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'I Can Accept My Child is Transsexual but if I Ever See Him in a Dress I'll Hit Him': Dilemmas in Parenting a Transgendered Adolescent
Abstract
In this article I describe the accounts of a group of parents with transgendered adolescents. I look specifically at how the parents try to build an intelligible story of the young people's gender identity and how their story shapes their coping strategies. For the qualitative study on which this article is based, I interviewed adolescents with a well-established cross-gender identification and their parents from families referred to a specialist NHS service. The first-person reports were analysed using grounded theory methodology. There were a number of suggestive findings. First, communication about gender identity issues within the family and outside was handled with enormous care; second, it was clear that these parents are aware that their response to the gender problems is a deeply moral issue; third, there was an iterative relationship between the activities of making-meaning and accepting (or not) the child's claims, and a similar interaction between the activity of meaning-making and the tasks of practical coping; fourth, a belief in biological causation of transgenderism was associated with a more benign view of the adolescent; and fifth, there were interesting differences between the accounts of mothers and fathers. The findings of the study hopefully illuminate clinical encounters, stimulate further research into how families cope with this unusual predicament and encourage reflexive thinking in practitioners in related fields.
... Son los padres los que llevan a cabo este proceso con especial énfasis y, al mismo tiempo que refuerzan la masculinidad de sus hijes, reafirman simultáneamente su propia masculinidad y su función como educadores (Kane 2006). En mi estudio, como he indicado anteriormente (Wren 2002), algunos padres demostraron una especie de dificultad para afrontar la situación a nivel emocional y, en algunos casos, una incapacidad para hablar del tema, ya sea con miembros de su propia familia o con otras personas. ...
... The danger for fathers is that they become cut off from their child's emotional life and the complexities of their predicament. The danger for mothers is that their intensive involvement with the child can lead to depression and isolation (Wren 2002). ...
... El reconocimiento y la afirmación tienen que pasar, por tanto, por una reconciliación con las ideas que se tenían anteriormente sobre los significados del género y el futuro imaginado para la propia criatura. Se trata de una experiencia nada fácil ni inmediata que, en la literatura disponible sobre las familias de las personas trans, se ha descrito a menudo como un auténtico proceso de luto (Kuvalanka, Weiner, y Mahan 2014;McGuire et al. 2016;Norwood 2013;Pullen Sansfaçon et al. 2020;Wren 2002). En realidad, se trata de una pérdida más compleja y, en cierto modo, más difícil de superar, porque la identidad trans manifestada en la infancia sigue siendo una experiencia difícil de reconocer y compartir socialmente. ...
Until recently, talking about transgender children was only accepted and described in medical terms as a pathology to be prevented and treated. Although this interpretative framework still prevails today, we are witnessing an important epistemological change that fosters the recognition of this experience as an expression of human diversity to be claimed first and foremost by families. From the sociological point of view, we are dealing with a new phenomenon. This is the first generation of parents who choose to support and accompany their transgender not just at home but in public, thus facing unexplored paths and heading to unknown destinations. This thesis aims to describe how parenting a transgender child takes shape from the voices of those directly involved: the families. My research takes place in the Catalan and the Italian contexts, which are very close in cultural, historical, and economic terms, but show remarkable differences when it comes to the object of this study. The world of associations, the current medical model, and the legislative instruments designed to protect young gender variant people are organized differently in Catalonia and in Italy and can deeply affect the way families attribute meaning to their children's experience and the way they accompany them. Ethnography is the method chosen to develop this work because it gives researchers closer access to the reality they want to describe and the opportunity to show the reality based on the meanings, language, and relationships of the social actors that constitute the subject of study. The analysis of the interviews, which is the central part of the thesis, highlights such elements as the emotions felt by the parents, their ethical reflections when confronted with the breaking of the gender norm by their children, the social meanings attributed to them by the available discourses and the practical strategies activated to create legitimate and socially recognized possibilities of existence.
Hasta hace unos años, hablar de infancia trans* era concebible únicamente dentro de un marco médico, que consideraba este tipo de experiencias una patología que había que prevenir y tratar. Aunque este sigue siendo hoy el principal campo de conocimiento desde el que se desarrolla el discurso sobre lo trans* en la infancia, estamos asistiendo a un importante cambio epistemológico que lleva a reconocer estas experiencias como una mera expresión de la diversidad humana que debe ser afirmada, ante todo, por las familias. Desde el punto de vista sociológico, estamos ante un fenómeno nuevo. Se trata de la primera generación de progenitores que opta por apoyar y acompañar a sus hijes trans* y que lo hace de forma pública, navegando por caminos hasta ahora inexplorados y de destinos inciertos. Esta tesis pretende describir cómo toma forma la crianza de criaturas trans* a partir de las voces de las personas directamente implicadas, las familias. He situado la investigación en dos contextos, el catalán y el italiano, muy próximos entre sí en cuanto a cultura, historia y economía, pero que presentan importantes diferencias por lo que se refiere al objeto de estudio de esta tesis. El mundo asociativo, el modelo médico actual y los instrumentos legislativos destinados a proteger a las pequeñas personas trans* se organizan de forma diferente en Catalunya y en Italia, y contribuyen a determinar el modo en que las familias atribuyen un significado a la experiencia de su prole, así como el modo en que la acompañan. La etnografía es el método elegido para desarrollar este trabajo por su capacidad de acercar a la persona investigadora a la realidad que desea describir, permitiéndole emerger a través de los significados, el lenguaje y las relaciones de los actores sociales que conforman el objeto de estudio. El análisis de las entrevistas, que constituye la parte principal de esta tesis, pone de relieve las emociones que sienten madres y padres, las reflexiones éticas que surgen cuando se enfrentan a la ruptura de la norma de género por parte de sus criaturas, los significados sociales que los discursos disponibles les atribuyen y las estrategias prácticas.
... Infatti, come già ribadito, crediamo che la presenza di stereotipi e di mancanza di informazione sul tema della varianza di genere renda l'ipotesi di poter aspettare e crescere una persona gender creative quasi un'opzione inesistente, se non addirittura fantascientifica. I genitori di bambin* gender variant possono quindi percepire un senso di perdita rispetto alle aspettative e fantasie che avevano costruito sul futuro del proprio piccol* e sulle traiettorie di vita da percorrere insieme (Wren, 2002). ...
... I genitori, infatti, sono spesso spaventati e preoccupati per il futuro e l'incolumità dei propri bambin*. Nei genitori supportivi la varianza di genere del proprio bambin* non è qualcosa da voler cambiare perché reputata come qualcosa di aberrante, ma possono irrazionalmente desiderare che sia solo una fase transitoria proprio per paura dei pericoli e discriminazioni che le persone transgender possono subire (Wren, 2002). Percependo l'ambiente come fonte di pericolo e ostilità i genitori potrebbero attuare comportamenti a scopo protettivo, come ad esempio chiedere al propri* figli* di limitare la propria affermazione di genere solo ad alcuni ambienti reputati dai genitori come sicuri (ad esempio, per una bambina AMAB, un genitore può chiedere di utilizzare vestiti maschili a scuola, e permettere di indossare vestiti femminili solo in casa) (Riley, 2018). ...
... La letteratura ci dice che i genitori che hanno attraversato queste esperienze hanno trovato il gruppo una fonte di informazioni cruciale per il proprio percorso (Hillier & Torg, 2019). Inoltre, contattare e diventare membro di un gruppo di supporto aumenta le capacità di poter accettare e aiutare i propri figli* nel cammino verso un'autentica ricerca della propria identità (Wren, 2002). ...
Il progetto di ricerca adotta un approccio qualitativo con lo scopo di mappare e descrivere i bisogni delle famiglie con bambin* e adolescenti transgender e gender variant (TGV) in Italia. Sono stati intervistati 13 genitori raggiunti attraverso reclutamento a palla di neve. Abbiamo utilizzato interviste semi-strutturate con focus su 4 aree tematiche: (1) l’esperienza come genitore di persone TGV, (2) l’esperienza con le istituzioni educative, (3) l’esperienza con i professionisti della salute, (4) le strategie di coping messe in campo per fronteggiare gli ostacoli e le difficoltà incontrate. Ai partecipanti è stata richiesta una validazione partecipata dei temi emersi dalle interviste, riconoscendo l’importanza del ruolo attivo degli intervistati nella produzione di sapere e con l’obiettivo di ridurre l’asimmetria di potere tra ricercatore e membri della ricerca. I risultati evidenziati ed emersi dalla voce dei partecipanti sono i seguenti: difficoltà nel raccogliere informazioni sulla varianza di genere durante l’esperienza di genitorialità; ostacoli nel trovare un adeguato supporto dai professionisti della salute; esperienze negative nella relazione con personale scolastico. Inoltre, i genitori hanno sottolineato come essere parte di una rete di supporto con altri genitori di bambin* TGV abbia contribuito a ridurre le proprie difficoltà e attenuato sentimenti di isolamento e solitudine. In conclusione, i genitori di giovani persone TGV sono ingaggiati in molte sfide e difficoltà che sono mantenute dalle barriere socio-culturali del contesto italiano e dall’assenza di sapere sul tema della varianza di genere tra i professionisti della salute e dell’educazione. La presenza di questi ostacoli diviene per i genitori motivo per essere coinvolti in prima persona in azioni di cambiamento sociale e advocacy, in prima linea nel diffondere conoscenza e sapere sul tema della varianza di genere e supportando altri genitori con esperienze simili alle proprie.
... Parental support is a vital component of positive outcomes for TGNC youth. How parents react, respond to, and advocate for their TGNC children has a significant and long-lasting, and perhaps permanent, impact on children's current and future mental health (Wren, 2002). Both research with TGNC children and adolescents (Pariseau et al., 2019;Weinhardt et al., 2019) and retrospective research with lesbian, gay, bisexual, transgender, queer or questioning (LGBTQ+) college students (Grossman et al., 2005;2006a;2006b; consistently finds that strong parental support is crucial for positive development. ...
... Yet, some parents struggle to accept and embrace their children, experiencing initial reactions of loss, anxiety, stress, and depression in response to their child's emerging TGNC identity (Abreu et al., 2019;Aramburu Alegria, 2018;Coolhart et al., 2018;Kolbuck et al., 2019;Kuvalanka et al., 2017;Sansfaçon et al., 2015;Wren, 2002). Parents expect their children to be cisgender: to hold a gender identity consistent with their assigned sex at birth (Lev, 2004), and are often unsure of how to interpret and respond to their children's gender expressive behavior (Aramburu Alegria, 2018;Capous-Desyllas & Barron, 2017;Pyne, 2016). ...
