Bibliographic record
Abstract
Although there is growing cultural awareness of transgender identities, transgender people continue to be marginalized and subject to identity-based discrimination and victimization resulting in disproportionate rates of psychological distress and particularly high rates of suicidality. Mental health clinicians can effectively support the mental health needs of transgender clients through the use of empirically supported, trans-affirmative interventions. This chapter focuses on transgender affirmative cognitive–behavioral therapy (TA-CBT), an evidence-informed intervention rooted in the unique needs and experiences of transgender individuals. TA-CBT is a version of CBT that has been adapted to ensure (1) an affirming stance toward gender diversity, (2) recognition of transgender-specific sources of stress and resilience, and (3) the delivery of CBT content within an affirming and trauma-informed framework. Clinical examples are utilized to elucidate affirmative delivery of several important components of TA-CBT: transgender affirmative case conceptualization, psychoeducation, and the development of coping skills to promote identity-affirming changes.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".