Gender Identity Disorder - Essay Example

Gender Identity Disorder Gender Identity Disorder Overview of Case Gender identity disorder is one of the diagnoses used to describe individuals who suffer from vital gender dysphoria (Oltmanns, Martin, Neale & Davidson, 2011). Dysphoria is a condition whereby an individual is discontented with his/her gender roles, which are associated with a picky sex. These symptoms are closely related to transsexualism. In some countries, gender dysphoria is described as a mental illness. Gender identity disorder is classified as a medical disorder by DSM-IV-TR and ICD-10-CM. This paper will discuss the gender identity disorder by incorporating a transsexual case study in abnormal psychology. The book presents the case of a 21-year old individual named Chris Morton who was in college. She had a serious problem that involved a gender identity conflict. The writer claims that Chris had the physical anatomy of a woman. However, this distinction was not made on the basis of physical appearance. Her bodily features were not precisely feminine even though the description given portrayed a feminine resemblance. In fact, the appearance of Chris was preppy and neat hence; it was not clear to note if Chris was a woman or a man (Oltmanns, Martin, Neale & Davidson, 2011). According to his opinion, she knew that she had a vagina and breasts just like a woman, and she also menstruated. Chris usually felt a sense of solidarity when in the presence of men. On the contrary, she was not attracted to them sexually but, she wanted to make friends with them. When in the presence of women, Chris was polite and masculine as presented by her actions. This made her feel more comfortable, masculine and natural (Oltmanns, Martin, Neale & Davidson, 2011). She often exaggerated some of the male postures and various vocal patterns to overcome the sense of ambiguity. In fact, she was sexually attracted to the women despite the fact that she was a heterosexual. The case study presented asserts that the parents of Chris were also aware of issues related to gender identity. Therefore, they had learned how to embrace the problem. It is also evident that one of the most appealing features of Chris’s masculine identity was portrayed in a discussion about the advantages and disadvantages of the physical procedures involving bodily change (Oltmanns, Martin, Neale & Davidson, 2011). In this discussion, Lynn mentioned some of the consequences related to the loss of capacity to bear children. At one point in the life of Chris, she had made an appointment with a psychologist regarding how she would take male hormones in order to alter the physical condition of her body. From a family, of four children, Chris was viewed as a tomboy since; she played several sports with her family (Oltmanns, Martin, Neale & Davidson, 2011). She spent quality time with her father and brother. In addition, it was quite clear that she had an exemplary relationship with her mother who emotionally supported her and sympathized with her in difficult times. Research asserts that as gender identity disorder develops in children, sex-role stereotypes also develop. Sex- role stereotypes are the characteristics, beliefs and behaviors considered normal to possess. Most transgender individuals disapprove the classification of gender identity disorder as a mental disorder due to several reasons (Oltmanns, Martin, Neale & Davidson, 2011). According to a recent research regarding the brain structure, it is evident that numerous transgender individuals have the physical brain structure that resembles the desired sex before hormone treatment. When Chris was still young, she had a physical relationship with another girl. They continued with this intimate relationship without any form of distraction from their parents. Chris usually preferred monogamous relationships (Oltmanns, Martin, Neale & Davidson, 2011). During her learning period, she stumbled over some literature that was talking about transsexualism whereby she was convinced that other individuals had the same feelings as her. Conceptualization & Provisional 5-Axial Diagnosis After Chris visited the psychologist at the student health center regarding her condition, she did not indicate any issue concerning changing her behavior. She wanted to get more information regarding her feelings and motivations entailing change. She began changing slowly but, he did not anticipate any change regarding sexual feelings (Oltmanns, Martin, Neale & Davidson, 2011). However, her sex drive skyrocketed within the first years of hormone therapy. She started developing sexual relationships with women. She began feeling comfortable, and most individuals did not ridicule her after noticing his bodily changes. It is prevalent that most of the individuals did not understand her psychosexual disorder. She began changing her femininity to masculinity. After a certain period, she had managed to change her name and gender. Chris also opted to forgo certain surgical interventions to be satisfied with her body. In this case, she will require medication throughout her life (Oltmanns, Martin, Neale & Davidson, 2011). This is because if she does not take the medication, some of the feminine characteristics may reappear. For example, the menstrual cycle of Chris may reappear, and her bodily fat can redistribute. In addition, there were several developments that had taken place in the social life of Chris. In DSM-IV-TR, this disorder is categorized in a general section together with paraphilias and dysfunctions. According to the case study involving Chris, it is evident that gender identity disorders are not considered