Week 5 Flashcards

1
Q

Lets Talk About Sex

A

Sex is not the same as gender
These terms are related, not synonymous
Sex is the chromosomal makeup determined by X or Y chromosomes
Refers to biological and physiological characteristics that define men and women

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2
Q

What Is Intersex?

A

General term for a variety of conditions in which a person is born with a reproductive or sexual anatomy that doesn’t fit the typical definition of male or female
IE: born female on the “outside” but having mostly male-typical anatomy on the inside
A person may be born with genitals that are “in- between” IE: born with a large clitoris, or lacking a vaginal opening. Or someone born with a scrotum that is divided so that it is formed more like a labia
Prevalence varies based on condition, Planned Parenthood estimates that about 1-2 in 100 people in the U.S are intersex
SOGI suggests between 0.05 and 1.7% of the population is born with intersex traits

Majority of infants born with “genital ambiguity” are otherwise healthy, therefore genital surgery isn’t recommended until the child is old enough to participate in the decision.

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3
Q

Does Sex Matter?

A

Sex differences must be understood in order to ensure interventions are relevant, community- informed, and effective
Think about how we typically understand health outcomes of men and women (Morbidity, Mortality, Life expectancy)
Variations in life expectancy exist amongst regions, and in respect to the social determinants of health
Parts of Canada with the lowest life expectancy also hold some of the highest rates of smoking, obesity, and heavy drinking

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4
Q

Some Problematic Theory

A

Hormonal differences whereas women give birth and men do not
This is known as “essentialist thinking” that women and men have “true essence” related to sex organs, hormones, and their role in reproduction
“biology-as-destiny”, suggesting that women are naturally caring, relational, and emotional
Biology-as-destiny thinking has actually given way to approaching women’s health as “pubescent, child-bearing, and menopausal” suggesting a woman is connected to her reproductive health and nothing else

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5
Q

Introduction to Gender

A

The WHO defines gender as: the characteristics of women, men, girls and boys that are socially constructed
Norms, behaviours, roles, and relationships with each other
Varies between societies and can change over time
Gender influences may be overt or subtle
Gender is recognized as a key social determinant of health
Masculinity and Femininity
Gender is the expression of one’s sex in terms of masculinity and femininity and is rooted in culture and history

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6
Q

Gender Identity

A

Describes how we see ourselves as women, men, neither, or both
Affects our feelings and behaviours
Linked to an individual’s sense of self
May not confirm with assigned sex at birth

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7
Q

Gender Stereotype Theory

A

Gender stereotype theory suggests that men are generally perceived as more masculine than women
Whereas women are generally perceived as more feminine than men (Kachel et al., 2016)

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8
Q

Gender Norms

A

Are ideas how how men and women should act
Social principles that govern behaviour and can restrict gender identity
Traditional masculine “ideals” include:
Self reliance, stoicism, emotional control
Traditional feminine “ideals” include:
Quiet, nice, selfless, passive, emotional, thin, defining one’s self through relationships above all else

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9
Q

Gender Roles

A

Social + cultural expectations assigned to gender
Can be seen in how we dress, talk, and careers
Current Trends in the study of Gender Norms and Behavioural Health
It is normative in many cultures for women to have lessened decision-making power over family planning behaviours, or limiting physical activity out of concern for appearing less feminine (Fleming & Agnew-Brune, 2016)
is normative in many cultures for men to drink alcohol excessively, avoid certain healthy food options, or avoid health-care (Fleming & Agnew- Brune, 2016)
traditionally, men have been viewed as reluctant to seek professional help for depression because the illness and their actions in seeking help “suggest weakness” and may be viewed as non-masculine
Men who believe in traditional gender roles are more likely to have a greater number of sexual partners and or avoid condom use (Fleming & Agnew-Brune, 2016)

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10
Q

Binary

A

Binary notions of sex and gender are heavily entrenched in many societies and organizations
This suggests that people are either male or female and “therefore naturally” masculine or feminine

