Teaching Note—Partnering Macro Social Work Students and Agencies Addressing Youth Homelessness: A Model for Service Learning

In addition to direct practice skills, social work students need to become familiar and competent with macrolevel approaches to addressing youth and transgender youth homelessness. Service-learning courses provide an effective approach for students to learn the necessary knowledge and skills. In two sections of an upper-division social work macropractice course, teams of students worked with nonprofit organizations that addressed the needs of homeless youths and transgender youths. A three-pronged approach—community forum, fund-raising, and advocacy campaign—allowed a range of activities and learning experiences that benefited the students and agencies. This three-pronged service-learning model engaged the community, spread the message about youth and transgender youth homelessness, and consisted of projects that people can easily implement in their own communities.     

THe Use of Hormone Therapy in the Male-to-Female Transgender Population: Issues for Consideration in Thailand

ABSTRACT

Objectives: Prejudice against transgender people is evident around the world with discrimination in many aspects of life, including access to health care. Even in Thailand, where male-to-female (MTF) transgender people are particularly visible and society is reputedly accepting, barriers to attaining appropriate health care still exist. The vast majority of MTF transgender people in Thailand are reported to be taking hormone therapy; however, most do not seek medical advice regarding these regimens, with the initiation and tailoring of medication often being guided by sympathetic peers instead. The objectives of this review are to consider hormone therapy in the context of the Thai population and provide recommendations regarding ways to improve practice and reduce health risks. Methods: The data analysis in this article represents a comprehensive literature review regarding hormone therapy for MTF transgender people including the guidelines for initiation, prescribing, and monitoring of hormone therapy, risks for serious adverse events and reported hormone use by the MTF transgender population in Thailand. Results: There is a notable lack of published research regarding hormone therapy in the transgender population. Guidelines, whilst relying considerably on expert opinion, do provide clear recommendations on the initiation, maintenance and monitoring of hormone therapy. Comparison of endocrine guidelines with reported practice in Thailand reveals significant opportunities for improvement in MTF transgender hormone therapy. Conclusions: The incautious use of hormone therapy may represent a considerable health risk behavior undoubtedly contributing to the morbidity and mortality in MTF transgender people. Although there is currently considerable focus on sexually transmitted infections in the MTF transgender population, a more comprehensive approach to health care is required, including education for transgender people and the health professionals who attend to them regarding appropriate hormone therapy.     

Hidden in the Margins: A Qualitative Examination of What Professionals in the Domestic Violence Field Know About Transgender Domestic Violence

This qualitative study endeavored to examine the views and experiences of individuals who work with, and those who consider issues related to, transgender domestic violence in an effort to determine what (if anything) is known about this construct. Using a phenomenological approach, ten interviews were conducted with individuals who professionally confront transgender intimate partner violence. Overall, the study found that many individuals from different disciplines were in agreement concerning the paucity of resources for this population, and future research would benefit from quantitative research to understand more about transgender domestic abuse. Furthermore, criminal justice organizations should take active steps within their own agencies to appropriately address this problem for transgender victims of abuse. Finally, all of the participants stated their beliefs that transgender domestic abuse is a very serious problem and believed that more research should be done to better understand it before it can be addressed.     

The Sexual Health of Transgender Men: A Scoping Review

There is a general paucity of research concerning the sexual health of transgender individuals, and most existing research focuses on transgender women. A scoping review concerning the sexual health of transgender men was conducted to identify gaps in the literature and to highlight opportunities for future research and intervention. A comprehensive search of seven databases was conducted. The Joanna Briggs Institute Reviewers’ Manual was used as a framework. Some 7,485 articles were initially identified using a search strategy applied to seven online databases: 54 articles were identified as relevant to the research questions and reviewed in detail; of those, 33 were included in the final analysis. Studies were conceptualized into four broad themes: sexual behaviors, sexual identity, sexual pleasure and sexual function, and transactional sex. Besides an overall lack of research, existing studies were often characterized by small convenience samples that do not allow for generalization to the larger population of transgender men. Significant gaps in the literature regarding sexual coercion, sexual and intimate partner violence, and relationship quality and functioning among transgender men exist. There is a need to improve the scope and depth of research examining the sexual health of this population, especially concerning sexual risk behaviors and structural barriers to sexual health care access.     

