Cultural responsiveness in action: Co-constructing social work curriculum resources with aboriginal communities
- Authors: Bennett, Bindi , Redfern, Helen , Zubrzycki, Joanna
- Date: 2018
- Type: Text , Journal article
- Relation: The British journal of social work Vol. 48, no. 3 (2018), p. 808-825
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- Description: Abstract Aboriginal and Torres Strait Islander ways of knowing, being and doing have recently become core social work curriculum in Australian social work degrees and are regarded as central to decolonising Australian social work education and producing culturally responsive social work practitioners. Effectively teaching these knowledges, values and skills requires multiple strategies including the development of new curriculum resources which demonstrate the integration of Aboriginal and Torres Strait Islander ways of knowing, being and doing in practice. This article presents the theory and practice of co-constructing two filmed case studies with Aboriginal stakeholders which address a range of student learning needs. These powerful case studies are informed by Aboriginal knowledges and demonstrate the skills and values that the community state they want and need from social workers. Engaging in a community-led process provides social work educators with opportunities to build relationships with the Aboriginal and Torres Strait Islander communities, thus modelling cultural responsiveness in action.
Wayanha: A decolonised social work
- Authors: Green, Sue , Bennett, Bindi
- Date: 2018
- Type: Text , Journal article
- Relation: Australian social work Vol. 71, no. 3 (2018), p. 261-264
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- Description: After much careful consideration of what we would like to say to social workers and the social work profession, we wanted to start with the acknowledgement that social work, for the most part, has owned its own actions of the past and is taking steps to make amends for past actions and to learn and grow from past mistakes. However, there is still something missing. As a profession, whether that is in the field, within education and training, or as the professional body, we do not seem to be able to quite get there. So, what is it that we are missing?
Creating a culturally safe space when teaching aboriginal content in social work: A scoping review
- Authors: Fernando, Terrina , Bennett, Bindi
- Date: 2019
- Type: Text , Journal article
- Relation: Australian social work Vol. 72, no. 1 (2019), p. 47-61
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- Description: Teaching Aboriginal content in social work education presents risks of retraumatisation for students. There are international calls for a trauma-informed teaching model that creates cultural safety in the classroom. This study aimed to develop a trauma-informed model for social work education by reviewing the literature on cultural safety for Aboriginal peoples. This model incorporates key aspects of ensuring Aboriginal cultural safety: de-colonise social work education collaborative partnerships build relationships critical reflection develop cultural courage and yarning and story-telling. It provides a valuable framework for creating a more equitable teaching and learning environment that also ensures the essential academic content is covered. IMPLICATIONS Trauma underlies the historical, contemporary and cultural narratives of Aboriginal peoples. Students engaging in Aboriginal content that is traumatic can mean connecting with trauma that has occurred in their own lives. Trauma-informed teaching and learning will ensure that educators create culturally safe spaces that enable students to engage well with content. The adoption of the framework proposed in this paper may lead to the creation of a culturally safe space for teaching and learning in social work education.
Teaching cultural humility for social workers serving LGBTQI Aboriginal communities in Australia
- Authors: Bennett, Bindi , Gates, Trevor
- Date: 2019
- Type: Text , Journal article
- Relation: Social work education Vol. 38, no. 5 (2019), p. 604-617
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- Description: It is well documented that colonization and subsequent repressive policies have wrought devastating changes in the lives of Aboriginal people in Australia. Social workers are an essential group for improving social justice and self-determination for Australian Aboriginal people. The Australian Association of Social Workers (AASW) acknowledges that Aboriginal people make a unique contribution to the life of the nation and mandates that social work educational programs provide culturally responsive content that acknowledges the value and contributions of Aboriginal people. Social work educators need to embed this content without reinforcing stereotypes or being tokenistic. This is a challenge when teaching about intersecting identities, such as lesbian, gay, bisexual, transgender, queer/questioning, and intersex (LGBTQI) Aboriginal people. We outline the terms used in this space and propose that cultural humility is an acceptable framework to consider. We introduce key conceptual terms used in LGBTQI Aboriginal communities. Finally, we provide recommendations for engaging with LGBTQI Aboriginal peoples.
