About
Richard A. Brandon-Friedman (He/Him/His) is an Assistant Professor within the Indiana University School of Social Work and an Assistant Professor of Pediatrics within the Indiana University School of Medicine. Dr. Brandon-Friedman's current clinical work and research focus on the well-being of LGBTQ+ youth, with a specific focus on gender-diverse youth. His past social work practice experience with youth in the child welfare system and with sexual and/or gender minority youth guides his inquiry into how psychosocial experiences such as trauma, sexual education, sexual messaging, and societal messaging about sexual and/or gender minorities impact youths’ sexual and gender identity development. Through his work Dr. Brandon-Friedman aims to help service providers understand how to best assist youth in developing a positive sense of their gender identity, sexual identity, and sexual selfhood.
Dr. Brandon-Friedman has received several grants to evaluate the impact of gender-affirming care on the well-being of gender-diverse youth and to enhance service provision to transgender, nonbinary, and gender-diverse People of Color. In 2016 he helped to establish the Gender Health Program at Riley Hospital for Children and continues to conduct research within the Program. In addition to his continuing clinical work Richard serves as Chair of the Indiana Chapter of the NASW’s Committee on Sexual Orientation and Gender Identity. Previously he served as a Councilor for the CSWE’s Council on Sexual Orientation and Gender Identity and Expression for six years.
Education
PhD
Emphasis/Major: Social Work2019 - Indiana University
Dissertation: The Impact of Sexual Identity Development on the Sexual Health of Youth Formerly in the Foster Care System
Certificate in Drug and Alcohol Counseling
Emphasis/Major: Drug and alcohol counseling2011 - Indiana University East
Master of Social Work
Emphasis/Major: Social Work2011 - Indiana University
BA
Emphasis/Major: Psychology2005 - University of Notre Dame
Bachelor of Architecture
Emphasis/Major: Architecture2004 - University of Notre Dame
Research Interests
Sexual identity, sexual health, sexual behavior, sexual orientation, gender identity, adolescent development, gender-diverse youth, sexual minority youth
Teaching Interests
Clinical practice, assessment and diagnosis, research, theory
Awards and Honors
- National Institutes of Health Loan Repayment Program
2023 - National Institutes of Health - Charles R Bantz Community Scholar Award
2022 - IUPUI Center for Translating Research into Practice - Sexual Orientation and Gender Identity and Expression Scholarship Award
2020 - Council on Social Work Education - Social Worker of the Year - Region 7
2018 - Indiana Chapter of the National Association of Social Workers - John H. Edwards Fellowship
2016 - Indiana University - Certificate of Excellence in Teaching
2016 - Indiana University School of Social Work - Graduate Student Elite 50
2016 - IUPUI Graduate and Professional Student Organization - Jerry Powers Esprit Award
2015 - Indiana University School of Social Work - Graduate Student Elite 50
2015 - IUPUI Graduate and Professional Student Organization - Edie Moore Travel Scholarship
2015 - Society for Adolescent Health and Medicine - University Fellowship
2013 - Indiana University
Publications
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Brandon-Friedman, R. A., Tabb, A., Canada, M., Imburgia, T., Swafford, T., Fortenberry, J. D., & Donahue, K. L. (2024). The Perspectives of Gender-Diverse Youth and Caregivers Coping With Legislation Banning Gender-Affirming Medical Interventions. Journal of Adolescent Health, 74(3, Supplement 3), S8-S9. https://doi.org/10.1016/j.jadohealth.2023.11.033
The last several years have seen the proliferation of legislation restricting access to gender-affirming medical interventions (GAMI) for gender-diverse youth (GDY). In 2023, the Indiana General Assembly passed legislation [Senate Enrolled Act (SEA) 480] prohibiting medical providers from providing GAMI to minors, including the discontinuation of previously initiated GAMI. This thematic analysis explored GDYs’ and their caregivers’ perceptions of the impact of this legislation on their families and other GDY.
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Howey, W., Jaggers, J. W., Church, W., & Brandon-Friedman, R. A. (2024). Social works students’ perceptions of sex offender management policies. Journal of Social Work Education. Accepted.
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Brandon-Friedman, R. A. (2023). Sexual identity development and sexual well-being: Differences between racial/ethnic minority and non-racial/ethnic minority former foster youth. Journal of Public Child Welfare, 17(4), 924-946. https://doi.org/10.1080/15548732.2022.2125482
Little research has examined if there are differences in sexual well-being, negative sexual health outcomes, or levels of sexual identity development between racial/ethnic minority and non-racial/ethnic minority youth in the foster care system. Using a sample of youth formerly in the foster care system (n = 219), this study compared the sexual well-being, sexual identity development, and negative sexual health outcomes of racial/ethnic minority and non-racial/ethnic minority youth and found that racial/ethnic minority and non-racial/ethnic minority youth did not differ in overall levels of sexual well-being and had no significant differences in their levels of sexual identity development. There were differences in incidence of the youth or a partner having an STI/STD. These results indicate that there are few differences in sexual well-being, negative sexual health outcomes, or sexual identity development between racial/ethnic minority and non-racial/ethnic minority youth formerly in the foster care system. All four domains of sexual identity development predicted sexual well-being for non-racial/ethnic minority youth, but sexual orientation identity uncertainty did not predict sexual well-being for racial/ethnic minority youth, emphasizing the importance of sexual identity development. Attention to the sexual development and sexual health of youth in the foster care system continues to be lacking and should be expanded.
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Swafford, T. R., Brandon-Friedman, R. A., & Ungaro, A. M. (2023). Forming identities of their own: Gay men reconciling self-love, hurt, and the impact of the Pentecostal church. Journal of Religion & Spirituality in Social Work. Published. https://doi.org/10.1080/15426432.2023.2229768
According to data analyzed from the Gallup Daily Tracking Politics and Economy survey between 2015 and 2017, nearly half (46.7%) of LGBT adults in the U.S. are religious, and just over half (53.3%) of LGBT adults are not religious. The majority who identified as religious attend Protestant churches. The Pentecostal church is a member of the Protestant Christian tradition. In a Constructivist Grounded Theory study of six U.S. gay male, Pentecostal Christians, our study excavates and chronicles their journey toward wholeness. Three major themes emerged from our study: embracing the journey, belonging to a community, and living unapologetically. From these themes, we learned that wholeness becomes possible when gay male Christians can form identities that are uniquely and holistically their own. We used these themes as a clarion call for clinicians who engage with clients encountering a conflict between their religious/spiritual tradition and their sexual orientation to actively assist their clients with reducing the dissonance they experience.
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Brandon-Friedman, R. A., Lugar, K., & National Association of Social Workers-Indiana Chapter, . (2023). Statement on passage of SEA 480 – Gender Transition Procedures for Minors. View Publication For Statement on passage of SEA 480 – Gender Transition Procedures for Minors
NASW-IN statement against SEA 480 - Banning gender-affirming care for gender-diverse youth
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Tabb, A., Swafford, T. R., & Brandon-Friedman, R. A. (2023). The role of caregiver acceptance and sex assigned at birth on depression among gender-diverse youth. Journal of Adolescent Health, 72(3), S18. https://doi.org/10.1016/j.jadohealth.2022.11.019
Purpose
Gender-diverse youth face significant challenges at micro, mezzo, and macro levels of social life. A primary source of support for many gender-diverse are caregivers, but how caregivers’ acceptance impacts gender-diverse youths’ levels of depression is poorly understood. The current study explored how differences in sex assigned at birth and perceptions of levels of caregivers’ acceptance impacted levels of depression among gender diverse youth ages 12-17.
Methods
Participants were patients and their caregivers at a dedicated gender health clinic in the Midwest. Caregivers rated their perceptions of their acceptance for their gender-diverse child, while the youth rated their levels of depression and their perceptions of their caregiver’s acceptance of their gender-diverse identity. The sample included 311 sets of youth and their caregivers. Two multiple regression models were analyzed. The first model explored the impact of age, sex assigned at birth, and youths’ interpretations of their caregiver’s acceptance on youths’ depression, while the second model examined the impact of age, sex assigned at birth, and differences between caregiver’s perceptions of their acceptance of their gender-diverse child and their child’s interpretation of that acceptance.
Results
Youth assigned male at birth had higher levels of depression than youth assigned female at birth (x̅ = 47.86 versus 43.35, t = -3.90, p <.001). There were no statistically significant differences between participants assigned male or female at birth in interpretations of their caregivers’ level of acceptance (x̅ = 56.10 versus 56.06, t = -0.031, p > .05) or in the differences between their interpretations of their caregivers’ acceptance and their caregivers’ own interpretations (z-score x̅ = -.012 versus .033, t = .429, p > .05). Within the analysis of youths’ interpretations of their caregiver’s support, being assigned male at birth contributed to higher depression scores (β = .205, t= 3.661, p <.001), while higher interpreted levels of support predicted lower depression scores (β = -.153, t= -2.766, p <.01). In the analysis of differences in interpretations of support, being assigned male at birth also contributed to higher depression scores (β = .247, t = 4.151, p <.001). Larger differences in interpretations of support predicted higher depression levels (β = .247, t = -2.58, p <.001). Patient age did not impact depression levels in either analysis.
Conclusions
This is among the first analyses to examine the impact of sex assigned at birth and caregiver support on depression among gender-diverse youth. That individuals who are assigned male at birth have higher levels of depression suggests that social proscriptions against gender diversity are more impactful for individuals assigned male at birth. These findings also further the importance of evaluating not only youths’ perceptions of their caregivers’ acceptance, but also differences in youths’ and caregivers’ perceptions of the caregivers’ acceptance, as these differences have an impact on youths’ depression. This novel finding regarding the impact of differences in perceptions of acceptance demonstrates that clinicians need to focus not only on caregivers increasing their levels of acceptance, but also on caregivers’ abilities to demonstrate that acceptance to their child. -
Swafford, T. R., Tabb, A., & Brandon-Friedman, R. A. (2023). The role of caregiver acceptance and sex assigned at birth on depression among gender-diverse youth. Journal of Adolescent Health, 72(3), S18. View Publication For The role of caregiver acceptance and sex assigned at birth on depression among gender-diverse youth
Gender-diverse youth face significant challenges at micro, mezzo, and macro levels of social life. A primary source of support for many gender-diverse are caregivers, but how caregivers’ acceptance impacts gender-diverse youths’ levels of depression is poorly understood. The current study explored how differences in sex assigned at birth and perceptions of levels of caregivers’ acceptance impacted levels of depression among gender diverse youth ages 12-17.
