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Sexual and gender minority (SGM) youth of color--in particular Latinx SGM youth--experience higher incidents of bullying compared to heterosexual and cisgender White youth. These disparities oftentimes explain increased negative mental health outcomes, such as depression. Parental acceptance may be a particularly important buffer to the effects of bullying on negative mental health outcomes among Latinx SGM youth. In a sample of 1,005 Latinx SGM youth (ages 13-17), we assessed: (a) the prevalence of parental acceptance and bullying, (b) the influence of bullying on depression, and (c) whether the relationship between bullying and depression was moderated by parental acceptance. Results showed that, on average, Latinx SGM youth reported rarely experiencing parental acceptance, frequently experiencing symptoms of depression, and frequently being bullied. Findings revealed that parental acceptance and bullying were significantly related to depression. Furthermore, there was no interaction between parental acceptance and bullying on depression. Findings have implications for how different Latinx cultural values may be further considered to better understand Latinx SGM youth's perception of their parental figure's acceptance of their sexual and gender identity and its role on bullying and depression.

The present systematic review analyzes ways in which empirical studies in the field of school psychology have studied the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in the past decade (2009-2019). Results from 23 studies revealed an over-representation of quantitative studies conducted mostly in the United States and an over-representation of majority White, cisgender, and high school participants across studies. Results also showed that studies in the last decade have: (a) focused on exploring negative attitudes and behaviors toward LGBTQ students and the outcomes of these attitudes and behaviors, (b) provided direction on how to support LGBTQ students in schools, and (c) analyzed the effects of bystanders and perpetrators on the well-being of LGBTQ students. In addition, this review revealed ways in which studies in school psychology journals present prevention and intervention practices for creating a safe environment for LGBTQ students, including: (a) policies that focus on the inclusion and protection of LGBTQ students, (b) training for faculty and other school staff to promote LGBTQ students' safety, and (c) curriculum and extracurricular activities that address LGBTQ issues. We provide recommendations for improving the experiences of LGBTQ students in schools such as involving community stakeholders in drafting affirming policies.

Although schools are thought to be safe environments for all students, sexual minority and gender expansive (i.e., LGBTQ) students often feel unsafe and unwelcome as a result of misconceptions about their identity. This paper explores eight commonly held myths and misconceptions about LGBTQ youth. The role of professional school counselors (PSCs) in debunking these myths and advocating for these students will be discussed. Implications for practice and future research will be addressed.

Negative school climate and oppressive policies and laws significantly impact the psychological and academic well-being of transgender students in the United States. LGBTQ students consistently identify school counselors as the most supportive school staff member. Although school counselors have the ethical obligation to advocate for transgender students in their schools, little is known about transgender-specific training for school counselors or efforts by school counselors to train school staff about the needs of transgender students. The current study explored: 1) school counselors' readiness to work with transgender students; 2) counselors' efforts to train school personnel on transgender issues; and 3) self-reported type of support school counselors need from school personnel to appropriately and effectively provide services to transgender students. Results show that school counselors lack transgender-specific training, both during training programs and on-the-job. Also, participants shared that their efforts to train other staff on transgender issues was overwhelmingly met with administrative resistance. Finally, participants described different types of support they need from school personnel in order to effectively provide services to transgender students. Recommendations for improving transgender-specific training and ways to support school counselors' advocacy for transgender students are discussed.

Despite the ever-growing presence of Black immigrant college students in the United States, little is known about their unique campus experiences or their mental health outcomes as it relates to psychopolitical determinants of well-being. This qualitative study aimed to explore the unique psychopolitical experiences of 14, first- and second-generation Black immigrant college students attending predominately White institutions in the United States. Using the theoretical frameworks of critical race theory, intersectionality, and psychopolitical validity to guide our study, a phenomenological approach uncovered six themes and 11 subthemes: (1) collective well-being, (2) relational well-being, (3) individual well-being (purpose; health and wellness; critical consciousness), (4) collective suffering (neocolonialism, oppressive policies, and political violence; institutional oppression; barriers to mental health care), (5) relational suffering (implicit racial bias, stereotypes, and microaggressions; violence and brutality), and (6) individual suffering (ethno-racial trauma; isolation; school-related stress). We highlight implications for practitioners working with Black immigrant college students such as providing culturally responsive mental health care and advocating for decolonized and antiracist trainings at predominately White institutions. Public Significance Statement: Little is known about the intersectional experiences of Black immigrant college students attending predominately White institutions in the United States. The present study sheds light on the experiences of psychopolitical well-being and psychopolitical suffering that these students experiences as they navigate higher education. [ABSTRACT FROM AUTHOR]

