Research on gender roles has indicated that men who strongly adhere to traditional masculine norms are more aggressive than their less adherent counterparts. Moreover, these men are particularly aggressive toward individuals who demonstrate gender role violations. However, these role violations have commonly been studied in reference to the masculine gender role and have studied extreme violations (i.e., depictions of homosexual intimate behavior). Less studied are violations of the female gender role and how these violations affect men's aggression toward women. In this study, 64 collegiate men participated in a sham aggression paradigm against a female confederate who portrayed either a hyperfeminine (role-conforming) or a hypofeminine (roleviolating) woman. Results indicated that hypermasculine men were more aggressive in general, and in particular toward a female confederate who violated feminine gender role norms. Findings are discussed in the context of risk factors for domestic violence perpetrated by men against women.
Despite increased awareness of transgender lives and experiences, evidence suggests that transgender and gender nonconforming individuals continue to be exposed to pervasive invalidation and discrimination in the dominant culture. As such, culturally tailored treatment approaches are needed for meeting the mental health care needs of this marginalized population. Although recent theoretical and empirical advances have been made linking experiences of invalidation and discrimination to mental health disparities at a population level, conceptual models accounting for mental health consequences of invalidation at the individual level are lacking. As such, this article provides a detailed application of the Biosocial Model, the theoretical basis of dialectical behavior therapy (DBT), to the conceptualization and treatment of clinical distress in transgender individuals struggling to effectively cope with chronic invalidation of gender diversity. Application of DBT-informed case conceptualization and skills-training tailored to gender diverse people is provided with the goal of empowering clinicians with practical approaches for promoting the psychological health and flourishing of transgender and gender-nonconforming patients.
An identified gap in training in the field of psychology is training on lesbian, gay, bisexual, and transgender (LGBT) health. Through a systematic review, we identified excellent LGBT health key reports and webinars that are in English, up‐to‐date, and easily accessible for free on the Internet. This article reviews 26 LGBT health key reports to identify core content themes (terminology, differences within LGBT populations, health and health disparities, transgender‐specific content, and diversity). A summary table is provided for each of these 26 key reports with regard to how well they capture the core themes and what strengths they offer clinical psychologists. The authors used these themes to evaluate the quality of LGBT health education webinars. Webinars were also evaluated to see whether they employed material intended to promote transfer and retention of knowledge and improve learner's clinical practice. The criteria we identified to evaluate the LGBT health webinars may also serve as a guide to content experts interested in creating new webinars or other educational programs on LGBT health care.
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