國立虎尾科技大學 |

Effects of Professional Guidance on Attitudes, Self-efficacy, and Sense of Responsibility Regarding Transgender and Gender Expansive Clients.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Effects of Professional Guidance on Attitudes, Self-efficacy, and Sense of Responsibility Regarding Transgender and Gender Expansive Clients./
作者:	Federici, Dillon J.
面頁冊數:	1 online resource (161 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
Contained By:	Dissertations Abstracts International85-07A.
標題:	Clinical psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9798381347685

Effects of Professional Guidance on Attitudes, Self-efficacy, and Sense of Responsibility Regarding Transgender and Gender Expansive Clients.
Federici, Dillon J.

Effects of Professional Guidance on Attitudes, Self-efficacy, and Sense of Responsibility Regarding Transgender and Gender Expansive Clients. - 1 online resource (161 pages)

Source: Dissertations Abstracts International, Volume: 85-07, Section: A.

Thesis (Ph.D.)--Oklahoma State University, 2023.

Includes bibliographical references

Transgender and gender expansive (TGE) individuals encounter bias, discrimination, and harassment in systemic and interpersonal contexts, including healthcare environments. Research indicates that TGE people are more likely to experience mental health concerns, and that gender-affirming mental health services are vitally important to promote resilience and well-being. At the same time, scholarship indicates that mental health professionals feel underprepared to work with TGE clients. Professional organizations such as the American Psychological Association have developed and published guidance to help professionals provide competent, affirming services. The present study utilized a Solomon four-group design with a control group and pre- and post-testing to assess within-group and between-group differences in attitudes toward TGE people, self-efficacy in providing care to TGE clients, and sense of professional responsibility to deliver trans-affirmative care. A sample of 119 psychologists and graduate students in psychology viewed educational materials based on APA's (2015) Guidelines for Psychological Practice with Transgender and Gender Nonconforming People and completed the Transgender Attitudes and Beliefs Scale, Counselor Competence Gender Identity Scale, and the Professional Responsibility for Trans-Affirmative Care Survey. A two-way mixed ANOVA revealed that individuals who viewed TGE guidance content reported significantly more positive attitudes, higher self-efficacy, and greater sense of professional responsibility than individuals in the control group. Additionally, participants in the TGE guidance group reported significant increases in positive attitudes and sense of professional responsibility from pre-test to post-test. Results indicate that brief exposure to educational content can influence how psychologists and graduate students think about TGE people and approach trans-affirmative care in their professional roles. Implications and future directions for advocacy, education and training, research, and practice are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381347685Subjects--Topical Terms:

649607
Clinical psychology.
Subjects--Index Terms:

Counselor trainingIndex Terms--Genre/Form:

554714
Electronic books.

Effects of Professional Guidance on Attitudes, Self-efficacy, and Sense of Responsibility Regarding Transgender and Gender Expansive Clients.
LDR:03585ntm a22004217 4500 001 1149543
005 20241022112126.5
006 m o d
007 cr bn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798381347685
035 $a (MiAaPQ)AAI30530845
035 $a AAI30530845
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Federici, Dillon J. $3 1475824
245 1 0 $a Effects of Professional Guidance on Attitudes, Self-efficacy, and Sense of Responsibility Regarding Transgender and Gender Expansive Clients.
264 0 $c 2023
300 $a 1 online resource (161 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
500 $a Advisor: Koch, Julie M.;Romans, John S. C.
502 $a Thesis (Ph.D.)--Oklahoma State University, 2023.
504 $a Includes bibliographical references
520 $a Transgender and gender expansive (TGE) individuals encounter bias, discrimination, and harassment in systemic and interpersonal contexts, including healthcare environments. Research indicates that TGE people are more likely to experience mental health concerns, and that gender-affirming mental health services are vitally important to promote resilience and well-being. At the same time, scholarship indicates that mental health professionals feel underprepared to work with TGE clients. Professional organizations such as the American Psychological Association have developed and published guidance to help professionals provide competent, affirming services. The present study utilized a Solomon four-group design with a control group and pre- and post-testing to assess within-group and between-group differences in attitudes toward TGE people, self-efficacy in providing care to TGE clients, and sense of professional responsibility to deliver trans-affirmative care. A sample of 119 psychologists and graduate students in psychology viewed educational materials based on APA's (2015) Guidelines for Psychological Practice with Transgender and Gender Nonconforming People and completed the Transgender Attitudes and Beliefs Scale, Counselor Competence Gender Identity Scale, and the Professional Responsibility for Trans-Affirmative Care Survey. A two-way mixed ANOVA revealed that individuals who viewed TGE guidance content reported significantly more positive attitudes, higher self-efficacy, and greater sense of professional responsibility than individuals in the control group. Additionally, participants in the TGE guidance group reported significant increases in positive attitudes and sense of professional responsibility from pre-test to post-test. Results indicate that brief exposure to educational content can influence how psychologists and graduate students think about TGE people and approach trans-affirmative care in their professional roles. Implications and future directions for advocacy, education and training, research, and practice are discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Clinical psychology. $3 649607
650 4 $a Medical personnel. $3 789541
650 4 $a Gender studies. $3 1179195
650 4 $a Mental health. $3 564038
650 4 $a Counseling psychology. $3 963782
653 $a Counselor training
653 $a Gender-affirming care
653 $a Discrimination
653 $a Professional guidance
653 $a Transgender
655 7 $a Electronic books. $2 local $3 554714
690 $a 0603
690 $a 0207
690 $a 0347
690 $a 0622
690 $a 0733
710 2 $a Oklahoma State University. $b Counseling. $3 1475825
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 85-07A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30530845 $z click for full text (PQDT)