Lesbian, Gay, Bisexual, Transgender Or Queer Research Articles

Experiences of stigma and subsequent reduced access to health care among women who inject drugs.

Research into stigma and injecting drug use has typically involved predominantly male participants, with limited research about the unique experience of women who inject drugs. This study used survey methods to assess reduced access to health care due to stigma among a sample of women who inject drugs. Women (n = 232) completed a survey as part of a broader national study of people who inject drugs. Only 46 (19.9%) women reported that they had not experienced any injecting drug use-related stigma in the past year and most commonly noted 'sometimes' experiencing injecting-related stigma (36.8%) with more than 75% of women reporting that health workers had treated them negatively because of their injecting drug use. Most women undertook strategies to prevent experiencing stigma, such as not disclosing drug use to a health worker (81.3%), not attending follow-up appointments (76.7%) and delaying accessing health care (76.8%). Women with lower levels of personal wellbeing, who had experienced poorer treatment by health workers, had engaged in greater past month injecting, were employed and identified as lesbian, gay, bisexual, transgender or queer (LGBTQ) reported more reduced access to health care. Stigma has concerning health care implications for women who inject drugs and this research highlights the importance of understanding the impact of stigma in impeding health care access. Public health interventions should focus on addressing the systemic factors that reduce health care access for women who inject and take account of the impact of stigma in diminishing the quality and accessibility of health care for this group.

LGBTQ Systems: A Framework and Future Research Agenda

Building on a body of management research that explores strategies for addressing issues of prejudice and discrimination against persons who are lesbian, gay, bisexual, transgender or queer (LGBTQ), we introduce a conceptual framework for creating and maintaining LGBTQ-supportive climates in organizations. Based on a review of theory and research on LGBTQ-policies and practices, we highlight limits to our current understanding of their associated effects and the processes through which such effects occur. We draw from key propositions from the strategic human resource management literature to conceptualize LGBTQ systems and advance insight into the mechanisms through which they influence the development of supportive workplace environments. Specifically, we propose the formation of LGBTQ practice bundles and articulate how system components of content and strength can be leveraged to enable sensemaking about an organization's commitment to sexual orientation and gender identity diversity that can amplify the impact of LGBTQ policies and practices in organizations. We conclude by offering an agenda for a more systemic approach to the study of LGBTQ policies and practices as well as a more purposeful approach to their implementation to better understand and address sexual orientation and gender identity as hidden inequalities in organizations.

The positive experiences associated with coming out at work

PurposeMuch research has focused on the negative aspects of disclosing sexual orientation and/or gender identity in the workplace but less has explicitly examined the positive aspects. This lack of research is problematic as this can oversimplify the work lives of lesbian, gay, bisexual, transgender or queer (LGBTQ) people. The current study examines positive intrapersonal, interpersonal and work opportunity experiences associated with coming out in the workplace as LGBTQ.Design/methodology/approachThe current study surveyed 135 working adults who identified as LGBTQ and used a mixed qualitative and quantitative design to examine the relationship between disclosure and various positive workplace experiences.FindingsResults suggest that sexual orientation disclosure at work was related to participants perceiving multiple positive interpersonal as well as work opportunity experiences. Furthermore, results suggest gender identity disclosure was similar to, but not the same as, sexual orientation disclosure in terms of perception of positive experiences.Originality/valuePrevious research on disclosure at work has taken a somewhat narrow and typically quantitative approach. The current study provides more nuance to the phenomenon by broadly examining multiple positive experiences associated with disclosure and studying them qualitatively in order to best understand participants' experiences in their own voices.

Investigation to identify individual socioeconomic and health determinants of suicidal ideation using responses to a cross-sectional, community-based public health survey

ObjectivesTo address a gap in knowledge by simultaneously assessing a broad spectrum of individual socioeconomic and potential health determinants of suicidal ideation (SI) using validated measures in a large UK...

Findings from a Feasibility Study of an Adapted Cognitive Behavioral Therapy Group Intervention to Reduce Depression among LGBTQ (Lesbian, Gay, Bisexual, Transgender, or Queer) Young People.

