Minority stress theory has been used to explain the higher rates of anxiety and depression among lesbian, gay and bisexual (LGB) persons (Meyer, 2003). There is a lack of research on facilitating groups specific to emerging identities (pansexual, demisexual, asexual, queer, questioning and transgender/gender nonconforming), however.
Research has shown that imparting information in a group format is particularly effective for individuals who recently identified as LGB (DeBord & Perez, 2000). Because the rates of anxiety and depression on PHQ-9 and GAD-7 are even higher for emerging identities in the lesbian, gay, bisexual, transgender and queer (LGBTQ) community than they are for the community overall (Borgogna, McDermott, Aita, & Kridel, 2019) they are subject to minority stress on two fronts – within the dominant culture and the LGBTQ community. Emerging identities are a minority within the LGBTQ community; they experience minority stress, and to a higher degree, so emerging identities, like LGB individuals could also benefit from group therapy.
The findings by Borgogna et al. (2019) substantiate the need for clinical services sensitive to emergent gender and sexual identities. Psychoeducation would primarily focus on education, awareness and the acquisition of skills to cope with depression and anxiety. However, tailoring the group to the unique minority within a minority vantage point of emerging identities is also important. For example, research has shown that individuals like bisexuals who experience biphobia from gays and lesbians can connect in a psychoeducation group while learning how internalized biphobia exacerbates depression symptoms (Burnes & Hovanesian, 2017). Emerging identities could experience the same phobic attitudes within the LGBTQ community.
Imparting information would be served through the group disseminating information on coping with symptoms of depression and anxiety. Additionally, imparting information would focus on identity development and coping with the effects of minority stress directed at emerging identities due to the phobic attitudes within LGBTQ and heteronormative interpersonal environments. Because the group would be specific to all emerging identities; members of the group could also experience universality and learn from each other. Furthermore, they can benefit from altruistically sharing helpful knowledge related to the commonalities of the emerging identity experience and this can help reduce their feelings of isolation (Troutman, & Evans, 2014; DeBord & Perez, 2000).
A common theme noticed throughout the literature review regarding creating such a group and treatment recommendations is that nearly all of the research is dated and exclusively focused on LGB individuals. This research was used to extrapolate how a group for emerging identities could be run and operates under the assumption that the experience of LGB individuals in the past is similar to the contemporary experience of emerging identities. Because the currently available clinical research is almost exclusive to LGB individuals, this could be why LGB individuals currently score lower on PHQ-9 and GAD-7 relative to emerging identity individuals. That disparity emphasizes the need to facilitate groups targeted to emerging identities and record clinical outcomes so other practitioners and researchers can focus their care on this population desperately in need of competent care.
References
Borgogna, N. C., R. C., Aita, S. L., & Kridel, M. M. (2019). Anxiety and depression across gender and sexual minorities: Implications for transgender, gender nonconforming, pansexual, demisexual, asexual, queer, and questioning individuals. Psychology of Sexual Orientation and Gender Diversity, 6, 54–63.
Burnes, T. R., Hovanesian, P. N. (2017). Psychoeducational groups in LGBTQ psychology. In T. R.
Burnes & J. L. Stanley (Eds.), Teaching LGBTQ psychology: Queering innovative pedagogy and practice (pp. 117–138). Washington, DC: American Psychological Association.
DeBord, K.A., & Perez, R.M. (2000). Group counseling theory and practice with lesbian, gay, and bisexual clients. In R.M. Perez, K.A. DeBord, & K.J. Bieschke (eds.), Handbook of counseling and psychotherapy with lesbian, gay, and bisexual clients (pp. 183–206). Washington DC: American Psychological Association.
Horvath, K. J., Iantaffi, A., Swinburne-Romine, R., & Bockting, W. (2014). A comparison of mental health, substance use, and sexual risk behaviors between rural and non-rural transgender persons. Journal of Homosexuality, 61, 1117–1130.
Meyer, I. H. (2003). Prejudice, social stress, and mental health in lesbian, gay, and bisexual populations: Conceptual issues and research evidence. Psychological Bulletin, 129, 674–697.
Troutman, O.A., & Evans, K.M. (2014). A psychoeducational group for parents of lesbian, gay, and bisexual adolescents. Journal of School Counseling, 12, 1–25.