Analysis of LGBT identity development models and implications for practice

By Brent Bilodeau, Kristen A. Renn. 2005

345 citations recorded by the source corpus.

Subfields: Clinical Psychology, Reproductive Medicine, Social Psychology

View Paper: https://www.semanticscholar.org/paper/47a90b5b813b8c7220ef97ae093367fc8ffa0270

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Lori D. Patton
2. Reid Vanderburgh
3. Shelley L. Craig

In Reproductive Medicine

1. Lori D. Patton
2. Reid Vanderburgh
3. Shelley L. Craig

In Social Psychology

1. Susan R. Komives
2. T. C. Segar
3. Lori D. Patton
4. Reid Vanderburgh
5. Shelley L. Craig
6. John P. Dugan
7. M. Woodford
8. Nicholas A. Bowman

Citations in the corpus

• Appropriate Therapeutic Care for Families with Pre-Pubescent Transgender/Gender-Dissonant Children (2009, background): “The GSA model (Gay/Straight Alliance) is useful for high school or college students, whose developmental needs include social groups that allow them to form alliances and friendships beyond the bounds of their families of origin ( Bilodeau and Renn 2005 ).”
• Guidelines for psychological practice with transgender and gender nonconforming people. (2015, neutral): “Similarly, a person’s sexual orientation may progress through multiple stages of awareness, exploration, and identity through adolescence and into adulthood (Bilodeau & Renn, 2005).”
• Perspectives on Identity, Disclosure, and the Campus Environment Among African American Gay and Bisexual Men at One Historically Black College (2011, background): “Critiques of existing theories of LGBT identities indicate they are outdated, too linear and discrete in nature, grounded in male experiences that rarely account for lesbian identity, lack attention to bisexual identities, and have homogeneous samples (Bilodeau & Renn, 2005; Levine & Evans, 1991).”
• College Student Capacity for Socially Responsible Leadership: Understanding Norms and Influences of Race, Gender, and Sexual Orientation (2008, background): “It is important to note, however, that for the purposes of analysis LGB students were collapsed into a single group, despite significant within-group diversity across a number of dimensions (e.g., gender, race, sexual identity development) (Bieschke et al., 2000; Bilodeau & Renn, 2005).”
• Discrimination and Mental Health Among Sexual Minority College Students: The Type and Form of Discrimination Does Matter (2014, background): “Alongside the normative challenges of college, sexual minority students often face additional stressors, including interpersonal discrimination as they develop their identities as young adults and sexual minorities (Bilodeau & Renn, 2005; Rankin et al., 2010).”