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Brandon-Friedman, R. A., & Swafford, T. R. (2023). Gender differences in sexual well-being and sexual identity development among youth formerly in the foster care system. Youth, 3(1), 184-198. https://doi.org/10.3390/youth3010013
Little research has heretofore examined differences in the sexual well-being and sexual health outcomes between female and male youth in the foster care system. This cross-sectional study examined these differences and as well as how sexual identity development impacts sexual well-being using a sample of 217 youth formerly in the foster care system. It found that females have lower levels of overall sexual well-being, lower scores on several components of sexual well-being, and more negative sexual health outcomes than males. The four domains of sexual identity development explored all predicted overall sexual well-being for both females and males, with a pronounced negative impact of being a gay male. These results support the importance of sexual identity development and indicate that the sexual health needs of females within the foster care system are not being addressed as well as those of their male counterparts. To address these discrepancies professionals and caregivers working with youth in the foster care system need to be attuned to the specific needs of female youth and work to address these needs in a manner that considers their gender.
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Brandon-Friedman, R. A., Swafford, T. R., Kinney, M. K., & Cosgrove, D. (2023). "An institution can have good intentions and still be atrocious": Transgender and gender expansive experiences in social work education . Journal of Sociology & Social Welfare , 50(1), Article 6. https://doi.org/https://scholarworks.wmich.edu/jssw/vol50/iss1/6/
Educational settings have been found to be challenging arenas for transgender and gender expansive (TGE) youth and young adults due to misgendering, lack of affirming bathrooms, systemic exclusion (e.g., legal names and lack of inclusive gender identity demographic options), and frequent silence or avoidance related to TGE issues. Though studies of TGE adult experiences in higher education are emerging, most explore disaffirming experiences. Social work education focuses on diversity, equity, and inclusion, along with how to promote social justice, which suggests more affirming environments for TGE individuals. However, little is known about the experiences of TGE students and even less about faculty in social work education. To help fill this gap, the researchers interviewed 23 TGE social work students and faculty to explore their experiences of gender-related affirmation and challenges in social work educational programs. The findings from a thematic analysis identified examples of affirming and disaffirming experiences and recommendations for improving gender affirmation and inclusion in social work programs. Social work is in a strategic position to serve the needs and impact the social welfare of TGE individuals, starting with educational settings.
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Brandon-Friedman, R. A. (2022). Social Work Practice with LGBTQ+ Populations.
Working with LGBTQ+ clients requires social workers to be attuned to the unique needs of this population. Social stigma and discrimination have contributed to elevated levels of psychosocial concerns among LGBTQ+ individuals, especially among youth and those who are gender-diverse. This entry reviews the history of the LGBTQ+ rights movement, defines important terms, discusses important symbols used within LGBTQ+ communities, and reviews common mental health concerns among LGBTQ+ individuals. Subsections cover considerations when working with LGBTQ+ youth, LGBTQ+ adults and older adults, gender-diverse individuals, and LGBTQ+ People of Color. A final section provides tips for professionals working with LGBTQ+ individuals and additional suggested resources.
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Brandon-Friedman, R. A., & Heinz, M. J. (2022). Enhancing the psychosocial and sexual well-being of gender-diverse young adults within a multidisciplinary clinic (Issues 5, pp. 171-184).
This chapter focuses on meeting the psychosocial and sexual health needs of gender-diverse young adults through the provision of services within a university hospital-based gender health program. The case study involves a 19-year-old transfeminine youth who has begun the process of hormonal gender affirmation and is navigating the complex process of developing her identity as a transgender woman while exploring her personal, social, and sexual desires. Areas of biases related to care for gender-diverse patients as well as their interactions with others are covered as well.
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Winters, D. E., Brandon-Friedman, R. A., Yepes, G., & Hinkley, J. D. (2021). Systematic review and meta-analysis of socio-cognitive and socio-affective functions underlying adolescent substance use. Drug and Alcohol Dependence, 219. https://doi.org/10847910.1016/j.drugalcdep.2020.108479
Background. Social impairments are important features of a substance use disorder diagnosis; and recent models suggest early impairments in socio-cognitive and -affective processes may predict future use. However, no systematic reviews are available on this topic. Methods: We conducted a systematic review and meta-analyses exploring the association between social- cognitive and -affective processes (empathy, callous-unemotional (CU) traits, theory of mind, and social cognition) and substance use frequency (alcohol, cannabis, general drug use). We examined moderating effects of study design, gender, age, and weather conduct problems were controlled for. We also review brain studies related to social cognition and substance use disorder (SUD) risk. Results: Systematic review suggested a negative association for positively valenced constructs with substance use but mixed results on the negatively valenced construct CU traits. Meta-analyses revealed moderate positive association between CU traits with alcohol and general drug use but no significance with cannabis use. Moderate effect sizes were found for CU traits in youth predicting severity of substance use by late adolescence and significantly accounted for variance independently of conduct problems. Significant moderators included gender proportions, sample type, and age. Neuroimaging meta-analysis indicated 10 coordinates that were different in youth at a high risk/with SUD compared to controls. Three of these coordinates associate with theory of mind and social cognition. Conclusion: Socio-cognitive and -affective constructs demonstrate an association with current and future substance use, and neural differences are present when performing social cognitive tasks in regions with strongest associations with theory of mind and social cognition.
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Brandon-Friedman, R. A., & Kinney, M. K. (2021). Assisting youth with disclosing their sexual orientation and/or gender identity using an ecomap (pp. 29-39). Routledge.
This activity is designed to help youth visualize their social environment in order to assist them with managing the disclosure of their sexual orientation and/or gender identity to others. Through this exercise, youth and therapists will be able to identify individuals within youths’ environments to whom the youth would like to come out and to whom they do not feel comfortable doing so. It will also assist youth and therapists with understanding the interactions between the myriad parties involved in youths’ lives.
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Kinney, M. K., & Brandon-Friedman, R. A. (2021). Exploring gender identity with a photo diary. Columbia University Press.
This activity is designed to open a dialogue with clients about their gender identity. By exploring the ways in which they visualize their bodies and express their gender, clients will increase awareness of how their gender is enacted in their lives. This activity will also help clinicians understand how their clients conceptualize their gender.
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Brandon-Friedman, R. A. (2021). Gender dysphoria.
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Brandon-Friedman, R. A., Snedecor, R., & Ramseyer Winter, V. (2021). Intersections between body image, sexual identity, and sexual health among transgender youth (pp. 151-164). Routledge.
Body image, sexual identity, sexual well-being, and gender identity interact in complex ways in youths’ lives. While separate concepts, they inherently intertwine as each affects the other socially, emotionally, developmentally, and physically. Gender-diverse youth must navigate the development of their gender and sexual identities in a social environment that often stigmatizes them while also confronting gender dysphoria that can harm their body image. Disruptions in the development of gender and sexual identities and negative body image can lead to reduced levels of sexual well-being, which can negatively impact gender-diverse youths’ overall well-being. This chapter reviews literature regarding body image, sexual and gender identity development, and sexual well-being among gender-diverse youth, with a focus on how the four aspects of gender-diverse youths’ lives intersect. It concludes with recommendations for social work practice, education, and research so that social workers can be better attuned to gender-diverse youths’ complex gender-, sexuality-, and body image-based needs.
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Brandon-Friedman, R. A. (2021). LGBTQ+. ABC-CLIO.
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Brandon-Friedman, R. A. (2021). Outing.
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Brandon-Friedman, R. A. (2021). Sexual identity.
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Brandon-Friedman, R. A., & Kinney, M. M. (2021). Does it get better? Exploring “It Gets Better” videos using visual sociology. Journal of LGBT Youth, 18(4), 421-437. https://doi.org/10.1080/19361653.2019.1691107
In 2010, the It Gets Better (IGB) project website was launched to house videos containing messages of support for youth who identify as sexual and/or gender minorities (SGMs). Despite success as a virtual social movement, scholars have suggested that the imagery portrayed may unintentionally exclude those who are most marginalized and that the videos often implore individuals to endure suffering now to gain happiness later. Using visual sociology methodology, the visual messaging and demographics of IGB video producers were examined and compared against criticisms of the project. Imagery portrayed was consistent with common concerns about exclusions of minorities, those who do not fit social standards of physical attractiveness, and those who challenge heteronormativity and adherence to gender norms. Despite IGB videos’ intentions to promote hope, the tales of struggle and hardship relayed often resulted in the depiction of negative emotions. Expressions of confidence, defiance, and empathy were visible, but the most prevalent emotion was sadness. Negative visual presentations and exclusion of significant demographics within the SGM community suggest IGB videos project more complex visual signals and different messaging than would be expected from videos designed to be supportive. Professionals should be attuned to these concerns when working with SGM youth.
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Brandon-Friedman, R. A., Pierce, B. J., Wahler, B., Thigpen, J. W., & Fortenberry, J. D. (2020). Sexual identity development and sexual well-being: Differences between sexual minority and non-sexual minority former foster youth. Children and Youth Services Review, 117, 105294. https://doi.org/10.1016/j.childyouth.2020.105294
Little is known about differences in the levels of sexual well-being, sexual identity development, or sexual health outcomes between sexual minority and non-sexual minority youth in the foster care system. Using a sample of youth formerly in the foster care system, this study compared the sexual well-being, sexual identity development, or sexual health outcomes of sexual minority and non-sexual minority youth and found that sexual minority youth have lower levels of sexual well-being, have less developed sexual identities, and experience more sexual victimization and unintended pregnancies of themselves or of a partner than their non-sexual minority peers. These results indicate that the sexuality-related needs of sexual minority youth in the foster care system are not being met. Attention the sexual development of sexual minority youth and means through which to enhance their sexual identity development and increase their sexual well-being are needed.
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Brandon-Friedman, R. A., & Fortenberry, J. D. (2020). The impact of adverse childhood experiences on sexual well-being among youth formerly in the foster care system. Child Welfare, 97(6), 169-189.
This study evaluates the impact of broad and singular measures of adverse childhood experiences (ACE) and severity of sexual abuse on sexual well-being among youth formerly in the foster care system (YFFC). Divorce, alcohol/drug use within the home, the presence of mental illness or a family member suicide attempt, and sexual abuse severity increased odds of negative sexual outcomes and predicted lower sexual well-being. Overall ACE levels negative impacted outcomes, but positively impacted sexual well-being. Research must move beyond summative ACE measures to examine impact of types of ACEs and sexual abuse severity on sexual well-being and sexual health outcomes for YFFC.
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Brandon-Friedman, R. A., Karnoski, R., & Hall, S. F. (2020). Working with transgender and nonbinary youth in the child welfare system (Issue 148-162). Routledge.
