Experience Of Puberty Research Articles

Commentary on the paper by Shirley Hoxter: ‘The experience of puberty’

Commentary on the paper by Shirley Hoxter: ‘The experience of puberty’

The experience of puberty

The experience of puberty

The experience of transfeminine adolescents and their parents regarding fertility preservation via testicular sperm extraction (TESE): a qualitative study.

How do transfeminine adolescents and their parents experience fertility preservation via testicular sperm extraction (TESE)? Participants experienced the TESE process positively when provided with appropriate guidance to navigate the decisional dilemma between preserving future biological parenthood and the pressure to start puberty suppression early. Sperm banking through ejaculation is not feasible for all transfeminine adolescents due to genital dysphoria and early puberty; for this group, TESE is the only alternative. However, during early puberty, they must postpone or pause puberty suppression until spermatogenesis is fully developed. All consecutive TESE patients in our centre and their parents were invited to participate. Between December 2022 and May 2023, we included 6 adolescents and 10 parents. We used a qualitative approach based on semi-structured interviews to study the experience of the transfeminine adolescents and their parents. Transfeminine adolescents diagnosed with gender dysphoria in early puberty (Tanner stage ≥2) who underwent TESE before the start of puberty suppression or gender-affirming hormones participated in this study. The interviews were recorded, manually transcribed and analysed using reflective thematic analysis focusing on understanding the participants' experiences of puberty and fertility preservation and the various factors and social processes influencing their decision to undergo TESE. Transfeminine adolescents decide to undergo invasive fertility preservation because of a possible, future desire for parenthood. Parents stressed the importance of preventing future decisional regret. They both saw masturbation to obtain a semen sample as unreachable. Even though TESE is a surgical procedure with possible complications and pain afterwards, this alternative seemed less dysphoric to them.Adolescents had to postpone the start of puberty suppression, waiting for spermatogenesis to complete. Given the unpredictable development of puberty, they felt a lot of stress and anxiety during this period and were primarily concerned about the lowering of their voice. Because of this puberty-related stress, they were constantly balancing their motivations for fertility preservation against the early start of puberty suppression to prevent unwanted irreversible pubertal body changes. To support this decisional dilemma, adolescents and their parents need adequate communication with each other and their healthcare providers to reflect on their stress for pubertal change. Furthermore, close, continuous surveillance of their current mental state by their parents, together with their psychologist and pubertal development by their physicians, is needed. Despite the challenging decision and postponement of puberty suppression, they retrospectively experienced it positively without any regret. All adolescents successfully underwent TESE, with viable spermatozoa obtained and without complications. This may result in a more positive reflective experience regarding fertility preservation. Furthermore, the perspectives of adolescents with the intention of TESE but who already started with puberty suppression before the preservation were not included. This study helps healthcare providers improve their counselling and guidance of transfeminine adolescents who consider postponing puberty suppression for fertility preservation via TESE. The adolescents and their parents know more clearly what to expect during fertility preservation. Specific peer-support programs may facilitate the decision process for upcoming adolescents. No external funding was used for this study. None of the authors have any conflicts of interest. Not applicable.

Pubertal status and body image: An inquiry into experiences of adolescents in Ghana and Kenya.

The current study uses a mixed method design to investigate Kenyan and Ghanaian adolescents' experiences of puberty, and the relations between gender, country of origin, pubertal status, and body image appraisals (N = 86; Ghana = 46, Kenya = 40, 52.9% female aged 13 and 14). Qualitative results revealed seven major themes; puberty means a universal period of growth and transition into adulthood but also evokes negative emotions of shame, anxiety, and embarrassment, being in sync with peers during puberty is important and knowing that others in their lives similarly experience puberty is reassuring. Quantitative results revealed significant gender and country differences in pubertal status and body image. Ghanaian adolescents had more advanced pubertal status and more positive body image appraisals compared to Kenyan adolescents. Moderation analysis results revealed that for the Kenyan sample, post-pubertal males had less favorable body image appraisals than their counterparts who were still pre pubertal whilst for females, post-pubertal girls had more favorable body images than their counterparts. No such effects were observed with the Ghanaian sample. The findings highlight the need for context considerations in understanding body image during the pubertal transition to help identify relevant protective factors for possible interventions. The results affirm the importance of positive body image promotions for adolescents within the African context and suggest the need for much more comprehensive sex education with gender-specific components to help allay fears about puberty, thus preventing the development of possible adaptation problems.

