Fostering Gender-IQ: Barriers and Enablers to Gender-affirming Behavior Amongst an Australian General Practitioner Cohort

Franks, Nia and Mullens, Amy ORCID: https://orcid.org/0000-0002-0939-9842 and Aitken, Stuart and Bromdal, Annette ORCID: https://orcid.org/0000-0002-1307-1794 (2022) Fostering Gender-IQ: Barriers and Enablers to Gender-affirming Behavior Amongst an Australian General Practitioner Cohort. Journal of Homosexuality. pp. 1-25. ISSN 0091-8369

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Abstract

While the visible population of trans and gender diverse Australians has grown significantly in recent years, primary health-care access remains hindered by a lack of practitioner competency and stigmatization. This article draws on qualitative research of purposively selected gender-affirming general practitioners (GPs) in Australia to explore barriers, and enablers when treating trans and gender diverse patients. Perspectives and behaviors during the gender-affirming clinical encounter were theoretically informed through minority stress theory, and master narrative frameworks. Reflexive thematic analysis facilitated a rich description of exemplary gender-affirming primary care. A considerable gap exists between structural, clinical, and cultural behaviors among competent gender-affirming GPs in Australia, and the majority of practitioners evidenced in the literature. This critical analysis contributes to better understanding how gender-affirming Australian GPs diffuse minority stress, negotiate cis-normative biases, and foster a person-centered longitudinal therapeutic relationship with their trans and gender diverse patients. An encounter the article argues may also provide an essential buffer for GPs in Australia against the risk of professional burnout. Gender-affirming practice should be taught as a core competency and be required as professional development for GPs in Australia, to ensure a beneficial clinical encounter for the growing trans and gender diverse population.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: Current – Faculty of Health, Engineering and Sciences - School of Psychology and Wellbeing (1 Jan 2022 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 04 Jul 2022 07:14
Last Modified: 22 Jul 2022 00:43
Uncontrolled Keywords: Trans; gender diverse; general practitioner; genderaffirming health care; minority stress theory; structural stigma; master narrative framework; Australia
Fields of Research (2020): 39 EDUCATION > 3904 Specialist studies in education > 390406 Gender, sexuality and education
44 HUMAN SOCIETY > 4405 Gender studies > 440508 Transgender studies
52 PSYCHOLOGY > 5205 Social and personality psychology > 520502 Gender psychology
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160202 Gender aspects in education
23 LAW, POLITICS AND COMMUNITY SERVICES > 2301 Community services > 230108 Gender and sexualities
20 HEALTH > 2002 Evaluation of health and support services > 200203 Health education and promotion
Identification Number or DOI: https://doi.org/10.1080/00918369.2022.2092804
URI: http://eprints.usq.edu.au/id/eprint/49393

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