For transgender/nonbinary (TNB) youth, the child welfare system (CWS) is often an unfriendly environment. Many experience continued rejection, discrimination, harassment, and hostility from those who are tasked with protecting them. Working with these youth requires understanding their unique needs and targeted strategies to address concerns related to their gender identities and facilitate healthy development. This chapter begins by exploring the limited data available on the number of TNB youth in the CWS and their experiences within the CWS. Next, the chapter provides recommendations for policy changes to better address the unique needs of TNB youth, before outlining guidelines for working with TNB youth based on a synthesis of prior recommendations. The fourth component of the chapter consists of two case studies, one that explores the experiences of a transgender youth in a pre-adoptive placement and the other looking at a nonbinary youth living in a group home. Following this is a list of resources for professionals seeking additional information on working with TNB youth in the CWS. Through the provision of supportive services within an affirming environment, TNB youth in the CWS can grow and thrive, meeting the primary goals of the CWS.
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Brandon-Friedman, R. A., Warden, M. L., Waletich, R., & Donahue, K. L. (2020). Supporting caregivers and families of transgender and nonbinary youth (pp. 194-207). Routledge.
A young person coming out as transgender or nonbinary (TNB) can affect their entire family system. Feelings of loss, confusion, self-doubt, fear, and anger are common during this time of transition as family members process the young person’s gender identity and the effects of the disclosure. With support, family members can successfully explore these thoughts and emotions and grow to not only accept but actively affirm and advocate for their loved ones. This chapter discusses the developmental processes that family members of TNB youth may experience after the young person comes out, reviews common concerns raised by family members, and provides strategies for supporting family members as they process a TNB young person’s coming out and what it means for the youth, the family, and their broader community. Three case scenarios provide further insight into how familial concerns may present in practice. Altogether, the chapter allows for an appreciation of the complexity and immense value of supporting caregivers and families as a means to enhance TNB youths’ lives.
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Brandon-Friedman, R. A., Wahler, B., Pierce, B. J., Thigpen, J. W., & Fortenberry, J. D. (2020). The impact of sociosexualization and sexual identity development on the sexual well-being of youth formerly in the foster care system. Journal of Adolescent Health, 66, 439-446. https://doi.org/10.1016/j.jadohealth.2019.10.025
Purpose: Youth in the child welfare system experience is proportionate rates of negative sexual health outcomes as well as increased engagement in risky sexual behaviors. This study explored the impact of sociosexualization and sexual identity development on the sexual well-being of youth formerly in the foster care system.
Methods: Two hundred and nineteen youth formerly in the foster care system completed an Internet-based survey, including measures of the level of sexuality-related topics discussion, relationship quality with the individual with whom the topics were discussed, adverse childhood experiences, severity of sexual abuse history, sexual identity development, and sexual well-being.
Hierarchical regressions examined the impact of youths’ sociosexualization experiences and four domains of sexual identity development on their sexual well-being.
Results: Sexual Identity Commitment was the strongest positive predictor of youths’ sexual wellbeing followed by Sexual Identity Synthesis/Integration and Sexual Identity Exploration. Sexual Orientation Identity Uncertainty negatively impacted sexual wellbeing, as did adverse childhood experiences and sexual abuse severity. Sexuality-related discussions with foster parents negatively
impacted youths’ sexual well-being, whereas discussions with peers were a positive predictor.
Conclusion: Enhancing youths’ sexual identity development and reducing the impact of traumatic experience are critical to improving sexual well-being. The influence of sexuality-related discussions on sexual well-being requires further analysis as impacts varied widely. Public policies should provide guidance to professionals on what services should be provided to enhance youths’ sexual development. -
Brandon-Friedman, R. A. (2019). Youth sexual development: A primer for social workers. Social Work, 64(4), 356-364. https://doi.org/10.1093/sw/swz027
Sexuality and sexual expression are core aspects of most clients’ lives, yet most schools of social work fail to cover sexual development, leaving social workers uninformed about this essential area of human development. This is particularly the case when the sexual development of youths is concerned, as youth sexuality is often considered too controversial to explore. Considering a positive approach to youth sexuality that seeks to enhance youths’ sexual development and promote their achievement of full sexual and reproductive rights, this article seeks to provide social workers with a resource they can use to enhance their understanding of youth sexual development and its applicability to social work practice. The two main theoretical orientations used to understand sexual identity development are covered as well as the research support for each. Following the explanation of theory is a discussion of how the two theoretical orientations can be integrated to form a more expansive base for the understanding of sexual identity development. A final section provides guidance on how an advanced understanding of youthful sexual identity development can enhance social work practice at the micro,mezzo, and macro levels.
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Brandon-Friedman, R. A. (2019). The impact of sexual identity development on the sexual health of youth formerly in the foster care system [Dissertation]. Indiana University.
Youth in the foster care system receive less sexual and reproductive health education, experience higher levels of negative sexual health outcomes, and engage in more risky sexual behaviors than peers not in the foster care system. Counteracting these concerns requires understanding the processes that contribute to these outcomes. A conceptual model interfacing traditional identity development theories and social constructionist theories of social sexualization was developed that posited sociosexual input factors of sexual education and socialization, sexual abuse history, and adverse childhood experiences affect youths’ sexual identity development, which then impacts youths’ level of sexual health.
Hierarchical linear regression determined the level of impact of sexual socialization on sexual health within a sample of youth formerly in the foster care system (n = 219). Whether sexual identity development level mediated the relationship between sexuality-related discussions and sexual health was tested as well as how relationship quality moderates the effects of sexuality-related topic discussions on sexual identity development. Further analysis explored differences between the experiences of youth who identified as sexual minorities and their peers who identified as heterosexual.
Results indicated that gender identity, sexual orientation, adverse childhood experiences, sexual abuse history, and sexuality-related discussions with foster parents and with peers all impact sexual health. All four dimensions of sexual identity development significantly contributed to sexual health outcomes. Mediation occurred with two of the four sexual identity development dimensions, whereas no moderation effects were indicated. Youth who identified as sexual minorities and youth who identified as heterosexual had significantly different scores on three of four sexual identity development dimensions and youth who identified as sexual minorities had worse sexual health outcomes. Results indicate the importance of the sexual identity development process on sexual health and that youths’ sexual orientation identity must be considered when designing interventions to improve sexual health outcomes. -
Brandon-Friedman, R. A. (2019). The impact of sexual identity development on the sexual health of former foster youth. Journal of Adolescent Health, 64(2), S47. https://doi.org/https://doi.org/10.1016/j.jadohealth.2018.10.103
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Brandon-Friedman, R. A. (2019). Fostering, Forcing Choice (p. 102-112). Columbia University Press.
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Brandon-Friedman, R. A., & Folaron, G. M. (2018). Coming out in rural America: The case of Emilio Hernandez (pp. 151-166). Oxford University Press.
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Brandon-Friedman, R. A. (2017). Power, deviance, stigma, and control: A sociological reconceptualization of sexuality within social work services. Journal of Sociology and Social Welfare, 44, 141-167.
Despite shared societal and historical origins, sociology and social work have had a contentious relationship, leading some to suggest the two disciplines are inherently incompatible. This article challenges that assertion by examining how sociological conceptions of deviance, power, stigma, and control can contribute to more just social work services, particularly in the contentious area of adolescent sexuality. As respected social agents, social workers can play a role in counteracting the forces that alienate outsiders. By understanding how sociological theories contribute to their ability to contest the social discourse regarding sexuality, social workers can challenge social norms and work with clients in a more socially just manner.
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Ramseyer Winter, V., Brandon-Friedman, R. A., & Ely, G. E. (2016). Sexual health behaviors and outcomes among current and former foster youth: A review of the literature. Children and Youth Services Review, 64, 1-14. https://doi.org/10.1016/j.childyouth.2016.02.023
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Brandon-Friedman, R. A., & Kim, H.-W. (2016). Using social support levels to predict sexual identity development among college students who identify as a sexual minority. Journal of Gay & Lesbian Social Services, 28(4), 292-316. https://doi.org/10.1080/10538720.2016.1221784
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Wasmuth, S. L., Brandon-Friedman, R. A., & Olesek, K. (2016). A grounded theory of veterans’ experiences of addiction-as-occupation. Journal of Occupational Science, 23(1), 128-141. https://doi.org/10.1080/14427591.2015.1070782
This study examined how addiction emerges as an occupation in the lives of veterans. Its purpose was to facilitate better knowledge of how addiction is experienced as an occupation by this population, with the goal of destigmatizing addiction and paving the way for innovative ways to help people with addictions to build new occupational lives. Fifty-eight veterans diagnosed with a substance use disorder were recruited from a VA residential treatment center, of which 35 transcripts of the Indiana Psychiatric Illness Interview—a broad interview inquiring about participants’ life experiences—were randomly selected for grounded theory analysis following a 4-step coding procedure as outlined by Charmaz. Data revealed a five-step occupational process: Being Initiated; Increasing Engagement; Establishing an Identity; Experiencing Discord and Defeat; and Finding Other Occupations. Addiction is discussed as a behavioral pattern, and the authors discuss how the use of new occupations may provide individuals with new patterns of organization, social interconnection, and identity development needed to sustain a move away from occupations of addiction.
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Brandon-Friedman, R. A. (2015). Human behavior and the social environment: Shifting paradigms in essential knowledge for social work practice [Review of Human behavior and the social environment: Shifting paradigms in essential knowledge for social work practice]. Published.
Presentations
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Brandon-Friedman, R. A., & Swafford, T. R. (2024). “What happened to ‘Do no harm’?”: Counteracting narratives of family members opposed to gender-affirming care.
Introduction:
Affirming gender-diverse youths’ (GDY) gender identities and providing access to gender-affirming care(GAC) are critical to supporting GDY. Yet some GDYs’ family members strongly oppose them accessing GAC. Practitioners often dismiss these family members’ beliefs, but opponents of GAC remain steadfast, arguing GAC is harmful. This research explored the beliefs of GDYs’ family members opposed to GAC to better understand their roots.
Methods and Design:
Three hundred and ninety-six family members of GDY (90.2% primary caregivers) completed an anonymous online survey about their needs related to understanding GAC. A vocal group of family members used an open-ended discussion space to express views opposing GAC. Unsupportive views were identified and analyzed using thematic analysis. Interviews were initially coded by up to three research team members and preliminary codes were discussed and agreed upon. Team members then returned to the data to finalize coding and identify exemplary quotations.
Results and Conclusion:
Three themes and seven subthemes undergirded family members’ opposition to GAC: Cooption of Science and Society (subthemes: The Dangerous “Gender Identity” and Coopted Healthcare Professionals),Medical and Mental Health Concerns and Influences (subthemes: Medical Harms and “Experimentation” and Mental Health-Related Causes), and Questioning the Validity of Gender-Diverse Identities (subthemes: Transgender Identity Validity Questions, Responding to “Social Contagions,” Investigating Rapid-Onset Gender Dysphoria, and Acknowledging “Desistence”/“Detransitioning.”). Many concerns were misguided beliefs about how to support GDY and rooted in misinformation, not understanding GAC, or hyper-highlighting rare experiences.
