Gender dysphoria involves a person experiencing distress due to a mismatch between their gender identity and sex assigned at birth. It was previously referred to as gender identity disorder but now focuses on dysphoria. Treatment may involve psychotherapy, hormone therapy, and sometimes sexual reassignment surgery. The causes are unclear but may involve genetic or hormonal factors influencing brain development before birth.
Persistent and intense distress about assigned gender or insistence that individual belongs to a different gender
Marked incongruence between one's experienced/expressed gender and primary and/or secondary sex characteristics
For sharing purposes. All on the focus on what are the common Sexual Disorders seen on the DSM-IV-TR, last 2011. Fully editable. Pictures seen in the presentation are from artists of DeviantArt and Google Search, Credits goes to them as well.
Be informed, and bedazzle the audience!
Persistent and intense distress about assigned gender or insistence that individual belongs to a different gender
Marked incongruence between one's experienced/expressed gender and primary and/or secondary sex characteristics
For sharing purposes. All on the focus on what are the common Sexual Disorders seen on the DSM-IV-TR, last 2011. Fully editable. Pictures seen in the presentation are from artists of DeviantArt and Google Search, Credits goes to them as well.
Be informed, and bedazzle the audience!
Sexual Disorders
Sexuality
One of the most personal area of life. Each of us is sexual being with preferences and fantasies that may surprise or even shock us from time to time. Usually these are part of normal sexual functioning. But when our fantasies or desire begin to affect or other in unwanted or harmful ways, they begin to qualify as abnormal.
For perspective, we begin by briefly describing norms and healthy sexual behavior. Then we consider two forms of sexual problems: sexual dysfunctioning and paraphilias.
Sexual Norms and Behavior
Consider contemporary Western worldviews that inhibition of sexual expression causes problems. Contrast this with nineteenth-and-early-twentieth-century views that excess was culprit; in particular excessive masturbation in childhood was widely believe to lead to sexual problems in adulthood. Von Krafft-Ebing (1902) postulated that early masturbation damage the sexual organs and exhausted a finite reservoir of sexual energy, resulting in diminishing ability to function sexually in adulthood. Even in adulthood, excessive sexual activity was thought to underlie problems such us erectile failure. The general Victorian view was that sexual appetite was dangerous and therefore had to be restrained.
Sexual Norms and Behavior
Other changes over time have influence people attitudes and experiences of sexuality.
Aside from changes over time and across generation, culture influences attitudes and beliefs about sexuality. In some culture, sexuality is viewed as an important part of well-being and pleasure, wheras in others, sexuality is viewed as relevant only for procreation (Bhurga, Popelyuk & McMullen, 2010). Cultures also vary in their acceptance of variation in sexual behavior.
In other culture it is common to stigmatize same-gender sexual behavior. Clearly, we must keep varying cultural norms in mind as we study human sexual behavior.
Gender and Sexuality
Across wide range of indices, men reported more engagement in sexual thought and behavior that do women.
Compared to women, men report thinking about sex, masturbation, and desiring sex more often, as well as desiring more sexual partner and having more partners.
Beyond these differences in sex drive Peplau (2003) has described several other ways in which the genders tend to differ in sexuality. Women tend to be more ashamed of any flaws in their appearance than the men, and this shame can interfere with sexual satisfaction (Sanchez & Kiefer, 2007)
Gender and Sexuality
For women, sexual appears more closely tied to relationship status and social norms that for men (Baumeister, 200).
Among women with sexual symptoms, more than half believe their symptoms are caused by relationship problems (Nicholls, 2008).
Men are more likely to think about their sexuality in terms of power than are women (Andersen, et al. 1999).
Gender and Sexuality
There are many parallels in men’s and women’s sexuality.
Mental health is not just about overt behaviours---exposed socially, but there are more volatile intimate emotions that could devastate any human relations forever-though not overtly observed as abnormal--!
We will discuss about such emotions which are banned in social discussions and stigmatized.
"Sexual disorders and dysfunctions" could be present in any socioeconomic classes--not age, education, gender, culture specific.
