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In the United States, lesbian, gay, bisexual, transgender, queer, intersex, asexual and other sexually minoritized and gender expansive (LGBTQ+) young adults are at increased risk for experiencing mental health inequities, including anxiety, depression and psychological distress-related challenges associated with their sexual and gender identities. LGBTQ+ young adults may have unique experiences of sexual and gender minority-related vulnerability because of LGBTQ+-related minority stress and stressors, such as heterosexism, family rejection, identity concealment and internalized homophobia. Identifying and understanding specific LGBTQ+-related minority stress experiences and their complex roles in contributing to mental health burden among LGBTQ+ young adults could inform public health efforts to eliminate mental health inequities experienced by LGBTQ+ young adults. Therefore, this study sought to form empirically based risk profiles (i.e., latent classes) of LGBTQ+ young adults based on their experiences with familial heterosexist experiences, LGBTQ+-related family rejection, internalized LGBTQ+-phobia and LGBTQ+ identity concealment, and then identify associations of derived classes with psychological distress.
Methods
We recruited and enrolled participants using nonprobability, cross-sectional online survey data collected between May and August 2020 (N = 482). We used a three-step latent class analysis (LCA) approach to identify unique classes of response patterns to LGBTQ+-related minority stressor subscale items (i.e., familial heterosexist experiences, LGBTQ+-related family rejection, internalized LGBTQ+-phobia and LGBTQ+ identity concealment), and multinomial logistic regression to characterize the associations between the derived classes and psychological distress.
Results
Five distinct latent classes emerged from the LCA: (1) low minority stress, (2) LGBTQ+ identity concealment, (3) family rejection, (4) moderate minority stress and (5) high minority stress. Participants who were classified in the high and moderate minority stress classes were more likely to suffer from moderate and severe psychological distress compared to those classified in the low minority stress class. Additionally, relative to those in the low minority stress class, participants who were classified in the LGBTQ+ identity concealment group were more likely to suffer from severe psychological distress.
Conclusion
Familial heterosexist experiences, LGBTQ+-related family rejection, internalized LGBTQ+-phobia and LGBTQ+ identity concealment are four constructs that have been extensively examined as predictors for mental health outcomes among LGBTQ+ persons, and our study is among the first to reveal nuanced gradients of these stressors. Additionally, we found that more severe endorsement of minority stress was associated with greater psychological distress. Given our study results and the previously established negative mental health impacts of minority stressors among LGBTQ+ young adults, findings from our study can inform research, practice, and policy reform and development that could prevent and reduce mental health inequities among LGBTQ+ young adults.
Sexual and gender minority (SGM) students may face unique opportunities and challenges in their journey to become psychologists. The increasing visibility of LGBTQ+ identities highlights the need for SGM identity-specific professional mentorship in the field of psychology. Yet, for some, this can be challenging to find. This chapter is intended to serve as a guide for SGM students navigating graduate school and early career milestones. We review a variety of common professional development issues for SGM psychology trainees: openness and privacy about your SGM identity in professional settings, considering priorities when identifying a primary mentor and school, connecting with additional mentors, identifying and fostering an inclusive environment on campus and in the community, self-care, navigating interpersonal relationships, advocacy, and providing mentorship to junior colleagues. We also include specific resources for SGM students and professionals. In addition to serving as a guide specifically for SGM students, we hope this chapter can benefit allies including mentors and colleagues with education about common SGM experiences.
To examine the literature and identify main themes, methods and results of studies concerning food and nutrition addressed in research on transgender populations.
Design:
A systematic review conducted through July 2020 in the MedLine/PubMed, Scopus and Web of Science databases.
Results:
Of the 778 studies identified in the databases, we selected thirty-seven. The studies were recent, most of them published after 2015, being produced in Global North countries. The most often used study design was cross-sectional; the least frequently used study design was ethnographic. Body image and weight control were predominant themes (n 25), followed by food and nutrition security (n 5), nutritional status (n 5), nutritional health assistance (n 1) and emic visions of healthy eating (n 1).
Conclusions:
The transgender community presents body, food and nutritional relationships traversed by its unique gender experience, which challenges dietary and nutritional recommendations based on the traditional division by sex (male and female). We need to complete the lacking research and understand contexts in the Global South, strategically investing in exploratory-ethnographic research, to develop categories of analysis and recommendations that consider the transgender experience.
This chapter focuses on identifying and reviewing current clinical recommendations for the following special populations of children and adolescents: rural populations, ethnic minority populations, sexual and gender minorities, and youth in the juvenile justice system. Each of the common barriers to treatment with these populations is identified, as well as clinical recommendations for working effectively with children and adolescents with these identities or contextual factors. Ethical concerns associated with working effectively with each population are indicated, with resources to help clinicians engage these patients in a skilled and affirmative manner. Supplementary sources of information are also identified to help encourage clinicians’ continued exploration into current clinical guidelines for working with children and adolescents within these special populations.
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