Improving Mental Health Professional Training: The Collaborative Development of a Trans Health Teaching and Testing Tool

Abstract

Mental health professionals are ill-equipped to support trans people; the majority of these professionals report having little or no education about trans health. Multiple stakeholders have called for training programs to expand their trans mental health curricula, however, input from trans people is necessary for the development of educational materials. The current study was part of a larger collaborative project with the trans community to develop a trans health teaching and testing tool for mental health professionals. My research aimed to understand the variations in feedback given by expert contributors and showcase the use of Evidence-Centred Design qualitative methods to develop this anti-oppressive psychometric and educational tool. A total of 31 expert contributors took part in multiple stages including construct conceptualization review (n = 1), a pilot review (n = 1), a modified Delphi (n = 29), and reflexivity meetings (n = 3) to provide feedback on how to improve the tool. Expert contributors included trans mental health professionals (n =2), trans clients (n = 19), cisgender mental health professionals experienced in trans-affirmative care (n = 8), and psychometricians (n = 2). Seven variations of feedback were expressed by expert contributors, with feedback being categorized into seven areas of consensus, five areas of dissensus, and eight discrepant cases which have all informed changes made to the tool. Future directions involve continuing the collaborative development and validation of this tool so it can be used in training courses, self-assessments, and as a psychometric research tool. This study showcases methods that can be used to develop other anti-oppressive educational and psychometric materials in a manner that gives trans people the agency to transform health professions training.