‘Parents are gudlists!’ Experiences of puberty and parent-child sexual communication in rural KwaZulu-Natal, South Africa

This paper explores young people’s experiences of puberty and their perspectives on parent-child sexual communication in rural northern KwaZulu-Natal. In-depth individual interviews, focus group discussions, and participatory visual research methodology were employed with 18 and 19-year-old young women (n = 30) and young men (n = 16) attending three primary health care facilities and a local high school in Jozini municipality. The findings suggest a complex interplay between unequal gender and socio-cultural norms that results in divergent puberty experiences and ambiguous and inconsistent patterns of parent-child sexual communication. Young people referred to their parents as gudlists, a local colloquialism for someone who is evasive, vague, ambiguous and indirect. Lack of open parent-child sexual communication hinders discussion of healthy sexuality, neglecting the sexual and reproductive health education and needs of young people. Reflective of their desire for change, young women in particular contest current parenting norms and suggest returning to cultural practices linked to traditional forms of courtship and sexual communication among young Zulu people.

Mapping the Expertise and Understanding of Menarche, Menstrual Hygiene, and Menstrual Health among Adolescent Ladies in Low- and Center-Profit Nations

Mapping the Expertise and Understanding of Menarche, Menstrual Hygiene, and Menstrual Health among Adolescent Ladies in Low- and Center-Profit Nations

Experiencing “the Wrong Kind of Puberty”: Navigating Teenage Years with a Variation in Sex Characteristics

There are many different variations in sex characteristics, some of which have implications for how the body goes through puberty. This paper draws from critical disability studies and childhood and youth studies to understand the teenage experiences and aspirations of young people with variations in sex characteristics, focusing particularly on navigating puberty. We undertook a reflexive thematic analysis with interview data from 12 young people in England, all assigned female at birth. Our analysis produced a central theme: aspiring to certainty through “fixing” the wrong kind of puberty. Participants experience puberty as a time where things exist on a continuum of rightness and wrongness in comparison with their peers and in relation to their specific variation. We suggest that the neoliberal aspiration to and illusion of bodily control and certainty provides the context within which the medical management of variations in sex characteristics makes sense. Going through medical intervention in relation to a variation in sex characteristics provides a very particular aspirational context for young people. The experience of puberty is intersectionally differentiated for young people with variations in sex characteristics.

"When I woke up I was so worried and ashamed, I thought it was a disease": Adolescent boys' transitions through puberty in Kenya.

Growing evidence suggests a need for more focused attention on boys' experiences of puberty in sub-Saharan Africa to assure healthy transitions into young adulthood. Existing research remains limited on the masculinity norms shaping boys' maturation experiences in Kenya. To help fill this gap, we conducted a comparative case study using qualitative methodologies with 16-19-year-old male youth in rural and urban Kenya, and with adults interacting in boys' daily lives. Findings suggest that Kenyan boys experience shame, confusion and silence around changes happening in their bodies; face pressures from new societal expectations as they become young men; and have adolescent lives shaped by minimal supervision, increased peer pressures and engagement in more risky health behaviors. Additional research and targeted interventions on boys transitioning through puberty and early adolescence are needed to better understand their vulnerabilities and prevent or reduce their engagement in unsafe behaviors.

In their own words: Finding meaning in girls' experiences of puberty.

The present study pairs narrative meaning-making with topic modeling to richly capture how girls choose to describe their experiences of change during puberty and to establish how these narratives map onto depressive symptoms. Participants (N=125 girls; Mage =11.61 years; 90.40% White) wrote about changes during puberty and reported their level of pubertal development, relationships, and mood. The relationship between meaning-making and depressive symptoms was negatively moderated by early pubertal timing (d=.31) and positively moderated by more advanced pubertal status (d=.36). Exploratory analyses indicated that writing proportionally more about menstruation-related changes had a small effect on subsequent depressive symptoms (f2 =.12). Results provide a conceptual and methodological update to decades-old, landmark qualitative findings on girls' perceptions and assessments of experiences at puberty.

Lesbian, Gay, and Heterosexual Parents’ Perspectives on Their Adopted Children’s Puberty and Approaches to Puberty-Related Communication

ABSTRACT This study explored how adoptive parents perceive their children’s adoptive status as impacting their experience of puberty, how they manage uncertainty associated with their children’s transition to puberty, and how they communicate with their children about puberty, using data from 60 adoptive parents, including lesbian mothers, gay fathers, and heterosexual mothers and fathers. Findings revealed that some parents used information gleaned from birth family, the adoption community, and pediatricians to reduce uncertainty associated with puberty. Parents, particularly lesbian/gay parents and parents of girls, described an open, progressively nuanced approach to communicating about puberty; other approaches included one-sided and information-oriented, avoidant and “hands off,” and delayed due to perceived lack of child “readiness.” Parents’ approach to puberty-related communication overlapped with how they conceptualized and approached communication about adoption.

