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Chapter 1: The Study of Human Sexuality Discussion Topics Discussion Topic 1.1: What is “Real” Sex? People in the United States have changing views about what they consider to be “sex” acts. In the late 1990s, for instance, only about 40% said that oral / genital sex was “real sex.” Ten years later, the number had increased to 70%. Today, 80% of people say that anal sex is “real sex.” What kinds of things do you consider to be included under “sex”? Do you think this definition varies with age? Gender? Ethnicity? The definition of "sex" can vary greatly among individuals, influenced by a variety of factors including culture, religion, personal experiences, and societal norms. Some may consider sex to be limited to penile-vaginal intercourse, while others may include a broader range of activities such as oral, anal, or manual stimulation. Age can play a role in shaping one's definition of sex. Younger individuals, especially those who have grown up in an era of greater sexual openness and education, may have a more inclusive view of what constitutes sex compared to older generations. Gender identity can also impact how someone defines sex, as individuals of different genders may have different perspectives on what is considered sexual activity. Ethnicity and cultural background can also influence views on sex. Different cultures may have varying attitudes towards sexual practices and what is considered acceptable or taboo. Overall, the definition of sex is highly subjective and can vary widely among individuals based on a variety of factors. Discussion Topic 1.2: Fundamental Elements of Sexual Well-Being Involve the students in a discussion on the four elements that are fundamental to achieving sexual well-being: pleasure, protection, focus, and purpose of life. Ask them to share their opinion about each element. Which of them is the most important for them? Why? The four elements fundamental to achieving sexual well-being, as outlined in the book, are pleasure, protection, focus, and purpose of life. Each of these elements plays a crucial role in an individual's overall sexual health and satisfaction. 1. Pleasure: Pleasure is a key aspect of sexual well-being, as it contributes to the enjoyment and fulfillment of sexual experiences. It involves physical and emotional satisfaction, intimacy, and connection with a partner. Students may value pleasure for its ability to enhance their overall quality of life and strengthen relationships. 2. Protection: Protection refers to the practices and measures taken to prevent unwanted outcomes such as sexually transmitted infections (STIs) and unintended pregnancies. It encompasses the use of barrier methods, regular testing, and open communication about sexual health. Students may prioritize protection to ensure their physical well-being and that of their partners. 3. Focus: Focus involves being present and mindful during sexual experiences, allowing individuals to fully engage and enjoy the moment. It includes factors such as communication, consent, and mutual respect. Students may see focus as essential for fostering healthy and fulfilling sexual relationships. 4. Purpose of Life: The purpose of life in the context of sexual well-being relates to having a clear understanding of one's values, beliefs, and goals regarding sexuality. It involves making decisions that align with one's personal principles and long-term objectives. Students may view having a sense of purpose as crucial for developing healthy sexual behaviors and relationships. In discussing these elements, students may have varying opinions about which is most important to them. Some may prioritize pleasure, valuing the positive emotions and sensations it brings. Others may prioritize protection, emphasizing the importance of safe and responsible sexual practices. Some may see focus as paramount, believing that being present and attentive during sexual experiences leads to greater satisfaction. Still, others may prioritize purpose of life, believing that understanding their values and goals in relation to sexuality is foundational to their well-being. Ultimately, the importance of each element may vary depending on individual values, experiences, and circumstances. Encouraging students to reflect on these elements can help them develop a more holistic understanding of sexual well-being and make informed choices that align with their values and goals. Discussion Topic 1.3: Sex Research Divide the class into groups of five. Ask each group to research either Richard von Krafft-Ebing, Magnus Hirschfeld, Havelock Ellis, Sigmund Freud, Margaret Mead, Alfred Kinsey, Mary Calderone, Masters and Johnson, or Michele Foucault. Based on their research and the information given in the text, ask them to talk about their chosen personality and his or her research for 15 minutes giving as much detail as they can. This will give them a clearer picture of sex research and its evolution through the years. Sex research has a rich history, shaped by the contributions of pioneering individuals who have advanced our understanding of human sexuality. Dividing the class into groups to research key figures in sex research can provide valuable insights into the evolution of this field. Here are brief overviews of some of the prominent figures mentioned: 1. Richard von Krafft-Ebing: A German psychiatrist, Krafft-Ebing is known for his work in the late 19th century, particularly his influential book "Psychopathia Sexualis," which classified various sexual behaviors as abnormal. His work laid the foundation for the medicalization of sexuality. 2. Magnus Hirschfeld: A German physician and sexologist, Hirschfeld was an early advocate for LGBTQ+ rights and conducted research on sexual orientation and gender identity. He founded the Institute for Sexual Science in Berlin, a pioneering center for sex research. 3. Havelock Ellis: An English physician and writer, Ellis was a key figure in the early 20th-century sex research movement. He co-authored the seminal work "Studies in the Psychology of Sex" with John Addington Symonds, exploring various aspects of human sexuality. 4. Sigmund Freud: The renowned Austrian neurologist and founder of psychoanalysis, Freud's theories on sexuality, including the Oedipus complex and the role of unconscious desires, have had a lasting impact on the field of psychology and sex research. 5. Margaret Mead: An American cultural anthropologist, Mead conducted groundbreaking research on sexuality and gender roles in various cultures. Her work challenged prevailing notions of sexual norms and contributed to a more nuanced understanding of human sexuality. 6. Alfred Kinsey: An American biologist and sexologist, Kinsey is famous for his pioneering studies on human sexuality, including the Kinsey Reports, which provided a comprehensive analysis of sexual behavior in the United States. 7. Mary Calderone: An American physician and advocate for sex education, Calderone played a crucial role in promoting comprehensive sex education in schools and advancing public understanding of sexual health. 8. Masters and Johnson: William Masters and Virginia Johnson were American researchers known for their groundbreaking studies on human sexuality, particularly their work on the physiology of sexual response and the treatment of sexual dysfunction. 