Gender Identity Disorder the Site

Gender Identity Disorder

The site at http://www.leaderu.com/jhs/rekers.htm is sponsored by a George a. Rekers, Ph.D., whose academic credentials lend some credibility to the information on the site. Dr. Rekers provides his credentials beyond academic certification, and his credentials are indeed impressive: Professor of Neuropsychiatry and Behavioral Science, Research Director for Child and Adolescent Psychiatry, and Chairman of Faculty in Psychology at the University of South Carolina School of Medicine in Columbia, SC. In addition to these outstanding credentials, curriculum vitae, Dr. Rekers has authors nine books, and more than 120 peer reviewed journal articles, and numerous book chapters. He is editor of the Handbook of Child and Adolescent Sexual Problems (Lexington-Jossy-Bass / Simon and Schuster, 1995).

With these kinds of experiences and credentials, the information on this site cannot be challenged, only debated.

Who Studied this topic?

The research here, conducted by Dr. Rekers over a period of time and perhaps even throughout his career, is addressing the issue of essentially eliminating gender identity. However, this chapter or section on Gender Identity is one part of a larger body of work that was edited by Dr. Rekers, and included contributions from Dr. Jeffrey B. Satinover, M.D., Judith Reisman, Ph.D., Charles W. Socarides, M.D., Scott Lively, Anton N. Marco, Peter LaBarbera, Joe Dallas, and Anita Worthen and Bob Davies.

When was the study done (what year)?

The study was conducted in 1995, published in 1996. The site shows that it has been copyrighted from 1995-2008, and that the information found on the site, which has an introductory page and links not to this topic, but to other information about the university and other information links not necessarily related to the body of research presented on the page itself.

Where was it published? (or where did you find the information)?

The information was found online, at http://www.leaderu.com/jhs/rekers.html, but appears to perhaps be reprint of information that formed part of a larger study for which Dr. Rekers was the editor, and which appeared in the Journal of Human Sexuality, in 1996.

What did they measure or observe? Was the data in the form of numbers (as in a survey or experiment) or narrative description (as in a case study or behavioral observation)?

The focus of the article is a narrative description of the social trend towards obliterating sexual identity in society today. Dr. Rekers contends that over the past 30 years, a concerted effort has been made towards obliterating sexual identity on a social level. That is, that text books, television programs, and all forms of media have been revising their materials to be free of gender identity. Dr. Rekers says:

"Recent years witnessed the swing of the pendulum of public attention to the social advocates of "eliminating all distinctions based on sex." However, an objective consideration of the whole scope of findings in human development research and clinical studies yields an appreciation and recognition of appropriate sex roles in the family and their critical importance to the normal gender identity development of children (2008)."

3. What kind of study was it? (Historical study, case study, survey, behavioral observation, experimental study) if you have trouble identifying the kind of study, send me a link in an email and I may be able to help you. Much of the information you will find is based on anecdotal stories, which vaguely resemble case studies. When information is given in percentages, this usually means it comes from a survey. Eyewitness reports, not based on interviews, may be observational studies.

The article is based on behavioral observation, the social trend towards normalizing what was previously socially abnormally in gender identity.

4. What are some possible limitations of this research (critical thinking issues)?

This is a somewhat challenging aspect of this assignment. Read my Notes for Chapter 2 for a discussion of critical thinking issues.

Some of the limitations of the study is that it does not organize itself with viewable data that could have been compiled over the 30-year period that Dr. Rkers cites as the time during which these changes were coming about. While Dr. Rikers has the credentials, and one might have confidence in his credibility, it would be interesting to understand or to view via data graphs or some other methodology his observations.

Except for some statistical data that might demonstrate in a more comprehensive way the trend, the area of the impact, i.e., television books, radio, etc., then the article is one based on observation and the existing body of literature on the subject.

Because it is based on observation, without statistical data to support it, a person of equal credibility could posit different observations, and cite other resources that while it does not challenge Dr. Rekers' credibility, uses the persuasion of argument to best him in the message he wants to convey to the reader about gender identity. Data supporting his observations would mitigate the room that another researcher or physician has to do that.

Module 2 Assignment Worksheet

Detail something of interest you learned about sexual anatomy or physiology (primarily covered in Chapter 4)

The purpose of this exercise is to provide an opportunity to act on curiosity (the desire for knowledge).

