LGBTQ+
Benjamin Shepherd, M.S., M.Ed. (he/him/his)
Nova Southeastern University
Dania Beach, Florida, United States
Sarah Valentine, Ph.D. (she/her/hers)
Assistant professor
Boston University School of Medicine & Boston Medical Center
Boston, Massachusetts, United States
Madeleine Miller, B.S. (she/her/hers)
Graduate Student Researcher
Hunter College, City University of New York
Brooklyn, New York, United States
Benjamin Shepherd, M.S., M.Ed. (he/him/his)
Nova Southeastern University
Dania Beach, Florida, United States
Murat Hosgor, M.A. (he/they)
PhD Student
Department of Psychology, Fordham University
NYC, New York, United States
Thomas Schlechter, M.S. (they/them/theirs)
Graduate Student
Colorado State University
Fort Collins, Colorado, United States
Brenna Carter, M.S. (they/them/theirs)
Colorado State University
Fort Collins, Colorado, United States
Discrimination is a key driver of mental health inequities faced by lesbian, gay, bisexual, transgender, and queer (LGBTQ+) communities (Diamond & Alley, 2022; Meyer, 2003). Discrimination threatens basic human needs for social safety (i.e., reliable social connection, inclusion, belonging, recognition, and protection) and may result in cognitive, affective, and behavioral responses that adversely affect mental health. Historically, psychological research has contributed to the oppression of LGBTQ+ people by pathologizing identities outside of traditional gender roles (e.g., conversion therapy; Mallory, 2019). Emerging research highlights the importance of recognizing, understanding, and harnessing the unique strengths and identity intersections of diverse communities in research and clinical practice (Chan & Mak, 2021). This perspective is necessary to prevent deficit-based, single-identity understandings (or misunderstandings) of such disparities (Kler et al., 2023; Peel et al., 2023). A strength-based, intersectional approach may help researchers and clinicians more effectively address persistent mental health inequities affecting this population by recognizing and leveraging the strength, resilience, and strategies communities have built in opposition to chronic discrimination. In line with the convention theme of “Inspiring Community Engagement, Advocacy, and Innovation to Advance CBT,” this symposium will include a total of five presentations aimed at promoting a community-focused approach to cognitive-behavioral practice and science. Using a community engaged dissemination and implementation (CEDI) approach, the first presenter will discuss how group processes facilitated the effective implementation of an empowerment self-defense (ESD) group and promoted collective healing among transgender women. The second presenter will examine community-specific belonging, general belonging, and indicators of status that transcend gay/bi+ and heterosexual communities as interrelated stress buffers in the context of intersecting systems of oppression. The third presenter will examine community connectedness and coping self-efficacy as potential protective factors that weaken the association between intraminority stress and substance use among gay and bi+ men. The fourth presenter will examine political action as a potential resilience/meaning making tool. The last presenter will present psychometric evidence for a novel LGBTQ+ resource measure they designed as a roadmap for researchers, clinicians, and other agents of change. In sum, this symposium will highlight a diversity of strategies utilized by LGBTQ+ communities to not only cope with, but also actively resist, identity-based stigmas to mitigate discrimination-driven mental health risks (i.e., stigma resistance). The discussant is an expert in the field of implementation science, minority stress, and mental health with a specific focus on improving access and quality of care gaps for post-traumatic stress disorder among minoritized groups. The discussant will provide a broader context for understanding the findings from each presentation and discuss ways to apply them toward improving the mental health of LGBTQ+ persons.
Speaker: Madeleine Miller, B.S. (she/her/hers) – Hunter College, City University of New York
Co-Author: Danielle Shea Berke, Ph.D. (she/her/hers) – Hunter College, City University of New York
Speaker: Benjamin F. Shepherd, M.S., M.Ed. (he/him/his) – Nova Southeastern University
Co-author: Roberto López Jr., Ph.D. (he/him/his) – Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles
Co-author: Janell Mensinger, Ph.D. (she/her/hers) – Department of Clinical and School Psychology, Nova Southeastern University
Co-author: Paula M. Brochu, Ph.D. – Nova Southeastern University
Speaker: Murat Hosgor, M.A. (he/they) – Department of Psychology, Fordham University
Co-author: Julia K. Nicholas, M.S. – University of Louisville
Co-author: Dominic M. Denning, B.A. (he/him/his) – University of Massachusetts Amherst
Co-author: Tiffany Brown, Ph.D. (she/her/hers) – Auburn University
Speaker: Thomas E. Schlechter, M.S. (they/them/theirs) – Colorado State University
Speaker: Brenna A. Carter, M.S. (they/them/theirs) – Colorado State University