PSY 375: Spring 2021
| Course Number | Time | Location | Online Office Hours |
|---|---|---|---|
| PSY 375 | W, 14:00-16:20 | RKC 102 | F, 12:00-13:45 |
Make an appointment to come to my office hours.
Pre-requisites: Introduction to Psychology, and a course in either Adult or Child Abnormal Psychology (PSY 210 or PSY 211). Cross-listed: Experimental humanities.
Despite the history of the term “talking cure,” we often focus almost entirely on the written word in courses that introduce the basics of psychological disorders. In the rise of podcasts, however, we have an increased ability to learn about mental illness and treatment directly from people who are willing to share their experiences. In this seminar, each class meeting will revolve around a podcast episode that provides insight into some aspect of mental illness, accompanied by reading primary source research articles and theory. Topics will include cognitive processing therapy, gender identity, major depression, couples therapy, and opiate addiction.
This course will discuss topics that are sensitive or personal for many students. If something discussed in class leaves you feeling upset, please speak to a trusted person about your experience. Further, if you find that you are struggling to cope with some of the topics discussed in class, you may contact Bard Counseling Services, and make an appointment; you may also email counselingservice@bard.edu or call 845-758-7433.
You will be graded through your active participation, contributing to class discussion, and on a semester-long project focused on integrating research with a podcast.
By the end of the semester you should…
The instructor for this course is Assistant Professor of Psychology Justin Dainer-Best (he/him/his).
There is no primary text for this course. Each week’s discussion will be centered on one or two podcast episodes, and associated articles/readings, detailed below. You should come to class prepared to discuss both the podcast and the readings. If you are unable or uninterested in listening to one (or occasionally two) podcast[s] each week, you should not take this course.
Although it is not required, you may choose to purchase a copy of the Diagnostic and Statistical Manual of Mental Disorders (5th Ed.; ISBN-13: 978-0890425558). It is, however, available for free through the Bard library. The DSM-5 is the primary manual for diagnosis, and you will likely want to refer to it throughout the course. Besides looking great on your bookshelf, you’ll find the DSM to be a useful reference throughout the semester.
Readings will be posted on Brightspace and Perusall, and are arranged on Brightspace in sequential order. Readings described below are referred to by the author’s surname(s).
You are expected to come to each class prepared to discuss the assigned reading. Laptops are discouraged. A pad of paper or a notebook are preferred. (Digital copies of readings may be appropriate.)
We will move at a rapid pace; material that is missed due to absence will not be repeated in class or office hours. Our classes are discussion-based, and your absence will impact both your own understanding and remove your contributions for others. Missing multiple days of group work may impact your grade.
Further, late arrivals can be disruptive to the class. Consistent patterns of lateness are unfair to other students. Please be on time.
If you are not feeling well, please do not come to class. Because of the need to remain home if you are ill, you may at any point choose to attend class remotely. Please let me know if you intend to do this (although I do not need to know why!), and I will make sure that you are able to attend. I have been encouraged to keep records of attendance in the interest of public health, but these will not be used for any other purpose.
If you are attending class online, please log in by the beginning of class. (I will begin promptly.)
Each of us shares responsibility for the health and safety of all in the classroom. I expect you to maintain six feet of distance from one another, to cover your nose and mouth with a functioning mask throughout class, and to stay home when you feel at all ill. These directives are consistent with Bard’s policies and with the CDC guidelines. In the classroom, if you are not following these provisions (e.g., you remove your mask, or intrude on others’ space), you will be reminded of these directives and then asked to leave.
Bard College is committed to providing equal access to all students. If you anticipate issues related to the format or requirements of this course, please contact me so that we can arrange to discuss. I would like us to discuss ways to ensure your full participation in the course. Together we can plan how best to support your learning and coordinate your accommodations. Students who have already been approved to receive academic accommodations through disability services should share their accommodation letter with me and make arrangements to meet as soon as possible.
If you have a learning difference or disability that may relate to your ability to fully participate in this class, but have not yet met with the Disability Support Coordinator at Bard, you can contact their office through https://www.bard.edu/accessibility/students/; the Coordinator will confidentially discuss the process to establish reasonable accommodations. Please note that accommodations are not retroactive, and thus you should begin this process as soon as possible if you believe you will need them.
Additionally, as my office in Preston Hall may be physically difficult to access, you may always request to meet with me in another location. This semester, however, I anticipate all office hours and meetings to occur online.