Depression disproportionately affects LGBTQ (lesbian, gay, bisexual, transgender, or queer) adolescents and young adults. Cognitive behavioral therapy (CBT) is an evidence-based treatment approach; however, there has been limited work to adapt and evaluate CBT with LGBTQ young people. This study examined the feasibility of an intervention called Being Out With Strength (BOWS), which is an 8-session, small-group, CBT-based intervention to reduce depression among LGBTQ young people. We used a descriptive cross-sectional mixed-methods feasibility study design to evaluate the feasibility of BOWS. Survey data were collected from 79 LGBTQ young adults, and interview data were collected from nine mental health professionals. Almost half of the young adults had clinically significant depressive symptoms. All providers indicated depression as a problem facing this population and a need for BOWS. Two-thirds of young people were interested in participating in BOWS. Providers believed that BOWS would be acceptable for LGBTQ-identified individuals, those in late adolescence or early/young adulthood, and those with mild or moderate depression. Youth and providers also made implementation recommendations concerning settings to implement BOWS, times of day for BOWS sessions, number of sessions, group size, and facilitator composition. There is a demand for BOWS, and it is likely acceptable for the target population. Study findings can be used in the future to successfully implement BOWS and evaluate preliminary efficacy.

Allowing for Nondisclosure in High Suicide Risk Groups.

Inaccurate disclosure of information is a significant limitation when relying on self-report for suicide risk screening. However, allowing for an explicit nondisclosure response option in screening items (e.g., "prefer not to disclose") may ultimately improve follow-up assessment validity. This study investigated explicit nondisclosure in suicide risk screening among military service members and veterans (n = 135), men older than 50 years, (n = 187), and LGBTQ (lesbian, gay, bisexual, transgender, or queer) young adults (n = 140); all higher risk and lower help-seeking populations. Results indicated that allowing for explicit nondisclosure minimally affected screening sensitivity and specificity. However, its selection was prevalent among higher risk participants, and was associated with experience of past unhelpful reactions and "avoidance of stigmatized consequences." Allowing for nondisclosure creates potential psychometric and classification advantages, and may be a safe and effective way to encourage discussion of barriers, build trust, maximize patient autonomy, and ultimately facilitate accurate risk disclosure to improve assessment validity.

Mental Health Staff Perceptions and Practice Regarding Self-Harm, Suicidality and Help-Seeking in LGBTQ Youth: Findings from a Cross-Sectional Survey in the UK

ABSTRACTYoung people who identify as lesbian, gay, bisexual, transgender or queer (LGBTQ) experience higher levels of suicidality compared to heterosexual or cisgender peers, and face significant barriers accessing mental health services including prejudice from staff. In a cross-sectional survey, mental health staff who reported receiving LGBT awareness training were significantly more likely to report in relation to working with LGBT youth that they routinely discussed issues of sexuality and gender (χ2=8.782, df=2, p < 0.05); to feel that their organisation supported them to work with this group (χ2=14.401, df=2, p < 0.001); and report that they had access to adequate skills training that supported their work with suicidality and self-harm with this group (χ2=21.911, df=2, p <0.001). There is a need to enhance the mental health workforce in LGBTQ awareness, and these findings indicate that awareness training could impact positively on practice.

A Comparison of Alternative Tobacco Product Usage, Knowledge and Beliefs Between the New York City Lesbian, Gay, Bisexual, and Transgendered Community and Heterosexuals

Within the United States, alternative tobacco product (ATP) and varies by geographic region, gender and age. Few articles have been published on the usage of these products among the lesbian, gay, bisexual, transgender or queer (LGBTQ) population. A web-based anonymous survey administered through Google Forms, was used to collect data on current tobacco usage, knowledge and beliefs from adult heterosexuals, homosexuals, bisexuals and transgendered persons residing in New York City from May 2014 to July 2014. Sixty-four individuals completed the survey; 30 were heterosexual and 32 identified as either lesbian, gay, bisexual, transgender or queer. Heterosexuals were found to have tried cigarettes, on average, almost a year before the LGBTQ respondents. Social networks were influential to LGBTQ respondents for an introduction to smoking; 48.00% were introduced by friends, 28.00% by family, 12.00% by a significant other and 9.09% by someone else. For heterosexuals, 73.68% reported that friends introduced them to smoking. More heterosexuals reported trying hookah (N = 10), snus (N = 4) and roll your own cigarettes (N = 5). On average respondents knew of eight different tobacco products, regardless of sexual identity. To our knowledge, we present for the first time a comparison of people who tried, current and former users of ATPs, beliefs and knowledge about ATPs, and sources of knowledge of ATPs by sexual identity from NYC. More research is needed to examine the impact of social networks and the upcoming FDA regulations on ATPs have on the overall prevalence of usage among the LGBTQ community.

