gender✅

Question 1

sex

Answer 1

biological differences between males and females including chromosomes, hormones and anatomy

Question 2

gender

Answer 2

the psychological and cultural differences between males and females including attitudes, behaviours and social roles.

Question 3

sex role stereotypes

Answer 3

a set of beliefs and preconceived ideas about what is expected from males and females in a given society

Question 4

androgyny

Answer 4

displaying a balance of masculine and feminine characteristics in ones personality eg women competitive at work

HOWEVER, an overrepresentation of the opposite sex does not constitute androgyny

Question 5

what did Bem suggest about high androgyny

Answer 5

it is associated with psychological well being.

individuals who are equally masculine and feminine are better equipped to deal with a different range of situations

Question 6

what was the inventory Bem created to measure gender known as and what is it

Answer 6

bem sex role inventory

first systematic attempt to measure androgyny using a rating scale of 60 traits (20 masc, 20 fem, 20 neutral)

produces scores over 2 dimensions;
- masculinity-femininity
- androgynous-undifferentiated

Question 7

strength of androgyny and the BSRI- scale would appear to be valid and reliable

Answer 7

-VALID- made by asking 50 males and 50 females to take test with 200 traits, the highest scoring traits became the 60. piloted on 1000 students and correlated with their own description of gender identity

-RELIABLE- follow up study of smaller sample provided same results suggesting high test-retest reliability

Question 8

what is a criticism of Bem’s idea that androgynous individuals have better psychological wellbeing

Answer 8

ADAM and SHEERER- those who show a greater proportion of masculine traits are better adjusted as they are more highly valued in society

Bem’s research may have not accounted for social and cultural context

Question 9

limitation of androgyny and the BSRI- oversimplifies a complex concept

Answer 9

-too complex to be reduced to a simple score
-alternatives such as personal attribute questionnaire have been made which measures instrumentality and expressivity (however still based on idea gender can be quantified)

-GOLOMBOK and FIVUSH- gender is more global than scales, broader issues should be considered eg interests and abilities

Question 10

limitation of androgyny and the BSRI- cultural and historical bias

Answer 10

-bsri was developed over 40 years ago and gendered behaviours have changed over time so may be outdated and lack temporal validity

-bsri was made by judges in the US, individualist definitions of ‘maleness’ and ‘femaleness’ are different to other cultures

Question 11

limitation of androgyny and the BSRI- measuring gender identities using questionnaires

Answer 11

-relies on them fully understanding their own personality and behaviour

-self report, social desirability bias. Answer to what they think is expected of their gender

-scoring is subjective as interpretation of scale may be different between each person

Question 12

what is the sex determining region Y (SRY)

Answer 12

-at around 6 weeks
-starts to promote the production of testosterone and other androgens
-androgens cause males to develop testes and a penis and brain to develop differently from a females

Question 13

what did a males ‘connectome’ map show

Answer 13

showed stronger connections between front and back of the brain suggesting they are ‘better able to connect with what they see and what they do

(hunter)

Question 14

what did a females ‘connectome’ map show

Answer 14

more wiring between left and right hemisphere in brain meaning ‘you ought be good at multitasking and may be better at emotional tasks’

Question 15

oestrogen in gender

Answer 15

determines female characteristics and menstruation.

-increase emotionality and irritability- particularly during menstrual cycle which can sometimes be used in court

Question 16

oxytocin

Answer 16

‘love hormone’
-women typically produce it more than men as its produced during birth to help mother-baby bonding

-men are often labelled emotionless for not producing it as much but they still experience it in intimate moments

Question 17

strengths of chromosomes and hormones into explaining gender- supporting evidence (david reimer)

Answer 17

-david reimer- biologically male but raised female due to loss of penis, still turned to live as a man, suggesting biology has more power

Question 18

strengths of chromosomes and hormones into explaining gender- supporting evidence (dabbs et al)

Answer 18

-DABBS et al- in prison, those with the highest testosterone= violent and sexual crimes

Question 19

strengths of chromosomes and hormones into explaining gender- supporting evidence (goozen et al)

Answer 19

GOOZEN ET AL-
studying transgender individuals who were undergoing hormone treatment

transgender women- decrease in aggression and visuospatial skills

suggests sex hormones do exert influence on gender related behaviours

Question 20

limitations of chromosomes and hormones into explaining gender- contradictory evidence

