Experiences of nonbinary psychotherapists have largely gone unexamined in the present literature. Using critical-constructivist grounded theory, we explored the experiences of 13 nonbinary licensed psychotherapists through qualitative semistructured interviews. Interviews were an average of 1.36 hr, and participants were recruited via social media and professional listservs. We found that nonbinary therapists ground their professional praxis-the embodiment of professional theory, action, and practice-in identity across four interconnected areas: , and . Findings add to the nascent examination of experiences of marginalized mental health professionals and note the value of identity integration into professional work. For this population, identity is used in praxis, as it permeates their entire professional sphere. We highlight how these clinicians use their identity in challenging binary understandings of the therapeutic profession. Furthermore, nonbinary therapists demonstrate resilience among systems of oppression and are empowered when challenging binary ways of thinking with clients, supervisors, and peers. Our results indicate the importance of supporting and training nonbinary clinicians in how to use themselves and identity disclosures as effective therapeutic tools and how to manage minority stress and microaggressions that occur in their professional practice. It also underscores the general need for increased training targeted to educators and binary mental health professions aimed at increasing competence in working with nonbinary people. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
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http://dx.doi.org/10.1037/cou0000718 | DOI Listing |
J Lesbian Stud
January 2025
University of California Santa Cruz, Santa Cruz, CA, USA.
New Dir Stud Leadersh
December 2024
College of Education, Health, and Human Sciences, Florida State University, Tallahassee, Florida, USA.
Identity exploration is a pivotal component in shaping effective student leadership trainers. This article examines identity exploration in student leadership training, highlighting the role of self-awareness, reflection on positionality, and the intricate interplay of power and privilege within identity development. By delving into the nuances of identity, trainers can not only enhance their own understanding but also foster inclusive and empowering environments for emerging student leaders.
View Article and Find Full Text PDFAm J Cardiovasc Drugs
November 2024
München Klinik Neuperlach, Department of Cardiology, Academic Teaching Hospital of LMU University of Munich, Oskar-Maria-Graf-Ring 51, 81737, München, Germany.
ANS Adv Nurs Sci
August 2024
CUNY School of Professional Studies Nursing Program, New York, New York (Dr Leveille-Tulce); and Department of Pediatrics, Boston Children's Hospital Primary Care Center, Boston, Massachusetts (Dr Hopkins-Walsh).
Rogers' Science of Unitary Human Beings (SUHB) and several theories that emanate from Rogers' work contain foundational concepts that may lend themselves toward nursing actions to address important social justice mandates, to advocate and to act for equity, and to uproot systems of oppression and racism in nursing. However, at the same time, theoretical concepts such as power arising from ascendant theories of SUHB are often used with little to no critical reflection for past and present-day histories of racism and power inequities in nursing and in society writ large. Using concepts related to SUHB such as integrality, turbulence, power, and patterning, we critically explore the potential of developing anti-racism reflections and actions through 3 theories: Barrett's Knowing Participation in Change; Butcher's Kaleidoscoping in Life's Turbulence; and Smith's Turbulence-Ease in the Rhythmic Flow of Patterning.
View Article and Find Full Text PDFJ Gen Intern Med
August 2024
Division of General Internal Medicine, Department of Medicine, Albert Einstein College of Medicine, Bronx, NY, USA.
Background: Health equity curricula emphasizing critical pedagogy and centering perspectives of those with marginalized identities, both in curriculum design and execution, have yet to be described in interdisciplinary graduate medical education settings.
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Setting: A mandatory, 4-week course within the Residency Program for Social Medicine in the Bronx, NY.
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