Browsing by Subject "transgender"

Now showing 1 - 6 of 6
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    "An Institution Can Have Good Intentions and Still Be Atrocious": Transgender and Gender Expansive Experiences in Social Work Education
    (WMU, 2023) Kinney, M. Killian; Cosgrove, Darren; Swafford, Tayon R.; Brandon-Friedman, Richard A.; School of Social Work
    Educational settings have been found to be challenging arenas for transgender and gender expansive (TGE) youth and young adults due to misgendering, lack of affirming bathrooms, systemic exclusion (e.g., legal names and lack of inclusive gender identity demographic options), and frequent silence or avoidance related to TGE issues. Though studies of TGE adult experiences in higher education are emerging, most explore disaffirming experiences. Social work education focuses on diversity, equity, and inclusion, along with how to promote social justice, which suggests more affirming environments for TGE individuals. However, little is known about the experiences of TGE students and even less about faculty in social work education. To help fill this gap, the researchers interviewed 23 TGE social work students and faculty to explore their experiences of gender-related affirmation and challenges in social work educational programs. The findings from a thematic analysis identified examples of affirming and disaffirming experiences and recommendations for improving gender affirmation and inclusion in social work programs. Social work is in a strategic position to serve the needs and impact the social welfare of TGE individuals, starting with educational settings.
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    Development of an Occupational Therapy Health Promotion Group Protocol in a Gender Diverse Population
    (2024-05-06) Schrader, Kate; DeRolf, Annie; Wasmuth, Sally; DeRolf, Annie; Department of Occupational Therapy, School of Health and Human Sciences; Wasmuth, Sally
    The transgender and gender diverse (TGD) population faces systemic and individual discrimination, high rates of poverty and houselessness, and a frequent lack of social support. TGD patients also have higher instances of mental illness and neurodiversity which can be a barrier to accessing healthcare and establishing health behaviors. Considering these disparities and the complex medical needs of TGD patients, it is imperative to increase equitable access to affirming healthcare. Introducing an occupational therapy (OT) health promotion group in the safe and affirming environment of a gender health program within a public hospital addresses this need. To inform the development of a group that addressed the needs of both the patient population and implementation site, interview questions were created using the Consolidated Framework for Implementation Research, staff within the gender health program were interviewed, and data was analyzed and applied to create a group protocol and implementation plan. Content analysis produced the following themes: 1) valuing an interdisciplinary approach; 2) establishing an affirming environment; 3) increasing accessibility; 4) existing lack of patient resources; 5) emphasizing patient feedback, 6) developing life skills; 7) challenging beauracratic red tape; and 8) fostering community to improve health and wellbeing in the TGD community. These themes were used to develop a group protocol and delivery plan that would maximize implementation success within the site. This capstone is important for OTs seeking to integrate gender affirming health promotion groups within hospital settings and can provide insight for all OTs on factors that support affirming and equitable care.
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    Gender as Occupation: The "Doing" of Authentic Expression and Reciprocally Affirming Care for Transgender Individuals
    (WMU, 2023) DeRolf, Annie; Belkiewitz, Johnna; Wasmuth, Sally; Occupational Therapy, School of Health and Human Sciences
    The current predominant view of gender as binary, alongside limited training of affirmative care practices, is severely and negatively impacting transgender and gender diverse (TGD) people. This paper urges the re-conceptualization of gender as an occupation, suggesting that gender is a doing that allows for positive identity development, roles, habits, and routines. Doing gender facilitates meaning-making and the ability to engage in other occupations. However, occupational injustices rooted in discrimination, stigma, and/or implicit biases impede TGD people’s ability to engage in the doing of gender and other occupations. Articulation of conceptual guidelines and interventions to support TGD people’s ability to do gender and other occupations is a critical area of need in occupational therapy literature and practice. In accordance with the profession’s ethical mandate to promote occupational justice, it is critical that occupational therapists become educated and involved in providing affirmative services to support occupational participation for this population.
