Becoming an Active Bystander

If most men are nonviolent, why do they not stop violence around them from occurring? Chapter 8 introduces readers to the vibrant field of bystander intervention. Readers will learn the key tenets of bystander intervention strategies as well as their strengths and weaknesses. Most importantly, readers will gain an appreciation for the barriers that prevent boys from interrupting violence that they observe and strategize about how to overcome those barriers. The chapter also discusses whether jokes and “locker room talk” are worthy of interruption. Chapter 8 closes by identifying how boys can help survivors of sexual violence who disclose to them.

Viral Cutaneous Infections in Swimmers: A Preliminary Study

Molluscum contagiosum (MC) and warts are common viral infections of the skin. Data regarding the prevalence of MC and verruca in swimmers are very poor and lacking in the literature. The purpose of this study was to determine the incidence of Molluscum Contagiosum (MC) and warts cases among young competitive swimmers participating in Greek swimming clubs. Of 244 swimmers enrolled in this study, 12.3% reported MC and 43% warts, during their swimming career, diagnosed and treated by dermatologists. There was no difference between sexes for MC but diagnoses of warts were higher in females. Axillae and trunk were the most common sites of primary infection for MC but warts mainly appeared on the soles. The incidence of MC and warts in swimmers who use outdoor facilities was higher. In our study, the incidence of warts and MC in Greek swimmers is considered high. Moist walking surfaces, placing towels on locker room benches, and sharing equipment are behaviors that cause infections. An early diagnosis of warts and MC lesions must be implemented in every swimmer through dermatological examination. Taking proper measures for reducing the risk of warts and MC transmission in Greek swimmers is mandatory.

“Isn’t That a Girl Problem?”

Revisions to Health and Physical Education (HPE) curriculums across Canada have prompted a conservative response denouncing the explicit and robust language used to address sexualities and young bodies. In this paper, we question the (in)visibility of male bodies and a prevailing discourse of denial, while situating the discussion alongside an evolving Canadian curriculum. Drawing on a national study, we examine narratives of adolescent boys to demonstrate how they make sense of locker-room interactions and bodily negotiations among their male peers. We introduce a discourse of denial to illustrate the ways in which adolescent male bodies and body image issues specifically have been misunderstood as a “girl problem” in schools. We argue that a limiting narrative of male bodies ignores the marginalization of boys facing shaming and homophobia in schools. We conclude by calling for a (re)consideration of male bodily practices while proposing changes that would more fully acknowledge adolescent male bodies in schools.

Planning, Analysing and Designing A (G+1) Bank Building

The primary goal of this project is to develop adequate knowledge of building planning, analysis and design. The Business building plan is drafted using Auto CAD by considering the norms of NBC (National Building Code). The structure is analyzed using STAADPro. Based on the analysis and results the structural members are designed. The structural elements in the building is strong and able to withstand the adverse effects of natural agencies. The locker room is secured with strong walls compared to the other walls for safety purpose. The building planned is based on National Building Code of India. The bank building has proper ventilation, it is given with sufficient doors, windows,water supply and electrification.

Male autistic youth experiences of belonging in integrated physical education

The study examined the subjective experiences of autistic youth regarding the role of peer interactions and relationships in feelings of belonging in integrated physical education classes. The term integrated is used to describe a setting in which all students, regardless of educational needs, are educated in the same physical space. Eight autistic youth (all male, aged 13–18 years) who had received most of their physical education in integrated classes acted as participants. Semi-structured interviews were used to generate qualitative data, which were analyzed using a reflexive thematic approach. Findings are presented in three themes: (a) bullying can lead to self-harm and self-isolation, (b) peer interactions and relationships in the locker room, and (c) peer relationships are based on shared interests and take time to develop. Even though autistic students were educated in the same spaces as their non-autistic peers, feelings of belonging were largely unavailable to them. Lay abstract Recent years have seen calls to amplify the voices of autistic people in research about their subjective experiences. Despite this, we know little about how autistic youth experience integrated physical education, particularly in the United States. The term integrated is used to describe a setting in which all students, regardless of educational needs, are educated in the same physical space. In this study, we sought to explore the perspectives of autistic youth toward their experiences in integrated physical education, and the roles of social interactions and relationships with peers in those experiences. Findings noted that several factors influenced the ways and extent to which our participants interacted with their peers during physical education. Unfortunately, most of our participants recalled experiencing bullying, and that physical education offered an environment where bullying was most frequent and comparatively unique compared to other contexts throughout the school day. The locker room, a space linked to physical education, was of particular concern because of a lack of teacher presence. Despite the negative views of and experiences in physical education, there was evidence of participants actively pursuing to connect with peers in this context. However, most instances where participants recalled pursuing friendship were not welcomed from others, which stunted their sense of belonging in this space. Given the role that belonging plays in what it means “to be included,” our research supports emerging ideas that even though autistic students were educated in the same physical spaces as their non-autistic peers, feelings of inclusion were largely absent.

