We advocate for the integration of transgender spectrum experiences alongside cisgender experiences (i.e., having the same current gender identity label as one's birth-assigned gender category) to provide hitherto unrealized insights within the psychology of gender identity development. Specifically, we propose using personality theory to understand gender self-categorization for both profiles of experience because this perspective allows the structure and stability of self-categorization to be explored in a single, extant framework. Moreover, the dominant model of gender identity development in psychology and qualitative studies within sociology and related fields both suggest that self-categorization may in fact be similar between the 2 profiles. The integration also dispels 2 persistent myths about gender selfcategorization: (a) that it is binary and (b) that it is an active psychological process for transgender spectrum, but not cisgender, individuals. Finally, we translate these new theoretical insights into testable research hypotheses within the mainstream of personality research.

The effectiveness of training for mental health professionals to increase queer-affirming (e.g., lesbian, gay, bisexual, pansexual) cultural competencies has not been well established. Though there is an assumption that training generally works to increase or improve knowledge, attitudes, and skills, it is unclear what training format, content, and pedagogical approaches are effective. To explore the effectiveness of cultural competency training interventions for mental health professionals, a systematic review of peer-reviewed empirical articles in English published between 2000 and 2020 was conducted. Studies were selected for inclusion if the article was empirical, evaluated a training or education related to working with queer clients, and participants were mental health providers or graduate level trainees. Independent data extraction was conducted by using predefined thematic content areas, including information about the research method, training content, training format, measures, outcomes, and recommendations. Data was reviewed for 13 studies and training duration varied from 1 hr to 1 year. Most studies measured knowledge, and some measured attitudes, skills, and self-efficacy. There is some evidence that queer cultural competency training helps to improve self-reported knowledge, attitudes, and skills for mental health professionals. However, given several limitations, including a lack of studies and various methodological challenges, clear conclusions cannot be made about the effectiveness of queer cultural competency training for mental health professionals, more broadly. Public Significance StatementEvidence-based queer-affirming training for mental health professionals is needed and a systematic review of this literature provides an overview of the current research. Training in this area tends to increase self-reported cultural competency, however, more research and rigorous methods are needed to continue testing the effectiveness of such training.

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Lesbian, Gay, Bisexual, Transgender and Queer/Questioning (LGBTQϩ) individuals face numerous challenges related to minority stress, among them sexual assault victimization. Yet, research on actual and perceived consequences of sexual assault victimization in LGBTQϩ communities is limited. The purposes of this qualitative study were to better understand the perceptions of social norms about the negative consequences of sexual assault and to propose interpersonal recommendations and policy changes to improve mental and physical health support and reporting procedures to better serveLGBTQϩ college student sexual assault survivors. We used thematic analysis of 12 individual and group interviews of LGBTQϩ college students (N ϭ 20; median age ϭ 20) representing a range of gender identities (i.e., cisgender men, cisgender, and transgender women) and sexual orientations (i.e., lesbian, gay, bisexual, pansexual, queer, asexual, and homoflexible cupiosexual people) to identify six major themes and 14 subthemes. The major themes included: (a) Interpersonal Concerns About Disclosure, (b) Consequences of Sexual Assault, (c) Hesitance to Engage with Institutions Following Sexual Assault, (d) Sense of LGBTQϩ Community, (e) Cisheteronormativity, and (f) Changes to Improve Institutional Support. Participants perceived both experiences common to greater college populations as well as unique consequences LGBTQϩ students face, coupled with a widespread distrust of the institutions tasked with providing survivors mental and physical health treatment and criminal justice. Study findings corroborate previous research that underscores the necessity of increased funding for, and tailoring reporting procedures and support services to, the needs of LGBTQϩ college students. Public Significance StatementThis study suggests that it is important to reevaluate structural barriers to access to services and support for LGBTQϩ survivors of sexual assault. Further, tailor educational programming and response services are needed to better support LGBTQϩ sexual assault survivors on college campuses.

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