Understanding these critical emotions on time and accepting it would save human relationships--avoiding suffering, inferiority complex, gender harassment and abuse.
Educate yourself and save relationships!!!
Mental health subject is originally stigmatized, moreover talking to someone about sexual disorders is as critical as finding a pearl into a deep ocean.........
Sexual Disorders
Sexuality
One of the most personal area of life. Each of us is sexual being with preferences and fantasies that may surprise or even shock us from time to time. Usually these are part of normal sexual functioning. But when our fantasies or desire begin to affect or other in unwanted or harmful ways, they begin to qualify as abnormal.
For perspective, we begin by briefly describing norms and healthy sexual behavior. Then we consider two forms of sexual problems: sexual dysfunctioning and paraphilias.
Sexual Norms and Behavior
Consider contemporary Western worldviews that inhibition of sexual expression causes problems. Contrast this with nineteenth-and-early-twentieth-century views that excess was culprit; in particular excessive masturbation in childhood was widely believe to lead to sexual problems in adulthood. Von Krafft-Ebing (1902) postulated that early masturbation damage the sexual organs and exhausted a finite reservoir of sexual energy, resulting in diminishing ability to function sexually in adulthood. Even in adulthood, excessive sexual activity was thought to underlie problems such us erectile failure. The general Victorian view was that sexual appetite was dangerous and therefore had to be restrained.
Sexual Norms and Behavior
Other changes over time have influence people attitudes and experiences of sexuality.
Aside from changes over time and across generation, culture influences attitudes and beliefs about sexuality. In some culture, sexuality is viewed as an important part of well-being and pleasure, wheras in others, sexuality is viewed as relevant only for procreation (Bhurga, Popelyuk & McMullen, 2010). Cultures also vary in their acceptance of variation in sexual behavior.
In other culture it is common to stigmatize same-gender sexual behavior. Clearly, we must keep varying cultural norms in mind as we study human sexual behavior.
Gender and Sexuality
Across wide range of indices, men reported more engagement in sexual thought and behavior that do women.
Compared to women, men report thinking about sex, masturbation, and desiring sex more often, as well as desiring more sexual partner and having more partners.
Beyond these differences in sex drive Peplau (2003) has described several other ways in which the genders tend to differ in sexuality. Women tend to be more ashamed of any flaws in their appearance than the men, and this shame can interfere with sexual satisfaction (Sanchez & Kiefer, 2007)
Gender and Sexuality
For women, sexual appears more closely tied to relationship status and social norms that for men (Baumeister, 200).
Among women with sexual symptoms, more than half believe their symptoms are caused by relationship problems (Nicholls, 2008).
Men are more likely to think about their sexuality in terms of power than are women (Andersen, et al. 1999).
Gender and Sexuality
There are many parallels in men’s and women’s sexuality.
Mental health is not just about overt behaviours---exposed socially, but there are more volatile intimate emotions that could devastate any human relations forever-though not overtly observed as abnormal--!
We will discuss about such emotions which are banned in social discussions and stigmatized.
"Sexual disorders and dysfunctions" could be present in any socioeconomic classes--not age, education, gender, culture specific.
Understanding these critical emotions on time and accepting it would save human relationships--avoiding suffering, inferiority complex, gender harassment and abuse.
Educate yourself and save relationships!!!
Mental health subject is originally stigmatized, moreover talking to someone about sexual disorders is as critical as finding a pearl into a deep ocean.........
Creating effective learning environmentAssignment How Will .docxvanesaburnand
Creating effective learning environment
Assignment: How Will You Respond? Grade k-3
Imagine you are the grade level team leader and one of your colleagues is Mr. Willard.
Response to the following questions. Using APA style helpful reference or other reference. (150-300 words)
1. Explains the advice you would provide Mr. Willard using the response to behavior strategies you read about this week or other reference?
2. Three strategies he could implement when these behaviors occur with student is blurting out and being off task.
3. At least two strategies you feel would not be best for handling student behavior.
Helpful Reference
Long, N. J. (2015). Perspectives on conflict in the classroom after fifty years. Reclaiming Children & Youth, 24(1), 9–14.
