Management Strategies for Gender Dysphoria
Case Study
Discussion
Purpose
The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced health assessment. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.
Course Outcomes
This discussion enables the student to meet the following course outcomes:
CO 1: Interpret subjective and objective data to develop appropriate diagnoses and evidence-based management plans for selected patients with psychiatric mental health diagnoses. (PO 5)
CO 4: Collaborate with interdisciplinary team members to improve the quality of healthcare. (PO 5)
CO 5: Involve the patient and family in the formulation of management plans that align with their goals and perspectives of mental health and wellness. (PO 5)
CO 6: Apply ethical and legal principles to the healthcare needs and management of acutely ill psychiatric mental health patients. (PO 1)
Due Date
Initial posts are due to the discussion board by Wednesday at 11:59 p.m. MT. Instructor and peer responses are due by Sunday at 11:59 p.m. MT. Students must post on a minimum of two separate days. A 10% late penalty will be imposed for discussions posted after the deadline Wednesday at 11:59 p.m. MT, regardless of the number of days late. NOTHING will be accepted after 11:59 p.m. MT on Sunday (i.e., the student will receive an automatic 0).
Total Points Possible
This discussion is worth a total of 75 points.
Preparing the Discussion
Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions.
Identify the assigned topics listed by the first letter of your first name. For example, if your first name begins with the letter G then your assigned topic is eating disorders.
First Letter of Your First Name Topic
J - P Gender dysphoria
Application of Course Knowledge
Create a case presentation for a client between the ages of 14 and 18 years of age based on your assigned diagnosis. Describe the symptoms that meet the criteria for the diagnosis, and include pertinent medical, educational, and family history.
Based on the case, select management strategies you would recommend. Provide support from a scholarly source to support your decision.
Describe a minimum of two referrals you would make for the client and include your rationale.
Analyze one ethical or legal consideration related to the treatment of a client with your assigned diagnosis.
Evaluate the potential role of the family in the treatment of a client with the assigned diagnosis. What additional support may be necessary if the client’s family is unwilling or unable to participate in treatment?
Integration of Evidence: The student post provides support from a minimum of one scholarly in-text citation with a matching reference AND assigned readings OR online lessons, per discussion topic per week.
Discussion post is supported by appropriate, scholarly sources; AND
Sources are published within the last five years; AND
Reference list is provided and in-text citations match; AND
Includes a minimum of one scholarly reference in addition to the textbook.
Engagement in Meaningful Dialogue: Respond to a student peer and course faculty to further dialogue.
Substantive posts contribute new, novel perspectives to the discussion using original dialogue (not quotes from sources).
Student posts at least two responses to peers and/or faculty.
Student responds to all faculty questions posed directly to the student.
Post includes evidence from at least one scholarly resource to support interactive dialogue.
Professionalism in Communication: The post presents information in logical, meaningful, and understandable sequence, and is relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.
Reference Citation: Provide references with complete information as required by APA (0-1 errors). Include in-text citations included for all references AND references for all in-text citations (0 errors).
Wednesday Participation Requirement: Provide a substantive response to the graded discussion question(s) or topic(s), posted by the course faculty (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.
Total Participation Requirement: Provide at least three substantive posts (one to the initial question or topic, one to a student peer, and one to a faculty question) on two different days during the week.
**To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.
Gender Dysphoria
Student’s Name
Professor’s Name
Institutional Affiliations
Course Name and Number
Due Date
Gender Dysphoria
Anabel, a 17-year-old, was presented to the facility by her mother, who complained of her queer behavior. Despite being a natal female, she has been expressing a persistent desire to associate with and identify as a male for over ten years. Historical accounts indicate that Anabel has always preferred acting boyish. She could have adopted this practice from growing up in a male-dominated home as she is the only female child in a house of six. The client confessed to struggling with being imprisoned in the wrong body and that her attraction toward women makes her even more helpless and confused. Her current relationship with a girl in her neighborhood worsened her desire to seek sex reassignment surgery because she considers herself the male figure in a heterosexual relationship. She is already a junior and has been performing within expectations academically. However, she has become socially withdrawn with notable signs of worthlessness and sometimes becomes irritable. Her family history has no positive record of such issues, leading to her troubling case as described by the parents.
Assessment reveals that Anabel is grappling with gender dysphoria, a sensitive sexual orientation issue recently incorporated in the DSM-5 that requires careful management for desirable outcomes for the patient. According to Bonifacio et al. (2019), the recommendable management strategies, such as Anabel’s, are validation and affirmation. The author underscores the need to desist from taking a route that perceives the issue as pathological and instead recommends confirmation of the concerns expressed by the youth. Such an aspect seeks to destigmatize the problem and promote collective support from parents and other relations to assist the individual in maintaining their self-worth and making appropriate but independent decisions (Bonifacio et al., 2019). Using gender-affirming expressions takes the lead as the care provider provides a healthy environment for the youth to receive appropriate support.
Anabel seems disturbed and experiences a concerning dislike of her feminine status. Lavorato et al. (2023) acknowledge that such emotions can degenerate into destructive thoughts if she fails to receive appropriate assistance timely. In this context, referring her to a psychologist would be fundamental to ensure she receives professional guidance and quell her distress. Engaging her in individualized therapeut...