9. Michel Foucault: A French philosopher and social theorist, Foucault's work explored the history and politics of sexuality, challenging conventional ideas about power, knowledge, and sexuality. Studying these figures and their contributions can provide students with a deeper appreciation for the diversity of approaches to sex research and the evolving nature of our understanding of human sexuality. Discussion Topic 1.4: Honesty in Polling Research by Kinsey and his colleagues in the 1930’s and 1940’s shattered social stereotypes: people in the United States were engaged in far more types of sexual behaviors than previously believed, including masturbation, premarital sex, and homosexuality. In effect, Kinsey revealed what was really going on in people’s private sexual lives, uncovering contradictions between their beliefs and practices. What are some of the issues to asking people about their sex lives? Do you think people are truthful when asked about their sex lives? If this research was replicated today, do you think they’d find the same thing? Asking people about their sex lives can raise a variety of issues, including: 1. Social Desirability Bias: Respondents may be inclined to provide answers that they believe are socially acceptable or align with societal norms, rather than disclosing their true behaviors. 2. Privacy Concerns: Individuals may feel uncomfortable or reluctant to discuss their intimate behaviors, particularly with strangers or in a public setting. 3. Memory and Recall Bias: Participants may have difficulty accurately recalling past sexual experiences, leading to inaccuracies in their responses. 4. Cultural and Religious Influences: Cultural and religious beliefs can significantly impact individuals' willingness to discuss their sexual behaviors openly and honestly. 5. Sampling Bias: The way in which participants are selected for a study can influence the representativeness of the sample and the generalizability of the findings. Despite these challenges, research suggests that people generally strive to be truthful when asked about their sex lives, particularly in confidential or anonymous surveys. However, the extent to which individuals disclose sensitive information can vary based on factors such as trust in the survey process, perceived anonymity, and the wording of the questions. If Kinsey's research were replicated today, it is likely that similar findings would emerge, albeit with some differences. Society's attitudes towards sexuality have evolved since the 1930s and 1940s, leading to greater acceptance and openness regarding diverse sexual behaviors. As a result, individuals may be more willing to disclose certain behaviors, such as masturbation, premarital sex, and homosexuality, than they were in Kinsey's time. However, issues related to social desirability bias and privacy concerns would still need to be considered in interpreting the results of such research. Discussion Topic 1.5: Kinsey’s Research and Family Values Some researchers have argued that Kinsey’s empirical data were more important than the theory, methodology, and other underpinnings of the study. One significant finding, for example, was that 37% of the U.S. males that he surveyed had had some homosexual experience. Surveys of females found that they masturbated, like men, had homosexual relations, and engaged in premarital and extra-marital sexual relationships. These findings were considered a moral outrage at the time. In the 1950s, critics complained that such findings were disruptive of traditional values about marriage and the family. Do you think this is because his research focused on female sexuality and homosexual behaviors? Kinsey's research was indeed groundbreaking and controversial for its time, as it challenged prevailing notions about sexuality and contradicted traditional values regarding marriage and the family. The focus on female sexuality and homosexual behaviors was one aspect that contributed to the controversy surrounding his findings. During the 1950s, when Kinsey's research was published, societal norms regarding sexuality were more conservative, particularly in terms of gender roles and sexual behavior. The idea that women were as sexually active and diverse in their behaviors as men, and that a significant portion of the population had engaged in homosexual experiences, contradicted the prevailing beliefs about sex and gender. Furthermore, Kinsey's research highlighted the discrepancies between public perceptions and private behaviors. Many people at the time were shocked to learn that behaviors such as masturbation, premarital sex, and homosexuality were more common than previously believed. This discordance between public morality and private behavior contributed to the perception of his findings as disruptive to traditional values. Additionally, the context of the 1950s, with its emphasis on conformity and the nuclear family, likely intensified the backlash against Kinsey's research. The idea that sexual behaviors could vary widely and that traditional family structures might not be the norm for everyone challenged the societal ideals of the time. In conclusion, while Kinsey's research was controversial for a variety of reasons, including its focus on female sexuality and homosexual behaviors, it ultimately played a crucial role in expanding our understanding of human sexuality and challenging societal norms regarding sex and gender. Discussion Topic 1.6: Sex as a Disease? Doctors in the 19th century, and well into the 20th century, tended to see sex as a disease to be cured or a problem to be fixed, never as something positive. However, they saw only patients with unusual sexual behaviors who came to their clinics. They did not observe “normal” people because they never came to their clinics. Because they worked only with people who sought treatment, they saw their sexual symptoms as the norm, not the exception. How much do you think that has changed today? Do you think people routinely talk to their medical doctor about their sex lives? What issues might this “keeping sex in the closet” raise for people today? The perception of sex as a disease or problem by doctors in the 19th and early 20th centuries was influenced by the patients they encountered in their clinics, who often sought treatment for unusual or problematic sexual behaviors. This skewed their perspective, as they did not see "normal" individuals who did not seek medical help for their sexual health. Today, however, there has been a significant shift in how sex is viewed in the medical field. Today, people are more likely to talk to their medical doctors about their sex lives, especially with the increasing recognition of the importance of sexual health. Many doctors are trained to address sexual health issues and provide appropriate care and support. Additionally, there is greater awareness of the diversity of sexual behaviors and identities, leading to more inclusive and comprehensive approaches to sexual health care. Despite these advancements, some individuals may still feel uncomfortable discussing their sex lives with their doctors due to stigma, shame, or fear of judgment. This "keeping sex in the closet" can raise several issues, including: 1. Delayed or inadequate treatment: If individuals are reluctant to discuss their sexual health concerns with their doctors, they may not receive timely or appropriate care for sexual health issues. 2. Misinformation or lack of education: Without open and honest discussions about sex, individuals may rely on inaccurate information or myths, leading to misunderstandings about sexual health and behaviors. 3. Impact on mental health: Keeping sex a taboo topic can contribute to feelings of shame, guilt, or isolation, which can negatively impact mental health and well-being. 