It is important to me that this course provides an open and supportive learning environment for all students. I invite you to speak with me if you have concerns or questions regarding issues of belonging, safety, or equity in the classroom. I want our discussions to be respectful of all students. If I am not helping the classroom to feel like an inclusive environment, I invite you to provide me with [anonymous] feedback. All forms of knowledge relating to clinical experience are valuable. While we will primarily engage with the topics of this course from an empirical perspective, respect for all viewpoints is necessary. I have attempted to choose readings that cover diverse viewpoints, demographics, and populations; you may not agree with every perspective you read or hear in this class, but I hope that they can be approached with kindness and curiosity.
I expect you to be familiar with what plagiarism is and is not. You may not present someone else’s work as your own without proper citation. You may not copy someone else’s work. You may not simply reword text from another source without giving credit. Please cite others’ work where relevant, and use your own writing. If you are not sure about the definition of plagiarism, or whether something constitutes plagiarism, please consult with me or with someone at Bard’s Learning Commons. Students caught plagiarizing will be reported to the Academic Judiciary Board, will get no credit for the assignment, and may fail the course.
I operate from the standpoint that you are interested in learning this material, and are doing your best to operate with integrity.
Before class, you should silence your cell phone, and you should not be on your phone during class. I do not recommend taking notes on your phone as a rule. I recommend taking notes on paper wherever possible. If you text or access materials unrelated to class during our class time, you are mentally absent from class.
When using a laptop, I encourage you to turn off notifications / turn on Do Not Disturb whenever possible. Browsing unrelated materials is distracting to you and also to your classmates. If attending class remotely, I recommend turning on Do Not Disturb and putting the (Zoom) class window in full-screen.
Some assignments (the podcast components and the midterm essay) can be turned in within two days of their due dates without penalty. For example, if an assignment is due before class, it may be turned in by Friday at midnight without penalty. However, please note that many assignments are intended to develop into conversations; even if you have not turned in a final document to me, you should be prepared to discuss your work in class. Perusall comments may not be turned in after class begins; the point of these comments is to stimulate discussion. (Obviously, leading a class exercise cannot be done late!)
Assignments may still be turned in after their late date. However, such assignments are considered “missing” (see section on grading below). If your work is consistently turned in late, this also may impact your grade unless you discuss this lateness with me. All assignments are due by the last day of the semester.
During ten or more of the semester’s weeks, you should publish multiple comments on the course’s Perusall website. You should have made your comments by noon on the day of class.
Perusall is a collaborative annotation system—you will annotate selections from the course readings with your classmates before class begins. You should not focus on only one reading, but should comment on any/all articles assigned for the week. Each week’s assignment is graded from 0 to 7 (averaged across articles), and your top 10 scores will contribute to your final grade. You cannot earn more points after the beginning of class. Perusall makes recommendations of scores based on your comments; I will read your comments closely myself and may adapt your grades.
The questions and comments you post will be used during class to shape the discussion. You will receive full credit for your Perusall annotations if they are novel and add something beyond the questions raised by that week’s readings directly—e.g., by interacting with one another’s questions. Questions are intended to provoke class discussion, and to give everyone a sense of how the class approaches the material before we begin. Your questions shouldn’t be too specific or too general—they should help stimulate your own thinking. Questions should engage in a thoughtful way with (ideally) multiple readings and the podcast, and bring them into conversation with one another. Each Perusall thread is a conversation with the other members of the class. Your goal should be to stimulate discussion which we can carry over into our class time by posting good questions or comments and to help others by answering their questions.
Occasionally, you may spend the first fifteen minutes of class writing a response to one of the questions posed by you or your classmates.
Effective annotations deeply engage points in the readings (through interpretation, synthesis, analysis, and use of evidence), offer informative questions or comments, and help others by addressing their questions or confusions. You can “mention” a classmate in a comment or question to have them notified by email (they’ll also see a notification immediately if they’re currently on the site), and you’ll also be notified when your classmates respond to your questions.
How many? More than 2 or 3 comments—even substantive ones—would be appropriate. On the other hand, 30 in-depth comments is likely too many. I also recommend not only making comments on abstracts or in the first few paragraphs of the article!
Can I read the articles elsewhere than on the Perusall site? Of course! You may read print versions, or use your favorite electronic reading app—you’ll just want to make your own comments (and add your own voice to discussions) on the Perusall website.
