"It Became Easier Once I Knew": Stakeholder Perspectives for Educating Children and Teenagers About Their Difference of Sex Development

Overview

Journal Patient Educ Couns

Publisher Elsevier

Specialties Health Services
Nursing

Date 2023 Apr 23

PMID 37087875

Authors

Erica M Weidler

Kristina I Suorsa-Johnson

Alison S Baskin

Angela Fagerlin

Melissa D Gardner

Meilan M Rutter

Tara Schafer-Kalkhoff

Kathleen van Leeuwen

David E Sandberg

Affiliations

Soon will be listed here.

Abstract

Objective: Secrecy about a child's difference of sex development (DSD) can lead to internalized shame and stigma. We explored how teenagers and adults with DSD, parents, healthcare providers, and allied professionals value and perceive patient education.

Methods: Stakeholders (n = 110) completed qualitative semi-structured interviews. Relevant themes for educational content were queried and organized.

Results: Education was consistently identified as essential to successful outcomes. There was less consistency in how to educate patients. Disagreement existed regarding who should champion the education process. Participants believed medically relevant information should be shared gradually with attention to developmental capacity. Details were lacking regarding how much or what information to share. Participants noted that vetted resources were helpful. Benefits of sharing condition-specific information with patients included supporting their psychosocial development. Barriers included parental resistance to sharing information due to shame/stigma, and cultural and/or family dynamics.

Conclusions: Stakeholders' different perspectives regarding patient DSD education warrant future research to focus on the design, evaluation, and implementation of education-focused interventions.

Practice Implications: Healthcare providers are responsible for supporting the education of children and teenagers with DSD about their condition. When considering barriers, adopting a cultural or family systems framework can reduce parental resistance and promote open dialogue.

Citing Articles

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