Mental Health Among LGBT Youth

Choukas‐Bradley, Sophia; Thoma, Brian C.

doi:10.1007/978-3-030-84273-4_18

Cited by 9 publications

(2 citation statements)

References 97 publications

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“…However, sample-wide effectiveness does not guarantee equivalent effectiveness across identity groups. Because marginalized adolescents often show higher rates of internalizing disorders (Anderson & Mayes, 2010;Choukas-Bradley & Thoma, 2022), and because these adolescents face unique minority stressors that are not directly targeted by generalized (non-community-tailored) SSIs, assessing whether there are any identity-related differences in SSI-driven transdiagnostic effectiveness is necessary prior to promoting widespread intervention dissemination without consideration of marginalized identity.…”

Section: Brief Interventionsmentioning

confidence: 99%

Predicting Transdiagnostic Symptom Change Across Diverse Demographic Groups in Single-Session Interventions for Adolescent Depression

McDanal,

Shen,

Fox

et al. 2024

Clinical Psychological Science

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Youths with marginalized identities experience minority stress, a construct linked to more severe transdiagnostic psychopathology. Financial, geographical, and temporal barriers limit access to psychological care for these individuals. Single-session interventions (SSIs), which mitigate many such barriers, are likely more accessible than traditional therapies. However, accessibility does not guarantee effectiveness across identity groups. In a preregistered study ( N = 2,452), we assessed whether demographic identities moderated the relationship between SSI condition and transdiagnostic internalizing (emotional distress) change from before SSI to after SSI in a national U.S. sample of adolescents with elevated depressive symptoms. SSI-driven internalizing-symptom reductions were equivalent between youths with myriad marginalized identities (e.g., Black, asexual, gender minority) and their counterparts (e.g., non-Hispanic White, heterosexual, cisgender) and across age and subjective school social status. We discuss implications of the results for SSI dissemination.

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Section: Brief Interventionsmentioning

confidence: 99%

Predicting Transdiagnostic Symptom Change Across Diverse Demographic Groups in Single-Session Interventions for Adolescent Depression

McDanal,

Shen,

Fox

et al. 2024

Clinical Psychological Science

View full text Add to dashboard Cite

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“…Sexual and gender diverse youth (SGDY; e.g., lesbian, gay, pansexual, transgender youth) experience disproportionate levels of mental health problems relative to cisgender heterosexual youth (National Academies of Sciences, Engineering, and Medicine (NASEM), 2020), and health disparities among SGDY are growing over time despite substantial social progress (Russell & Fish, 2019; Watson et al., 2018). Compared to cisgender heterosexual youth, SGDY report more frequent depressive, anxiety, and somatic symptoms (Choukas‐Bradley & Thoma, 2022; NASEM, 2020). These disparities in negative health experiences can partially be explained by minority stress—the unique stressors SGDY face due to their sexual and gender identities (Brooks, 1981; Meyer, 2003).…”

Section: Introductionmentioning

confidence: 99%

Stress of being outed to parents, LGBTQ family support, and depressive symptoms among sexual and gender diverse youth

McCauley,

Del Farno,

Caba

et al. 2024

J of Research on Adolesc

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Limited scholarship has explored how a lack of agency in identity disclosure (being “outed”) to parents is associated with mental health experiences of sexual and gender diverse youth (SGDY). With a national sample of SGDY (N = 9272; 66.8% White non‐Hispanic) aged 13–17 (Mage = 15.63, SD = 1.24), this study first compared social position differences between SGDY who were outed to their parents compared to those not outed, and second, investigated how the stress from being outed to parents was associated with LGBTQ family support and depressive symptoms. Results revealed that SGDY who were outed to their parents reported higher levels of depressive symptoms and lower amounts of LGBTQ family support than SGDY who were not outed to their parents. In addition, greater stress from being outed to parents was indirectly associated with higher depressive symptoms through lower LGBTQ family support. These relationships significantly varied across gender identity. Findings highlight the importance of instilling greater agency in disclosure experiences among SGDY.

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Thriving Not Surviving: LGBTQ+ Students’, Staff, and Parents’ Experiences of Schools as Sites of Euphoria

et al. 2023

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Introduction Internationally, research has shown Lesbian, Gay, Bisexual, Transgender/gender diverse, and Queer (LGBTQ+) people experience multifaceted challenges within school contexts. However, there is only a small emergent body of research on how LGBTQ+ community members might also experience positive, joyful, or euphoric experiences in these same spaces. Using euphoria and minority stress models, this article aims to consider whether schools themselves can be supportive and protective environments for LGBTQ+ people, how features of the school environment and school community might enable experiences of LGBTQ+ -related euphoria, and how euphoric experiences may be similar for students, staff and parents, and cisgender and gender diverse (GD) members of the LGBTQ+ community. Methods The study employed elements of grounded theory to analyse survey responses of LGBTQ+ students (n = 706), school staff (n = 107), and parents (n = 57). The survey data was collected online from 2021 to 2022 and explored LGBTQ+ community members’ experiences in, and perceptions of, Australian schools. Results Euphoria was predominantly related to school social contexts (such as supportive social climates), followed by school practices (such as LGBTQ+ representation), and internal experiences (such as pride). These events were shared by students, staff, and parents similarly. Euphoric events were shared by cisgender and GD participants, although gender-affirming social contexts and school practices were valued particularly by GD students, parents, and staff. Conclusions Schools can act as supportive contexts for LGBTQ+ students, staff, and parents in terms of social characteristics and school practices using mostly similar methods. Implications for policy development include school-wide interventions that include and reflect all LGBTQ+ people in all education-based roles, via school curricula and activities, public education, and awareness-raising endeavours. Policy Implications Implications for policy development include school-wide interventions that include and reflect all LGBTQ+ people in all education-based roles, via school curricula and activities, public education and awareness-raising endeavours.

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Mental Health Among LGBT Youth

Cited by 9 publications

References 97 publications

Predicting Transdiagnostic Symptom Change Across Diverse Demographic Groups in Single-Session Interventions for Adolescent Depression

Predicting Transdiagnostic Symptom Change Across Diverse Demographic Groups in Single-Session Interventions for Adolescent Depression

Stress of being outed to parents, LGBTQ family support, and depressive symptoms among sexual and gender diverse youth

Thriving Not Surviving: LGBTQ+ Students’, Staff, and Parents’ Experiences of Schools as Sites of Euphoria

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