Objective: Research has documented the importance of parental support as a protective factor against depressive symptoms among lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth. In this study, we assessed the relations between LGBTQ-specific parental support and depressive symptoms. Method: Participants were 6,837 LGBTQ youth (ages 13–17) with diverse racial and ethnic, gender, and sexual identities. Main effect and moderation analyses examined interactions between LGBTQ-specific parental support with demographic variables on depressive symptoms, considering demographics as moderators. Results: We found that participants of color reported less LGBTQ-specific parental support than their White counterparts, that transgender and genderqueer participants reported less LGBTQ-specific parental support than their cisgender counterparts, and that non-monosexual participants reported less LGBTQ-specific parental support than their monosexual counterparts. Disparities in depressive symptoms were found for individuals who identified as Native American and Latinx, non-monosexual, and transgender and genderqueer, such that these groups reported higher levels of depressive symptoms. Further, we found a significant interaction between LGBTQ-specific parental support and ethnicity, with LGBTQ-specific parental support being less strongly associated with participants who identified as Latinx compared to those who did not identify as Latinx. We also found a significant interaction between LGBTQ-specific parental support and gender identity, with LGBTQ-specific parental support being more strongly related to depressive symptoms among participants who did not identify as boys compared to cisgender boys. Discussion: We discuss how to assess the impact of interlocking systems of oppression when working with LGBTQ youth and their parental figures. [ABSTRACT FROM AUTHOR]

Parental support is crucial in the well-being of transgender and gender diverse (TGD) youth. Research shows that parents of TGD youth often experience stigma and negative mental health outcomes as a result of being exposed to cissexist settings as they advocate and seek services for their child. Yet, there is a lack of research on the experiences of parents of TGD youth in the United States. This study explores the reported hopes of 990 parents (Mage = 48.6 years; SD = 6.7; 88.1% White; 67.3% heterosexual; 89.4% cisgender women) of TGD youth for their children (youth ages 3–18 years) in the United States. Radical hope framework is applied to unpack narratives of hopes by parents of TGD youth as a critical component of resistance and motivation toward healing from oppression. For this study, the following open-ended question was analyzed using thematic analysis: What is your greatest hope for your child? Four main themes and 11 subthemes of parental hopes emerged: (1) living authentically (freely expressing themselves, developing self-love, living a happy and normal life), (2) interpersonal connections (finding community, building social networks and friendships, developing romantic relationships, building their own family, and loved by others), (3) meeting life milestones (career and employment, achieving goals and dreams, and becoming an advocate), and (4) acceptance by society. We provide clinical recommendations grounded on the tenets of radical hope such as collective ways in which parents of TGD youth can engage in both resisting systemic oppression and building strong loving relationships with their child. [ABSTRACT FROM AUTHOR]

Introduction: Oftentimes as result of racism, cissexism, and heterosexism, many Latinx and sexual and gender minority (SGM) youth are victims of sexual harassment, sexual assault, and violence. These experiences of victimization are in part related to increased negative mental health outcomes such as decreased self‐esteem. Some research links LGBTQ‐specific parental support to mental health outcomes among Latinx SGM youth, yet, no research has explored the role of LGBTQ‐specific parental support with self‐esteem among Latinx SGM youth. Methods: In a sample of 1,012 Latinx SGM youth (ages 13–17), we assessed: (a) associations between sexual harassment, sexual assault, and violence and self‐esteem, (b) association between LGBTQ‐specific parental support and self‐esteem, and (c) whether LGBTQ‐specific parental support moderated the relation between sexual harassment, sexual assault, and violence and self‐esteem. Main effect and moderation analyses examined interactions between LGBTQ‐specific parental support with sexual harassment, sexual assault, and violence on self‐esteem. Results: Latinx SGM youth experienced low levels of LGBTQ‐specific parental support and various degrees of sexual harassment, sexual assault, and violence. Also, transgender and nonbinary/genderqueer Latinx youth experienced lower self‐esteem than their Latinx cisgender counterparts. Increased LGBTQ‐specific parental support was related to increased self‐esteem. We also identified a significant interaction between sexual harassment, sexual assault, and violence and LGBTQ‐specific parental support, such that parental support was more protective at low levels rather than high levels of sexual harassment, sexual assault, and violence among Latinx SGM youth. Conclusions: Findings add to a growing body of research about the importance of LGBTQ‐specific parental support for Latinx SGM youth, and the need to examine culturally appropriate approaches to understand parent‐child relationship among these communities. [ABSTRACT FROM AUTHOR]

