While smartphones are ubiquitous, especially among young people, their usage has created new avenues for abuse. Technology-facilitated intimate partner violence (TFIPV) can lead to several negative impacts on physical and mental health. Studies have found higher victimization rates among young people and mixed results based on gender identity. This study examines various forms of TFIPV victimization among U.S. young adults, focusing on its associations with physical intimate partner violence (IPV), gender identity, and mental health. Using data from the Year-22 survey of the Future of Families and Child Wellbeing Study, our cross-sectional analysis included a sample of 1,053 young adults who were in a serious relationship, engaged, or married. Our findings highlight the link between TFIPV and physical IPV, as individuals who experienced physical IPV had almost 10 times the odds of experiencing TFIPV compared to those who had not experienced physical IPV. Young men reported TFIPV victimization rates at least two times greater than young women; however, worse mental health outcomes were found only among young women. Individuals with less education were more likely to experience TFIPV compared to individuals with college degrees, regardless of gender. Our results suggest the need to challenge the stereotype that men are less likely to be victims of TFIPV, a stereotype that discourages men from identifying as victims and seeking help. Prevention and intervention frameworks should move toward inclusive and gender-neutral approaches, while still acknowledging that the types of abuse may vary by gender. In addition, programming should highlight the different forms TFIPV can take and normalize open discussions about unhealthy digital relationship dynamics.

Sexual assault is typically understood through a heteronormative and cis-normative lens whereby victims are females and perpetrators are males. This minimizes the experiences of gender diverse individuals who are sexually assaulted. Yet, these individuals have experienced high rates of stigma, discrimination, and violent victimization (inclusive of sexual assault) based on their gender identity and gender expression. Gender minorities are more likely than heterosexual and cis-gender individuals to experience sexual violence. This research explored the experiences of gender diverse individuals who were sexually assaulted. Descriptive phenomenology was used to explore the experiences of sexual assault among individuals who identify as gender diverse. Purposive sampling was used to recruit 18 gender diverse individuals who participated in face-to-face or virtual interviews. Interviews were recorded, transcribed verbatim, and thematically analyzed in NVIVO. The findings revealed four themes and one sub-theme, including: (1) Vulnerability, Isolation, Alienation, Rejection, and Power, (2) Blurred Lines, Coercion, Compliance, and Consent, (3) Disclosure of Sexual Assault (sub-theme of Police Reporting), and (4) Support and Acceptance. The firsthand accounts of gender diverse individuals who were sexually assaulted reflect the unique experiences of sexual victimization for individuals whose gender identity differs from the gender they were assigned at birth. The participants in this research identified the vulnerability associated with the gender diverse identity, which created opportunities for perpetrators of sexual assault to take advantage of them. They also highlighted the coercive nature of sexual assault in existing relationships and the complexity of sexual assault disclosure to formal support providers. Participants highlighted the importance of safe spaces and support from within the queer community. A better understanding of the experiences and needs of gender-diverse individuals who have been sexually assaulted may influence targeted support, inclusive education, and formal support providers' ability to respond empathically to their unique needs.

Purpose Through my autoethnographic account, I aim to explain how and why women's various social and cultural encounters shape singlehood. Through autoethnographic tales, I narrate the experiences of a PhD (Doctor of Philosophy) student as they navigate polarizing professional and cultural expectations and confront academic loneliness. Design/methodology/approach Autoethnography is a unique method of systematically analyzing one's perspective to understand a cultural experience. In an autoethnography, the researcher continuously switches between the researcher and the researched to provide reflexive insights into the cultural and social experiences of the field. Findings Lack of social support, loneliness at work, the stigma associated with singlehood, and current social practices and policies have led me to define singlehood in my own terms. Women constantly face the social and cultural pressure of “having it all,” and alternative life choices such as singlehood can lead women to be stigmatized and isolated. Originality/value Subjective accounts provide detailed longitudinal data of the singlehood journey. Layered accounts of my singlehood experience can create an image of how multiple intersectional identities, such as age, gender and cultural identities, shape the identity of single women in Academia. It is the multiple subliminal messages around single women that shape the experience as lonely and deeply difficult to navigate. To the best of my knowledge, this is one of the few papers dedicated to understanding women's views of singlehood identity in an academic context in the Indian subcontinent.

