Gender Dysphoria

2018 ◽  
pp. 551-565
Author(s):  
Giovanni Castellini ◽  
Milena Mancini
Keyword(s):  
Gender Identity ◽  
Sexual Identity ◽  
Gender Dysphoria ◽  
Sense Of Self ◽  
Modern Society ◽  
Social Perspective ◽  
Male And Female ◽  
Self Identity ◽  
And Gender ◽  
Important Marker

Gender dysphoria (GD) is defined as the distress that may accompany the incongruence between one’s experienced or expressed gender and one’s assigned gender. Gender membership refers to an individual’s sense of self as male or female, and it is a fundamental component of our general identity, providing a sense of biographical continuity. The GD condition highlights the dichotomy and the contradictions of the post-modern society between anatomical body and gender identity. The psycho-social perspective maintains that the sex category assigned at birth is simply a first guess as to what identity we will later assume. Indeed, male and female are not seen as the only possible gender identities, and they need not to be regarded as mutually exclusive. This interpretation suggests that gender identity may be a more important marker of personhood and self-identity than anatomical sexual identity.

Trans Theory and Gender Identity in Education

2021 ◽  
Author(s):  
Alden Jones
Keyword(s):  
Gender Identity ◽  
Social Norm ◽  
Sense Of Self ◽  
Male And Female ◽  
Gender Binary ◽  
The Social ◽  
Educational Spaces ◽  
And Gender ◽  
Binary Gender

Trans theory is a set of ideas, tools, contestations, divergences, and investments in gender(s) in and beyond the gender binary of male and female as it is understood in Western contexts. Gender identity is, in part, an individual’s gendered sense of self. Both transgender theory and gender identity are implicated by and concerned with education given the relative (in)visibility of transgressive or variant genders. Educational spaces are concerned with gender since they are one of many socializing and normalizing structures that seek to instill binary genders. Trans theory and gender identity are understood in educational spaces as additive to the social norm of binary gender, though both the theory and the concept ultimately elucidate the need for a reexamination of what gender is and what it does, as well as to and for whom.

scholarly journals Sense of Gender Identity in Women Practicing Football with Consideration of the Formation

2011 ◽  
Vol 18 (1) ◽  
pp. 45-51 ◽  
Author(s):  
Andrzej Soroka ◽  
Józef Bergier
Keyword(s):  
Gender Identity ◽  
Sense Of Self ◽  
Psychological Type ◽  
Football Players ◽  
Dominant Type ◽  
Male And Female ◽  
Self Identity ◽  
Football Team ◽  
Psychological Gender ◽  
Gender Patterns

Sense of Gender Identity in Women Practicing Football with Consideration of the FormationIntroduction. Identification of gender is one of the most important dimensions of building a sense of self-identity; it is also one of the basic criteria for identifying individuals by society. The aim of this study was to determine the types of psychological gender football female players (taking into account the formation), i.e. the sport deemed "masculine". Material and methods. The research group was composed of the female players of the Polish national football team, seniors (n = 26), youth team under the age of 19 (n = 21) and the Polish extra league club athletes (n = 16). The tool research was the "Inventory to assess psychological gender (IPP)" by Kuczyńska. Results. Nearly 70% female football players were included in the androgynous type, while 20% were the persons representing the so-called specified psychological type. The most important feature identifying cultural gender patterns, selected by the female players was "tolerant" - feature of the cultural stereotype known to be neutral, as well as the characteristics attributed to both women and men: "friendly" and "nice". Conclusion. The studies allow for determining the dominant type of psychological gender of female players as androgynous, which is highly expressed combined male and female characteristics.

A Dimensional Perspective on Sexual Orientation and Gender

2017 ◽  
Vol 41 (S1) ◽  
pp. S57-S57
Author(s):  
G. Castellini
Keyword(s):  
Sexual Orientation ◽  
Surgical Treatment ◽  
Gender Identity ◽  
Sexual Identity ◽  
Gender Dysphoria ◽  
Subjective Experience ◽  
Phenomenological Approach ◽  
Common Definition ◽  
Phenomenological Perspective ◽  
And Gender

Gender identity - the subjective experience of membership to a gender - is generally taken for granted by most of the persons. It is part of our general identity, and provides a sense of continuity of the self, and interrogative on this aspect of our life are barely present in our consciousness. Exceptions are represented by stages of development such as adolescence or some categories of persons who do not identify themselves into the dichotomous world of men/female. The debate on gender identity recently has broken into the consciousness for Psychopathology, rising interrogatives from different perspectives, including Medicine, Phycology, Anthropology, and Ethic.In the present symposium we resume the historical trajectory of gender definition, emphasizing the importance of a different perspective on gender than the common definition provided by western culture. We propose a phenomenological perspective on the components of sexual identity, which includes anatomical sex, gender identity, sexual orientation, and gender role. The phenomenological approach is coherent with the dimensional view on sexual identity proposed by the DSM board, as well as by LGBT movements. This position considers Gender Dysphoria and transsexualism as a pole of gender variants continuum. Phenomenology looks at the comprehension of subjective gender heterogeneity, and the subjective world of gender dysphoric persons as the only way to take care of them; every psychological medical or surgical treatment should come as consequences. The phenomenological perspective on gender dysphoria may be useful to understand and partially explain the different subjective satisfaction to common hormonal and surgical treatment.Disclosure of interestThe author has not supplied his declaration of competing interest.

