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PSY2004 SEMESTER 2 > PSY2004 SEMESTER 2 - WEEK 8 > Flashcards

PSY2004 SEMESTER 2 - WEEK 8 Flashcards

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1
Q

what is a historical perspective regarding NCDs and sexual attraction

A

seen as asexual, childlike, lead to lacking research, clinical attention
ethical concerns regarding exploitation, with bias hindering early research and focusing on victimisation

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2
Q

define sexual attraction

A

who a person is physically, romantically and emotionally attracted to

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3
Q

define sexual identity

A

how person identifies sexual attraction, orientations

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4
Q

outline sexual development ages 0-12

A

body awareness, gender role exploration, early understanding rel

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5
Q

outline sexual development ages 13-19 (adolescent)

A

puberty, sexual identity formation, early romantic experience

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6
Q

outline sexual development ages 20+

A

continued exploration, intimacy and relationship development, lifelong learning about sexual health and expression

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7
Q

in the UK 2021 census, what % heterosexual

A

89.4%

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8
Q

in the UK 2021 census, what % are LGB+

A

3.2%

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9
Q

using Weir (2021) anonymous self report, how more likely are autistics to identify asexuals

A

8x more likely to

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10
Q

using Weir (2021) anonymous self report, how more likely are men to be LGBT than women

A
  • men 3.5x more likely bisexual>non-autistic mens
  • women 3x more likely lesbian> non-autistic women
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11
Q

outline overall idea about ADHD and sexuality diff

A

women with ADHD more likely had gay experiences, but individuals with ADHD don’t tend to really differ from neurotypical peer in self-reported sexual orientation

BUT potential it shows more hypersexual behaviours

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12
Q

how can ADHD features relate with sexuality

A

impulsivity- risky sexual behaviour
dopamine- sensation+reward seeking
inattention- distractability, difficulty focusing
sensory sensitive- discomf, repell, lead to hyposexuality (less likely engaging)

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13
Q

how may medication in ADHD impact sexualities

A

can impact sex drive

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14
Q

define sex

A

biological attributes- chromosomes, hormones, anatomy

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15
Q

define gender

A

social construct with norms, expectation created by society around what means to be man, woman, and can vary across cultures, and changes over time

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16
Q

name Kohlberg 3 stages of gender - stage 1, age 2-3

A

gender identity based on appearance

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17
Q

name Kohlberg 3 stages of gender - stage 2, age 4-5

A

gender stability over time, still appearance-based

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18
Q

name Kohlberg 3 stages of gender - stage 3, age 6-7

A

gender constancy across changes

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19
Q

what biological factors can influence gender

A

hormones (androgens) infl dev, intersex and transgender/twin studies relevant

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20
Q

what is social cognitive theory in gender

A

involve personal, environmental and behavioural factors

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21
Q

what is gender similarity hypothesis

A

genders more alike than different for most variable

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22
Q

what is biopsychosocial model for gender

A

gender-typed preferences and behaviours result from combined influence of biological, psychological, sociocultural processes

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23
Q

define gender identity

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A

individuals internal sense of own gender, may/may not align with assign sex, is on spectrum

24
Q

define gender diversity

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A

experiencing aspect of gender as different from assigned sex and can result in gender incongruences