Abstract How does the gender and sexual identity of a prospective judge shape public support for their nomination? We build upon recent scholarship on instrumental inclusivity and argue that, after accounting for nominee ideology, Americans of all partisan stripes will penalize LGBTQ nominees. Using a conjoint experiment, we randomly vary a prospective Biden US Supreme Court nominee’s gender and sexual identity. Crucially, we also randomize the nominee’s ideology, enabling us to disentangle LGBTQ identity from the ideological signal it sends and differentiate between genuine and instrumental support for LGBTQ nominees. Contrary to recent findings suggesting that Democrats reward minority judges, we find that respondents from both parties penalize LGBTQ nominees. The magnitude of these effects—roughly 14 percentage points for transgender nominees and 8 percentage points for gay or lesbian nominees—is considerable and second only to shared partisanship. Our study underscores that ideological alignment does not necessarily foster genuine inclusivity for LGBTQ individuals and highlights the persistent challenges of representation for marginalized groups in an era of polarized judicial nominations.

Development of lesbian, gay, bisexual, transgender, queer/questioning, intersex, asexual, and other gender and sexual minority (LGBTQIA+) identities and a disability identity is critical for positive mental health outcomes for LGBTQIA+ autistic individuals. To understand identity development and evaluate the resonance of support among a large sample of LGBTQIA+ autistic adults. A sequential mixed-methods, participatory approach. Data collection for both phases occurred remotely. LGBTQIA+ autistic adults completed the qualitative phase and the survey (Ns = 57 and 107, respectively). Phase 1, the qualitative phase, included semistructured interviews and focus groups based on queer, crip, and intersectionality theories. Questions related to identity exploration and development. Themes regarding barriers and supports were used to develop a survey, used in Phase 2, to collect quantitative data to confirm the resonance of the findings. Participants described exposure, personal research, trial and error, and individuals external to the LGBTQIA+ and autistic communities as contributing to their evolving identities. If these contributing factors were positive, people described experiencing narrative gain, whereby they felt a sense of relief and pride over their identities, and if they were negative participants reported going through a journey toward self-acceptance. Occupational therapy practitioners can support LGBTQIA+ autistic adults in the identity development process by fostering connections with other LGBTQIA+ autistic individuals, providing accessible sexual health education supporting personal research and providing accessible resources, offering opportunities to explore identities through creative means, and creating supportive environments and safe spaces for self-exploration. Plain-Language Summary: Identity development is the process of understanding who you are. Occupational therapy practitioners can help support positive identity development for LGBTQIA+ autistic clients. In Phase 1 of the study, we talked to 57 LGBTQIA+ autistic people and asked them how they learned they were LGBTQIA+ and autistic. We used what we learned from those people to create survey questions, and we asked another 107 LGBTQIA+ autistic people whether the findings from our conversations in Phase 1 resonated with them as well. LGBTQIA+ autistic participants reported that they found it helpful to be exposed to people with diverse LGBTQIA+ and autistic identities; to be connected with articles, blogs, and people online who held diverse LGBTQIA+ and autistic identities; and to trial different identities. They also said it was helpful if people who were not LGBTQIA+ or autistic were supportive during this process. When people had more help, they had better acceptance of themselves. When people had less help, they said they had to learn to accept themselves. Positionality Statement: In this article, we use the term LGBTQIA+ (lesbian, gay, bisexual, transgender, queer/questioning, intersex, asexual, and other gender and sexual minority identities) to refer to a spectrum of marginalized sexual orientations (e.g., lesbian, gay, bisexual, asexual), gender identities (e.g., transgender, nonbinary, agender), and biological variations in sex characteristics (e.g., intersex). We recognize that these identities are distinct but often interrelated, and unless otherwise specified we use LGBTQIA+ inclusively to reflect participants' self-identification. The first author is a White, straight, cisgender female with a history of generalized anxiety disorder. The second author is a mixed-race, queer, cisgender woman who is multiply neurodivergent, including autism, attention deficit hyperactivity disorder, and posttraumatic stress disorder. The third author is a White, queer, nonbinary autistic person. The fourth author is a White, straight, cisgender female. The research team has varied experience and expertise in conducting research. The first author has a PhD and is a licensed occupational therapist, the second author has worked for many years in research laboratories as a research assistant and coordinator and is a licensed occupational therapist, the third author has a background in quantitative designs and statistical analyses and has worked as a research assistant, and the fourth author worked as a research assistant while in graduate school and is a licensed occupational therapist.

