This paper presents new empirical data that highlights how a focus on 'bullying' is too limited and narrow when thinking about homophobia, biphobia and transphobia that young people may experience. The paper draws on two recent studies with young lesbian, gay, bisexual and trans participants, which each identified issues and experiences not readily captured within dominant bullying discourses and understandings. Findings are examined within three sections: beyond 'bullying', questioning inevitability, and (in)appropriate responses. In conclusion, I set out some implications and suggestions for the development of practice and future research concerning homophobia, biphobia and transphobia in youth settings.
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NIHR Health Technology Assessment programmeT he Health Technology Assessment (HTA) programme, part of the National Institute for Health Research (NIHR), was set up in 1993. It produces high-quality research information on the effectiveness, costs and broader impact of health technologies for those who use, manage and provide care in the NHS. 'Health technologies' are broadly defined as all interventions used to promote health, prevent and treat disease, and improve rehabilitation and long-term care. The research findings from the HTA programme directly influence decision-making bodies such as the National Institute for Health and Clinical Excellence (NICE) and the National Screening Committee (NSC). HTA findings also help to improve the quality of clinical practice in the NHS indirectly in that they form a key component of the 'National Knowledge Service'. The HTA programme is needs led in that it fills gaps in the evidence needed by the NHS. There are three routes to the start of ...
Schools have been called the last bastion of homophobia; by comparison little research has been carried out on this subject in youth services. This article reports on qualitative findings from a recent mixed methods study of barriers and facilitators to schools and youth services addressing issues about (homo)sexuality, homophobia and transphobia in one English region. The research sought to more fully understand the contexts in which young people experience and manage their identities and/or the prejudices they may face. Findings are based on 146 self-completion survey responses from young people, and qualitative data drawn from 74 participants involved in in-depth methods (interviews and discussion groups) in nine different settings. This included teachers, youth service workers and young people (aged 11-20) who self-identified as lesbian, gay or bisexual, or heterosexual. The study adds to existing literature by taking a broader view of the social contexts in which young people learn about, make sense of, and practice, identities. In doing so, it suggests ways in which sociological perspectives can add to and expand the current (often psychology-based) body of work on bullying.The article documents six key themes emerging from the data: curriculum inclusion/exclusion; understandings of homophobia and bullying; experiences and impacts of bullying and homophobia; professional responses and support services; issues underlying professional practice; implications for identity management. Drawing on these findings and supporting evidence, the article concludes with a critique of the limiting constraints of individualised anti-bullying discourses, and argues that these risk minimising understandings of the complex social contexts for homophobia and transphobia.2
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