Implications are threefold: First, despite the harmful effects, family members opposed to GAC feel they are showing GDY they care. Practitioners can use this underlying caring to help them recognize how to properly support GDY. Second, GDYs’ family members can be heavily influenced by societal messaging critical of GAC. Practitioners must counteract this messaging and guide family members toward appropriate sources of information. Third, practitioners must engage in efforts to reduce misinformation’s influence.
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Donahue, K. L., Dellucci, T., Brandon-Friedman, R. A., Fledderman, T., & Peipert, A. (2024). Individualized treatment progress and perceived clinic support among adolescents and young adults receiving care in a pediatric gender health clinic.
Introduction: To better understand the experiences of transgender and gender-diverse (TGD) adolescents and young adults (AYA) receiving gender-affirming care, we explored associations between gender affirmation progress, perceptions of clinic support, and psychological well-being among a sample of patients receiving care within a gender health clinic at a large Midwestern pediatric medical center.
Methods: Data were collected July–December 2021 during baseline assessment of a larger longitudinal online survey of patients and caregivers. Prior to data collection, patient and parent advisory panels reviewed survey contents and study design to ensure a comprehensive and meaningful assessment of families’ experiences. Patients reported their affirmation goals (i.e., indicated if they had taken specific steps to socially/medically affirm their gender, or planned to in the future), with individual affirmation progress score (IAPS) defined as # of completed goals ÷ # of planned goals. Perceived clinic support was measured using a novel 14-item scale (α=0.81). Measures of well-being included validated scales of current life satisfaction, meaning and purpose, and psychological stress, with single items assessing perception of current happiness level, current overall mental health, and overall change in mental health since beginning care.
Results: Participants (N=55, M=16.7 years old, range 14-21) represented transmasculine (54.5%), transfeminine (20.0%), and nonbinary (25.5%) identities. On average, participants endorsed reaching 47% of their affirmation goals (IAPS range 13-100%) and were generally satisfied with support from the clinic (M=4.21, SD=0.49). IAPS was positively correlated with subjective improvement in overall mental health since initiating care (r=0.47, p<.001) but not perceived clinic support or any measure of current well-being.
Conclusions: Progress toward meeting affirmation goals was associated with subjective improvement in overall mental health but not current well-being in this clinic sample of TGD AYA. Results highlight mental health providers’ important role in supporting TGD AYA in identifying and achieving their personalized care goals while addressing barriers to affirmation.
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Heinz, M., & Brandon-Friedman, R. A. (2024). The legislative environment and its impact on LGBTQ+ mental health. Indiana School of Social Work, Indianapolis, IN United States.
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Swafford, T., Imburgia, T., & Brandon-Friedman, R. A. (2024). “Out of the mouths of babes”: Exploring COVID-19’s impact on identity formation for gender-diverse youth. Society for Adolescent Health and Medicine, San Diego, CA United States.
Purpose: A popular narrative permeating academic and public spaces is the omnipresence of COVID-19 and the impact that COVID-19 continues to have on humanity’s mental health. Extant research is replete with participants experiencing anxiety, depression, and social isolation, often exacerbated by COVID-19. Arguably, Gender-Diverse Youth (GDY) in the U.S. might experience these states of being to a greater extent, due to the added risks and challenges associated with their gender identities and/or expressions. While previous studies have correlated poorer mental health outcomes with COVID-19, little research has been performed on identifying and illuminating COVID-19’s positive impact on U.S. GDY. This gap needs to be addressed to better understand how the pandemic has helped facilitate GDYs’ self-reflection and self-discovery.
Methods: This study’s 16 participants had a mean age of 15.13 (SD: 1.99) and were recruited from a larger research project that explored to what degree gender-affirming care (GAC) aids in promoting GDYs’ overall well-being. Following a semi-structured interviewing guide, this study asked three questions specific to COVID-19: What impact did COVID-19 have on your gender identity/well-being? What impact did COVID-19 have on your social supports? How did COVID-19 affect your receipt of GAC? Each interview was de-identified, transcribed, and coded according to a coding guide created and agreed upon by the research team. After individually coding each interview, the research team met, discussed, and agreed on the study’s prominent themes.
Results: Three themes emerged from the data: (1) COVID precipitated self-exploration (2) COVID created safe spaces, and (3) COVID allowed for separation from negative environments. In the first theme, a participant explained, “I realized I was trans once we went through the thick of it.” Participants noted that COVID gave them the time and resources needed to delve deeper into the depths of their gender identities and expressions to prompt their self-acceptance. In the second theme, a participant said, “It [COVID] helped me transition and not tell caregivers for three years.” Participants discussed how social distancing enabled them to exercise more autonomy over when and how they would reveal their gender identities and expressions to others in their lives. In the third theme, a participant shared, “I did not have to worry about continuing this image for school since I did not go to school the first semester.” Participants were not subjected to people or places that could place their psychosocial health in jeopardy.
Conclusion: Considering the positive impact of COVID-19 is a narratorial reversal from what has been un- and recovered in previous studies. Three implications were identified: First, self-exploration is ongoing. GAC practitioners must continue learning from and with GDY throughout service provision to provide care that is culturally tailored to meeting GDYs’ needs. Second, the GDY and COVID-19 narrative is not monolithic. GAC practitioners must approach each GDY client with empathy and curiosity to learn how each of their narratives reflect their respective needs, strengths, and lived experiences. Third, GAC practitioners must educate society on ways to ensure that GDY remain free from all reasonable harm in public and private spaces.
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Brandon-Friedman, R. A., Tabb, A., Canada, M., Imburgia, T., Swafford, T., Fortenberry, J. D., & Donahue, K. L. (2024). The perspectives of gender-diverse youth and caregivers coping with legislation banning gender-affirming medical interventions. Society for Adolescent Health and Medicine, San Diego, CA United States.
Learning Objective: Understand the impact of legislation banning access to gender-affirming medical interventions on the lives of gender-diverse youth and their caregivers.
Purpose: The last several years have seen the proliferation of legislation restricting access to gender-affirming medical interventions (GAMI) for gender-diverse youth (GDY). In 2023, the Indiana General Assembly passed legislation [Senate Enrolled Act (SEA) 480] prohibiting medical providers from providing GAMI to minors, including the discontinuation of previously initiated GAMI. This thematic analysis explored GDYs’ and their caregivers’ perceptions of the impact of this legislation on their families and other GDY.
Methods: Participants were interviewed as part of a longitudinal study examining the impact of gender-affirming care on the well-being of GDY. A total of 16 youth (x̄ age 15.31, range 12-18) and 16 caregivers completed the semi-structured interview. Data for this analysis are based primarily on participants’ responses to prompts regarding the perceived impact of SEA 480 on their healthcare, their families, and other GDY. Interviews were conducted as the law was being debated and then as it was passed. The law is currently blocked by courts from taking effect. Analysis was conducted following the steps outlined by Braun and Clark (2006). Transcripts were initially analyzed by at least two research team members and themes were then discussed with the full research team. Modifications to the identified themes were made based on research team discussions, and transcripts were re-analyzed to finalize the themes and identify exemplary quotations.
Results: Five main themes were identified. Benefits of access to GAMI reflected youth and caregivers’ perceptions of the positive impact of current or planned GAMI on the youth’s psychosocial well-being. Direct effects of losing access to GAMI reflected participants’ perception of how the loss of GAMI would negatively impact the youth’s psychosocial well-being. Growing hostility toward the gender-diverse community reflected participants’ experiences of increased harassment and discrimination and the perception of others’ increasing justification for expressing negativity toward the community as a result of such legislation. Personal and social upheaval reflected current and planned actions affecting family life, such as needing to relocate to maintain access to care. Galvanization into social action reflected participants’ strengthened desire to advocate for the needs of GDY and their families and to affect future legislative action.
Conclusions: This is among the first analyses to examine the perspectives of both GDY and their caregivers as they are impacted by legislation restricting access to GAMI. Participants expressed significant concerns about the ramifications for themselves, their families, and the broader gender-diverse community. Medical and social service providers must be attuned to the increased stress GDY and their families are experiencing. Patients may require additional psychosocial support to cope with the loss of medical care and institutional support, increased negativity toward themselves and their families, and significant upheaval that may include enacting plans to move to another state. Providers must be prepared to serve as advocates for patients who may not be able to fully advocate for themselves in these circumstances.
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Swafford, T., & Brandon-Friedman, R. A. (2023). Defining safety among gender-diverse/transgender People of Color.
Background and Purpose:
Transgender people experience higher levels of prejudice, discrimination, oppression, and violence than cisgender peers, and many feel unsafe when accessing healthcare services and during service provision, resulting in them forgoing care. These levels and feelings are often compounded for gender-diverse/transgender People of Color (POC). While extant literature has shown the impact that race and gender identity have on exposure to and experiences of prejudice, discrimination, oppression, and violence, no studies have explicitly explored how gender-diverse/transgender POC define safety, or to what extent safety is a factor in their readiness, willingness, and ability to engage with healthcare services. This study explored how gender-diverse/transgender POC define safety and how service providers can enhance gender-diverse/transgender POC’s feelings of safety when accessing and using services.
Methods:
An initial semi-structured focus group with services providers who work with gender-diverse/transgender POC, many of whom identified as gender-diverse/transgender POC, explored how they as providers understand safety and feel their agencies work to meet the needs of gender-diverse/transgender POC. Individual interviews and a focus group were then conducted with gender-diverse/transgender POC to learn 1) How they define safety, 2) What aspects of community services and what actions of service providers contribute to them feeling safe or unsafe, and 3) How agencies can enhance their feelings of safety when receiving services. Thematic analysis was used to identify overarching themes and subthemes. Two research team members independently identified overarching themes which were discussed and consensus reached. Subthemes were then agreed upon and exemplary quotations identified.
Results:
Twenty-six individuals participated in the interviews, many of whom expressed feeling empowered through sharing their narratives and being able to center their experiences. Three overarching themes were identified: Feeling Safe, Service Provider Actions, and Identity Acceptance. Feeling Safe referred to being free from reasonable harm, which was experienced through being fully accepted, feeling “seen and heard” in safe spaces, and being supported by biological, extended, and chosen family members. Service Provider Actions focused on providers using correct names and pronouns, monitoring their dispositions when interacting with clients and providing care, being cognizant of the environments where care is provided, and maintaining respectful policies and practices. Identity Enactment encompassed how individuals understood their identity and then enacted it. For some, being Black and gender-diverse/transgender are additive components of their identity, whereas for others either race or gender identity are prioritized depending on the situation.