Gender minority adolescents are more likely to report emotional and behavioural difficulties compared to their cisgender peers. However, little is known about these experiences for adolescents with specific gender minority identities. Cross-sectional data were obtained from the 2021/22 Student Health and Well-being survey, a national survey of 11-16-year-olds in Wales, UK. Emotional and behavioural difficulties were measured using the Strengths and Difficulties Questionnaire. Gender identity and assigned sex at birth were self-reported. Multivariable linear regressions with robust standard errors were used to examine associations between gender identity and emotional and behavioural difficulties, adjusting for age, ethnicity, household-level affluence and correction for multiple testing. Of the 122,766 participants, 2.0% (2,455) identified as a person with a gender minority identity. Twenty-eight gender minority identities were self-reported, with the most prevalent being transgender boy and nonbinary assigned female at birth (both 0.6%). Young people assigned female at birth comprised 80% of gender minority adolescents. In the adjusted model, emotional and behavioural difficulties were reported most frequently by people who identified as non-binary (B = 7.66, 95% CI 7.25, 8.06) and another gender identity (B = 7.86, 95% CI 7.34, 8.38), then transgender (B = 5.05, 95% CI 4.58, 5.51), when compared to cisgender adolescents. Female sex assigned at birth was associated with more reported difficulties than male sex assigned at birth for adolescents with a transgender or cisgender identity, but not a nonbinary identity. In this population-based study, emotional and behavioural difficulties were reported most frequently by adolescents who identified as nonbinary and another gender identity, then transgender, then cisgender. Health and educational practitioners need to be aware that emotional and behavioural difficulties differ across gender minority identities.

Gender identity invalidation and suicide risk among trans and nonbinary individuals.

From the screen to the bed: Appearance-related social media consciousness and sexual well-being among emerging adult women and men.

This review provides an examination of studies investigating the patient and provider perspectives on the collection of sexual orientation and gender identity (SOGI) data in the health care setting. Searches were conducted using MEDLINE, CINAHL Complete, Web of Science, APA PsycINFO, Dissertations and Theses Global, Scopus, Sociological Abstracts, and Global Index Medicus for articles published January 1, 2000, to February 16, 2022, containing concepts of sexual orientation, gender identity, and data collection methods. The initial search yielded a total of 4356 records. Studies that reported results related to patient and staff perspectives on data collection for SOGI in a health care setting were analyzed as full text. Rayyan software was used for the abstract review. Twenty-five studies met the inclusion criteria. Two reviewers performed data extraction. All of the studies were observational, including 14 interview/focus group qualitative studies and 11 survey studies. In general, patients were favorable toward SOGI data collection; however, there were concerns about confidentiality and discrimination. Providers were less confident in collecting SOGI data, especially in situations lacking adequate training, and articulated concerns about the potential for offending patients. Patients regard SOGI data collection as an acceptable practice. However, to avoid offending or confusing patients, health care staff should receive focused training on how to ask SOGI questions, including the clinical relevance of these data.

The Body Acceptance by Others Scale-2: An examination of its psychometric properties in a French-Canadian adult sample.

Growth after pubertal block in trans adolescents.

The Functionality Appreciation Scale: An examination of its psychometric properties in a French-Canadian adult sample.

Medical students are routinely advised to rotate into their specialty of interest later in the year, likely to gain clinical experience, improve their clerkship performance, and therefore garner positive recommendations or performance reviews. However, there is little research to support this guidance. This study aims to examine a large multi-institutional cohort of students who matched into obstetrician and gynecologist (OBGYN) programs, to determine if there are any differences in match rates based on rotation timing.In this IRB-approved retrospective cohort study, we included 204 students who matched in OBGYN from five geographically diverse medical schools between 2019 and 2023. The academic year was divided into trimesters due to varied rotation lengths among schools. We utilized bivariate statistics and regression models to examine the percentage of students matching in each trimester, as well as the percentage of students rotating during the first block of the academic year.After controlling for race and gender identity, there was no significant difference in match rates for OBGYN between those who rotated early in the clerkship year and those who rotated later. Students from schools without choice in timing were more likely to rotate in the first trimester.For this cohort, there is no difference in match rates into OBGYN based on the timing of their core rotation. · Clerkship timing was not linked to match success among OBGYN applicants.. · Students without choice rotated earlier but matched at similar rates.. · Findings may reassure students concerned about when to schedule OBGYN clerkships..

For Black adolescent girls, hair is a significant aspect of gender and ethnic identity, influencing both intrapersonal reflections and interpersonal interactions. Gendered racism and Eurocentric beauty standards marginalize Black girls and their hair, causing them to experience high rates of hair-related harassment and discrimination. These experiences negatively affect the self-esteem of Black girls, which has critical implications for various health behaviors. The purpose of this article is to describe the development of a culturally relevant digital toolkit aimed at promoting hair esteem and self-esteem. The development of the toolkit for Black girls was grounded in a youth participatory research approach and co-created with Black adolescent girls who were part of an existing youth advisory board (YAB). Existing literature and YAB discussions were used to create the "Hair-Esteem Toolkit for Black Girls." The toolkit includes hair empowerment strategies alongside activities and resources designed to enhance self-esteem among Black girls. This study emphasizes the development of the toolkit and the importance of centering Black girls in intervention development. The resulting toolkit marks a potential first step toward addressing hair discrimination and empowering Black girls.