Each week, two students will develop an exercise to help stimulate discussion, approach the material from a different angle, and help the rest of the class to fully understand the week’s topic. When you lead the class exercise, you should plan to discuss in advance with your partner, and have material that can take approximately 20 minutes of the class. You may also choose to bring in outside research as you see fit.
You will lead discussion twice over the course of the semester based on the auction:
On the first day of class, you will be given 100 “points” to bid on the topics for which you would like to lead an exercise. You may choose to spend those points however you choose—e.g., giving ten points each to ten topics, or using all 100 on a single topic. The two students who bid the highest for any topic will lead an exercise that day. If you cannot lead on a given day (e.g., because of a religious observance or another college-approved absence), you may let me know that explicitly. Ties will result in random assignment to topics.
The primary output of this course is a project that will be developed over the course of the semester. You will choose a topic related to mental health, design and develop a research study in your mid-semester paper, and then work in a small group to create a podcast fleshing out the idea of one or more different research papers.
The midterm essay is a 6–8 page (strict cut-off at 8) paper designed to elicit critical thought about the bases of mental illness and treatment. This should be written as a research proposal following the APA style guide (double-spaced, with APA citations, etc.). Your topic should be focused on why or how a treatment works (“Is Behavioral Activation an essential part of CBT for depression?”), on what populations are best served by a treatment (“Does CPT work efficiently for neurodivergent patients?”), or on some other aspect of research on mental health and illness that you discuss with me.
You should include the following: an abstract (350 words maximum, on 1 page); an introduction (literature review—2–3 pages, terminating with a hypothesis); the methods (2 pages, including sub-sections of participants, measures, and procedure); a predicted results section (1–2 pages, including one table or figure, describing what would you hope to see based on the measures), and a discussion (1 paragraph discussing what this study would help you to learn). A references section must follow but is not included in the page count. You should cite peer-reviewed, empirical research, which has been published in reputable journals. Citing a minimum of five empirical articles would be appropriate, although more may be relevant. You may also cite peer-reviewed meta-analyses, theory, or review articles. A title page is fine but not required. No outline should be included.
The final document should begin with a one-page cover letter summarizing your thesis, describing your response to peer review (see below), and highlighting what you believe to be the strengths of the paper.
This research proposal should be an experiment—you must manipulate an independent variable.
There are three due dates for this essay:
The topic should be submitted by February 24th via email, including 3–5 sentences describing the research question and proposed study—you will receive 20 points for submitting this.
Electronic copies of a rough draft (including a minimum of three empirical sources) should be shareable by class on March 10th for peer review; I will read one of these copies. Participating in peer review and turning in the rough draft are worth 30 points. This will also be an opportunity to begin discussing ideas for the group project, described in section podcast below.
The final essay is due March 23rd (i.e., the day before our respite day), and is worth 80 points.
The paper will be scored based primarily on the following criteria: clarity of argument and writing, use of evidence from past research, coherence of argument, clarity and relevance of hypothesis/hypotheses, relevance of methods, utility of methods, plausibility of results, inclusion of relevant figure, and coherence of brief discussion. A rubric will be provided for peer review of the rough draft, which I will also use to score your essay.
As you explore your research topics, you will identify commonalities with other students in the class. In groups of two or three students, you will design and create an audio recording that highlights a different perspective on some aspect of your research project. This recording may be based around interviews, scripted dialogue, narrative story-telling, or any other idea that creatively explores a component of mental health. (You may view how students approached this assignment in the spring of 2020.)
There are four due dates for this project:
A project proposal is due in class on April 7th. This will explicitly present your plan for the project, including what you will be creating, how you aim to connect it to research, and the roles of each group member. You will receive 20 points for submitting this, and I will give you feedback.
A project status update will be due in class on April 21st. Your group should plan to present a summary of your project to the class, and submit a 2-page co-written report to me that links the podcast to research articles, with citations. The in-class presentation and written report are worth 40 points.
On May 5th, you should plan to schedule a time for all members to meet with me for 30 minutes in lieu of class.
The final recording—as an MP3 or other playable audio file—is due on May 19th. It should be 15–30 minutes long. Resources, including equipment, will be available through the Center for Experimental Humanities to help you record and edit a podcast.