My area of curiosity was sexual organs, and when I put that keyword into the Google search engine, I selected a site found at http://www.engenderhealth.org/res/onc/sexuality/anatomy/pg2.html. There, I found that the brain is the most important sexual organ because is involved in how we respond sexually, and in releasing hormones associated with sexual response and arousal. The sexual experience can be a fantasy, and the brain is a willing participant in that fantastical experience. It enhances the sexual experience, and can provide a "safe" sexual environment.

The second most important sexual organ is the skin, the site informs us. It is also the largest sexual organ on the body, as it covers our entire body, including the external penis and vaginal areas. The skin is woven with a complex set of nerves, the skin reacts to every imaginable sensation known to mankind; temperature, touch, texture, and even elements like water and air. It is the brain's partner in our sexual pleasure. Our skin is the surface of our erogenous zones, and, the site says, each individual is different, but all individuals have erogenous zones.

While the breasts of men and women and all individuals vary in size, shape, physical appearance; they also vary in sensitivity. For some individuals, male or female, the breasts are the source of high sensitivity to stimulation, and are a source of sexual stimulation and pleasure

1. List what you learned: the question, concept, or term you wanted to investigate, for example, "circumcision," "models of sexual response cycle," the "refractory period," the alleged "G spot"

Look at the list of Key Terms at the end of Chapter 3 or 4 for ideas.

Erogenous zone is a term I wanted to investigate to have not just an understanding of, but a variety of perspectives on. I found that most of the sites on the internet reflected much the same information as reported in the book. I was surprised to find the various types of organizations that discussed the subject, such as religious web sites that were offering guidance and counseling for individuals who perhaps wanted to have a greater degree of privacy in investigating the topic than a library or renting a DVD might afford them. I found one particular site, found at l, to be particularly sensitive to the needs of the person who might investigating the site for information. The site was forthright and up front, something that many people not expect to find on a site is related to religion.

Maybe because of the key words, but the search for erogenous zone was as yielding in useful or reliable sites as were some of the other keyword searches.

2. What did you find out? (quotations) or paraphrase (you can use the same search techniques as in Module assignment #1)

The erogenous zones of men and women vary, and that the female body has more erogenous zones than do the male. That a man who is sensitive to the needs of his sexual partner, and who wants to have a good sexual experience himself, is attentive to the task or pleasure of discovering his partner's erogenous zone(s). Also, that the sexual experience is a partnership, and that the sharing of sexual pleasures and desires are best dealt with when two people are able to express themselves without inhibition. That sometimes the inability to be sexually stimulated is indicative of medical or psychological problems, which could be very temporary in nature. That because the brain is very involved in our sexual pleasure, those issues that distract or weigh heavy on the brain might be a problem that carries over into sexual performance and pleasure.

The information here was narrative, not research at all. However, because the site was one to sell books, there were any number of books that could be purchased that would have the information and be academic in nature.

3. Where did you find it? (Book, article, URL, etc.)

The information was found at http://www.religiousbook.net/Books/Online_books/Sx/S_5.htm, and it was actually presented in a very sensitive and informative way.

4. Further thoughts:

The understanding of human sexuality has perhaps served to bring a dimension of maturity to my own thinking about human sexuality. Often times these things are taken for granted, but when we begin exploring them at an academic level, we find that we probably were not so well informed as we might have at first believed ourselves to be. It is incredibly interesting to me that the brain and the skin are two of the most significantly involved organs in the sexual act, and yet they have so much to do with the pleasure derived from intimacy that it almost makes one feel kind of silly to have overlooked it, or to have let it go without great thought.

Learning about human sexuality demystifies and demythifies many things that a lot of think in terms of sexuality.

WORKSHEET for MODULE 3 ASSIGNMENT

Behavior in question:

The behavior in question is whether or not the individual who has had a sex changed performed on early in life grow to adulthood experiencing feelings, psychology, and physicality in synch with their assigned sex. Keeping in mind that both cases cited as examples here, are cases where the sex reassignment was made at an early age in the child's life. When it was anticipated that the child would recover from the surgery and go on to lead a healthy, happy, "normal" life consistent with the sexual reassignment. The question is what is normal?