Answer 20

TRICKER-
in a double blind trial, 43 males were given either weekly injections of testosterone or placebo. No significant differences were found after 10 weeks in aggression levels

-also many samples of gender studies are small or unusual eg transgender so cant be applied to general population

Question 21

limitations of chromosomes and hormones into explaining gender- objections to pre-menstrual syndrome

Answer 21

many have questioned the effect of oestrogen on women’s moods and object to medical category of PMS bc it stereotypes female experience and emotion

RODIN- PMS is a social construction to privilege men over women and also dismiss women’s emotions by explaining them biologically

Question 22

limitations of chromosomes and hormones into explaining gender- overemphasis on nature

Answer 22

-if just biology, there would be more differences between male and female (MACCOBY and JACKLIN) found significantly more differences in behaviour within sexes than between them

-social learning theory- importance of social context when learning our gender identity and role, which would explain cross cultural differences and rise in androgyny

Question 23

approaches

limitations of chromosomes and hormones into explaining gender- oversimplifies complex concept

Answer 23

-only focuses on biological factors

-cognitive approach- children actively construct their gender through maturation, not passive socialisation

-psychodynamic approach- childhood experiences

Question 24

what is klinefelter syndrome and how many does it affect

Answer 24

-1 in 500 men
-develop an extra x chromosome

Question 25

what is turners syndrome and how many does it affect

Answer 25

-1 in 5000 women -missing one of their x chromosomes

Question 26

what are some symptoms of klinfelter syndrome

Answer 26

-poor beard growth -breast development -underdeveloped testes

Question 27

what are some symptoms of turner syndrome

Answer 27

-webbed neck -constriction of aorta -poor breast development -under developed ovaries

Question 28

are there any links between klinefelter's syndrome and criminality- stockholm et al

Answer 28

-compared rates of conviction between 3 groups: those with Klinefelter’s, men with other atypical chromosomes and men in the general population. -The results showed that men with Klinefelter’s syndrome had increased convictions for sexual abuse, burglary, arson and ‘others’ but with a decreased risk of traffic offences and drug-related offences to controls. Men with the XYY chromosome pattern had higher incidences of same crimes (socio economic factors were considered)

Question 29

strength of atypical chromosome patterns- contribution to nature nurture debate

Answer 29

-by comparing these individuals with 'normal people' it becomes possible to see psychological and behavioural differences eg those with turner syndrome have higher verbal ability -inferred these have biological basis for difference so nature has powerful effect on psychology and behaviour

Question 30

limitation of atypical chromosome patterns- enviromental explanations

Answer 30

-differences in chromosomes and behaviour is not casual as social and environmental factors play a role -eg social immaturity in those with turners, may be due to them being treated immaturely by teachers, parents etc as they look prepubescent

Question 31

strength of atypical chromosome patterns- practical application

Answer 31

-research has raised awareness -HERLIHY- study of 87 individuals which found those diagnosed in childhood had significant benefits compared to those diagnosed in adulthood

Question 32

limitation of atypical chromosome patterns- unusual sample

Answer 32

-unrepresentative -lack generalisability to a wider population and are often treated differently so difficult to see nature vs nurture debate

Question 33

limitation of atypical chromosome patterns- idea of typical vs atypical

Answer 33

what is considered as normal is based on stereotypical assumptions eg girls with turners syndrome are seen as socially immature based on typical idea of maturity

Question 34

what type of explanation is kohlbergs

Answer 34

cognitive

Question 35

what are the 3 stages of kohlberg's explanation of gender

Answer 35

1. gender identity 2.gender stability 3. gender constancy

Question 36

what is kohlberg's gender identity stage

Answer 36

2y/o- children can identify their own gender 3y/o-children can identify others gender however, can only label, not understand sex and gender

Question 37

what is kohlberg's gender stability stage

Answer 37

4y/o- children tend to understand you retain gender for life superficial understanding- can get confused if they see a man in dress or women with a beard

Question 38

what is kohlberg's gender constancy stage

Answer 38

6y/o- children know that gender remains constant across time and situations

Question 39

strengths of kohlberg's gender explanations- evidence supports the sequence of stages

Answer 39

SLABY and FREY- children shown split screen images of males and females performing same tasks, younger children watched both equally, children in the gender constancy stage watched their own gender -this suggests kohlberg's assumption that children who have constancy seek gender appropriate models was correct