... There is increased visibility for TGNC youth (Aramburu Alegria, 2016;Minter, 2012;Moller, Schreier, Li, & Romer, 2009), and facilitative and affirming parents play an important role in the growth and development of their TGNC children (Ehrensaft, 2007;Wren, 2002). Yet, there is a continued need for research on the experiences of parents of TGNC youth, and particularly parents of younger children (Abreu et al., 2019) which approaches parenting narratives from a strengths frame (Lev, 2004). ...
There is a need for more research on the experiences of affirming parents of pre-adolescent transgender and gender non-conforming (TGNC) children. This study explores how parents conceptualized advocacy roles. Eleven parents of TGNC children age 13 and under completed semi-structured phone interviews. Ten parents considered themselves advocates, with digital advocacy being the most common. Advocacy motivations centered around parental concerns. Parents were divided on whether advocacy helped or had no impact on the parent-child relationship. The largest-shared concern was over the right to privacy. These findings have implications for mobilizing parents of TGNC youth as advocates.
... While mothers are often the first to notice or be notified by the child of an emerging gender identity, other members of the immediate household, such as fathers and siblings, also become engaged in the process of identity exploration and transformation (Kuvanlanka, Weiner, & Mahan, 2014). How parents react and respond to their TGNC children has a significant and long-lasting impact on their child's mental health (Wren, 2002). It is important that parents be supportive, affirming, and encouraging of their child's identity exploration and self-acceptance (Brill & Pepper, 2008;Ehrensaft, 2007;Lev, 2004). ...
... There is societal pressure placed on parents to raise gender conforming children (Mallon & DeCrescenzo, 2006), which translates to parents of TGNC youth experiencing stigma, feeling blame for "allowing" their child to be TGNC, and being judged for affirming parenting practices (Barron & Capous-Desyllas, 2015;Capous-Desyllas & Barron, 2017;Menvielle, Tuerk, & Perrin, 2005;Pyne, 2016). It is not surprising, therefore, that some parents struggle to accept and embrace their TGNC children (Aramburu Alegria, 2018;Sansfaçon, Robichaud, & Dumais-Michaud, 2015;Wren, 2002), and that some parents report initial responses of anxiety, stress, and depression upon learning of a child's TGNC identity (Abreu et al., 2019;Aramburu Alegria, 2018;Kolbuck et al., 2019;Kuvalanka et al., 2017). Given these outcomes, it is important that parents of TGNC children have strong social support networks, which have been found to mitigate parental stress and anxiety, and bolster parent's confidence in their choice to affirm their children Menvielle & Rodnan, 2011;Menvielle & Tuerk, 2002). ...
... Parents have a significant, lasting impact on their transgender and gender nonconforming children's mental health and well-being (Wren, 2002). Despite the benefits of an affirmative parenting approach (Hill et al., , 2005Olson et al., 2016;Stieglitz, 2010), adopting this approach remains challenging for parents due to the substantial societal and cultural forces which both pressure them to raise gender conforming children (Mallon & DeCrescenzo, 2006) and create stigma and judgment of affirming parenting practices (Barron & Capous-Desyllas, 2015; Capous-Desyllas & Barron, 2017;Menvielle et al., 2005;Pyne, 2016). ...
Parents are core decision-makers and advocates for their pre-adolescent transgender and gender non-conforming (TGNC) children, yet there is a dearth of research on their experiences, particularly their relationships with extended family members. This study explored how parents make decisions of whether or not to disclose their children’s TGNC identity to extended family members. In Phase 1, 34 parents of TGNC youth under the age of 13 described in interviews their experiences pertaining to disclosure of their child’s TGNC status to extended family members. Phase 2 replicated and expanded these findings with 11 additional parents. Across both phases, two disclosure processes were identified: casual unfolding disclosure, where parents allowed extended family members to witness their child’s TGNC identity development, or explicit direct disclosure, in which parents wrote mailed or emailed letters to help organize their thoughts and direct the course of the conversation. Parents avoided disclosure to select family members, based on five factors: geographical or emotional distance, age, and how conservative or religious family members were. While some relationships were strengthened with disclosure, many parents described tense or unsupportive relationships with extended family members, and some relationships dissolved. The findings suggest extended family members are both potential supporters and stressors, and parents engage in a variety of strategies to bolster their supportive networks while anticipating rejection and mitigating stress. These findings have implications for social work research, practice, and policy.
... Despite the potential for positive experiences, research on transgender children and young people has highlighted a variety of issues they face, such as bullying and victimisation, academic difficulties and mental health needs (McGuire, Anderson, Toomey & Russell, 2010;Riley, 2018). Parents of transgender children and young people also face issues such as feelings of fear and loss, and judgement and hostility from others (Hill & Menvielle, 2009;Riley, Sitharthan, Clemson & Diamond, 2011;Wren, 2002). These factors will be further outlined in Chapter Two. ...
... A study in Canada suggested that parents of gender variant children Parents of transgender young people can experience a feeling of loss, such as expectations of the child they thought they had, confidence about the future for their child and aspects of their child that they loved (Wren, 2002). A study that collected data from online postings on transgender support discussion forums suggested that family members often feel a sense of loss and grief for the transgender individual's former identity, with some likening it to the death of a family member and this grief can get in the way of them being able to provide support to the transgender individual (Norwood, 2012). ...
... The proximal processes within the microsystem between the parents and young people were therefore impacted by the young person's transition. This reflects previous research suggesting that parents experience a sense of loss when their child comes out as transgender, including loss of expectations of the child they had and loss of loved aspects of their child (Wren, 2002). It is also in line with suggestions from previous literature that the type of loss experienced by parents of transgender young people is ambiguous loss (Wahlig, 2015). ...
There has been a recent increase in the reported number of young people accessing specialist gender identity services. Transgender children and young people face a number of issues such as bullying and victimisation, academic difficulties and mental health needs. Their parents also face issues such as feelings of fear and loss, and judgement and hostility from others. Previous research has highlighted the importance of support for transgender young people and their parents, both at school and in the community. However, there is a lack of research in the United Kingdom which examines the perspectives of transgender young people and their parents to inform the work of Educational Psychologists. This study explored the experiences of transgender young people and their parents with regard to home, community and school. Semi-structured interviews were conducted with four secondary school age transgender young people and five mothers, four of whom were parents of the young people interviewed. Interpretative Phenomenological Analysis was used to inform the analysis of the interview data in order to gain an in-depth understanding of how the participants made sense of their experiences and the meaningfulness of these experiences. From the young people’s accounts, four superordinate themes were identified which related to understandings of gender, complexities of transitioning, experiences in school and support networks. Four superordinate themes were identified from the parents’ data, relating to understandings of gender, how they came to terms with their child being transgender, experiences with their child’s school and support networks. Implications for Educational Psychology policy and practice are discussed, including how Educational Psychologists might develop their work with transitioning young people and their parents.
... In six studies (five qualitative and one mixed-method), researchers reported that parents observed gender atypical behavior or other cues that indicated their children were not behaving in a manner congruent with expectations of gender norms (Hill & Menvielle, 2009;Johnson & Benson, 2014;Kuvalanka et al., 2018;Kuvalanka, Weiner, & Mahan, 2014;Rahilly, 2015;Wren, 2002). Some parents first considered the possibility of having an LGB child, then learned later about their children's gender identity ( Kuvalanka et al., 2014). ...
... Twelve studies (10 qualitative, one quantitative, and one mixed-method) described parents' struggle to reconcile previously held beliefs about TGD issues and their children's TGD identity (Alegr ıa, 2018;Barron & Capous-Desyllas, 2017;Chen, Hidalgo, & Garofalo, 2017;Coolhart et al., 2018;Gray, Sweeney, Randazzo, & Levitt, 2015;Hill & Menvielle, 2009;Johnson, Sikorski, Savage, & Woitaszewski, 2014;Kuvalanka et al., 2014Kuvalanka et al., , 2018Rahilly, 2015;Spivey, Huebner, & Diamond, 2018;Wren, 2002). Three articles described a tension between parents' ideologies and beliefs about gender and their children's TGD identity ( Gray et al., 2015;Hill & Menvielle, 2009;Spivey et al., 2018). ...
... Three articles described a tension between parents' ideologies and beliefs about gender and their children's TGD identity ( Gray et al., 2015;Hill & Menvielle, 2009;Spivey et al., 2018). Eight studies indicated that parents had difficulty reconciling their children's TGD identity with previously held prejudices about TGD individuals, gender expression, and gender binaries overall (Alegr ıa, 2018;Barron & Capous-Desyllas, 2017;Chen et al., 2017;Gray et al., 2015;Hill & Menvielle, 2009;Rahilly, 2015;Spivey et al., 2018;Wren, 2002). In three studies, the authors reported that it was difficult for parents to understand distinctions between gender and sexual identity and the ways these distinctions impacted their understanding of their TGD child (Hill & Menvielle, 2009;Kuvalanka et al., 2014;Wren, 2002). ...
Transgender and gender diverse (TGD) individuals face stigmatization from family members and peers, placing this group at high risk of adverse outcomes including suicidality, substance abuse, and compromised mental health. This article uses a literature review approach to explore the common experiences of parents of TGD individuals as they navigate their relationship with their TGD children. Across 32 identified studies, the experiences of parental reactions include: (a) initial experiences (including noticing gender atypical behavior, diverse emotional reactions, cognitive dissonance and behavioral avoidance, and lack of knowledge); (b) transformation processes (including seeking informative resources and developing cognitive flexibility, seeking support and making TGD connections,
facing barriers and isolation, developing awareness of discrimination and building empathy, and acknowledging the toll on mental health); (c) positive outcomes (including relational benefits, affirmation of values and activism, and new personal narratives); and (d) influences on the process (including time, gender, and attribution of the cause of TGD identity). Recommendations for health service providers include acknowledging diverse emotional reactions and cognitive dissonance, cultivating hope, honoring systemic barriers, and helping parents of TGD individuals create new positive narratives.
