Toward positive social change for lesbians and gay men: a human rights approach

Lesbian and gay issues are increasingly being recognised politically and legally as human rights issues. Within psychology, however, they have rarely been explored within a human rights framework. The purpose of this study is to investigate support for and reasoning about lesbian and gay issues employing an explicitly human rights perspective, using a multi-method approach. In order to provide a broad overview of support for and reasoning about human rights among British students, a Human Rights Questionnaire was developed based on existing "homophobia" and "human rights" scales. This questionnaire was completed by 627 students, and subjected to statistical and thematic analyses. This was followed up by six tape-recorded focus groups with students, whose discussions of these issues enabled a more in-depth understanding derived from thematic analyses of their transcribed data. Finally, in order to explore arguments against lesbian and gay human rights, a textual analysis of Hansard and newspaper reports of the Age of Consent debate was perforined as a case study. Findings of the thesis are as follows. First, whilst respondents to the questionnaire support the general principle that a person's sexual orientation should not block that person's access to basic rights and freedoms, they are less willing to extend specific human rights to lesbians and gay men, especially social rights (e.g. right to marry, right to adopt children). Second, although in the focus groups students sometimes employed human rights arguments in relation to lesbian and gay issues, they tended to show initial support followed by an evaluation of potential considerations in extending human rights to lesbians and gay men using arguments which are not rights-based. As the case study also illustrates, when lesbian and gay issues are specifically addressed in human rights terms, they are countered with arguments which are derived from other frameworks (e.g. religious conviction, protection of the vulnerable), rather than with arguments w1iich are themselves rights-based. The findings are discussed with a view to establishing how best to promote lesbian and gay human rights in order to achieve positive, social change for lesbians and gay men

Rights-based reasoning in discussions about lesbian and gay issues: implications for moral educators

Despite a paucity of psychological research exploring the interface between lesbian and gay issues and human rights, a human rights framework has been widely adopted in debates to gain equality for lesbians and gay men. Given this prominence within political discourse of human rights as a framework for the promotion of positive social change for lesbians and gay men, the aim of this study was to explore the extent to which rights-based arguments are employed when talking about lesbian and gay issues in a social context. An analysis of six focus group discussions with students showed that when lesbian and gay issues are discussed, rights-based reasoning is employed intermittently, and in relation to certain issues more so than others. The implications of these findings for moral education aimed at promoting positive social change for lesbians and gay men are discussed.</p

“We’ve got a lack of family values”: an examination of how teachers formulate and justify their SRE approach

Sex and Relationship Education (SRE) in England has been the focus of critical scrutiny on several occasions, but there has been little attention paid to how teachers formulate their provision, especially given their crucial role in determining what is taught in the classroom. While current policy suggests that provision should be inclusive of sexual diversity, it simultaneously gives educators the scope to determine the form this takes. This is an important issue given the substantial impact that teachers’ views and discourses have on what is taught. Using a discourse analytical framework, this study sought to examine how teachers of SRE formulate and account for their provision, with a particular focus on how their assumptions about young people’s sexual health needs underpin their actions. Initially, teachers sought to formulate their activities in terms of an overall ethos, providing legitimacy for the key elements of their programme being aligned with official government health promotion strategy, as opposed to other areas such as pleasure and diversity. This was supported by their constructions of young people, particularly young women and individuals from ‘at risk’ communities, as being particularly vulnerable

Trans people's experiences of mental health and gender identity services: A UK study

Drawing on survey data from a UK study of trans people and mental health, the study presented here reports on the experiences of trans people in two health care settings: mental health services and gender identity clinics. An analysis of the primarily qualitative data indicates that in these settings practitioners tend to be poorly informed about trans issues and the realities of trans people’s lives.The key observations of this study are that untreated gender dysphoria (due to delays or refusals of treatment), unnecessary and intrusive questioning/tests, prejudicial attitudes by service providers, and restrictive treatment pathways, all contribute to minority stress which is detrimental to the mental health and well-being of trans people

