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Transgender Awareness Training for
Health Care Providers

Pacific AIDS Education and Training Center

Training for Trainers, March, 2003

Lead trainer: Samuel Lurie, www.tgtrain.org

4athroom awareness exercise:
excellent after lunch or break exercise.

ã During a break, or lunch, ask people to try using the

bathroom of the ³opposite gender´, the bathroom that
they don¶t ordinarily use.
ã Give them permission to self-select. They do not have to
do this. If they still want to try the exercise, but cannot
use the ³wrong´ bathroom, they should try to find a
gender non-specific bathroom that they can use, and still
be back in time for the start of the training.
ã Very powerful processing, as this brings up many issues
regarding policing of bathrooms, differences culturally in
men¶s vs. women¶s rooms, safety/danger in restrooms,
and the need for non-gender specific bathrooms in any
space hoping to serve trans people.
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]Characters: Two interviewers and one interviewee) Note: effective with
a costume/prop, i.e. a wig for a male; facial hair for a female.
Two people are interviewing a job applicant for a sales job in a
clothing retail store. The applicant¶s appearance is gender
ambiguous. One interviewer thinks the applicant is male and
the other thinks the applicant is female. They refer to the
applicant using different pronouns. The applicant is vague
about former jobs and former employers, and seems
uncomfortable about giving references or discussing previous
training or education.
Conduct a brief interview, dismiss the applicant, and discuss
his/her merits/disadvantages. Use the different pronouns,
discuss how you are confused and what that means for your
business.
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]Characters: Two interviewers and one interviewee) Note: effective with a
costume/prop, i.e. a wig for a male; facial hair for a female.

Two people are interviewing a job applicant to work in a

community non-profit organization. ]You can decide what kind
of job, and interview accordingly.) The applicant¶s appearance
is gender ambiguous. One interviewer thinks the applicant is
male and the other thinks the applicant is female. They refer
to the applicant using different pronouns. The applicant
seems very competent, but is vague about former jobs and
former employers, and seems uncomfortable about giving
references or discussing previous training or education.
Conduct a brief interview, dismiss the applicant, and discuss
his/her merits/disadvantages. Use the different pronouns,
discuss how you are confused and what that means for your
organization.
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]Characters: Patient, Provider, Patient¶s significant other)
A patient comes into the emergency room of a hospital with à
 abdominal
pain.
㠘
 



àà




 : You are in severe pain and
are not comfortable taking off your clothes or being touched by the health
care provider. S/he suggests you take off your pants because they have to
check your scrotum for a hernia test. If you reveal that you do not have a
penis, how does the physician react. If you do not reveal, what happens?
㠘
 




àà




 You are in severe
abdominal pain and the provider says you will need a pelvic exam, this is
standard for this kind of pain. You are not comfortable taking off your
clothes or being touched by the health care provider. If you reveal that you
have a penis and not a vagina, how does the physician react? If you do not
reveal this, what happens?
㠘

 à
: 



 



 à


 ]i.e. husband,
wife, lesbian or gay-male partner). You are very concerned and want to help
your partner, but not sure how to disclose. It would also mean coming out
about your relationship, something the provider could be dismissive and
condescending about. What do you do?
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Discussion between a case manager/advocate for a TG patient and
in-take worker at Drug Treatment center. ]No trans person in this role play²
it is an advocacy role play.)

ã Advocate is trying to get an HIV+ TG client into a drug treatment facility, at

the patient¶s request. The two case workers have worked together in the
past and know each other. The client is an MTF who has been living as a
woman for 15 years but has not had genital surgery. The in-take worker
does not understand and his/her first reaction is to say the client cannot
come and would have to go to a men¶s program.

ã How can you explain and advocate for the client? What is the response?
What are some proposals?
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"#
Characters: Transgender client and non-trans counselor.
ã Transgender client comes in for HIV counseling
and testing. ]˜f played by a bio man, disclose
that you are an FTM. ˜f played by a bio woman,
disclose that you are an MTF.)
ã You are concerned that you might have been
exposed to HIV through unprotected sex with
someone. How does the provider ask about your
risks? How are you able to discuss your
behavior, your identity, your risks? What
questions do you have? How does the
counselor answer?


 
Characters: one trans, one non-trans person
ote: ot for all audiences, and can be quite challenging. Also can be very fun and enlightening. Gauge
audience and participants. Check in closely during role play for triggers or difficulties. Use with gay
groups really helps reinforce the distinction from sexual orientation and gender identity.

Players have to choose, one trans, one is non-trans:

__Gender Identity: man, woman, trans-identified, etc.
__Trans identity: non-trans, or MTF, FTM, in transition; passing, not
passing
__Sexual Orientation: gay, straight, bi, beyond category
4ased on a role and situation they can relate to, place this in a typical
cruising location for this group. 4ar, gym, club, etc.
You¶re attracted to each other and start to flirt. There¶s something
different about this person, something appealing about their mix of
gender expressions. The person might be quite passable, and s/he
has to decide what and when to tell the other about his/her gender
identity, history, genitalia, scars, etc. as they continue ]or can¶t
continue) on this cruising/pick up path.