The potential of equine-assisted psychotherapy for treating trauma in australian aboriginal peoples
- Authors: Bennett, Bindi , Woodman, Elise
- Date: 2019
- Type: Text , Journal article
- Relation: The British journal of social work Vol. 49, no. 4 (2019), p. 1041-1058
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- Description: Abstract Colonisation and subsequent policies targeting Aboriginal peoples in Australia have had devastating consequences, including trauma, disadvantage and marginalisation. These effects have passed from generation to generation and continue to manifest in poor health and well-being outcomes, particularly mental health disorders. Innovative and culturally relevant techniques are needed to remedy inequality and address intergenerational trauma. Equine-assisted psychotherapy (EAP)—an experiential therapy involving horses—is a new and increasingly evidence-based treatment approach, which offers potential for working with Aboriginal peoples. This article reviews the literature on outcomes of EAP to consider its potential as a culturally responsive therapy to treat trauma and increase well-being for Aboriginal people in Australia.
What to bring when you are told not to bring a thing: The need for protocols in acknowledging indigenous knowledges and participants in Australian research
- Authors: Bennett, Bindi
- Date: 2020
- Type: Text , Journal article
- Relation: Journal of sociology Vol. 56, no. 2 (2020), p. 167-183
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- Description: This article provides a content analysis of articles published in Australian 'Social Work, the British Journal of Social Work, the International Journal of Social Welfare' and 'International Social Work' from 2007 to 2017 regarding the practice of acknowledging Indigenous participants and knowledges in articles that contain Indigenous content. This article argues that acknowledgement is an important way of recognising and showing respect for Indigenous people, as active agents in the research process. Indigenous cultural ideas, values and principles are now contributing to and informing a significant amount of research. Ways are suggested by which authors and journals can develop good practice when acknowledging Indigenous peoples respectfully within their research. This research found a need for the development of specific journal editorial policies and guidelines for authors who wish to publish content pertaining to Indigenous peoples that adequately reflects their contribution while protecting and acknowledging Indigenous knowledge, ideas and ownership of information.
COVID-19 vaccine donations—vaccine empathy or vaccine diplomacy? A narrative literature review
- Authors: Su, Zhaohui , McDonnell, Dean , Li, Xiaoshan , Bennett, Bindi , Šegalo, Sabina , Abbas, Jaffar , Cheshmehzangi, Ali , Xiang, Yu-Tao
- Date: 2021
- Type: Text , Journal article
- Relation: Vaccines (Basel) Vol. 9, no. 9 (2021), p. 1024
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- Description: Introduction: Vaccine inequality inflames the COVID-19 pandemic. Ensuring equitable immunization, vaccine empathy is needed to boost vaccine donations among capable countries. However, damaging narratives built around vaccine donations such as “vaccine diplomacy” could undermine nations’ willingness to donate their vaccines, which, in turn, further exacerbate global vaccine inequality. However, while discussions on vaccine diplomacy are on the rise, there is limited research related to vaccine diplomacy, especially in terms of its characteristics and effects on vaccine distribution vis-à-vis vaccine empathy. Thus, to bridge the research gap, this study aims to examine the defining attributes of vaccine diplomacy and its potential effects on COVID-19 immunization, particularly in light of vaccine empathy. Methods: A narrative review was conducted to shed light on vaccine diplomacy’s defining attributes and effects in the context of COVID-19 vaccine distribution and dissemination. Databases such as PubMed and Medline were utilized for literature search. Additionally, to ensure up-to-date insights are included in the review, validated reports and reverse tracing of eligible articles’ reference lists in Google Scholar have also been conducted to locate relevant records. Results: Vaccine empathy is an individual or a nation’s capability to sympathize with other individuals or nations’ vaccine wants and needs, whereas vaccine diplomacy is a nation’s vaccine efforts that aim to build mutually beneficial relationships with other nations ultimately. Our findings show that while both vaccine empathy and vaccine diplomacy have their strengths and weaknesses, they all have great potential to improve vaccine equality, particularly amid fast-developing and ever-evolving global health crises such as COVID-19. Furthermore, analyses show that, compared to vaccine empathy, vaccine diplomacy might be a more sustainable solution to improve vaccine donations mainly because of its deeper and stronger roots in multilateral collaboration and cooperation. Conclusion: Similar to penicillin, automated external defibrillators, or safety belts amid a roaring global health disaster, COVID-19 vaccines are, essentially, life-saving consumer health products that should be available to those who need them. Though man-made and complicated, vaccine inequality is nonetheless a solvable issue—gaps in vaccine distribution and dissemination can be effectively addressed by timely vaccine donations. Overall, our study underscores the instrumental and indispensable role of vaccine diplomacy in addressing the vaccine inequality issue amid the COVID-19 pandemic and its potentials for making even greater contributions in forging global solidarity amid international health emergencies. Future research could investigate approaches that could further inspire and improve vaccine donations among capable nations at a global scale to advance vaccine equity further.
Making #blacklivesmatter in universities: a viewpoint on social policy education
- Authors: Bennett, Bindi , Ravulo, Jioji , Ife, Jim , Gates, Trevor
- Date: 2021
- Type: Text , Journal article
- Relation: International journal of sociology and social policy Vol. 41, no. 11/12 (2021), p. 1257-1263
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- Description: Purpose The purpose of this viewpoint article is to consider the #BlackLivesMatter movement within the Aboriginal Australian struggle for equality, sovereignty and human rights. Indigenous sovereignty has been threatened throughout Australia's history of colonization. We provide a viewpoint and recommendations for social policy education and practice.Design/methodology/approach. We provide commentary and interpretation based upon the lived experience of Black, Indigenous and Other People of Color (BIPOC) co-authors, co-authors who are Allies, extant literature and practice wisdom as social policy educators. FindingsUniversities are sources of knowledge production, transmission and consumption within society. We provide critical recommendations for what social policy education within universities can address human rights and the #BlackLivesMatter movement.Originality/valueCulturally responsive inclusion for BIPOC has only just begun in Australia and globally within the context of the #BlackLivesMatter movement. This paper adds critical conversation and recommendations for what social policy programs might do better to achieve universities' teaching and learning missions.
The impact of teaching culture online during COVID-19
- Authors: Bennett, Bindi
- Date: 2021
- Type: Text , Journal article
- Relation: International social work Vol. 64, no. 5 (2021), p. 739-741
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- Description: This article speaks to an Aboriginal academic’s experience during COVID-19 teaching cultural content via the Internet and an online platform. It highlights the challenges of teaching deeply spiritual content online in a unit where being able to develop relationships and trust before these units are offered would be beneficial.
Aboriginal social work academics: failure to thrive due to having to fight to survive?
- Authors: Bennett, Bindi
- Date: 2022
- Type: Text , Journal article
- Relation: Australian social work Vol. 75, no. 3 (2022), p. 344-357
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- Description: The Behrendt report (2012) highlighted the significant lack of representation of Aboriginal people in higher education. It called for a collaborative approach by governments, universities, and professional bodies to drive systemic changes. In the last decade, this has resulted in an increase of Aboriginal students, staff, and researchers. This article presents a qualitative research study in which Aboriginal social work academic participants described their experiences of curriculum changes, workload, and research in the academy. Implications for universities, and social work programs, in particular, show where more is needed in the form of antiracist action plans and follow-through with these to address failure to thrive due to having to fight to survive in the academy. IMPLICATIONS Aboriginal social work academics are continuing to find academia to be socially and politically unsafe and unfairly competitive. Universities are experienced by Aboriginal social work academics as being often unsupportive and untrustworthy workplaces. Non-Aboriginal social work academics need to increase their commitment to, and actions regarding, antiracist practice with their Aboriginal colleagues.
An intercultural critical reflection model
- Authors: Redfern, Helen , Bennett, Bindi
- Date: 2022
- Type: Text , Journal article
- Relation: Journal of social work practice Vol. 36, no. 2 (2022), p. 135-147
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- Description: Critical reflection is an important tool used by social workers to develop culturally responsive education, practice, and supervision. Current frameworks provide clearly defined processes for learners and professionals to create culturally safe learning and practice. However, in the models currently used in Australian social work, there is no representation of Aboriginal ways of knowing, being and doing. In this paper, we introduce a new model which integrates, for the first time, both Western and Aboriginal Peoples' epistemologies in critical reflection. This model is intended to be used by Aboriginal and Torres Strait Islander and non-Indigenous learners and professionals who are dedicated to creating culturally safe spaces that acknowledge and integrate Aboriginal Peoples' culture and wisdom. The aim of the model is to support social workers to reflect deeply, then integrate and act on their learning in a culturally responsive way that may create transformative practice.