The final recording is worth 80 points. It will be scored in part on the following criteria: connection to research, clarity of argument, coherence of the presented work, effective execution of the project proposal, creativity, sound quality, and narrative structure.
| Grade | Range |
|---|---|
| A-range | 360-400 |
| B-range | 320-359 |
| C-range | 280-319 |
| D-range | 240-219 |
| F | below 240 |
| Assignment | Points |
|---|---|
| Perusall annotations | 70 |
| Class exercises | 60 |
| Midterm essay | 130 |
| Podcast project | 140 |
| Total | 400 |
Your grades in this course will come from the assignments described above: Perusall annotations, leading class exercises, the midterm essay, and the final podcast project. Please note that while I will use Brightspace to distribute readings and collect assignments, you should not rely on the Brightspace gradebook to determine your grade. Instead, rely on these grading tables and your scores to determine your grade.
As discussed above, both the midterm essay and the components of the podcast project may be turned in late. Assignments turned in after the late deadline will receive points off, usually at a rate of 10% off per day late.
The schedule may change over the course of the semester. Changes to assignment dates will be announced via email and also changed on the course website. You are responsible for keeping up with the readings, showing up to class prepared, and turning in assignments on-time.
Readings are listed by author last name; PDFs can be found on Brightspace.
Planning the semester and discussing syllabus and intentions.
No class—respite day; however, due note the paper due the day before:
Podcast group meetings
Project reports (due in meetings)
Abdelfatah, R., & Arablouei, R. (. (2019). America’s opioid epidemic [Audio podcast episode]. In Throughline. NPR. https://www.npr.org/2019/04/02/709087394/americas-opioid-epidemic
Boiko-Weyrauch, A., & Norris, K. (. (2018). Medicine that melts under your tongue (No. 1) [Audio podcast episode]. In Finding Fixes. InvestigateWest. https://www.findingfixes.com/s1-e1-the-clinic
Brand, B. L., Sar, V., Stavropoulos, P., Krüger, C., Korzekwa, M., Martínez-Taboas, A., & Middleton, W. (2016). Separating fact from fiction: An empirical examination of six myths about dissociative identity disorder. Harvard Review of Psychiatry, 24(4), 257–270. https://doi.org/10.1097/HRP.0000000000000100
Brown, K., & Kennedy, P. (. (2018a). Chapter one: The night kingdom [Audio podcast episode]. In Showcase: The Great God of Depression. Radiotopia. https://www.radiotopia.fm/showcase/greatgod
Brown, K., & Kennedy, P. (. (2018b). Chapter three: The stolen brain [Audio podcast episode]. In Showcase: The Great God of Depression. Radiotopia. https://www.radiotopia.fm/showcase/greatgod
Brown, K., & Kennedy, P. (. (2018c). Chapter two: The angel of death [Audio podcast episode]. In Showcase: The Great God of Depression. Radiotopia. https://www.radiotopia.fm/showcase/greatgod
Chivvis, D. (., & Glass, I. (. (2019). Two dope kings (segment): Wartime radio (No. 667) [Audio podcast episode]. In This American Life. WBEZ Chicago. https://www.thisamericanlife.org/667/wartime-radio
Chung, K., Rhoads, S., Rolin, A., Sackett-Taylor, A. C., & Forcier, M. (2020). Treatment paradigms for adolescents: Gender-affirming hormonal care. In M. Forcier, G. Van Schalkwyk, & J. L. Turban (Eds.), Pediatric gender identity: Gender-affirming care for transgender & gender diverse youth (pp. 187–202). Springer.
Ehrensaft, D. (2020). Treatment paradigms for prepubertal children. In M. Forcier, G. Van Schalkwyk, & J. L. Turban (Eds.), Pediatric gender identity: Gender-affirming care for transgender & gender diverse youth (pp. 171–185). Springer.
Emtman, J., & Denton, B. (. (2016). Redwoods of the in-world (No. 69) [Audio podcast episode]. In Here Be Monsters. KCRW. https://www.hbmpodcast.com/podcast/hbm069-redwoods-of-the-in-world-explicit
Falkenström, F., Granström, F., & Holmqvist, R. (2013). Therapeutic alliance predicts symptomatic improvement session by session. Journal of Counseling Psychology, 60(3), 317–328. https://doi.org/10.1037/a0032258
Fisher, A. J., Bosley, H. G., Fernandez, K. C., Reeves, J. W., Soyster, P. D., Diamond, A. E., & Barkin, J. (2019). Open trial of a personalized modular treatment for mood and anxiety. Behaviour Research and Therapy, 116, 69–79. https://doi.org/10.1016/j.brat.2019.01.010
Gaston, G. B., Earl, T. R., Nisanci, A., & Glomb, B. (2016). Perception of mental health services among Black Americans. Social Work in Mental Health, 14(6), 676–695. https://doi.org/10.1080/15332985.2015.1137257
Glass, I. (. (2017). Two can be as sad as one (No. 617) [Audio podcast episode]. In This American Life. WEBZ Chicago. https://www.thisamericanlife.org/617/fermis-paradox/act-two-5
Gordon, K. C., Baucom, D. H., Snyder, D. K., & Dixon, L. J. (2008). Couple therapy and the treatment of affairs. In A. S. Gurman (Ed.), Clinical Handbook of Couple Therapy (4th ed., pp. 429–458). Guilford Press.
