The intersection of race, sexual orientation, socioeconomic status, trans identity, and mental health outcomes

The present study examined patterns in trans individuals’ multiple identities and mental health outcomes. Cluster 1 (socioeconomic and racial privilege; n = 239) was characterized by individuals who identified as trans women or cross-dressers, lesbian, bisexual, or questioning; had associates degrees; reported household incomes of $60,000 or more a year; and were non-Latino White. Cluster 2 (educational privilege; n = 191) was characterized by individuals who identified as trans men or genderqueer, gay, or queer; had a bachelor’s degree; reported household incomes of$10,000 or less a year; and were people of color. There was a pattern of individuals in Cluster 1 who identified with two privileged identities (identifying as White and having higher household incomes), whereas individuals in Cluster 2 identified only formal education as a privilege. Individuals in Cluster 2 reported statistically significant levels of anxiety. Implications of these results for future research and clinical practice are examined.Accepted manuscrip

The Intersection of Race, Sexual Orientation, Socioeconomic Status, Trans Identity, and Mental Health Outcomes

The present study examined patterns in trans individuals’ multiple identities and mental health outcomes. Cluster 1 (socioeconomic and racial privilege; n = 239) was characterized by individuals who identified as trans women or crossdressers, lesbian, bisexual, or questioning; had associates degrees; reported household incomes of $60,000 or more a year; and were non-Latino White. Cluster 2 (educational privilege; n = 191) was characterized by individuals who identified as trans men or genderqueer, gay, or queer; had a bachelor’s degree; reported household incomes of$10,000 or less a year; and were people of color. There was a pattern of individuals in Cluster 1 who identified with two privileged identities (identifying as White and having higher household incomes), whereas individuals in Cluster 2 identified only formal education as a privilege. Individuals in Cluster 2 reported statistically significant levels of anxiety. Implications of these results for future research and clinical practice are examined

“It’s Loving Yourself for You”: Happiness in Trans and Nonbinary Adults

Expanding upon the larger body of literature that focuses on adverse mental health concerns among trans and nonbinary (TNB) populations, emerging research has recently begun to investigate positive outcomes and psychological well-being among TNB people. This study contributes to this growing area of research by investigating one subjectively experienced aspect of well-being—happiness—among TNB adults residing in the central Great Plains region of the United States. For this study, 20 TNB adults participated in semistructured interviews where they were asked to reflect on how they experienced happiness generally and in relation to being TNB, and what fostered or impeded their happiness. Data were analyzed using constructivist grounded theory analysis (Charmaz, 2014). Four major themes emerged from the data that formed the core components of happiness: Authenticity, Connection to Others, Perspective Shift, and Agency. Two additional major themes included factors that fueled happiness and those that detracted from happiness. Subthemes and categories within each major theme are described. From these themes, a theoretical model of TNB happiness was developed. Theoretical and counseling implications are discussed, along with noted limitations and areas for future research. Supplemental materials are attached below

Addressing Adolescent Depression in Schools: Evaluation of an In-service Training for School Staff in the United States

This study evaluated an adolescent depression in-service training for school staff in the United States. A total of 252 school staff (e.g., teachers, principals, counselors) completed assessments prior to and following the in-service and a subsample of these staff participated in focus groups following the in-service and three months later. Questionnaire and focus group data suggested that the in-service increased school staff�s perceived awareness and knowledge of adolescent depression and knowledge of how to connect with depressed students, guide their learning process, and connect with students� parents. School staff viewed the in-service as a valuable tool for their school and provided suggestions for the refinement of the in-service. Finally, perceived changes in teacher behavior were reported three months later. Implications and future directions were presented.Este estudio evaluó un programa de formación continuada del personal escolar en Estados Unidos sobre la depresión de adolescentes. Un total de 252 representantes del personal escolar (profesorado, directivos, asesores) completó las evaluaciones antes y después de la formación y una submuestra de este personal participó en grupos de discusión después de la formación y al cabo de tres meses. Los datos de los cuestionarios y los grupos de discusión sugirieron que la formación continuada incrementó la conciencia y el conocimiento de la depresión adolescente y el conocimiento sobre como conectar con estudiantes deprimidos, guiarles en su proceso de aprendizaje y conectar con sus padres. El personal escolar vio la formación como una válida herramienta para su escuela y presentaron sugerencias para su mejora. Finalmente, tres meses más tarde se percibieron cambios en el comportamiento del profesorado. Se presentan las implicaciones y las futuras líneas de trabajo

