Many individuals in the United States will experience some form of abuse or neglect before the age of 18. Exposure to such adversities earlier in life can predict greater sexual risk engagement such as high sexual partner number. While the research examining the influence of early adversity on sexual behaviour is vast, we have yet to fully understand why this association exists. In the present manuscript we attempt to shed light on potential predictors and moderators of this association and offer suggestions for future research. Specifically, we begin with a brief review of the existing research pertaining to early adversity and sexual risk taking. Then, we outline potentially important moderators to consider such as impulsivity, sensation seeking, and reward sensitivity.
This study is part of a wider research project into non-exclusive sexuality categories and identities of women. This project furthers our understanding of cisgender women who identify as ‘mostly straight’ or ‘mostly lesbian’ by exploring the pornography, literary and film preferences of 32 participants. A thematic analysis of semi-structured interviews revealed that media preferences did not map onto sexual identity categories i.e. ‘mostly straight’ women enjoyed gay male porn. Thematic analysis indicated that sociocultural factors interact with or supersede sexuality and sexual identity in influencing media preferences. Themes emerging included the impact of feminism, the intersection of sexuality and faith, the overt politicisation of LGBT+ media, heteronormative socialisation, and the preferences of straight male partners.
There are an increasing number of people identifying as part of the LGBT community, with over 165,000 same-sex couples in the US having children in 2019. Research on parenting during the first year of the Covid-19 pandemic has been disseminated. However, there is limited research that examines the experiences of same-sex parents. Therefore, a structured qualitative review of online blogs published during the Covid-19 pandemic, authored by same-sex parents, was conducted. Following thematic analysis, three main themes (and 13 subthemes) emerged: 1) Connection; 2) Contrasting experiences of home schooling; and 3) Pride in family. Similarities between same-sex and different-sex parents were highlighted. However, it is notable that same-sex parents continue to feel stigma and exclusion from the wider parenting community.
A group was developed to support trans women attending a GIC (Gender Identity Clinic) to improve their self-esteem, and confidence in using their target feminine voice. Psychology and SLT (speech and language therapy) teams collaborated utilising Fennell’s (1997) Cognitive Model of Low Self-Esteem and SLT interventions. The RSES (Rosenberg Self-Esteem Scale: Rosenberg, 1965) was used to measure self-esteem pre and post group. Participants’ scores on the RSES were significantly higher after the group (p < .01), indicating an improvement in self-esteem. A specifically designed feedback form indicated improved confidence with using feminine voice post group. It was concluded that participants made effective use of the psychological and SLT strategies to improve self-esteem, and confidence with their voice.
Research indicates there is a gap between teachers’ positive beliefs about LGBTQ+ inclusive education and how they demonstrate this in practice. Teachers often feel limited in their capacity to implement inclusive practices, constrained by dominant heteronormative narratives in schools. Through a three-stage thematic synthesis approach, a review was conducted to explore: what can teachers do to challenge heteronormativity? The developed themes indicate that teachers can work strategically within their community context, integrate non-normative representations throughout the curriculum, role model inclusivity and acts of social justice, and facilitate a co-constructive. learning environment. These themes are discussed in the context of facilitators and barriers around LGBTQ+ inclusive education, leading to a discussion of implications relevant to educators across a range of settings. This review was conducted by a doctoral student, referred to henceforth as the researcher, under the supervision of two tutors from the same University. This review was conducted by a doctoral student, referred to henceforth as the researcher, under the supervision of two tutors from the same University.
Several large-scale surveys around the world show the most frequently reported mental health diagnoses among people with intersex variations include depression, anxiety and PTSD. Wellbeing risks are also high, with individuals with intersex variations citing suicidal thoughts or attempts across their life-course – specifically on the basis of issues related to having congenital sex variations. The population mostly attributed their wellbeing risks to negative social responses from others, difficulties around having undergone interventions, or issues around gender/identity. In the Canadian context, there is a lack of formalised, charitable Canadian wide intersex networks, advocacy groups, universal mental health care approaches, or provincial signposting to services similar to those developed elsewhere. Using a life-cycle lens, a group of international researchers came together in this collaborative Canadian study to explore health care transitions that people with intersex variations might need or desire, at various stages of their life. A key finding from this ongoing study is that transition phases have the capacity to be especially difficult in the context of mental health, such that integrating person-centred and trauma-informed approaches into care with this population is both wanted and needed. This paper specifically takes a case study approach which analyses data from two participants who identified three major themes regarding mental health impacts: ‘worth, mastery, and adequacy’, ‘isolation and inferiority’, and ‘identity and integrity’. The fourth and final theme drew on integrated medicine to celebrate emerging ‘resilience and generativity’; a positive experience that had emancipatory benefits across the lifespan.
