no plagiarism and make sure you are able to access all resource on your own before you bid. . I need this completed by 12/27/17

no plagiarism and make sure you are able to access all resource on your own before you bid. . I need this completed by 12/27/17 at 3pm. — Many people see gender identity as an situation: trucks dolls, crew cut ponytail, firefighter nurse. Either you like to play with trucks, or you like to play with dolls. Either you are a boy and want to be a firefighter, or you are a girl and want to be a nurse. What about the girl who begs her parents for Matchbox cars, or the boy who follows his passion into the field of nursing? Likewise, what about the gay, lesbian, and transgendered population, who may feel more attuned to gender roles that are not “theirs”? For this Discussion, review the Learning Resources for this week. Reflect on your own gender identity. Consider how your life might be different if you were born the opposite sex. Think about how your sex (male or female) has impacted your experiences, decisions, and gender identity. If you understand this information, you will be better equipped as a counselor to work with those struggling with their own identity formation. an explanation of how your development might have differed if you were born the opposite sex. Explain how these differences might have impacted the constructs of your current identity and why. Include specific biological and social influences that might have impacted your development. Justify your response with references to this week’s Learning Resources and the current literature. Be specific. · Broderick, P. C., & Blewitt, P. (2015). (4th ed.). Upper Saddle River, NJ: Pearson Education. o Chapter 8, “Gender and Peer Relationships: Middle Childhood Through Early Adolescence” (pp. 282-323) o Chapter 9, “Physical, Cognitive, and Identity Development in Adolescence” (pp. 324-367) · Best, D. L. (2009). Another view of the gender-status relation. (5/6),341–351. Retrieved from the Walden Library databases. · Cobb, R. A., Walsh, C. E., & Priest, J. B. (2009). The cognitive-active gender role identification continuum. (2),77–97. Retrieved from the Walden Library databases. · Ewing Lee, E. A., & Troop-Gordon, W. (2011). Peer processes and gender role development: Changes in gender atypically related to negative peer treatment and children’s friendships. (1/2),90–102. Retrieved from the Walden Library databases. · Gallor, S. M., & Fassinger, R. E. (2010). Social support, ethnic identity, and sexual identity of lesbians and gay men. (3) 287–315. Retrieved from the Walden Library databases. · Lev, A. I. (2004). . Binghampton, NY: Routledge. o Chapter 3, “Deconstructing Sex and Gender: Thinking Outside the Box” (pp. 79–109) Retrieved from the Walden Library databases. · McCabe, J., Tanner, A. E., & Heiman, J. R. (2010). The impact of gender expectations on meanings of sex and sexuality: Results from a cognitive interview study. (3/4), 252–263. Retrieved from the Walden Library databases. · Laureate Education (Producer). (2013g). [Video file]. Retrieved from https://class.waldenu.edu The approximate length of this media piece is 3 minutes. This week’s presenter discusses how individuals in the in between, or ‘tween’ age can feel uncomfortable about their gender, their bodies, and their sexuality. Strategies for working with tweens are also discussed. It is highly recommended that you view this presentation before posting to this week’s Discussion boards. Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

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