Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
Back to table of contents Previous article Next article Letter to the EditorFull AccessGID Not 'Phantom Disorder'Kenneth J. Zucker, Ph.D.Kenneth J. Zucker, Ph.D.Published Online:17 Oct 2003https://doi.org/10.1176/pn.38.20.0030aAn article in the July 18 issue summarized some of the putative controversy regarding the gender identity disorder (GID) diagnosis, including its use with children, as discussed at the APA annual meeting in San Francisco. Dr. Hill's critique of GID is replete with inaccuracies.He asserts that "gender roles are not clearly dichotomous, like DSM suggests they are." Almost no behavior is completely dichotomous between two groups, but the phenomenology of the GID criteria is based, in part, on very strong mean differences between the behavior of boys and girls that play a strong role in how one's gender is subjectively constructed. Hill's disavowal of such differences reflects a lack of awareness of a large empirical research literature on children's gender development.His claim that there are no validity studies on GID in children is incorrect. Our group at the Child and Adolescent Gender Identity Clinic at the Centre for Addiction and Mental Health in Toronto has conducted several diagnostic studies of children with GID, with siblings, clinical controls, and nonreferred controls serving as comparison groups. All of these studies demonstrated substantial evidence for discriminant validity.Hill also stated that "[t]here is little evidence of pathology." By this, he is referring to the presence of other behavioral/emotional problems in children with GID. Hill is wrong. Using a well-standardized parent-report measure of child and adolescent behavior problems, the Child Behavior Checklist, we have published several studies showing that both children and adolescents with GID have, on average, as many general behavioral and emotional problems as demographically matched clinical control children and significantly more problems than nonreferred children.Hill's primary beef, however, is that he does not really accept the possibility that children can experience marked discomfort with their gender (gender dysphoria), other than seeing it as secondary to the reaction of others. In my view, this is a simplified understanding of the complexity of gender development. Consider, for example, a 3-year-old girl who repeatedly states that she is a boy or that she wants to be a boy. Her parents reply by telling her that she is a girl, and the child's reaction is to cry and insist otherwise. Hill's interpretation of such distress is that it is merely the result of the parents' reaction, not the possibility that the child is also struggling with a complex feeling state. Of course, if the parents went along with the child's fantasy that she was a boy, there would be no overt distress, but it would hardly solve the underlying problem and would merely reinforce it.When GID in children persists into adolescence, often the only way the adolescent can feel comfortable about himself or herself is to go through the difficult process of contra-sex hormonal treatment and physical sex-change procedures. Hill's characterization of GID as a "phantom disorder" seems remarkably naive.Toronto, Ontario ISSUES NewArchived
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle