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Gender-Affirmative Practices
[edit]Gender-affirmative practices recognize and support an individual’s unique gender self-identification and expression. Gender-affirmative practices are becoming more widely adopted in the mental and physical health fields in response to research showing that clinical practices that encourage individuals to accept a certain gender identity can cause psychological harm[1]. In 2015, the American Psychological Association published gender-affirmative practice guidelines for clinicians working with transgender and gender-nonconforming people. Preliminary research on gender-affirmative practices in the medical and psychological settings has primarily shown positive treatment outcomes[2]. As these practices become more widely used, longer-term studies and studies with larger sample sizes are needed to continue to evaluate these practices.
Research has shown that youth who receive gender-affirming support from their parents have better mental health outcomes than their peers who do not[3]. Youth who report that their parents “strongly support” their gender identity and gender expression report higher self-esteem, fewer depressive symptoms, lower suicide risk, greater life satisfaction, and improved mental health than those whose parents either “somewhat support” or "do not support" them[4].
Gender-affirmative practices emphasize gender health. Gender health is an individuals’ ability to identify as and express the gender(s) that feels most comfortable without fear of rejection[5]. Gender-affirmative practices are informed by the following premises[6]:
- gender variance is not a psychological disorder or mental illness
- gender expressions vary across cultures
- gender expressions are diverse and may not be binary
- gender development is affected by biological, developmental, and cultural factors
- if pathology occurs, it is due to stigma and discrimination that gender variant people face rather than from a cause of gender variance itself
- ^ Bryant, Karl (September 2006). "Making gender identity disorder of childhood: Historical lessons for contemporary debates". Sexuality Research and Social Policy. 3 (3): 23–39. doi:http://dx.doi.org.libproxy.sdsu.edu/10.1525/srsp.2006.3.3.23.
{{cite journal}}: Check|doi=value (help); External link in|doi= - ^ "Guidelines for psychological practice with transgender and gender nonconforming people". American Psychologist. 70 (9): 832–864. 2015. doi:10.1037/a0039906.
- ^ Ryan, Caitlin; Russell, Stephen T.; Huebner, David; Diaz, Rafael; Sanchez, Jorge (November 2010). "Family Acceptance in Adolescence and the Health of LGBT Young Adults". Journal of Child and Adolescent Psychiatric Nursing. 23 (4): 205–213. doi:https://doi.org/10.1111/j.1744-6171.2010.00246.x.
{{cite journal}}: Check|doi=value (help); External link in|doi= - ^ http://transpulseproject.ca/wpcontent/uploads/2012/10/Impacts-of-Strong-Parental-Supportfor-Trans-Youth-vFINAL.pdf.
{{cite web}}: Missing or empty|title=(help) - ^ Hidalgo, Marco A.; Ehrensaft, Diane; Tishelman, Amy C.; Clark, Leslie F.; Garofalo, Robert; Rosenthal, Stephen M.; Spack, Norman P.; Olson, Johanna (2013). "The Gender Affirmative Model: What We Know and What We Aim to Learn". Human Development. 56 (5): 285–290. doi:https://doi.org/10.1159/000355235.
{{cite journal}}: Check|doi=value (help); External link in|doi= - ^ Hidalgo, Marco A.; Ehrensaft, Diane; Tishelman, Amy C.; Clark, Leslie F.; Garofalo, Robert; Rosenthal, Stephen M.; Spack, Norman P.; Olson, Johanna (2013). "The Gender Affirmative Model: What We Know and What We Aim to Learn". Human Development. 56 (5): 285–290. doi:https://doi.org/10.1159/000355235.
{{cite journal}}: Check|doi=value (help); External link in|doi=