Do marginalized youth experience strengths in strengths-based interventions? Unpacking intervention fidelity through two interventions for sexual and gender minority youth

Craig, S. L., & Furman, E. (2018). Do marginalized youth experience strengths in strengths-based interventions? Unpacking intervention fidelity through two interventions for sexual and gender minority youth. Journal of Social Service Research, 44(2), 168179. https://doi.org/10.1080/01488376.2018.1436631


Highlights

Background

Background: Strengths-based interventions have potential to improve the wellbeing of sexual and gender minority youth (SGMY).

Study Description

  • This study examined the program acceptability of two strengths-based programs tailored for SGMY: ASSET (group counseling), and strengths first (SF) (care coordination)

  • A mixed-methods approach was applied to secondary data extracted from client files (n = 247)

    • Most participants were aged 15–18 (89%)

    • Gender identities included woman (66%), man (30%), and transgender (<1%)

    • Sexual orientations included bisexual (32%), lesbian (26%), gay (23%), and queer/pansexual (14%)

    • Most participants identified as White, Hispanic (47%), Black, Non0Hispanic (17%), and Hispanic, No other race (19%).

  • Program acceptability was measured using the 11-item Youth Acceptability and Strengths Scale

Key Findings

  • Quantitative analyses indicated that program acceptability was high for SGMY participants and did not significantly differ across program type, gender identity, sexual orientation, or ethnoracial identity

  • There were no differences between strengths enhancement or client satisfaction between intervention types

  • Compared to group counseling, care coordination significantly increased problem-solving skills

  • Qualitative analyses identified that strengths-based interventions provided: (1) social support; (2) community; (3) confidence; and (4) positive mentors.

Conclusion:

  • Both ASSET and SF are intended to enhance the strengths and resilience of SGMY, and the acceptability results show that intervention implementation achieves these aims

  • Overall, our findings demonstrate the value of inclusive, community-based care coordination and group-counseling interventions for SGMY

 

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Someone to have my back: Exploring the needs of racially and ethnically diverse lesbian, gay, bisexual, and transgender high school students

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An AFFIRMative cognitive behavioral intervention for transgender youth: Preliminary effectiveness