School Restroom and Locker Room Restrictions and Sexual Assault Risk Among Transgender Youth

BACKGROUND Transgender and gender nonbinary adolescents experience high rates of peer victimization, but the prevalence of sexual assault in this population has not been established. Some schools restrict transgender and nonbinary students from using restrooms and locker rooms that match their gender identity, with unknown effects on sexual assault risk. We tested whether these restrictions were associated with the 12-month prevalence of sexual assault victimization. METHODS Survey responses were analyzed from 3673 transgender and nonbinary US adolescents in grades 7 through 12 who participated in the cross-sectional 2017 LGBTQ Teen Study. We estimated the association between school restroom and locker room restrictions and sexual assault, adjusting for potential social and behavioral confounders, using logistic regression. We also tested potential mediators. RESULTS The 12-month prevalence of sexual assault was 26.5% among transgender boys, 27.0% among nonbinary youth assigned female at birth, 18.5% among transgender girls, and 17.6% among nonbinary youth assigned male at birth. Youth whose restroom and locker room use was restricted were more likely to experience sexual assault compared with those without restrictions, with risk ratios of 1.26 (95% confidence interval [CI]: 1.02–1.52) in transgender boys, 1.42 (95% CI: 1.10–1.78) in nonbinary youth assigned female at birth, and 2.49 (95% CI: 1.11–4.28) in transgender girls. Restrictions were not associated with sexual assault among nonbinary youth assigned male at birth. CONCLUSIONS Pediatricians should be aware that sexual assault is highly prevalent in transgender and nonbinary youth and that restrictive school restroom and locker room policies may be associated with risk.

Institutional Change and Transgender Employment

The purpose of this paper is to recommend non-discriminatory policies and practices regarding transgender individuals in the workplace. This paper will summarize workplace discrimination legal cases involving transgender individuals. Specifically, employers can be held financially responsible if they fire or discriminate against transgender individuals on the basis of gender identity and gender expression and can be required to use affirmed pronouns, revise policies, and provide training to employees regarding non-discrimination. Employers cannot discriminate against transgender individuals for transitioning, cannot prevent transgender individuals from using a particular bathroom or locker room, and cannot require employees to medically transition prior to gender identity recognition. Employers can be required to allow medical services related to transgender care. Finally, transgender individuals are a protected class under Title VII. This paper discusses the historical and current legal cases that prevent employment discrimination and proposes policies and practices. Recommendations for social workers include creating a sufficient non-discrimination policy, consulting with experts, becoming recognized on an equality index, educating others by not shaming them, and following the social work code of ethics.

Legal “Locker Room Talk”: Essentialist Discourses of Masculinity in Law*

In this article, I examine how legal actors construct masculinity in law, even in cases that have seemingly little to do with gender. I analyze 118 recent cases in which lawyers, witnesses, and/or judges use gendered expressions, such as “locker room talk,” as a key element of their legal strategy, testimony, or decision-making. By identifying the specific behaviors to which these legal actors refer when they describe something as “locker room talk,” I develop a typology of the narrow, essentialist, and predominantly violent forms of masculinity that are deployed—and normalized—in contemporary U.S. law.