The Gender Unicorn

Source: Training Development Resources/LGBTQIA — "Updated Gender Unicorn.png" (original design by Landyn Pan and Anna Moore for Trans Student Educational Resources; this version modified by Dr. Erica Jayne Friedman)

A widely-used gender/sex/orientation education graphic that separates several distinct dimensions often collapsed together: gender identity (woman/girl, man/boy, non-binary, or write-in — a person's internal sense of self); gender expression (feminine, masculine, or a mix — how someone presents); sex assigned at birth (female, male, intersex, or neutral/undefined — based on external genitalia at birth, which can be undifferentiated); hormones (estrogen, testosterone, progesterone — noting levels vary over time in everyone); chromosomes (noting known variations beyond just XX/XY — XXX, XXY, XYY, and more); and sexual/romantic orientation, tracked separately as physical attraction and romantic attraction, each independently ranging across no one, non-binary people, trans men, trans women, cisgender women, and cisgender men. The graphic includes its own disclaimer that even this many dimensions is still an oversimplification of real human diversity. Useful as a shared vocabulary tool for a coach discussing identity with a young person, or for staff training on why "sex" and "gender" and "orientation" aren't interchangeable.

Transgender Visibility Timeline (GLAAD)

Source: Training Development Resources/LGBTQIA — "transgender timeline.jpg," GLAAD

A historical timeline of transgender visibility and activism milestones, useful as context for understanding the broader history a young trans or gender-diverse person may be navigating (note: OCR on this graphic was imperfect and some details are approximate). Early milestones include Christine Jorgensen's public transition in the 1950s raising awareness, the 1966 Compton's Cafeteria riots and 1969 Stonewall riots as early flashpoints of resistance, and Lou Sullivan founding FTM International in the 1980s. The timeline also documents the community's losses alongside its gains — the murders of Brandon Teena (1993), Rita Hester (1998, which inspired the "Remembering Our Dead" project and the first Transgender Day of Remembrance in 1999), Barry Winchell (1999), and Angie Zapata (2008) — alongside institution-building (Transgender Law Center, Sylvia Rivera Law Project, National Center for Transgender Equality, all founded in the early-to-mid 2000s) and formal recognition milestones (employment protections extended to federal transgender employees in 2010, EEOC declaring transgender employees protected under Title VII in 2012). Useful background for a coach to understand why institutional trust and safety are live, historically-grounded concerns for many trans young people, not abstract sensitivities.

Addressing Common Misconceptions in LGBTQIA+-Affirming Care

Source: Training Development Resources/LGBTQIA — "LGBTQIA Pride in the future" panel slides (appears to be a multi-speaker training or panel discussion; two distinct speaker perspectives captured, one duplicated across two files)

Two named contributors address common misconceptions from within a training/panel format. Kristiana pushes back on three framings: "this is no place for politics" (countering that queer young people's basic personhood has been made political, and that they need adult affirmation regardless — with a nod to intersectionality); fear of discomfort getting in the way of engaging with the topic (reframed as "discomfort is where growth occurs," while naming that "otherization" is what leads to discrimination); and "how can I help?" (answered with affirming and accepting a person's identity, recognizing everyone has their own circle of influence, and committing to humility and lifelong learning rather than expecting to arrive at full expertise). Robia names two specific misconceptions — assuming all LGBTQIA+ individuals are the same, and the claim that "virtual therapy doesn't have the same effect as in-person" — and offers concrete steps to improve affirming care: actively advertise a practice or program as accepting of LGBTQIA+ community members (rather than assuming neutrality reads as safety), train staff to be genuinely comfortable discussing sexual orientation, gender identity, and sexual practices without visible discomfort, and actively work to recognize and reduce unconscious bias. A useful, concrete pair of perspectives for staff training on affirming-care basics.

OHSU Transgender Health Program — Surgery Evaluation Letter (reference/awareness item)

Source: Training Development Resources/LGBTQIA/Letters of Support — "thp letter-of-support-template" (two dated versions of the same blank form)

A blank clinical intake form used by OHSU's Transgender Health Program, to be completed by a licensed clinician (not a peer support role) as part of the WPATH-aligned readiness evaluation for gender-affirming surgery — covering things like duration of hormone therapy, the "12 continuous months living in a congruent gender role" standard, informed consent capacity, mental health history that could complicate surgery/recovery, substance use and nicotine cessation planning, housing and aftercare support, and realistic-expectations checks. This isn't a tool a peer coach would fill out, but it's useful for a coach to know this process and its requirements exist, so they can help a young person understand what a clinical evaluation for gender-affirming surgery will involve, prepare questions, or connect them to OHSU's Transgender Health Program (503-494-7970, transhealth@ohsu.edu) if relevant. No identifying information is present in either copy — both are unfilled templates.