Nate Fuks: Barriers to Systemic Therapy Services Among Transgender and Nonbinary Adults in Canada

Systemic therapies, including relational, couple, marriage, and family therapy services, play a key role in supporting transgender and nonbinary people who experience mental health and relational challenges. However, limited research studies have examined this population’s barriers to accessing these therapy services. This study aimed to explore these barriers to enhance the cultural competence of relational and family therapists. This study involved 12 TNB adult participants in Canada. Regarding methodology, the semi-structured interviews were conducted via Zoom and recorded, and the interpretative phenomenological analysis was applied. The results included the following: (1) Challenges in finding competent and affirming therapists; (2) Geographic limitations; (3) Financial concerns; and (4) Systemic and institutional barriers to accessing RCMFT services. The results can be shared in teaching, supervision, workshops, and conference presentations to improve cultural competence and reduce the barriers.

Lin, C., Fuks, N., Maitland, L., & Kang, H. (2025). Barriers to systemic therapy services among transgender and nonbinary adults in Canada. Journal of Marital and Family Therapy51(4). e70064.

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Nate Fuks
Matthew Dunleavy wearing a pink and purple polka-dot shirt under a grey blazer with red-framed glasses and a long reddish-brown beard smiling into the camera
Matthew Dunleavy

Senior Educational Developer, Faculty Excellence and Development

Matthew Dunleavy (he/him) is an educational developer and scholarly teacher with over 9+ years’ experience. He immediately joins our CTEI from York University where he was an Educational Developer with the Teaching Commons; before entering that role, he served as the Program Director of the Online Learning and Technology Consultants (OLTC) Program at the Maple League of Universities (Acadia University; Bishop’s University; Mount Allison University; and St. Francis Xavier University). In 2022, he was awarded the D2L Innovation Award in Teaching and Learning by the Society for Teaching and Learning in Higher Education (STLHE) for this work.