Video Reflection
2 years ago
16
VideoReflection.docx
0135171997_CH14_PPT.pptx
TransgenderemergencemodelRopervoiceover.pptx
VideoReflection.docx
Individual Assignment Video Reflection
Reflect on the module materials related to gender dysphoria. Record a reflection about the module materials via video answering the prompts below.
Your video should be 5-10 minutes. Be sure to review the rubric.
1. What were the 3 (or more) new things you learned from the module on Gender Dysphoria?
2. What were 2 (or more) things you already knew about Gender Dysphoria?
3. What is 1 (or more) thing you would like to know more about or are still confused about with regard to Gender Dysphoria?
Note: This forum is set up so it is only visible to you and your facilitator. None of your colleagues will see what you post here.
The contents to review are the same as the other discussion assignment
Here are the video links and I’ve also attached the 2 powerpoints to review.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6663089/
You can just write this in a way that I can speak and record a video.
0135171997_CH14_PPT.pptx
Mental Health in Social Work: A Casebook on Diagnosis and Strengths-Based Assessment
Third Edition
Chapter 14
Gender Dysphoria
Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved
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Gender Dysphoria
Strong and persistent cross-gender identification
Persistent discomfort about one’s assigned sex
Desires to live or be treated as member of the other sex
Desires to acquire characteristics of other sex
May request medical procedures (relatively few persons do so)
More common with, but not exclusive to, men
Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved
Gender Dysphoria: Coding
Assign code representing:
In child or in adolescent or adult
Specify whether:
Sexually attracted to males, females, both males and females or neither males nor females
When applicable:
With a disorder of sexual development
For adolescents and adults: post transition
Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved
Gender Dysphoria: Course
May begins before age 4; peer conflicts begin during school years
75% of those who cross-dress do so before age 4
Gender confirmation surgery is desired in less than 10% of cases
Depression is common
Social and occupational problems are common
Persons usually enter treatment because of depression and anxiety; they may not want to change their physical gender but rather deal with problems resulting from it
Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved
Gender Dysphoria Assessment
The behavioral and emotional nature of the client’s dysphoria
The history of those feelings
Sexual and relationship development
The nature of current intimate relationships
Overall physical and mental health
Education about gender identity and nonconformity
The impact of stigma on gender non-conformity
The availability of support from peers, family, and friends
The school or vocational context of the condition
The client’s future plans and expectations
Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved
Process of Physical Change (When Desired) (1 of 2)
Psychotherapy
Pubertal delay via reversible hormone use (L H R H, G n R H)
Cross gender living for 3-12 months
Hormone treatments
Men take estrogen; it softens the body, reduces the sex drive, makes one sterile
Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved
Process of Physical Change (When Desired) (2 of 2)
Women take androgens (testosterone) and experience an increased sex drive, clitoral enlargement, amenorrhea, changes in voice.
50% go on to gender confirmation surgery; 70-80% report satisfying results.
Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved
Copyright
This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials.
Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved
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TransgenderemergencemodelRopervoiceover.pptx
Transgender People
De’An Roper, PhD, LCSW
UNDERSTANDING TRANSGENDER AND CISGENDER IDENTITIES
Presenter
2020-04-23 17:08:46
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There are 4 main concepts that are inter-related to help us understand identity and gender identities. Notice the black dots on the arrows slide closer or further away from each concept
IDENTITY = THINKING
EXPRESSION = BEHAVIORS AND WHAT OTHER PEOPLE SEE SEX ASSIGNED AT BIRTH = WHAT”S ON BIRTH CERTIFICATE EMOTIONAL & PHYSICAL ATTRACTION = HEART
COMING OUT
John Paul Brammer,
Staff Writer for National Coming Out Day Website
I called my aunt and said, “I think I’m gay” and she said “OK call me back when you know” and started cackling.
Presenter
2020-04-23 17:08:48
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See Handout #3
COMING OUT MODELS
Coming out is a privilege
Many coming out models are based on the experiences of whites who highjacked messaging and were gatekeepers to the LGBTQ civil rights movement. (yet poor transwomen and transwomen of color started stonewall 50 yrs ago)
Healthier Latino Gay Identity - others know of one’s gay identity but it is not verbally disclosed to or discussed with others
Villicana (2016) study showed that coming out means something different in Latino culture because overt acknowledgement of sexuality is often met with intense disapproval; it can mean falta de respeto, or disrespecting modestly and family tradition ( http://archermagazine.com.au/2017/07/culture-coming-out/)
Presenter
2020-04-23 17:08:48
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Our results also indicate that low verbal disclosure harmed gay White men:
Gay White men low in verbal disclosure reported less subjective well-being than gay White men who were high in verbal disclosure. This pattern, suggests that high verbal disclosure might be a milestone gay White men attempt to achieve to attain healthy gay identity. However, verbal disclosure had no impact on wellbeing for gay Latino men.