Family physician perceptions of working with LGBTQ patients: physician training needs

Medical students and physicians report feeling under-prepared for working with patients who identify as lesbian, gay, bisexual, transgender or queer (LGBTQ). Understanding physician perceptions of this area of practice may aid in developing improved education. In-depth interviews with 24 general practice physicians in Halifax and Vancouver, Canada, were used to explore whether, when and how the gender identity and sexual orientation of LGBTQ women were relevant to good care. Inductive thematic analysis was conducted using ATLAS.ti data analysis software. Three major themes emerged: 1) Some physicians perceived that sexual/gender identity makes little or no difference; treating every patient as an individual while avoiding labels optimises care for everyone. 2) Some physicians perceived sexual/gender identity matters primarily for the provision of holistic care, and in order to address the effects of discrimination. 3) Some physicians perceived that sexual/gender identity both matters and does not matter, as they strove to balance the implications of social group membership with recognition of individual differences. Physicians may be ignoring important aspects of social group memberships that affect health and health care. The authors hold that individual and socio-cultural differences are both important to the provision of quality health care. Distinct from stereotypes, generalisations about social group differences can provide valuable starting points, raising useful lines of inquiry. Emphasizing this distinction in medical education may help change physician approaches to the care of LGBTQ women.

Selection or Censorship? School Librarians and LGBTQ Resources

All students, including those who identify as lesbian, gay, bisexual, transgender or queer (LGBTQ), benefit from quality library books that reflect their experiences. This mixed-method research project examines whether public high school library professionals self-censor their library collections when it comes to materials with LGBTQ themes. Quantitative data were collected from 120 Ohio public high school libraries and 12 school librarians were interviewed. The results suggest that school libraries tended to have significantly fewer LGBTQ-themed books than titles with other kinds of controversial content, and that certain school-based factors such as high enrolment, racial diversity, liberal-leaning community locations; and presence of certified school librarians, were present in schools with more inclusive LGBTQ collections.

Opportunities for Action: Traditionally Marginalized Populations and the Economic Crisis

This study investigated the career and work life challenges faced by traditionally marginalized populations (e.g., women; historically oppressed racial/ethnic groups; people who identify as lesbian, gay, transgender, bisexual and/or queer; immigrants; individuals with mental or physical disabilities; older individuals; and those of lower socioeconomic status) in the United States during the troubled and lagging economy that began with the economic crisis in 2008. Further, this study was designed to explore action steps that could be used to address these challenges. The results of this study suggested that although marginalized populations face many significant challenges, there are actions that career development professionals can take in the near future to address these challenges. Implications for practice, training, theory, research, social justice and advocacy are provided.Keywords: career development, marginalized populations, social justice, economic crisis, socioeconomic statusThe current economic climate has taken a significant toll on millions of individuals in the United States. This economic climate was precipitated by the collapse of the housing market (Rothstein, 2012) and has significantly impacted the work experience and employment status of many individuals in the United States (Jacobe, 2012; U.S. Census Bureau, 2006, 2009, 2013). Although a broad range of populations have experienced such career development problems associated with this economic context, the economic circumstances have impacted traditionally marginalized populations more dramatically than others (Rothstein, 2012; U.S. Census Bureau, 2006, 2009, 2013). For the purposes of this study, the term traditionally marginalized populations was defined broadly to include many historically oppressed groups including women; certain racial/ethnic groups; people who identify as lesbian, gay, bisexual, transgender or queer (LGBTQ); immigrants; individuals with mental or physical disabilities; older individuals; and those of lower socioeconomic status prior to the onset of the current economic climate (Constantine, Hage, Kindaichi, & Bryant, 2007; Savage, Harley, & Nowak, 2005; Vera & Speight, 2003).While there is ample knowledge about marginalized populations regarding their overall careerand work-related challenges (e.g., Adams, Cahill, & Ackerlind, 2005; Badgett, Lau, Sears, & Ho, 2007; Blustein, 2006; Cook, Heppner, & O'Brien, 2002; Coombs & King, 2005; Gottfredson, 2005; Hackett & Betz, 1981; Lapour & Heppner, 2009; Schmidt & Nilsson, 2006; West-Olatunji et al., 2010), a gap exists in the literature concerning the particular challenges they face in the context of the current economic climate. This gap in knowledge leaves career counselors and counselor educators without an empirical foundation for addressing the particular career development needs of such populations in this troubled economic climate, making it difficult for counselors to respond to calls and implement concrete social justice interventions and actions (Hansen, 2003; Metz & Guichard, 2009; Pope, 2003). Such knowledge would make it possible for career counselors and counselor educators to take evidence-based action to address these problems and allow the field of career counseling to continue in its tradition of social action in solidarity with marginalized populations (Hartung & Blustein, 2002; Stebleton & Eggerth, 2012). As such, the purpose of this study was to investigate the careerand work-related challenges that traditionally marginalized populations face in the context of the current economic climate. Secondly, and more importantly, this study investigated actions that career counselors and counselor educators might take to address these challenges.A unique challenge of investigating a fluid, dynamic context such as the current economic climate is the need to apply a research methodology that accounts for its time-sensitive, shifting nature. …