4. Barrier to preventive care: Lack of open communication about sexual health can prevent individuals from seeking preventive care, such as screenings for sexually transmitted infections or discussions about contraception. In conclusion, while there has been progress in how sex is viewed and addressed in the medical field, there are still challenges related to stigma and discomfort that can impact individuals' willingness to discuss their sex lives with their doctors. Encouraging open and non-judgmental communication about sexual health is crucial for promoting overall well-being and addressing sexual health concerns effectively. Discussion Topic 1.7: Sampling and its Effect on Theory Freud treated sexuality from infancy onward as a fundamental part of human nature. But he also treated sex as a symptom of an underlying mental disorder. He believed that people’s earliest sexual desires and fantasies revolved around a sexual attraction to the opposite-sex parent involving incest, and that children had to repress their incestuous feelings, because these were totally forbidden and led to madness (Freud, 1905). He also believed that sexuality motivated all other behaviors, including all mental distress. Contrast this with Magnus Hirschfeld, who was influential in two ways: he was the first to use surveys to study sexual behavior in groups of people, and he helped found the homosexual rights movement in Germany. Based on these opposing perspectives, one using data and large samples and the other using a small sample of sexually repressed Victorian housewives, how do you think the sample each theorist started with shaped their perspectives? The samples each theorist started with likely had a significant impact on shaping their perspectives on sexuality. Freud's focus on the Oedipus complex and the idea of sexuality as a symptom of mental disorder was influenced by the patients he treated, who were primarily individuals seeking therapy for mental health issues. These patients were likely a biased sample, as they may have been more likely to exhibit symptoms related to sexual conflicts and repression. Additionally, Freud's observations were limited to a clinical setting, which may have skewed his understanding of sexuality towards pathologizing it. On the other hand, Hirschfeld's use of surveys to study sexual behavior allowed him to gather data from larger, more diverse samples of people. This approach likely provided him with a more nuanced and inclusive understanding of human sexuality, including the diversity of sexual behaviors and identities. Hirschfeld's observations of a broader population, rather than a select group of patients seeking therapy, may have led him to view sexuality as a natural and varied aspect of human experience, rather than as a symptom of pathology. Overall, the samples each theorist started with influenced their perspectives on sexuality. Freud's focus on pathology and repression may have been shaped by his clinical sample, while Hirschfeld's more inclusive and diverse approach to studying sexuality may have been informed by his use of surveys and observations of a wider range of individuals. Discussion Topic 1.8: Case Studies Case studies offer some advantages and disadvantages. Perhaps using Freud as an example, discuss with students the pros and cons of using case studies. Case studies, such as those used by Freud, offer several advantages and disadvantages in the study of human sexuality. Advantages of Case Studies: 1. In-depth exploration: Case studies allow for a detailed examination of individual experiences, providing rich, qualitative data that can offer insights into complex phenomena. 2. Hypothesis generation: Case studies can help generate hypotheses and theories by identifying patterns and themes in individual cases that may not be apparent in larger, quantitative studies. 3. Illustrative examples: Case studies can be used to illustrate theoretical concepts or ideas, making them more relatable and understandable to students and researchers. 4. Practical applications: Findings from case studies can inform clinical practice and interventions, offering practical insights for helping individuals with similar issues. Disadvantages of Case Studies: 1. Lack of generalizability: Because case studies focus on individual cases, their findings may not be generalizable to broader populations or contexts. 2. Subjectivity: Case studies rely heavily on the researcher's interpretation of the data, which can introduce bias and limit the objectivity of the findings. 3. Limited scope: Case studies are often limited in scope and may not capture the full complexity of human behavior or experiences. 4. Ethical concerns: Conducting case studies raises ethical issues related to privacy, confidentiality, and the potential for harm to participants. In the case of Freud, his use of case studies was instrumental in developing psychoanalytic theory and exploring the complexities of human sexuality. However, his reliance on individual cases and his interpretation of them as universal phenomena has been criticized for its lack of empirical evidence and generalizability. Despite these limitations, Freud's case studies continue to be influential in the field of psychology and human sexuality, highlighting both the strengths and weaknesses of this research approach. Discussion Topic 1.9: Operational Definitions Most students have not discussed operational definitions since Introduction to Psychology. Explain that research hinges on an operational definition that specifically includes AND excludes things from the definition. For example, ask students to define aggression. You can expect the usual—hitting, pushing, punching, kicking. Now ask about indirect forms—spreading rumors, keying someone’s car. Now what about sports? Are hockey players aggressive? What about football? What about consensual sex between adults that involves harm to one of the participants? Remind students that the role of definitions is to both include things like hitting and spreading rumors while excluding sports and other consensual adult behaviors. Operational definitions are essential in research as they provide clarity on what is being measured or studied by specifying the criteria for inclusion and exclusion. For example, when defining aggression, it is important to consider both direct forms (like hitting, pushing, etc.) and indirect forms (like spreading rumors). However, it is also crucial to exclude behaviors that may seem aggressive but are not considered as such in the context of the definition, such as sports like hockey or football, where physical contact is part of the game and is consensual. In the context of consensual adult behaviors that involve harm, such as in certain sexual practices, it is important to have clear operational definitions to differentiate between consensual acts and harmful or abusive behaviors. This ensures that research accurately captures the intended concept without including unrelated or misleading information. Therefore, operational definitions play a critical role in research by providing a clear and specific framework for defining and measuring concepts, helping researchers to accurately study and understand complex phenomena like human sexuality. Discussion Topic 1.10: Theories and Hypothesis Students may have difficulty differentiating theories from hypotheses. Tell them of some different theories you have and ask them to pull out testable hypotheses. For example, you can tell them that a researcher believed that frozen foods do not have calories. Calories are measures of heat and frozen food and by definition can have no heat. Therefore, frozen foods are calorie free. Explain what events this theory might lead to: diets of frozen candy bars, ice cream, Starbucks frappuccinos frozen cookie dough, etc. that lead to weight loss. What is the theory? The hypotheses? How can they be tested? In this scenario, the theory is that frozen foods do not have calories because calories are measures of heat, and frozen foods, by definition, have no heat. This theory could lead to hypotheses such as: 1. Hypothesis 1: Consuming frozen foods exclusively will lead to weight loss due to their supposed lack of calories. 