Ryan Flinn

Assistant Professor of Counseling Psychology

North Dakota State University

United States

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About

Ryan Flinn is an Assistant Professor of Counseling Psychology at the University of North Dakota. His research interests include transgender issues in psychology, mental health among marginalized populations, and the use of technology in mental health interventions. Recent publications focus on ethical practices in psychology, barriers faced by justice-involved individuals, and the mental health experiences of sexual and gender minorities in the U.S.

Articles (13)

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2025

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2023

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2020

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2020

Collaborators (13)

Lara M. Stepleman

Medical College of Georgia

UNITED STATES

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State University of New York at Buffalo

UNITED STATES

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Matthew M Hamill

Johns Hopkins University School of Medicine

UNITED STATES

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Stanford University

UNITED STATES

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Emily Pasman

Assistant Professor

University of Illinois Chicago (UIC)

UNITED STATES

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Ryan Flinn

Research Interests

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Articles (13)

Transaffirmative psychological practice is ethical practice: Leveraging the American Psychological Association’s Ethical Principles of Psychologists and Code of Conduct in practice and advocacy.

Dismantling barriers in professional psychology: Supporting formerly justice-involved students and trainees.

Beyond the 5-year recovery mark: Perspectives of researchers with lived and living experience on public engagement and discourse

Models of Gender Dysphoria Using Social Media Data for Use in Technology-Delivered Interventions: Machine Learning and Natural Language Processing Validation Study

Correction: Desires for Individual- and Interpersonal-Level Patient Portal Use for HIV Prevention Among Urban Sexual Minority Men: Cross-sectional Study

Desires for Individual- and Interpersonal-Level Patient Portal Use for HIV Prevention Among Urban Sexual Minority Men: Cross-sectional Study

Associations Between Primary Residence and Mental Health in Global Marginalized Populations

Risk factors of homelessness among sexual and gender minorities in the Southeastern U.S.

Psychometric Properties of Scores on the Mental Distress Response Scale among First-Generation College Students: Implications for Retention

A Mental Health Literacy Approach to Supporting First-Generation Community College Student Mental Health: The REDFLAGS Model

Matching Variables with the Appropriate Statistical Tests in Counseling Research

Trauma-Sensitive Schools and Social Justice: A Critical Analysis

The Mental Distress Response Scale and Promoting Peer-to-Peer Mental Health Support: Implications for College Counselors and Student Affairs Officials

Collaborators (13)

Lara M. Stepleman

Matthew Kridel

Kevon-Mark Jackman

Fanli Jia

Maria Trent

Jillian R. Scheer

Jill Norvilitis

Matthew M Hamill

Douglas Knutson

Christopher Drescher

Carlos Mahaffey

Wayne Kepner

Emily Pasman

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