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Cruciani G, Quintigliano M, Mezzalira S, Scandurra C, Carone N. Attitudes and knowledge of mental health practitioners towards LGBTQ+ patients: A mixed-method systematic review. Clin Psychol Rev 2024; 113:102488. [PMID: 39168053 DOI: 10.1016/j.cpr.2024.102488] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2024] [Revised: 07/29/2024] [Accepted: 08/13/2024] [Indexed: 08/23/2024]
Abstract
LGBTQ+ patients exhibit higher rates of mental disorder relative to the general population. This is particularly concerning since deficiencies in mental health practitioners' skills and knowledge, along with negative attitudes and behaviors, are associated with a decreased likelihood of LGBTQ+ patients seeking mental healthcare services and an increased likelihood of reporting unmet mental healthcare needs. To address these concerns, a mixed-method systematic review was conducted to evaluate mental health practitioners' attitudes towards and knowledge of LGBTQ+ patients and the impact of these factors on service utilization. Thirty-two relevant empirical qualitative and quantitative studies were retrieved from five databases following PRISMA guidelines, for a total of N = 13,110 mental health practitioners included. The results indicated that mental health practitioners generally hold affirming attitudes towards LGBTQ+ patients. However, significant gaps in practitioners' knowledge and skills emerged, describing feelings of inadequate skill, lack of competence, low clinical preparedness in addressing specific LGBTQ+ needs, insufficient training opportunities, and desire for further education on LGBTQ+ issues. These findings underscore the need to enhance inclusivity and cultural competence at both organizational and educational levels. Such improvements are essential to better care for LGBTQ+ patients and reduce disparities in access to mental health services.
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Affiliation(s)
- Gianluca Cruciani
- Department of Systems Medicine, University of Rome Tor Vergata, Via Montpellier 1, Rome, Italy
| | - Maria Quintigliano
- Department of Systems Medicine, University of Rome Tor Vergata, Via Montpellier 1, Rome, Italy
| | - Selene Mezzalira
- Department of Humanities, University of Naples "Federico II", Via Porta di Massa 1, Naples, Italy
| | - Cristiano Scandurra
- Department of Humanities, University of Naples "Federico II", Via Porta di Massa 1, Naples, Italy.
| | - Nicola Carone
- Department of Systems Medicine, University of Rome Tor Vergata, Via Montpellier 1, Rome, Italy
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Espino E, Jiménez-Díaz O, Del Rey R, Elipe P. Outlining Individual and Contextual Factors Related to LGBTQ+ Bullying: A Systematic Review of Two Decades of Research. TRAUMA, VIOLENCE & ABUSE 2024; 25:898-917. [PMID: 37078578 DOI: 10.1177/15248380231165724] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
Scientific interest in lesbian, gay, bisexual, transgender, queer and any other sexual orientation, gender identity and/or expression (LGBTQ+) bullying in educational settings has grown exponentially in recent years. However, the varied ways of measuring its occurrence and associated factors have made it difficult to achieve a holistic understanding of this problem. Therefore, this systematic review aimed to provide an updated overview of individual and contextual factors related to LGBTQ+ bullying over the past two decades, based on the measurement approach to this phenomenon. Studies published from 2000 to 2020 were analyzed following the Preferred Reporting Items for Systematic reviews and Meta-Analyses strategy. Inclusion and exclusion criteria were applied in a staggered process, and 111 articles met all the criteria. Studies focusing on LGBTQ+ bullying victimization or aggression were eligible for inclusion. Our analysis revealed LGBTQ+ bullying is usually examined by measures of general aggressions (47.8%) from the victims' perspective (87.3%). The best-represented factors across studies were individual characteristics (63.1%; n = 70), especially participants' sexual orientation and gender identity and expression (68.5%). Boys/males, from a binary gender perspective, and sexual and gender minority youth in general, were more at risk of being targeted for LGBTQ+ bullying. Although contextual factors were far less well-represented, the results revealed that gay-straight alliances, anti-homophobia policies, and social support act as protective factors. This review highlights the need to analyze LGBTQ+ bullying considering the full spectrum of sexual and gender diversity, to examine in more detail its contextual risk/protective factors, and to design public policies and psychoeducational programs in order to address the low effectiveness of generic interventions. Implications for future research and practice are discussed.