Experiences of Puberty and Puberty Blockers: Insights From Trans Children, Trans Adolescents, and Their Parents

This research explored experiences of transgender children and their families approaching and into adolescence, understanding experiences relating to puberty and puberty blocking medication. Data were drawn from 30 parents of 30 trans children and adolescents who at time of interview, were an average age of 11 years old. Parental interviewees were 90% white, 93% female, 100% cis, 60% heterosexual. Additional data were drawn from 10 trans children and adolescents, average age 12 years old. Interviews were held remotely, with families from across the UK. Rich qualitative interviews, averaging 2 hours for parents, and 25 minutes for children, covered aspects of family life, healthcare, and education. This article examined a sub-set of data on trans children and adolescents’ experiences of puberty, and of accessing, or trying to access, puberty blockers. Research received ethical approval from the author’s university. Data were analyzed through inductive reflexive thematic analysis. Three major themes are presented, relating to pre-pubertal anxiety; difficulties accessing blockers; and, for a minority who were on blockers, experiences of relief and frustration. The research has significant relevance for families, for healthcare professionals and policymakers, and for all seeking to protect trans adolescent mental health and well-being.

Reflecting on 'insider' and 'outsider' positionality when undertaking culturally sensitive research with young Pakistani men: insights from a female researcher.

Conducting culturally sensitive research into male experiences can be challenging for female researchers. Despite this, there are very few published reflective accounts of how they have overcome these difficulties. To illustrate a female researcher's challenges in conducting research into young men's experiences of puberty in Pakistan and highlight the strategies used to overcome these. An important challenge for the researcher was creating an environment in which participants felt able to share their experiences. This was overcome by the incorporation of the experiences of public involvement contributors in the development of the project, offering a choice of interview format to participants and other solutions driven by the 'insider' position of the researcher. The researcher's 'outsider' role as a mature and pregnant woman appeared to create a 'safe' environment, allowing the young men to openly share their personal experiences. Female researchers can successfully conduct culturally sensitive research with young men in patriarchal societies such as Pakistan. The key is to be aware of potential cultural issues and to use any insider/outsider positionality to the greatest effect. In addition to adapting procedures, such as gaining trust, building rapport and assuring a non-judgemental and comfortable environment, the 'outsider' position of the female researcher should be given due consideration when undertaking culturally sensitive research with men.

Of Grit and Grace: Negotiating Puberty, Surviving, and Succeeding in Professional Ballet

Experiences of puberty and how individuals adapt to puberty may be integral to success in ballet; however, there is a paucity of current research in this area. This study explores the lived experiences of nine professional ballet dancers to capture the journey of negotiating puberty in a ballet context. An interpretative phenomenological analysis approach was employed with semistructured interviews utilized to gather rich, descriptive accounts from nine professional ballet dancers from the United Kingdom and United States. Lived experiences were characterized by conflict and struggle, coming to terms with physical changes and possessing grit and grace in order to successfully negotiate puberty, and to succeed and survive in professional ballet. Accepting physical and esthetic strengths and weaknesses and learning how to adapt or how to compensate for weaknesses was described as pivotal. Factors such as social support, the timing and extent of pubertal changes, dance teacher behaviors, and the ballet training context influenced the extent to which dancers experienced conflict and struggle and how easily they were able to come to terms with their adult physique. Further research is needed to explore the implications of maturing and developing within the context of ballet training and to develop strategies to better facilitate healthy development in ballet.

Do I Look Gawky? The Association between Pubertal Asynchrony and Peer Victimization.

Pubertal synchrony is defined as the degree of coherence to which puberty-related body changes (e.g., breast development, growth spurt, voice change, underarm hair growth) are coordinated. During the pubertal transition, youth’s body parts grow asynchronously, making each youth’s physical appearance unique. Physical appearance is a known correlate of youth’s psychosocial functioning during adolescence, but we know little about how pubertal asynchrony plays a role in their peer relationships. Using data from an adoption study (the Early Growth and Development Study; n = 413; 237 boys, 176 girls), this study examined the effect of pubertal asynchrony on peer victimization. Results revealed sex-specific effects of pubertal asynchrony; pubertal asynchrony was associated with a higher risk of peer victimization for girls but a lower risk for boys. Findings highlight the intersection of physical development and social context in understanding youth’s experiences of puberty.

Improving students' knowledge of puberty and menstruation in rural Zimbabwe: an evaluation of Sesame Workshop's Girl Talk program

Abstract The Girl Talk initiative, a collaboration of Sesame Workshop, World Vision International and World Vision Zimbabwe, is an innovative project to address gaps in pubertal health and menstrual hygiene education among pre-adolescent and adolescent girls and boys in rural Zimbabwe. Girl Talk uses short animated videos, with accompanying print materials, that use stories about a Zimbabwean school girl, Didi, and her female and male friends growing up and helping each other deal with the challenges they face as they enter puberty. Girl Talk materials are all in the local language, Shona, and are designed to foster conversations among the students and teachers about the experiences of puberty and menstruation that are based on science. The Education Development Center (EDC) and the Zimbabwean firm, NGO Consultancy Africa, were contracted by Sesame Workshop to evaluate Girl Talk. Using a quasi-experimental control-group design with repeated measures to assess the impact of Girl Talk on participating students, the research found a significant impact on participating students’ knowledge about puberty and menstruation compared with the control sample.