Gottman, J. M., & Gottman, J. S. (2008). Gottman method couple therapy. In A. S. Gurman (Ed.), Clinical Handbook of Couple Therapy (4th ed., pp. 138–164). Guilford Press.
Grayson, J. B. (2010). OCD and intolerance of uncertainty: Treatment issues. Journal of Cognitive Psychotherapy, 24(1), 3–15. https://doi.org/10.1891/0889-8391.24.1.3
Gross, T. (. (2017). Interview with Esther Perel [Audio podcast episode]. In Fresh Air. NPR. https://www.npr.org/2017/12/13/570131890/as-marriage-standards-change-a-therapist-recommends-rethinking-infidelity
Kaplan-Levenson, L. (., Abdelfatah, R., & Arablouei, R. (. (2020). Everybody knows somebody [Audio podcast episode]. In Throughline. NPR. https://www.npr.org/2020/01/15/796735042/everybody-knows-somebody
Klivans, L. (., Vogt, P. J., & Goldman, A. (. (2016). Making friends (No. 74) [Audio podcast episode]. In Reply All. Gimlet Media. https://gimletmedia.com/shows/reply-all/49hr6k/74-making-friends
Kolodny, A., & Frieden, T. R. (2017). Ten steps the federal government should take now to reverse the opioid addiction epidemic. JAMA, 318(16), 1537–1538. https://doi.org/10.1001/jama.2017.14567
Koob, G. F. (2019). Neurobiology of opioid addiction: Opponent process, hyperkatifeia and negative reinforcement. Biological Psychiatry, 87, 44–53. https://doi.org/10.1016/j.biopsych.2019.05.023
Lowe, J. (., & Glass, I. (. (2019). Ten sessions (No. 682) [Audio podcast episode]. WBEZ Chicago. https://www.thisamericanlife.org/682/ten-sessions
Macapagal, K., Bhatia, R., & Greene, G. J. (2016). Differences in healthcare access, use, and experiences within a community sample of racially diverse lesbian, gay, bisexual, transgender, and questioning emerging adults. LGBT Health, 3(6), 434–442. https://doi.org/10.1089/lgbt.2015.0124
Mack, M. (., Emtman, J., Denton, B., & White, N. (. (2015). Deep stealth mode (How to be a girl) (No. 45) [Audio podcast episode]. In Here Be Monsters. https://www.hbmpodcast.com/podcast/hbm045-deep-stealth-mode-how-to-be-a-girl
Miller, E., & McCaw, B. (2019). Intimate partner violence. New England Journal of Medicine, 380(9), 850–857. https://doi.org/10.1056/NEJMra1807166
Orbach, S. (. (2016). Jo [Audio podcast episode]. In In Therapy. BBC. https://www.bbc.co.uk/programmes/b070nvxf
Perzanowski, E. S., Ferraiolo, T., & Keuroghlian, A. S. (2020). Overview and terminology. In M. Forcier, G. Van Schalkwyk, & J. L. Turban (Eds.), Pediatric gender identity: Gender-affirming care for transgender & gender diverse youth (pp. 1–13). Springer.