... Developing empathy may also challenge parents' own feelings, beliefs, and biases, promoting changes in values and P312 behavior. Wren (2002) found that parents "give up expecting to fully understand or control their child's predicament" (p. 390) and over time, through personal growth, come to accept their child's gender and identity. ...
... Research reveals that the younger the child is when they begin to exhibit gender nonconformity, the less of a surprise it is for the parents when the child later requests support (Hegedus, 2009;Hill, Menvielle, Sica, & Johnson, 2010;Riley et al., 2011a;Wren, 2002). Initial observations of difference may arise when the child verbalizes confusion or is disturbed about incongruent body parts. ...
... Parents may face hostility or accusations from family, friends, and members of their community, sometimes daily. They may also be subjected to external pressures and the tyranny of stereotyping, and feel blamed or excluded by family members or others outside the family for failing to enforce gender conformity (Wren, 2002). Parents may even be reported to child protective services as the result of others' ignorance, misinformation, or fear. ...
Parents expecting a child these days may already know the physical sex of their
infant-to-be. This knowledge grants them the opportunity to make preparations
for the much-anticipated birth, plans that will vary depending on whether
the child is identified as a boy or as a girl. Research shows that girls are presumed
to be “warm, neat and clean, helpful, and gentle,” whereas boys are
expected to engage “in rough play and [be] active” (Martin, 1995, p. 739). In short,
parents apply a gendered perspective to many aspects of a child without any
awareness of the child’s internally experienced gender. The cultural and social
prediction that gender corresponds to sex amounts to an infiltration of pressure
intending to cement the expected gender roles, preferences, and future pathways
(Markie, Blumer, Ansara, & Watson, 2013). Research on the prevalence of
gender nonconformity in high school students indicates that many more families
than previously thought are raising children with differences in gender
identity and gender nonconforming behavior (Clark et al., 2014). This chapter
addresses the challenges parents face when they realize that their understanding
of their child’s gender is different from their child’s reality.
... Although a lack of information may hinder families' ability to understand and accept a trans family member, accessing information and learning about trans identities is associated with facilitating the processes of adjustment within a family, helping them move toward acceptance (Gold, 2008;Guditis, 2009;Hill & Menvielle, 2009;Pearlman, 2006). Families may use various strategies to access information, sourcing material from the Internet, the trans family member, and the LGBT community and events (Gray, Sweeney, Randazzo, & Levitt, 2016;Ishii, 2017;Pyne, 2016;Wren, 2002). A number of studies have identified support groups consisting of families of trans children and young people as an important source of support and information for families ( Gray et al., 2016;Ishii, 2017;Kuvalanka et al., 2014;Pearlman, 2006). ...
... The need for family-wide education and information Parents, primarily mothers, comprised the majority of both the survey and interview samples. This high proportion of mother may be explained by research that has found that mothers may often take a primary role in supporting gender identity issues within the family, with fathers possibly experiencing greater challenges in accepting a trans child (Hill & Menvielle, 2009;Kuvalanka et al., 2014;Riggs & Due, 2015;Wren, 2002). This disproportionate representation of mothers has also been found in other international studies related to education for families of trans young people . ...
... Participants in the pre-education program survey rated their knowledge of trans-related topics as relatively low. These findings align with other international research evidence that found that families generally lacked understanding and familiarity with trans issues (Field & Mattson, 2016;Pearlman, 2006;Riley, Sitharthan, Clemson, & Diamond, 2013a;Wren, 2002). Findings from the evaluation surveys and interviews converged to suggest that the program impacted positively on parents' trans-related knowledge. ...
Research evidence suggests that education can play an important role in a family’s acceptance and support of a trans(gender) young person. However, there is a lack of robust evidence around the impact of education programs for these families. This article reports the findings of a mixed-methods evaluation of an online education program developed for families of trans young people. Surveys were administered before and after participation in the education program to assess the impact of the program on several measures, including trans-related knowledge, self-reflection and insight, family problem-solving, family communication, self-efficacy, and views of gender identity. Interviews were used to explore family members’ experiences of the program, its perceived impact, and recommendations for further development. The survey findings revealed a statistically significant increase in knowledge scores from the pre-education program to post-education program. Interview participants felt the education program was accessible and easy to use and the majority reported learning about trans-related issues from the program. Fewer participants reported developing skills around self-reflection, problem-solving, and communication following participation in the program. The findings from this evaluation add to the evidence base concerning the efficacy of education for families of trans young people, with further implications and recommendations highlighted.
... A number of studies described how family members lacked an understanding of trans issues when they learned their family member was trans (Cantner, 2012;Gregor, 2013;Gregor, Hingley-Jones, & Davidson, 2015;Hegedus, 2009;Kuvalanka, Weiner, & Mahan, 2014;Polat, Yuksel, Discigil, & Meteris, 2005;Riley et al., 2013b;Wren, 2002). For some, trans issues were entirely outside of their sphere of understanding: "It's something that was so totally foreign to me" (Cantner, 2012, p. 34). ...
... Not having an understanding of trans issues also added to participants' feelings of helplessness and confusion when learning their child was trans (Cantner, 2012). In addition to fear, worry, shock, and grief, this lack of understanding adds further complexity to parents' situation, with parents unable to understand and, therefore, identify what is happening with their child (Capous-Desyllas & Gregor et al., 2015;Wren, 2002). For some parents, the inability to understand their child's gender identity led them to feel "angst" (Capous-Desyllas & Barron, 2017, p. 5). ...
... Authors have identified the seeking of education and information as an active and positive coping strategy, as family members seek additional information about how to support themselves and their family member more effectively (Capous-Desyllas & Gold, 2008;Hegedus, 2009;Katz-Wise et al., 2017;Pearlman, 2006;Wren, 2002). According to the literature, some families accessed information through personal research strategies, with the internet cited most frequently as an important and valuable source of information (Cantner, 2012;Guditis, 2009;Ishii, 2017;Johnson & Benson, 2014;Katz-Wise et al., 2017;Kuvalanka et al., 2014;Meadow, 2011;Pearlman, 2006;Pullen Sansfaçon, Robichaud, & Dumais-Michaud, 2015). ...
Education plays a crucial role in the lives of families of transgender young people and mental healthcare practitioners are well-placed to support families in this regard. This paper reports findings from a narrative review of 31 papers that explored the education needs of families of transgender young people. The emergent themes were synthesised to develop a five-stage model that depicts the role of education in the lives of these families. Key themes included: (i) learning that a family member is trans; (ii) family responses; (iii) accessing education and information; (iv) impact on the individual; and (iv) moving beyond the individual. The key implications for mental health practitioners are discussed.
... In place of correction, the goals of affirming interventions are to destigmatize gender variance, promote self-worth, strengthen parentchild bonds, nurture peer support, and teach advocacy skills (Ehrensaft, 2012; Hidalgo et al., 2013; Malpas, 2011; Menvielle, 2012). Some research reports the labor that parents of gender non-conforming children must perform as they confront their fears, accept their children's selfidentities (Hill & Menvielle, 2009; Wren, 2002), and negotiate those identities within institutions (Meadow, 2011). Parents who affirm their children do report receiving some support for their stance (Pepper, 2012), but they also report judgment and anger from other parents (Weathers, 2011), disapproval by health providers and school administrators (Brill & Pepper, 2008), loss of friends and family members (Pepper, 2012), and threats to or loss of child custody (Ehrensaft, 2012; Solomon, 2012). ...
... Specific to young people, clinician Bernadette Wren highlights changes in the parents who have presented with their children at her gender identity clinic in England. In 2002, Wren wrote about the profound struggles parents had in accepting a trans trajectory for their children (Wren, 2002), yet by 2015, she was recounting stories of being threatened with lawsuits by parents who felt she was not facilitating this path fast enough for their children (Wren, in press). Moreover, in 2015, the legal status and public perception of the corrective treatment of childhood gender non-conformity underwent a shift. ...
... Yet far from being valued for their " difference, " gender non-conforming children have frequently been problematized and cordoned off for treatment vis-à-vis the expansion of psychiatry into the area of childhood gender expression (Bryant, 2006). Studies have confirmed that many parents of gender non-conforming children find fault with their ill-fitting child (Kane, 2006; Wren, 2002). The parents in this study refused to do so. ...
Parents of gender non-conforming children encounter substantial conflict as they negotiate their children’s “Otherness.” For decades, a pathologizing service model has advocated clinical correction. In opposition, some parents adopt affirming stances toward their children. This study explored the knowledge underneath this stance, asking parents of gender non-conforming children how they know what they know. Analysis revealed a process of recognition and knowledge of the children’s needs acquired through relationship. Drawing on political philosophy and psychoanalytic theory, I argue that the affirming approach to gender non-conforming children is a non-aggressive response to the “Other” and a justice-based parenting practice.
... That said, while parental support is key to their development, only a fraction of TNB youth receive it [24]. Moreover, decision making by parents to ensure the best interests of their children is also a significant source of stress [8,[26][27][28]. For example, parents may have difficulty knowing when and how to disclose their children's gender identity [29] due to fear of experiencing minority stress [30], experiences of ostracism, and/or rejection from those around them [29], receiving unwanted advice from other parents or friends, and feeling judged about their parenting skills [17,31]. ...
... However, parents from the studied regions who access various services that support TNB children and their families may be concerned about the need for more resources and professional training and safety, especially outside major urban centres [13,37]. Indeed, few social measures are present to meet their needs [26,27,38] to better apprehend the situation experienced by their children [28]. Hence, access to resources is fundamental, and parents need to be supported in the process of acceptance and accompanying their children through their respective transitions [14]. ...
The coming out process differs for everyone, and parents may experience difficulties such as external stress, ostracism and finding local services. Access to resources is, therefore, fundamental, and parents need support in accompanying their children. Methods: This research was carried out in two waves. Firstly, data collection began with parents of TNB children living in the Gaspésie, Bas-Saint-Laurent and Îles-de-la-Madeleine regions, who participated in five group meetings. Secondly, nine in-depth interviews were conducted with parents living in the province of Quebec, outside major urban centres. Results: This article presents the synergy between the two waves of data collection. The results show that parents report various experiences of vulnerability in the process of accepting their children’s gender identity. Despite this, the families we met provided their children with unconditional support to help them navigate various service structures. Conclusions: Although parents of TNB children living in regional areas face similar difficulties to their urban peers, the lack of resources and access to services limits their options, contributing to their isolation. As a result, these parents must employ strategies to initiate change and improve their conditions.
