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Adolescent Gender Diversity Assessment: An In-depth Collaborative Conversation | OMICS International | Abstract
ISSN: 2375-4494

Journal of Child and Adolescent Behavior
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Commentary

Adolescent Gender Diversity Assessment: An In-depth Collaborative Conversation

Elizabeth A Riley*

 

PeopleSmart Consulting, West Ryde, NSW 2114, University of Sydney, Australia

*Corresponding Author:
Elizabeth A Riley
PeopleSmart Consulting
West Ryde NSW 2114, Australia
Tel: +61 412 880 376
E-mail: [email protected]

Received Date: August 12, 2015 Accepted Date: August 31, 2015 Published Date: September 04, 2015

Citation: Riley EA (2015) Adolescent Gender Diversity Assessment: An In-depth Collaborative Conversation. J Child Adolesc Behav 3:241. doi:10.4172/2375-4494.1000241

Copyright: © 2015 Riley EA. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Abstract

As more adolescents with differences in gender identity and expressions attend gender clinics worldwide, comprehensive assessment protocols are required to ensure relevant support is provided. For the adolescent and the immediate family the emotional and social processing of gender needs can be a moving target as changing awarenesses promote new priorities. For the practitioner dealing with the unique concerns of adolescents with gender concerns and their families, contrasting perspectives may create dilemmas. This article presents a phenomenological model of assessment for adolescents with differences in gender identity and/or expression using in-depth dialogue exchange. This approach emphasizes the importance of conversational enquiry as a key aspect of assessment and aims to enhance professional awareness of the benefits of engaging adolescents in expansive and open conversation prior to the use of psychological instruments that force direction of thought and may miss the needs of the individual. This article specifically describes the assessment process, providing details and examples. It proposes that a process of in-depth and expanded conversation contributes vital insight for both the adolescent and the practitioner, aiding the understanding necessary for the provision of recommendations, reports and referrals.

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