as sexual disorders. This is because even though Chris was not comfortable with anatomic sex he wanted to live as a man. There is a multiaxial diagnosis format that has been developed to deal with psychiatric diagnosis. This multiaxial diagnostic system is as presented below Axis I- Clinical disorders Axis II- Mental retardation, Personality disorders Axis III- General medical conditions Axis IV- Environmental/ Psychosocial predicaments Axis V- Global assessment of functioning Axis I: 309.81 PTSD Axis I is related most of the disorders that are known to most individuals. These disorders include sleep disorders, eating disorders, dissociative disorders, sexual and gender identity disorders among other conditions (Oltmanns, Martin, Neale & Davidson, 2011). However, mental retardation and personality disorders are not entailed in this section. Axis II: 318.1 Severe mental retardation In this case, personality disorders include an enduring pattern of inner behavior, which is diverse from the culture of an individual. This is manifested in cognition, affectivity, impulse control and interpersonal functioning. Personality disorders are also divided into three main clusters. In the mental retardation section, it is evident that approximately 2% of the population is below the average intellectual functioning. These individuals have an intellectual quotient that is below 70. There are remarkably few cases of Axis II: 318.1 Severe Mental Retardation. According to research, the IQ of individuals with severe mental retardation lingers around 25-40. There are less than 5% cases of severe mental retardation in the world. Axis III includes some of the common health conditions that are germane to Axis I and Axis II (Oltmanns, Martin, Neale & Davidson, 2011). Axis III: R/O Anorexia Nervosa Some of these general medical conditions include delusional disorders, anxiety disorders, social phobia and dementia among other conditions. Anorexia nervosa is an eating disorder that is closely associated with weight loss. This condition develops during adolescence and in early adulthood. Individuals suffering from this condition have high levels of ghrelin (Oltmanns, Martin, Neale & Davidson, 2011). This condition is also coupled with other complicated implications such as a distorted self image, inappropriate eating habits and an obsession of having a thin figure. Axis IV: Primary Support, Educational, Occupational Axis IV involves a listing of any relevant environmental problems and psychosocial problems. These problems lead to the development of the disorder. Some of the most common psychosocial stressors include problems with primary support group, educational problems, occupational problems, economic problems and problems related to the access of health access (Oltmanns, Martin, Neale & Davidson, 2011). These problems have a significant effect on the gender identity disorder. Axis V: GAF = 45 Axis V encompasses a numerical rating of current functioning and highest functioning over time. This numerical rating is placed on a scale of 0 to 100. In this case, impairment in functioning is not included because of both environmental and physical limitations. An individual with a global assessment of functioning of 45 portrays serious symptoms and occasional panic attacks. Therefore, these individuals have unusually few friends since; they are involved in conflicts with their co-workers (Oltmanns, Martin, Neale & Davidson, 2011). In fact, such individuals have an extremely low potential to keep a job for a long period. Individuals with a score of 5 and above have few symptoms and complications. Treatment Plan According to the health standards, there is a triadic treatment sequence that is used for individuals suffering from gender identity disorders. This treatment sequence involves three main stages. The first stage involves the establishment of a therapeutic relationship, diagnosis and evaluation procedure for the disorder. This stage also includes several sessions that involve education about the lifestyle of the patient. The main importance of these sessions is to help the patient to live comfortably with both gender and nongender issues. The second stage involves a hormone replacement therapy. The patient is usually monitored closely for any effects of the therapy. When the patient makes a decision that he or she is ready for transition, the therapy is performed, and continual monitoring is practiced. Lastly, the third stage involves a gender reassignment surgery that occurs after a minimum of 1 year. This surgery is requested for individuals who live for at least one year according to their preferable gender roles (Oltmanns, Martin, Neale & Davidson, 2011). Reference Oltmanns, T., Martin, M., Neale, J., & Davidson, G. (2011). Case studies in abnormal psychology. New York: Wiley Press. “STUDENT” CASE CONCEPTUALIZATION EVALUATION FORM 1. FORMAT No name/class ID# No section headings/inappropriate headings; References not included (improper references) Formatting errors, i.e. 1” margins (top/bottom/right/left), double-spaced, Times New Roman, 12 point font, black ink 2. OVERVIEW OF CASE Inadequate information, i.e. information given does not enable reader to understand/visualize the client/case description or understand the client’s history. Inadequate organization/writing, i.e. details of the description are disorganized or sequenced improperly 3. CASE CONCEPTUALIZATION Conceptualization of client and provisional diagnosis not provided. Conceptualization of case and provisional diagnosis unclear or not appropriate. 4. TREATMENT PLAN Treatment plan not provided. Treatment plan unclear or inappropriate to case. Read More