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11
Q

Traditional Gender Roles in Canada

A

Gender roles are specific to the time and place
Patriarchal authority was the norm in the colonies
Less common among Indigenous communities (but this was later influenced by missionaries)
Property ownership in Canada favoured men pre-confederation
Gender roles became more strict during the Victorian era where men and women operated in “operate spheres” in middle and upper classes
Gender roles became more elastic during world wars, “watershed moment”
Gender-role elasticity: returned to pre-war levels and norms were turned to
Roles were re-established in the 1950’s and were rigid due to turmoil
1960’s women returned and stayed in the workforce

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12
Q

Indigenous Gender Roles

A

The Oneida are a Canadian Indigenous nation, and in traditional culture:
Women were responsible for household chores and gathering food
Men were responsible for hunting large game, gathering wood, and learning to fight
Lead by Clan mothers who were responsible for ensuring the welfare of their communities and selecting Chiefs
Many Indigenous communities believe that gender is fluid and there are more than two genders
Some believe individuals can change gender for ceremonial purposes
Others recognize individuals who are neither male nor female, or that people may be assigned a gender at birth and live as another gender
Some are considered to be spiritual leaders or healers, while other are considered completely ordinary

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13
Q

Gender, Sex, and Health Outcomes

A

Sex and gender are powerful determinants that influence the health of individuals, families, communities, systems, and populations
Biologically and sociologically - male, female, and trans-identified individuals differ in terms of diseases, symptoms, and care received
Men and women develop and experience diseases differently, they share 10 leading causes of death

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14
Q

Gender Inequity

A

Occurs when individuals are not provided the same opportunities in society because of their gender or gender-identity

Access: the ability for all people to have equal access to policy, program, and legislative activities
Equity: Ensuring programs and health promotion strategies identify the unique elements, opportunities, and challenges that men, women and transgender individuals face
Inclusion: Representation of diverse groups of men and women through the policy or program process
Benefits: The intended advantages of any program or policy are equally available to both men and women of diverse cultures, socioeconomic status, and various levels of identity

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15
Q

Gender Based Inequality

A

Pay equity is clearly outlined in the Canadian Human Rights Act, however there remains a gap where women earn approx. $0.87 for every dollar a man earns
The pay equity gap is even wider for women who are older, Indigenous, belong to racialized groups, and live with different abilities
Canadian immigrants have a higher unemployment rate and lower wages than Canadian born workers - desperate having higher levels of education
In a study of 433 transgender adults in Ontario, only 37% were employed full time and 18% cited being turned down for a job because of gender, and 13% were fired or constructively dismissed for being transgender

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16
Q

CHN’s must consider

A

Past experiences of discrimination in health care settings lead many transgender individuals to avoid seeking out or participating in any health programming
The experience of being viewed as unemployable creates economic marginalization and a life of food and housing insecurity
Transgender individuals experience a high levels of depression, suicidality, all stemming from social exclusion and hatred

17
Q

Gender Based Lens and Community Health Nursing Practice

A

A gender-based lens is a way to ensure that policies, programs, services, and interventions are appropriate for men, women, boys, and girls, and transgender individuals
Think of it like “putting on glasses” that enable you to see how differently male, female, and transgender individuals experience life differently
It also enables the CHN to consider race, class, ability, sexual orientation, and Indigenous status when considering strengths and barriers face by communities they serve
We need to reflect on the degree to which programs are gender-blind, aware, exploitative, CHN’s can ask wide-reaching questions, consult with diverse groups, and ensure programs and services are gender-appropriate to reflect an intersectional approach

18
Q

Using Names and Pronouns

A

It is very common for non-binary people to be addressed using gender-specific language that does not match their gender identity
Some non-binary people have a range of pronouns
To ask for a patient’s pronouns, say “I would like to refer to you respectfully. What are your pronouns?”
This information enables HCP to better understand the health needs of non- binary people
Gender identity should be collected separately from assigned sex at birth

19
Q

What if you make a mistake?