Question 40

what did MUNROE find with kohlberg's gender theory

Answer 40

found cross cultural evidence in nepal, kenya and samoa, so his stages are universal

Question 41

limitations of kohlberg's gender explanations- constancy not supported

Answer 41

-undermined by the observation that many show gender appropriate behavior before the constancy stage -BUSSY and BANDURA- found children at 4 reported feeling good about their gendered toys and bad about opposite contradicts his theory but supports gender schema theory

Question 42

limitations of kohlberg's gender explanations- methodological issues

Answer 42

-kohlberg's theory was developed using interviews with children as young as 2 or 3 -although they were tailored towards that age group, they lack vocab to explain feelings and may have complex feelings about gender but cannot express it

Question 43

compare kohlberg's cognitive approach to social learning theory

Answer 43

-more emphasis on external factors on child's development, such as socialisation -boys have a less flexible concept of gender roles than girls as they show greater resistance to opposite sex activities which are likely a result of socialisation and is difficult to explain via the cognitive explanation

Question 44

compare kohlberg's cognitive approach to biological theory

Answer 44

-kohlberg's theory is influenced in changes in the development of a child's brain and increased cognitive and intellectual capacity with age, which relates to the biological approach as its genetically determined -biological basis is supported by munroe et al who shows it is universal by cross cultural research- not socialisation factors

Question 45

what type of explanation is martin and halverson's?

Answer 45

cognitive

Question 46

what was martin and halverson's theory

Answer 46

gender schema theory

Question 47

at what age do children begin exploring their environment for other info that enhances their schema

Answer 47

2/3 years old goes against kohlberg as he says this happens at 6/7

Question 48

what do martin and halverson suggests happens once a gender schema has been created

Answer 48

-child tends to have fixed stereotypes of what behaviours and characteristics are suitable for their gender -if something does not fit within the schema, they tend to disregard info or remember it incorrectly

Question 49

what are ingroups in the gender schema theory

Answer 49

schemas that are appropriate for their own gender there to boost self esteem

Question 50

what are outgroups in the gender schema theory

Answer 50

schemas of the opposite gender

Question 51

when do elaborate schemas and understanding develop according to martin and halverson

Answer 51

8

Question 52

gender schema

Answer 52

internal mental representation of gender which is used to make sense of experience

Question 53

gender script

Answer 53

internal representation of set actions that make up a routine

Question 54

strengths of gender schema theory- supporting evidence martin and halverson

Answer 54

-MARTIN and HALVERSON- children under age of 6 were more likely to remember gender consistent photos than inconsistent ones -children would change the sex of person in gender inconsistent photos when asked to recall, suggesting memory may be distorted to fit current schema

Question 55

strengths of gender schema theory- supporting evidence martin and little

Answer 55

MARTIN and LITTLE- children under age of 4 (no signs of gender stability or constancy) still demonstrated strong sex typed behaviours and attitudes supports gender schema but not kohlberg

Question 56

strengths of gender schema theory- rigidity of gender beliefs

Answer 56

-can account for fact that children hold fixed gender attitudes -info that conflicts with schema eg women with beard, will be discounted in favour of info that confirms ingroup schemas eg women in dress -children also display strong in group bias as they pay more attention to info relevant to own experience

Question 57

strengths of gender schema theory- complements kohlberg's theory

Answer 57

-although many highlight contradiction eg 4 year olds showing gendered behaviour -STANGOR and RUBLE- gender constancy and gender schema may describe 2 different processes: -gender schema- organisation of info affecting memory, explaining why gender inconsistency is misremembered or forgotten -gender constancy- motivation to find out more about their gender role and engage appropiately

Question 58

limitations of gender schema theory- overemphasis on the role of individual in gender development

Answer 58

-schemas and cognitive factors are exaggerated -in kohlberg's theory there is not enough attention paid to parents, rewards or punishments for taking part in gendered activity -therefore, theory doesn't explain why schemas develop and take the form they do

Question 59

limitations of gender schema theory- key assumptions of theory are not supported

Answer 59

-even though people hold certain attitudes, this doesn't seem to affect their behaviour- and the basis of schema theory is that attitudes determine behaviour -eg. married couples believe in equality of sexes and division in labour at home (KANE and SANCHEZ) -