Prior studies indicate that anti-LGBTQ+ legislation has negative consequences for the well-being of LGBTQ+ people, their families, and their communities. In July of 2022, Florida's Parental Rights in Education Act, also called the "Don't Say Gay" bill, was signed into law. The law aimed to limit K–3 instruction and discussion related to sexuality and gender, encompassing LGBTQ+ identities. The present study surveyed 113 LGBTQ+ parents in Florida about their experiences and perceptions related to the Parental Rights in Education Act. Qualitative content analysis revealed five major themes and 14 subthemes, including: (a) living in Florida: pros and cons; (b) initial reactions to the law; (c) feelings over time; (d) coping with worries; and (e) beyond "coping": considering the future and possibility of relocation. Recommendations center on the need for counseling psychologists to use their privilege and training to advocate on behalf of LGBTQ+ parents, families and others impacted by this legislation. [ABSTRACT FROM AUTHOR]

As a result of the COVID-19 pandemic, Latinx youth report high rates of negative mental health outcomes such as anxiety and depression. Similarly, research with lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth have documented increased negative mental health outcomes such as depression and anxiety as a result of the COVID-19 pandemic. However, the current literature has yet to systematically uncover the intersectional experiences of Latinx LGBTQ youth during this time. We conducted a systematic review to uncover the experiences of Latinx LGBTQ youth during the pandemic. Our systematic review resulted in 14 empirical studies that explored the challenges, stressors, and impact of the COVID-19 pandemic on Latinx LGBTQ youth. Findings revealed that most studies include cisgender, gender binary, heterosexual, Latinx youth. Findings across studies include: (a) impact from school closures, (b) pandemic stressors, (c) impact from online media, (d) family and Latinx cultural values as a source of support and stress, and (e) the implementation and evaluation of interventions during the COVID-19 pandemic. We provide recommendations for clinicians working with Latinx LGBTQ youth including expanding their knowledge about the impact of the COVID-19 pandemic on these communities, considering the experiences of Latinx LGBTQ youth as multifaceted, and considering the role of heterogeneity in the mental health of Latinx LGBTQ Youth. [ABSTRACT FROM AUTHOR]

Objective: This article reports on a qualitative study, phenomenological approach, with a sample of Latinx fathers of transgender and gender‐diverse people. Background: Research shows that acceptance by parental figures is crucial for the development and well‐being of transgender and gender diverse people. However, little research has focused on the experiences of fathers. Specific to Latinx fathers, cultural values, beliefs, and traditions might be instrumental in their journey toward accepting their transgender and gender diverse child. Methods: A descriptive, phenomenological approach was used in this study with Latinx fathers (N = 8). In‐depth, semistructured interviews were completed to explore the lived experiences of the fathers. Results: Qualitative analysis yielded seven main themes: (a) fear of safety and desire to protect child; (b) difficulties adjusting to child's identity; (c) seeking out information and support from other Latinx families; (d) understanding, respect, and empathy; (e) increased sense of involvement and responsibility on LGBTQ+ issues; (f) positive transformation at multiple levels; and (g) influence of Latinx cultural values and beliefs. Implications: Findings provide important clinical implications for practitioners, such as creating room for Latinx fathers to process and explore how different Latinx cultural values (e.g., familismo, machismo, caballerismo, religion and spirituality) might facilitate or hinder acceptance of their transgender and gender diverse child. [ABSTRACT FROM AUTHOR]