preparation.
- Attention to attachment, development, trauma and relational processes where relevant.
- Focus on supervision, practitioner self-awareness and countertransference.
- Final integration of learning into safe, reflective and professionally appropriate practice.
What You Will Achieve

H2: Learning Outcomes

- Explain key theories, language and professional concepts relevant to inclusive, affirmative and safeguarding-aware work with LGBTQI+ young people.
- Analyse presentations using integrated biological, psychological, relational and social perspectives.
- Apply structured assessment and formulation principles within the limits of the learner's role.
- Use clear, respectful and non-stigmatising professional communication.
- Recognise indicators requiring referral, safeguarding action, medical review or multidisciplinary input.
- Integrate appropriate evidence-informed interventions with relational and reflective practice.
- Use Freudian concepts to consider unconscious conflict, defence, repetition and transference.
- Use selected Lacanian concepts to deepen understanding of language, desire and subjectivity where appropriate.
- Reflect on countertransference, assumptions and the practitioner's use of self.
- Maintain ethical boundaries, confidentiality, informed consent and scope of competence.
- Use supervision and reflective practice to support safe and sustainable professional work.
- Integrate course learning into an ethically bounded plan for continuing professional development.
Good to Know

H2: Additional Information

This programme provides a broad professional foundation in inclusive, affirmative and safeguarding-aware work with LGBTQI+ young people. It should be applied within each learner's existing role, competence, training background and ethical responsibilities. Where a presentation involves acute risk, safeguarding, complex medical questions, severe dissociation, statutory intervention or specialist assessment, learners are expected to follow appropriate referral and escalation pathways rather than practise beyond competence.
Live sessions are lecturer-led and may include demonstrations, reflective work, case discussion, skills rehearsal and breakout-room activities. Students are expected to participate actively and to maintain confidentiality when discussing practice material. Any case material brought to class should be sufficiently anonymised. The College may provide recordings of appropriate teaching segments for revision, while routine breakout rooms are not normally recorded.
Students are expected to engage consistently with Moodle, directed reading and assessment preparation. Professional learning in counselling and psychotherapy can evoke personal material; learners should use supervision, personal therapy or other appropriate supports where relevant. ICPS College also expects respectful communication, dignity, inclusivity, a non-judgemental attitude and adherence to College policies, procedures and codes of conduct throughout the programme.
Completion of the Professional Diploma in Working with LGBTQI+ Youths does not in itself confer a protected professional title or authority to diagnose, prescribe, provide statutory assessment or undertake specialist interventions outside the learner's existing competence. Students seeking clarification about accreditation, attendance, assessment, progression or professional scope should contact the Registry Office at registry@icps.ie.
Programme Structure