The intersex human rights movement has, to date, focused on advocating for greater understanding and changing practices in medical, legal and political spaces. Contemporary literature is beginning to explore how the health and wellbeing of people born with variations in sex characteristics are also impacted by educational discursive practices. In most instances, however, intersex remains invisible or poorly addressed in school curricula. Historically education, as understood through a broad definition of curricula, reflects prevailing societal perspectives and subsequently ideations about the body’s biology, sex, sex characteristics, gender and sexualities. This paper explores how curricula can be a means for productively and constructively learning about intersex that is inclusive of the intersex human rights movement, diversity of lived experience and identities.
There is an absence of literature about people with variations in sex characteristics in the UK. This leaves therapists ignorant of this client group. Since 2013, normalising genital surgery performed on babies born with developmental differences has been described as a human rights violation, and the psychosocial justifications for this surgery is now contested. This paper expands awareness so that psychotherapists will be better informed about the damage, both psychological and physical, which results from the pathologisation of those with what is also referred to as ‘intersex’ variations. Further it identifies how therapists can support this group. The paper presents the findings of a qualitative analysis of four interviews with clients identifying as LGBTIQ+ and intersex, focusing on their experiences of therapy. The findings demonstrate a significant mistrust of therapists and clinicians in general. They raise the possibilities that therapists may develop vicarious trauma, and that therapists’ lack of knowledge prevents exploration at depth of these clients’ gender, biology and sexuality. As a result of the imposition of normative sex and gender categories through institutional treatment practices, the bodily integrity and autonomy of this client group has been severely and repeatedly compromised. It is therefore vital that adequate therapy – and therapeutic training – is provided.
Research on the sexual behaviour of gay women is sparse. Gay women are said to emphasise continuity and stability, rather than sex, so much so, that the term ‘lesbian bed death’ was coined to describe the lack of sexual activity. Subsequently, only three studies have explored gay women’s interest in casual sex. I interviewed twelve gay women about their experiences with casual sex. Interpretative Phenomenological Analysis of the data found a variety of casual sex behaviour. Gay women both desire, and have experience with casual sex, and have casual sex encounters with both male and female partners. Constructions of gay women as emotional rather than sexual, were identified as a barrier in the pursuit of casual sex.
Though there have been great advances for LGBTQ people in recent years, stigma, intolerance, and prejudice remain. Queers, Bis, and Straight Lies: An Intersectional Examination of LGBTQ Stigma offers an in-depth exploration of LGBTQ negativity through its ground-breaking use of Norm-Centered Stigma Theory (NCST), the first ever theory about stigma that is both testable and well-positioned in existing stigma scholarship. Based on research with more than 3,000 respondents, hetero-cis-normativity and intersectionality are highlighted as fundamental in understanding separate but interconnected discussions about LGBTQ individuals’ experiences with discrimination, harassment, and violence. With chapters dedicated to lesbian women, gay men, bisexual women, bisexual men, trans women, trans men, non-binary/genderqueer people, queer women, and queer men, Queers, Bis, and Straight Lies brings together empirically-driven findings that work toward dismantling straight lies in an innovative and impactful manner. Through its novel and critical approach, Queers, Bis, and Straight Lies is the ideal resource for those who want to learn about LGBTQ stigma more broadly and for those who seek a nuanced, theory-driven, and intersectional examination of how LGBTQ prejudices and prejudicial experiences differ by gender identity, sexual identity, race/ethnicity, and class.
Young people often feel social pressure to conform to binary masculine/feminine roles, which are assumed to be ‘normal’, and may adopt binary gender identities without exploring other gender expressions (Richards, et al., 2016). This can be challenging for young people who do not clearly identify with a binary gender identity to navigate (Vincent, 2020). The aim of this research was to explore how young people make sense of and experience their non-binary gender identities. A focus group was conducted with four 16- to 18-year-old people who identified as non-binary. The data were analysed using interpretative phenomenological analysis (IPA), to focus on their lived experiences (Smith et al., 2009). The analysis highlighted the difficulties that ‘everyday’ cisnormative experiences presented for the young people, as well as the young people’s ‘gender journeys’ of (re)negotiating expectations of linear gender development.
Research on humour and prejudice has predominantly focused on the use of negative, or disparaging humour and its prejudice enhancing effects. This study investigated whether a positive ‘affiliative’ humour, could elicit a reduction in prejudice as measured by attitudes, system justification beliefs and engagement in collective action in favour of transgender individuals. Participants (N=85) were randomly assigned to the humour or control condition before and after which data were collected measuring their levels of prejudice and beliefs. In the humour condition participants were exposed to stand-up comedy performed by transgender comedians. Results showed that brief exposure to humour had no significant effect on prejudice and system justification beliefs. However, participants who reported finding the humour funny and those who reported less discomfort were significantly more willing to engage in collective action to support the transgender community compared to those in the control condition.