Australian social work: Proposed guidelines for articles by aboriginal and torres strait islander authors and about aboriginal and torres strait islander issues
- Authors: Bennett, Bindi
- Date: 2022
- Type: Text , Journal article
- Relation: Australian social work Vol. 75, no. 3 (2022), p. 273-279
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- Description: Australian Social Work (ASW) is an international peer-reviewed journal reflecting current thinking and trends in social work. Authors intending to submit to the Journal should prepare their manuscripts with both a social work audience and an international audience in mind. It is strongly recommended that authors familiarise themselves with articles previously published in the Journal. In this article recommendations are made and Guidelines suggested for the future direction for ASW and other journals in the explicit, respectful acknowledgement of the contribution of Aboriginal and Torres Strait knowledges to published work. Terminology: In these Guidelines, Indigenous refers to all First Nations peoples of the World. Aboriginal and Torres Strait Islander refers to the unceded sovereign First Peoples of Australia.
Creating spatial, relational and cultural safety in online social work education during COVID-19
- Authors: Bennett, Bindi , Ross, Dyann , Gates, Trevor
- Date: 2022
- Type: Text , Journal article
- Relation: Social work education Vol. 41, no. 8 (2022), p. 1660-1668
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- Description: Spatial, relational and cultural safety are critical elements of trauma-informed social work practice, gaining momentum in social work education. Culturally responsive and trauma-informed pedagogical approaches meet the definition of safety. The aim is to create a democratic, collaborative, and reflexive space whereby students and educators can feel simultaneously supported in the diversity of their respective lived experiences and learning. The challenges in fostering these learning and teaching spaces are reflected upon at one Australian university which responded to the COVID-19 pandemic by quickly transitioning to online learning without prior planning and consultation. The reflection describes the challenges and opportunities in delivering online content and the use of spatial, relational and cultural safety to navigate these challenges. The authors demonstrate the Aboriginal practice of social Yarning for use in online classrooms. Yarning helps educators and students attend to safety as an integral dimension of social work education.
Gender inequality and health disparity amid COVID-19
- Authors: Su, Zhaohui , Cheshmehzangi, Ali , McDonnell, Dean , Šegalo, Sabina , Ahmad, Junaid , Bennett, Bindi
- Date: 2022
- Type: Text , Journal article
- Relation: Nursing Outlook Vol. 70, no. 1 (2022), p. 89-95
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- Description: Gender inequalities could lead to grave human and economic consequences, especially amid global health crises of the coronavirus 2019′s (COVID-19) scale. The COVID-19 pandemic exacerbated gender inequalities women face and introduced new challenges that are unprecedented to society at large. Adverse effects of COVID-19, compounded by unintended consequences caused by public health policies such as lockdowns (e.g., delayed or canceled health services), have forced women to face issues ranging from COVID-19 infections and deaths, prolonged unemployment, to unparalleled scale and severity of domestic violence. However, though women face a canopy of debilitating challenges, there is a shortage of research that examines health solutions that can mitigate, if not offset, challenges women experience amid COVID-19. In this paper, we aim to shed light on why timely solutions are needed to mitigate gender inequalities and health disparities women face amid COVID-19 promptly. Furthermore, we underscore the imperative for cost-effective interventions that could shed light on the current health crisis and future pandemics.
