A follow-up study of 10 feminine boys

Abstract

Ten subjects who exhibited feminine behavior and cross-dressing as young boys are described. At follow-up, 8 to 10 years later, 4 are heterosexual, 2 are homosexual, 1 is transsexual, and the outcome is uncertain in 3. Of the eight who met DSM III criteria when evaluated, three are heterosexual, two are homosexual, one is transsexual, and the outcome is uncertain for two. Gender dysphoria appears to be a necessary but not sufficient factor in a transsexual outcome. The strength, rigidity, and persistence of cross-gender behavior through latency may be a good predictor of transsexual outcome.

Report of the American Psychiatric Association Task Force on Treatment of Gender Identity Disorder

“…The natural history or outcome of untreated children with GID is that a minority will identify as transsexual or transgender in adulthood(aphenomenontermedpersistence),whilethemajority will become comfortable with their natal gender over time (a phenomenon termed desistence) (Davenport, 1986;Green, 1987;Wallien & Cohen-Kettenis, 2008;Zuger, 1978). As reviewed by Wallien and Cohen-Kettenis (2008), the rate of persistence into adulthood was initially reported to be exceedingly low, but more recentstudies suggest thatitmay be 20 % orhigher.…”

“…Primary caregivers may, therefore, seek out providers for their children who mirror their own world views, believing that goals consistent with their views are in the best interest of their children. The outcome of childhood GID without treatment is that only a minority will identify as transsexual or transgender in adulthood (a phenomenon termed persistence), while the majority will become comfortable with their natal gender over time (a phenomenon termed desistence) (Davenport, 1986;Green, 1987;Wallien & Cohen-Kettenis, 2008;Zuger, 1978). GID that persists into adolescence is more likely to persist into adulthood (Zucker, 2008b).…”

Gender divergence in physical education classes

“…Most of the teachers interviewed, labeled these students as having some kind of "divergent gender identity" and approached this conflict in terms of moral Gender-role stereotyping is well-documented in schools (Cardoso, 1994a;Frasher & Walker, 1972;Jackson, 1968;Levy & Stacey, 1973;Lynch, 1975;Reha & Nappi, 1975;Romero, 1994;Saario, Jacklin & Tittle, 1973) and the social conflict that may result from atypical gender behavior, is usually perceived as problematic by educators, especially in physical education classes. This type of conflict has inspired a series of studies of male children with conflictive sexual identity during the past decades (Blanchard, Dickey & Jones, 1995;Davenport, 1986;Green, 1974Green, , 1976Green, , 1987Green, Williams & Goodman, 1985;Grellert, Newcomb & Bentler, 1982;Hockenberry & Billingham, 1987;Whitam, 1983Whitam, , 1991Whitam & Mathy, 1986;Zucker, 1990;Zucker & Bailey, 1995). These boys are commonly teased and called "sissies" by their peers because they act like "girls" and have gestures and mannerisms considered feminine.…”

Áreas de la entrevista para la evaluación psicológica de personas transexuales

“…La disforia es necesaria, pero no suficiente para que se considere transexualidad. La persistencia de la identidad a lo largo del tiempo parece ser un predictor sensiblemente mejor de transexualidad que la disforia (Davenport, 1986). Es decir, el que una persona lleve mucho tiempo sintiéndose del sexo contrario es más fiable que el que se sienta muy mal en este momento por pertenecer a un sexo que rechaza.…”