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Puckett JA, Hanson C, Dunn T, Kuehn K, DuBois LZ. An Examination of Predictors of Prejudice Against Transgender Individuals. JOURNAL OF HOMOSEXUALITY 2024; 71:645-665. [PMID: 36250958 DOI: 10.1080/00918369.2022.2131130] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
We examined associations between prejudice toward transgender people, aggression proneness, history of family violence, contact and closeness with transgender people, and education about issues that impact transgender individuals. We also examined the moderating effects of contact, education, and closeness on the relations between aggression and history of family violence with prejudice. There were 360 participants (M age = 31.34, SD = 12.47, range 18-75) who completed the survey online. Participants were recruited through social media, websites, and MTurk. Higher levels of aggression proneness were related to higher levels of prejudice. Higher levels of education about issues that impact transgender people and prior contact with a transgender person were associated with less prejudice. In a multiple regression analysis, the strongest predictor of prejudice was education about transgender people and topics. Moderation analyses revealed that prior contact may buffer the effects of aggression proneness on prejudiced beliefs.
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Affiliation(s)
- Jae A Puckett
- Department of Psychology, Michigan State University, East Lansing, Michigan, USA
| | - Cylie Hanson
- School of Education, University of South Dakota, Vermillion, South Dakota, USA
| | - Terra Dunn
- Department of Psychology, Michigan State University, East Lansing, Michigan, USA
| | - Kelsi Kuehn
- Department of Anthropology, University of Oregon, Eugene, Oregon, USA
| | - L Zachary DuBois
- Department of Anthropology, University of Oregon, Eugene, Oregon, USA
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Chan RCH, Lam MS. Contextual Influence of School-Level Gender Role Attitudes and Sexual Prejudice on Allyship, Bullying, and Internalized Homonegativity. J Youth Adolesc 2023; 52:980-995. [PMID: 36629987 DOI: 10.1007/s10964-022-01731-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2022] [Accepted: 12/26/2022] [Indexed: 01/12/2023]
Abstract
Previous studies have primarily used an individual differences approach to identify dispositional factors associated with bullying behavior, which often neglect the broader school context in which bullying occurs. The present study used a multilevel research design to examine the contextual influence of school normative climate on allyship, bullying, and internalized homonegativity. The study included 3020 students (M = 15.83 years, SD = 1.50) from ten secondary schools in China. The results showed that school-level gender role attitudes were positively associated with bullying perpetration among heterosexual students as well as bullying victimization and internalized homonegativity among LGBQA+ students. In addition, there was a negative association between school-level sexual prejudice and allyship among heterosexual students. The findings demonstrate the contextual influence of school normative climate and highlight the need for regular school climate assessments, so that appropriate instructions, policies, and practices can be implemented to address gender biases and homophobia and the resulting bullying behavior.
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Affiliation(s)
- Randolph C H Chan
- Department of Special Education and Counselling, The Education University of Hong Kong, Tai Po, Hong Kong.
| | - Marcus Shengkai Lam
- Department of Special Education and Counselling, The Education University of Hong Kong, Tai Po, Hong Kong
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Valido A, Merrin GJ, Espelage DL, Robinson LE, Nickodem K, Ingram KM, El Sheikh AJ, Torgal C, Fairclough J. Social-Ecological Predictors of Homophobic Name-Calling Perpetration and Victimization Among Early Adolescents. THE JOURNAL OF EARLY ADOLESCENCE 2022; 42:1115-1151. [PMID: 36340294 PMCID: PMC9623402 DOI: 10.1177/02724316211002271] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
Bias-based aggression at school in the form of homophobic name-calling is quite prevalent among early adolescents. Homophobic name-calling is associated with low academic performance, higher risky sexual behaviors, and substance abuse, among other adverse outcomes. This longitudinal study examined risk and protective factors across multiple domains of the social ecology (individual, peer, family, school and community) and levels of analysis (within- and between-person) associated with homophobic name-calling perpetration and victimization. Students from four middle schools in the U.S. Midwest (N = 1,655; X ¯ age = 12.75; range = 10-16 years) were surveyed four times (Spring/Fall 2008, Spring/Fall 2009). For homophobic name-calling perpetration, significant risk factors included impulsivity, social dominance, traditional masculinity, family violence, and neighborhood violence; while empathy, peer support, school belonging, and adult support were significant protective factors. For homophobic name-calling victimization, significant risk factors included empathy (between-person), impulsivity, traditional masculinity, family violence, and neighborhood violence, while empathy (within-person), parental monitoring, peer support, school belonging, and adult support were significant protective factors.