A Two-Question Method for Assessing Gender Categories in the Social and Medical Sciences

Three studies (N = 990) assessed the statistical reliability of two methods of determining gender identity that can capture transgender spectrum identities (i.e., current gender identities different from birth-assigned gender categories). Study 1 evaluated a single question with four response options (female, male, transgender, other) on university students. The missing data rate was higher than the valid response rates for transgender and other options using this method. Study 2 evaluated a method of asking two separate questions (i.e., one for current identity and another for birth-assigned category), with response options specific to each. Results showed no missing data and two times the transgender spectrum response rate compared to Study 1. Study 3 showed that the two-question method also worked in community samples, producing near-zero missing data. The two-question method also identified cisgender identities (same birth-assigned and current gender identity), making it a dynamic and desirable measurement tool for the social and medical sciences.     

Transgender Individuals’ Access to College Housing and Bathrooms: Findings from the National Transgender Discrimination Survey

Within higher education settings, transgender people are at risk for discrimination and harassment within housing and bathrooms. Yet, few have examined this topic using quantitative data or compared the experiences of subgroups of transgender individuals to predict denial of access to these spaces. The current study utilizes the National Transgender Discrimination Survey to research this issue. Findings indicate that being transgender and having another marginalized identity matters for students’ access to housing and bathrooms. Trans women are at greater risk than gender-nonconforming people for being denied access to school housing and bathrooms. Implications for practice and research are detailed.     

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

Current research highlights the increased risk factors that sexual minority (lesbian, gay, bisexual) and gender minority (transgender/gender non-conforming) students face as compared to their heterosexual and cisgender peers. These risk factors include higher rates of depression, suicide, substance use, school dropout, sexually transmitted infections, experiences with bullying on school campuses and increased risk of homelessness. Although this research has aided our understanding of the needs and risks of this population of youth, few articles have emerged from these data which offer a comprehensive theoretical approach to work clinically with these adolescents in school-based settings. This article explores how school mental health staff can address the behavioural health needs of sexual and gender minority students through the adoption of a Winnicottian theoretical approach. With an intensive focus on academic achievement, schools have historically been limited in their usage of evidence-based data to create programs which adequately address the mental health needs of student populations on their campuses. Yet, sexual and gender minority students are likely to be present in almost every school in the country. Schools can serve as gateways to mental health access and can offer innovative and culturally responsive practices across racial, ethnic, class, and geographic lines. As the single largest holders of the student population in the United States, schools have the ability to play a significant role in mental health service provision for sexual and gender minority youth.     

Developing the Fearless School Counselor Ally and Advocate for LGBTQIQ Youth: Strategies for Preparation Programs

To better serve the lesbian, gay, bisexual, transgender, queer, intersex, and questioning (LGBTQIQ) youth population, counselor educators can assist school counselors-in-training in developing advocacy competencies within their training programs. A focus on advocacy competencies outlined by the American Counseling Association (ACA) and the American School Counselor Association (ASCA) standards, and infusion of techniques throughout the education process, may increase levels of comfort for neophyte school counselors-in-training when working with LGBTQIQ youth. To increase efficacy in this multicultural population, myriad environments representative of the systemic nature of the school environment and culture must be examined and explored through training processes. These authors discuss intervention strategies for counselor educators to develop future school counselor advocacy, which align with the ACA advocacy competency domain areas.     

Facilitating Transition Among Transgender Clients: Components of Effective Clinical Practice

Although transgender clients seek services in a number of settings in which social workers practice, there is a dearth of scholarly literature available to guide effective clinical practice with this population. When transgender issues are included in the practice literature, the trend has been to consolidate the needs of transgender clients with those of the larger lesbian, gay, and bisexual community or to simply focus on increasing the comfort level of clinicians working with this population. This is concerning because transgender individuals represent a vulnerable subgroup of clients with unique and specific treatment needs related to the transition experience. Social workers play a critical role; they may serve transgender clients and their families in many ways: as advocate, educator, diagnostician, and individual, couples or family therapist. The purpose of this article is to identify several key components of trans-specific clinical practice and the role of social workers in supporting and facilitating client transition. Specifically, the authors will discuss: (a) relevant definitions and terminology, (b) emerging issues related to depathologizing the needs and experiences of transgender individuals, (c) the critical elements of trans-specific clinical assessment, and (d) clinical advocacy associated with the medical legal and social aspects of the transition process. Specific recommendations for trans-affirmative social work practice will be offered.     

