American Journal of Orthopsychiatry最新文献

When transgender men choose to undergo pregnancy, they confront entrenched societal conceptions of reproduction and gender roles. In the present study, we sought to unveil transgender men's experienced gender identity during the preconception period of fertility treatments and then during the pregnancy itself and childbirth. In-depth interviews were conducted with six transgender men who experienced fertility treatments, pregnancy, and childbirth, and interpretative phenomenological analysis was used to explore their gender identity experiences. Analysis of the narratives revealed three primary themes: crossing the border, integration challenges, and hybrid existence-a legal alien. This research highlights the dynamic interplay between personal experiences and societal constructs, offering nuanced insights into the journey of transgender men to parenthood. The interplay between the personal and social aspects of this unique experience is highlighted, and practical implications are considered. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Aspiring antiracist White parents report feeling stuck and uncertain about how to socialize their young White children into antiracism. Most of the scholarship focused on this population, their ideas, and practices overlooks the intersection of their class positionalities with their attitudes and behaviors regarding antiracist parenting. The present study offers insights into the dynamics of class-related beliefs and antiracist socialization among middle- to upper-middle-class White parents. Using methods informed by critical thematic analysis, we interrogated the in-depth interviews of 19 White parents of young White children who self-identified as antiracist. All parents in the sample identified as middle class, and all but one parent identified as women. We find that, despite the sincere intentions of this group, these parents, through rhetorical and behavioral processes, ultimately evade acknowledging for themselves and with their children the material ways in which their families benefit from and maintain an unjust status quo. We describe three interrelated themes that characterize the prevailing patterns of ideas and behaviors among our parent participants on this subject: class confusion, class attribution error, and complexity avoidance. We argue that these patterns reflect the embeddedness of these parents within the dominant racial and class regimes of contemporary U.S. society: White supremacy and neoliberalism. Our discussion highlights the inconsistencies and contradictions in our participants' beliefs and practices and highlights ideological blinders that antiracist interventions can address to help parents counteract the influence of these systems and more fully realize their antiracist parenting goals. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Colleges and universities are increasingly common contexts in which young people navigate the transition to adulthood. Research suggests that mindfulness and compassion may support undergraduates as they navigate this developmental transition. Embedding learning about mindfulness, compassion, and flourishing into college curricula demonstrates promise in supporting undergraduate wellness and academic outcomes. However, there is a need to generate curricula that are relevant to the lived realities of undergraduates and attentive to relational dimensions of wellness, including social justice and systemic determinants of health. Codesign holds promise as a method to generate such curricula. This study used qualitative methods to examine the codesign of an accredited college-level course that teaches about the interrelationship between mindfulness, compassion, human flourishing, and social justice. Qualitative data that emerged during the codesign process were analyzed to answer the following research questions: (1) How did mindfulness and compassion practice support the codesign process? (2) What design tensions emerged during the adaptation and collaborative design of a social justice-oriented mindfulness and compassion-based course? We found that weaving shared mindfulness and compassion practice into the codesign process supported study participants in working with their emotions, connecting with others, and balancing power. In turn, these skills allowed codesign team to effectively grapple with complex design tensions that arose on the levels of vision, approach, and project tensions as the team sought to fulfill its commitments to individual and collective transformation. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Inclusive research is needed to understand how contemplative practices are used by people of diverse identities. Metta meditation-also known as loving-kindness meditation-may be particularly relevant for people committed to equity and justice because of the social nature of the practice. Using community-based participatory research and an intersectional framework, we assessed how people in a diverse meditation community teach and practice metta meditation. In partnership between university researchers and a community-based meditation center, we conducted virtual focus groups on experiences with metta meditation during the early months of the COVID-19 pandemic. We used reflexive thematic analysis to analyze focus group data, with a member checking process to include participant feedback. Forty-seven people participated in six focus groups (M_age = 47; 62% lesbian, gay, bisexual, transgender, queer, intersex or asexual; 23% Asian, 19% Black, 13% Hispanic/Latina/o, 32% White, 24% multiracial). Qualitative analysis identified three central themes: (1) the importance of a community of practice for creating a sense of belonging (including during the early months of the COVID-19 pandemic); (2) the benefits of metta practice for cultivating compassion and equanimity; and (3) the use of metta practice to cope with harmful situations, including individual-level stressors and structural oppression. Metta meditation supported participants in navigating stressors and injustice. Community-based spaces designed to cultivate belonging among diverse communities can support people to connect contemplative practice with their efforts for social change. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