Question 60

what stage does freud suggest gender development happens

Answer 60

phallic as they begin to recognise gender identity

Question 61

what does freud explain children as in the pre phallic stage

Answer 61

-bisexual as they are neither feminine or masculine

Question 62

what are the two complexes that freud focuses his gender explanation on

Answer 62

oedipus- feelings toward mother and resent father, castration anxiety, identify with father electra- compete with mother for father, mother is rival and at fault for castration, once penis envy overcome they'll identify with mum

Question 63

what are the 2 processes in freud's gender explanation

Answer 63

identification internalisation

Question 64

what does freud say identification is

Answer 64

-a desire to be associated with a particular person or group often because they possess desirable characteristics -takes place with same sex parents in order to resolve conflict. -identification develops a superego (parents morals), gender identity and roles

Question 65

what does freud say internalsation is

Answer 65

-individual adopts attitudes and behaviour of another -when a child has taken on attitudes they have internalised them -boys and girls receive 'second hand' gender identity at end of phallic stage

Question 66

how does freud believe boys and girls use defense mechanisms in order to identify with their gender

Answer 66

boys- use repression to push down their feelings towards their mother and hostility towards father to reduce tension and identify with father -girls identify with their mother but are less motivated so develop a weaker gender identity

Question 67

limitation of freud's explanation to gender- does not consider family diversity

Answer 67

-theory is based on children being raised in nuclear families and would incorrectly suggest those raised in others will struggle with gender identity -GREEN- 37/39 raised in same sex households have stable gender identity -so may not be due to complex

Question 68

how does SLT criticise freud's explanation of gender

Answer 68

-process is much simpler than resentment and desire towards parents -due to direct reinforcement of gender appropriate behaviour or vicarious reinforcement via same sex role model (not always parent)

Question 69

limitation of freud's explanation to gender- androcentric and lack of temporal validity

Answer 69

-little hans was applied to females too -also based in 19th century when women were seen as the inferior -HORNEY- based on this logic, men also have womb envy, they are not innate traits but inherited by cultural norms of a particular society and time

Question 70

limitation of freud's explanation to gender- lack of research evidence

Answer 70

-case study on little hans -idiographic -father was a fan of freud's so may be subjective reporting and bias

Question 71

limitation of freud's explanation to gender- cognitive approach comparison

Answer 71

kohlberg suggested gender develops gradually over childhood contains empirical arguments and large international samples

Question 72

what is the social learning theory's explanation of gender

Answer 72

gender differences are learnt through the differences in the ways boys and girls are treated

Question 73

social learning theory- gender through direct reinforcement

Answer 73

children are likely to be reinforced for behaviour that is gender appropriate, they learn their gender identity as positively reinforced behaviours are likely to be imitated -also known as differential reinforcement

Question 74

social learning theory- gender through vicarious reinforcement

Answer 74

if the consequences of another person's behaviour are favourable then it is likely to be initiated by the child eg if mothers makeup is complimented, girl will copy also works with negative reinforcement where behaviour can be weakened when not gender appropiate

Question 75

social learning theory- gender through identification

Answer 75

-child attaches themselves to a role model and imitates their behaviour -role model can be immediate environment or media but are often high status, attractive and same sex

Question 76

what do bussey and bandura say about identification as a way of explaining gender (slt)

Answer 76

individuals tend to identify with the same sex

Question 77

social learning theory- gender through modelling

Answer 77

precises demonstration of a behaviour that may be imitated by an observer

Question 78

what is the cycle of gender development

Answer 78

-behaviour observed -behaviour imitated -behaviour reinforced -behaviour repeated -behaviour internalised

Question 79

strength of the social learning theory explanation to gender- supporting evidence

Answer 79

-SMITH and LLOYD- 4-6 month olds were dressed half the time in boys clothes and half the time in girls -adults gave the 'boy' babies hammer shaped rattle and encouraged adventures and active -adults gave 'girl' babies a cuddly toy, frequently called them pretty, and were reinforced for being passive -gender appropriate behaviour is stamped at early age through direct reinforcement

Question 80

strength of the social learning theory explanation to gender- explains changing gender roles

Answer 80

-when explaining androgyny, there is a less clear cut stereotype between male and female behaviour, suggesting social norms and culture have changed and new behaviour is being reinforced as there has been no huge change in human biology -further supports that gender is a social construct

Question 81

limitation of the social learning theory explanation to gender- not a developmental theory