Challenges,pride, and connection: A qualitative exploration of advice transgender youth have for other transgender youth

Abstract

Transgender youth experience a variety of risk and resilience factors that impact their wellbeing. However, the research on these factors rarely includes the personal perspectives or authority of transgender youth. To address this gap, we collaborated with a transgender youth advisory board to conduct qualitative interviews with 19 transgender youth (15–22?years-old). Participants lived in two Midwestern states to provide the perspective of transgender youth often missed by research. Data were analyzed using thematic analysis and resulted in three categories of advice: challenges are real, have pride, and you are not alone. Participants acknowledged that challenges are a salient aspect of growing up as a person who is transgender but provided advice for their peers to persevere, feel proud of their identities, and support development and wellbeing through connections to others. Findings provide important implications for practitioners working with transgender youth and researchers aiming to promote resilience and reduce risk. Additionally, providing opportunities for transgender youth to participate in research as the experts and share their perspectives may also help promote resilience.     

An exploratory study examining needs,access, and competent social services for the transgender community in Phoenix,Arizona

ABSTRACT

Phoenix is the sixth largest city in the United States, with a vibrant yet underserved lesbian, gay, bisexual, transgender, and queer (LGBTQ) population. Despite an extensive community presence, social service delivery bias persists among members of the LGBTQ community, but more often among transgender individuals. Existing research has examined social services from the perspective of either the client or the practitioner. This exploratory study specifically examines social services in the Phoenix metropolitan area for the transgender community. Data collected from interviews with participants and providers contributed to an assessment of the current level of social services for the transgender community, with a specific emphasis on identifying service gaps and recommendations for culturally competent and comprehensive services.     

LGBT Ally Training and Counselor Competency: A Mixed-Methods Study

This mixed-methods study was designed to explore the effectiveness of a university-sponsored lesbian, gay, bisexual, and transgender (LGBT) ally training on the LGBT competency of counselors-in-training. Thirty-seven students completed training and pre/posttest assessments to measure LGB competency. The authors found a statistically significant difference in pre/post test scores in Knowledge, Skills, and total scores. Ten students participated in interviews, five themes were identified (self-awareness, professional development, ally development, intersectionality of identities, and transgender clients). Limitations include small sample and lack of a control group. The implications focus on using university and community partnerships to foster competency. Limitations include small sample size, lack of measure to address transgender competency, and absence of control group.     

Virginity Definitions and Meaning Among the LGBT Community

The literature on lesbian, gay, bisexual, and transgender (LGBT) virginity is almost nonexistent. Thus this exploratory study was completed to understand virginity in the LGBT community. The research questions asked members of two LGBT student groups to define virginity, discuss its meaning, and share experiences. Data were collected from two focus groups and six individual follow-up interviews and were analyzed. Results indicate that there is a range of virginity definitions, there is little discussion of the topic, and that “coming out” is a more important rite of passage than virginity among these LGBT community members. Future research needs are discussed.     

Staff Development as a School Climate Intervention to Support Transgender and Gender Nonconforming Students: An Integrated Research Partnership Model for School Counselors and Counselor Educators

ABSTRACT

This article posits that an integrative research partnership model can assist school counselors in addressing the marginalization of transgender students in schools through staff development. A methodological integration of action research and program evaluation through quantitative and qualitative data collection is explained, and a collaborative process is highlighted. A case example is provided to demonstrate the use of the design.     

Racism and anti-racism in placement reports

The focus of this article is upon the way in which practice teachers and students considered individual and institutional racism and anti-racism in a sample of 40 placement reports. First of all we will examine the background to the development of CCETSW policies and requirements for social work courses and the way in which they consider racism and anti-racism. Then we will consider the limitations and aims of our research. We will present a brief summary of our findings which contrasts the content of the placement reports from two cohorts of students in 1995 and 1997, whose reports were prepared using two different placement report frameworks: one framework developed from CCETSW's 1989 guidelines, the other framework from the revised guidelines dating from 1995. We go on to consider in some depth the overall comments of practice teachers and students in the placement reports about work with black clients/users, the use of 'what if' scenarios and case studies. We continue by examining the way in which students considered the numbers of black people in the local population, and the use made by black people of the placement agencies. Also examination is made of multiple oppression, any challenges to racism made by students, differences in terminology used to consider issues associated with 'race' and the attention given to racism and anti-racism as future learning needs. Finally, we consider implications for future research and a summary of the findings.     