... Participants were asked to rate the degree to which they should respond with five different reactions parents could have to their son coming out to them on a scale of 1 (strongly disagree) to 7 (strongly agree). The potential reactions to coming out were based on data from an article that reported first-person reports of parents dealing with their kids coming out as transgender (Wren, 2002). An example item is: "Take Adam to see a specialist and change his mind'' (α=.75). ...
... With love, Alice (soon to be known as Adam) Appendix C Reactions to Coming Out (Using data from Wren, 2002) Rate the following statements according to your degree of agreement or disagreement using a 7-point scale ranging from 1= strongly disagree to 7 strongly agree Adam's parents should… -Support Adam completely-even if they do not understand him -Tell Adam that he is not mature enough to make such major decisions -Take Adam to see a specialist and change his mind -Get the proper professional help to support Adam and his decisions -Accept Adam ...
Transgender individuals face an abundance of stigma and prejudice from society, making them vulnerable to discrimination, violence, increased stress, and mental health deterioration (Hughto et al., 2015). This study looked at the extent to which a brief humanizing intervention can decrease prejudice against transgender individuals using methods designed to reduce social desirability bias. Unlike past work, the current study implemented a control group that was not subjected to any intervention. Participants (N=302) were randomly assigned to one of three conditions: the control condition, the transman letter condition, and the musician letter condition. Only cisgender participants within the gender binary were used in the analysis (N=293). The humanizing intervention involved having participants read a letter written by a transgender man in which he comes out to his parents. The musician letter condition involved having participants read a letter written by a young man telling his parents that he is quitting college to pursue a career in music. The control condition did not include any letter. Participants then responded to various dependent measures such as attitudes towards transgender individuals and empathy. Few effects of the intervention were observed, which were inconsistent with past research. However, the results of this study showed an impact on participants’ perception of how parents should react to their children coming out and a decrease in the standard gender differences in empathy. Thus, the results offer a nuanced understanding of the extent to which humanizing interventions can reduce prejudice towards transgender individuals.
... Some trans women are being punished by their parents and the worse is that they are forced out of the home. Most existing researches have focused on negativity in the relationships between LGBT and their parents (Ryan & Diaz, 2011;Wren, 2002). Nonsupportive parents tend to use less adaptive and less active strategies. ...
... Nonsupportive parents tend to use less adaptive and less active strategies. Wren (2002) observed that parents who are unable to accept their children's decisions perceive their children as immature, see gender identity problems as a way of masking up other problems, and preserve "an idealized, role-based view of the child as through and through female (or male)" (p. 388). ...
This grounded theory investigated acceptance from the experiences of 28 Filipino parents whose children are self-identified trans women. Parent participants were recruited via snowball and purposive sampling techniques. Data were collected using in-depth interviews and reflective journals. Parents believe that trans women are God’s creation who manifest the thoughts, feelings, and actions of a woman and who are good natured and self-driven, genetically determined with unchangeable quality, visible in the community and need protection. Parents view themselves as stewards of the God-given gift with the role of protecting the safety and future of their trans women children despite having feelings of certainty and uncertainty. A strengths-based and child-centered process towards supportive environment for trans women’s gender identity was developed describing distinct processes in the pre-acceptance, acceptance, and post-acceptance phases. Parents have offered some alternative ways that strengthened their adaptation to effectively co-exist and maintain a healthy relationship with their trans women children.
... The problem lies in the discussion about the importance of knowing how parents and their families act in the face of the gender disagreement of one of their children. Several empirical studies have been carried out dedicated to this phenomenon (Dierckx & Platero, 2018;Hill & Menvielle, 2009;Kane, 2006;Meadow, 2011;Pyne, 2016;Riggs & Due, 2015;Riley, Sitharthan, Clemson, & Diamond, 2011;Wren, 2002) in different countries. ...
... The etiology of gender disorders has had an important cause in family relationships. The dominant psychological theories looked at psychoanalytic issues and saw family dysfunctions as the root of the problems (Wren, 2002). The lack of maternal relationship (Coates, Friedman, & Wolfe, 1991) or an excessive dependence on the mother (Stoller, 1985) are exposed as the cause of that disorder. ...
... This was important, for example, when a parent reported going through an initial process of grieving over the loss of the child they thought they had. Such narratives, while common among parents of gender variant children Wren 2002), could be hurtful if the child is unaware of the process their parents went through to accept their identity. In two cases parent and child were interviewed together. ...
... relationships they have with their child (Wren, 2002). I also failed to recruit nonbinary youth participants (although nonbinary voices are included in the key informant group). ...
... This was important, for example, when a parent reported going through an initial process of grieving over the loss of the child they thought they had. Such narratives, while common among parents of gender variant children Wren 2002), could be hurtful if the child is unaware of the process their parents went through to accept their identity. In two cases parent and child were interviewed together. ...
... relationships they have with their child (Wren, 2002). I also failed to recruit non-binary youth participants (although non-binary voices are included in the key informant group). ...
At the time of writing, the system of gender affirming care (GAC) in Norway is in a state of flux. Recent controversies have arisen around the monopoly on care held by the publicly funded gender clinic (Nasjonal behandlingstjeneste for transseksualisme, NBTS) and the emergence of private providers outside of NBTS. The current situation presents an interesting context for the research behind this thesis, which had the aim of gaining a deeper understanding of the experiences gender variant youth and their parents have while seeking GAC in Norway. The study behind this thesis used several qualitative methods. Semi-structured interviews were conducted with gender variant youth ages 12-22 and parents with experiences seeking GAC. Interviews were also conducted with key informant healthcare providers and activists to provide deeper context. Related grey materials and media were analyzed, and community engagement provided further depth to contextual understandings. Findings are divided into two chapters. The first examines the experiences that lead families to seek interventions like puberty blockers and hormone replacement therapy (HRT) and the meanings they place on these treatments. This thesis explores how study participants experience puberty as a 'crisis' warranting swift preventative action and how these experiences inform conceptualizations of GAC as 'lifesaving' treatment. A new threefold framework of social, embodied and psychological suffering is introduced to understand some of the experiences that motivate study participants to seek care. The second chapter of findings looks at the families' care seeking experiences, in particular, experiences that led to the erosion of trust in the system of GAC. Drawing on several established theories of trust in healthcare, a variety of scenarios that may contribute to the development of distrust in clinicians throughout the care seeking process are explored in the context of recent controversies in GAC. This study contributes to a deeper understanding of the experiences, values and beliefs that motivate families to seek GAC. It also provides important insights into processes of trust development and its erosion in healthcare. The findings suggest a desire for more transparency and information in the care seeking process, a system that caters more to individual needs, and greater partnership in treatment decision-making.
... 62,63 Parents have fears about their child's own personal safety and might worry that being "too accepting" could set their child up for future harm and stigmatization. 62,64 Parents also experience a wide range of emotions in response to their child's TGD identity, including shock, confusion, denial, anger, and loss. 62e64 The needs of parents and family members should be considered when working with TGD youth. ...
... 65 Parents typically benefit from being given space to process their own emotions related to their child's gender identity and might require referrals to individual therapy or parent support groups. 62,64,65 Family therapy might also be indicated to provide more direct structure and support around strengthening family bonds, providing space for the child and parents' needs to be heard and addressed, and working collaboratively through the gender affirmation process. 62,66 Siblings also experience their own emotional responses, which might include grief, resentment, embarrassment, and feeling neglected by parents, and can benefit from participation in family therapy as well. ...
Transgender and gender-diverse youth and their families are increasingly presenting to adolescent gynecological providers for education, care, and referrals. These youth more often face mental health and social disparities that frequently go unrecognized or unaddressed by providers. A gender-affirmative approach focuses on providing emotional validation, psychological safety, and support to young patients and their families. With better understanding of the unique needs of transgender and gender-diverse populations, gynecological care can be personalized and delivered in a nuanced fashion to better address the sexual and reproductive needs of gender minority patients. In this article we review essential psychological and social considerations in caring for transgender and gender-diverse youth, including concepts relating to gender identity, affirmative approaches, means of assessing for risk and resiliency, and family dynamics. Ultimately, adolescent gynecological providers have an important role in promoting the emotional health and positive development of transgender and gender-diverse youth.
... Suppressing such concerns can affect mental health. 82 Families often find it hard to understand and accept their child's gender-diverse traits because of personal beliefs, social pressure, and stigma. 49,83 Legitimate fears may exist for their child's welfare, safety, and acceptance that pediatric providers need to appreciate and address. ...
... Instead, psychological evidence suggests that the most benefit comes when family members and youth are supported and encouraged to engage in reflective perspective taking and validate their own and the other's thoughts and feelings despite divergent views. 49,82 In this regard, suicide attempt rates among 433 adolescents in Ontario who identified as "trans" were 4% among those with strongly supportive parents and as high as 60% among those whose parents were not supportive. 85 Adolescents who identify as transgender and endorse at least 1 supportive person in their life report significantly less distress than those who only experience rejection. ...
As a traditionally underserved population that faces numerous health
disparities, youth who identify as transgender and gender diverse (TGD)
and their families are increasingly presenting to pediatric providers
for education, care, and referrals. The need for more formal training,
standardized treatment, and research on safety and medical outcomes often
leaves providers feeling ill equipped to support and care for patients that
identify as TGD and families. In this policy statement, we review
relevant concepts and challenges and provide suggestions for pediatric
providers that are focused on promoting the health and positive
development of youth that identify as TGD while eliminating discrimination
and stigma.
... Similar to the general literature on parental acceptance, the parental figures in this sample reported a process of adjustment to their child's sexual and gender identity influenced by religion and spirituality, awareness of oppression, and contact with LGBTQ people. These themes are consistent with previous findings about the importance of parent-child relationships and experiences of parental figures of LGBTQ individuals (e.g., Fields, 2001;Gonzalez, Rostosky, Cardom, & Riggle, 2013;Hill & Menvielle 2009;Kuvalanka, Weiner, & Mahan, 2014;Wren, 2002). The role of family dynamics in the process of acceptance are consistent with prior findings (e.g., D'Amico et al., 2015;Freedman, 2008;Goodrich, 2009;Gray, Sweeney, Randazzo, & Levitt, 2015;Horn & Wong, 2016;Oswald, 2000;Phillips & Ancis, 2008) LGBTQ child. ...