25
how much of gen pop adolescent identifies as gender diverse
1-2%
26
how much of 2021 UK consensus state gender identity diff to registered sexs
0.5%
27
define gender dysphoria, implications for NHS treatnent
discomfort/distress when assigned sex is different from gender they identify with and in UK trans people must be assessed for GD before physical interventions on NHS - not all trans people have dysphoria - some cis people can experience dysphoria
28
give diagnostic criteria of gender dysphoria
marked incongruence between ones experienced/expressed gender + assigned gender, last at least 6months
29
name some indiv criterium on gender dysphoria (child)
strong desire be other gender strong preference of cross dressing strong preference for cross gender roles in pretend play strong preference for other-gender toys dislike of owns sexual anat desire for physical sex characteristic of matching experienced gender
30
name some indiv criterium on gender dysphoria (adult)
desire be rid of sex characteristic desire to be treated as other gend desire for other sex charac strong conviction that feelings are diff from assign gender
31
how can trans and autistic experience overlap
- social isolation, misgender, cog/emot processes linked to transphobia - gender minority stress theory: experiences of stigma and discrimination due to being trans that contribute to MHI - autistic people also experience minority stress due to autistic, so likely experiences of autism and trans intersects
32
in de Vries (2010) systematic study into incidence childrens autism in gender-diversity services, how much of sample met diagnostic of autism
7.8% sample met diagnostic criteria for autism, 10x higher than prevalence of autism in general pop at that time
33
what did Strang (2018) find regarding studies of gender diversity in autism
identified studies of gender diverse + trans youth, including only clinical autism diagnoses or autism diagnosed through comprehensive methods = in all 7 studies, signif greater rate of clinical diagnosis than gen pop
34
using self report from indiv/parent in gender diversity screening quetsionnaire with 2 domain (binary gen diversity/nonbinary gen), what did self-report find
autistic children show higher gender diversity than neurotyp
35
using self report from indiv/parent in gender diversity screening quetsionnaire with 2 domain (binary gen diversity/nonbinary gen), what did parental report find
signif diff in gender diversity between groups on body incongruence
36
Cooper (2022) semi-struc interviews w/ autistic adults identifying as tran/NBs what did they state were neg experiences
found distress due to bodies not matching gender ident, while managing complex intersectional need - societal acceptance of gender and neurodiversity = barrier in accessing healthcare for gender needs - autism meaning not taken seriously?? - tension between need to undergo physical gender transition vs need for sameness and routine - wide range of neg emot response due to body= depression, anxiety, disgust, anger
37
Cooper (2022) semi-struc interviews w/ autistic adults identifying as tran/NBs what did they state were pos experiences
- seeing world diff = being autistic allows to step outside societal norm, follow own path - less tied to norms means more able authenticity - finding diagnoses comforting, allowing new coping strategies to be implemented
38
what is rate of ADHD in children referred to gender-diversity service
prevalence rate of 8.4% in children, adolescent referred for gender care
39
what is rate of ADHD in adult referred to gender-diversity service
prevalence rate of 4.3% in gender diverse adult
40
in longitudinal adolescent brain cognitive dev research, what was relationship between gender diverse indiv and ADHD trait - Ignatova, 2025
- gender diverse individuals showed higher levels of ADHD traits - results reduced when controlling for stress (authors linked to current climate, in US)
41
how may gender dysphoria align with sensory sensitivities/dysphoria
some ppts describe sensory dysphoria - distress linked to sensory experiences = wearing uncomfortable fabrics, shapes associated with girls clothes sensory challenges of puberty including periods, growing facial hairs
42
outline a potential biological theory of autism/trans rel
prenatal hormone exposures, brain struc/func
43
explain prenatal hormone exposures as potential theory of autism/trans prevalence
variations can contribute to differences in how individuals perceive and experience gender - not simple cause-effect rel
44
explain brain structure + function, as potential theory of autism/trans prevalence
- differences in structure and function could influence how individual processes, internalise social constructs like gender - differences in brain regions involved in social cognition, self-perceptions
45
how may an increased self-identification be a theory of trans/autistic prevalen
autistics less infl by societ norm, expectations, sexuality leading to greater likelihood express authen ident, even if deviating from norms and less likely suppress/conforms
46
how may difference in social cognition/sensory processing be a theory of autistic/trans - systemising and pattern recognition
more analytical approach of gender and break down component, question traditional norms see more as a special interest, and not being gen diver
47
how may difference in social cognition/sensory processing be a theory of autistic/trans - intense focus and special interests
increased depth, leading to more profound understanding of their own identity and less influence from outside sources
48
how may difference in social cognition/sensory processing be a theory of autistic/trans - sensory sensitivites/sensation seek
certain cloth texture/social environment assoc with specific gender = uncomfortable
49
what did Schmidt (2021) find regarding improving accessible sex-ed in intellect/dev disability using qualitative data collection via interviews - modality
educational guides, visuals, videos, universal design for learning + direct, explicit instruction
50
what did Schmidt (2021) find regarding improving accessible sex-ed in intellect/dev disability using qualitative data collection via interviews - settings
one-to-one, small groups, combination
51
what did Schmidt (2021) find regarding improving accessible sex-ed in intellect/dev disability using qualitative data collection via interviews - additional
role-play, modelling, open communication, importance of parental support and education
52
what 3 principles are in universal design for learning (UDL)
adapts education to fit diverse needs 1. representation 2. action/expression 3. engagement
53
explain principle of representation in universal design for learning (UDL)
what- offer info, variety format
54
explain principle of action/expression in universal design for learning (UDL)
how- a provide diff way for learner interact, express self
55
explain principle of engagment in universal design for learning (UDL)
why- increasing motiv through choice, relevance + collaborations
56

PSY2004 SEMESTER 2 (9 decks)

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