LGBTQ Experiences with Religion and Spirituality: Occupational Transition and Adaptation

This paper explores how individuals experienced transition regarding spiritual or religious occupations after acknowledging identities as lesbian, gay, bisexual, transgender or queer (LGBTQ). Based on qualitative interviews with 35 self-identified LGBTQ people, it explores experiences of identity conflict and processes of transition, as well as meanings of spiritual or religious occupations. For some, transition occurred very young, for others not until adulthood. Some participants remained in the faith traditions of their upbringings, others adopted new faith traditions, many created personal relationships to spirituality, and a few abandoned anything spiritual. Those who left religions often lost faith, rituals, community, family connections, and specific religious occupational roles. Occupational adaptation took three forms: reducing participation and engagement; altering the meaning of engagement; or changing the occupation itself. The occupations participants identified as spiritual were both private and collective. While borrowing from diverse spiritual paths was common, so too was creating individualized spiritual practices. Spiritual occupations held a range of meanings for participants: enacting openness, truth, honesty, and authenticity; providing meaning; connecting with self and others; transcending the mundane; and ultimately, survival. Occupational transition is shown to entail exploration, competence and achievement, but also loss, abandonment, altered meanings, and revised or novel occupations.

The Positive Aspects of Being the Parent of an LGBTQ Child

Parenting an LGBTQ (lesbian, gay, bisexual, transgender, or queer) identified child presents unique opportunities for growth and development. This study focused on self-reported perceptions of the positive aspects of being the parent of an LGBTQ child. Participants (N = 142) were mothers (83.8%) and fathers (16.2%) of LGBTQ identified individuals who responded to an open-ended online survey. Thematic analysis revealed five primary themes: Personal Growth (open mindedness, new perspectives, awareness of discrimination, and compassion), Positive Emotions (pride and unconditional love), Activism, Social Connection, and Closer Relationships (closer to child and family closeness). The practice implications of these findings for supporting parents in envisioning positive relationship outcomes for themselves and their children are highlighted in the discussion.

LGBTQ adolescents and young adults raised within a Christian religious context: Positive and negative outcomes

Religious contexts have traditionally been understood as protective for a variety of psychosocial health outcomes. However, the generalizability of these findings to youth who identify as lesbian, gay, bisexual, transgender or queer (LGBTQ) is questioned due to denominational teachings on same-sex attractions and sexual behavior. Eight adolescents (15–17 years) and 11 young adults (19–24 years) who identify as LGBTQ raised in Christian religious affiliations (16 participants raised in the Church of Jesus Christ of Latter Day Saints, 2 participants raised Catholic and 1 participant raised Presbyterian) participated in individual in-depth interviews, journal writings, and focus groups to provide greater insight into the lived experiences of LGBTQ individuals raised within a Christian religious environment. Findings suggest the religious context is related to both positive and negative outcomes. Eight themes are explored using participant's own words and experiences. Directions for future research and implications are discussed.

"I didn't know what to say?" : Four Archetypal Responses to Homophobic Rhetoric in the Classroom

The purpose of this inquiry is to understand how student teachers reacted to homophobic rhetoric from students during their teaching placements. Focus group conversations with 111 student teachers over two years revealed their pupils' negative attitudes towards homosexuality and frequent use of homophobic pejoratives. How did these teachers-in-training deal with these attitudes and behaviors? Did they feel they had the authority, confidence, information, and/or right to challenge these attitudes and verbal abuses? We used a phenomenological lens to focus on the "lived experience" of student teachers dealing with homophobic attitudes, behavior, and speech. Through our participants' narratives, we identify four archetypal scenarios and responses that represent typical reactions of student teachers dealing with homophobic speech in their classrooms: avoiders, hesitators, confronters, and integrators. These archetypes reveal various levels of skill, comfort, and, moreover, willingness to address this particular discriminatory speech in American public schools. In order to move student teachers from avoiders and hesitators to confronters and integrators, teacher preparation programs and school personnel who work with student teachers need to explicitly address LGBTQ issues so that new teachers become informed on the topic via coursework, seminar, and clinical experiences so that they enter the profession with a set of skills that they can employ to counter instances of bigotry aimed at this group of students.