Cognability across adulthood: A qualitative investigation of neighborhoods and cognitive health behaviors.

93. Sexual Orientation and Gender Identity Screening: the adolescent and young adult perspective

CRISPR/Cas12a coupled with MIRA: A specific and rapid assay for human DNA in challenging forensic matrices.

Role strain in the obstetrical nursing student in the context of cultural influence: An observational survey study.

Autistic individuals report more gender-related questions and gender incongruence compared to non-autistic peers. However, research on gender identity in autistic individuals lacks longitudinal perspectives and underrepresents cisgender males. This study explored how both cisgender autistic individuals and trans and gender-diverse (TGD) autistic individuals experienced their gender identity development in a broad sense. Fifteen autistic adults (aged 27-52) participated in semi-structured interviews. Data were analyzed using a qualitative longitudinal approach combining phenomenological and process analyses, guided by the Qualitative Analysis Guide of Leuven (QUAGOL). The autistic community was involved in developing research questions, study design, interpreting and discussing results. Phenomenological analysis revealed three themes: (1) exploring a comfortable identity; (2) negotiating oneself with others; and (3) interacting with societal perspectives on gender. Process analysis identified three themes: (1) learning by experience; (2) gender identity development takes time and is demanding; and (3) changing perspectives on gender. Gender-related questions shaped by individual, environmental, and societal factors were present in both cisgender and TGD autistic individuals, though convergence and divergence existed. Gender identity development was experienced as intertwined with autism and demanding, emphasizing the need for supportive environments, peer connections, and appropriate timing and conceptualization of autism diagnoses to foster positive gender identity development.Lay AbstractHow both cisgender autistic people and trans and gender-diverse autistic people talk about their gender identity development.Why was this study done?Not everyone feels they have a gender identity, but everyone goes through a development in which gender identity plays a part. Some people experience a difference between their sex assigned at birth and how they experience their current gender. Here, we refer to this small group as trans and gender-diverse and to those whose gender aligns with their assigned sex as cisgender. An increasing number of studies show that autistic people identify more often as trans and gender-diverse compared to the general population but also autistic cis persons can have questions about gender. However, little research on gender identity in autistic individuals had looked at how their sense of gender developed. So, we wondered how autistic adults experienced their gender and how this changed while growing up.How was the study conducted?We interviewed 15 autistic adults between 27 and 52 years old about their gender identity development. In the interviews, we focused on (1) how autistic people described their sense of gender and (2) how their sense of gender changed over time.What did the study find?For both cisgender autistic individuals and trans and gender-diverse autistic individuals, gender identity development was a personal journey. We found three key themes: (1) exploring an identity that feels right as an individual; (2) in social situations, finding a balance between personal identity and others' expectations; and (3) in society, interacting with social views on gender. We also found three themes related to changes over time: (1) people learning by experience; (2) gender identity development takes time and is demanding; and (3) perspectives on gender change over time. However, variety existed in how these themes were expressed and experienced.Why is this important?Interviewees shared how autism and identity, including gender identity, intertwined. For some, this was challenging. This shows how adequate information and support on gender and autism, and connections with other autistic people can contribute to a positive gender identity development. Also, a well-timed autism diagnosis and positive views on autism can further support this development.

Genetic research on sexual orientation and gender identity (SOGI) receives disproportionate public attention compared to the limited depth of existing research. However, newer genetically informative datasets include more detailed measures of SOGI than were previously available, establishing the potential for rapid expansion of research in this area. Prior research on the relationship between genetic knowledge and social attitudes related to genetics research suggests the potential to both reduce stigma and reify genetic determinism, highlighting the need to explore stakeholder opinions regarding the impacts of genetics research. We explored public attitudes toward and anticipated risks and benefits of SOGI genetic research. Survey responses from 338 participants were collected via social media. In regression analyses, higher scores on genetic knowledge were related to more negative attitudes toward SOGI genetics research (β = -0.16) and participants who held sexual and/or gender minority (SGM) identities had more negative attitudes toward SOGI genetic research than non-SGM participants (β = -0.17). In qualitative analysis of responses to open-ended questions, participants expressing a diverse range of formal scientific training and political attitudes consistently questioned the usefulness of SOGI genetic research. Ethical concerns were described as unresolvable, both in broad terms and concerning specific applications that are currently plausible, especially related to data privacy and politicizing research results, regardless of the content. We discuss public attitudes toward SOGI genetic research in the context of the broader literature on the social, legal, and ethical implications of behavior genetics research and provide recommendations for planning and communicating SOGI genetics research.