The answer might be that "normal" is whatever sexual identity the individual finds most comfortable, natural, and satisfying to them personally. In the case of the individual born Lynn Elizabeth Harris, the level of comfort, and the accompanying physiology, by way of the images, was such that Harris might have felt comfortable as a woman. Obviously did, according to the story. Early on in her life Harris was quite beautiful as a woman. Then, around the time Harris seeks to have her sex legally changed, she is looking very much like a man. This raises questions, too, as to whether or not we should leave these children be, and see which they evolve and choose to live for themselves.

As for the second case of John William Money, who botched a circumcision he was performing on a child, and advised sexual reassignment; this is a heinous case of something that goes beyond medical malpractice to child abuse really. The child grew up and suffered identity issues, and when he finally began to live his life as the man he was born, he still had no way of coping with his psychological pain and, the story intimates, it is for this reason that at age 38 he took his own life.

The cases described here are very different, of course, since one is a natural evolution, and the sexual assignment that was selected for the child at birth seemed to support the child's behavior and lifestyle throughout adolescence and into young adulthood. Then, when the child's physiology began manifesting symptoms of Harris' "other" sexual side, Harris changed his sexual identity and has lived, it seems, a healthy and productive life.

Unfortunately, the child who Money botched the circumcision on, and who suffered as the assigned sex with feelings and emotions that he could not relate to his sexual identity, never felt comfortable in the assigned sexual role. That took its toll on this person's psyche, and was really a source of torture such that it lead to suicide.

Statistics:

PREVALENCE (How common is it?):

Some sources for data on statistical norms of sexual behavior include the GSS study:

http://www.norc.org/NR/rdonlyres/2663F09F-2E74-436E-AC81-6FFBF288E183/0/AmericanSexualBehavior2006.pdf

Cannot access above site!

and Kinsey's somewhat older data (from 1940's) from possibly non-representative sample, but very comprehensive:

http://www.indiana.edu/~kinsey/research/ak-data.html#Findings

The Kinsey site is devoted to sexual interaction, and does not address Hormorphidites

Health:

SUFFERING: (What symptoms or complaints motivate seeking help from doctors?)

For Harris, she (prior to changing sexual identity as adult) began experiencing conditions consistent with male maturity; facial hair, a change in facial appearance from feminine to masculine, and a sense of not feeling comfortable as a woman anymore.

For Money's patient, he never felt comfortable as a woman, but his true sexual identity was kept from him until he was much older; then, when he found out that he was actually born a boy, many of the things he experienced psychologically and physically were clear to him. His interests were those of boy. His body felt masculine to him. Later, when he began living his born identity, his life was improved, but he suffered problems that were residual of his sexual reassignment and he took his own life.

DISABILITY: (How does it impair ability to function in relationships, or at work?)

For Harris, it seemed less problematic. When Harris began experiencing a discernable level of discomfort, she sought change to become comfortable with who she felt more close to in herself. For Money's patient, it was quite different. He experienced psychological torment as a result of his thoughts that were masculine and his body's feelings. It caused him emotional and social problems that he did not know how to cope with because he did not, at first, know his own medical history.

Socio-cultural:

SOCIAL ACCEPTIBILITY (Is it disturbing or offensive to others?)

What is acceptable may vary with culture, as discussed in Chapter 9 of text.

Sexual reassignment is more acceptable today because people are less concerned with it today. However, while either of the men discussed here were growing up, it would have been a much different story. It would have been a social impairment. Others would have probably manifested a range of behaviors in response to the information from curiosity, to being offended, to wanting to distance themselves from the situation that they felt poorly equipped to deal with or respond to.

LEGAL (Is it a violation of law? Does it violate others' rights?)

See notes for Chapter 16 for a discussion comparing legal and social acceptability. There may be overlap between legal and medical criteria for normality: When mental patients are considered "dangerous," they may be locked up in psychiatric hospitals.

We will cover legal issues in Module 7, but references to law can be found throughout the text. A search at atomicdog.com for the word "law" will find examples in many chapters.

This makes no sense. What is the question here?

Module 4 Assignment Instructions

Everyday you are exposed to examples of relationships in the media. Are these portrayals real or sensationalized? Why? Think of someone you know who is in a positive relationship. In your view, what makes this relationship successful? What emotional and practical factors contributed to the interpersonal bond? Has your idea of a successful relationship changed since were younger? If so, how? Answer and elaborate on these questions in a 1-2-page paper. Since this assignment focuses on your opinion, rather than facts there is no assignment worksheet. You may address such factors as attraction, communication, etc. Save the file as Module 4 Assignment

I think that most of the relationships in the media are sensationalized, because they are meant to draw attention to a media outlet, cable or television channel. They are not example of real relationships, which are much less sensational, probably less glamorous, and probably involve more work because of commitment.

