Harnessing the Lived Experience of Transgender and Gender Diverse People as Practice Knowledge in Social Work: A Standpoint Analysis
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Transgender (trans) and gender diverse (TGD) people continue experiencing profound expressions of stigma and discrimination in their attempts at accessing care, including support from the social work profession. Incorporating the lived experience of TGD people as practice knowledge in social work may serve to enhance the profession's relationship with TGD communities and mitigate historical barriers of this population to relevant services. In this study, we draw on qualitative data based on individual interviews with 20 TGD people and 10 social workers in a Western Canadian province to explore the potential of leveraging the lived experience of TGD people as practice insight in social work. Our analysis, which is supported with the tenets of feminist standpoint theory, reveals that incorporating the lived experience of TGD people in social work as practice knowledge may inform and catalyze interventions that (1) validate TGD bodies, identities and experiences; (2) contribute to networks of advocacy and support founded on shared community knowledge and (3) promote resistance and transformation. In our discussion, we explore practical implications of our research for practice at multiple levels, including the potential of engaging TGD ‘peers’ with relevant lived experience in the direct delivery of certain psychosocial interventions.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.004 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it