2. Hypothesis 2: Eating frozen candy bars, ice cream, Starbucks frappuccinos, frozen cookie dough, etc., will not lead to weight gain. These hypotheses could be tested through controlled experiments where participants are assigned to a diet consisting solely of frozen foods or a control group with a regular diet. The weight loss or gain of each group could be measured over a specific period to determine the effects of consuming frozen foods exclusively. However, it's important to note that the initial theory is flawed. While freezing food may reduce its caloric content slightly due to changes in the structure of the food, it does not eliminate calories altogether. Testing the hypotheses generated from this theory would likely reveal that consuming frozen foods exclusively does not lead to weight loss and may, in fact, lead to weight gain due to the caloric content of these foods. Discussion Topic 1.11: Reliability and Validity Illustrate reliability and validity by describing a scale that is always 10 pounds off. This would be high in reliability (meaning the repeatability of scores is high) but the validity (producing the correct weight) would be low. Ask students if they would throw out the scale, why or why not? This is a good example of utility—that is the usefulness of a measure that may lack validity. You may also want to discuss with students which is more important—reliability or validity. The scenario described with the scale illustrates the concepts of reliability and validity well. If a scale is always 10 pounds off, it is reliable because it consistently produces the same incorrect weight measurement. However, it lacks validity because it does not accurately measure the true weight. Whether or not one would throw out the scale depends on the context and the intended use of the scale. If the scale is being used for general purposes where an exact weight is not critical, such as monitoring weight trends over time, the scale might still be useful despite its lack of validity. However, if the scale is being used in a context where precise weight measurements are important, such as for medical purposes or in a professional setting, then it would likely be necessary to replace the scale with one that is both reliable and valid. In discussing which is more important—reliability or validity—it's important to consider the context and the purpose of the measurement. In many cases, both reliability and validity are important, as a measurement should be both consistent and accurate. However, in some situations, such as when measuring trends or patterns over time, reliability may be more important than validity, as long as the measurement is consistently inaccurate. Discussion Topic 1.12: Common Approaches to Data Collection Divide the class into groups of five. Ask each group to discuss a method of data collection in detail (case study, surveys, interviews, direct observation, experiments, and participatory action research). They should discuss not only the method but also its pros and cons. After the discussion is over, ask each student about his or her preferred method of data collection and the reasons behind choosing this method. Further ask them how willing they would be to participate in a sex research. If they are not ready to be a part of such research, what holds them back? Dividing the class into groups to discuss different methods of data collection is an excellent way to engage students in understanding the nuances of each method. Here's a sample answer to guide the discussion: Case Study: • Pros: Provides in-depth, detailed information about individual cases. Useful for studying rare or unique phenomena. • Cons: Limited generalizability. Subject to researcher bias in interpretation. • Preferred Method and Reasons: Some students might prefer case studies for their depth and richness of data. • Willingness to Participate in Sex Research: Some students might be willing to participate in sex research if they feel comfortable with the confidentiality and sensitivity of the study. Surveys: • Pros: Efficient for collecting data from a large number of people. Can easily quantify responses for statistical analysis. • Cons: Limited depth of information. Response bias and low response rates can be issues. • Preferred Method and Reasons: Students might prefer surveys for their ease of administration and ability to gather a wide range of opinions. • Willingness to Participate in Sex Research: Some students might feel comfortable participating in surveys if they feel the questions are respectful and relevant. Interviews: • Pros: Allows for in-depth exploration of topics. Can clarify responses and gather detailed information. • Cons: Time-consuming and resource-intensive. Interviewer bias can influence results. • Preferred Method and Reasons: Some students might prefer interviews for their ability to capture nuanced responses. • Willingness to Participate in Sex Research: Some students might be open to participating in interviews if they trust the researchers and feel comfortable discussing sensitive topics. Direct Observation: • Pros: Provides first-hand, real-time data. Can capture behavior in natural settings. • Cons: Observer bias can affect interpretations. Ethical considerations may arise. • Preferred Method and Reasons: Some students might prefer direct observation for its authenticity and ability to capture behavior as it occurs. • Willingness to Participate in Sex Research: Some students might be hesitant to participate in direct observation due to concerns about privacy and consent. Experiments: • Pros: Allows for causal inferences. Can control variables to isolate effects. • Cons: Artificial settings may not reflect real-world behavior. Ethical concerns with manipulating variables. • Preferred Method and Reasons: Some students might prefer experiments for their ability to establish cause-and-effect relationships. • Willingness to Participate in Sex Research: Some students might be cautious about participating in experiments involving sexual behavior due to ethical and privacy concerns. Participatory Action Research: • Pros: Emphasizes collaboration with participants. Can lead to empowering outcomes for participants. • Cons: Time-consuming and requires strong community engagement. Potential for bias in data collection and analysis. • Preferred Method and Reasons: Some students might appreciate the participatory nature of this approach, as it involves participants in the research process. • Willingness to Participate in Sex Research: Some students might be more inclined to participate in participatory action research if they feel it empowers them and contributes to positive change. Overall, the choice of data collection method depends on the research question, the context, and the resources available. It's important for researchers to carefully consider the strengths and limitations of each method and select the most appropriate approach for their study. Additionally, researchers must ensure that participants' rights and well-being are protected, particularly in sensitive areas such as sex research. Understanding students' preferences and concerns about participating in such research can help