As I consider one couple that I know who have been married for 30 years, I admire their loyalty to one another, because they evolved through the range of "love" emotions that many people do not survive in a relationship. That is, getting past the point where every single meeting, touch, and moment of life is preoccupied with thoughts of the other person, and you become comfortable in the relationship knowing that the other person is with you for life and that every moment between yourselves does not have to be "exciting" in a sexually intense way. There is passion in knowing another person well, and a deep sense of love that is not affected by jealousies, but is reinforced with confidence and sureness. This is the way I describe the couple I know, one of the few, to have a long-term relationship and marriage.

The emotional factors that contributed to their success is that they remained close friends throughout the years, able to share with another their most intimate or blatantly loud thoughts about each other. They had fun together, went around the world and found favorite places and made sure that they spent time together in those favorite places celebrating their love for the place, the fun, each other. They have great fun together.

My idea of a successful relationship has changed since I was younger, because youth is a time of discovery, and I probably did not discover what love meant in a mature way until I was older. Now, I know that love is something shared between two people, but that satisfaction with life and happiness comes from within an individual and is not the responsibility of another person to you.

I have learned, too, that my attraction to people is on a different level now than it was when I was in high school dating. I no longer look at people in terms of physicality the way I did in school. Now, I look to feel mentally stimulated by an individual before I am comfortable with the idea of being physically stimulated by that individual. I no longer experience the tenseness of man/woman youthful raw sexual magnetism, Instead, when I first meet a person, I am meeting a person. If that person captures my imagination and attention, that person has an opportunity to perhaps win my heart and a night in my bed. But the chances of a night in my bed are not so likely as they might have once been.

It is much easier to talk with and be around members of the opposite and not to feel the intimidation or need to be performing as the most beautiful or sexually alluring person in the room. Now, I have comfort level in the person I am, and I find that this draws much attention to myself and that it is an attention I have no problem dealing with because I am very comfortable in my own skin.

Module 5 Assignment

Instructions:

Having a child is a life-changing event for even the most prepared couples. Age plays a significant role in the experience. What factors would enter into your decision to have a child at 20, 30 or 40? After considering the pros and cons of having a child at various stages during your life, what do you feel is the best age to have a child? Why? What choices could you make if you found out you were expecting prior to what you thought was the optimum age? Write your thoughts about these questions in a 1-2-page paper. Since this assignment focuses on your opinion, rather than facts there is no assignment worksheet. Save the file as Module 5 Assignment

At 20, my decision to have a child would be based on my level of education and my career goals. More those than financial status, and there is certainly no concern about fertility or anyone's biological clock. At 20, life is more about education, travel, experience and preparing oneself mentally and physically to become a parent -- if that is one's desire. At 30, the conditions are a little changed, education is normally completed, the dissertation is written, and the employment conditions are secure enough to bring a child into the picture financially. Emotionally, having completed the rigors of academics and a dissertation, it might be time to breathe a bit and just enjoy dinners with friends, good food and wine and entertainment. Taking my time to find the right home, and to make those decisions about "home." Will it be in the city or the suburbs, or rural? Where do I want to anchor to begin my family. How does it meet my needs, and how will it meet my spouse's needs, my children's needs? At 30, that is what I want to mull over with my spouse and friends and family. At 40, hopefully, those decisions have been made, even acted upon and the nursery down the hall is finished and awaiting the new life that be a genetic copy of someone who hangs on the wall in my mother's or my spouse's mother's house. There will be traditions, family traditions look forward to celebrating, and getting to know friends in different way, as parents of their own families.

I think 40 is really the best age to have a child. It is a much less risky and restless time in life, and there is room in the mind, heart and house for a child. The family is aging, parents and grandparents, and so are we. It is a time of special bonds, of passing on traditions, learning about longevity, and letting people go as they pass on. These are times that are actually made more full by the presence and questions and curiosity of young children. The laughter of children is medicinal, soothing, and the love is akin to the Labrador Retriever you had as a child -- unconditional. You are humbled by the loyalty of a child, by their near worship level adoration of you. They are people who, when young, believe you have all the answers and can do no wrong. Then, one day, they turn 13!