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Gender and Sexual Minority Youth (GSMY), in particular trans and non-binary youth, face significant psychological challenges dealing with everyday prejudice and microaggressions. There are few examples of interventions aimed at supporting GSMY in the UK and none for trans and non-binary youth. This thesis presents the development and evaluation of an online intervention aimed at empowering trans and non-binary youth using a multiphase mixed methods design. In Study 1 a social constructionist framework of gender, sexuality and masculinities was applied to gain an insight into how GSMY who identify as male or non-binary (n = 28) account for these norms in prejudicial interactions. Findings from six focus groups revealed how queer discourses were taken up as an empowering resource to challenge ‘outdated’ views on gender and sexuality when responding to prejudicial interactions. These findings informed the development of QueerViBE, an online intervention which aimed to empower trans and non-binary youth by applying discursive methods to help negotiate and challenge everyday prejudice and reflect on personal experiences. Study 2 evaluated QueerViBE in a randomised controlled trial. An experimental group (n = 23) and a waiting list control group (n = 22) of trans male and non-binary youth aged 16-21 were assessed according to improvements on measures of psychological and physical well-being at baseline, end of intervention and one month follow-up. Mixed ANOVAs found significant improvements on measures of psychological distress; wellbeing; self-esteem; self-efficacy and resilience; pride; and group self-esteem, compared to a control group. Study 3 explored the experiences of QueerViBE and online resources for participants who completed the intervention (n = 19). Findings highlighted a distinct lack of resources and the importance of community building, educating others, and the normal representation of trans lives and bodies. The implications of QueerViBE are discussed that help trans and non-binary youth utilise empowering discursive resources in other stressful situations such as healthcare encounters and in educational settings



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