researchers design studies that are respectful, ethical, and meaningful. Discussion Topic 1.13: Human Rights These rights include: • Right to teach and learn about sex • Right to respect people’s bodies • Right to be sexually active or not • Right to choose when and how to have children or not • Right to pursue sexual pleasure in a safe and satisfying way Do you think that in the U.S. we support these rights? Starting at what age? Should the U.S. be doing a better job at protecting these rights? In the U.S., the extent to which these rights are supported can vary based on factors such as cultural, religious, and political beliefs. However, broadly speaking, the U.S. does support these rights, especially in terms of legal protections and freedoms. • Right to teach and learn about sex: The U.S. generally supports the right to access comprehensive sex education, although the content and implementation of sex education programs can vary significantly between states and school districts. Some states mandate comprehensive sex education that includes information about contraception and sexually transmitted infections (STIs), while others emphasize abstinence-only education. • Right to respect people’s bodies: The U.S. upholds the right to bodily autonomy and the right to make decisions about one's own body. This includes the right to refuse unwanted medical treatments, the right to access contraception and abortion, and the right to be free from non-consensual sexual activity. • Right to be sexually active or not: The U.S. generally supports the right of individuals to choose whether or not to engage in sexual activity, provided that it is consensual and does not harm others. • Right to choose when and how to have children or not: The U.S. supports reproductive rights, including the right to access contraception and abortion. However, access to these services can be restricted by factors such as cost, availability, and legal barriers. • Right to pursue sexual pleasure in a safe and satisfying way: The U.S. generally supports the right of individuals to pursue sexual pleasure in a consensual and safe manner. However, societal attitudes and stigmas around sexuality can impact individuals' ability to freely express their sexuality. In terms of the starting age for these rights, there is no universal consensus. Sex education in the U.S. typically begins in middle or high school, but some argue that comprehensive sex education should start earlier to provide age-appropriate information about bodies, relationships, and consent. While the U.S. has made progress in protecting these rights, there are areas where improvement is needed. For example, access to comprehensive sex education is not uniform across the country, and there are ongoing debates and legal challenges regarding reproductive rights. Additionally, marginalized communities, such as LGBTQ+ individuals and people of color, may face additional barriers to accessing these rights. Therefore, there is room for the U.S. to do a better job at ensuring that all individuals have equal access to these fundamental human rights. Discussion Topic 1.14: Sex and Human Rights Sexual rights are an integral part of human rights. Ask the students to give their opinion on this topic. Asking students for their opinions on whether sexual rights are an integral part of human rights can lead to a thoughtful and enlightening discussion. Here's a structured answer to guide the conversation: 1. Introduction to Sexual Rights and Human Rights: • Define sexual rights as the rights related to sexuality, including the rights to bodily autonomy, sexual health, and freedom from discrimination. • Define human rights as the fundamental rights and freedoms that every person is entitled to, regardless of nationality, gender, sexuality, or other status. 2. Discussing the Interconnection: • Highlight the interconnectedness of sexual rights and human rights, noting that sexual rights are essential components of human rights. • Explain that sexual rights are integral to human dignity, autonomy, and well-being, and are therefore inseparable from broader human rights principles. 3. Examples of Sexual Rights as Human Rights: • Provide examples to illustrate this connection, such as the right to choose one's partner, the right to marry and found a family, the right to sexual and reproductive health care, and the right to be free from violence and discrimination based on sexual orientation or gender identity. 4. Considering Diverse Perspectives: • Encourage students to consider diverse perspectives on this topic, including cultural, religious, and ethical viewpoints. • Discuss how differing views on sexual rights can impact individuals' access to these rights and their ability to live fulfilling lives. 5. Exploring Challenges and Controversies: • Acknowledge that sexual rights can be a contentious issue, with debates over issues such as abortion, contraception, LGBTQ+ rights, and sex education. • Encourage students to think critically about these issues and consider the implications for human rights and social justice. 6. Encouraging Reflection and Discussion: • Invite students to share their own opinions and perspectives on whether sexual rights should be considered an integral part of human rights. • Encourage respectful dialogue and debate, fostering an environment where different viewpoints are heard and respected. 7. Conclusion: • Summarize the key points of the discussion, emphasizing the importance of recognizing sexual rights as fundamental human rights. • Encourage students to continue exploring this topic and to consider how they can advocate for sexual rights in their communities and beyond. Polling Questions Polling Item Topic 1.1: Let’s Talk About Sex How many of you are comfortable talking about sex and sexual relations with your boyfriend / girlfriend and close friends? Research shows that when people are comfortable talking about sex and actual sexual relations, they express their own desires better, they use less risky behavior when having sex, they know how to deal with sexual aggression better, and they form better relationships. The level of comfort individuals have in discussing sex and sexual relations with their boyfriend, girlfriend, and close friends can vary widely based on personal experiences, cultural backgrounds, and societal norms. Some people may feel completely at ease discussing these topics, viewing them as natural and important aspects of human life and relationships. They may see open communication about sex as a way to strengthen bonds, increase understanding, and enhance intimacy in their relationships. On the other hand, some individuals may feel more reserved or uncomfortable discussing sex, even with those they are close to. This could be due to cultural taboos, personal insecurities, or a lack of experience or knowledge about sex and sexuality. For these individuals, initiating conversations about sex might feel daunting or inappropriate, leading to feelings of discomfort or awkwardness. Overall, the comfort level in discussing sex and sexual relations with romantic partners and close friends is highly individualized and can depend on a variety of factors. It's important for individuals to communicate openly and honestly with their partners and friends, respecting each other's boundaries and comfort levels, to ensure healthy and fulfilling relationships. Polling Item Topic 1.2: What is Sex? How many of you consider anal sex to be “sex”? People in the United States have changing views about what they consider to be “sex” acts. In the late 1990s, for instance, only about 40% said that oral / genital sex was “real sex.” Ten years later, the number had increased to 70%. Today, 80% of people say that anal sex is “real sex.” The definition of "sex" can vary widely depending on cultural, social, and individual perspectives. While some may define sex narrowly as penile-vaginal intercourse, others may have a broader understanding that includes a range of sexual activities. Anal sex, involving penetration of the anus with a penis or other object, is considered a form of sexual activity by many people and is included in their definition of "sex." However, it's essential to recognize that perceptions of what constitutes sex can differ among individuals and communities. Some may not consider anal sex to be "sex" in the traditional sense, while others may view it as a significant aspect of their sexual experiences. Ultimately, the categorization of anal sex as "sex" or not depends on personal beliefs, values, and cultural norms. It's important to respect diverse perspectives and engage in open and respectful dialogue when discussing topics related to human sexuality. Polling Item Topic 1.3: Kinsey’s Research and Family Values Some researchers have argued that Kinsey’s empirical data were more important than the theory, methodology, and other underpinnings of the study. One significant finding, for example, was that 37% of the U.S. males that he surveyed had had some homosexual experience. In the 1950s, critics complained that such findings were disruptive of traditional values about marriage and the family. How many of you agree that knowing what people actually do sexually undermines “family values”? The question of whether knowing about people's actual sexual behaviors undermines "family values" is a complex and subjective issue. Some may argue that understanding the reality of human sexuality can lead to more informed and open discussions within families, promoting healthier relationships and values. They may believe that acknowledging diverse sexual experiences can help reduce stigma and discrimination, creating a more inclusive and accepting society. On the other hand, others may argue that certain sexual behaviors or lifestyles are incompatible with their definition of "family values," which could lead them to view such knowledge as undermining those values. They may believe that traditional notions of marriage and family are threatened by information that deviates from societal norms. Ultimately, the impact of knowing about people's sexual behaviors on "family values" depends on one's perspective and interpretation of those values. It's essential to approach this issue with sensitivity and respect for diverse viewpoints, recognizing that discussions about sexuality can be deeply personal and value-laden. Polling Item Topic 1.4: Calderone and Birth Control In last year’s election, access to birth control was a highly publicized issue. How many of you feel that people should have access to birth control? How many of you have visited Planned Parenthood since you started college? Calderone opposed the medical establishment for blocking distribution of birth control information to all people in the United States who went into doctor’s offices in the 1950s and 1960s. She founded Planned Parenthood and felt that everyone had a right to birth control and family planning information, though many male doctors disagreed with her at the time. In the 2012 election, this became an issue as some wanted to de-fund Planned Parenthood and limit access to birth control. The issue of access to birth control is multifaceted, involving considerations of individual rights, public health, and societal values. Many people believe that access to birth control is essential for individuals to make informed decisions about their reproductive health, plan their families, and prevent unintended pregnancies. They argue that access to birth control can lead to healthier outcomes for individuals and families, as well as reduce the need for abortions. As for visiting Planned Parenthood, some individuals may have utilized their services for a variety of reproductive health needs, including birth control, STI testing, and general health screenings. Planned Parenthood plays a crucial role in providing affordable and accessible healthcare to millions of people, particularly those without insurance or with limited resources. Overall, opinions on access to birth control and Planned Parenthood can vary widely based on personal beliefs, cultural backgrounds, and political ideologies. It's important for individuals to consider these issues thoughtfully and engage in respectful dialogue to promote understanding and informed decision-making. Polling Item Topic 1.5: Doctors and Sex Females in the class only: how many of you have talked to your doctor about sex? Males in the class only: how many of you consider anal sex to be “sex”? How many of you ask your friends about or do internet research on sex? Doctors in the 19th century, and well into the 20th century, tended to see sex as a disease to be cured or a problem to be fixed, never as something positive. However, they saw only patients with unusual sexual behaviors who came to their clinics. They did not observe “normal” people because they never came to their clinics. Because they worked only with people who sought treatment, they saw their sexual symptoms as the norm, not the exception. How much do you think that has changed today? Do you think people routinely talk to their medical doctor about their sex lives? What issues might this “keeping sex in the closet” raise for people today? The perception of sex as a taboo or problematic subject in medical practice has evolved over time, but remnants of this mindset may still exist today. In the past, doctors often viewed sexual behaviors outside of societal norms as disorders requiring treatment, leading to a skewed understanding of sexual behavior. Today, there is a greater recognition of the importance of discussing sexual health with medical professionals. However, many individuals may still feel uncomfortable or embarrassed discussing their sex lives with their doctors due to lingering stigma or a lack of awareness about the importance of sexual health. This "keeping sex in the closet" can lead to several issues for individuals. It may result in missed opportunities for preventative care or treatment of sexual health issues. It can also contribute to feelings of isolation or shame, impacting overall well-being. Additionally, the lack of open communication about sex in healthcare settings can perpetuate misinformation or misunderstandings about sexual health. Efforts to normalize discussions about sex in healthcare settings and increase awareness about the importance of sexual health can help address these issues. Creating a safe and nonjudgmental environment for patients to discuss their sexual health concerns can improve overall health outcomes and promote a healthier understanding of sexuality. Polling Item Topic 1.6: Masturbation How many of you consider masturbation to be “normal”? How many of you would say that you masturbate fairly regularly? Krafft-Ebing specialized in the treatment of what was then called sexual mania. He was particularly known for treating masturbation. Some of his patients truly felt that they were subhuman “monsters” because they could not control their sexual urges, some of which, including masturbation, are today considered normal. The perception of masturbation as "normal" can vary widely depending on cultural, religious, and individual beliefs. In many societies, masturbation is considered a normal and healthy part of human sexuality, often seen as a safe way to explore