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1

Create a Group

Charity Quinn Grand Canyon University BHS-240-O501 Group Dynamics and Process Professor: Kathleen Britton November 7, 2021

2 Create a Group Adolescent years can be a difficult journey, one that unfortunately cannot be skipped. It is a time of learning, growing, deciding who we are and what we want to be. However, this journey can be not only difficult but often may be devastating. For youth coming out as queer or transitioning from their assigned gender at birth, this can be life-altering for their mental health. During this time, youth can lose the support of loved ones, face bullying and crimes against them and unfortunately face all too often suicidality. These youth may not have the support they need to transition or explore this path safely. Support groups may be their only hope in finding a safe place to land and others going through the same struggles; with all the difficulties LGBTQ youth may face, the group I have created will support these youth through trying times. This adolescent transgender support group will be a safe place for youth who are LGBTQ, transitioning from assigned gender at birth to the gender they will now identify. The name of the group will be called Safe-Transition. This rural community that will be home to the support group has no current support groups or programs for the LGBTQ community. SafeTransition will be the first of its kind to serve the youth here. Youth between the ages of 12 to 17 will be welcome to participate in this group. Offshoots of this group for parents and siblings will also be provided at this location. Safe-Transition will focus on many topics to help youth with several life-functioning areas and assistance linking to further needed and desired services. One of the first topics discussed in this group will be self-esteem. Adolescent development and social relationships with peers play a crucial role in social skills development, and schools are often the place that can foster this growth and development. However, transgender youth in adverse school environments will not have the same positive experience in this time of imperative development

3 (Danielsen et al., 2009). Self-esteem can be significantly impacted both positively and negatively at this time of growth. Social skills and development of social roles is not the only skill developed in this stage of life. Boundaries are also important for youth to learn in social relationships as well as home life and family relationships. With the understanding that many youth transitioning do not always have the support at home and often times face verbal, emotional and physical abuse by family members. Supporting these teens and giving them a safe place to share the journey they are on can help with these struggles (Browns University, 2020). Often LGBTQ youth experience this abuse from close family contacts, and the abuse can lead to an increased risk for suicidality. The statistics for transgender teens who have attempted and completed suicide are staggering (Virupaksha et al., 2016). Providing suicide awareness and suicide screeners can help promote dialogue and communication to recognize these characteristics and help save lives. Screening youth using the Columbia- Suicide Severity Rating Scale can help identify youth at risk currently and with a history of suicidality. This scale has many screening levels, from simple passive suicidality to actual thoughts of killing ones self- with a plan and access to means (www.hrsa.gov, 2019). If the suicide screener triggers further action required the group will be equipped to further link to appropriate services for evaluation and treatment as needed to assure safety of the member. As youth are transitioning, many services may be required or desired by the youth. Some individuals desire hormone suppressants as they transition. Pubertal suppression in adolescent years has proven to result in a decrease of suicidality in adulthood for those who have transitioned (Browns University, 2020). Because of the fragile information and confidentiality due to the nature of the group, there will be a code of conduct in place for members and support

4 staff of the group. In California, anyone twelve years of age and older can consent to their mental health treatment and involvement with support groups (National Center for Youth Law, 2018). This law is to do the best possible job at assuring the youth are not harmed for attending. Therefore, no parental consent is required. Because youth are often afraid to tell their parents about the process, it can be difficult for them to have access to care for medical needs and further treatment for transitioning, such as hormone therapy. The group will help link individuals who will be turning eighteen- years of age to these services and will be able to link parents to services for those who have the support at home to do so safely. Many other linkages and resources will be available to the youth to help with their transition. The group will have access to the fashion closet, a small clothing store assembled by group leaders from donations. The youth will have the opportunity to find the clothing they are conformable wearing which also promotes self-esteem. Other services the youth can link with our local mental health clinics, community service programs, and job opportunities to local businesses that support the LGBTQ community. Giving the youth support for vocational and educational experiences can provide independence needed for those who have no other support or family resources. Youth will not be turned away from the support group; however, to assure the group runs with the best continuity possible, there will be guidelines and rules to follow. Each member will be required to complete and fill out a questionnaire regarding their desire to join the group and what they hope to achieve by being a member. Assistance will be provided to the youth to complete this. The confidentiality statement will be part of the code of conduct, and a notice of understanding of respect and dignity to all members will be expected. There will be no tolerance

5 for bullying other members of the group, and this will be a safe space to share experiences without judgment. As youth begin to reach adulthood and age out of the group, support staff will assist the transitional aged youth to other services to meet the needs of LGBTQ adults. The transition from youth to adulthood can continue to be a challenge for transgender individuals. Their needs do not stop because they are adults; often, the challenges become greater if they have no support foundation. The group's goals are not just to support youth in the transition of gender identity but to successfully transition to adulthood. Ultimately the group's goal is to help create wellrounded, productive members of society with positive self-images, healthy boundaries, and positive mental health. Helping individuals feel hope for today and the future will bring them joy and a desire to keep pushing on and being whom they desire to be.

6 Resources

Columbia-Suicide severity rating scale (C-SSRS). Official web site of the U.S. Health Resources & Services Administration. (2019, August 2). Retrieved November 8, 2021, from https://www.hrsa.gov/behavioral-health/columbia-suicide-severity-rating-scale-c-ssrs.

Data on transgender youth. The Trevor Project. (2021, September 14). Retrieved November 7, 2021, from https://www.thetrevorproject.org/research-briefs/data-on-transgender-youth/.

Danielsen, A. G., Samdal, O., Hetland, J., & Wold, B. (2009). School-related social support and students’ perceived life satisfaction. The journal of Educational Research, 102(4), 303320.

Transgender teens who receive pubertal suppression hormones have significantly less suicidal ideation as adults. (2020). Brown University Child & Adolescent Psychopharmacology Update, 22(4), 6. https://doi-org.lopes.idm.oclc.org/10.1002/cpu.30484

Virupaksha, H. G., Muralidhar, D., & Ramakrishna, J. (2016). Suicide and Suicidal Behavior among Transgender Persons. Indian journal of psychological medicine, 38(6), 505–509. https://doi.org/10.4103/0253-7176.194908

2019 National Center for Youth Law, revised: Nov. 2018. Available at www.teenhealthlaw.org. . (n.d.).

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Resources Schaich, A., Braakmann, D., Rogg, M., Meine, C., Ambrosch, J., Assmann, N., Borgwardt, S., Schweiger, U., & Fassbinder, E. (2021). How do patients with borderline personality disorder experience Distress Tolerance Skills in the context of dialectical behavioral therapy?—A qualitative study. PLoS ONE, 16(6), 1–25. https://doiorg.lopes.idm.oclc.org/10.1371/journal.pone.0252403...