Answer 81

-does not have an explanation for how learning processes changes with age -eg motor reproduction- some children may want to do the behaviour but are physically or intellectually incapable as too young -modelling should be able to take place from birth but DUBIN suggests models may be selected but behaviour cant be until later eg kohlberg who suggested children are not active in gender until constancy stage -age and maturation is not considered

Question 82

compare social learning theory explanation of gender to biological approach

Answer 82

-slt only focuses on environment, not genes and chromosomes which as we can see in the david reimer study play a huge part as they had overridden the socialisation -modern research accepts the BIOSOCIAL theory

Question 83

what is the biosocial theory

Answer 83

where the innate biological differences between boys and girls are reinforced through social interactions and cultrual norms

Question 84

compare social learning theory explanations of gender to psychodynamic approach

Answer 84

-freud accepts the idea that they key influence of gender identity is a same sex parent -however, slt's identification includes a whole host of role models not just parents -freud would be critical of the slt's focus on conscious processes such as the mediational process

Question 85

why is cross cultural research good for researching gender

Answer 85

valuable contribution to nature-nurture debate, wether they are innate (universal) supporting nature or environmental (culturally specific) supporting nurture

Question 86

what did mead find about the cultural differences in new guinea tribes

Answer 86

-tribe 1- men and women were both feminine, expressive and cooperative, both taking time off when child bearing -tribe 2- both sexes were masculine, assertive and fierce, both didn't like childcare so baby was put in dark place -tribe 3- gender roles were reversed to western society

Question 87

what cultural similarity did BUSS find in male and females

Answer 87

-mate preferences for each gender were the same in 37 countries -males went for physical attractiveness while females went for men who could provide wealth and resources

Question 88

what is a criticism of mead's research in cultural differences in gender

Answer 88

-observer bias as she did not separate her own opinions and got too involved with the tribes

Question 89

what was the follow up study of mead's study and what did he find

Answer 89

-mead had been misled by some of the participants -she also had preconceptions which influenced her findings -SHANKMAN- challenged freeman for supporting his own theoretical viewpoint

Question 90

how does the media represent the stereotypes of men and women

Answer 90

BUSSEY and BANDURA- men- independent and ambitious women- dependent and advice seekers

Question 91

what did FURNHAM and FARRAGHER say on media and gender

Answer 91

-men tend to be in powerful situations while women are in domestic settings -voiceovers tend to be male as they are deemed to speak with authority -therefore, media plays a role in reinforcing widespread social stereotypes

Question 92

why are same sex media role models preferred

Answer 92

children are most likely to imitate role models who are same sex as they are who are engaging in gender appropriate behaviour -maximises the chance of gender appropriate behaviours being reinforced

Question 93

how does the media increase self efficacy

Answer 93

seeing other people perform gender appropriate behaviour increases the child beliefs that they are capable

Question 94

who supports the idea of the media increasing self efficacy

Answer 94

MITRA et al found girls in india who watched a programme challenging gender stereotypes were more likely to see themselves as able to work outside the home instead, over non veiwers

Question 95

evaluation of culture on gender- nature vs nurture

Answer 95

evidence in similarities in gender roles across cultures (BUSS) suggests gender roles may be biologically determined other research (MEAD) supports gender roles are transmitted within cultures suggests gender roles are best seen as an interaction between nature and nurture

Question 96

strength of media and gender- theoretical basis

Answer 96

-more time individuals spend living in the media, the more they believe it reflects the outside world (cultivation theory) -BOND and DRAGOS- found a positive correlation between time spent watching jordy shore and permissive attitudes towards casual sex -media cultivates perception of reality and this affects gender and behaviour

Question 97

limitation of media and gender- may not be a casual relationship

Answer 97

-DURKIN- even very young children are not passive recipients of media messages as family norms are more influential -if media representations match the families norms they are reinforced, if not they are rejected -media influences are secondary

Question 98

evaluation of media and gender- counter stereotypes

Answer 98

-PINGREE- found gender stereotyping was reduced among children who watched tv adverts of women in non stereotypical roles -however, stereotypes of older boys became stronger -counter stereotypes need to be carefully targeted and presented in a way that takes account of the audience

Question 99

gender dysphoria

Answer 99

a mismatch between a persons biological sex and the gender they feel they are this feeling must happen for 6 months at least

Question 100

how is gender dysphoria categorised

Answer 100

DSM-5

Question 101

brain sex theory (gender dysphoria)

