ABSTRACT
INTRODUCTION: In today's Italy, gender diversity has assumed a remarkable resonance and visibility in both scientific and popular literature, which has facilitated the development of studies regarding treatments and support for children and adolescents with gender-related issues. AIM: the aim of this study was to conduct a preliminary evaluation of how Italian clinicians (psychologists and pediatricians) perceive gender variant children and adolescents, evaluating their approach to clinical practice. METHODS: An online questionnaire directed to clinicians regarding their experience with, and perceptions of, gender variant children and adolescents was used for the first part of the research. In the second part of this study, Consensual Qualitative Research (CQR) methodology was applied to semi-structured interviews aimed at investigating clinicians' approach to clinical practice. RESULTS: Professionals reported 374 cases, including 200 children (aged 2-11 years) and 174 adolescents (aged 12-19 years); a total of 10 interviews were conducted with professionals. CONCLUSION: This study highlights the increase of gender variant children and adolescents seen by professionals, but also the poor awareness of Italian professionals about gender diversity and their care, as well as an absence of a network model of intervention.
Subject(s)
Clinical Competence , Health Services for Transgender Persons , Pediatricians , Practice Patterns, Physicians' , Psychology , Transgender Persons , Adolescent , Child , Child, Preschool , Female , Gender Identity , Humans , Italy , Male , Qualitative Research , Surveys and Questionnaires , Young AdultABSTRACT
This paper looks at the association between gender dysphoria (GD), scores on the Social Responsiveness Scale (SRS), and reported diagnoses of autism spectrum disorder (ASD). Parents of 166 young people presenting with GD (Mean age = 14.26, SD = 2.68) completed the SRS. Information concerning an ASD diagnosis was also extracted from the patient files. 45.8% fell within the normal range on the SRS and of those 2.8% had an ASD diagnosis. 27.1% fell within the mild/moderate range and of those 15.6% had an ASD diagnosis and 6.7% an ASD query. 27.1% fell within the severe range and of those 24.4% had an ASD diagnosis and 26.7% an ASD query. No difference was found in autistic features between the natal females and males.
Subject(s)
Autism Spectrum Disorder/diagnosis , Autistic Disorder/diagnosis , Gender Dysphoria/complications , Gender Identity , Adolescent , Autism Spectrum Disorder/complications , Autism Spectrum Disorder/psychology , Autistic Disorder/complications , Autistic Disorder/psychology , Child , Female , Gender Dysphoria/psychology , Humans , Male , ParentsSubject(s)
Bereavement , Gender Identity , Motion Pictures , Psychoanalytic Interpretation , Ego , HumansABSTRACT
The 'extreme male brain' theory suggests females with Autism Spectrum Conditions are hyper-masculinized in certain aspects of behavior. We predicted that females with Gender Identity Disorder (who are masculinized) would have elevated Autism Spectrum Quotient (AQ) scores. AQ scores from five groups were compared: (1) n = 61 transmen (female-to-male transsexual people); (2) n = 198 transwomen (male-to-female transsexual people); (3) n = 76 typical males; (4) n = 98 typical females; and (5) n = 125 individuals with Asperger Syndrome (AS). Transmen had a higher mean AQ than typical females, typical males and transwomen, but lower than individuals with AS. Transmen have more autistic traits and may have had difficulty socializing with female peers and thus found it easier to identify with male peer groups.
Subject(s)
Autistic Disorder/diagnosis , Gender Identity , Transsexualism/psychology , Autistic Disorder/psychology , Female , Humans , Male , Peer Group , PhenotypeABSTRACT
This article gives an account of an experience of group work with parents and carers who had children or adolescents with gender identity disorder (GID). The history of this intervention within the context of a service for children with gender identity problems is outlined. The limited literature on the subject is reviewed. Group meetings were held monthly for 6 months, facilitated by two therapists (the authors). Selection criteria for group participants, the aims of the group and the methodology for achieving those aims are described. Some information about the group's composition is provided. The structure and content of the group sessions are outlined together with details of some group interactions. Finally, we present the results of an evaluation of the intervention through feedback questionnaires and discuss the value for the children and young people of running such groups.