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Affiliation(s)
| | | | | | | | - Kyle Nickodem
- The University of North Carolina at Chapel Hill, USA
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Tapia MI, Lozano A, Estrada Y, Fernandez A, Prado G, Austin A. Evaluating measurement properties of a modified affirmative counseling skills scale with social workers and school psychologists in South Florida. JOURNAL OF GAY & LESBIAN MENTAL HEALTH 2022. [DOI: 10.1080/19359705.2022.2091705] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- Maria I. Tapia
- School of Nursing and Health Studies, University of Miami, Coral Gables, Florida, USA
| | - Alyssa Lozano
- Department of Public Health Sciences, University of Miami Miller School of Medicine, University of Miami, Miami, Florida, USA
| | - Yannine Estrada
- School of Nursing and Health Studies, University of Miami, Coral Gables, Florida, USA
| | - Alejandra Fernandez
- Department of Health Promotion and Behavioral Sciences, UTHealth School of Public Health, Center for Pediatric Population Health, Dallas, Texas, USA
| | - Guillermo Prado
- School of Nursing and Health Studies, University of Miami, Coral Gables, Florida, USA
| | - Ashley Austin
- Ellen Whiteside McDonnell School of Social Work, Barry University, Miami Shores, Florida, USA
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Beydağ KD, Alp Dal N. Homophobia levels of parents of nursing students and affecting factors. Perspect Psychiatr Care 2022; 58:871-876. [PMID: 34028031 DOI: 10.1111/ppc.12866] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/11/2020] [Revised: 05/04/2021] [Accepted: 05/09/2021] [Indexed: 11/27/2022] Open
Abstract
PURPOSE The aim of this study is to determine the homophobia levels of parents of students who receive nursing education and the factors affecting their homophobia levels. DESIGN AND METHODS The study was carried out as a descriptive and cross-sectional study on the 375 parents of nursing students. FINDINGS There was statistically significant difference between the case when parents know that there is a homosexual individual in their immediate environment and the mean The Hudson and Ricketts Homophobia Scale (HRHS) score, as well as between the case when parents know that a friend of theirs is homosexual and the mean HRHS score (p < 0.05). PRACTICE IMPLICATIONS It should be taken into account that parents' prejudices against homosexuals may also affect the way their children view homosexuals.
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Affiliation(s)
- Kerime Derya Beydağ
- Department of Nursing, Istanbul Okan University Faculty of Health Sciences, Istanbul, Turkey
| | - Nursel Alp Dal
- Department of Midwifery, Munzur University Faculty of Health Sciences, Tunceli, Turkey
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Abreu RL, Audette L, Mitchell Y, Simpson I, Ward J, Ackerman L, Gonzalez KA, Washington K. LGBTQ student experiences in schools from 2009–2019: A systematic review of study characteristics and recommendations for prevention and intervention in school psychology journals. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22508] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Roberto L. Abreu
- Department of Psychology University of Florida Gainesville Florida USA
| | - Lillian Audette
- Department of Psychology Tennessee State University Nashville Tennessee USA
| | - Y'Londa Mitchell
- Department of Psychology Tennessee State University Nashville Tennessee USA
| | - Ina Simpson
- Department of Psychology Tennessee State University Nashville Tennessee USA
| | - Jessica Ward
- Department of Psychology Tennessee State University Nashville Tennessee USA
| | - Lindsay Ackerman
- Department of Psychology Tennessee State University Nashville Tennessee USA
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Feijóo S, Rodríguez-Fernández R. A Meta-Analytical Review of Gender-Based School Bullying in Spain. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:12687. [PMID: 34886412 PMCID: PMC8657144 DOI: 10.3390/ijerph182312687] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/26/2021] [Revised: 11/26/2021] [Accepted: 11/28/2021] [Indexed: 01/12/2023]
Abstract
School bullying continues to be one of the main challenges for the education community. Current research indicates that Lesbian, Gay, Bisexual, Transgender, Transsexual, and other LGBT+ people suffer the highest rates of bullying, while other studies suggest that this bullying does not occur based on the victim's actual sexual orientation or gender identity, but because they do not fit into the traditional gender roles. The aim of the present study was to carry out a meta-analytical study on the prevalence of gender-based bullying against LGBT+ schoolchildren and adolescents in Spain. METHODS The review was carried out following the recommendations of the PRISMA group and allowing us to identify a total of 24 studies. All of these studies were published since 2008, and most of them conducted cross-sectional survey-type research. It was also found that the instrument used to assess bullying varied greatly among studies, resulting in an enormous heterogeneity of research on this topic. Different meta-analyses were carried out according to the profile of involvement in bullying: victimisation, perpetration, and observation. In addition, three target populations were detected in the victimisation research: the general population, pre-identified bullying victims reporting the reasons behind the victimisation, and LGBT+ people. RESULTS The meta-analyses conducted with R have estimated the prevalence of observation of gender-based school bullying in Spain at 77.3%, perpetration at 13.3%, and victimisation at 8.6% among the general population. When the research focuses on previously identified victims, the rate was 3.6%, while if LGBT+ people are approached directly, the percentage increases to 51%. CONCLUSIONS These rates reveal the need to develop specific preventive strategies in schools. Greater awareness of affective-sexual diversity and respect for those who do not conform to traditional gender roles should be promoted.
