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Psychology 320: Psychology of Gender and Sex Differences November 20 Lecture 27

Psychology 320: Psychology of Gender and Sex Differences November 20 Lecture 27. Announcement. Due to unforeseen circumstances, Jacquie (A-Q) must reschedule her office hour today to Friday, November 22, at 11:30-12:30 (Kenny 3514). A little R&R …. (Review and Reflect).

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Psychology 320: Psychology of Gender and Sex Differences November 20 Lecture 27

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  1. Psychology 320: Psychology of Gender and Sex DifferencesNovember 20 Lecture 27

  2. Announcement Due to unforeseen circumstances, Jacquie (A-Q) must reschedule her office hour today to Friday, November 22, at 11:30-12:30 (Kenny 3514).

  3. A little R&R …. (Review and Reflect)

  4. Student question: Which criteria are you responsible for in preparing for the December exam, the Gender Identity Disorder criteria in the DSM-IV-TR or the Gender Dysphoria criteria in the DSM-V?

  5. Gender Dysphoria 1. What is gender dysphoria? (continued)

  6. By the end of today’s class, you should be able to: 1. discuss controversies related to the diagnosis of GD. 2. review prevalence rates of GD among males and females. 3. describe current treatment options for GD. 4. define the term triadic therapy. 5. discuss controversies related to the treatment of GD.

  7. What is gender dysphoria? (continued)

  8. DSM-V Diagnostic Criteria for GD in Children • A. A marked incongruence between one’s experienced/expressed gender and assigned gender, of at least 6 months’ duration, as manifested by at least six of the following (one of which must be Criterion A1): • A strong desire to be of the other gender or an insistence that one is the other gender (or some alternative gender different from one’s assigned gender). • In boys (assigned gender), a strong preference for cross-dressing or simulating female attire; or in girls (assigned gender), a strong preference for wearing only typical masculine clothing and a strong resistance to the wearing of typical feminine clothing. • A strong preference for cross-gender roles in make-believe play or fantasy play. • A strong preference for the toys, games, or activities stereotypically used or engaged in by the other gender. • A strong preference for playmates of the other gender. • In boys (assigned gender), a strong rejection of typically masculine toys, games, and activities and a strong avoidance of rough-and-tumble play; or in girls (assigned gender), a strong rejection of typically feminine toys, games, and activities. • A strong dislike of one’s sexual anatomy. • A strong desire for the primary and/or secondary sex characteristics that match one’s experienced gender. • B. The condition is associated with clinically significant distress or impairment in social, school, or other important areas of functioning.

  9. DSM-V Diagnostic Criteria for GD in Adolescents and Adults • A. A marked incongruence between one’s experienced/expressed gender and assigned gender, of at least 6 months’ duration, as manifested by at least two of the following: • A marked incongruence between one’s experienced/expressed gender and primary and/or secondary sex characteristics (or in young adolescents, the anticipated secondary sex characteristics). • A strong desire to be rid of one’s primary and/or secondary sex characteristics because of a marked incongruence with one’s experienced/expressed gender (or in young adolescents, a desire to prevent the development of the anticipated secondary sex characteristics). • A strong desire for the primary and/or secondary sex characteristics of the other gender. • A strong desire to be of the other gender (or some alternative gender different from one’s assigned gender). • A strong desire to be treated as the other gender (or some alternative gender different from one’s assigned gender). • A strong conviction that one has the typical feelings and reactions of the other gender (or some alternative gender different from one’s assigned gender). • B. The condition is associated with clinically significant distress or impairment in social, occupational, or other important areas of functioning.

  10. Prevalence (DSM-V, 2013): Males: .005% to .014%. Females: .002% to .003% • Sex ratios (male:female; DSM-V, 2013): Children: 2:1 to 4.5:1 Adolescents: 1:1 Adults: 1:1 to 6.1:1

  11. Treatment of GD in childhood may involve some combination of behavioural therapy, psychoanalytic therapy, parental counseling, and group therapy. • Most children who are diagnosed with GD do not exhibit symptoms of GD later in life.

  12. Treatment of GD in adulthood may involve one, two, or all three of the following elements: Real-life experience, hormone treatment, surgical sex reassignment. • Most adults who obtain sex reassignment indicate that they are satisfied with the results at follow-up (Carroll, 2007).

  13. By the end of today’s class, you should be able to: 1. discuss controversies related to the diagnosis of GD. 2. review prevalence rates of GD among males and females. 3. describe current treatment options for GD. 4. define the term triadic therapy. 5. discuss controversies related to the treatment of GD.

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