Conclusion and Implications:
Narratives related to safety often are shared only among community members, but this study enabled these narratives to be heard beyond those communities so that services providers can better understand what gender-diverse/transgender POC need when accessing healthcare services and how they can work to meet those needs. Safety is a feeling and sense of being impacted by others’ actions, thoughts, feelings, and environments. Providers contribute to clients’ feelings and experiences of safety through their choice of service location, the ways their services are structured, their verbal and non-verbal communication, them ensuring community representation, and their promotion of equal and equitable policies and practices.
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Tabb, A., Swafford, T., & Brandon-Friedman, R. A. (2023). The role of caregiver acceptance and sex assigned at birth on depression among gender-diverse youth. Society for Adolescent Health and Medicine , Chicago, IL United States.
Learning Objective: Understand how sex assigned at birth, perceptions of caregivers’ acceptance, and differences between youth and caregivers’ perceptions of their support impact levels of depression among gender-diverse youth.
Purpose: Gender-diverse youth face significant challenges at all levels of social life. A primary source of support for many gender-diverse are caregivers, but how caregivers’ acceptance impacts gender-diverse youths’ levels of depression is poorly understood. The current study explored how differences in sex assigned at birth and perceptions of levels of caregivers’ acceptance impacted levels of depression among gender diverse youth ages 12-17.
Methods: Participants were patients and their caregivers at a dedicated gender health clinic in the Midwest. Caregivers rated their perceptions of their acceptance for their gender-diverse child, while the youth rated their levels of depression and their perceptions of their caregiver’s acceptance of their gender-diverse identity. The sample included 311 sets of youth and their caregivers. Two multiple regression models were analyzed. The first model explored the impact of age, sex assigned at birth, and youths’ interpretations of their caregiver’s acceptance on youths’ depression, while the second model examined the impact of age, sex assigned at birth, and differences between caregiver’s perceptions of their acceptance of their gender-diverse child and their child’s interpretation of that acceptance.
Results: Youth assigned male at birth had higher levels of depression than youth assigned female at birth (x̅ = 47.86 versus 43.35, t = -3.90, p <.001). There were no statistically significant differences between participants assigned male or female at birth in interpretations of their caregivers’ level of acceptance (x̅ = 56.10 versus 56.06, t = -0.031, p > .05) or in the differences between their interpretations of their caregivers’ acceptance and their caregivers’ own interpretations (z-score x̅ = -.012 versus .033, t = .429, p > .05). Within the analysis of youths’ interpretations of their caregiver’s support, being assigned male at birth contributed to higher depression scores (β = .205, t= 3.661, p <.001), while higher interpreted levels of support predicted lower depression scores (β = -.153, t= -2.766, p <.01). In the analysis of differences in interpretations of support, being assigned male at birth also contributed to higher depression scores (β = .247, t = 4.151, p <.001). Larger differences in interpretations of support predicted higher depression levels (β = .247, t = -2.58, p <.001). Patient age did not impact depression levels in either analysis.
Conclusions: This is among the first analyses to examine the impact of sex assigned at birth and caregiver support on depression among gender-diverse youth. That individuals who are assigned male at birth have higher levels of depression suggests that social proscriptions against gender diversity are more impactful for individuals assigned male at birth. These findings also further the importance of evaluating not only youths’ perceptions of their caregivers’ acceptance, but also differences in youths’ and caregivers’ perceptions of the caregivers’ acceptance, as these differences have an impact on youths’ depression. This novel finding regarding the impact of differences in perceptions of acceptance demonstrates that clinicians need to focus not only on caregivers increasing their levels of acceptance, but also on caregivers’ abilities to demonstrate that acceptance to their child.
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Brandon-Friedman, R. A. (2023). Public Testimony in Opposition to Indiana HB 1680. National Association of Social Worker’s Indiana Chapter’s Sexual Orientation and Gender Identity Committee.
Public testimony within the Indiana State Senate against HB 1860 which would ban discussion of sexuality in grades Pre-K through 3 and force outing of transgender youth to their parents if the youth disclose their gender identity to a school employee.
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Brandon-Friedman, R. A. (2023). Public Testimony in Opposition to Indiana SB 480. National Association of Social Worker’s Indiana Chapter’s Sexual Orientation and Gender Identity Committee, Indianapolis, IN.
Provided public testimony to the Indiana State House of Representatives against SB 480 which would ban gender-affirming care for gender-diverse youth under age 18 within the State of Indiana.
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Brandon-Friedman, R. A. (2023). Public Testimony in Opposition to Indiana SB 480. National Association of Social Worker’s Indiana Chapter’s Sexual Orientation and Gender Identity Committee, Indianapolis, IN.
Provided public testimony to the Indiana State Senate against SB 480 which would ban gender-affirming care for gender-diverse youth under age 18 within the State of Indiana.
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Brandon-Friedman, R. A. (2023). Deconstructing heterosexism within clinical social work practice. Indiana Chapter of the National Association of Social Workers, Indianapolis, IN United States.
Doing in-depth clinical work with LGBTQ+ requires more than allyship. To really understand and empathize with the experiences of LGBTQ+ clients, practitioners need to deconstruct their own sexual and gender identities and examine the roots of their beliefs about sexuality and gender. This session is designed to help heterosexual and cisgender social workers with exploring their identities and how their identities impact work with LGBTQ+ clients. Please note: This session is a workshop and participants will be asked to complete activities designed to help them explore themselves. Active participation in the activities will be essential to achieving the goals of the session.
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Swafford, T., & Brandon-Friedman, R. A. (2023). Practicing with intentionality: Working with gay men to integrate spiritual and sexual identities. Indiana Chapter of the National Association of Social Workers, Indianapolis, IN United States.
According to Gallup data collected between 2015 and 2017, nearly half of US LGBT adults are religious. Of the adults who identified as religious, the majority attend churches in the Protestant tradition. For many, the Pentecostal church and homosexuality are incompatible, but that does not tell the whole story as many gay men born into families within the Pentecostal tradition continue to seek a wholeness that incorporates both their sexuality and their spirituality. This session uses data from interviews with six gay men raised within the Pentecostal tradition as a background for providing social workers with strategies for working with gay men who are seeking to integrate their spiritual and sexual identities.
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Brandon-Friedman, R. A., & Swafford, T. R. (2023). Development of the "Families in Transition" therapeutic group for gender-diverse youth and their caregivers. USPATH (United States Professional Association for Transgender Health), Westminster, CO United States.
Introduction/Background:
Gender-diverse youth (GDY) experience elevated levels of psychosocial concerns due to the variety of negative experiences many GDY encounter in their daily lives (e.g., bias, discrimination, isolation, marginalization, and rejection). Alternatively, many GDY exhibit high levels of resiliency. A primary source of resiliency is a supportive relationship between GDY and their caregivers, but caregivers often need a space and time to learn about gender diversity, process the youths’ gender identity, examine their own beliefs, and develop skills to support the youth. GDY have identified caregivers’ efforts to learn about gender diversity, ability to discuss gender diversity, provision of emotional security, and acting as advocates as primary sources of support, but caregivers often need support to develop these skills.
Specific Aim(s):
The described project used community-based participatory research to develop a therapeutic group for GDY and their caregivers. Group-based services are beneficial for members of marginalized communities as they allow for destigmatization, conjoint learning, and community connectedness. The conjoint curriculum is the first known that addresses GDYs’ and caregivers’ needs simultaneously and one of few focused on GDY.
Materials and Methods:
During the fall of 2022 and early spring 2023 a team of social workers, caregivers of GDY, community-based service providers who work with GDY and their families, representatives of two community partner agencies that work with GDY and their families, gender-diverse community members, and a research team of masters and doctoral level social work students and a social work faculty member developed an 8-week curriculum for GDY and their caregivers. The curriculum was built on a previously developed 8-week group developed for GDY only. The initial draft curriculums were then reviewed by an additional caregiver of a GDY and a GDY; their feedback was incorporated into the final curriculum.
Results:
The resultant curriculum consisted of the following one and a half hour sessions for caregivers: Exploring Gender; Minority Stress and Resilience; Community, Othering, and Coming Out; Advocacy and Microaggressions; Family and Outside Relationships; Grief, Religion, and Spirituality; Body Positivity, Dysphoria, and Gender Euphoria; and Curriculum Review, Reflection, and Moving Forward. The youth sessions were: Exploring Your Gender; Minority Stress and Resilience; Coming Out and Building Community; Self-Advocacy and Confronting Microaggressions; Evaluating Environments and Enhancing Assertiveness; Relationships with Family; Body Image, Body Positivity, and Gender Euphoria; and Curriculum Review, Reflection, and Moving Forward. Three sessions included a 30-minute conjoint discussion during which youth and caregivers discussed topics that are often difficult for families. The topics covered conjointly were: Completing an ecomap showing who the youth is out to and who they desire to be out to, developing assertiveness skills when addressing concerns related to gender identity, and the final overview and discussion of building gender euphoria.
Conclusions:
Families in Transition is an 8-week curriculum for GDY and their caregivers developed within the community and designed to enhance communication related to gender, improve conjoint understanding of gender, develop advocacy skills, improve mental health, enhance community connectedness, and further build caregiver support.
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Swafford, T. R., & Brandon-Friedman, R. A. (2023). Families in Transition: Development of a therapeutic group for gender-diverse youth and their caregivers. The Council on Social Work Education , Atlanta, GA United States.
Background/Rationale:
Few therapeutic group curricula exist that were designed specifically for working with caregivers of GDY. Developing a curriculum for a marginalized group such as this requires researchers and community partners to work together to understand and meet the community’s needs. In collaboration with community partners, interview data, and academic and professional literature, we developed a caregiver component of a therapeutic group for GDY to provide the caregivers with a space and opportunity to learn about gender diversity, reflect on their youths’ gender identity, explore and examine their own beliefs, and develop skills to support the youth.
Methods:
Part of our research team developed an eight-week therapeutic group for GDY in the fall of 2019. Over the last year, we developed a complementary eight-week curriculum for caregivers of the GDY. Group development consisted of a series of steps based within community-engaged research. A primary goal was to have the youth and caregiver groups complement each other so that there would be sessions in which the youth and caregivers interacted. Interviews were first conducted with youth who participated in the youth-only group regarding how they would like to see caregivers involved. Second, caregivers of GDY were interviewed to gain an understanding of their needs and what they would like a curriculum to address. Third, the curriculum was developed using the interview data, academic and professional literature, incorporation of components of other curricula, and clinical and social experiences of the curriculum writers when working with GDY and their families. Initial drafts of the curriculum were in outline form. These outlines were reviewed by several gender-diverse individuals, who provided suggestions on ways that the outlines could be strengthened to reflect the breadth, depth, and fidelity of the content. Additional caregivers of GDY were then consulted for additional feedback on the extent to which the content helped meet their needs. Based on their feedback, appropriate changes were made and incorporated into a more detailed and comprehensive curriculum guide.