In fact, gay Latino men low in verbal disclosure had higher sense of well-being than gay White men low in verbal disclosure. Being “out” to others (in the conventional sense) may not necessarily be essential to well-being for all gay individuals.
FROM HRC “The black family unit is a very strong one,” says PFLAG’s Carmago. “In a world where racism is still far too prevalent, the family is a haven, a stronghold of support.” For many, there is no place in this fortress of strength for a “weakness,” as homosexuality is often viewed. Parents sometimes think that having an LGBT child is detrimental and damaging to the black family and will negatively affect the whole African American community. “Within black communities, where racism is a living reality, differences among us often seem dangerous and suspect,” according to the late African American lesbian author Audre Lorde. “The need for unity is often misnamed as a need for homogeneity,” Lorde wrote in Sister Outsider: Essays and Poems.
TRANSGENDER EMERGENCE MODEL
therapeutic task is the normalization of the experiences involved in emerging as transgender
Awareness – In this first stage of awareness, gender-variant people are often in great distress;
therapeutic task is to facilitate linkages and encourage outreach.
Seeking Information/Reaching Out – In the second stage, gender-variant people seek to gain education and support about transgender identities;
Presenter
2020-04-23 17:08:48
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The developmental processes of embracing a Transgender Identity. Arlene Istar Lev “Transgender Emergence Model”
EMERGENCE
therapeutic task involves supporting the transgendered person’s integration in the family system.
Disclosure to Significant Others – The third stage involves the disclosure of Transgender identity to significant others (spouses, partners, family members, and friends);
therapeutic task is to support the articulation and comfort with one’s gendered identity.
Exploration (Identity & Self-Labeling) – The fourth stage involves the exploration of various (transgender) identities;
the therapeutic task is the resolution of the decision and advocacy toward their manifestation..
Exploration (Transiion Issues & Possible Body Modification) – The fifth stage involves exploring options for transition regarding identity, presentation, and body modification
the therapeutic task is support in adaptation to transition related issues
Integration (Acceptance & Post-Transition Issues) – In the sixth stage the gender- variant person is able;to integrate and synthesis (transgender) identity;
Emergence
I AM WHO I AM BECAUSE….
I grew up in Arkansas with a less than ideal home life. From that, I learned to see the humor in a variety of situations. Like most queer people I struggled with mental health and suicide because I didn’t understand who I was or that who I was acceptable. I am Transmasculine. I was AFAB (assigned female at birth). My pronouns are he or they. Being a part of the Queer Community has helped introduced me to the diversity of the human experience and solidified in me the knowledge that everyone has the right to life and respect regardless of their race, gender, ability, or orientation. It has also taught me that that knowledge is not shared by everyone, and that you can be compassionate while holding yourself and others to a higher standard. And because of that, it is important to me to help people thrive in any way I can. I have a supportive family, and I have a great cat, who’s always waiting for me at home. I love learning new things, and I try to be better every day.
I’ve worked hard to be a very happy and healthy person, and I’m glad I am who I am.
24 yr old coming out as Transgender at work with a company sponsored exercise
Photo is not associated with quote
Presenter
2020-04-23 17:08:49
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let’s take a look at how other’s have navigated introducing themselves or coming out.
Large national company, asks staff every year if they would like to answer the question, I am who I am because….. OPTIONAL
Have participants pair up for about 10-15 minutes and take turns answering the question I am how I am because….. Debrief the question with volunteers. The goal of the exercise is for participants to examine internal values and beliefs and examine how they contribute to their own identity.
https://thesafezoneproject.com/resources/#handouts
Ethical Guidelines for the Delivery of Peer-based Recovery Support Services William L. White, MA http://www.bhrm.org/media/pdf/recovery/EthicsPaperFinal6-8-07.pdf
TCBAP Code of Ethics https://cdn.ymaws.com/www.tcbap.org/resource/resmgr/Certifications_/Code_of_Ethics/PM-PRC_Code_of_Ethics.pdf
American Counseling Association
American Psychological Association. (2009). APA Task Force on Appropriate Therapeutic Responses to Sexual orientation. Report of the Task
Force. Washington, DC: American Psychological Association. [Online]: apa.org/pi/lgbt/resources/therapeutic-response.pdf Arlene Istar Lev “Transgender Emergence Model”
Hunter, S., and Hickerson, J. (2003). Affirmative Practice, Understanding and Working with Lesbian, Gay, Bisexual, and Transgender Persons.
Washington, DC: NASW Press.
Villicana, A. J., Delucio, K., & Biernat, M. (2016). “Coming out” among gay Latino and gay White men: implications of verbal disclosure for well-
being. Self and Identity, 15(4), 468-487.
Manning, J. (2016). Identity, relationships, and culture: A constitutive model of coming out. Kendall Hunt.