one's body and sexual desires. As for the frequency of masturbation, what is considered "regular" can vary greatly among individuals. Some may masturbate frequently as a form of self-exploration, stress relief, or sexual gratification, while others may not engage in masturbation as frequently or at all. Overall, attitudes toward masturbation and its frequency are highly personal and influenced by a range of factors. It's important to approach this topic with an understanding of diversity and respect for individual choices and beliefs regarding sexual expression. Polling Item Topic 1.7: Participatory Action Research Participatory action research (PAR) is a relatively new social method of gathering and using information that involves strong community participation. Rather than a set of procedures for collecting information, PAR involves the people who are affected most directly by issues in the community in the effort to apply the research to their benefit. This approach to sex research also helps to motivate greater community participation in the study, whether it concerns sex education, date rape, coming out as homosexual, or being sexually active in a community that discourages sex outside of marriage. Do you think a community-based way of conducting research yields good data? Yes, a community-based approach to conducting research, such as participatory action research (PAR), can yield valuable and insightful data. By involving community members directly in the research process, PAR helps ensure that the research is relevant to the community's needs and experiences. This approach can lead to more meaningful and impactful results, as community members have firsthand knowledge and insights that traditional research methods may overlook. Furthermore, community-based research promotes greater transparency and accountability, as the research process is conducted in collaboration with the community rather than being imposed from outside. This can help build trust between researchers and community members, leading to more open and honest communication. Overall, a community-based approach to research can lead to more effective interventions and policies that address the specific needs and concerns of the community, making it a valuable method for studying complex and sensitive issues such as human sexuality. Polling Item Topic 1.8: AIDS Healthy sexuality is a right, not a privilege. In this new perspective, when people feel secure in their bodies, identities, and health, their sexual well-being improves, in spite of poverty. Do you think STD’s are a common problem at this university? Do you think people on campus are routinely screened for STD’s? How many of you are routinely tested for STD’s? The perception of STDs as a common problem at a university can vary depending on factors such as awareness, education, and personal experiences. While some individuals may perceive STDs to be prevalent on campus due to concerns about sexual activity among students, others may feel that STDs are not a significant issue based on their own observations or experiences. The practice of routine screening for STDs among people on campus also varies. Some universities may offer STD testing as part of their healthcare services or student wellness programs, making it more accessible to students. However, the extent to which individuals are routinely tested for STDs can depend on factors such as awareness of available services, perceived risk of infection, and personal attitudes towards sexual health. Overall, the importance of routine STD testing and sexual health education cannot be overstated. Encouraging open and honest discussions about sexual health, promoting regular STD testing, and providing access to comprehensive sexual health services can help reduce the prevalence of STDs and promote overall sexual well-being among university populations. Activities Activity Topic 1.1: Sexual Literacy Programs Start by placing students in small groups. Tell them that in becoming sexually literate, one can develop healthy and positive attitudes in one’s thinking, communication, and lifestyle that will result in satisfying sexual relationships. Knowing this, how would they design a program for freshman students that would promote sexual literacy? Give the class 20 minutes in their groups to discuss and then have each group share with the class their proposal. You may want to incorporate the “Are you Sexually Literate?” Mini Quiz from the book as a starting point (Page 5) 1. _____ Anal sex can make you pregnant. 2. _____ Humans are the only species that have sexual pleasure and orgasms. 3. _____ In some cultures extramarital relationships are considered positive. 4. _____ You can become gay if you have close contact with gays. 5. _____ Too much sexual pleasure can make you mentally lazy. 6. _____ Kissing does not spread AIDS. 7. _____ In some cultures women may have multiple husbands at the same time. 8. _____ In some countries sexuality is becoming a human right in the 21st century. 9. _____ Religious people don’t have fun in their sex lives. 10. _____Homosexuality is legal in all countries. 11. _____Condoms cannot prevent the spread of sexually transmitted infections. 12. _____You can deliver a baby through your navel if really necessary. 13. _____You can have good sex if you learn how to enjoy your sexual fantasies. 14. _____One of the keys to a healthy life is to have a happy relationship. 15. _____Masturbation started as a disease but is used as therapy for some people. 16. _____Until sometime in the 20th century being fat was considered sexually attractive in women and men. 17. _____People are having children and getting married younger than ever in the United States. 18. _____Science has proved there is a gay brain. 19. _____It is always better to live together before you get married to see if it works. 20. _____In some cultures, a woman’s crushed foot is considered intensely sexually attractive. ANSWERS to Are You Sexually Literate? (Page 6) 1. F 2. F 3. T 4. F 5. F 6. T 7. T 8. T 9. F 10. F 11. F 12. F 13. T 14. T 15. T 16. T 17. F 18. F 19. F 20. T What is your degree of sexual literacy at this point? Grade yourself using this scale: 18–20 correct: You are a champion of sexual literacy! 14–17 correct: You are sexually literate to a high degree and are fairly comfortable with these issues. 0–13 correct: You may learn many enjoyable things in this course. 9 or less correct: Welcome to the human sexuality course. Like many people, you have a lot to learn about how to attain sexual well-being. Activity Topic 1.2: Movies: Kinsey & Masters & Johnson: The Science of Sex You can show your class the movie “Kinsey” (2004) with Liam Neeson, a biopic film of Kinsey’s life and work. It is 1 hour, 58 minutes and rated R. There is also a 60-minute biopic piece on Masters and Johnson called “Masters & Johnson: The Science of Sex” from the biography channel that you can show as well. Showing the movie "Kinsey" (2004) and the biopic "Masters & Johnson: The Science of Sex" can provide valuable insights into the pioneering work of Alfred Kinsey and the research of Masters and Johnson in the field of human sexuality. "Kinsey" offers a detailed portrayal of Alfred Kinsey's life and his groundbreaking research on human sexual behavior. Through this film, students can gain an understanding of Kinsey's methods, challenges, and the impact of his work on society's understanding of sexuality. Similarly, "Masters & Johnson: The Science of Sex" provides a glimpse into the collaborative research of William Masters and Virginia Johnson. Their work revolutionized the study of human sexuality by introducing direct observation and measurement techniques. This film can help students appreciate the scientific rigor behind their research and its influence on modern sexual therapy. By watching these films, students can not only learn about the historical context of sexuality research but also reflect on the ethical considerations, societal attitudes, and cultural influences that shape our understanding of human sexuality today. Activity Topic 1.3: Homosexuality: Nature or Nurture? After reading the text, have students read: Can Psychiatrists Really “Cure” Homosexuality? (Maier) http://www.scientificamerican.com/article.cfm?id=homosexuality-cure-masters-johnson and then answer the following questions: 1. Based on the readings, are sex drives all biology or nature, or do they get shaped to some extent, or expressed do to societal forces? 