Abstract

In this study, I examined three case studies of Assigned-Female-At-Birth (AFAB) teenagers who came out to their families in the course of therapy; all cases are derived from private practice work from 2015 to 2018. These all have in common some of the important and distinct differences between “coming out” as LGB and “coming out” as transgender or nonbinary. Overall, these cases emphasize: (1) Specific needs of transgender teenagers and young adults, particularly with regard to appealing for permission to use hormones; (2) Race and class implications for coming out as transgender and non-binary; (3) The necessity of better general education about transgender lives; and (4) The impact of parents on transitioning experiences and self-identity. The different outcomes of gender identity outness, including different parameters for what parental approval and validation means, are explored. I conclude with clinical implications for doing work with transgender teenagers and their parents, along with advice to practitioners for how to work with a sample of parental responses in order to minimize trauma and harm to transgender and non-binary teens.

摘要

在这项研究中，我研究了在治疗过程中与家人同住的分娩女童（AFAB）青少年的三个案例研究。所有案例均来自2015年至2018年的私人执业工作。这些案例在“出来”为LGB与“出来”为跨性别或非二元性之间存在一些重要且明显的区别。总体而言，这些案例强调：（1）变性青少年和年轻人的特殊需求，特别是在呼吁允许使用激素方面；（2）以跨性别和非二进制形式出现的种族和阶级影响；（3）有必要对跨性别者的生活进行更好的通识教育；（4）父母对过渡经历和自我认同的影响。性别认同缺失的不同结果，探究了包括父母认可和确认手段的不同参数在内的各种参数。最后，我总结了与跨性别青少年及其父母一起工作的临床意义，并为从业者提供了有关如何应对父母反应样本的建议，以最大程度地减少对跨性别和非双性青少年的伤害和伤害。