A

Realize your impact:
You may hurt someone by misgendering them or possibly outing them in a public setting
Commit to correcting your behaviour:
Practice pronouns outlaid in a private setting
Move forward:
Breaking old habits is hard, but it’s important to focus on why it’s important
Apologize:
Remember not to out someone in a public apology.
Follow up in private PRN:
It’s not about making yourself feel better, but identifying how you can support a person you may have unintentionally disrespected or hurt

20
Q

Sexual Orientation

A

Sexual orientation is the romantic and sexual attraction towards people of one or more genders
Sexual orientation also includes sexual relations with people of one or more genders as well as self-labelling as heterosexual, gay, lesbian, bisexual, queer or “questioning”, or Two Spirit

21
Q

2SLGBTQIA+

A

Homosexuality refers to romantic and sexual attractions towards individuals of the same gender, referred to as gay men and lesbian women in Canada
Pansexual refers to romantic or sexual attraction to all gender
Queer is a label for non-heterosexual that some prefer, should only be used if someone has self-identified using this term

22
Q

Internalized Homophobia

A

can manifest as low self-esteem, reduced self-care, and heath-compromising activities such as substance abuse or high-risk sexual activities to cope with stress. This is often due to being surrounding by negative and rejecting messages, hostility, and discrimination and create challenges with coping and someone accepting these negative societal views.

23
Q

Heterosexism

A

refers to the assumption that heterosexuality is the norm, and a perspective that other orientations and genders are not “normal”
Can be seen in health care by asking clients about their marital status using gendered terms like “wife” or “husband” —-> try “partner” instead!

24
Q

Societal Stigma and Discrimination

A

Youth in school still face high levels of discrimination and harassment, as well as higher rates or physical and sexual abuse
There are documented higher rates of depressive symptoms, anxiety, self-harm, suicidal thoughts + ideation + attempts, in addition to higher rates of tobacco and alcohol use
Lesbian and bisexual adolescent girls have higher rates of of obese BMI compared to heterosexual peers
Gay and bisexual boys and men have lower BMI and increased risk of eating- disordered behaviours compared to their heterosexual peers
There are few sexual health services specifically for lesbian or bisexual women, are less likely to be subject to STI testing, and often receive inaccurate information. Vaginal health is also an important part of health education that can be overlooked.

25
Q

Role of the CHN

A

Nurses who work in schools have a particularly important role in affecting health, physical, and mental safety of lesbian, gay, bisexual, or transgender youth
Needs must be addressed on an individual and school level
Work can be done to sensitize teachers, coaches, aids, and other youth
Areas with religious or cultural affiliations may experience resistance or misinformation
Goal is to shift societal attitudes, decrease stigma, and foster respect (primordial prevention)
Be involved in creating policies and laws that prioritize preventing harassment and violence
Recommend policies in workplaces, schools, and health care environments that foster community inclusion and connectedness

26
Q

Primary Prevention

A

can focus on health living and stress management, creating groups or classes for 2SLGBTQIA+ to learn stress coping techniques, healthy nutrition and physical activity, or helping deal with the distress of stigma and discrimination

27
Q

Secondary Prevention

A

you may screen for HTN among older adults at 2SLGBTQIA+ community centres, or provide counselling to test for STIs, engage in outreach to transgender communities with information regarding mammograms, PAPs, prostate and testicular exams using trans- sensitive language

28
Q

Tertiary Prevention

A

can include helping HIV + people with medication adherence, as well as referrals to appropriate services to manage side effects, locating 2SLGBTQIA+ specific substance abuse treatment programs (or advocate for the development of them!)

29
Q

Quarternary Prevention

A

focuses on protecting clients from over-medicalization. For example, some parents may take their young gender non-conforming children to clinics repeatedly