Szwed, K., & Bouck, E. C. (2013). Clicking away: Repurposing student response systems to lessen off-task behavior. Journal of Special Education Technology, 28(2), 1–12.
Reinke, W. M., Herman, K. C., & Stormont, M. (2013). Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15(1), 39–50.
Chapter 5
Gender and Gender Roles
Sex, Gender, and Gender RolesSex: whether one is biologically female, male, or intersexGenetic sex: chromosomal and hormonal sex characteristicsAnatomical sex: our physical sex; gonads, uterus, vulva, vagina, or penisGender: social and cultural characteristics associated with being male or femaleGender identity: gender one believes self to be
2
Sex and Gender IdentityAssigned genderBased on anatomical appearanceGender variationsGender identityInternalized feeling of femaleness or malenessGender roleThe attitudes, behaviors, rights, and responsibilities that society associates with each sexInfluenced by culture, age, ethnicity, other factors
3
Gender-RolesGender-role stereotype: A rigidly-held oversimplified belief concerning all males or all femalesGender-role attitude:The belief one has for self and others concerning what’s appropriate for male or female traitsGender-role behavior:Activities or behaviors a person engages in as a female or male
4
Masculinity and FemininitySexes seen as polar opposites in traditional Western view, e.g. “opposite sex”Different qualities associated with different gendersSexismSome qualities are biologically based, some culturally based
Gender and Sexual OrientationGender, gender identity, and gender role are conceptually independent of sexual orientationHowever, many assume they are closely relatedHeterosexuality has been assumed to be part of masculinity and femininityTherefore, some believe that gay men can’t be masculine and lesbian women can’t be feminine.
Gender and Sexual OrientationStudies show a link between individuals’Negative attitudes towards gay and lesbian peopleAnd those individuals’ adherence to traditional gender roles
Gender TheoryWhat is our relationship between our biological sex as male o.
14Gender and SexualitySeverin SchweigerCulturaGetty Imag.docxaulasnilda
14Gender and Sexuality
Severin Schweiger/Cultura/Getty Images
Learning Objectives
After completing this module, you should be able to:
ሁ Outline the biological, social, and cognitive explanations for the emergence of gender identity.
ሁ Form evidence-based arguments on gender differences in development.
ሁ Summarize the developmental imperative of physical activity for boys and girls during childhood.
ሁ Compare and contrast school achievement and learning between boys and girls.
ሁ Describe differences and similarities among heterosexual girls, heterosexual boys, and LGBT
adolescents with regard to romantic relationships and identity formation.
ሁ Discuss the psychological effects of puberty.
ሁ Evaluate ethnic and national differences in sexual activity among adolescents; explain the
consequences of teenage pregnancy.
ሁ Identify different health outcomes of sex during adolescence, including categorizing STIs and the
effects of HIV among infected children worldwide.
Section 14.1The Development of Gender
Prologue
Recent stories have led to renewed discussion about sex and gender in society. Sasha Lax-
ton from Great Britain; Storm Stocker from Toronto, Canada; and Pop from Sweden have all
made headlines as their parents were determined to raise them without regard to gender. The
children’s rooms were painted in neutral colors; hairstyles, Halloween costumes, and cloth-
ing were chosen without perceived regard for gender standards; exposure to toys and other
activities were not limited by what was considered “normal” for a boy or a girl.
As a result, there has been considerable debate among parents, academics, and the media
about the potential detriment—and benefit—if children are not aware of how they are “sup-
posed” to behave. However, these families are also quite outside the mainstream. It takes
tremendous effort to rid a child of messages related to gender, including limiting exposure
to media, avoiding certain store shelves, and restricting access to preschool and other social
activities.
For most children, though, sex and gender are inescapably connected. It is extremely rare for
a child to be born with undifferentiated sex organs. Even so, those children still generally have
either XX or XY genes. Biological sex is therefore not particularly variable. By contrast, regard-
less of biological sex, gender is much more continuous. Some children are drawn quite strongly
to the behaviors and activities of one gender over another, whereas other children engage
freely in more varied activities. This module explores these issues, as well as concerns related
to adolescent sex and romantic relationships and their developmental consequences.