Indigenous cultural Identity of research authors standard: Research and reconciliation with Indigenous peoples in rural health journals
- Authors: Lock, Mark , McMillan, Faye , Warne, Donald , Bennett, Bindi , Kidd, Jacquie , Williams, Naomi , Martire, Jodie , Worley, Paul , Hutten‐Czapski, Peter , Saurman, Emily , Mathews, Veronica , Walke, Emma , Edwards, Dave , Owen, Julie , Browne, Jennifer , Roberts, Russell
- Date: 2022
- Type: Text , Journal article
- Relation: Rural Remote Health Vol. 22, no. 3 (2022), p. 1-9
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- Description: The Indigenous Cultural Identity of Research Authors Standard (ICIRAS) is based on a gap in research publishing practice where Indigenous peoples' identity is not systematically and rigorously recognised in rural health research publications. There are widespread reforms, in different research areas, to counter the reputation of scientific research as a vehicle of racism and discrimination. Reflecting on these broader movements, the editorial teams of three rural health journals - Rural and Remote Health, the Australian Journal of Rural Health, and the Canadian Journal of Rural Medicine - adopted a policy of 'Nothing about Indigenous Peoples, without Indigenous Peoples'. This meant changing practices so that Indigenous Peoples' identity could be embedded in authorship credentials - such as in the byline. An environmental scan of literature about the inclusion of Indigenous Peoples in research revealed many ways in which editorial boards of journals could improve their process to signal to readers that Indigenous voices are included in rural health research publication governance. Improving the health and wellbeing of Indigenous peoples worldwide requires high-quality research evidence. This quality benchmark needs to explicitly signal the inclusion of Indigenous authors. The ICIRAS is a call to action for research journals and institutions to rigorously improve research governance and leadership to amplify the cultural identity of Indigenous peoples in rural health research.
Position statement: Research and reconciliation with Indigenous peoples in rural health journals
- Authors: Lock, Mark , McMillan, Faye , Bennett, Bindi , Martire, Jodie , Warne, Donald , Kidd, Jacquie , Williams, Naomi , Worley, Paul , Hutten‐Czapski, Peter , Roberts, Russell
- Date: 2022
- Type: Text , Editorial , Journal article
- Relation: Australian Journal of Rural Health Vol. 30, no. 1 (2022), p. 6-7
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- Description: It is time to plant a flag in the White soil of academic journal publishing and declare, ‘This discourse includes the cultural voices of Indigenous peoples’. Indigenous peoples1 are almost invisible as academic authors in rural health journals. Occasionally, that indigeneity might be deduced from the institutional or organisational affiliation statements, or the acknowledgements, or the text of articles. Too frequently, it is not discernible in any way. In essence, Indigenous cultural identity is suppressed by the conventions of academic publishing. This sees author and subject credibility resting on Western views of provenance, including institutional affiliation, college membership, educational qualifications and disciplinary background. This research colonialism reflects a power imbalance that must end.
Psychoneuroimmunology concerns of the Olympic boycotts
- Authors: Su, Zhaohui , McDonnell, Dean , Bennett, Bindi , Bentley, Barry , Ahmad, Junaid , Šegalo, Sabina , Cheshmehzangi, Ali , da Veiga, Claudimar , Xiang, Yu-Tao
- Date: 2022
- Type: Text , Journal article
- Relation: Brain, Behaviour and Immunity Vol. 102, no. (2022), p. 206-208
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- Description: Just weeks away from the Opening Ceremony of the Beijing 2022 Winter Olympics, the United States, followed by Australia, the United Kingdom, and Canada, has declared a diplomatic boycott of the Games. A diplomatic boycott stipulates that while government officials of these countries will not attend the event, the athletes’ scheduled attendance will largely remain intact. An unintended consequence of the boycotts is that they force the attending athletes to cope with the stress and distress associated with the 2022 Winter Olympics in an unfamiliar environment on their own. It is important to underscore that many of the challenges the athletes could face amid the Games are either deep-rooted or unprecedented, ranging from stressors fuelled by the nonstop media reports, the competitions, to the Omicron scares. These insights combined, in turn, underscore the imperative for effective and preemptive mental health support for Olympic athletes. To shed light on the issue, this paper highlights the reasons why timely solutions are needed to adequately safeguard Olympic athletes’ mental health and overall wellbeing, and underlines promising technology-based solutions that can be cost-effectively designed and developed for the athletes.
