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This study examined whether children clinically referred for gender dysphoria (GD) show increased symptoms of autism spectrum disorder (ASD). Circumscribed preoccupations or intense interests were considered as overlapping symptoms expressed in GD and ASD. In gender-referred children (n = 534; 82.2% male) and their siblings (n = 419; 57.5% male), we examined Items 9 and 66 on the Child Behavior Checklist, which measure obsessions and compulsions, respectively. Non-GD clinic-referred (n = 1,201; 48.5% male) and nonreferred (n = 1,201; 48.5% male) children were also examined. Gender-referred children were elevated compared to all other groups for Item 9, and compared to siblings and nonreferred children for Item 66. A gender-related theme was significantly more common for gender-referred boys than male siblings on Item 9 only. A gender-related theme was not significantly more common for gender-referred girls compared to their female siblings on either item. The findings for Item 9 support the idea that children with GD show an elevation in obsessional interests. For gender-referred boys in particular, gender-related themes constituted more than half of the examples provided by their mothers. Intense/obsessional interests in children with GD may be one of the factors underlying the purported link between GD and ASD.

T he d ig ita l a g e has re v o lu tio n iz e d h o w in d iv id u a ls in te ra c t. The n u m b e r o f c o m p u te r users has increased e x p o n e n tia lly , a lo n g w ith e x p a n d in g local a n d g lo b a l n e tw o rk s a n d o p p o rtu n itie s f o r le a rn in g , e n te rta in m e n t, an d s u p p o rt. M o s t recently, cyb e r c o m m u n ic a tio n is b e c o m in g a n im p o r ta n t p a rt o f fa c e -to -fa c e social w o r k p ra c tic e as an a d m in is tra tiv e a n d th e ra p e u tic e xch a n g e b e tw e e n p ra c titio n e rs a n d clie n ts , w ith b o th b e n e fits a n d ch a lle n g es.T he p u rp o s e o f th is a rtic le is t o p re s e n t results o f a s tu d y th a t used g ro u n d e d th e o r y t o e x p lo re th e a p p lic a tio n a n d a d a p ta tio n o f in fo rm a tio n a n d c o m m u n ic a tio n te c h n o lo g y (ICT) in tra d itio n a l c lin ic a l social w o r k p ra c tic e w ith in o rg a n iz a tio n s a n d p riv a te p ra ctice . T he o v e rw h e lm in g fin d in g w a s th a t it is n o lo n g e r po ssib le n o t t o e n g a g e in th e use o f ICT. W e discuss im p lic a tio n s f o r p ra ctice , in c lu d in g clin ica l, p ra c tic a l, a n d e th ic a l b e n e fits a n d issues o f ICT. IMPLICATIONS FOR PRACTICE• F ind in g s s h o w th a t p ra c titio n e rs o rie n te d clie n ts re g a rd in g ICT in tre a tm e n t, used in fo rm e d co n se n t, d e fin e d b o u n d a rie s , a n d e d u c a te d clie n ts a b o u t th e ir p o te n tia l v u ln e ra b ility ; th e se d iffe r fro m re c o m m e n d a tio n s in th e lite ra tu re t h a t social w o rk e rs e d u c a te th e m se lve s o n ICTth ro u g h tra in in g a n d a p p ly in g p ra ctice -b a se d research.

The bullying of sexual and gender minority youth (SGMY) is pervasive, with documented negative impacts on health. We explored the social ecology of bullying of SGMY, with a focus on religion as a source or context of bullying. Semistructured interviews with service providers, educators, and administrators in Toronto, Canada, who work with SGMY explored perspectives on the bullying of SGMY, focusing on religiously based bullying and strategies for intervention. Interviews (45-60 minutes) were recorded, transcribed, and analyzed using thematic content analysis. The data revealed religiously based homophobic discourse that permeates religious (places of worship, faith-based schools) and secular microsystems (public schools, families) across SGMY's social ecology. The language and ideology of "sin"

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Information and communication technologies (ICTs) (including mobile devices) are characterized by the integration of technology into communication, and have revolutionized how individuals interact. ICTs have led to transformative changes in social work and other disciplines including education and psychology. Despite becoming increasingly popular in traditional face-to-face social work practice, research is lacking on informal ICT use by practitioners with clients, which typically occurs between sessions, but also within, as an unplanned (and often unsanctioned) adjunct to traditional face-to-face practice (Informal Intersession ICTs). As social work practitioners grapple with the rapid expansion of ICTs, there is a need to address the ethical, legal, systemic and professional benefits and challenges that inevitably arise. Such knowledge is necessary to inform practice and policy. Thus, the purpose of this practice update is to elucidate a framework for theoretical understanding of informal use of ICTs in social work, and draw attention to how ICTs have expanded and altered existing practice.

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Pervasive bias-based bullying of sexual and gender minority youth amid often hostile school climates signals the importance of systems approaches to effect change. Nevertheless, most research on bullying victimization tends to adopt either lesbian, gay, bisexual, and transgender (LGBT)-specific approaches or broader approaches that omit mention of LGBT youth. We conducted a qualitative study, with the systems view of school climate as an organizing analytical framework, to explore determinants of school climate for LGBT youth and strategies for intervention. In-depth, semistructured interviews with 16 key informants, including teachers, school staff, administrators, frontline community providers, and experts on bullying victimization of LGBT youth, illustrate reciprocal and multilevel factors that produce school climates, which in turn foster or prevent bullying of LGBT youth. Not only do distal factors (e.g.,LGBT-affirmative legislation, targeted resource allocation for LGBT programming) impact school microsystems, but proximal factors in the microsystem, including enacted homophobia and transphobia through multilateral interpersonal interactions, also influence meso-and macrolevel phenomena, such as the values and mission of the school. Participants recommended multilateral interventions and training that address both proximal and distal contexts of school social ecologies, including teacher-student, peer-to-peer (e.g., gay-straight alliances), and teacher-administrator interactions; behavioral health professional roles and responsibilities; school curricula and libraries; school-board engagement with individual schools; LGBTinclusive policies; targeted resource allocation; and systemwide accountability. Positive school climates for LGBT youth are promoted through multilevel and reciprocal interventions that support social, psychological, and physical safety not just for LGBT students but for all students. Public Policy Relevance StatementThis study highlights the ways in which proximal and distal factors reciprocally produce school climate for lesbian, gay, bisexual, and transgender (LGBT) youth and their influence on bullying victimization. At the school microsystem level, multilateral interpersonal interactions (i.e., teacher-student, peer-peer, teacher-administrator, etc.) and LGBT-inclusive curricula and library holdings can contribute to promoting inclusion and preventing enacted homophobia and transphobia. However, LGBT-affirmative school policies and legislation at exosystem and macrosystem levels, supported by targeted resource allocation, engaged school boards, and accountable administrators and school districts, are vital to creating positive school climates. A positive school climate for LGBT students promotes the social, psychological, and physical safety not just of sexual and gender minority students but of all students.