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Affiliation(s)
- Sandra Feijóo
- Department of Social Psychology, Basic Psychology, and Methodology, Universidade de Santiago de Compostela (USC), 15782 Santiago de Compostela, Spain;
| | - Raquel Rodríguez-Fernández
- Department of Methodology of Behavioral Sciences, Faculty of Psychology, Universidad Nacional de Educación a Distancia (UNED), 28040 Madrid, Spain
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Attitudes toward School Violence against LGBTQIA+. A Qualitative Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182111389. [PMID: 34769905 PMCID: PMC8583536 DOI: 10.3390/ijerph182111389] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/11/2021] [Revised: 10/20/2021] [Accepted: 10/27/2021] [Indexed: 11/21/2022]
Abstract
School climate is one of the main concerns in terms of research and intervention worldwide. Although it can be directed toward any student, some groups seem to be more vulnerable, as is the case of the LGBTQIA+ (lesbian, gay, bisexual, transgender, queer and intersex +) students, among others. Attitudes toward violence are a construct of particular importance for action plans focused on improving school coexistence. The aim of this study is to examine attitudes toward school violence against LGBTQIA+ students and their relationship with violent behaviors. For this purpose, 96 Spanish students of Spanish elementary education (PE) and compulsory secondary education (CSE) participated in this qualitative study through focus groups for its subsequent thematic analysis. The results identify four types of attitudes toward violence, such as the use of violence as a form of fun, to feel better, when it is perceived as legitimate, and as a way of relating to the LGBTQIA+ community. In addition, a greater number of negative attitudes and violent behaviors toward homosexual boys and transgender minors are observed.
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11
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Orue I, Larrucea‐Iruretagoyena M, Calvete E. Transphobic bullying: Relationships between attitudes, observation, and perpetration. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22569] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Izaskun Orue
- Department of Personality, Psychological Assessment and Treatment University of Deusto Bilbo Bizkaia Spain
| | | | - Esther Calvete
- Department of Personality, Psychological Assessment and Treatment University of Deusto Bilbo Bizkaia Spain
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Bailey BM, Heath MA, Jackson AP, Coyne SM, Williams MS. The influence of group values and behavior on adolescent male perceptions of and use of homophobic language. J Adolesc 2018; 69:1-10. [PMID: 30199834 DOI: 10.1016/j.adolescence.2018.08.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2018] [Revised: 08/16/2018] [Accepted: 08/18/2018] [Indexed: 10/28/2022]
Abstract
INTRODUCTION The pervasive and derogatory use of homophobic language is a threat to safe, respectful, and inclusive school environments. Group membership has been shown to influence how students use homophobic language. Previous qualitative studies have largely approached the use of this language from the theoretical framework of hegemonic masculinity. In contrast, the current study actively challenged all assumptions about the use of this language. METHOD This study was conducted in a public high school located in a rural conservative Christian community in the Intermountain West (USA). Using hermeneutic qualitative methodology to assess individual perceptions of homophobic language, 20 randomly selected 12th-grade male students (17-18 years of age) were individually interviewed. RESULTS Three distinct groups emerged during our interviews: students on the debate team, students who strongly identified with a conservative religion, and students on popular athletic teams. Membership in specific peer groups influenced how students participated in or abstained from using homophobic language. Contrary to the prevailing research that pairs religiosity with negatively biased attitudes toward LGBTQIA, in this study, participants' religious beliefs appeared to be associated with respecting others' feelings and a decreased likelihood of using homophobic language. CONCLUSIONS After summarizing this study's findings, we conclude with implications for practice. To more effectively deter the use of homophobic language, we encourage school-based interventions that target specific groups of adolescents and consider the social context in which homophobic language occurs.
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Affiliation(s)
- Benjamin M Bailey
- Department of Counseling Psychology and Special Education, 340 MCKB, Brigham Young University, Provo, UT 84602-5093, USA.
| | - Melissa Allen Heath
- Department of Counseling Psychology and Special Education, 340-K MCKB, Brigham Young University, Provo, UT 84602-5093, USA.
| | - Aaron P Jackson
- Department of Counseling Psychology and Special Education, 340-J MCKB, Brigham Young University, Provo, UT 84602-5093, USA.
| | - Sarah M Coyne
- School of Family Life, 2087 JFSB, Brigham Young University, Provo, UT 84602, USA.
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