The interaction between young people with atypical gender identity organization and their peers
ABSTRACT This exploratory study involved the qualitative analysis of the responses of eight children with atypical gender identity organization to open-ended questions about their experiences of secondary school. The aim was to develop an understanding of these young people's interaction with their peers. It became apparent that all but one of the participants had been bullied. In this context, participants reported difficulties in developing friendships, although each participant received support from at least one of their peers. Given the hostile school environment participants did not necessarily talk to these individuals about their experiences in relation to their gender identity. The clinical implications for working with young people on a developing gender identity, and the impact on their mental health, are considered.
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- "For example, a person with gender dysphoria may score highly on the statements 'has difficulty relating to peers' or 'gets teased a lot' but this may be due to their gender dysphoria and due to the high level of bullying experienced in this population (see e.g. Holt et al. 2014; McGuire et al. 2010; Wilson et al. 2005), not because of an underlying ASD. There is a possibility that, for some young people with gender dysphoria, high scores on the SRS simply indicate social difficulties, not necessarily a diagnosis of ASD. "
ABSTRACT: This paper looks at the association between gender dysphoria (GD), scores on the Social Responsiveness Scale (SRS), and reported diagnoses of autism spectrum disorder (ASD). Parents of 166 young people presenting with GD (Mean age = 14.26, SD = 2.68) completed the SRS. Information concerning an ASD diagnosis was also extracted from the patient files. 45.8 % fell within the normal range on the SRS and of those 2.8 % had an ASD diagnosis. 27.1 % fell within the mild/moderate range and of those 15.6 % had an ASD diagnosis and 6.7 % an ASD query. 27.1 % fell within the severe range and of those 24.4 % had an ASD diagnosis and 26.7 % an ASD query. No difference was found in autistic features between the natal females and males.Journal of Autism and Developmental Disorders 03/2015; DOI:10.1007/s10803-015-2413-x · 3.34 Impact Factor
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- "The problem of sexual and homophobic harassment in schools has been the subject of scholarly investigation since the early 1990s, when two concurrent bodies of research emerged that began examining the phenomena of sexual harassment (Stein 1992; Corbett, Gentry, and Pearson 1993; Louis Harris and Associates 1993; Larkin 1994; Roscoe 1994) and homophobic harassment in schools (Sears 1991; Friend 1993; Louis Harris and Associates 1993; The Governor's Commission on Gay and Lesbian Youth 1993; O'Conor 1995; Reis 1995). More recently, the gendered and sexualised aspects of some bullying behaviours has been explored in both quantitative and qualitative studies (Martino 1995; Stein 1995; Epstein and Johnson 1998; Duncan 1999; Renold 2000; California Safe Schools Coalition 2004; Chambers, van Loon, and Tincknell 2004; GLSEN and Harris Interactive 2005; Wilson, Griffin, and Wren 2005). These studies have shown that sexual and homophobic harassment are accepted parts of school culture where faculty and staff rarely or never intervene to stop this harassment. "
ABSTRACT: This article provides an analysis of teachers’ perceptions of and responses to gendered harassment in Canadian secondary schools based on in‐depth interviews with six teachers in one urban school district. Gendered harassment includes any behaviour that polices and reinforces traditional heterosexual gender norms such as (hetero)sexual harassment, homophobic harassment, and harassment for gender non‐conformity. This study shows that educators experience a combination of external and internal influences that act as either barriers or motivators for intervention. Some of the external barriers include: lack of institutional support from administrators; lack of formal education on the issue; inconsistent response from colleagues; fear of parent backlash; and negative community response. By gaining a better understanding of the complex factors that shape how teachers view and respond to gendered harassment, we can work towards more effective solutions to reduce these behaviours in schools.Gender and Education 11/2008; 20(6-6):555-570. DOI:10.1080/09540250802213115 · 0.46 Impact Factor
- Gender Dysphoria and Disorders of Sex Development, Edited by Kreukels BPC, Steensma TD, de Vries ALC, 01/2013: chapter Gender Identity Diagnoses: History and Controversies: pages 137-150; Springer.