... Our findings provide insight about how to best reach and provide services to Latinx parents of LGBTQ individuals. For example, although research suggests that PFLAG serves as a place of support for parental figures of LGBTQ individuals and is a common place to recruit parents for research studies (e.g., Freedman, 2008;Goodrich, 2009;Wren, 2002), little is known about the organization's efforts to reach Latinx parental figures. Although we advertised the study to local PFLAG groups, only one person affiliated with PFLAG responded. ...
Acceptance by parental figures is one of the most important protective factors for the mental health of LGBTQ individuals. To date, little is known about the experiences of Latinx parents of LGBTQ children. Thirty Latinx parental figures (19 Cuban-Americans; 11 Puerto Ricans) completed an expressive writing (EW) intervention focusing on cultural strengths and challenges that influenced their journey toward accepting their LGBTQ child. Thematic analysis revealed Latinx-specific cultural strengths and challenges, such as familismo, caballerismo, machismo, and marianismo that influenced the parental figure’s process toward acceptance of their child. Parental figures reported feelings of happiness, pride, peace, satisfaction and relief, as well as mixed feelings and emotions following the writing intervention. Strength-based approaches to working with Latinx parental figures of LGBTQ individuals are discussed.
... Suppressing such concerns can affect mental health. 82 Families often find it hard to understand and accept their child's gender-diverse traits because of personal beliefs, social pressure, and stigma. 49,83 Legitimate fears may exist for their child's welfare, safety, and acceptance that pediatric providers need to appreciate and address. ...
... Instead, psychological evidence suggests that the most benefit comes when family members and youth are supported and encouraged to engage in reflective perspective taking and validate their own and the other's thoughts and feelings despite divergent views. 49,82 In this regard, suicide attempt rates among 433 adolescents in Ontario who identified as "trans" were 4% among those with strongly supportive parents and as high as 60% among those whose parents were not supportive. 85 Adolescents who identify as transgender and endorse at least 1 supportive person in their life report significantly less distress than those who only experience rejection. ...
This Policy Statement was reaffirmed August 2023
As a traditionally underserved population that faces numerous health disparities, youth who identify as transgender and gender diverse (TGD) and their families are increasingly presenting to pediatric providers for education, care, and referrals. The need for more formal training, standardized treatment, and research on safety and medical outcomes often leaves providers feeling ill equipped to support and care for patients that identify as TGD and families. In this policy statement, we review relevant concepts and challenges and provide suggestions for pediatric providers that are focused on promoting the health and positive development of youth that identify as TGD while eliminating discrimination and stigma.
... Such parental reactions can be attributed to a child's gender or to societal cisgenderism. The earlier research tends toward the former, with researchers validating parents' negative emotions and failing to conceive of positive parental reactions (Field & Mattson, 2016;Gregor et al., 2015;Wren, 2002). This reflects the long research history of problematizing transgender experiences (Hill & Menvielle, 2009). ...
Introduction
This article explores the intersectional perspectives of parents of transgender children in Aotearoa (New Zealand). The substantial body of research on parent experiences in this area has largely focused on parents who are white North American middle-class cisgender women. We seek to extend this research by taking an intersectional approach and examining the perspectives of a group of participants of different genders, sexual orientations, and cultural backgrounds.
Methods
We asked 20 participants in Aotearoa who self-identified as gender-affirming parents to draw their experience of parenting a transgender child and discuss this with us in interview.
Results
The research resulted in rich visual and verbal depictions of gender-affirming parenting, drawing from the intersectional perspectives of Māori, Pākehā, Pacific, Asian, queer, straight, female, male and non-binary parents. Using visual and verbal discourse analysis, we explore how the participants constructed their experience from their uniquely situated perspectives, both specific and multilayered.
Conclusion
We argue that the parents’ perspectives reveal both challenges and strengths, reflecting the burdens of intersectional oppression, while also fostering the parents’ capacity for engaging in discursive resistance to advance their children’s interests.
... No solamente brindan apoyo emocional, legal, y contribuyen a resolver las dificultades cotidianas que experimentan estos menores y sus familias, sino que ofrecen el respaldo teórico necesario que les ayuda a comprender la situación de sus hijos y poder explicarla a la sociedad y a instituciones como la escuela o la iglesia (Meadow, 2011: 733). Deberán construir discursos sobre la identidad de género y sobre cómo enfrentarse a esta situación (Wren, 2002). Las familias tratan de reestructurar sus ideas sobre lo que entienden por «género» y su significado. ...
Hasta hace relativamente poco tiempo, la transgeneridad era una categoría de género reservada exclusivamente a la adolescencia y la edad adulta. Paralelamente a la creciente visibilidad de los niños trans , cada vez son más las asociaciones creadas por sus familias. Este artículo indaga en el modo en el que estas familias se agrupan en organizaciones específicas para la infancia trans , cómo surgen, y cómo entienden y explican la transgeneridad. Presentamos un estudio cualitativo en el que se analizan los discursos oficiales, así como las narrativas de madres y padres que pertenecen a Chrysallis, la principal asociación española de familias con niños trans. Hemos podido comprobar que, al unirse en asociaciones, las familias encuentran apoyo y soluciones a la situación de vulnerabilidad a la que se enfrentan debido a la falta de información y referencias. El análisis aquí realizado nos permite reflexionar sobre cómo sus discursos apuntan hacia un nuevo modo de entender la transgeneridad infantil y contribuyen al enriquecimiento del debate sobre los conceptos de sexo y género.
... 35 Social and family factors have rarely been studied for youth in clinical care, despite the potentially moderating role of supportive parents 36,37 and the challenges of parenting a trans child in a transphobic society. [38][39][40][41] The expansion of Canadian medical clinics for trans and gender-diverse youth presented a unique opportunity for research at a crucial time point. Published research on GnRHa, estrogen, or testosterone therapies for adolescents internationally includes baseline data from only one other prospective multisite cohort study, 42 limited Canadian content, 22,24 and no published findings using standardized measures for patients' family and social contexts. ...
Background and objectives:
Referrals of transgender and gender-diverse (trans) youth to medical clinics for gender-affirming care have increased. We described characteristics of trans youth in Canada at first referral visit.
Methods:
Baseline clinical and survey data (2017-2019) were collected for Trans Youth CAN!, a 10-clinic prospective cohort of n = 174 pubertal and postpubertal youth <16 years with gender dysphoria, referred for hormonal suppression or hormone therapy, and 160 linked parent-participants. Measures assessed health, demographics, and visit outcome.
Results:
Of youth, 137 were transmasculine (assigned female) and 37 transfeminine (assigned male); 69.0% were aged 14 to 15, 18.8% Indigenous, 6.6% visible minorities, 25.7% from immigrant families, and 27.1% low income. Most (66.0%) were gender-aware before age 12. Only 58.1% of transfeminine youth lived in their gender full-time versus 90.1% of transmasculine (P < .001). Although transmasculine youth were more likely than transfeminine youth to report depressive symptoms (21.2% vs 10.8%; P = .03) and anxiety (66.1% vs 33.3%; P < .001), suicidality was similarly high overall (past-year ideation: 34.5%, attempts: 16.8%). All were in school; 62.0% reported strong parental gender support, with parents the most common support persons (91.9%). Two-thirds of families reported external gender-related stressors. Youth had met with a range of providers (68.5% with a family physician). At clinic visit, 62.4% were prescribed hormonal suppression or hormone therapy, most commonly depot leuprolide acetate.
Conclusions:
Trans youth in Canada attending clinics for hormonal suppression or gender-affirming hormones were generally healthy but with depression, anxiety, and support needs.
... GIV often entailed these parents to redefine their roles within the family. To manage the situation, the parents questioned the knowledge they held and the ways they had always exercised their role; this is in line with the findings of several authors (Pyne, 2016;Wren, 2002). While they actively made changes to their roles, parents claimed to have tried to 'normalise' GIV management by integrating it within the family dynamics. ...
Identities that differ from what is expected of each gender challenge the crystallised binary form of social organisation. Furthermore, having a gender-variant child is an experience that confronts parents with something unknown to them that questions most of their assumptions. In the Italian context, there is a lack of awareness about the population of transgender and gender-variant minors, and what their or their families’ needs are. In the present study, we interviewed the parents of gender-variant minors from Italy and asked them to describe the ways they got to know their child’s gender identity and how they managed such a completely new situation. The interviews were transcribed literally and analysed through discourse analysis. We carried out descriptions of how parents configure this topic and the different positionings adopted thorough their experience of understanding and managing gender variance. Overall, we discussed and promoted parent-children interacting modalities aimed at co-constructing and sharing the process of gender identity development, instead of adopting self-referential or ideological positionings. The present article offers a qualitative exploratory study of gender-variant minors and their families in the Italian context. The limitations of the study and suggestions for future research are also presented.
... El modelo terapéutico ha sido ampliamente criticado (p. ej., Hird, 2003;Wallace y Russell, 2013;Wren, 2002) por varios motivos. En primer lugar, debido a que patologiza la inconformidad de género y organiza su práctica terapéutica en torno a la modificación de la identidad y las expresiones de género de las personas, algo que podría generar un daño psicológico significativo, deteriorar los lazos de apego parento-filiales y fomentar la vergüenza como parte constitutiva del "yo" de los infantes con inconformidad de género (Wallace y Russell, 2013). ...
La disforia de género ha sido definida en los ámbitos psicológico y psiquiátrico como el malestar clínicamente significativo que puede acompañar a la incongruencia entre el género sentido o expresado por una persona y su sexo biológico. Muchas de las personas que experimentan este malestar se identifican como transgénero—o simplemente trans—y buscan atención médica especializada para alinear su cuerpo con su género sentido, un proceso habitualmente conocido como transición de género. En los últimos años, no obstante, han comenzado a surgir diversos testimonios de personas que, después de un período más o menos extenso de tiempo, detienen sus procesos de transición de género y deciden volver a vivir conforme a su sexo natal. Las experiencias de estas personas, conocidas como “destrans,” apenas han sido objeto de atención en la literatura académica hasta tiempos muy recientes. En consecuencia, nuestro conocimiento acerca de los motivos o vivencias que conducen a estas personas a destransicionar es aún muy limitado, y está basado fundamentalmente en evidencia de carácter anecdótico. Por consiguiente, el objetivo principal de este trabajo consiste en explorar, analizar y visibilizar una realidad aún muy desconocida en el contexto español, haciendo hincapié sobre cómo una mejor comprensión de este fenómeno puede contribuir a mejorar los servicios sanitarios de atención para las personas con disforia de género. Para ello, después de un recorrido por la literatura más relevante sobre identidad y disforia de género, presentaré el relato de vida de M., una mujer destrans española, el cual irá acompañado por su respectiva línea de vida. Ambas herramientas permiten comprender el proceso de destransición desde una perspectiva subjetiva e íntima, así como las redes de significados culturales, sociales y políticos que se encuentran encarnados en los cuerpos destrans.
