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Both still cannot fully perceive Chris as a man because of their own perceptual habits with seeing Chris as a woman.
Therefore, this change has rewired Chris's parent's brains back into bottom-up processing to now start perceiving Chris as a man.

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Chris was able to maintain his academic and social success, while navigating his gender dysphoria. His parents had differing views on how to handle the situation, with his mother offering emotional support, while his father struggled to understand and accept his identity. This case highlights the need for greater education and acceptance surrounding gender identity.

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Example of social influence was when Chris and his brother (Rick) would play basketball with Mr. Morton.

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We can infer that as they started to age Chris involuntarily was pushed out of this "In-group" between Rick and Mr. Morton. Assuming that Chris was excluded because "naturally" girls do not play basketball as they get older. The norm was pushed onto Chris, but because Chris identifies as a male it had more of an influence on him then the regular every day person.

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Refers a change in behavior induced by the actions of others. Social influence can be intentional or unintentional and can occur through direct or indirect communication, observation, or social comparison. For example, when we change our behavior just because people is nearby, our social influence is more presence, and we obey when we change our behavior in front of authorities.

(Coon, Mitterer, & Martini, 2019)

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According to "Future directions in affirmative psychological interventions with transgender children and adolescents," the trans adult participants said that today's trans youth experience more societal acceptance when coming out. The adults said when they were younger, it was expected to conform to societal standards, whereas nowadays, people feel more comfortable going against the grain. (Spivey & Leeper, 2019, p. 345).

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Social Thinking is the process of thinking about ourselves and others in a social context. Being immersed in social relationships where we and other people can observe our own and others' behaviors.

(Coon, Mitterer, & Martini, 2019)

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Chris maintains an optimistic, positive outlook on life even though his gender identity makes him uncomfortable at times. He participates socially and academically, never actively looking for the bad in the world and using it as an excuse.

(Coon, Mitterer, & Martini, 2019)

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Chris shows himself to be an extroverted personality due to him having participated in multiple extracurricular school activities with friends and is quoted to be "active socially".

A "masculine" personality is what Chris seems to relate to better, having been uncomfortable with the learned gender role on how to be "female" in his culture.

(Coon, Mitterer, & Martini, 2019)

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Learned motives relate to Chris since he is motivated by his goal of performing well in school and sports. Chris is constantly surrounding himself with athletes and individuals in academic clubs. This amount of socialization with successful people causes Chris to be socially motivated to be successful himself.

(Coon, Mitterer, & Martini, 2019)

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A brain example that can be found is the gender identity change that Chris goes through.

- the brain knows that it is in the incorrect body compared to how it is wired

- the steps the brain takes to try and make itself right, i.e. Transitioning Surgery

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Behavior examples that can be found in the case study of Christine Morton is the way he behaved when he was growing up. Behaviors like:

- being attracted to woman

- being uncomfortable using the women's restroom

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According to "Future directions in affirmative psychological interventions with transgender children and adolescents," while cisgender children establish their gender identity between the ages of three to five, transgender children experience different developmental timing. Prepubertal trans youth also tend to be less likely to believe gender (whether it be their own or others) is stable across time. (Spivey & Leeper, 2019, p. 345).

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"Queer gender: studying gender identity on 'normative' individuals." focuses on the "norms" of gender identity. Most children naturally fall into these gender roles/beliefs, whereas Chris is "battling" the norm because he does not fit into his "assigned" gender category. Therefore, mental weights are forced onto Chris since he is confused about what he wants and what society expects of him. (Joel et al., 2014, p. 291).

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Kissing a girl in middle school is a significant experience for Chris as he explored his sexual orientation and figuring out what it meant to be attracted to someone of the same sex. This can be a confusing and potentially isolating, especially if he did not have a supportive network of friends or family members who did not understand or accept him.

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Erickson's Psychosocial Dilemma focuses on the "crisis" at each stage of life.  (Human Development)

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Chris's adolescence was an adamant challenge that he had to face. Chris is in the identity or role confusion "crisis" stage of his life and to identify as man, but to start growing breast and starting a menstrual cycle creates confusion on what his gender actually is. A solution for Chris to dealing with puberty was to start wrapping his breast to hide them.

(Coon, Mitterer, & Martini, 2019)

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Chris' development can be shaped by various experiences and events in his life. For example, his parent's divorce during his sophomore year in high school can have a significant impact on his emotional and mental well-being. It can be especially difficult for a teenager who is trying to navigate their own identity and relationships.

Chris' development is influenced by a variety of factors, including his family, friends, school environment, and maybe his cultural background.

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Learning based on the positive or negative consequences of responding.

(Coon, Mitterer, & Martini, 2019)

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Coon, D., Mitterer, J. O., & Martini, T. (2019). Introduction to Psychology: Gateways to Mind & Behavior (15th ed.). Cengage.

Joel, D., Tarrasch, R., Berman, Z., Mukamel, M., & Ziv, E. (2014). Queering gender: studying gender identity in ‘normative’ individuals. Psychology & Sexuality, 5(4), 291–321. https://doi.org/10.1080/19419899.2013.830640

Spivey, L. A., & Edwards-Leeper, L. (2019). Future directions in affirmative psychological interventions with transgender children and adolescents. Journal of Clinical Child & Adolescent Psychology, 48(2), 343–356. https://doi.org/10.1080/15374416.2018.1534207

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Chris's parents have different reactions of acceptance of his decision:
- Chris's mother who is giving them the acceptance and support they need.
- Chris's father while still saying he accepted them still brushed it up to being a phase.

(Coon, Mitterer, & Martini, 2019)

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(Coon, Mitterer, & Martini, 2019)

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The case study of 21-year-old Christine (Chris) Morton involves gender dysphoria and the exploration of gender at a young age. Born female, but now identifying as male, Chris continues to have a stable relationship with his parents despite the fact that his father viewed this transition as a phase. As a child, Chris often showed that he was interested in stereotypically male activities and clothes, while also romantically involving himself with girls.

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Taking away the feminine appearance (dresses, and long hair) allowed Chris to be comfortable and continue his masculine behavior.

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Chris having multiple sexual experiences (making out) with the older girl gave him the realization that he had a preference for girls and continued to pursue relationships with girls rather than boys.

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In spite of his displeasure with gender-specific roles and behaviors, Chris continued to participate in academic and extracurricular activities. In his freshman year of high school, he was chosen to be the class president.

(Coon, Mitterer, & Martini, 2019)

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Chris's actions of cutting his hair, kissing a girl, and changing his name can be seen as expressions of his desire to explore and discover his identity. These actions can be considered creative in the sense that he is using unconventional methods to shape his own identity and express himself in unique ways.

(Coon, Mitterer, & Martini, 2019)