TBCS-Margaret-Conference -Understanding Transgender Ideology

Notes from NZACS

Understanding Transgender Identity

Rodney Lake  
Handout from course 

The Person – The Ideas

Intersex 1:2000 births (people born as unidentified)

Many don’t identify as part of the LGBT community – they still express as male or female

Deviations of the binary norm – a birth defect

Gender is a social construct – a learned behaviour

The Gender Binary

On average by design and as a group – men and women

Different by design but equal in value – no male and female

How are men and women different? Our brains are fundamentally different from birth

IQ – same average of IQ

Women more likely depression/anxiety

Men – alcohol

Not culturally biological

Brain structure – difference in brain tissue

Blood – women more white blood cells – heal faster

Men – more blood clotting – wounds heal faster

Difference between gender

-hair growth

Liver

Skin

Fat storage

Muscle

Brain nerve

Gender Identiy – What our brains tell us – independent of what our bodies are

Gender Dysporia – disconnect between the mind and the body

Real/not chosen

Rapid onset gender dysphoria in adolescents and young adults – many of these kids are diagnosed with other medical issues

Minds change bodies don’t.  Not easily – our minds are elastic to bring our minds into line with our body

Anorexia – distorted perception of themselves that don’t match their bodies. Counselling/therapy or changing the body(liposuction)

Sex change surgery – outcomes were no better than those without surgery – gender dysphoria was not relived after surgery

Suicide rate is so high amongst transgender 41% (those who have had sex change)

Transition regret and De – Transition

Books

Netherlands – most accepted countries

Love thy Body

A Practical Guide to Culture

Links to Standards

Where to Next

TBCS - Developing resilience - Judy-Anne

https://www.magic.co.nz/home/archivedtalk/on-demand/the-am-show/2018/11/doctor-reveals-how-to-improve-emotional-intelligence--resilience.html

Connections
Individual responsibility and commitment
Accountability
Emotional fitness- can be developed, but need to be proactive about it
Stress is not an inherently bad thing- its an indicator that you are doing something meaningful

Remember its not the person who is 'bad', but the action. We want people to feel guilt but not shame
People need positive experiences with others without being judged

What is the prestige economy of my children's friends eg sports, toughness
The goal is not to be good at emotional management, the goal is to get better
We are not always happy and emotionally in control

First steps
Get confident by trying stuff
Courage is like a muscle- you need to use it to develop it

Reflections:
Wish I had known some of this years ago. Might have done things differently.

Next steps:
Ensure I am teaching the children about emotions
Promote a positive prestige economy eg sports, kindness, compassion

• Undertaking PLD and further professional reading.

TBCS _ Early Academic Training Produces long Term Harm - Judy-Anne

https://www.psychologytoday.com/intl/blog/freedom-learn/201505/early-academic-training-produces-long-term-harm

Studies have demonstrated an initial gain in academics with early direct instruction, however this tends to disappear by grade 4.
More concerning is the effect on emotional and social aspects though. With a long term study showing the 23 year olds who were in the direct instruction (rather than play based) group had more instances of friction with other people, were more likely to have shown evidence of emotional impairment, were less likely to be married and living with their spouse, and were far more likely to have committed a crime than were those in the other two groups.  In fact, by age 23, 39% of those in the Direct Instruction group had felony arrest records compared to an average of 13.5% in the other two groups; and 19% of the Direct Instruction group had been cited for assault with a dangerous weapon compared with 0% in the other two groups.[4]

He puts it much better than I do by stating that;
One possibility is that the initial school experience sets the stage for later behavior.  Those in classrooms where they learned to plan their own activities, to play with others, and to negotiate differences may have developed lifelong patterns of personal responsibility and pro-social behavior that served them well throughout their childhood and early adulthood.  

Reflection:
Rather scary to think of the long term effects. We are seeing lots of behaviours and attitudes in society that make it necessary for us to teach emotional and social skills at school though.
What would  this look like on a school leaver profile, key competencies, values??

Next steps:
Be very mindful and explicit of the questions/ comments I make
Encourage negotiation skills, personal responsibility, pro social behaviour

• Undertaking PLD and further professional reading.

TBCS - Number Agents Reading Discoveries - Judy-Anne

http://numberagents.blogspot.com/2018/12/reading-my-discoveries-this-year.html

Reflections:
Wow. One to one reading with each child each week.

Next steps:
So much to do with this
Print Literacy Development poster
Look into de codeable texts
Re -read the article
Re think reading planning
Read a chapter book to the class, rather than picture books. Maybe Enid Blyton as some are reading her at home already.
Try one to one method rather than reading groups for Laila and Violet to begin with.

• Undertaking PLD and further professional reading.

• Understanding and using a range of innovative, co-operative and inquiry learning approaches
• Providing opportunities for ākonga engagement in co-operative learning, and reciprocal teaching. 

• Planning with ākonga input.
• Structuring learning tasks so that all ākonga experience a degree of success, but also ensuring that they are required to stretch themselves to fully succeed.

• Monitoring of ākonga learning during the implementation of a programme of learning, so that the programme can be adapted where needed to better achieve desired outcomes for ākonga.
• Use of inquiry to inform planning and teaching.
• Checking to see if planning and delivery of programme is tailored to the strengths, needs and interests of ākonga.
• Using appropriate pedagogies to accelerate progress of ākonga who are achieving below national expectations.