14.1 The Development of Gender
Recall the many different factors involved in the development of the self and the formation
of gender identity (see Module 12). Gender is a key component in the development of the
self. In psychology, gender refers to the meanings societies and ...
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. GENDER DYSPHORIA
In DSM- V Gender Dysphoria has replaced Gender
Identity Disorder.
The current term is more descriptive than the previous
DSM-IV term gender identity disorder and focuses on
dysphoria as the clinical problem, not identity per se
Gender Dysphoria can be diagnosed at two different life
stages, either during Childhood and adolescence or
adulthood
3. GENDER DYSPHORIA
Definition
Gender dysphoria refers to the distress that may
accompany the incongruence between one's
experienced or expressed gender and one's
assigned gender. Although not all individuals will
experience distress as a result of such
incongruence, many are distressed if the desired
physical interventions
by means of hormones and/or
surgery are not available.
4. Gender dysphoria is discomfort with ones
sex-relevant physical characteristics or
with one’s assigned gender
Duration of at least 6 months
5. GENDER DYSPHORIA IN CHILDREN
girls with gender dysphoria
May express the wish to be a boy, assert they are
a boy, or assert they will grow up to be a man.
prefer boys' clothing and hairstyles, are often
perceived by strangers as boys, and may ask to
be called by a boy's name.
Display intense negative reactions to parental
attempts to have them wear dresses or other
feminine attire.
Some may refuse to attend school or social
events where such clothes are required.
6. These girls may demonstrate
marked cross-gender
identification in role-playing,
dreams, and fantasies.
Contact sports, rough-and-tumble
play, traditional boyhood games,
and boys as playmates are most
often preferred.
They show little interest in
stereotypically feminine toys
(e.g., dolls) or activities (e.g.,
feminine dress-up or role-play).
7. BOYS WITH GENDER DYSPHORIA
The wish to be a girl or assert they are a girl or
that they will grow up to be a woman.
They have a preference for dressing in girls' or
women's clothes or may improvise clothing from
available materials
e.g., using towels, aprons, and scarves for long
hair or skirts).
These children may role play female figures (e.g.,
playing "mother") and often are intensely
interested in female fantasy figures.
8. Traditional feminine activities,
stereotypical games, and pastimes
(e.g., "playing house"; drawing
feminine pictures; watching
television or videos of favorite
female characters) are most often
preferred.
Stereotypical female-type dolls
(e.g.. Barbie) are often favorite
toys, and girls are their preferred
playmates. They avoid rough-and-
tumble play and competitive sports
and have little interest in
stereotypically masculine toys
(e.g., cars, trucks).
9. GENDER DYSPHORIA IN ADOLESCENTS
AND ADULTS
young adolescents with gender
dysphoria:
Clinical features may resemble those
of children or adults with the
condition, depending on
developmental level.
As secondary sex characteristics of
young adolescents are not yet fully
developed, these individuals may
not state dislike of them, but they
are concerned about imminent
physical changes.
10. ADULTS WITH GENDER
DYSPHORIA
The discrepancy between experienced gender and
physical sex characteristics is often, but not always,
accompanied by a desire to be rid of primary and/or
secondary sex characteristics and/or a strong desire to
acquire some primary / secondary sex characteristics of
the other gender.
They may adopt the behavior,
clothing, and mannerisms of the
experienced gender.
They feel uncomfortable being
regarded by others, or functioning
in society, as members of their
assigned gender.
11. CONTINUE……….
Some adults may have a strong
desire to be of a different gender
and treated as such, and they may
have an inner certainty to feel and
respond as the experienced gender
without seeking medical treatment
to alter body characteristics.
They may find other ways to
resolve the incongruence between
experienced/ expressed and
assigned gender by partially living
in the desired role or by adopting a
gender role neither conventionally
male nor conventionally female.
12.
13. PSYCHIATRIC AND BIOLOGICAL CAUSES
It was traditionally thought to be a
psychiatric condition meaning a mental
ailment. Now there is evidence that the
disease may not have origins in the brain
alone.
Studies suggest that gender dysphoria
may have biological causes associated
with the development of gender identity
before birth.