The highly publicized murders of Breonna Taylor, George Floyd, and Ahmaud Arbery in 2020 sparked public outrage and widespread discussion around anti-Black violence. While some studies have examined the effects of anti-Black violence exposure on mental health outcomes, there is a paucity of research that explores how these racially charged events contribute to cumulative stress and "weathering" for Black people, particularly. Informed by racial battle fatigue theory, this in-depth qualitative study explored the lived experiences of 30 Black male and female undergraduate college students (aged 18-28) exposed to highly publicized acts of anti-Black violence. Thematic analysis revealed four predominant themes: (a) witnessing an endless cycle of anti-Black violence, (b) experiencing cumulative and prolonged psychosocial effects, (c) grieving while Black, and (d) navigating the tension between activism and burnout. Findings expose the cyclical and inescapable nature of anti-Black violence, including the toll of these events on the lives of Black college students. Research, practice, and policy implications underscore the need for culturally relevant interventions to support resilience among Black people in the aftermath of anti-Black violence. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Eliminating mental health disparities requires simultaneously addressing numerous determinants of health, including social inequities. Although emphasis on multilevel change is growing, interventions typically involve separate efforts or people focusing on each level. We propose a trans-level conceptual model for mental health intervention that simultaneously facilitates change across multiple intersecting levels with four guiding principles: (1) emphasis on structural change; (2) involvement of people experiencing health and social inequities in achieving structural change by addressing the necessary preconditions of access to resources for basic needs, community membership and belonging, and knowledge or information to participate in social change efforts; (3) valuing and building on the expertise and strengths of individuals, families, and communities experiencing health inequities; and (4) dismantling unequal power dynamics of helping relationships through a focus on mutual learning and support and cocreation of change. Tracing the trajectory of a 23-year community-based mental health intervention partnership (the Refugee and Immigrant Well-Being Project), we illustrate the trans-level intervention model and describe its impact on individual mental health and sustainable change at multiple levels. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Transgender people experience an excess burden of child sexual abuse (CSA), mental health concerns, and substance use compared to cisgender populations. Posttraumatic stress disorder (PTSD) has been found to mediate the association between CSA and substance use behaviors in cisgender populations, but this dynamic has not been previously examined among transgender adults. The aim of this study is to test if PTSD may mediate a relationship between CSA and substance use among transgender adults. Data were analyzed from the U.S. Transgender Population Health Survey (2016-2018), a national probability sample of transgender adults (N = 274). CSA was measured using the Adverse Childhood Experiences subsection for sexual abuse. Past-month PTSD was measured using the Primary Care-PTSD Diagnostic and Statistical Manual of Mental Disorders, fourth edition screening tool. Substance use was determined by lifetime binge drinking, polydrug use, and the Drug Use Disorders Identification Test. Baron and Kenny's approach was used to assess PTSD as a mediator between CSA and substance use. Within our sample, nearly half (45%) of the transgender adults experienced CSA. Lifetime binge drinking (40%), polydrug use (20%), and indications of drug-use-related problems (Drug Use Disorders Identification Test x¯ = 4.52) were frequently reported. Transgender adults who have experienced CSA had increased risk of PTSD and substance use, and PTSD was a mediator in all models. Results suggest that adult transgender CSA survivors are at increased risk of drug and alcohol use, and that PTSD may be an important contextual factor for substance use. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

This article stemmed from an acceptance speech for the Global Alliances' 2022 Presidential Award made by Dr. Gail Christopher and her daughter, Heather McGhee. Heather McGhee is a New York Times best-selling author of the book The Sum of Us: What Racism Costs Everyone and How We Can Prosper Together. The history, transformative impact, and importance of the truth, racial healing, and transformation movement in exposing and eradicating the fallacy of a hierarchy of human value are outlined. Dr. Christopher shares insights into the past and provides hope for the future through her Rx Racial Healing model for authentic storytelling and changes in perspective. The article also discusses the momentum of public health jurisdictions declaring racism as a public health crisis and presents a resource, Healing Through Policy: Creating Pathways to Racial Justice, that has been developed to assist jurisdictions in related work. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Positive behavioral support plans have been employed since the 1980s in the service of those with developmental disabilities and in school systems and show efficacy for decreasing challenging behaviors and facilitating skill building. Recent years have seen an increased use of positive behavior support (PBS) technology with adults who experience serious mental illness. Inpatient psychiatric units can be traumatizing places as a consequence of the acuity of units and their use of containment methods to address challenging behaviors, such as aggression against others and self-injury. This has resulted in socially just movements from coercive measures in inpatient care, informed by psychotherapeutic, trauma-informed, and recovery-oriented principles that emphasize safety, person-centered values, and developing a life of meaning while ensuring trustworthiness, collaboration, and empowerment. This article describes the effectiveness of a trauma-informed and recovery-oriented PBS approach, informed by psychotherapeutic principles, in the treatment of individuals with serious mental illness on an inpatient unit in decreasing the frequency and intensity of challenging behaviors. The PBS approach is also founded on the ideals of social justice that all individuals have the right to equity and to the pursuit of a meaningful life in society. This is especially true of persons who experience the most marginalization, such as those who are involuntarily hospitalized and who face coercive measures, and who deserve interventions to help them live a life of meaning. Findings suggest that this psychotherapy integration approach leads to significant decreases in aggressive behaviors while decreasing the likelihood of exposure to traumatic experiences for patients and staff alike. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Teaching staff have been especially vulnerable to experiencing psychopathology and compassion fatigue during COVID-19, given the significant demands they have experienced. Yet, research on risk and resilience factors is scant. We assessed the psychological status of Israeli teaching staff during COVID-19, focusing on psychopathology (depression, anxiety, somatization), compassion fatigue (burnout, secondary traumatic stress), and compassion satisfaction. We also examined the role of transdiagnostic risk and resilience factors-mentalizing, self-compassion, self-criticism, social support, and specialized trauma training-in predicting psychological status and mitigating the link between COVID-19-related distress and psychological status. An online questionnaire was completed by 350 teaching staff. Analyses included outlining the distributions of psychological status outcomes and running a series of moderation models using hierarchical robust regression. While 48% of the participants exhibited moderated-to-high levels of anxiety and 28.27% had no somatization, only 13% exhibited moderate-to-severe levels of depression; 60% had moderate levels of burnout, 48% had moderate levels of secondary traumatic stress, and 52% had low levels of compassion satisfaction. COVID-19-related distress, self-criticism, prementalizing modes, low socioeconomic status, and being in an intimate relationship emerged as key risk factors positively associated with psychological status, while self-compassion, general mentalizing, interest and curiosity about mental states, and social support were negatively linked with these outcomes. Teacher's mentalizing about students' mental states and social support moderated the link between COVID-19-related distress and psychological status. The findings highlight the importance of risk and resilience factors for assessing and preventing teaching staff's psychopathology and compassion fatigue during COVID-19. (PsycInfo Database Record (c) 2025 APA, all rights reserved).