... lower) levels of father acceptance (van Beusekom, Bos, Overbeek, & Sandfort, 2015). Other researchers have highlighted parental acceptance of GNC as central for the mental health of gender-nonconforming children (e.g., Hill & Menvielle, 2009;Malpas, 2011;Menvielle & Tuerk, 2002;Olson, Durwood, DeMeules, & McLaughlin, 2016;Wren, 2002). ...
No study to date has simultaneously tested how poor peer relations, generic risk factors, and parental attitudes impact the behavioral and emotional challenges of children who vary in their gender expression. In a community sample, the present study investigated various hypothesized psychosocial and generic risk factors regarding the association between childhood gender nonconformity (GNC) and psychological well-being. Canadian parents/guardians reported on their children aged 6–12 years (N = 1719, 48.8% assigned male at birth) regarding their child’s GNC, measured by the Gender Identity Questionnaire for Children; behavioral and emotional challenges, measured by the Child Behavior Checklist (CBCL); and peer relations, measured by the CBCL and Strength and Difficulties Questionnaire. Parent/guardian gender-stereotypical attitudes toward child-rearing were assessed using an adapted version of the Child-Rearing Sex Role Attitude Scale, and attachment between the parent/guardian and child was measured with an adapted version of the Child-Rearing Practices Report. Based on regression analyses, GNC was related to elevated behavioral and emotional challenges, and this association was stronger for those who experienced poor peer relations as well as for those whose parents/guardians endorsed gender-stereotyped attitudes and were less willing to serve as a secure base for the child. Recommendations are provided for ways in which social environments can be altered to improve psychological well-being among gender-nonconforming children.
... When targeted in parent management and family-based treatment, it is possible to address worries that parents may have about their children's future relationships, potential victimization, acceptance in society, and medical interventions, while also focusing on normative development (romantic and sexual interests), puberty, fertility, and devices used to mirror normative gendered functioning (e.g., binders, prosthetics) [47]. Parents and youth can also discuss their opinions and fears about medical interventions in a safe setting with an independent observer who can help facilitate communication [48]. Thus, an independent observer can encourage open and productive communication between youth and their parent(s). ...
Transgender and gender diverse individuals experience a high rate of adverse health outcomes. In order to understand the basis for this phenomenon, it is important to understand the relationship between minority stress and health outcomes, as well as the impact of acceptance. This chapter describes the minority stress model, the expansion of this model with transgender and gender diverse individuals, and the impact of acceptance (or non-acceptance) among various supports and systems, including family, peers, schools, and health providers. Specific examples of how to bolster support are then discussed within each system.
... Other youth do not disclose because of the dangers associated with nonsupportive social networks (Mills-Koonce, Rehder, & McCurdy, 2018;Pflum et al., 2015); thus, disclosure simply may not be an option for some youth. Some studies have found that gender expansive individuals experience gender identity-based discrimination by health care providers (Buxton, 2006;Glynn & van den Berg, 2017;Hines, 2006;Lev, 2004;Wren, 2002), which may explain why some of these gender expansive youth continue to conceal their identities. ...
Some health care providers work with gender expansive youth; preliminary evidence notes that many of these youth do not disclose their gender identity to all of their health care providers. No previous research focused on youth has explored gender identity disclosure to health care providers, nor linked youth disclosure to negative mental health outcomes (e.g., symptoms of depression). Data were drawn from the LGBTQ National Teen Survey to test the relationship between gender identity disclosure, symptoms of depression, and self-esteem among 13- to 17-year old (n = 5,637, Mage = 15.6) participants who identified as transgender boys, transgender girls, and nonbinary youth assigned female at birth (AFAB) or assigned male nonbinary youth assigned male at birth (AMAB). Transgender boys reported the highest symptoms of depression and the lowest levels of self-esteem in comparison with other groups. Among the full sample, 66.8% had not disclosed their gender identity health care providers-nonbinary AMAB youth were least likely to disclose (77.6%). Symptoms of depression were the highest and self-esteem was the lowest for transgender boys with mixed levels of disclosure. Transgender girls reported the lowest symptoms of depression-these youth had also disclosed their identities the most. Findings suggest that mixed disclosure to health care providers is problematic for gender expansive youth, especially transgender boys. Findings suggest a need to better prepare health professionals to understand not all gender expansive youth may feel comfortable disclosing their gender identities in medical contexts. Future research should explore gender affirmative health care as a protective factor for negative mental health outcomes.
... For children and adolescents displaying gender variant behavior, the importance of being able to explore different gender identity expressions in a supportive and non-judgemental home environment has been stressed, for example, by Leibowitz and Telingator (2012). Parents of transgender youth are possibly confronted with stigma from society as well as their own limitations in handling sex and gender related topics (Wren, 2002). Almost half of the participants in the present study felt supported by their parents in the transgender process. ...
The aim of the present study was to investigate experiences that tell about coping and resilience in the lives of 19 Finnish transgender adults, aged 21–62 years (M = 35.20, SD = 12.10). The study was explorative in nature, using semistructured interviews. Results indicated, with data analyzed according to principles of grounded theory, the following three central sources of support: social relations, experiences of having a congruent gender and body identity and meaningful leisure time. On an overall level, the results indicated that transgender persons make use of a number of coping mechanisms, some general and some with elements specifically connected to transitioning to live in the desired gender. The results of this study are of importance for understanding how to support transgender persons both with their universal, and specific, needs.
... There have been some cases, where some of the parents have admired the courage of their children to cope with the new gender identity in their daily lives despite resisted from the local community who are against these marginal groups (Connolly, 2006;Wren, 2002). However, there are several scenarios in which the mother of a child who has transgender identity assumes that their children's identity and behaviour are the result of bad parenting. ...
... As understanding and acceptance develops, parents may continue to feel loss and grief, helplessness about the situation, and anxieties about the future, including whether their child will remain transgender and how to proceed (Gregor et al., 2015;Malpas, 2011). To cope with the situation, parents often turn to support groups and self-education (Wren, 2002). In their interviews with parents of children with gender-variant behaviors, Hill and Menvielle (2009) found that parents' initial reactions to their child's gender variance included making sense of the situation and believing it to be a phase. ...
Background: Transgender children/youth demonstrate the best possibility for resilience and positive mental health when they are part of an affirming and supportive family. To optimize families in supporting transgender children/youth, parents/caregivers need to be supported. Transgender children/youth and their families regularly navigate a myriad of challenges through society.
Aims: Within the extant literature on transgender children and youth, relatively little attention is focused on the experiences of parents/caregivers and how their close family relationships are affected. The present qualitative study addresses this gap in knowledge through its exploration of the experiences, identities, and views of parents/caregivers of transgender children/youth.
Method: The study is longitudinal and this article represents the first wave. Fourteen parents of 12 transgender children/youth, aged 6–17, participated in in-depth semistructured interviews. Participants were recruited via social media and at an on-site conference for transgender youth and their families. All children/youth had socially transitioned. Those who were eligible for puberty suppression and/or hormone therapy were receiving those. The interviews were inductively coded for themes by two coders using the constant comparative method.
Results: Participants' reports on their experiences yielded three themes: (1) transgender issues as the family's focus; (2) proactivity, child-focused: preemptive actions to prevent adverse consequences; and (3) self-care. These themes included subthemes on effective coping strategies to mitigate struggles. Three themes related to participants' identity and views emerged: (1) identity reformation, (2) self-evaluation, and (3) views of future. These themes included subthemes that reflected how participants viewed themselves, their child, and the future.
Discussion: A transgender identity in one family member affects all household members. Parents/guardians may experience guilt and self-doubt over decisions. Factors that may improve outcomes with extended family and schools include families' preemptive dissemination of information on transgender identities and explicating expectations of respect and nonintrusion. Ingrained traditions may force life-altering decisions.
... Familienangehörige müssen jedoch ihre (trans*-und homonegativistische) Ablehnung nicht immer direkt durch Gewalt, sondern können diese auch indirekt durch Vernachlässigung zeigen (indem z. B. die Verhaltensweisen eines trans* Jugendlichen, die seinem Geschlechtsrollen-Nonkonformitäts-Konflikt entspringen, nicht ernst genommen werden) (Wren 2002). Der drohende Ausschluss vom familiären Umfeld kann dazu führen, dass sich manche LGBT Personen ihre Geschlechtsidentität zu camouflieren bzw. ...
... Mallon & DeCrescenzo, 2006), questioning whether their child is actually transgender (Katz-Wise et al., 2017), and suggesting their gender is a cover for other issues (e.g. Wren, 2002). Researchers have also found that transgender adults report identity-related abuse from their parents. ...
Understood as a type of identity-related abuse, gaslighting is a form of manipulation where the perpetrator attempts to convince someone that their thoughts, perceptions, or beliefs are mistaken. In the clinical context, gaslighting is often seen as part of a broader constellation of abuse and violence between adults. However it can also happen in more subtle ways, and can present in ways that are difficult to detect. This paper explores instances where gaslighting may potentially occur in clinical interactions involving parents of transgender children. Three fictionalised case studies are presented drawing on the first author’s clinical work, and demonstrate three overarching forms of gaslighting: 1) deferred action, 2) intentional forgetting, and 3) placing an emotional burden on the child. Having presented the three cases, the paper concludes by discussing how clinicians might identify and respond to gaslighting, emphasising 1) speaking with children on their own, 2) speaking on behalf of children to parents, 3) modelling advocacy to parents, 4) correcting misgendering in the clinical context, and 5) using peer supervision to discuss cases. In sum, the paper argues that whilst clinicians should not rush to “diagnose” gaslighting, clinicians should also not overlook its powerful effects upon transgender young people.
