This article deconstructs the conventional definition of bullying through analysis of its historical context, and identifies blind spots using lenses of gender, culture and setting. We explore theoretical and methodological problems associated with the conventional definition and its axiomatic use in bullying research, with particular reference to online bullying. We argue that because children may use ‘bullying’ to mean many different practices not captured in the conventional definition, using this definition often obscures the very phenomena researchers are aiming to describe. As a result, adults risk missing these practices in research and for interventions that use these studies as their evidence base.
Internationally, undergraduate medical education is not currently enabling early career doctors to meet the needs of trans and gender diverse (TGD) people as healthcare consumers. This review outlines inclusion of TGD education in undergraduate medical education more broadly to contextualise curriculum development needs in obstetrics, gynaecology and reproductive medicine in Aotearoa/New Zealand. Limited, and lack of integrated content, teaching capability and current absence of TGD health knowledge as graduate outcomes, compounded by pedagogy (biomedical/binary framing) and more appropriate learning resources are indicators for curricula, and workforce, development.
Abstract. Background: The Netflix drama 13 Reasons Why (13RW) focusing on the suicide of an adolescent girl became a global phenomenon. It was accompanied by intense public debate about the risks of exposing youth to fictional portrayals of adolescent suicide. Aims: To explore adolescents' subjective perspectives and understanding of 13RW focusing on the portrayal of adolescent suicide. Method: We applied a thematic analysis to qualitative data from interviews with 25 New Zealand adolescents eliciting views on the show's portrayal of adolescent suicide. Results: Four themes were developed from the analysis: entertaining but not realistic; the unexpected shock factor; jumbled messages; and superficial conversations. Conclusion: This study contributes a youth perspective which has been missing from the debate on 13RW. This research highlights the way that youth, when given the opportunity, articulated a nuanced understanding of the representation of adolescent suicide in 13RW, viewing it as entertainment rather than a realistic depiction that added little in terms of suicide awareness and generated minimal opportunities for in-depth discussion.
Background: Healthcare for transgender people can be unsafe and
inequitable. Objectives: To explore the experiences of care
surrounding hysterectomy as part of female to male (FtM) gender
affirming surgery. Design: Qualitative observational study
Setting: Aotearoa/New Zealand Participants: Ten people
(out 12 people) who underwent FtM over a four-year period.
Results: No one person’s experience of the FtM journey was
affirming across the whole surgery journey. Transgender health literacy
was central to inclusive practice as it mediated bodily autonomy being
upheld. FtM (hysterectomy) surgery was described as “
life-saving”. The physical care environment influenced the
experience of the healthcare encounter. For example, the waiting room
was intimidating, with a gendered clinic name and toilets. Some
participants took a female support person/partner so that “
people looking would assume that I was there supporting her, not
the other way around.” Communication misalignments were evident around
information provided/understood about fertility and ovarian
preservation, requirement of a pre-operative pregnancy test, and
post-operatively, about bleeding and when sexual intercourse could be
resumed. Participants were also placed in the position of both receiving
care and providing education: “ I also shouldn’t have to be going
in there for treatment, and then being expected to educate the medical
professional that’s meant to be helping me… I’m not getting paid
to give you a TED talk on how my trans body works.”
Conclusions: A whole care pathway approach to increasing
transgender health literacy will facilitate better alignments in
communication, uphold bodily autonomy and lead to equitable inclusive
practice.
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