Guest Blog: An LGBTQ Psychoeducation Group in the Inpatient Setting
As a part of PRMS’ ongoing commitment to behavioral health, we invited Katherine C. Jankousky to be featured as our guest blogger this month. She was one of the poster contest winners for the American Society for Adolescent Psychiatry.
Katherine C Jankousky, in collaboration with Lisa M Brownstone, PhD, Ashley Cornelius, LCSW, and C Sloan Burton, MD.
During my Psychiatry Clerkship as a third-year medical student, I was assigned to work at our inpatient adolescent psychiatry unit at Denver's community hospital. The social worker in charge of the patient psychoeducation groups shared the need for a focus on LGBTQ identity. A few conversations later, we began implementing a feasibility assessment for a LGBTQ identity psychoeducation group. The group is split into four sessions where patients of all gender and sexual identities learn about LGBTQ identities, reflect on identity formation, explore empathy for others and how anxiety and shame can affect identity formation. Patients have shared their own identities and had in depth conversions about the crossover between stigma against LGBTQ people and people who carry psychiatric diagnoses. Patients were surveyed on the extent to which they learned about LGBTQ identities, their own identities, and to what extent the session was helpful to their treatment using a 1 to 5 (disagree to agree) Likert scale (averaged preliminary ratings ranged from 3.7 to 4.1 on these items). Participants also provided comments on the group that are of value for future developments and iterations of this group. Overall, patients reported having learned information and found the group helpful to their treatment. Next steps for us include a full-targeted needs assessment before implementing a sustainable curriculum on intersectional LGBTQ identities for patients in inpatient adolescent psychiatry units.
ABSTRACT:
We completed a feasibility study of a four-session psychoeducation group focused on LGBTQ identities at an inpatient adolescent psychiatric unit. Materials were adapted from tools used in high school and college settings, as well as DBT modules. Group participants included cisgender, heterosexual, queer, genderqueer, and questioning patients ranging from 10 to 17 years of age. The four sessions focused on: (1) LGBTQ identities, (2) intersectional identity formation, (3) empathizing with and sharing stories of gay and trans identity formation, and (4) self-exploration and goal setting. Patients were surveyed on the extent to which they learned about LGBTQ identities, their own identities, and to what extent the session was helpful to their treatment using a 1 to 5 (disagree to agree) Likert scale (averaged preliminary ratings ranged from 3.7 to 4.1 on these items). Participants also provided comments on the group that are of value for future developments and iterations of this group. Overall, patients reported having learned information and found the group helpful to their treatment. Multiple groups of patients reached beyond the goals of the group. For example, some participants connected stigma experienced by LGBTQ folks to stigma experienced by those holding psychiatric diagnoses. A full-targeted needs assessment is recommended as the next step in implementing a sustainable curriculum on intersectional LGBTQ identities for patients in inpatient adolescent psychiatry units.
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