Abstract
Extensive research over the past 30 years has resulted in the explication of significant gender differences in socialization practices and subsequent cognitive, behavioral, and affective child dimensions. Yet these findings still have not been translated into the development of treatment approaches relevant to women and female children, as suggested by Blechman and Brownell (1988), Kaslow and Carter (1991), and McGrath, Keita, Strickland, and Russo (1990). The federal government has highlighted this issue, with the National Institute of Mental Health’s development of a women’s mental health agenda in 1986 and the initiation of a similar program by the National Institute of Health (Healy, 1991; Russo, 1990). The recency of such efforts, however, underscores the neglect of gender that has pervaded traditional research efforts and subsequent diagnostic and treatment approaches. These institutional programs were directed toward those responsible for policy development and the establishment of research priorities (Russo, 1990). The challenge now should extend to those conducting clinical research and treatment. To accomplish this task, two foci need to be considered: (a) that problem identification criteria are gender-specific and (b) that “female treatment issues” are met with gender-sensitive interventions.
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Kavanagh, K., Hops, H. (1994). Good Girls? Bad Boys? Gender and Development as Contexts for Diagnosis and Treatment. In: Ollendick, T.H., Prinz, R.J. (eds) Advances in Clinical Child Psychology. Advances in Clinical Child Psychology, vol 16. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-9041-2_2
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