Gender, Sexuality, and Psychological Theories of Youth Development

2021 ◽  
Author(s):  
Cassandra R. Homick ◽  
Lisa F. Platt
Keyword(s):  
Identity Development ◽  
Gender Identity ◽  
Life Span ◽  
Sexual Identity ◽  
Sexual Minority ◽  
Erik Erikson ◽  
Transgender Identity ◽  
Stage Models ◽  
Minority Identity ◽  
And Gender

Gender and sexual identity play a significant role in the lives of developing youth. The developments of gender and sexual identities are shaped by a variety of factors including, but not limited to, biological, cognitive, and social elements. It is crucial to consider that gender and sexual minority individuals face additional complexities in the two processes of gender identity and sexual identity development. Cisgender identity development is most commonly understood with the help of early cognitive and social theories, although biological components play a part as well. Specifically, the theories of Lawrence Kohlberg, Sandra Bem, Alfred Bandura, and David Buss have made significant contributions to the understanding of cisgender identity development. Modern transgender identity development models are helpful in exploring transgender identity formation with the most popular being the Transgender Emergence Model founded by Arlene Lev. Similar to cisgender identity development, heterosexual identity development is typically understood with the help of early psychosocial theories, namely that of Erik Erikson. Sexual minority identity development is often comprehended using stage models and life-span models. Sexual minority stage models build off the work of Erik Erikson, with one of the most popular being the Cass Model of Gay and Lesbian Identity Development. Offering more flexibility than stage models and allowing for fluid sexual identity, life-span models, like the D’Augelli model, are often more popular choices for modern exploration of sexual minority identity development. As both sexual and gender identity spectrums are continuing to expand, there also comes a need for an exploration of the relationship between sexual and gender identity development, particularly among sexual minority populations.

An adolescent requesting to pause puberty

2021 ◽  
pp. 203-212
Author(s):  
Cordelia Y. Ross ◽  
Alex S. Keuroghlian
Keyword(s):  
Gender Identity ◽  
Hormone Therapy ◽  
Gender Dysphoria ◽  
Social Stigma ◽  
Developmental History ◽  
Psychiatric Assessment ◽  
Gender Expression ◽  
Gender Affirmation ◽  
History Of ◽  
And Gender

Gender dysphoria occurs when a patient has distress associated with incongruence between a person’s experienced gender and the gender traditionally associated with their sex assigned at birth. This must occur for at least six months. The psychiatric assessment of a patient with gender dysphoria should include exploration of the child’s developmental history of gender-expansive identification and expression; sources of distress relating to familial, community, and social stigma; and ways to help families adopt an accepting and nurturing response. Gender affirmation can include psychological, social, legal, and biological interventions. The goal of psychotherapy is to help a person explore, discover, and affirm their gender identity. Social affirmation may include changing names, pronouns, and gender expression. Legal gender affirmation may take place through a name or gender marker change on official documents. Biological affirmation may include pubertal suppression for younger adolescents, gender-affirming hormone therapy, and/or gender-affirming surgery.

Effects of Pretrial Publicity on Male and Female Jurors and Judges in a Mock Rape Trial

1993 ◽  
Vol 73 (3_part_1) ◽  
pp. 819-832 ◽  
Author(s):  
Robert G. Riedel
Keyword(s):  
Gender Identity ◽  
Sex Role ◽  
Pretrial Publicity ◽  
Mock Jurors ◽  
Male And Female ◽  
Mode Of Presentation ◽  
Rape Trial ◽  
And Gender

A study explored influence of pretrial publicity and gender identity on verdicts and severity of sentence in a mock rape trial. Mock jurors and judges were exposed to four pretrial publicity conditions before watching a simulated rape trial. After viewing the trial, jurors rendered a verdict (guilty or not guilty) and judges prescribed a sentence. The Bern Sex-role Inventory was used to analyze gender identity and its relation to verdict and sentencing. Verdicts were not influenced by pretrial publicity, but sentencing was more severe following exposure of mock judges to pretrial publicity about a mistaken acquittal and less severe following exposure of these judges to pretrial publicity about a mistaken conviction. Subjects classified by the Bern inventory as feminine or androgynous rendered a verdict of “guilty” more often than subjects classified as masculine or undifferentiated. Men who rendered verdicts of “guilty” had less confidence in their judgments than men who found the defendant “not guilty.” Conversely, women who found the defendant “not guilty” expressed less confidence than women who found the defendant “guilty.” The findings are compared and contrasted with similar studies and discussed in regards to gender identity, subjects’ characteristics, and mode of presentation.

Gender dysphoria and the controversy over the Safe Schools program

Sexual Health ◽  
2017 ◽  
Vol 14 (5) ◽  
pp. 417 ◽  
Author(s):  
Patrick Parkinson
Keyword(s):  
Young People ◽  
Gender Identity ◽  
Gender Dysphoria ◽  
Great Majority ◽  
Social Engineering ◽  
Medical Advice ◽  
The Other ◽  
Safe Schools ◽  
Children And Young People ◽  
And Gender

The Safe Schools program has attracted great controversy. On one end of the spectrum, it is defended as an anti-bullying program for young people who identify themselves as gay or lesbian, or have issues concerning their gender identity. On the other end of the spectrum, it is regarded as social engineering. This article seeks to promote a discussion of the way in which gender identity issues are addressed in the Safe Schools program. It is argued that the information in this program to Principals, teachers and young people is inaccurate and misleading. The program, as presently designed, may actually cause harm to children and young people who experience gender identity issues because it promotes gender transitioning without expert medical advice. The Safe Schools materials do not acknowledge that the great majority of children resolve gender dysphoria issues around the time of puberty. It may be much more difficult for a child to accept his or her gender at puberty if he or she has already changed name and gender identity in primary school. These deficits need to be addressed if the program is to continue.

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