Transphobic victimisation and perceptions of future risk:a large-scale study of the experiences of trans people in the UK

Due to perceived non-conformity to conventional constructions of gender, trans people may be subject to overt victimisation (e.g. physical or sexual violence; verbal abuse) and as a result of those experiences (actual or ‘witnessed’) may fear future victimisation. While some existing works report levels of transphobic victimisation, there is a dearth of research on perceived risk; and more importantly, exploring group differences in actual victimisation and perceived risk. Drawing on survey responses from 660 trans people, the current study sets out to explore levels of victimisation, perceived risk of victimisation, and group differences (gender identity; stage of transition) in both these phenomena. Findings show that congruent with work on systematic oppression and minority stress, perceived risk of victimisation outstrips actual experiences. Almost no group differences were found on a basis of gender identity. Conversely, those currently undergoing a process (or part of a process) of gender reassignment or transition were significantly more likely to report having been victimised, and to perceive themselves at risk of future victimisation than those at any other stage of transition. That levels of perceived risk outstripped actual experiences of victimisation suggests that, in a culture that privileges cis-gender experiences, isolated experiences of victimisation invoke a heightened sense of fear in members of the wider trans community. These findings suggest that there is a pressing need for dedicated support services for trans people; especially those who are going through a process of transitioning

Gender, stage of transition and situational avoidance : a UK study of trans people’s experiences

Most societies are heavily organised around a dichotomous model of gender, and individuals are heavily policed on their conformity (or otherwise) to gender norms. This scrutinisation of gender has a profound impact on the identities and lived experiences of trans people, especially for those whose gender identity (or presentation) does not appear to match social expectations for that gender; or where someone’s physical body in some way does not match the body conventionally associated with that gender. This might result in trans people avoiding certain situations to reduce the risk of being exposed. Based on a sample of 889 UK-based participants who self-defined as trans, the current paper explores situational avoidance with particular reference to gender identity and stage of transition. A key finding of this study concerned statistically significant associations between group (gender identity; stage of transition) and avoidance (or not) of certain situations, namely clothing shops, gyms, and public toilets. The implications of these findings for supporting trans people through transition – in particular, the Real Life Experience (RLE) are also discussed

Ageing and chronic illness in language and sexuality

An ageing demographic in Western societies as well as globally has made public health issues, such as dementias, subject to hyperbolic metaphor such as “tsunami” and “time bomb.” This chapter reviews the state of knowledge regarding language, sexualities, ageing, and chronic illness. In particular, we focus on discursive research from across the social sciences that furthers understandings of older people’s lives and experiences. We highlight research that has focused on ageism and chronic conditions impacting older people (specifically, dementia and type 2 diabetes), including empirical research on these conditions, and on manifestations of heterosexism and heteronormativity in these contexts. Using illustrative examples that emphasize the intersection of discourse and issues that relate to ageing, we foreground this area as an important element of language and sexuality scholarship. Last, we indicate future directions for the development of research focusing on these topics

LGBTIQ psychology in context

LGBTIQ psychology in contex

Young people and political action: who is taking responsibility for positive social change?

A human rights perspective suggests that we are all responsible for ensuring the human rights of others, which in turn ensures that our own human rights are respected and protected. A convenience sample of 108 young people (41 males and 67 females) aged between 16 and 25 completed a questionnaire which asked about (a) levels of involvement in political activity and (b) sense of personal responsibility for ensuring that the human rights of marginalised groups (e.g. ethnic minorities, immigrants, lesbians and gay men) are protected. Findings showed that most respondents supported (in principle) the notion of human rights for all, but tended to engage in low key political activity (e.g. signing petitions; donating money or goods to charity) rather than actively working towards positive social change. Qualitative data collected in the questionnaire suggested three main barriers to respondents viewing themselves as agents of positive social change: (1) "It’s not my problem", (2) "It’s not my responsibility", and (3) a sense of helplessness. Suggestions for how political action might best be mobilised among young people are also discussed.</p