Counselors’ and Counseling Students’ Attitudes toward Transgender Persons

Kanamori, Yasuko; Cornelius‐White, Jeffrey H. D.

doi:10.1080/15538605.2017.1273163

Cited by 26 publications

(11 citation statements)

References 17 publications

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“…Pre-service training and continuing education on LGBTQ+ populations can provide educators and administrators with knowledge and insight into experiences of LGBTQ+ youth and increase skills to engage with and support LGBTQ+ youth. 55,56…”

Section: Discussionmentioning

confidence: 99%

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Teachers’ Experiences With LGBTQ+ Issues in Secondary Schools: A Mixed Methods Study

Goldstein-Schultz

2020

Community Health Equity Research & Policy

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Objective This study investigated teachers’ experiences with LGBTQ+ instruction as well as other school environment changes related to LGBTQ+ issues. It looked at teachers’ attitudes towards LGBTQ+ individuals, comfort levels with the topics and administrative support, self-perceived knowledge and teacher preparation, and supports and barriers to instruction. Lastly, the study investigated teachers’ in-service and pre-service training experiences. Design Using a sequential mixed methods approach, research began with qualitative inquiry, followed by quantitative assessment via self-administered paper surveys. Methods There were 11 in-depth participant interviews, and 94 surveys assessing teachers’ attitudes, comfort levels, self-perceived knowledge and preparation, and supports and barriers to LGBTQ+ topics. Results Data analysis revealed teachers’ school location and pre-service and in-service training experiences impacted comfort levels and self-perceived knowledge and preparation levels to teach these issues. Data also indicated that new teachers were the least comfortable with LGBTQ+ topics in the classroom and school environment. Conclusion Data demonstrated lack of LGBTQ+ teacher training, indicated need to support new Health Education professionals, and inadequate pre-service teacher training.

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Section: Discussionmentioning

confidence: 99%

“…Similarly, to the current study, Greytak et al 17 LGBTQþ youth and increase skills to engage with and support LGBTQþ youth. 55,56…”

Section: Pre-service Teacher Trainingmentioning

confidence: 99%

Teachers’ Experiences With LGBTQ+ Issues in Secondary Schools: A Mixed Methods Study

Goldstein-Schultz

2020

Community Health Equity Research & Policy

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“…Given the limited infusion of trans-affirming material within social work education programs, more research is needed to assess the competency of social workers in providing trans-affirming care. A growing body of literature has emerged within the fields of medicine and psychology examining the attitudes and behaviors of providers toward TGNC individuals (Carabez, Pellegrini, Mankovitz, Eliason, & Scott, 2015;Kanamori & Cornelius-White, 2017;Lelutiu-Weinberger et al, 2016). There is scant literature on this topic within the field of social work, despite the imperative laid out by social work's accrediting body, the Council on Social Work Education, that social work students be prepared to engage diversity and difference in practice (Council on Social Work Education, 2015).…”

Section: Discussionmentioning

confidence: 99%

Factors Associated With Discrimination in Social-Service Settings Among a Sample of Transgender and Gender-Nonconforming Adults

Klein

Mountz

Bartle

2018

Journal of the Society for Social Work and Research

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Few studies have investigated discrimination in socialservice or social work settings among transgender and gender-nonconforming (TGNC) individuals. This study aims to (a) examine the prevalence and magnitude of discrimination against TGNC individuals and (b) explore the factors associated with discrimination in social-service settings. Method: We examined sociodemographic factors and psychosocial and health-related indicators (suicide attempt ever, substance misuse to cope, HIV positive serostatus, transactional sex, and marginally housed) associated with reports of social-service discrimination in a national sample of transgender adults (age 18-98, M 5 36.69, SD 5 13.11) from the U.S. and its territories. Data were from the National Transgender Discrimination Survey (N 5 6,456). Results: Approximately 16% (n 5 952) of the total sample experienced some form of discrimination related to their gender identity/expression in a social-service setting. Participants reporting social-service discrimination were more likely to be non-White, under 45 years of age, lower income, and to report negative psychosocial and/or health-related outcomes. Conclusions: Findings highlight the need for future research to examine individual-, interpersonal-, and structural-level factors associated with access to and use of social services among the transgender and gender-nonconforming community.

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“…Nearly one in six TGNC students drop out of school due to bullying or feeling unsafe, and many become homeless (Grant et al, 2011). Reports indicate that while the suicide attempt rate for the general population is 4%, a staggering 25%–32% of transgender youth and 41% of TGNC adults have attempted suicide (Cicero & Wesp, 2017; Kanamori & Cornelius‐White, 2017). The fact that suicidal ideation increases as youths reach adulthood suggests that there is a significant health disparity among TGNC youth and throughout their lifespan.…”

Section: Background and Problemmentioning

confidence: 99%

Pediatric nurse practitioners' attitudes/beliefs and knowledge/perceived competence in caring for transgender and gender‐nonconforming youth

Collins

2020

Specialist Pediatric Nursing

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Purpose There is a growing number of youth and their parents seeking assistance from care providers related to gender dysphoria and transitional care for transgender and gender‐nonconforming (TGNC) youth. The purpose of this study was to determine pediatric nurse practitioners’ (PNP) attitudes/beliefs and knowledge/competence in caring for TGNC youth. Design and Methods This cross‐sectional descriptive study surveyed PNPs (N = 93) from eight states using two survey instruments to measure attitudes and beliefs and knowledge and perceived competence related to caring for TGNC youth. Results Eighty‐one percent of PNPs reported caring for TGNC youth in their practice. Despite this, only 15% of the PNPs received education related to transgender patients during their advanced practice education. Results showed that attending continuing education offerings related to caring for TGNC patients increases PNP perceived competence as well as knowledge. Attitudes and behaviors towards the transgender population were also more positive if the PNP had attended continuing nursing education offerings. Three themes emerged from a qualitative portion of the survey, asking the participant to share thoughts related to caring for transgender youth: lack of education for healthcare providers, the need to refer patients to comprehensive gender services, and the need for support for transgender patients and their families. Practice Implications Education plays an important part in nurses’ attitudes, beliefs, and perceived competence in caring for transgender patients. Because the PNP is likely to be exposed to patients with TGNC, it is imperative they seek out opportunities to learn about transgender issues and caring for transgender patients.

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Counselors’ and Counseling Students’ Attitudes toward Transgender Persons

Cited by 26 publications

References 17 publications

Teachers’ Experiences With LGBTQ+ Issues in Secondary Schools: A Mixed Methods Study

Teachers’ Experiences With LGBTQ+ Issues in Secondary Schools: A Mixed Methods Study

Factors Associated With Discrimination in Social-Service Settings Among a Sample of Transgender and Gender-Nonconforming Adults

Pediatric nurse practitioners' attitudes/beliefs and knowledge/perceived competence in caring for transgender and gender‐nonconforming youth

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