Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.794906
Title: Gender diversity in assigned females
Author: Caryer, Felicity
ISNI:       0000 0004 8501 4849
Awarding Body: Canterbury Christ Church University
Current Institution: Canterbury Christ Church University
Date of Award: 2019
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Abstract:
Background Gender Identity Development services have not only experienced a significant increase in referrals over the past ten years, but they have also seen increasing numbers of young people assigned female at birth being referred. In addition to this change, many of these people also have diagnoses of autism, or show autistic traits. Little is known about the experiences of these young people. Aims The current study aimed to explore the experiences and expectations of puberty for gender diverse young people, assigned female at birth, aged between nine and 14. Levels of intolerance of uncertainty, pubertal knowledge and where they get their information about puberty from was also measured. Methods A hermeneutic, embeded multiple case study design was used. Five young people took part in a semi-structured interview including a dyadic personal construct elicitation task to explore experiences of puberty and questionnaires of intolerance of uncertainty and pubertal knowledge. Data was analysed within and between cases utilising with consideration for inductive, descriptive and explanatory themes. Results Individual cases were discussed. Themes of 'conflict', 'pain and discomfort' and 'difference and fitting in' were seen when comparing cases. Levels of intolerance of uncertainty and pubertal knowledge were valuable when considering individuals experiences and expectations of puberty and how this interact with their gender identity and plans for physical intervention. Discussion Themes of conflict regarding puberty may be considered as interaction between common assigned male approaches to puberty including exciting in combination with experiences of pain and demasculinisation. Feelings of difference and attempts to fit social constructed views of 'masculinity' and 'femininity' often limited individual's opportunities for exploration. Limitations and recommendation for future research, clinicians and education are reported.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Clin.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.794906  DOI: Not available
Keywords: Autism ; gender ; female ; gender diversity ; literature review ; puberty ; gender diverse
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