# data[].attributes.body
Chris has been through ups and downs with not being comfortable of being herself. She wanted to be accepted. With her going through puberty there was a lot of changes that happened to her physically, mentally, and emotionally. He physically did not want to be a women and didn't look like one. Chris wanted to feel loved and accepted by her peers and family. Although some people did not agree to what she wanted and how she felt, he knew what he wanted from a very young age.

# data[].attributes.headline
     Gender identity                                            In the article regarding gender identity, it talks about the stages in the process of being identified as a transgender from a female to male perspective. There are 3 stages the first stage is a growing sense of gender the individuals mention feeling different somehow and are aware that something pertaining to them is off. The second stage is recognition of transgender identity the individuals mention they were ashamed of being who they were and didn't want to accept who they were or be revealed. The third stage is social adjustment the individuals mentioned coming out to the public and taking on a different social identity.                

# data[].attributes.subject
     Gender identity                                            In the article regarding gender identity, it talks about the stages in the process of being identified as a transgender from a female to male perspective. There are 3 stages the first stage is a growing sense of gender the individuals mention feeling different somehow and are aware that something pertaining to them is off. The second stage is recognition of transgender identity the individuals mention they were ashamed of being who they were and didn't want to accept who they were or be revealed. The third stage is social adjustment the individuals mentioned coming out to the public and taking on a different social identity.                

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(Pollock, Eyre .2012)

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According to the article, Gender dysphoria occurs at a very young age. With Chris, he realized at a young age that he wanted to be a boy and not a girl. Chris is a teenager now communicating with his family and friends. Peer contagion helped Chris get by. He was not bullied, Chris has the emotional support from his peers and family which has helped him tremendously.
The attire that she wore made it more noticeable that she wanted to be a man. As a little girl nothing felt completely right.
(Littman, 2018)

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-Gender identity conflict:
Appearance is a man
-Trans youth conflict
-Academically and socially put together
-Parents divorce - could possibly make her feel that way
mother is supportive and dad is not
-She felt uncomfortable using women's restroom
-Uncomfortable with the attire she had to wear for school
-She's sexually attracted to females when younger
-Nicknamed herself Morty to be considered more masculine when he gets older, into adult hood
-Binded her chest so her breasts wouldn't be noticed

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-Everyone's brain is the same, including Christine Morton; having two hemispheres  within her brain.
-The left hemisphere's purpose is to analyze, which means being able to process small details containing speech and language.
-Her right hemisphere detects patterns, putting things together and face recognition : for example like detecting her family's faces.
-The endocrine system sends chemicals through out the body entering her blood stream, effecting behavior moods and personality.
(Coon, D., Mitterer,  & Martini,  2019).

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~She perceives herself as a man beginning at a young age and continuing throughout adolescence.
~As early as the first and second grade, Chris had a sensation of being uncomfortable using the girls' bathroom.
~ Chris had no trouble communicating with her peers because she was the class president her freshman year.
~ Chris verbally communicated with her parent's about her gender identity conflict.
(Coon, D., Mitterer,  & Martini, 2019).

# data[].attributes.body
Chris's memory affected him in many ways. Through growing apart from his brother, to feeling uncomfortable in the girl's bathroom as a child. Chris learned alot through his youth and growing up. At 9 years old, he learned that he preferred girls over boys. He learned during puberty that he wanted to embrace all aspects of man, and would do what he could to hide the fact that his body was developing breasts. This was done to help cope with his feelings.
(Coon, D., Mitterer, , & Martini, 2019).

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* In high school she had discomfort with gender -specific roles and behaviors.
*Christine was conflicted with gender identity problems.
*Chris felt awkward when her menstruation started & she developed her breasts.
* Christine was persistent with being a man.
* As Christine and her brother grew older, she remembers feeling excluded from the group they once had together with their father when they were younger.
*Learned motives are based on learned needs, drives, and goals.
* Christine had a learned motive that involved her binding her breasts tightly with a skin colored belt so that she would be secure with her need to be perceived as a man.
(Coon, D., Mitterer, , & Martini, 2019).

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* Chris’s parents had known about her gender dysphoria since her senior year in high school. This
was a difficult issue for them to address.
*As early as the first and second grade Chris could remember feeling uncomfortable about using
the girls’ bathroom.
*Chris’s sex play as a child involved little girls rather than little boys.
*When she was 9 years old,
Chris spent long hours “making out” with an 11-year-old neighbor girl.
*In junior high school, she wanted to be called “Morty”.
*The onset of menstruation was
awkward, and the development of her breasts presented an even more difficult situation because
their presence could be noticed by other people. As soon as her breasts began to enlarge, Chris
began binding them tightly with a skin-colored belt that would not show through her shirt.
(Coon, D., Mitterer, & Martini, 2019).

# data[].attributes.body
Coon, D., Mitterer, J.O., & Martini, T.S. (2019). Introduction to psychology: Gateways to mind and
behavior. (15th Ed.). Stamford, CT: Cengage Learning.

Littman, L. (2018). Rapid-onset gender dysphoria in adolescents and young adults: A study of parental reports. PLoS ONE, 13(8), e0202330. Retrieved from https://link-gale-com.gmclibrary.idm.oclc.org/apps/doc/A550451522/OVIC?u=mill30389&sid=OVIC&xid=225f74ed

Pollock, L., & Eyre, S. (2012). Growth into manhood: identity development among female-to-male transgender youth. Culture, Health & Sexuality, 14(2), 209. https://doi-org.proxygsu-gamc.galileo.usg.edu/10.1080/13691058.2011.636072

# data[].attributes.body
* Central traits are core traits that characterize an individual personality.
* Secondary traits are traits that are inconsistent or relatively superficial.
* She has central traits of being socially active and intelligent in high school.
* She was a masculine female and wanted to be called Morty.
* Christine has a secondary trait of preferring monogamous relationships.
*(Coon, D., Mitterer, , & Martini, 2019).

# data[].attributes.body
*As early as the first and second grade, Chris could remember feeling uncomfortable about using
the girls' bathroom.
*Chris’s sex play as a child involved little girls rather than little boys.
*When she was 9 years old,
Chris spent long hours “making out” with an 11-year-old neighbor girl.
*Chris was sexually attracted to girls rather than boys.
*In junior high school, she came instead to be known by her nickname “Morty”.
*(Coon, D., Mitterer, & Martini, 2019).