Intimate partner violence (IPV) is a global health issue that encroaches beyond parameters of age, gender, sexual orientation and is the subject of extensive scholarly inquiry. Research on IPV in heterosexual couples, in particular on heterosexual women, has been prolific. However, there is a dearth of literature to document the distinct experiences of gay and bisexual men, despite the evidence of prevalence of IPV as reported equal or higher to heterosexual women. Studies have found that one in four gay men and four in 10 bisexual men have experienced IPV in their lifetime. This scoping review examines studies between 1931 and 2019 that had a predominant focus on violence among gay and bisexual men. Four electronic databases were searched in 2019. Arksey and O’Malley’s framework was utilized to extract 28 studies using a range of research designs that represented 13,224 sexual minority male participants. Across studies, gay and bisexual men were observed to experience IPV similarly to heterosexual couples involving psychological, physical, and sexual violence. However, as a marginalized and sexual minority group, they experience distinctive features of violence including sexual orientation outing, unprotected sexual intercourse, homophobia, internalized homophobia, and difficulties accessing minority men–focused services. Minority stress theory is posited as a useful lens in understanding the above features. In keeping with previous scholarship, a paucity of knowledge on gay and bisexual men’s experience of IPV was observed, and additional research is recommended.
Aim: This commentary elucidates the challenges for nurses in effectively identifying and supporting gay and bisexual men who experience intimate partner violence and offers guidance for education, training and practice to nurses when responding to patients who may be experiencing intimate partner violence. Design:The commentary highlights issues raised by Callan et al.'s (2020) scoping review, translating the experiences of male sexual minorities undergoing abuse to a nursing context, in particular, issues such as homophobic remarks and heteronormative practices in health care and nursing-led environments militate against the identification of individuals who may be experiencing coerced sexual risk-taking, homophobia and sexual orientation outing.Results: Intimate partner violence is a widespread issue that permeates across heterosexual and LGBTQ+ communities, while impressing on the everyday realities of nurses. The potential for discrimination against sexual minority patients may be offset by improving training, education and offering recommendations for nurses in how to identify IPV and how to assess risk. Conclusions:Nurses possess essential training and transferable skills such as empathy, adaptability, active listening and diplomacy and are ideally placed to facilitate disclosure of intimate partner violence. Gaps in knowledge, training and organizational support for nurses may be effectively addressed through drawing on extant research and international best practice guidelines.
The 21st century to this point has seen increased diversity throughout the student population in higher education. Many stakeholders value this diversity as it enhances the overall education experience for all students. While the number of students with disabilities in higher education is rising, challenges and barriers to participation remain, including for people with intellectual disabilities. The intent of this paper is to make a case for the inclusion of people with intellectual disabilities in higher level education. Following the introduction to the topic, the existing literature on inclusion in higher education is explored, and issues such as challenges to inclusion are discussed. We then explain the situation in the Republic of Ireland, detailing how one university-based programme, the Dublin City University (DCU) Ability project, aims to prepare people with intellectual disabilities to move towards employment. The results of a survey sent to the staff in the University (n = 112), exploring their knowledge and views of the project, is then presented. While the project has been well received by learners and their supporters, it was important to identify the views of University staff to promote the future growth and sustainability of the project. The common themes identified were inclusion and diversity, communication issues, and positioning the project in the University’s Strategic Plan. The results contribute to the case for inclusion as university staff indicate their support while acknowledging challenges. These challenges are primarily in the area of communication but also in ensuring that university goals are implemented to provide a diverse and inclusive university community. We make the case that diversity should be valued, and that universities should be a space for all students, including those with intellectual disabilities, to learn and thrive.
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