Coping strategies employed by transgender youth with higher and lower quality of life.

IF 2.6 3区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

British Journal of Developmental Psychology Pub Date : 2024-10-09 DOI:10.1111/bjdp.12524

Ítala Raymundo Chinazzo, Anna Martha Vaitses Fontanari, Annelise Riva, Bruno de Brito Silva, Lucca P Rodrigues, Ana Carolina Trajano, Marina Feijó, Angelo Brandelli Costa, Maria Inês Rodrigues Lobato

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引用次数: 0

Abstract

Understanding transgender youth coping mechanisms may help create strategies that reduce the influence of stress on quality of life. Our study aims to measure the quality of life of Brazilian transgender youth and analyse the association with their coping strategies used for dealing with general and gender-related stress. The sample consisted of 185 participants (μ = 18.49 years; SD 2.42); of which 95 (46.34%) transgender boys, 45 (21.95%) transgender girls, 65 (31.71%) non-binary. Better quality of life was related to social support, whereas lower quality of life was related to the use of avoidance coping style in the context of general stress. The study found no association between coping strategies for gender-related stress and quality of life. Thus, the increase in quality of life in the context of gender distress among transgender youth should involve other mechanisms than promoting coping skills.

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生活质量较高和较低的变性青年采用的应对策略。

了解变性青年的应对机制有助于制定减少压力对生活质量影响的策略。我们的研究旨在测量巴西变性青年的生活质量，并分析他们在应对一般压力和性别相关压力时所采用的应对策略与生活质量之间的关联。样本包括 185 名参与者（μ = 18.49 岁；SD 2.42）；其中变性男孩 95 人（46.34%），变性女孩 45 人（21.95%），非二元性 65 人（31.71%）。较高的生活质量与社会支持有关，而较低的生活质量则与在一般压力下使用回避应对方式有关。研究发现，与性别有关的压力应对策略与生活质量之间没有关联。因此，在变性青年面临性别困扰的情况下，生活质量的提高应涉及其他机制，而不是促进应对技能。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;