Answer 101

this is the idea that there are biological structures in the brain which are incompatible with a person's sex eg the BSTc the dimorphic parts of the brain take a male or female form

Question 102

what did ZHOU et al find on the BSTc in gender dysphoria

Answer 102

found the BSTc is 40% bigger in males than females however, when studying post mortem brains of male-female transgender people, the BSTc was similar size to a natural female therefore, the BSTc correlates with gender not sex

Question 103

who did a follow up study of ZHOU et als study on the BSTc

Answer 103

KRUIJVER

Question 104

what did KRUIJVER find on the BSTc in gender dysphoria

Answer 104

-number of neurons corresponded to their gender of choice, not sex -one male to female subject who never received hormone treatment was studied and they matched with natural female neurons

Question 105

how does coolidge's study support the role of genetics in gender dysphoria

Answer 105

-the prevalence was clinically significant within twins -since identical twins share 100% of their dna , finding these symptoms in twins shows there is a genetic component too, rather than just gender choice

Question 106

what was coolidge study for the genetic explanation of gender dysphoria

Answer 106

-looked at 157 twin pairs (96MZ and 61DZ) using a personality quiz and basing results on the dsm 4 criteria -found a 2.3% prevalence of gender dysphoria symptoms which is clinically significant

Question 107

what was heylens study on gender dysphoria

Answer 107

they looked at twin pairs where at least one twin had gender dysphoria already to check concordance rates

Question 108

what were the findings and conclusion of heylens study on gender dysphoria

Answer 108

-39% of MZ twins were concordant -0% of DZ twins were as MZ twins share 100% dna and DZ only share 50%, it suggests a strong genetic influence but there must be other factors too otherwise all MZ twins should be concordant

Question 109

how has brain sex theory assumptions been challenged

Answer 109

POL et al scanned transgender individuals brains during hormone treatment and the size of the BSTc changed significantly -both zhou and kruijver examined post mortem brains of those who had received hormones during gender reassignment BSTc size may have been an effect of hormone therapy not cause of gender dysphoria

Question 110

what contradicts pol et als findings on the size of BSTc in gender dysphoria

Answer 110

fully formed at age of 5 so any hormone treatment undergone shouldn't have an effect on the size

Question 111

limitation of the explanation of gender dysphoria- twin studies are inconclusive

Answer 111

-very difficult to separate nature and nurture within these studies -twins may influence each other and environmental conditions are similar -sample sizes are small, limiting the extent of effective generalisations

Question 112

evaluation of gender dysphoria- socially sensitive research

Answer 112

-classifying gender dysphoria as a medical category removes responsibility from a person so they dont feel it is their fault -however, it stigmatises them as categorizes them as 'ill' or 'sick' rather than mentally different -eg gender identity disorder changed to gender dysphoria

Question 113

what are the 2 types of socio-psychological explanations for gender dysphoria

Answer 113

-psychoanalytical -cognitive

Question 114

what is the psychoanalytical explanation to gender dysphoria

Answer 114

OVERSEY and PEARSON- gender dysphoria in males is caused by separation anxiety before gender identity is formed the boy will fantasise about 'symbiotic fusion' with their mother- the boy becomes his mum

Question 115

who supports oversey and pearsons psychoanalytical explanation to gender dysphoria

Answer 115

STROLLER overly close mother son relationships often lead to greater female identification

Question 116

what is the cognitive explanation for gender dysphoria

Answer 116

-an extension of the gender schema theory which suggests there are 2 pathways: 1. gender schema is based gender appropriate attitudes and normal development 2. children's interests dominate gender identity eg a girl playing with trucks assume its normal so creates a non sex typed schema- would normally lead to androgyny but can lead to formation of opposite gender identity

Question 117

issues with psychoanalytical theory for gender dysphoria

Answer 117

-oversey and person do not explain GD in biological females -REKERS- found GD in transgender females was due to absence of father rather than separation from mother so findings cant be applied equally

Question 118

issues with the cognitive theory as an explanation for gender dysphoria

Answer 118

descriptive rather than explanatory- why may a child take on gender inappropriate activities or why this develops non sex typed schema

Question 119

what are the different outcomes of gender dysphoria

Answer 119

-some may decide to have gender reassignment surgery. DRUMMOND- However, GD may not continue to adulthood as only 12% of GD girls were still GD at 24 so gender reassignment before age of consent must be carefully managed and safeguarded