Supporting Minimally Verbal Autistic Girls with Intellectual Disabilities Through Puberty: Perspectives of Parents and Educators

Limited research has examined puberty in autistic girls, yet alone those who are minimally verbal and with additional intellectual disabilities. In this study, ten parents and ten educators were interviewed about their views and experiences of supporting these girls through puberty. Results demonstrated that many parents had concerns prior to the onset of puberty in these girls. Yet, for most girls, experiences of puberty were felt to be positive, with the girls coping well with changes that they were experiencing (e.g. menstruation, breast development and developing body hair). Thematic analysis of interview data highlighted three main themes: a range of individual experiences and needs; the importance of promoting dignity and respect; and identifying ways to support these girls through puberty.

The experience of puberty

The specific feature which differentiates the adolescent from people of other ages is the experience of puberty, and much of the adolescent’s behaviour in the community may be seen as an external e...

Puberty and sexuality education using a learning and teaching theoretical framework

All children need timely puberty and sexuality education. The task falls to schools because they have the learning and teaching processes, competency programmes, opportunities, and resources for age-appropriate cognitive, knowledge, and skills development in children and adolescents. Quality sexuality education guidance documents have been designed for teachers to use in programmes at all school age levels, and in many countries. However, this paper aims to show how teachers can use a theoretical framework that particularly addresses learning and teaching processes to guide their planning, provision, and assessing for specific pedagogical solutions in puberty and sexuality education classes. A recommended theoretical framework employs six cognitive processes linked with four types of knowledge in an evidence-based, cumulative, and transparent organisational table, for use in any learning area or educational context. Its application can assist teachers’ implementation of quality, effective puberty and sexuality education lessons, Units of work, and full-year learning and teaching in primary and secondary schools. This theoretical framework can also be used by appropriate child and adolescent educators in out-of-school situations, and other evidence-based interventions. The timely, continuing, and normalised implementation of such learning and teaching processes, can, in turn, support students’ experiences of puberty, which now start earlier, and also enhance their developmental opportunities, health, safety, prosocial values, and future lifechances.

School experiences of transgender and gender diverse students in Australia

Over the last decade, there has been an increase in global and local policy protections on the basis of gender identity and expression in education and a recent spate of coverage of transgender students on Australian television and news media. This paper explores the school experiences of Australian transgender and gender diverse students', with particular consideration of recognition of their gender identity in documentation, experiences of puberty and sexuality education, treatment by staff and students, and other forms of provision. It reports on the findings of a 2013 study which combined a survey of 189 transgender and gender diverse Australian students aged 14–25 years, with 16 online interviews with members of this group. The study was informed by a community advisory group which included a range of transgender, gender diverse and intersex people. Findings include both quantitative and qualitative data, detailing a trend towards more disruptive, fluid and inconsistent identifications by members of this student group, and a diversification of their needs at school. Student advocacy on topics including sexuality and puberty education was shown to be common and also useful in improving individual well-being and social outcomes. We offer some reflections towards more useful school practices and future research.

The Role of Personality and Pubertal Development in Eating Disorders: a European Discordant Sister-pair Study.

Background Puberty has been found to be a major risk period for the onset of eating disorders (EDs). The experience of puberty can, however, be very different depending on the adolescent’s personality. It is currently unknown how the interplay between personality and experiences of pubertal development are related to subsequent EDs. Objective To investigate the timing of puberty and attitudes towards puberty in ED patients when compared to their healthy sisters, and to assess the relationship between pubertal risk factors, ED symptoms and personality. Method The sample consisted of 354 discordant sister-pairs. Pubertal risk factors were assessed through the Oxford Risk Factor Interview (ORFI) and the EATATE-1. ED symptoms and personality traits were also assessed. Result ED patients displayed a later age of menarche, and reported feeling less prepared and more distressed towards pubertal changes than their healthy sisters (see Table 1). While only a few pubertal risk factors were related to ED symptoms, significantly higher Harm Avoidance and Childhood Obsessive-Compulsive traits (both p Conclusion Later age of menarche and negative attitudes towards puberty act as important risk factors for EDs. The assessment of personality provides important insights into which girls struggle with pubertal development and could therefore be at increased risk for later EDs. Download : Download full-size image