More research is needed before the
causes of gender dysphoria can be fully
understood.
14. GENETIC CAUSES OF BIOLOGICAL SEX
Hormonal causes
Hormones that trigger the development of sex and
gender in the womb may not function adequately.
For example, anatomical sex from the genitals may
be male, while the gender identity that comes from
the brain could be female.
This may result from the excess female hormones
from the mother’s system or by the fetus's
insensitivity to the hormones.
15. ANDROGEN RECEPTOR
The research suggests reduced androgen and androgen
signaling contributes to the female gender identity of
male-to-female transsexuals.
The authors say that a decrease in testosterone levels in
the brain during development might prevent complete
masculinization of the brain in male-to-female
transsexuals and thereby cause a more feminized brain
and a female gender identity
16. Other causes of gender dysphoria
The loss of a female-specific CYP17 allele
distribution pattern is associated with FtM
transsexuality
There may be chromosomal abnormalities that
may lead to gender dysphoria.
Sometimes defects in normal human bonding
and child rearing may be contributing factor to
gender identity disorders.
17. LEARNING THEORY
Learning theory and concepts derived from it tend to favor a
causative model in which the primary attachment figure(s) is
(are) postulated to exert an exogenous-reinforcing, active-
manipulative effect on the development of features typifying the
opposite sex.
This explanatory approach ascribes primary importance to a
desire on the parent’s part for the child to be of the opposite sex.
A high rate of psychological abnormalities in the parents of
children with GD has been reported in more than one study . It
is essential, therefore, to explore thoroughly the
psychopathology of the child’s attachment figures and their
"sexual world view," including any sexually traumatizing
experiences they may have undergone, in order to discover any
potential "transsexual genic influences."
19. PSYCHOTHERAPY
Individuals can be taught about self
awareness and confidence needed to handle
any issues arising in their daily lives.
The support of family members can be
engaged through the use of group, marital,
and family therapy, which can help in
creating an accommodating and encouraging
environment
Through the use of speech therapy, male-to-
female individuals with gender dysphoria can
learn how to engage their voice and sound a
lot female while talking.
20. PHARMACOLOGIC THERAPY
Many individuals, especially those desiring a
complete transformation will need hormonal therapy
to enable that process.
For females seeking a male transformation, the
hormone testosterone will be helpful in promoting
body hair.
Some individuals may also have comorbid
psychiatric diagnoses, such as depression, anxiety,
or psychosis. These are best treated with
medications like antidepressants, anxiolytics, and
antipsychotics.
21. SEXUAL REASSIGNMENT SURGERY
SRS among teenagers remains a controversial
topic, and much debate continues on this issue. In
many countries, SRS is not available to teenagers,
on the other hand, having this treatment done in the
early stages when secondary sex characteristics
are not fully formed, may be helpful.
In adults, there is a reported satisfactory result in 87
percent of male-to-female and 97 percent of female-to-
male SRS patients
Opposite sex genitals reassignment.
22. HORMONE THERAPY
If child has gender dysphoria and they've reached
puberty, they could be treated with gonadotropin-
releasing hormone (GnRH) analogues. These are
synthetic (man-made) hormones that suppress the
hormones naturally produced by the body.
GnRH analogues suppress the hormones produced by
child’s body which in turn suppress puberty.
The effects of treatment with GnRH analogues are
considered to be fully reversible, so treatment can
usually be stopped at any time after a discussion
between parent, effected child and doctor.
Editor's Notes
Research suggests that development that determines biological sex happens in the mother’s womb.
Anatomical sex is determined by chromosomes that contain the genes and DNA.
Each individual has two sex chromosomes. One of the chromosomes is from the father and the other from the mother.
A normal man has an X and a Y sex chromosome and a normal woman has two X chromosomes.
It is seen that during early pregnancy, all unborn babies are female because only the female sex chromosome (or the X chromosome) that is inherited from the mother being the active one.
After the eighth week of pregnancy, the chromosome from the father (an X for a female and a Y for the male), gains in activity.
If the father’s contribution is the X chromosome the baby continues to develop as female with a surge of female hormones.