Teaching mental health and well-being online in a crisis: Fostering love and self-compassion in clinical social work education
- Authors: Gates, Trevor , Ross, Dyann , Bennett, Bindi , Jonathan, Kate
- Date: 2022
- Type: Text , Journal article
- Relation: Clinical Social Work Journal Vol. 50, no. 1 (2022), p. 22-34
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- Description: The coronavirus (COVID-19) pandemic has shifted clinical social work (CSW) and mental health education in Australia, and indeed throughout much of the globe, onto online delivery. The disruption caused by COVID-19 presents unexpected challenges in fostering the development of skill sets among social work educators in partnership with students. This article is a reflexive collaborative autoethnography written by four educators of different international and cultural backgrounds at a regional university in Queensland. Our university has experienced a shift from primarily a face-to-face delivery to online delivery due to social distancing. This article is grounded in an ethic of love, a values-based relationship-oriented practice promoting care, collaborative dialogue and solidarity between people, using self-compassion and reflexivity. We explore how COVID-19 has forced the authors to alter their teaching practice, cope with uncertainties, and respond with loving kindness to the shifting needs of students. We draw upon our experiences as educators of diverse cultural, linguistic, gender, and sexualities from Australia, the United States, the United Kingdom, and Nigeria and reflect upon how we have simultaneously turned inward and outward through technology. We draw upon person-centered, narrative, trauma informed and anti-oppressive clinical and educational approaches when exploring self-compassion and loving approaches with the students. We discuss the need for self-compassion and love of others as we respond to the current crisis by modeling self-compassion and love for CSW students who are experiencing crises, including loss of employment, separation from family overseas and interstate, isolation from colleagues and loved ones, and healthcare issues.
Adult learning as metamorphosis and popular education for lesbian, gay, bisexual, transgender/gender diverse, and queer+ equality: The story of leonard matlovich
- Authors: Gates, Trevor , Ross, Dyann , Bennett, Bindi
- Date: 2023
- Type: Text , Journal article
- Relation: Adult learning Vol. 34, no. 4 (2023), p. 209-219
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- Description: Critical events in Leonard Matlovich’s life depict a reluctant activist for lesbian, gay, bisexual, transgender/gender diverse, and queer+ (LGBTQ+) equality. He served in the US military and subsequently came to personify the broad social challenges to the military’s homophobic culture and recruitment practices. Matlovich’s experience of a series of life metamorphoses made a difference beyond the individual. His example inspired multitudes of other concerned citizens in how to undertake their metamorphoses to challenge institutionalized homophobia. Breakthrough learning experiences in Matlovich’s life are presented to explore and refine aspects of transformative learning theory by applying Jane Martin’s metamorphosis model. The learning nexus between individuals and society is shown to be a dynamic interaction where both aspects of Matlovich’s story and his influence are explored in the context of today’s LGBTQ+ equality struggles. The article shows the conducive personal and societal conditions that enabled his various metamorphoses as whole-of-individual identity and sociocultural crossings toward transformational change. Additionally, the implications of Martin’s educational metamorphosis are discussed. Adult educators are encouraged to emphasize learning located in the learner’s life circumstances, exemplary case studies to inspire cultural crossings against injustice, and transformations as being about grasping in situ learning opportunities in the cross-influence between the whole person and their socio-historical context. Matlovich’s experiences show how relevant dimensions of Martin’s theoretical approach, coupled with support from allies, can contribute to personal agency and can build a groundswell of learning needed to support activism for social justice movements.
Cyberbullying, mental health, and lesbian, gay, and bisexual youth with disabilities : intersectionalities and environmental risks
- Authors: Gates, Trevor , Bills, Kaycee , Bennett, Bindi , Kelly, Brian
- Date: 2023
- Type: Text , Journal article
- Relation: Journal of Child and Family Studies Vol. 32, no. 10 (2023), p. 3159-3166
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- Description: Lesbian, gay, and bisexual youth with disabilities are at risk for being cyberbullied. Additionally, these risks can be compounded by other intersectional factors, such as cultural identity. Youth with multiple marginalized identities are at risk for stress, discrimination, and poor mental health outcomes as a result of bullying. However, research exploring the intersections between risk, sexual identity, and disability is sparse. In this article, we begin to address this gap in a diverse sample of lesbian, gay, and bisexual youth who have reported being cyberbullied in the Youth Risk Behavior Surveillance System. We discuss implications for child and family studies, identifying opportunities for further discussion on risk, mental health, and person-in-environment factors for lesbian, gay, and bisexual youth with disabilities. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.