Clinical and Supervisory Considerations for Transgender Therapists: Implications for Working with Clients

Transgender therapists have unique and valuable perspectives into how gender organizes the therapeutic process. Currently, in the MFT field, there is discussion of the cisgender therapist's experience in the therapy room, but no known articles on the transgender therapist's experience. This article provides insight into the experiences of transgender therapists around issues of self‐disclosure, social locations of both therapist and client, and clinical supervision. Drawing from our clinical experiences as transmen, we highlight special considerations for working with cisgender, queer, and transgender clients. Implications for supervision of transgender therapists are also discussed. As more gender diverse students seek MFT training, there is an urgent need to acknowledge their perspectives. This article is a call for beginning conversations in this direction.     

Teaching Note—Oppression of People With Mental Illnesses: Incorporating Content Into Multiple-Issue Diversity Courses

Many social workers practice in settings serving people with mental illnesses, but social work education in the United States has given minimal attention to helping students understand the systemic nature of prejudice and discrimination experienced by this population. Some courses address prejudice (stigma) toward people with mental illnesses, but a critical consideration of systemic oppression appears to be lacking. We explain how an oppression framework used to understand the systemic nature of racism, sexism, and other forms of oppression is useful in illuminating experiences related to (perceived) mental health status. We offer suggestions for incorporating content into courses that focus on diversity and oppression with the goal of preparing students to engage in antioppressive practice with people who have mental illnesses.     

Using Active Learning Projects to Teach Research Skills Throughout the Sociology Curriculum

A core element of the sociology curriculum is the methods course, intended to teach students the value of systematic observation and analysis of the social world. However, this one-shot approach to teaching methodological skills is ineffective and not well liked by students or faculty. A more effective approach is the integration of active learning assignments and projects that teach and reinforce these skills throughout the curriculum, from the introductory course to the substantive content courses. This paper describes my experiences with this approach, outlining various activities and research projects used to teach methodological skills. Also highlighted are the outcomes reported by students and the benefits for teaching sociology courses. A discussion of the possibilities for disseminating and using the research beyond the classroom and the strengths and weaknesses of integrating research across the curriculum, as well as several teaching tips are also included.     

Cross-cultural Child Development for Social Workers: An Introduction

Abstract

The transgender community represents a highly marginalised portion of the Australian population, frequently experiencing discrimination, social isolation, and harm. This review explores literature informing Australian social work with transgender people. It highlights the importance of generating a transgender-positive discourse within Australian social work to effectively engage with and advocate for individuals with nontraditional gender identities. Key themes emerged from reviewing the literature related to the medical model, the mental health of transgender people, interdisciplinary and alternative transgender literature, minority status of transgender people, existing social work approaches to transgenderism, and Indigenous transgender literature. The views of transgender Australians are largely absent from the literature. However, the Australian transgender community's emerging voice and political activism highlights the potential for collaboration to play a significant role in the process of building a working knowledge base for social work. Based on the identified gaps in literature, in this paper we call for continued progress in developing a theoretical and practical knowledge base that incorporates the lived experiences of transgender Australians. We argue for the development of an approach to practice that is responsive to gender diversity. Highlighted in the review are the conditions that promote greater engagement with the transgender community.     

Interdisciplinary Collaboration for LGBTQ Students in Foster Care: Strategies for School Counselors

abstract

Unsafe and ill-prepared school environments exist for many lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in foster care. School counselors are uniquely positioned to develop safe and inclusive schools for this vulnerable student population; however, strategies for interdisciplinary collaboration and advocacy with schools, families, and systems incorporated with LGBTQ youth in foster care are limited. This article explores how school counselors can advocate across disciplines for LGBTQ youth in foster care, including K-12 education systems, family/caregivers, and social service organizations providers.