Results:
An eight-week caregiver curriculum guide was developed that consisted of the following sessions: Back to Basics: Gender, Sex, Sexuality, and Understanding Minority Stress; Fear and Grief; Relationships with External Family and the Outside World; Body Positivity, Body Image, and Gender Euphoria; Advocacy: Parents/Caregivers’ Self-Advocacy, Parents/Caregivers Advocating for their Children, and Education on Political Advocacy; and Gender Diversity and Representation in Religion and Spirituality.
Each session’s contents contain a rationale, main topics/ideas covered, materials required for engagement, summary, closing, and references. Four of the sessions include 30-minute periods in which the youth and caregivers engage in facilitated discussions focusing on areas with which families often struggle to communicate.
Conclusion:
The caregiver curriculum provides space and opportunity for caregivers to learn more about themselves, each other, and ways to better understand and support their GDY. The curriculum will enhance the caregivers’ abilities to build more meaningful and sustainable relationships with each other, their GDY, as well as the collective LGBTQ+ community through education, critical reflection, and facilitated discussion. This presentation will discuss the data gathered during the various steps and provide details on the curricular contents.
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Swafford, T. R., Brandon-Friedman, R. A., & Tabb, A. (2023). The impact of sex assigned at birth and caregivers’ support on gender-diverse youths’ depression levels. USPATH (United States Professional Association for Transgender Health), Westminster, CO United States.
Introduction/Background:
Gender-diverse youth (GDY) experience and are exposed to psychosocial challenges at a rate that is disproportionate to their cisgender peers. While research has shown caregivers to be a source of support for their GDY, there is a dearth in understanding whether and to what extent caregivers’ acceptance impacts levels of depression. Addressing this dearth is critical to helping caregivers better understand their GDY’s lived experience and how to best meet their needs.
Specific Aim(s):
This presentation has two specific aims: First, to review a dataset to understand the impact that perceived caregiver acceptance had on GDYs’ level of depression. Second, to provide strategies to help caregivers learn how to become more accepting of their GDY.
Materials and Methods:
In a study of 267 dyads of GDY and a caregiver, the youth rated their depression levels and their perceptions of their caregiver’s acceptance of their gender-diverse identity, while the caregivers rated their perceptions of their acceptance of their youth’s gender identity. Two multiple regression models were analyzed. The first model explored the impact of age, sex assigned at birth, and youths’ interpretations of their caregiver’s acceptance of the youths’ depression. The second model examined the impact of age, sex assigned at birth, and the differential between how GDY and their caregivers perceive the caregiver’s level of acceptance of youth’s identity on the youths’ depression. Due to a small sample size, youth who identified as nonbinary were not included in the analysis.
Results:
Youth assigned male at birth had higher levels of depression than youth assigned female at birth (x̅ = 42.8 versus 48, t = 3.66, p <.001). However, there were no statistically significant differences between youth assigned male and female at birth on their interpretations of their caregiver’s acceptance, their caregiver’s ratings of their acceptance, or in the differential between the youths’ and caregivers’ interpretations of the caregiver’s support. Within the analysis of youths’ interpretations of their caregiver’s support, being assigned male at birth contributed to higher depression scores (β = .205, t= 3.66, p <.001), while higher interpreted levels of support predicted lower depression scores (β = -.153, t= -2.766, p <.01). In the analysis of the differential in interpretations of support, being assigned male at birth also contributed to higher depression scores (β = .247, t = 4.151, p <.001) as did a larger differential in interpretations of support (β = .247, t = -2.58, p <.001). Patient age did not impact depression levels in either analysis.
Conclusions:
This study shows that youth assigned male at birth have higher levels of depression and that being assigned male at birth contributes to higher levels of depression even when caregiver supports are factored. This is likely due to greater stigma projected against transgender females. The study also supports greater attention and strategies to be given to caregivers of GDY as youths’ perceptions of their caregiver’s support predicted lower depression scores. Interventions to increase caregivers’ support of transfeminine youth may have the potential to reduce depression the most.
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Swafford, T. R., & Brandon-Friedman, R. A. (2023). Using community engagement to design a curriculum for and by transgender/gender-diverse People of Color. USPATH (United States Professional Association for Transgender Health), Westminster, CO United States.
Introduction/Background:
Experiences and feelings of prejudice, discrimination, oppression, and violence are often compounded for TGD People of Color (PoC), resulting in feelings of isolation and distrust. As a result, some TGD PoC are hesitant to find and work with service providers during times of need and form social networks and communities with other TGD people. A Black, trans-owned and operated social service agency hosted a community event and invited community members and a research team to discuss how best to meet the community’s needs. The goal was to use the narratives shared and lessons learned during the event as building blocks for a curriculum designed for TGD PoC by TGD PoC.
Specific Aim(s):
This research analyzed the transcripts from the focus group to identify themes related to curricular topics and to ensuring community-focused facilitation. By using dialogue from a discussion held with transgender PoC, the themes center the experiences of a community who has often remained on the periphery.
Materials and Methods:
The community event occurred in April 2023. While the event contained many instances of “KiKing” or informal dialogue, the researchers were asked to analyze the group interview to learn the needs of TGD PoC and the topics they felt should be included in an upcoming curriculum and what they felt is important for facilitators to know. The researchers transcribed the interviews and conducted a thematic analysis following the methods of Braun and Clarke (2006).
Results:
Five facilitation themes and five topic themes were identified. The following facilitation themes were identified: Not Just Your Judy (you need to serve everyone equally and not just your friends); I Wanna Know How It’s Gonna Benefit Me (we need to know there will be clear tangible outcomes such as a bank account or resume); You Need Somebody That’s on the Same Playing Field (we need mentors who are part of our community); They’re Gonna Need a Way to Get Here (transportation is the biggest barrier in our community); and If They Don’t Have… , They Probably Don’t Want to be Here (the program needs to be attuned to meeting immediate needs before longer-term goals). Facilitation themes represented ways participants felt the curriculum should be designed to help participants feel safe and supported during the program.
The topical themes represented areas participants felt the curriculum needed to cover. The following topical themes were identified: Educational Achievement; Financial/Money Management; Accessing Community Resources; Mental Health Services; and Addressing Past Actions. Each facilitation and topical theme contained an overview, applicable quotes, and practice implications to help provide guidance for structuring the curriculum.
Conclusions:
The curriculum developed will give TGD PoC an opportunity to foster their own strengths while creating opportunities for building and sustaining the collective community. By being grounded in the experiences of TGD PoC, the material will be attuned to their needs. This presentation will provide guidance to agencies as they develop programming to meet the needs of TGD PoC.
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Swafford, T. R., & Brandon-Friedman, R. A. (2022). Defining safety: The experiences of transgender People of Color.
This presentation reviews the results of a study exploring how transgender People of Color (POC) define safety and how their feelings of safety can be enhanced within service agencies and during service provision. Transgender POC often feel unsafe when accessing health-based services, resulting in them forgoing care. This lack of care negatively impacts their individual lives as they do not receive necessary treatment as well as the overall community’s health.
A focus group was conducted within a community agency with transgender POC asking the participants about three areas: 1) How they define safety, 2) What aspects of community services and what actions of service providers lead to them feeling safe or unsafe, and 3) How agencies can enhance their feelings of safety when providing services to their community. Focus group participants identified several areas of concern and how agencies and service providers can help them feel safe when seeking to access services and during service provision. These findings can be used by service agencies and service providers to examine and change current policies, practices, and how they interact with transgender POC to enhance transgender POC’s feelings of safety, furthering the providers’ abilities to provide services to this population.
This research connects to the theme of “Beyond Resilience: Centering Equity in LGBTQ+ Healthcare” through its documentation of how community-based services can meet the needs of transgender POC. By understanding of the needs of this community, as defined by the community, providers will be better able to tailor services to the community’s needs. They will also be better situated to conduct outreach to the community in ways that demonstrate attunement to the community’s safety needs, resulting in better engagement with a community that often feels unsafe accessing services and an increased ability to provide essential services to them, thereby enhancing health equity.
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Brandon-Friedman, R. A., Miller, C., Paulson, J., & Rudd, S. (2022). Overview of DSM-5-TR: What does it mean for social work practice?.
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Brandon-Friedman, R. A. (2022). Minority stress and LGBTQ+ clients’ mental health. National Association of Social Workers, Indianapolis, IN United States.
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Brandon-Friedman, R. A. (2021). Pediatric challenges related to gender and sexuality. ECHO, , IN.
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Brandon-Friedman, R. A. (2021). Meeting the needs of family members of gender-diverse youth: A mixed-methods inquiry. The Council on Social Work Education , Orlando , FL.
Gender-diverse youth (GDY) often experience bullying, discrimination, harassment, and rejection in schools, social situations, and home, leading to higher rates of mental health concerns such as depression and anxiety, substance use, suicide ideation, and suicide attempts (Becerra-Culqui et al., 2018; Day et al., 2017; Kosciw et al., 2020; Thoma et al., 2019). Family members are often on the front line supporting their youth but report they are not well educated about gender-diversity and its impact on GDYs’ lives. This study sought to determine what information is most desired by family members of GDY and how they acquire that information.
Links to an online survey were distributed via social media, within LGBTQ+ community centers, and through listservs hosted by organizations serving family members of GDY. Family members of GDY were asked about the information they sought out in the first year after their family member came out as well as what sources were most useful for them. Quantitative analysis consisted of frequencies of most sought-after information and most commonly consulted sources. Qualitative analysis of written responses about additional concerns and needs utilized thematic analysis.
Of the 396 respondents, 90.2% identified themselves as a primary caregiver of the GDY and 92.7% as a parent. 92.7% of the participants lived in the United States. The average age of the GDY was 15.7 years with a range from 3-24. Youth had come out at an average age of 12.9 and been out an average of 2.9 years.
Mental health professionals were the most commonly identified source of information, followed by online support groups, LGBTQ+ centers, LGBTQ+ websites, and research/academic articles. The most commonly sought out medically-related topics were gender terminology, definitions of gender identity, finding gender-affirming mental health providers, information on gender-affirming hormones, and finding other gender-affirming healthcare providers. The most commonly sought out socially-related topics included online support groups for family members of GDY, gender-related school concerns, responding to questions from family members, gender-related social concerns, and using pronouns correctly.
