The Gender Affirmative Model: What We Know and What We Aim to Learn

Hidalgo et al outline the gender affirmative model from which they practice, dispel myths about his model, and briefly outline the state of knowledge in their field regarding facilitators of healthy psychosocial development in gender-nonforming children. Some of the major premises that inform their...

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Bibliographic Details
Published in:Human development 2013-01, Vol.56 (5), p.285-290
Main Authors: Hidalgo, Marco A., Ehrensaft, Diane, Tishelman, Amy C., Clark, Leslie F., Garofalo, Robert, Rosenthal, Stephen M., Spack, Norman P., Olson, Johanna
Format: Article
Language:English
Subjects:
Adolescents
Association (Psychology)
Child development
Child psychology
Cross Cultural Studies
Editor's Corner
Family Influence
Gender Discrimination
Gender identity
Hospitals
Individual Development
Life Satisfaction
Posttraumatic Stress Disorder
Resistance (Psychology)
Self Actualization
Sexual Identity
Youth
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Summary:Hidalgo et al outline the gender affirmative model from which they practice, dispel myths about his model, and briefly outline the state of knowledge in their field regarding facilitators of healthy psychosocial development in gender-nonforming children. Some of the major premises that inform their modes of practice are detailed, including (a) gender variations are not disorders; (b) gender presentations are diverse and varied across cultures; and (c) gender involves an interweaving of biology, development and socialization, and culture and context.
ISSN:0018-716X
1423-0054
DOI:10.1159/000355235