Training Mental Health Professionals in Gender-Affirming Care: A Survey of Experienced Clinicians

Stryker, Shanna D.; Pallerla, Harini; Yockey, R. Andrew; Bedard-Thomas, Julia; Pickle, Sarah

doi:10.1089/trgh.2020.0123

Cited by 11 publications

(4 citation statements)

References 49 publications

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“…For example, Rutherford et al (2012) interviewed eight mental health professionals who discussed the need for resources and recommended LGBT health content in training curricula. Stryker et al (2022) reported similar findings in clinicians reiterating the need for appropriate education and recommending clinical experiences (short-term or long-term), professional conferences, and mentorship as avenues for accessing training. Ensuring that clinicians are appropriately trained is essential, as clinicians who receive specific training report higher levels of comfort, competence, and ability to offer affirming care (Obasi et al, 2023).…”

Section: Clinical Competency and Training With Tgd Peoplementioning

confidence: 58%

“…Empirical evidence supports the need for increased training to minimize marginalization; however, there is limited research related to the educational preparedness of clinicians to provide TGD-affirming care (Stryker et al, 2022). For example, Rutherford et al (2012) interviewed eight mental health professionals who discussed the need for resources and recommended LGBT health content in training curricula.…”

Section: Clinical Competency and Training With Tgd Peoplementioning

confidence: 99%

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Transgender and gender diverse clinical competency and affirmative training in graduate education.

Boe,

Wieling,

Caughy

2024

Training and Education in Professional Psychology

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Transgender and gender diverse (TGD) people face marginalization and exclusion within the mental health field. Barriers to services include providers' insensitivity, internalized cisgenderism, microassaults, and lack of skills and knowledge related to TGD affirmative practices. As the mental health field has worked to address the historical pathologizing of TGD people, this study aimed to examine students' and faculty's self-reported TGD clinical competency and perceived TGD affirmative training in graduate programs. We sampled students (N = 155) and faculty (N = 69) from nationally accredited clinical training programs (i.e., American Psychological Association, Council for Accreditation of Counseling and Related Educational Programs, Commission on Accreditation for Marriage and Family Therapy Education, and Council on Social Work Education). Results indicated that faculty and students self-reported moderate levels of TGD clinical competency and TGD affirmative training in graduate programs. We discuss implications for training programs. Public Significance StatementThis present study suggests that students who receive and faculty who provide transgender and gender diverse (TGD) affirmative training may help promote TGD clinical competency. Additionally, it highlights how individual and programmatic characteristics are associated with reported clinical competency and experiences of affirmative training.

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Section: Clinical Competency and Training With Tgd Peoplementioning

confidence: 58%

Section: Clinical Competency and Training With Tgd Peoplementioning

confidence: 99%

Transgender and gender diverse clinical competency and affirmative training in graduate education.

Boe,

Wieling,

Caughy

2024

Training and Education in Professional Psychology

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“…Research examining health care providers’ educational preparation to care for TGE patients has revealed significant gaps. Surveys of family nurse practitioners (NPs; n = 356) and mental health providers ( n = 281) showed that less than 30 percent of respondents in both groups (20%–25% and 26%, respectively) had been offered training about the health needs of TGE people prior to entry into practice (Klotzbaugh et al, 2022; Stryker et al, 2022). Similarly, in a cross-sectional descriptive study of pediatric NPs ( n = 93), the majority believed they had not been adequately prepared to care for TGE youth during their advanced practice education and had to rely on continuing education training to improve their knowledge and confidence (Collins, 2021).…”

Section: Introductionmentioning

confidence: 99%

Just Another Patient? Student Reflections on Providing Mental Health Care to Transgender and Gender Expansive People During Simulated Encounters

Schwindt,

Posey,

Zhou

et al. 2023

Nurs Educ Perspect

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AIM This study analyzed psychiatric-mental health nurse practitioner (PMHNP) students’ reflections following a virtual simulated encounter with a patient who identified as transgender or gender expansive (TGE). BACKGROUND To reduce mental health disparities, PMHNP students must be prepared to deliver affirming care. Engaging in and reflecting on simulated encounters with standardized patients can improve PMHNP students’ affirming care competency. METHOD A thematic analysis process was used to analyze student reflections during simulation debriefings. RESULTS Five themes emerged: application of affirming care principles, recognizing minority stressors, treating all patients the same, desire to learn more, and valuing authentic practice. CONCLUSION PMHNP students’ reflections on the experience of providing care to a standardized patient who identified as TGE support the use of virtual simulations to prepare future providers to deliver affirming, person-centered care.

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“…Currently, queer and trans clients continue to experience harm due to unaffirming and incompetent care by MHPs, including lack of awareness about provide insensitivity, lack of population-specific knowledge and historical context, and inability to design, implement, and evaluate interventions for these communities (Freeman-Coppadge & Langroudi, 2021). Several scholars have called for increased training on queer- and trans-affirming care to reduce harm to queer and trans clients and to provide more effective and affirming treatments for a group at high risk for adverse mental health outcomes (Bettergarcia, Matsuno, & Conover, 2021; Stryker et al, 2022). As knowledge, attitudes, and skills have long been identified as the core components of cultural competency (Benuto et al, 2018; Sue et al, 1982), they are the primary outcome variables examined in the present study.…”

mentioning

confidence: 99%

Effectiveness of a 9-month queer- and trans-affirming training for mental health providers: A waitlist control group design.

Bettergarcia,

Matsuno,

Conner

et al. 2024

Professional Psychology: Research and Practice

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Mental health providers (MHPs) often lack the training necessary to provide affirmative care to queer and trans clients (Snow et al., 2019). To date, only a few empirical studies have analyzed the effectiveness of queer-and trans-affirming training for MHPs (Bettergarcia, Matsuno, & Conover, 2021), and most studies do not include a control group, limiting the empirical evidence of effectiveness. The present study used a semimatched waitlist control group design (N = 47) to test the effectiveness of the ACCEPTance training program on MHP's knowledge, attitudes, and skills. The ACCEPTance training program was an in-depth, 9-month, 45-hr training program about queer-and gender-affirming therapy. Results suggest that the ACCEPTance training program increased knowledge and skills related to queer-and trans-affirming therapy. The findings show that in-depth training on queer-and trans-affirming therapy can increase cultural competence and improve access to affirmative therapy for queer and trans individuals. Public Significance StatementThis study evaluated the effectiveness of a 9-month, 45-hr, in-depth training aimed at increasing mental health providers' cultural humility and cultural competence for working with queer and trans clients. Using a waitlist control group design, results indicate that the training was effective at increasing knowledge about sexual orientation and gender diversity and increasing queer-and trans-affirmative therapy skills.

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Training Mental Health Professionals in Gender-Affirming Care: A Survey of Experienced Clinicians

Cited by 11 publications

References 49 publications

Transgender and gender diverse clinical competency and affirmative training in graduate education.

Transgender and gender diverse clinical competency and affirmative training in graduate education.

Just Another Patient? Student Reflections on Providing Mental Health Care to Transgender and Gender Expansive People During Simulated Encounters

Effectiveness of a 9-month queer- and trans-affirming training for mental health providers: A waitlist control group design.

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