Advocating for transgender and nonbinary affirmative spaces in graduate education

Knutson, Douglas; Matsuno, Em; Goldbach, Chloë; Hashtpari, Halleh; Smith, Nathan Grant

doi:10.1007/s10734-020-00673-5

Cited by 25 publications

(38 citation statements)

References 68 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Indeed, an alternative approach to training (i.e., scientist-practitioner-advocate model) has already been implemented in select programs, with an emphasis on incorporating social justice advocacy in clinical practice and research (Mallinckrodt et al, 2014). A specific advocacy-based approach for the TGNB population has also been developed (Knutson et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…Boroughs et al (2015) also emphasized the importance of understanding LGBQ and TGNB clients in a historical, political, and sociocultural context. Knutson and colleagues (Knutson et al, 2022) posited several best practices in TGNB-affirmative therapy, including recognizing and validating clients' gender identities, sharing and using gender pronouns, and using clients' affirmed names.…”

Section: Guidelines For Sgm-affirmative Trainingmentioning

confidence: 99%

See 1 more Smart Citation

Barriers to LGBQ- and TGNB-affirmative clinical training in psychology doctoral programs.

Fitterman-Harris¹,

Hughes²,

Soulliard³

et al. 2023

Psychology of Sexual Orientation and Gender Diversity

View full text Add to dashboard Cite

Affirmative training for lesbian, gay, bisexual, or queer (LGBQ) and transgender and gender nonbinary (TGNB) communities is needed within clinical and counseling psychology training programs. While recommendations have been published, barriers in implementation may prevent students from receiving the training needed to effectively work with LGBQ/TGNB clients. The purpose of the current study was to examine doctoral-level psychology students' perceived barriers to their program's LGBQ/TGNB-affirmative training. As part of a larger study, participants (N = 115) completed two open-ended questions online about barriers to affirmative training for clinical work with LGBQ and TGNB clients. Using Consensual Qualitative Research as a framework, an analysis was conducted to identify domains and subdomains based on participants' responses. A total of seven domains emerged across groups. Overall, statements about Uninformed and Negative Faculty and Inadequate Course Work appeared most often (Typical), along with comments about Insufficient Clinical Training and Insufficient General Training (Frequent). Comparison of participant subgroups revealed that LGBQ/TGNB respondents were more likely to report barriers related to Uninformed and Negative Faculty, as well as Poor Quality of Materials in relation to Inadequate Course Work and Insufficient General Training. Heterosexual/cisgender participants were instead more likely to address Lack of Preparation and Lack of Opportunities to work with these populations (Insufficient Clinical Training domain). Though few differences emerged between domains and subdomains regarding affirmative training for the LGBQ community and the TGNB community, results indicated that students receive less training about TGNB populations compared with LGBQ. Strategies to overcome identified barriers are discussed. Public Significance StatementFindings from this study suggest that student-perceived barriers to affirmative training for lesbian, gay, bisexual, or queer (LGBQ) and transgender and gender nonbinary (TGNB) clients persist despite published guidelines. Clinical and counseling psychology doctoral students most frequently identified uninformed and negative faculty and inadequate course work as barriers to LGBQ-and TGNB-affirmative training. Suggestions for training programs include faculty members furthering their multicultural competence via open-access resources, a designated committee to review course syllabi for inclusion and integration of current sexual and gender minority (SGM) content and working in collaboration with knowledgeable faculty and consultants to train informed, competent clinicians.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Guidelines For Sgm-affirmative Trainingmentioning

confidence: 99%

Barriers to LGBQ- and TGNB-affirmative clinical training in psychology doctoral programs.