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    Implementing Aging-in-Place Programming for LGBTQ+ Older Adults: A Doctoral Capstone Project
    (2025-05-08) Gurevitz, Shelley; Wasmuth, Sally; Wasmuth, Sally; Department of Occupational Therapy, School of Health and Human Sciences; Fogel, Janine
    Out of the eight areas of occupation, social participation is a key pillar of health and wellbeing that can be unaddressed by healthcare professionals, such as occupational therapists (OT). Older adults are at significant risk of social isolation and loneliness due to many psychosocial factors; however, older adults who are lesbian, gay, bisexual, transgender, queer/questioning, and other identities (LGBTQ+) are at a greater risk of social isolation and loneliness at an alarming rate. Through a doctoral capstone project, the occupational therapy capstone student developed and implemented an eight-week social support group at an Indianapolis Gender Health clinic, with the purpose to facilitate increased social participation and connection amongst LGBTQ+ older adults. Additionally, aging-in-place elements were used as patient education material throughout the group. The University of California, Los Angeles (UCLA) Loneliness Scale-Revised was utilized as an outcome measure to assess loneliness prior to the support group intervention and following sessions. Qualitative data, such as field notes, were also taken during the last session accompanied by post-group feedback. Responses indicated a moderately high level of loneliness amongst LGBTQ+ older adults who participated in the support group. Additionally, the level of loneliness remained unchanged. This project overall was received positively by group members to foster a sense of identity, inclusivity, and social connection. Additionally, this project adds to the existing LGBTQ+ and gender health programming to support occupational therapy’s role in addressing the needs of LGBTQ+ older adults.
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    “An Institution Can Have Good Intentions and Still Be Atrocious": Transgender and Gender Expansive Experiences in Social Work Education
    (2023) Kinney, M. Killian; Cosgrove, Darren; Swafford, Tayon R.; Brandon-Friedman, Richard A.
    Educational settings have been found to be challenging arenas for transgender and gender expansive (TGE) youth and young adults due to misgendering, lack of affirming bathrooms, systemic exclusion (e.g., legal names and lack of inclusive gender identity demographic options), and frequent silence or avoidance related to TGE issues. Though studies of TGE adult experiences in higher education are emerging, most explore disaffirming experiences. Social work education focuses on diversity, equity, and inclusion, along with how to promote social justice, which suggests more affirming environments for TGE individuals. However, little is known about the experiences of TGE students and even less about faculty in social work education. To help fill this gap, the researchers interviewed 23 TGE social work students and faculty to explore their experiences of gender-related affirmation and challenges in social work educational programs. The findings from a thematic analysis identified examples of affirming and disaffirming experiences and recommendations for improving gender affirmation and inclusion in social work programs. Social work is in a strategic position to serve the needs and impact the social welfare of TGE individuals, starting with educational settings.
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    Shifting language for shifting anatomy: Using inclusive anatomical language to support transgender and nonbinary identities
    (Wiley, 2022-04) Easterling, Lauren; Byram, Jessica; Anatomy and Cell Biology, School of Medicine
    While navigating a medical or surgical gender transition, transgender, and nonbinary people encounter anatomical language and concepts through their own informal research on the topics and directly through healthcare providers. Use of appropriate and inclusive language is important for affirming identities and can be fostered at any point during professional training through modeling of inclusive language and in the formal curriculum, including during anatomical education. In this article we discuss anatomical language and how it intersects with gender identity, first from the perspective of a transgender patient, then from the perspective of an anatomy educator. The patient shared how she benefited from informative resources, nongendered language, language tailored to her level of understanding, and providers not making generalizations about her based on her anatomy or sex assigned at birth. The educator shared her experience developing a primer on sex and gender that moved beyond a prescriptive binary and exposed students to language and concepts inclusive of diverse sexual and gender identities. Recommendations were made related to how to implement these lessons and better explore how transgender and nonbinary individuals experience anatomical language and the potential impact of language that is inclusive of gender-diverse persons in anatomical education as part of health professions programs. While sound medicine, procedure, science, and experienced professional skill were necessary, an essential positive aspect of the medical and gender transitions discussed was an intentionality around language by providers—including anatomical language.