Educational preparedness to care for transgender and gender diverse adults: Perspectives of mental health professionals

Obasi, Sharon N.; King, Robyn E.; Holt, Natalie R.; Mocarski, Richard; Hope, Debra A.; Woodruff, Nathan

doi:10.1080/10538720.2022.2056782

Cited by 8 publications

(5 citation statements)

References 38 publications

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“…To make a maximally scalable intervention appropriate for use in regions with more transphobic attitudes, 91,108 future studies should recruit and elucidate the needs of providers who express hostility and/or hesitancy about genderaffirming practices. [109][110][111][112] An additional strength of GAP is its evidence-informed nature. It is heavily informed by a scoping review of clinical and empirical literature, and includes evidencebased skills from existing interventions shown to be effective for transgender youth (e.g., cognitive behavioral strategies for coping with transphobia).…”

Section: Discussionmentioning

confidence: 99%

Gender Affirming Psychotherapy (GAP): Core principles and skills to reduce the mental healthcare "gap" for transgender youth

Price,

Rakhilin,

Johansen

et al. 2023

Preprint

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Objectives: Transgender youth are significantly more likely to need mental healthcare than cisgender youth due to their high exposure to discrimination and victimization – including within mental healthcare. Accordingly, transgender youth have relatively low care satisfaction and high treatment drop-out, further exacerbating extant mental health inequities. To reduce these inequities, mental health providers need knowledge and skills to enhance transgender youth’s treatment engagement and benefits. However, a comprehensive set of practices addressing the needs of transgender youth patients and their providers does not exist. Thus, the current study developed the Gender Affirming Psychotherapy (GAP) intervention.Methods: GAP was developed using human-centered design, a methodological approach for creating interventions that prioritizes the needs of key stakeholders, which in this study included mental health providers, transgender youth, and their parents. A scoping review of the literature and stakeholder focus groups were conducted to identify GAP, which encompasses core principles and skills to enhance mental health services for transgender youth.Results: GAP encompasses 26 principles and 39 skills, organized within 10 domains. All principles and skills were designed to be relevant for various provider types (e.g., psychiatrists, social workers) and to be flexibly adapted to meet diverse patient needs.Conclusions: GAP offers a scalable and flexible approach to addressing the growing mental healthcare needs of transgender youth. This study also suggests that human-centered design is a feasible and efficient method for developing interventions to address health inequities.

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Section: Discussionmentioning

confidence: 99%

Gender Affirming Psychotherapy (GAP): Core principles and skills to reduce the mental healthcare "gap" for transgender youth

Price,

Rakhilin,

Johansen

et al. 2023

Preprint

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show abstract

“…The clinicians reported increased comfort and competence when they underwent mentorship, self-directed learning, clinical experience, and person-centered harm-reduction approaches. The data for mental health care professionals have been found to be slightly better than those for physical HCPs, with 81% reporting in a survey that they received specific training about working with gender-diverse clients [61]. Those mental health care professionals also reported high levels of comfort, competence, and ability to work with these clients, which were statistically significantly associated with the number of hours of transgender and gender-diverse training they had received [61].…”

Section: Provider Attitudes and Educationmentioning

confidence: 97%

“…Those mental health care professionals also reported high levels of comfort, competence, and ability to work with these clients, which were statistically significantly associated with the number of hours of transgender and gender-diverse training they had received [61]. Of these participants, only one third reported that gender diversity was part of their education in graduate mental health training [61].…”

Section: Provider Attitudes and Educationmentioning

confidence: 97%

“…The data for mental health care professionals have been found to be slightly better than those for physical HCPs, with 81% reporting in a survey that they received specific training about working with gender-diverse clients [61]. Those mental health care professionals also reported high levels of comfort, competence, and ability to work with these clients, which were statistically significantly associated with the number of hours of transgender and gender-diverse training they had received [61]. Of these participants, only one third reported that gender diversity was part of their education in graduate mental health training [61].…”

Section: Provider Attitudes and Educationmentioning

confidence: 98%

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A Review of Patient Experiences and Provider Education to Improve Transgender Health Inequities in the USA

Tanenbaum,

Holden

2023

IJERPH

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Transgender individuals are an underserved, vulnerable population. They face many inequities including barriers in both accessing and receiving adequate healthcare. These inequities are proposed here to be rooted in a lack of education about transgender people and their experiences. We begin by exploring the existing transgender healthcare research carried out in the USA, examining client experiences, provider education and attitudes, and the barriers transgender people face to obtaining proper healthcare. Secondly, we look at the previous research on educational interventions implemented with medical students and practitioners in the USA to enhance knowledge about transgender people, and increase sensitivity and awareness, while also increasing the level of comfort in working with these clients. The limitations in these fields of study are discussed in order to understand how to better serve transgender clients in the USA. We will do this through a narrative review to determine evidence-based best practices for educational intervention, uncovering gaps in the literature and highlighting where to focus in future work for researchers and practitioners.

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“…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: 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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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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Educational preparedness to care for transgender and gender diverse adults: Perspectives of mental health professionals

Cited by 8 publications

References 38 publications

Gender Affirming Psychotherapy (GAP): Core principles and skills to reduce the mental healthcare "gap" for transgender youth

Gender Affirming Psychotherapy (GAP): Core principles and skills to reduce the mental healthcare "gap" for transgender youth

A Review of Patient Experiences and Provider Education to Improve Transgender Health Inequities in the USA

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

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