Mental Health Service Delivery to Sexual Minority and Gender Non-Conforming Students in Schools: A Winnicottian Approach

Wofford, Nichole C.

doi:10.1007/s10560-016-0482-0

Cited by 7 publications

(7 citation statements)

References 51 publications

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“…community support programme for Chinese trans youth ( Kwok, 2018 )), school settings (e.g. mental health delivery in schools ( Wofford, 2017 )), and (LGBTQ+) youth specific organizations ( Gamarel, Walker, Rivera, & Golub, 2014 ). The interventions and recommendations for support from this meta-narrative was based on the experiences of LGBTQ+ youth as opposed to being ‘filtered’ through the perspectives of (adult) clinical or school perspectives.…”

Section: Resultsmentioning

confidence: 99%

Explaining effective mental health support for LGBTQ+ youth: A meta-narrative review

McDermott

Eastham

Hughes

et al. 2021

SSM - Mental Health

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This meta-narrative review on mental health early intervention support for LGBTQ+ youth aimed to develop a theoretical framework to explain effective mental health support. Using the RAMESES standards for meta-narrative reviews, we identified studies from database searches and citation-tracking. Data extraction and synthesis was conducted through conceptual coding in Atlas.ti. in two stages: 1) conceptual mapping of the meta-narratives; 2) comparing the key concepts across the meta-narratives to produce a theoretical framework. In total, 2951 titles and abstracts were screened and 200 full papers reviewed. 88 studies were included in the final review. Stage 1 synthesis identified three meta-narratives - psychological, psycho-social, and social/youth work. Stage 2 synthesis resulted in a non-pathological theoretical framework for mental health support that acknowledged the intersectional aspects of LGBTQ+ youth lives, and placed youth at the centre of their own mental health care. The study of LGBTQ+ youth mental health has largely occurred independently across a range of disciplines such as psychology, sociology, public health, social work and youth studies. The interdisciplinary theoretical framework produced indicates that effective early intervention mental health support for LGBTQ+ youth must prioritise addressing normative environments that marginalises youth, LGBTQ+ identities and mental health problems.

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Section: Resultsmentioning

confidence: 99%

Explaining effective mental health support for LGBTQ+ youth: A meta-narrative review

McDermott

Eastham

Hughes

et al. 2021

SSM - Mental Health

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“…Victimization based on stigma severely jeopardizes the psychosocial development and overall health of LGBTQ+ students [15,16,17,18]. It poses a serious threat to these students' mental health, and its negative effects are witnessed in their academic performance and overall well-being [19,20,21].…”

Section: Bullying and Victimizationmentioning

confidence: 99%

“…Since LGBTQ+ students are present in nearly every school in the country, schools can take the lead in providing access to mental health systems across all geographies, classes, ethnicities, and races [18]. Considering that schools regularly interact with the student population and often provide them with mental health services, it would be beneficial if they take part in providing mental health support for LGBTQ+ students [18]. According to statistics, students who need mental health services are 40% more likely to utilize these services when they are located within school campuses [46].…”

Section: Gateway To Mental Healthmentioning

confidence: 99%

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Strategies for Schools to Prevent Psychosocial Stress, Stigma, and Suicidality Risks among LGBTQ+ Students

Madireddy¹,

Madireddy²

2020

EDUCATION

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As key centers for adolescent development, schools present sites for intervention ensuring the wellbeing of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ+) students. Given mounting evidence on the association between LGBTQ+ identities, negative school climates, and disparities in mental health and suicidality, schools must maintain inclusive environments. This review focuses on strategies for schools to emerge as gateways to improved mental health and resilience among LGBTQ+ students. This study provides clear recommendations, including supporting anti-bullying policies, LGBTQ+-inclusive curricula, and safe spaces, for counselors, educators, school policy makers, and other stakeholders in school ecosystems to intervene professionally on behalf of LGBTQ+ students. The implications of this study help school counselors to be catalysts moving schools to better serve LGBTQ+ students.

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“…LGBTQ youth face significant mental health disparities. They are more likely to be bullied, abused in the home, homeless, depressed, and have higher rates of suicidality (Kosciw, Greytak, Zongrone, Clark, & Truong, 2018; Miron, Kun‐Hsing, Wilf‐Miron, & Kohane, 2019; Tobin & Delaney, 2019; Waguespack & Ryan, 2019; Wofford, 2017). Our primary aim in this paper is to more clearly delineate (1) the specific characteristics of these three groups of youth with socially complex needs including the adversity they experience; (2) the challenges inherent in working with them clinically and through research involvement; (3) pertinent ethical principles and models to address these challenges; and (4) final recommendations, guided by the Four Box Model of Ethical Decision Making, based upon this review and our experiences as behavioral health clinicians and researchers.…”

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confidence: 99%

Considerations for working with youth with socially complex needs

Bounds

Winiarski

Otwell

et al. 2020

Child Adoles Psych Nursing

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Topic The presence of adverse childhood experiences offers a glimpse into the social complexity in the lives of youth. Thus far, youth have been categorized as “at‐risk” or “vulnerable,”—identifiers which highlight a deficits‐based framework and continue to stigmatize youth. To combat this systemic marginalization, we propose using the term youth with socially complex needs. These youth, often minority ethnic/racial and/or sexual/gender minorities, experience repeated adversity and discrimination. Purpose The purpose of this paper is to conceptualize the unique considerations of working with youth with socially complex needs—who have an increased vulnerability for social marginalization. Sources Used Given the adversity experienced and challenges inherent in working with youth with socially complex needs, ethical principles, and relevant care delivery models were explored. Conclusions Delivering mental health care and/or conducting research in collaboration with youth with socially complex needs requires thoughtful consideration of ethical principles and models of care. In conclusion, we propose a strengths‐based, individualized approach to working with youth with socially complex needs that requires a dynamic, fluid, multisystemic approach to care and research.

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Mental Health Service Delivery to Sexual Minority and Gender Non-Conforming Students in Schools: A Winnicottian Approach

Cited by 7 publications

References 51 publications

Explaining effective mental health support for LGBTQ+ youth: A meta-narrative review

Explaining effective mental health support for LGBTQ+ youth: A meta-narrative review

Strategies for Schools to Prevent Psychosocial Stress, Stigma, and Suicidality Risks among LGBTQ+ Students

Considerations for working with youth with socially complex needs

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