Thematic analysis identified five themes with 14 subthemes. Main themes included medical concerns and services, mental health concerns and services, social and environmental concerns, family concerns, and questions of validity. Subthemes included identifying medical providers, understanding hormone treatment, understanding physical modifications, identifying mental health providers, understanding co-occurring disorders, connecting to others, ensuring safety, ,addressing interactions with social environments, supporting and affirming GDY, addressing relationships with other family members, considering the impact of having other LGBTQ+ family members, investigating “rapid-onset” gender dysphoria, exploring social contagions, and addressing “desistence”/“detransitioning.”
The needs of family members of GDY are complex and multifaceted. The intersection of mental health needs and gender-affirming care is a prime concern and family members appear to feel they have the youths’ best interests in mind even when they question the provision of gender-affirming care. This study also showed misinformation is prevalent and can significantly impact how family members understand and react to GDYs’ identities. Social service providers need training on addressing the identified areas of need for family members of GDY.
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Brandon-Friedman, R. A. (2021). Parent Informational needs for supporting gender-diverse children and youth. LGBTQ Healthcare , Indianapolis , IN United States.
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Brandon-Friedman, R. A. (2021). The Information Needs of Family Members of Gender-Diverse Youth. Society for Social Work and Research.
This study sought to understand the information most desired by family members of gender-diverse youth and the most used sources for that information. Results indicated that family members primarily need information about what gender is and how to discuss it with others. LGBTQ+-related organizations, support groups, and websites play as essential role in helping family members meet their needs and better understand their family member. This information will help providers to prepare for the types of questions that family members of gender-diverse youth may ask and provide them with guidance as to the most useful means of information provision. Knowing this will allow for more efficient service provision as well as offering guidance to those who seek to develop resources for family members of gender-diverse youth.
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Brandon-Friedman, R. A. (2020). Male versus female foster youth: Sexual well-being and identity development differences. Council on Social Work Education, Denver, CO United States.
Former foster youth (FFY) experience more negative sexual health outcomes than peers not previously in foster care, while females have worse outcomes than male peers. Among FFY, females had fewer sexuality-related discussions, lower levels of sexual health, reduced sexual autonomy and self-esteem, and higher incidence of negative sexual health outcomes.
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Brandon-Friedman, R. A. (2020). Gender dysphoria: Distinguishing facts from misconceptions. Indiana Chapter of the National Association of Social Workers, Indianapolis, IN United States.
Clinicians working with gender-diverse youth need to be aware of the various narratives about these youth. Recent media attention has focused on two harmful narratives about gender-diverse individuals, “desistence” and “rapid onset gender dysphoria.” These narratives are often used to suggest that youth are coming out as transgender due to a social contagion effect, that youth are not capable of understanding their own gender, and/or that gender-affirming care can be tantamount to medical misconduct or even abuse. Using a combination of academic literature, popular media accounts, and case studies, this session explores the controversies related to these narratives, their origins, the harms they cause, and ways to combat them. The session will focus on actions that can be taken within social work practice to mitigate the risks posed by the attention these harmful narratives receive and ways to enhance the lives of individuals who suffer as a result of it.
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Brandon-Friedman, R. A., & Waletich, R. (2020). Combating myths and advancing truths: Persistence, “desistence,” and “rapid onset gender dysphoria.”. National Association of Social Workers Indiana Chapter, Indianapolis, IN United States.
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Brandon-Friedman, R. A. (2020). Working with LGBTQ+ individuals across the lifespan. National Association of Social Workers Indiana Chapter, Indianapolis, IN United States.
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Brandon-Friedman, R. A. (2019). Sexual minority and heterosexual foster youth: Sexual wellbeing and identity development differences.
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Brandon-Friedman, R. A., & Kinney, M. K. (2019). Working with LGBTQ+ individuals across the lifespan. National Association of Social Workers Indiana Chapter, Indianapolis, IN United States.
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Brandon-Friedman, R. A. (2019). The impact of sexual identity development on the sexual health of former foster youth.
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Brandon-Friedman, R. A. (2019). Sexual identity development of sexual and gender minority youth in foster care. Indiana University School of Medicine, Indianapolis, IN United States.
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Brandon-Friedman, R. A. (2019). LGBTQ+ Self-advocacy. Purdue University, West Lafayette, IN United States.
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Brandon-Friedman, R. A. (2019). Adverse childhood experiences’ impact on the sexual wellbeing of former foster youth.
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Brandon-Friedman, R. A. (2019). Adverse childhood experiences’ impact on anxiety and depression among former foster youth.
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Brandon-Friedman, R. A., & Snedecor, R. (2018). Addressing the sexual health needs of sexual and gender minority youth. National Association of Social Workers Indiana Chapter, Indianapolis, IN United States.
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Brandon-Friedman, R. A. (2018). Community Attitudes Toward Sex Offenders Inventory, Version 2 (CATSO-II): A pilot study. Society for the Scientific Study of Sexuality, Atlanta, GA United States.
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Brandon-Friedman, R. A., & Kinney, M. K. (2018). Community involvement and intersectionality: Improving wellbeing for LGBTQ+ People of Color.
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Brandon-Friedman, R. A., & Kinney, M. K. (2018). Enhancing LGBTQ+ student experiences in higher education. Indiana University - Purdue University Indianapolis, Indianapolis, IN United States.
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Brandon-Friedman, R. A. (2018). Social work practice with youth that identify as sexual and/or gender minorities in out-of-home care. Indiana Association of Resources and Child Advocacy, Indianapolis, IN United States.
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Kinney, M. K., & Brandon-Friedman, R. A. (2018). Community involvement and intersectionality: Improving wellbeing for LGBTQ+ People of Color.
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Kinney, M. K., & Brandon-Friedman, R. A. (2018). Community involvement and well-being: Implications for LGBTQ+ People of Color.
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Brandon-Friedman, R. A., & Kinney, M. K. (2018). Working with LGBTQ+ individuals across the lifespan. National Association of Social Workers Indiana Chapter, Indianapolis, IN United States.
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Brandon-Friedman, R. A., & Kinney, M. K. (2017). Working with LGBTQ+ individuals across the lifespan. National Association of Social Workers Indiana Chapter, Indianapolis, IN United States.
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Kinney, M. K., & Brandon-Friedman, R. A. (2017). Non-binary identities and gender expression: A PhotoVoice pilot study. University of Illinois, Champaign-Urbana, IL United States.
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Kinney, M. K., & Brandon-Friedman, R. A. (2017). Pronouns, PowerPoints, and policy: Affirmation of gender identity in higher education. Purdue University, West Lafayette, IN United States.
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Brandon-Friedman, R. A., Kinney, M. K., Pierce, B. J., & Fortenberry, J. D. (2017). Former foster youth’s perceptions of their acquisition of sexual health information while in foster care. Society for Social Work and Research, New Orleans, LA United States.
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Brandon-Friedman, R. A., & Kim, H.-W. (2017). Using social support levels to predict sexual identity development among sexual minority college students. Society for Social Work and Research, New Orleans, LA United States.
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Brandon-Friedman, R. A., Kinney, M. K., Pierce, B. J., & Fortenberry, J. D. (2016). Former foster youth’s perceptions of their acquisition of sexual health information while in foster care. Indiana University School of Medicine, Indianapolis, IN United States.
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Brandon-Friedman, R. A., & Kinney, M. K. (2016). Does it get better? Exploring “It Gets Better” videos using visual sociology. Council on Social Work Education, Atlanta, GA United States.
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Brandon-Friedman, R. A., & Kinney, M. K. (2016). Working with LGBTQ+ individuals across the lifespan. National Association of Social Workers Indiana Chapter, Indianapolis, IN United States.
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Brandon-Friedman, R. A., & Waletich, R. (2016). Working with high risk transgender populations: Minorities and youth. National Association of Social Workers Indiana Chapter, Indianapolis, IN United States.
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Brandon-Friedman, R. A. (2016). Development of sexual health among sexual minority youth in foster care. Maternal and Child Health Bureau, Washington, DC United States.
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Brandon-Friedman, R. A., & Pierce, B. J. (2016). Development of trust within an interagency partnership. Indiana University School of Social Work, Indianapolis, IN United States.
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Winter, V. R., Brandon-Friedman, R. A., Kattari, S. K., & McCay, K. (2016). Negotiating and communicating sexuality: Multiple methodologies; Diverse inquiries. Society for Social Work and Research, Washington, DC United States.
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Brandon-Friedman, R. A. (2015). Addressing sexuality in social work practice. Indiana University School of Social Work, Indianapolis, IN United States.
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Brandon-Friedman, R. A., & Kim, H.-W. (2015). Development of a positive non-heterosexual identity: The role of social supports. Council on Social Work Education, Denver, CO United States.
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Hutcherson, A., Brandon-Friedman, R. A., & Dennis, S. R. (2015). Structure, deviance, and power: Enhancing social work with sociological theory. Council on Social Work Education, Denver, CO United States.
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Brandon-Friedman, R. A., & Gobek, T. (2015). Incorporating the needs of LGBTQ-identified youth into community and residential treatment. Indiana Association of Resources and Child Advocacy, Indianapolis, IN United States.
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Brandon-Friedman, R. A., & Gobek, T. (2015). Social work practice with LGBTQ-identified youth in out-of-home care. National Association of Social Workers Indiana Chapter, Indianapolis, IN United States.
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Brandon-Friedman, R. A. (2015). The impact of perceived social supports on non-heterosexual identity development during early adulthood. Indiana University School of Social Work, Indianapolis, IN United States.
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Brandon-Friedman, R. A., & Dennis, S. R. (2014). The impact of social supports on gay, lesbian and bisexual identity formation. Indiana University School of Social Work, Indianapolis, IN United States.
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Brandon-Friedman, R. A. (2014). A consideration of the dialectic between two epistemological understandings of sexuality and the implications for social work practice.
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Brandon-Friedman, R. A. (2014). Social work practice with non-heterosexual individuals in the current cultural context. National Association of Social Workers Indiana Chapter, Indianapolis, IN United States.
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Brandon-Friedman, R. A. (2014). Gay? Queer? Undefined? Incorporating queer theory into social work practice. National Association of Social Workers Indiana Chapter, Indianapolis, IN United States.
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Brandon-Friedman, R. A., & Kim, H.-W. (2014). The contribution of perceived social supports to homosexual identity formation during early adulthood. Michigan State University, East Lansing, MI United States.
