The Role of Family Support and Dyadic Adjustment on the Psychological Well-being of Transgender Individuals: An Exploratory Study.

Dyadic adjustment Family support Psychological well-being Social support Transgender individuals

Journal

Sexuality research & social policy : journal of NSRC : SR & SP
ISSN: 1868-9884
Titre abrégé: Sex Res Social Policy
Pays: United States
ID NLM: 101239794

Informations de publication

Date de publication:
08 May 2023
Historique:
accepted: 06 04 2023
pubmed: 26 6 2023
medline: 26 6 2023
entrez: 26 6 2023
Statut: aheadofprint

Résumé

This study aimed to measure dyadic adjustment, social support, and psychological well-being. A research protocol composed of the Dyadic Adjustment Scale, the Outcome Questionnaire 45.2, and the Multidimensional Scale of Perceived Social Support was administered to a sample of 109 Italian transgender individuals. Higher levels of global psychological distress, symptom severity, and interpersonal relationship distress were associated with lower levels of family support and dyadic adjustment. In addition, transgender women and younger transgender individuals reported higher levels of interpersonal relationship distress. The results indicate that the support and acceptance of one's partner and family of origin play a crucial role in promoting well-being. It represents an important protective factor with respect to negative psychological health outcomes. The findings emphasize the need to develop specific clinical and social practices for transgender individuals and their families. Building family and partner-centered policies and programs is particularly important to enable transgender individuals to avoid paying the emotional and psychological costs associated with rejection and non-acceptance.

Identifiants

pubmed: 37363352
doi: 10.1007/s13178-023-00817-z
pii: 817
pmc: PMC10166461
doi:

Types de publication

Journal Article

Langues

eng

Pagination

1-17

Informations de copyright

© The Author(s) 2023.

Déclaration de conflit d'intérêts

Conflict of InterestThe authors declare no competing interests.

Auteurs

Jessica Lampis (J)

Department of Education, Psychology, Philosophy, University of Cagliari, Via Is Mirrionis, 1, 09123 Cagliari, Italy.

Silvia De Simone (S)

Department of Education, Psychology, Philosophy, University of Cagliari, Via Is Mirrionis, 1, 09123 Cagliari, Italy.

Diego Lasio (D)

Department of Education, Psychology, Philosophy, University of Cagliari, Via Is Mirrionis, 1, 09123 Cagliari, Italy.

Francesco Serri (F)

Department of Education, Psychology, Philosophy, University of Cagliari, Via Is Mirrionis, 1, 09123 Cagliari, Italy.

Classifications MeSH