The Playmate and Play Style Preferences Structured Interview: A Comparison of Children with Gender Identity Disorder and Controls

Fridell, Sari R.; Owen-Anderson, Allison; Johnson, Laurel L.; Bradley, Susan J.; Zucker, Kenneth J.

doi:10.1007/s10508-006-9085-8

Cited by 30 publications

(32 citation statements)

References 25 publications

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“…This finding is consistent with other gender-related measures for which we have also found higher levels of cross-gender behavior in the threshold patients than in the subthreshold patients (e.g., Fridell et al, 2006;Zucker & Bradley, 1995). Although our use of the GIQC measure provided some evidence for the concurrent validity of the clinician-based diagnosis of GID, we recognize that this result should be interpreted with some caution because we did not have data on interclinician reliability of the diagnosis.…”

Section: Discussionsupporting

confidence: 91%

Cross-National Replication of the Gender Identity Interview for Children

Wallien

Quilty

Steensma

et al. 2009

Journal of Personality Assessment

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We administered the Gender Identity Interview for Children, a 12-item child-informant measure, to children referred clinically for gender identity problems in Toronto, Ontario, Canada (N = 329) and Amsterdam, The Netherlands (N = 228) and 173 control children. Confirmatory factor analysis identified a Cognitive Gender Confusion factor (4 items) and an Affective Gender Confusion factor (8 items). Patients from both clinics had a significantly higher deviant total score than the controls, and the Dutch patients had a significantly higher deviant score than the Toronto patients. In this cross-national study, we are the first to report on the validity of this measure to discriminate children with gender identity disorder from controls outside of North America.

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Section: Discussionsupporting

confidence: 91%

Cross-National Replication of the Gender Identity Interview for Children

Wallien

Quilty

Steensma

et al. 2009

Journal of Personality Assessment

Self Cite

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“…For instance, variations in toy choices may influence development of academic skills (e.g., blocks and spatial abilities vs. dolls and verbal abilities), whereas variations in play partners may influence the development of social skills. Furthermore, peers may be more rejecting of a child for having extreme cross-sex activities than having cross-sex friends (Fridell, Owen-Anderson, Johnson, Bradley & Zucker, 2006). Even though activity engagement and peer selection are related, they are not highly overlapping, suggesting that it would be interesting in future research to conduct an IPP analysis of children’s gender-typed activities.…”

Section: Discussionmentioning

confidence: 99%

Preschool Children with Gender Normative and Gender Non-Normative Peer Preferences: Psychosocial and Environmental Correlates

et al. 2012

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We addressed several issues concerning children who show gender non-normative (GNN) patterns of peer play. First, do young children with GNN peer preferences differ from children with gender normative (GN) peer preferences in problem behaviors? Second, do GNN and GN children differ in sociability and isolation and do they have differential socialization opportunities with externalizing, internalizing, and socially competent peers? We employed a Bayesian approach for classifying children as GNN based on their peer preferences as compared to their peers using a sample of Head Start preschool children from a large Southwestern city (N = 257; 53% boys; M age = 51 months; 66% Mexican American). To calculate socialization opportunities, we assessed affiliation to each child in the class and weighted that by each peer’s characteristics to determine the exposure that each child had to different kinds of peers. GN children of both sexes interacted more with same-sex peers, which may limit learning of different styles of interaction. As compared to GN children, GNN children exhibited more engagement in other-sex activities and with other-sex play partners and GNN children experienced somewhat fewer peer interactions, but did not differ on problem behaviors or social competence. Boys with GNN peer preferences had increased exposure to peers with problem behaviors. GNN girls experienced little exposure to peers with problem behaviors, but they also had little exposure to socially competent peers, which may reduce learning social skills from peers. Implications of these findings for future socialization and development will be discussed.

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“…Children with GID usually prefer playmates and toys of the opposite sex and they also have their play styles. There are a number of studies that have examined whether gender-referred children showed more cross-gender behaviors and feelings than non-referred children (e.g., Fridell, Owen-Anderson, Johnson, Bradley, & Zucker, 2006; Johnson et al, 2004; Cohen-Kettenis, Wallien, Johnson, Owen-Anderson, Bradley, & Zucker, 2006; for an overview, see Zucker & Bradley, 1995). Fridell et al (2006) compared the preferences for playmates and play styles in gender-referred children (199 boys, 43 girls) with those of controls (96 boys, 38 girls): The gender-referred children significantly preferred other-sex playmates and cross-sex play styles.…”

Section: Introductionmentioning

confidence: 99%

Peer Group Status of Gender Dysphoric Children: A Sociometric Study

et al. 2009

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In this sociometric study, we aimed to investigate the social position of gender-referred children in a naturalistic environment. We used a peer nomination technique to examine their social position in the class and we specifically examined bullying and victimization of gender dysphoric children. A total of 28 children (14 boys and 14 girls), referred to a gender identity clinic, and their classmates (n = 495) were included (M age, 10.5 years). Results showed that the gender-referred children had a peer network of children of the opposite sex. Gender-referred boys had more nominations on peer acceptance from female classmates and less from male classmates as compared to other male classmates. Gender-referred girls were more accepted by male than by female classmates and these girls had significantly more male friends and less female friends. Male classmates rejected gender-referred boys more than other boys, whereas female classmates did not reject the gender-referred girls. For bullying and victimization, we did not find any significant differences between the gender-referred boys and their male classmates nor between the gender-referred girls and their female classmates. In sum, at elementary school age, the relationships of gender dysphoric children with opposite-sex children appeared to be better than with same-sex children. The social position of gender-referred boys was less favorable than that of gender-referred girls. However, the gender-referred children were not more often bullied than other children, despite their gender nonconforming behavior.

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The Playmate and Play Style Preferences Structured Interview: A Comparison of Children with Gender Identity Disorder and Controls

Cited by 30 publications

References 25 publications

Cross-National Replication of the Gender Identity Interview for Children

Cross-National Replication of the Gender Identity Interview for Children

Preschool Children with Gender Normative and Gender Non-Normative Peer Preferences: Psychosocial and Environmental Correlates

Peer Group Status of Gender Dysphoric Children: A Sociometric Study

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