Presentation Information
[P-10-04]Psychosocial Challenges and Support Faced by Individuals with Gender Incongruence and Gender Dysphoria in Japan: A Literature Review and Implications for Cross-National Nursing Education
*Mayu SAKAMOTO1, Mayuko TSUJIMURA1, Kazuma HONDA2, Namiko KAWAMURA1 (1.Shiga University of Medical Science(Japan), 2.Broken Hill University(Austria))
Keywords:
Gender Incongruence/Gender Dysphoria,Challenges,Literature Review,Nursing Education,Cross-national Perspectives
Aim: This study aims to categorize findings from Japanese literature on the challenges faced by individuals with Gender Incongruence (GI) and Gender Dysphoria (GD), along with the types of support they have received. It also explores implications for enhancing nursing education through cross-national perspectives.
Method: The literature review was conducted using the Ichushi-Web and CiNii databases using the keywords “Gender Identity Disorder AND care”, “Gender Identity Disorder AND support”, and “Gender Identity Disorder AND psychology”, covering the period from 2014 to 2024. A total of 507 articles were initially retrieved. After excluding conference proceedings, review articles, duplicate entries, and studies based on quantitative methods, 18 articles were selected for analysis. These were categorized according to the challenges encountered and the support described.
Result: The psychosocial challenges experienced by individuals with GI/GD, as identified in the literature, were broadly classified into two major categories: 1. Reflections on the Self including: “Aversion to the Assigned Gendered Body”, “Resistance to Assigned Gender Roles”, “Relief through Seeing Gender Expression in Others”, “Affirming One’s Authentic Self”, “Liberation through Medical Transition”, “Fear of Social Rejection”, “Concern about Harming Loved Ones”, “Envy toward Congruent Bodies”, “Discomfort with Bodily Gaze”, “Guilt over Concealing Identity”, and 2. Experiences in the Social Context including: “Barriers to Medical Information”, “Loneliness and the Search for Belonging”, “Solidarity through Media Representation”, “Understanding Personal Incongruence”, “Isolation and Acceptance from Others”, “Relief through Inclusive Environments”. These findings also revealed a lack of sufficient support for individuals who are often underserved, such as those navigating multiple gender identities or experiencing liberation after gender transition.
Conclusion: The study underscores the importance of nursing education that addresses existing support gaps. By comparing nursing education practices in Japan with those in countries such as Australia, the study highlights the need for more inclusive and responsive educational frameworks.
Method: The literature review was conducted using the Ichushi-Web and CiNii databases using the keywords “Gender Identity Disorder AND care”, “Gender Identity Disorder AND support”, and “Gender Identity Disorder AND psychology”, covering the period from 2014 to 2024. A total of 507 articles were initially retrieved. After excluding conference proceedings, review articles, duplicate entries, and studies based on quantitative methods, 18 articles were selected for analysis. These were categorized according to the challenges encountered and the support described.
Result: The psychosocial challenges experienced by individuals with GI/GD, as identified in the literature, were broadly classified into two major categories: 1. Reflections on the Self including: “Aversion to the Assigned Gendered Body”, “Resistance to Assigned Gender Roles”, “Relief through Seeing Gender Expression in Others”, “Affirming One’s Authentic Self”, “Liberation through Medical Transition”, “Fear of Social Rejection”, “Concern about Harming Loved Ones”, “Envy toward Congruent Bodies”, “Discomfort with Bodily Gaze”, “Guilt over Concealing Identity”, and 2. Experiences in the Social Context including: “Barriers to Medical Information”, “Loneliness and the Search for Belonging”, “Solidarity through Media Representation”, “Understanding Personal Incongruence”, “Isolation and Acceptance from Others”, “Relief through Inclusive Environments”. These findings also revealed a lack of sufficient support for individuals who are often underserved, such as those navigating multiple gender identities or experiencing liberation after gender transition.
Conclusion: The study underscores the importance of nursing education that addresses existing support gaps. By comparing nursing education practices in Japan with those in countries such as Australia, the study highlights the need for more inclusive and responsive educational frameworks.