Piper, A., & Merskey, H. (2004a). The persistence of folly: A critical examination of dissociative identity disorder. Part I. The excesses of an improbable concept. The Canadian Journal of Psychiatry, 49(9), 592–600. https://doi.org/10.1177/070674370404900904
Piper, A., & Merskey, H. (2004b). The persistence of folly: Critical examination of dissociative identity disorder. Part II. The defence and decline of multiple personality or dissociative identity disorder. The Canadian Journal of Psychiatry, 49(10), 678–683. https://doi.org/10.1177/070674370404901005
Resick, P. A., Galovski, T. E., Uhlmansiek, M. O., Scher, C. D., Clum, G. A., & Young-Xu, Y. (2008). A randomized clinical trial to dismantle components of cognitive processing therapy for posttraumatic stress disorder in female victims of interpersonal violence. Journal of Consulting and Clinical Psychology, 76(2), 243–258. https://doi.org/10.1037/0022-006X.76.2.243
Resick, P. A., Monson, C. M., & Chard, K. M. (2017). Cognitive Processing Therapy for PTSD: A comprehensive manual. The Guilford Press.
Rosin, H., & Spiegel, A. (. (2015). The secret history of thoughts [Audio podcast episode]. In Invisibilia. NPR. https://www.npr.org/programs/invisibilia/375927143/the-secret-history-of-thoughts
Rubinstein, G. (1995). The decision to remove homosexuality from the DSM: Twenty years later. American Journal of Psychotherapy, 49(3), 416–427. https://doi.org/10.1176/appi.psychotherapy.1995.49.3.416
Ruscio, A. M., Gentes, E. L., Jones, J. D., Hallion, L. S., Coleman, E. S., & Swendsen, J. (2015). Rumination predicts heightened responding to stressful life events in major depressive disorder and generalized anxiety disorder. Journal of Abnormal Psychology, 124(1), 17–26. https://doi.org/10.1037/abn0000025
Sherlock, M., & Wagstaff, D. L. (2018). Exploring the relationship between frequency of Instagram use, exposure to idealized images, and psychological well-being in women. Psychology of Popular Media Culture, 8(4), 482–490. https://doi.org/10.1037/ppm0000182
Siu, A. L., on behalf of the U.S. Preventive Services Task Force. (2016). Screening for depression in children and adolescents: U.S. preventive services task force recommendation statement. Annals of Internal Medicine, 164(5), 360–366. https://doi.org/10.7326/M15-2957
Spiegel, A. (., & Glass, I. (. (2002). 81 words [Audio podcast episode]. In This American Life. WBEZ Chicago. https://www.thisamericanlife.org/204/81-words
Twohig, M. P., Abramowitz, J. S., Bluett, E. J., Fabricant, L. E., Jacoby, R. J., Morrison, K. L., Reuman, L., & Smith, B. M. (2015). Exposure therapy for OCD from an acceptance and commitment therapy (ACT) framework. Journal of Obsessive-Compulsive and Related Disorders, 6, 167–173. https://doi.org/10.1016/j.jocrd.2014.12.007
Urmanche, A. A., Oliveira, J. T., Gonçalves, M. M., Eubanks, C. F., & Muran, J. C. (2019). Ambivalence, resistance, and alliance ruptures in psychotherapy: It’s complicated. Psychoanalytic Psychology, 36(2), 139–147. https://doi.org/10.1037/pap0000237
Vogt, P. J., & Goldman, A. (. (2015). What it looks like (No. 41) [Audio podcast episode]. In Reply All. Gimlet Media. https://gimletmedia.com/shows/reply-all/mehwba/41-what-it-looks-like
White, W. (. (2020). Race, trauma, and psychedelic therapy (No. 8) [Audio podcast episode]. In The 730 Podcast. https://www.the730podcast.com/episodes/episode-3-the-hoop-amp-the-harm-stssf-t5lc2-yep52-w957k-k9b2s
Wiepjes, C. M., Nota, N. M., Blok, C. J. de, Klaver, M., Vries, A. L. de, Wensing-Kruger, S. A., Jongh, R. T. de, Bouman, M.-B., Steensma, T. D., Cohen-Kettenis, P., & others. (2018). The amsterdam cohort of gender dysphoria study (1972–2015): Trends in prevalence, treatment, and regrets. The Journal of Sexual Medicine, 15(4), 582–590. https://doi.org/10.1016/j.jsxm.2018.01.016
Williams, M. T., Davis, A. K., Xin, Y., Sepeda, N. D., Grigas, P. C., Sinnott, S., & Haeny, A. M. (2020). People of color in North America report improvements in racial trauma and mental health symptoms following psychedelic experiences. Drugs: Education, Prevention and Policy, 1–12. https://doi.org/10.1080/09687637.2020.1854688
Wright, C. (. (2020). The retransitioners [Audio podcast episode]. In Queersplaining. https://www.queersplaining.com/2020/11/12/the-retransitioners/