H2: Course Curriculum - Ten Modules

Module 1: Foundations: Understanding LGBTQI+ Identities and Youth Development
- Core theory and professional concepts relating to foundations: understanding lgbtqi+ identities and youth development
- Course-specific assessment, formulation or application linked to foundations: understanding lgbtqi+ identities and youth development
- Freudian or Lacanian psychodynamic integration where clinically relevant
- Applied case discussion, reflective exercise or skills practice
Module 2: Gender Identity, Expression & the Coming-Out Process
- Core theory and professional concepts relating to gender identity, expression & the coming-out process
- Course-specific assessment, formulation or application linked to gender identity, expression & the coming-out process
- Freudian or Lacanian psychodynamic integration where clinically relevant
- Applied case discussion, reflective exercise or skills practice
Module 3: Lived Experiences, Minority Stress & Intersectionality
- Core theory and professional concepts relating to lived experiences, minority stress & intersectionality
- Course-specific assessment, formulation or application linked to lived experiences, minority stress & intersectionality
- Freudian or Lacanian psychodynamic integration where clinically relevant
- Applied case discussion, reflective exercise or skills practice
Module 4: Mental Health & Well-being in LGBTQI+ Youths
- Core theory and professional concepts relating to mental health & well-being in lgbtqi+ youths
- Course-specific assessment, formulation or application linked to mental health & well-being in lgbtqi+ youths
- Freudian or Lacanian psychodynamic integration where clinically relevant
- Applied case discussion, reflective exercise or skills practice
Module 5: Trauma-Informed & Strengths-Based Practice
- Core theory and professional concepts relating to trauma-informed & strengths-based practice
- Course-specific assessment, formulation or application linked to trauma-informed & strengths-based practice
- Freudian or Lacanian psychodynamic integration where clinically relevant
- Applied case discussion, reflective exercise or skills practice
Module 6: Safeguarding, Ethics & Legal Considerations
- Core theory and professional concepts relating to safeguarding, ethics & legal considerations
- Course-specific assessment, formulation or application linked to safeguarding, ethics & legal considerations
- Freudian or Lacanian psychodynamic integration where clinically relevant
- Applied case discussion, reflective exercise or skills practice
Module 7: Working with Families, Schools & Systems
- Core theory and professional concepts relating to working with families, schools & systems
- Course-specific assessment, formulation or application linked to working with families, schools & systems
- Freudian or Lacanian psychodynamic integration where clinically relevant
- Applied case discussion, reflective exercise or skills practice
Module 8: Creating Inclusive & Affirming Environments
- Core theory and professional concepts relating to creating inclusive & affirming environments
- Course-specific assessment, formulation or application linked to creating inclusive & affirming environments
- Freudian or Lacanian psychodynamic integration where clinically relevant
- Applied case discussion, reflective exercise or skills practice
Module 9: Inclusive Language, Communication & Responding to Discrimination
- Core theory and professional concepts relating to inclusive language, communication & responding to discrimination
- Course-specific assessment, formulation or application linked to inclusive language, communication & responding to discrimination
- Freudian or Lacanian psychodynamic integration where clinically relevant
- Applied case discussion, reflective exercise or skills practice
Module 10: Professional Practice, Reflection & Application
- Core theory and professional concepts relating to professional practice, reflection & application
- Course-specific assessment, formulation or application linked to professional practice, reflection & application
- Freudian or Lacanian psychodynamic integration where clinically relevant
- Applied case discussion, reflective exercise or skills practice
Mandatory Component

H2: Skills Assessment

The skills assessment is a mandatory component of the programme and must be successfully completed to qualify. It is conducted live online in a fishbowl-style format and evaluated by two examiners for quality assurance, moderation and academic standards. Students are paired and each student demonstrates applied counselling, psychotherapy, relational and course-specific skills for approximately 25 minutes. The assessment is recorded for legitimate quality-assurance and moderation purposes subject to student consent. Where a student is required to repeat a failed skills assessment examination, a repeat assessment fee of €285 applies.

H2: Live Online Attendance & Self-Directed Learning

Students are required to attend 30 hours of live online lecturer-led Zoom sessions. The normal attendance requirement is 80%, meaning students may normally miss only two classes except where approved extenuating circumstances apply. The wider independent-learning component includes extended reading, revision, applied reflection, skills practice, lecture notes, Moodle resources and supplementary academic materials.

H2: Summative Assessment

Students may complete either a 3,000-word written essay or, where offered, a viva voce examination of approximately 45 minutes. A viva voce may be recorded with student consent and reviewed by an appropriate second examiner or academic reviewer for moderation, quality assurance and academic standards.
10% Attendance
40% Skills Examination
50% Summative Assessment
80% Minimum Live Attendance

H2: Professional Accreditation & Important Information

Professional pathway and membership options may be available through the Irish Counselling, Psychotherapy & Allied Healthcare Professionals Association (ICPHAA) and recognised continuing-professional-development structures, subject to the current criteria of the relevant body. Students should confirm any specific pathway requirements with the lecturer, course leader or Registry Office.
By enrolling, students agree to comply with ICPS College policies, procedures and codes of conduct. Official course/cohort WhatsApp groups are College-moderated. Unofficial or unmoderated course/cohort groups should not be created for College-related communication without prior College knowledge and consent. These arrangements support student welfare, confidentiality, professional boundaries and protection from bullying, harassment, intimidation, exclusion and reputational harm.
College Policies Contact Registry