... Moreover, fathers are more likely to expect their children to adhere to cultural stereotypes (e.g., Langlois and Downs, 1980). With respect to our GD sample, and supported by Wren's (2002) research on transgender adolescents, the participants' fathers may have cut themselves off from emotional issues, while their mothers may have maintained a better relationship with their children and been -at least by all appearances -more accepting. High scores on Idealization of mothers may suggest that this positive representation was, in most cases, generalized and skin-deep, as it was unsupported by recounted episodes. ...
The current study investigated attachment representations and complex trauma in a sample of gender dysphoric adults. Although it has been proven that the psychological wellbeing of gender diverse persons is largely mediated by family acceptance and support, research on their relationships with parental figures is scarce. A total of 95 adults took part in the study. The attachment distribution was as follows: 27% secure, 27% insecure and 46% disorganized. Regarding early traumas, 56% experienced four or more traumatic forms. Further, gender dysphoric adults showed significantly higher levels of attachment disorganization and polyvictimisation, relative to controls. Comparisons of subgroups, defined by natal gender, showed that trans women, compared to control males, had more involving and physically and psychologically abusive fathers, and were more often separated from their mothers; trans men, relative to female controls, had more involving mothers and were more frequently separated from and neglected by their fathers. The research has several implications for treatment, clinical health psychology, family support and education.
... This PhD research aims to explore the education needs of families of transgender young people and to address these needs by designing, developing, and evaluating a gender-affirmative education programme for these families. The findings of the study to date reflect much of the literature, indicating that education plays an important role in families' ability to accept and support a transgender family member (Gray, Sweeney, Randazzo, and Levitt, 2015;Kuvalanka, Weiner, and Mahan, 2014;Meadow 2011;Norwood 2013;Pearlman 2006;Rahilly 2015;Riley et al., 2011;Riley, Sitharthan, Clemson, and Diamon, 2013;Wren, 2002). However, the study findings have also shown a lack of educational opportunities for families of transgender young people in the Republic of Ireland, as well as identified a number of areas of educational importance for families and transgender young people. ...
The occupation of play has a special place in children’s lives as it underpins well-being, health, and development of children, and is influenced by their social, cultural, and political worlds (Lynch and Moore, 2016). From a rights-based perspective, all children have a right to play, rest and leisure under Article Thirty-One of the UN Convention on the Rights of the Child (CRC, 1989). Under Article Two of the CRC, children with disabilities are equally entitled to enjoy this right without discrimination. However, children with disabilities are frequently excluded from play, in particular from accessing and using outdoor playspaces, denying them their full enjoyment of their rights. Thus, play provision becomes an issue of social in/exclusion and social support in such instances requires us to consider how best to address provision for outdoor play to promote social inclusion.
In 2017, the Department of Children and Youth Affairs have established a review of the Irish Play Policy, which was first instituted in 2004 (National Children’s Office, 2004). At that time, it was stated that the focus in Irish policy was generally limited to physical accessibility for children getting to and from a playground, with no guidelines in existence on usability of playgrounds for all children (Webb, 2003). This paper outlines findings from five recent studies that have been carried out, to see what if anything, has changed since 2004: to explore play provision in community settings to establish the state of play in particular for children with disabilities in Ireland.
... This PhD research aims to explore the education needs of families of transgender young people and to address these needs by designing, developing, and evaluating a gender-affirmative education programme for these families. The findings of the study to date reflect much of the literature, indicating that education plays an important role in families' ability to accept and support a transgender family member (Gray, Sweeney, Randazzo, and Levitt, 2015;Kuvalanka, Weiner, and Mahan, 2014;Meadow 2011;Norwood 2013;Pearlman 2006;Rahilly 2015;Riley et al., 2011;Riley, Sitharthan, Clemson, and Diamon, 2013;Wren, 2002). However, the study findings have also shown a lack of educational opportunities for families of transgender young people in the Republic of Ireland, as well as identified a number of areas of educational importance for families and transgender young people. ...
Participation in a youth mental health organisation: impacts on resilience of young people
... Transgender individuals experience other stressors related to their transgender identity, such as rejection from their family and loved ones. Indeed, studies show that rejection by one's family of origin is common for transgender people and may be enacted through lack of support around gender expression or through more overt means such as verbal and physical assault (Factor & Rothblum, 2008;Grossman & D'augelli, 2006;Stotzer, 2009;Wren, 2002). While much of the literature in this area focuses on transgender youth (Garofalo, Deleon, Osmer, Doll, & Harper, 2006;Grossman & D'augelli, 2006;Simons, Schrager, Clark, Belzer, & Olson, 2013), research suggests that experiences of rejection related to transgender identity occur throughout the life course (Factor & Rothblum, 2008;Koken, Bimbi, & Parsons, 2009;Nemoto, Bodeker, & Iwamoto, 2011), with familial rejection also reported among aging transgender adults (Factor & Rothblum, 2008). ...
This study investigates the relationship between discrimination and mental health in aging transgender adults. Survey responses from 61 transgender adults above 50 (Mage = 57.7, SD = 5.8; 77.1% male-to-female; 78.7% White non-Hispanic) were analyzed. Multivariable logistic regression models examined the relationship between gender- and age-related discrimination, number of everyday discrimination experiences, and past-week depressive distress, adjusting for social support, sociodemographics, and other forms of discrimination. The most commonly attributed reasons for experiencing discrimination were related to gender (80.3%) and age (34.4%). More than half of participants (55.5%) met criteria for past-week depressive distress. In an adjusted multivariable model, gender-related discrimination and a greater number of everyday discrimination experiences were associated with increased odds of past-week depressive distress. Additional research is needed to understand the effects of aging and gender identity on depressive symptoms and develop interventions to safeguard the mental health of this vulnerable aging population.
... Le regard se porte par la suite sur la sphère familiale, pour aider les parents à faire face à la transition de leur enfant vécue comme une difficulté majeure. Les différentes étapes vécues par les parents depuis l'annonce jusqu'à l'acceptation de la situation sont décrites par plusieurs auteurs (Emerson et Rosenfeld, 1996 ;Lesser, 1999 ;Wren, 2002 ;Zamboni, 2006). Les relations des personnes 7 . ...
L'homoparentalité et la transparentalité au prisme des sciences sociales : révolution ou pluralisation des formes de parenté ?_Martine Gross La chimère de « la théorie du genre » ou comment le débat autour de la loi française du 17 mai 2013 ouvrant le mariage aux couples de personnes de même sexe dévoile les mécanismes d'un système de genre_Laurence Moliner L'ambivalence de la transmission des normes du genre par les mères lesbiennes : de la critique des stéréotypes à leur reproduction « pour le bien de l'enfant »_Camille Frémont Analyse du fonctionnement psychique d'enfants grandissant avec un couple de femmes _Émilie Moget, Susann Heenen-Wolff « Je leur dis que j'ai deux mamans ? » : carrières de (non-)publicisation de l'homoparentalité à l'école en France_Alice Olivier Les atermoiements du droit français dans la reconnaissance des familles formées par des couples de femmes_Laurence Brunet Incidences de la composante biogénétique dans la reconnaissance de la filiation monosexuée en Espagne_Marta Roca i Escoda L'interdiction de discriminer les personnes trans* dans la Charte des droits et libertés de la personne : pour son amélioration par l'ajout de l'« identité de genre » et de l'« expression de genre » à la liste des motifs de distinction illicites_Jean-Sébastien Sauvé « J'ai aidé deux femmes à fonder leur famille » : le don de gamètes entre particuliers en contexte québécois_Isabel Côté, Kévin Lavoie, Francine de Montigny Transparentalité : vécus sensibles de parents et d'enfants (France, Québec)_Corinne Fortier La gestion médicale et politique de la parenté trans en France_Laurence Hérault 23 automne 2015 n°
... Le regard se porte par la suite sur la sphère familiale, pour aider les parents à faire face à la transition de leur enfant vécue comme une difficulté majeure. Les différentes étapes vécues par les parents depuis l'annonce jusqu'à l'acceptation de la situation sont décrites par plusieurs auteurs (Emerson et Rosenfeld, 1996 ;Lesser, 1999 ;Wren, 2002 ;Zamboni, 2006). Les relations des personnes 7 . ...
In recent years, rapid changes in both assisted reproduction and social practices have given rise to numerous questions related to parenthood and the definitions of fatherhood and motherhood in a number of disciplines. Gay, lesbian, and trans families in particular call into question the two-parent biological model (one mother and one father) in which parents produce their own children or can pass as having done so. Beyond questions about the psychological development of children born into gay, lesbian, or trans families, which numerous psychological studies have tried to answer, these types of families provide further avenues for thought in the areas of sociology, anthropology, family law, and filiation. In their diversity, these families disassociate the notions of conjugality, procreation, filiation, and parenthood. This disassociation—which jeopardizes the model in which the procreative (born of), legal (the son/daughter of), and emotional (raised by) aspects of the family exist simultaneously—exists today in many other family configurations, in particular blended families, the use of assisted reproduction with a third-party donor, and adoption. This introductory article will serve to remind readers what is meant by gay, lesbian, and trans families, and will discuss, in light of the issues raised by these topics, work from various other disciplines. A literature review will summarize work conducted on gay and lesbian parenting since the 1990s using three primary approaches: psychological, socio-anthropological, and socio-legal. The far fewer and more recent studies of trans parenting will be covered in a separate section. The article will conclude with a presentation of the articles that make up this special issue.
... Violence against transgender people is often perpetuated by someone known to the victim, including family members (Stotzer, 2009). Indeed, rejection by one's family of origin is common among transgender people and may be enacted through physical assault as well as through less overt means such as lack of support around gender expression or barring access to medical gender affirmation procedures (Factor and Rothblum, 2008;Grossman & D'augelli, 2006;Wren, 2002). Familial rejection can occur at any age, although it may be particularly distressful for transgender youth who not only rely on their parents for emotional support (Garofalo et al., 2006), but may become homeless as a result familial rejection (Grant et al., 2011;Grossman & D'augelli, 2006;Sullivan et al., 2001). ...
Rationale
Transgender people in the United States experience widespread prejudice, discrimination, violence, and other forms of stigma.
Objective
This critical review aims to integrate the literature on stigma towards transgender people in the US.