The Intersection of Race, Sexual Orientation, Socioeconomic Status, Trans Identity, and Mental Health Outcomes

The present study examined patterns in trans individuals’ multiple identities and mental health outcomes. Cluster 1 (socioeconomic and racial privilege; n = 239) was characterized by individuals who identified as trans women or crossdressers, lesbian, bisexual, or questioning; had associates degrees; reported household incomes of $60,000 or more a year; and were non-Latino White. Cluster 2 (educational privilege; n = 191) was characterized by individuals who identified as trans men or genderqueer, gay, or queer; had a bachelor’s degree; reported household incomes of$10,000 or less a year; and were people of color. There was a pattern of individuals in Cluster 1 who identified with two privileged identities (identifying as White and having higher household incomes), whereas individuals in Cluster 2 identified only formal education as a privilege. Individuals in Cluster 2 reported statistically significant levels of anxiety. Implications of these results for future research and clinical practice are examined

Minority stress in nonbinary students in higher education: The role of campus climate and belongingness

Increasing numbers of studies have begun to focus on minority stress within transgender, nonbinary, and gender nonconforming (TNG) populations. These studies indicate a strong positive relationship between minority stress and increased mental health concerns. However, little research has been conducted on nonbinary students enrolled in institutions of higher education, despite a growing number of young adults and emerging adults identifying with this label. The current study sought to fill this gap by understanding minority stress among nonbinary students in higher education. The sample included nonbinary students (N = 380), who filled out measures that focused on the impact of minority stress experiences, perceived institutional climate, and sense of belonging. The participants in this study reported higher levels of minority stress compared with sexual and gender minority samples using similar measures. A hierarchical linear regression was conducted to test direct relationships among the constructs. The findings revealed that nonbinary students who did not feel as though they belonged on campus or felt that the climate was positive reported more of an impact of minority stress than those who reported more belongingness and a better climate. These results signify the importance of attending to belongingness and climate when considering ways that institutions of higher education can better welcome and nurture nonbinary individuals. Thus, higher education campuses should include training and programming that focus on nonbinary students to ensure smooth transitions and healthy educational environments

Health care experiences of transgender binary and nonbinary university students

An increasing number of young adults identify with nonbinary gender identities. Yet health providers and therapists often lack understanding of such identities. In this mixed-methods study of 506 transgender undergraduate and graduate students, most of whom (75%) had nonbinary gender identities, we aimed to understand participants’ mental health and health care experiences, and factors related to misgendering and less affirming treatment by providers. Eighty-five percent of participants reported mental health challenges, and named fear of violence and nonsupport as distal stressors. Experiences with therapists and health providers were mixed. Salient features of negative interactions were invalidation, avoidance, or overemphasis in regard to participants’ nonbinary identities. Participants viewed counseling services as more affirming than health services. Nonbinary students reported more misgendering by therapists and health providers, and less trans-affirming care by health service providers, compared to binary students. Undergraduate students reported more misgendering by therapists and health providers than graduate students

Evidence-based treatments for depression and anxiety versus treatment-as-usual: a meta-analysis of direct comparisons

OBJECTIVE: The aim of this study was to examine the relative efficacy of evidence-based treatments (EBTs) versus treatment-as-usual (TAU) in routine care for anxiety and depression in adults. METHOD: A computerized search of studies that directly compared an EBT with a TAU was conducted. Meta-analytic methods were used to estimate effectiveness of EBTs relative to TAU and to model how various confounding variables impacted the results of this comparative research. RESULTS: A total of 14 studies were included in the final meta-analysis. There was significant heterogeneity in the TAU conditions, which ranged from unknown and/or minimal mental health treatment to psychotherapeutic interventions provided by trained professionals. Although the effect for EBT vs. TAU was significantly greater than zero, the effect for EBT vs. TAUs that were psychotherapeutic interventions was not statistically different from zero. CONCLUSIONS: Heterogeneity of TAU conditions in this meta-analysis highlight the importance of clarifying the research questions being asked when investigating and drawing conclusions from EBT-TAU comparisons. Researchers need to clarify if they are comparing an EBT to psychotherapeutic services in routine care or to minimal mental health services. Extant research on EBT versus TAU reveals that there is insufficient evidence to recommend the transportation of EBTs for anxiety and depression to routine care, particularly when the routine care involves psychotherapeutic services