Fitterman-Harris¹,

Hughes²,

Soulliard³

et al. 2023

Psychology of Sexual Orientation and Gender Diversity

View full text Add to dashboard Cite

show abstract

“…While postsecondary faculty and staff have the potential to enhance student mental health, they may also harm it through microaggressions and discrimination (Goldberg et al, 2019;Knutson et al, 2021;Nolan et al, 2018;Smith et al, 2007;Suárez-Orozco, Casanova, et al, 2015). Microaggressions based on race/ethnicity (Keels et al, 2017;Ogunyemi et al, 2020), gender (Capodilupo et al, 2010;Nadal, Rivera, & Corpus, 2010), sexual orientation (McCabe et al, 2013;Nadal et al, 2011;Platt & Lenzen, 2013), immigration status (Nadal et al, 2014), disability (Keller & Galgay, 2010), religious affiliation (Nadal, Issa, et al, 2010), social class (Broockman & Kalla, 2016;Jury et al, 2017;Walpole, 2003), documentation status (Suárez-Orozco, Katsiaficas, et al, 2015), and more are prevalent and perpetrated by a range of players (including health and counseling professionals) in higher education settings.…”

Section: Faculty and Staff Interventionsmentioning

confidence: 99%

“…According to a systematic review of "setting-based" postsecondary interventions to promote mental health, most programs focused on "modifying the way students are taught and assessed" (Fernandez et al, 2016, 805). Redesigning learning environments to become health-promoting is challenging; however, mounting evidence suggests that changes to syllabi, courses, and the classroom culture can help address college students' mental and general health (Baik et al, 2019;Bowman, 2010c;Knutson et al, 2021;Orme & Dooris, 2010;Slavin et al, 2014). Institutions, schools, departments, and instructors have opportunities to (1) integrate mental healthpromoting content and skills training into curricula, (2) reduce classroom and learning stressors that interfere with students' mental health (Robotham, 2008), and (3) adopt pedagogical practices that support students' well-being (Bowman, 2010c;Harper & Neubauer, 2021;University of Texas, 2020).…”

Section: Learning Environment Interventionsmentioning

confidence: 99%

See 1 more Smart Citation

Mental Health in College Populations: A Multidisciplinary Review of What Works, Evidence Gaps, and Paths Forward

Abelson

Lipson

Eisenberg

2021

Higher Education: Handbook of Theory and Research

View full text Add to dashboard Cite

The mental health of students has become one of the top concerns in higher education. The number of students reporting distress and seeking services has dramatically increased, and colleges and universities are struggling to address these challenges. A rich and growing body of research documents the scope of the problem and potential interventions to address it, but this literature is scattered across a variety of academic fields. This chapter aims to bring coherence to this large volume of information through a detailed review of programs, services, practices, and policies that influence student mental health. The review is organized around a socioecological framework, considering interventions at the individual, interpersonal, community, institutional, and public policy levels. It highlights strengths, weaknesses, and gaps in the evidence. The chapter concludes with recommendations for enhancing how research and data can inform practice moving forward. A more evidence-informed approach is needed to address the growing challenges of student mental health in higher education.

show abstract

“Where do I even start?” Recommendations for faculty diversifying syllabi in ecology, evolution, and the life sciences

Perrin-Stowe

Horner

Coon

et al. 2023

Ecology and Evolution

View full text Add to dashboard Cite

Diversifying curricula is of increasing interest in higher education, including in ecology and evolution and allied fields. Yet, many educators may not know where to start. Here we provide a framework for meeting standard curriculum goals while enacting anti‐racist and anti‐colonial syllabi that is grounded in the development of a sustainable network of educators. In addition to highlighting this professional learning process and sharing the list of resources our group has developed, we provide suggestions to help educators highlight contributions of minoritized groups, explore multiple ways of knowing, and perform critical assessments of foundational views of life and environmental science fields. We further discuss the key classroom dynamics that affect the success of such anti‐racist and anti‐colonial initiatives. The retention and success of minoritized students in ecology and evolution depends on whether we address injustices in our fields. Our hope is that our fellow educators will use this paper to catalyze their own efforts to diversify their courses.

show abstract

Advocating for transgender and nonbinary affirmative spaces in graduate education

Cited by 25 publications

References 68 publications

Barriers to LGBQ- and TGNB-affirmative clinical training in psychology doctoral programs.

Barriers to LGBQ- and TGNB-affirmative clinical training in psychology doctoral programs.

Mental Health in College Populations: A Multidisciplinary Review of What Works, Evidence Gaps, and Paths Forward

“Where do I even start?” Recommendations for faculty diversifying syllabi in ecology, evolution, and the life sciences

Contact Info

Product

Resources

About