Results
This review demonstrates that transgender stigma limits opportunities and access to resources in a number of critical domains (e.g., employment, healthcare), persistently affecting the physical and mental health of transgender people. The applied social ecological model employed here elucidates that transgender stigma operates at multiple levels (i.e., individual, interpersonal, structural) to impact health. Stigma prevention and coping interventions hold promise for reducing stigma and its adverse health-related effects in transgender populations.
Conclusion
Additional research is needed to document the causal relationship between stigma and adverse health as well as the mediators and moderators of stigma in US transgender populations. Multi-level interventions to prevent stigma towards transgender people are warranted.
DOI: http://dx.doi.org/10.1016/j.socscimed.2015.11.010
This constructivist grounded theory (CGT) study examines Latter‐day Saint (LDS) parents' process in coming to accept a transgender or gender diverse (TGD) child and the factors that impact acceptance. Data come from interviews with 38 LDS parents of TGD children and 130 Facebook posts from the same population. Data were analyzed using CGT methodology in coding and theory construction. A model of LDS parents' process in accepting a TGD child and the factors that impact that process are presented. The results indicate that coming to accept a TGD child tends to engage LDS parents cognitively, emotionally, socially, and spiritually, and is a developmental process. We identified four stages of parents' process: assimilation of new information, deconstruction and disequilibrium, reconstruction and accommodation, and acceptance; as well as typical emotional responses in each stage. We found that factors that impacted parents' process included parents' pre‐process characteristics and contexts, religiously defined meaning making, social embeddedness, external resources, community building, and spiritual autonomy. Additionally, we found that parents' commitment to their child's wellbeing and connection with their child (i.e., attachment) motivates their process and that their personal spiritual experiences tend to guide it. Parents in the study who reached a state of acceptance expressed that their process had been both deeply challenging and profoundly, personally meaningful. This study strengthens the case for using attachment‐based therapies with this population and indicates the value of incorporating spirituality into the therapeutic work.
Research on gender variance in childhood has for many years been limited to analyzing health issues and has therefore mostly been implemented in the medical and psychiatric field. The social and family context was generally neglected and only in recent years has it received the attention of researchers from the social sciences. Although research of this type is mostly limited to the North American context, this literary review aims to highlight the work that has been done so far. The importance of these selected studies lies on the experience of families of gender-variant children as told to us by the parents themselves. The work highlights the practical and discursive strategies implemented by parents to
When transgender people most need help, many face hostility and inadequate care from their health providers, including psychologists. This hostility is not surprising given widespread lack of familiarity with transgender issues or perspectives amongst clinicians. Even amongst those who hold the stance of openness to the other, most still have considerable difficulty working with transgender clients. Transgender training efforts vary in quality; some even appear to worsen attitudes towards transgender clients. Given these risks, it is crucial that clinical training directors and supervisors evaluate trainees’ abilities to facilitate respectful initial conversations with transgender clients. This project proposed an objective instrument for assessing a mental health clinician, or clinical trainee’s ability to discriminate between helpful and unhelpful responses commonly made in the initial clinical encounters with transgender clients. Development of the instrument is grounded in a combination of theoretical and empirical
literature on the topic and is synthesized with the personal and professional experiences of the primary researcher as a transgender person and emerging clinician. This study utilized systematic expert review to examine the validity of this proposed instrument. This dissertation is available in open access at AURA, http://aura.antioch.edu/ and Ohio Link ETD Center, https://etd.ohiolink.edu/etd
Keywords: transgender, clinical training, multicultural competency, test development
Until now, sexuality has been treated as a specialist topic or area of specialist social work practice. This book cuts across all areas of the discipline. It examines the relationship between sexuality, sexual identities and intimacies and the life course, and showcases a range of issues pertinent to social work through these lenses. It opens up new possibilities for better understanding sexuality in social work, and contains empirical work and theorising about sexuality, intimacy and gender not currently found in a traditional course on life course theory and practice.
The chapters position new areas of scholarship in sexuality including trans perspectives, masculinities, bisexuality and the voices of other gender and sexual minority populations within a life course trajectory. Empirical research picks up on the broader public health and well-being agenda with a strong focus on challenging normative theories to promote human rights and justice for marginalised individuals and groups.
Sexuality, Sexual and Gender Identities and Intimacy Research in Social Work and Social Care will significantly enhance any core texts on life course theory and practice, anti-oppression and anti-discriminatory theories for professionals. It should be considered essential reading for academics, practitioners and undergraduate and postgraduate students.
This article explores the most recent knowledge on the experiences of trans youth and their parents. The article also explores best practices for professional who work with those families. Finally the article proposes two main principles of intervention to work with those populations, highlighting the importance of a transaffirmative perspective. In particular, it is proposed to challenge the current way of understanding gender and to appreciate the complexity of the various trajectories young people may take. Furthermore, we suggest focusing the intervention on promoting self-determination of the young person as well as to support families so they can better meet their child's needs.Objectives To provide comprehensive review of current knowledge on the experience of parenting a transgender youth, and to propose some reflections on directions for working with those families.Method Written as a theoretical paper, this article employs a systematic literature review to identify promising interventions with families who support a transgender youth.Results Because families of transgender children and youth experience difficulties both on personal and social levels, many of which are coming from social stigmatization and lack of knowledge about their experience, it is proposed that practitioners work toward interventions that not only facilitate families support, but also works toward a more just and inclusive society by broadening access to services and by challenging oppressive structures that contribute to the difficulties experiences by children, youth and their families.Conclusion The paper proposes that practitioners working with families of transgender children must be guided by an reviewed conception of gender and an understanding of the multiplicity of contexts that may affect the person's trajectory, as well as promoting self-determination and supporting families in meeting their needs.
The presence of a trans* family member can challenge existing theoretical notions about the development of gender in families. Emerging knowledge about trans* identities consolidates around 5 primary challenges to existing theoretical notions of gender: (a) non-dimorphic sex, (b) nonbinary gender, (c) the biological and social construction of gender, (d) gender identity development, and (e) family meaning making about transgender identity. These challenges structure an examination of hetero- and cisnormative expectations within family theory and help unpack long-standing tensions between essentialist and social constructionist views of gender development. This can play out in family theory through a recognition of the tension between upholding and decentering cisnormativity within families. This article pinpoints locations where current family theories require reexamination and expansion to accurately conceptualize the flexibility and variability of families with trans* members.
Cet article explore les connaissances les plus recentes sur l’experience des jeunes trans et de leur famille, et propose des pistes d’intervention pour les professionnels travaillant directement ou indirectement avec ces populations. La premiere partie de l’article etaye le contexte sociopolitique dans lequel grandissent les jeunes trans. Cette discussion est suivie d’une recension des ecrits sur les connaissances relatives a l’experience des jeunes trans et de leur famille. Finalement, l’article propose deux pistes d’intervention a privilegier pour travailler avec ces populations, et ce, dans une perspective de travail transaffirmative. Notamment, on y propose de reapprendre le genre et de comprendre la complexite des parcours et experiences des personnes transgenres, ainsi que de promouvoir l’autodetermination et le soutien des familles vers l’atteinte de leurs besoins.
Adolescence is a difficult time, but it can be particularly stressful for lesbian, gay, bisexual, transgender, and queer-identifying youth. In order to avoid harassment and rejection, many LGBTQ teens hide their identities from their families, peers, and even themselves. Educator Michael Sadowski deftly brings the voices of LGBTQ youth out into the open in his poignant and important book, In a Queer Voice. Drawing on two waves of interviews conducted six years apart, Sadowski chronicles how queer youth, who were often "silenced" in school and elsewhere, now can approach adulthood with a strong, queer voice. In a Queer Voice continues the critical conversation about LGBTQ youth issues-from bullying and suicide to other risks involving drug and alcohol abuse-by focusing on the factors that help young people develop positive, self-affirming identities. Using the participants' heartfelt, impassioned voices, we hear what schools, families, and communities can do to help LGBTQ youth become resilient, confident adults.
The management of apparent sleep problems is often not straight-forward because of a proportion of clients attending with a ‘hidden agenda’, requiring more in-depth long-term treatment for psychological problems. This paper looks at a sample of 100 consecutive referrals to a community sleep clinic in the East End of London and attempts to address the question of who comes to the sleep clinic and why. A proportion of clients responded to brief intervention of a behavioural nature but 19% were referred on to other services for psycho-therapeutic help.
This investigation addressed the question of whether mothers and fathers have different problems during a child's fatal illness. A study of 145 parents of children who were treated for cancer or blood disorders at a large urban pediatric hospital and who subsequently died found that parents did have some common problems. However, both mothers and fathers reported many problems that were unique and could be attributed to their differential roles in the family. The implications of the qualitative and quantitative analyses of the data are discussed in relation to the influence of gender on parents' social construction of reality and to anticipatory and postdeath mourning.
This study investigated the association between adolescents' perceptions of parental and peer attitudes towards sexuality and AIDS precautions, and the risky sexual behaviours of 1008 sexually active, heterosexual undergraduate students aged 17-20 years. Students were asked to rate the extent to which their mothers, fathers and friends would agree or disagree with 16 statements reflecting support of the adolescent engaging in sexual behaviour and using sexual precautions, including precautions against AIDS. The adolescents also indicated whether they were sexually active and their level of condom use in both ‘regular’ (or steady) and ‘casual’ relationships. Results indicated that adolescents perceived their parents as non-liberal in their sexual attitudes and relatively unlikely to discuss sex or precautions with them. Parents were viewed as more accepting of their sons' sexual behaviours than of their daughters'. Adolescents believed that peers were more likely to discuss sexuality and precautions than parents, and were more liberal in their sexual attitudes. Adolescent sexual risk-taking was related to the perceived attitudes of significant others in ways which varied across gender and type of relationship. Implications for interventions are discussed.
Assessed relationship between children's minor illnesses during the first 3 years of life and parenting stress in the 4th
year. Also examined whether a good parenting alliance would compensate for or moderate this relationship. Parents of 56 3-
to 4-year-olds completed parenting alliance and stress questionnaires. Child morbidity, assessed from medical records, was
directly related to mothers' but not fathers' feelings of stress. The parenting alliance was more strongly related to parenting
stress for fathers than for mothers. However, child morbidity and parenting alliance interacted in predicting child-related
paternal stresses. White fathers in a poor alliance reported more stress, stress was unrelated to their children's illnesses;
for fathers in a moderate to strong alliance, illness and stress were positively correlated. Even minor child illnesses appear
to be a source of stress for parents.