Contract Fellowship Grants
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The Impact of Gender Identity Development on Social, Educational, and Sexual Well-Being of Gender Diverse Youth
Richard Brandon-Friedman -
The Impact of Gender-Affirming Care on the Well-being of Gender-Diverse Youth
Program Director (PD)/Principal Investigator (PI): Richard Brandon-Friedman -
Surviving Against the Grain: Gender-Diverse Youth Grappling with Identity, Courage, & Betrayal
Supporting Personnel: Tayon Swafford
Program Director (PD)/Principal Investigator (PI): Richard Brandon-Friedman -
Pilot Testing the VISION Program to Enhance the Wellbeing of Transgender People of Color
Program Director (PD)/Principal Investigator (PI): Richard Brandon-Friedman
Supporting Personnel: Tayon Swafford
Supporting Personnel: Marissa Miller -
Families in Transition: Development of a Therapeutic Group for Gender-Diverse Youth and Their Caregivers
Program Director (PD)/Principal Investigator (PI): Richard Brandon-Friedman
Supporting Personnel: Tayon Swafford
Supporting Personnel: Emma Vosicky
Supporting Personnel: Krisztina Inskeep
Consultant: Cathy Goldman -
The Impact of Gender-Affirming Care on the Well-being of Gender-Diverse Youth
Program Director (PD)/Principal Investigator (PI): Richard Brandon-Friedman
Supporting Personnel: Tayon Swafford -
Understanding the Additional Labor Performed by LGBTQ+ Social Work Faculty
Program Director (PD)/Principal Investigator (PI): Richard Brandon-Friedman
Supporting Personnel: Tayon Swafford -
School Well-Being in Gender-Diverse Youth: Academic Achievement and School Connectedness During Gender-Affirming Therapies
Program Director (PD)/Principal Investigator (PI): Richard Brandon-Friedman
Co-PD/PI: J Fortenberry
Supporting Personnel: Tracy Imburgia
Supporting Personnel: Tayon Swafford -
Building Community to Enhance Well-being among Transgender People of Color
Program Director (PD)/Principal Investigator (PI): Richard Brandon-Friedman
Co-PD/PI: Marissa Miller
Supporting Personnel: Tayon Swafford -
Understanding the Information Needs of Family Members of Gender-Diverse Youth
Program Director (PD)/Principal Investigator (PI): Richard Brandon-Friedman
Supporting Personnel: Mallory Phagan -
Retrospective Review of the Presenting Concerns at the Riley Gender Health Program
Richard Brandon-Friedman -
School wellbeing in gender diverse children and adolescents
Eric Meininger
Program Director (PD)/Principal Investigator (PI): Richard Brandon-Friedman
Supporting Personnel: Kelly Donahue
Supporting Personnel: J Fortenberry
Clinical Services
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Licensed Clinical Social Worker (LCSW)
2017 - Transformations Counseling, LLC -
Social Work Services Supervisor
2016 - Riley Hospital for Children Gender Health Clinic -
Licensed Clinical Social Worker (LCSW)
2016 - Collaborating for Kids, LLC
Institutional Services
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Other
2021 - IUSSW Search and Screen Committee -
Committee Member
2021 - IUSSW Integrated Care Curriculum Development Committee -
Committee Chair
2019 - IUSSW PhD Committee -
Committee Member
2018 - IUSSW MSW Committee -
Faculty Advisor/Mentor
2017 - IUPUI Advancing Queer Student Education and Success Program [University level]Program run through the IUPUI LGBTQ+ Center -
Committee Member
2014 - LGBTQ Faculty & Staff Council -
Committee Member
2021 - IUSSW DEI Tenure Case Development Committee -
Committee Member
2020 - IUSSW New Grading Guidelines Committee -
Committee Member
2019 - IUSSW Search and Screen Committee [Clinical Faculty - 2 positions] -
Other
2022 - IUSSW Search and Screen Committee -
Committee Member
2021 - LGBTQ+ Healthcare Conference Steering Committee -
Other
2023 - IUSSW Search and Screen Committee -
Committee Member
2023 - IUSSW Summer Pay Equity Committee
Licensure
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Licensed Clinical Social Worker
State of Indiana -
Licensed Clinical Addictions Counselor
State of Indiana -
Licensed Social Worker
State of Indiana
Media Appearance
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An Indiana House bill would replace “gender” with “biological sex” and alter other terms
2024 - Indiana Daily Student
Read the Story An Indiana House bill would replace “gender” with “biological sex” and alter other terms -
Experimental or life saving: CRH officials say a transgender health care ban could negatively impact local youth
2023 - The Republic (Columbus, Indiana)
Read the Story Experimental or life saving: CRH officials say a transgender health care ban could negatively impact local youth -
NASW opposes anti-LGBTQIA2S+ legislation
2023 - National Association of Social Workers
Read the Story NASW opposes anti-LGBTQIA2S+ legislation -
Bill that would ban hormone therapy for transgender kids passes House committee
2023 - WTHR
Read the Story Bill that would ban hormone therapy for transgender kids passes House committee -
Indiana lawmakers move bill banning state-provided gender-affirming surgery in prison
2023 - Indianapolis Star
Read the Story Indiana lawmakers move bill banning state-provided gender-affirming surgery in prison -
Indiana ‘Don’t Say Gay’ bill amended, no longer requires parental consent for name changes, pronouns
2023 - WFYI Indianapolis - NPR
Read the Story Indiana ‘Don’t Say Gay’ bill amended, no longer requires parental consent for name changes, pronouns -
IU, IUPUI professor discusses impacts of ban on gender-affirming care for minors
2023 - ABC 57 (South Bend, Elkhart, and St. Joseph)
Read the Story IU, IUPUI professor discusses impacts of ban on gender-affirming care for minors -
Transgender rights: America’s divide
2023 - Scripps News Live -
Could Indiana pursue a ban on gender-affirming care for minors?
2022 - Indiana Capital Chronicle
Read the Story Could Indiana pursue a ban on gender-affirming care for minors? -
Acceptance, mental health difficult for trans Hoosiers
2022 - The Herald Bulletin
Read the Story Acceptance, mental health difficult for trans Hoosiers -
Acceptance, mental health difficult for trans Hoosiers
2022 - Tribune-Star
Read the Story Acceptance, mental health difficult for trans Hoosiers -
Acceptance, mental health difficult for trans Hoosiers
2022 - News and Tribune
Read the Story Acceptance, mental health difficult for trans Hoosiers -
Facing criticism and outcry, parents start local chapters of LGBTQ-serving organizations
2021 - IndyStar
Read the Story Facing criticism and outcry, parents start local chapters of LGBTQ-serving organizations -
How criticism of books addressing gender identity impacts Hamilton County LGBTQ students
2021 - IndyStar
Read the Story How criticism of books addressing gender identity impacts Hamilton County LGBTQ students -
Sexual identity development and sexual well-being of LGBTQ+ youth
2021 - Youtube
Read the Story Sexual identity development and sexual well-being of LGBTQ+ youth -
Westfield parents debate elementary school access to books on gender identity
2021 - IndyStar
Read the Story Westfield parents debate elementary school access to books on gender identity
Memberships
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Society for the Scientific Study of Sexuality
2021 to 2023 -
World Professional Association of Transgender Health
2016 to Present -
Society for Social Work and Research
2015 to Present -
Council on Social Work Education
2014 to Present -
Society for Adolescent Health and Medicine
2014 to Present -
National Association of Social Workers
2009 to Present
Professional Services
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Reviewer, Journal Article
2022 to Present - Youth -
Reviewer, Journal Article
2020 to Present - Families in Society -
Reviewer, Journal Article
2020 to Present - Journal of Adolescence -
Reviewer, Journal Article
2020 to Present - Journal of Adolescent Research -
Reviewer, Book
2020 to 2020 - Child and family-serving systems: A compendium of policy and practice -
Reviewer, Journal Article
2020 to Present - Children and Youth Services Review -
Reviewer, Journal Article
2019 to Present - Social Work -
Reviewer, Journal Article
2019 to Present - Journal of Homosexuality -
Committee Member
2019 to 2020 - Society of Adolescent Health and Medicine LGBTQI Special Interest Group -
Reviewer, Journal Article
2019 to Present - Advances in Social Work -
Reviewer, Journal Article
2019 to Present - Journal of Adolescent Health -
Reviewer, Journal Article
2019 to Present - Journal of Gay & Lesbian Social Services -
Reviewer, Conference Paper
2019 to Present - Society for Social Work and Research Annual Conference -
Reviewer, Conference Paper
2018 to Present - Council on Social Work Education's Annual Program Meeting Review Committee - Child Welfare -
Reviewer, Conference Paper
2018 to Present - National Association of Social Workers Indiana Chapter -
Chairperson
2018 to 2022 - NASW-Indiana Conference on Serving Sexual and Gender Minority Clients -
Reviewer, Conference Paper
2018 to Present - Council on Social Work Education's Council on Sexual Orientation and Gender Identity and Expression -
Reviewer, Conference Paper
2018 to Present - Council on Social Work Education's Annual Program Meeting Review Committee - Sexual Orientation and Gender Identity -
Committee Member
2017 to 2023 - Council on Social Work Education's Sexual Orientation and Gender Identity and Expression Council -
Reviewer, Conference Paper
2017 to Present - National Association of Social Workers -
Other
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Mentor
2017 to Present - Outlist Mentoring ProgramMentored other LGBTQ+ professionals in social services
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Reviewer, Conference Paper
2016 to Present - Council on Social Work EducationReviewed proposals for both the Sexual Orientation and Gender Identity and Expression track and the Child Welfare track
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Committee Member
2016 to 2017 - Society of Adolescent Health and Medicine LGBTQI Special Interest Group -
Chairperson
2015 to Present - Indiana Chapter of the National Association of Social Workers' Committee on Sexual Orientation and Gender Identity -
Reviewer, Textbook
2015 to 2015 - Pearson -
Member
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Communications Chair
2014 to 2016 - q-Caucus (Caucus of LGBT Faculty & Students in Social Work) -
Member
2013 to Present - q-Caucus (Caucus of LGBT Faculty & Students in Social Work) -
Chairperson
2013 to 2015 - Indiana Chapter of the National Association of Social Workers' Committee on Sexual Orientation and Gender Identity
Public Services
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Board Member
2018 to 2019 - Specialized Alternatives for Families and Youth - Indiana Division State Advisory Board -
Other
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Mentor
2017 to Present - Outlist Mentoring Program [National level]Mentorship of other LGBTQ+ community practitioners
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Board Member
2014 to 2019 - GenderNexus, Inc. [Regional level]Community agency serving the gender-diverse community in Indiana
Trainings
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Leadership Education in Adolescent Health Social Work Fellow
2014 to 2016 - Indiana University School of Medicine, Indianapolis, IN, United StatesSocial work fellow within the NIH-funded Leadership Education in Adolescent Health program; served as Co-coordinator my second year in the program.