2. Do you personally think males and females differ when it comes to the issue of what makes them heterosexual? Why or why not? 3. Do the same arguments apply to what makes people gay? Why or why not? 1. Based on the readings, sex drives are not solely determined by biology or nature; they can also be shaped by societal forces. The article discusses how societal attitudes and norms can influence individuals' understanding and expression of their sexuality, indicating that both biological and environmental factors play a role in shaping sex drives. 2. Personally, I think there may be differences between males and females in how they experience and express their heterosexuality, but these differences are likely influenced by a complex interplay of biological, psychological, and sociocultural factors. For example, societal expectations and gender roles may influence how males and females perceive and express their sexuality. 3. Similarly, the arguments regarding what makes people gay can be complex and multifaceted. While biological factors such as genetics and prenatal hormone exposure may play a role in sexual orientation, sociocultural factors such as upbringing, socialization, and cultural norms can also influence individuals' understanding and acceptance of their sexual orientation. Therefore, it is likely that both nature and nurture contribute to the development of sexual orientation. Activity Topic 1.4: Freud’s Perspective vs. Modern Theory In the 20th century, sex researchers grew to reject many of Freud’s ideas, and methodology. They critiqued the idea that sex was a disease and began to see themselves as part of a positive movement to reform the place of sexuality in society to make people healthier (Irvine, 2000). They saw sex as a measure of social progress and compared acceptance of sexual diversity to inventions such as the telephone and radio. Ask students to write down 2 ways they feel these assumptions have changed modern behaviors and perspectives. You can then read their anonymous answers to the class. 1. Normalization of Sexuality: Modern perspectives have shifted towards normalizing and accepting diverse sexual behaviors and orientations. Unlike Freud's view of sexuality as a potentially pathological aspect of human behavior, contemporary attitudes see sexual diversity as a natural and healthy part of human experience. This shift has led to greater acceptance and understanding of various sexual orientations and practices in society. 2. Focus on Positive Sexual Health: Freudian theory often pathologized sexual behaviors and desires, viewing them through a lens of dysfunction or illness. In contrast, modern theories emphasize sexual health and well-being, promoting positive attitudes towards sexuality and its role in individuals' overall health. This shift has led to a more holistic approach to sexual education and healthcare, focusing on promoting healthy sexual behaviors and attitudes. Activity Topic 1.5: IRB Have students visit the IRB website for your university and read over the mission statement. If IRB offers a training certificate researchers must obtain to conduct research on your campus, you may want to have students take the ‘class’ and then report on their experiences. Students should visit the Institutional Review Board (IRB) website for our university and familiarize themselves with its mission statement. If the IRB offers a training certificate for researchers, students should complete the training and then report on their experiences. The IRB plays a crucial role in ensuring that research involving human participants is conducted ethically and in compliance with relevant regulations. By engaging with the IRB's mission statement and training, students can gain a better understanding of the ethical considerations and regulatory requirements involved in conducting research on human sexuality. This experience can also help students develop valuable skills in research ethics and compliance, which are essential for conducting responsible and impactful research in the field of human sexuality. Activity Topic 1.6: Design a Study Have students, either in groups or individually, design a study to look at sexual attitudes of college students. Make sure their proposed study involves sampling and that they think through perceived difficulties, methodology, and why they are choosing a specific method. Designing a study to investigate the sexual attitudes of college students requires careful consideration of sampling methods, potential difficulties, methodology, and rationale for the chosen approach. Here's a template for students to follow: 1. Research Question: What are the sexual attitudes of college students? 2. Sampling Method: Random sampling can be used to select a representative sample of college students. Alternatively, convenience sampling can be used to select participants from specific colleges or universities. 3. Perceived Difficulties: Possible difficulties include obtaining a representative sample, ensuring participant confidentiality, and dealing with sensitive topics related to sexuality. 4. Methodology: • Sample Size: Determine the desired sample size based on the population of college students. • Data Collection: Use a combination of surveys, interviews, and focus groups to gather data on sexual attitudes. • Data Analysis: Employ quantitative analysis (e.g., statistical tests) for survey data and qualitative analysis (e.g., thematic analysis) for interview and focus group data. 5. Rationale for Method: The chosen methods allow for a comprehensive understanding of sexual attitudes among college students. Surveys provide quantitative data for statistical analysis, while interviews and focus groups offer in-depth insights and allow participants to express their attitudes and experiences in their own words. 6. Ethical Considerations: Obtain informed consent from participants, ensure confidentiality, and provide resources for participants who may be distressed by the research topic. 7. Potential Impact: The study can contribute to the understanding of sexual attitudes among college students, potentially informing sexual education programs and interventions to promote healthy sexual behaviors. By following these guidelines, students can design a study that effectively explores sexual attitudes among college students, while also considering the ethical and methodological challenges inherent in such research. Activity Topic 1.7: Masters and Johnson the Ethics of Experimentation Masters and Johnson tackled the fundamental challenge of all sex research: researchers usually do not see people having sex (Herdt, 1999). Using a two-way mirror seemed to solve this scientific problem, at least for a time, but it created a whole new scientific and ethical problem. Critics pointed out that some subjects were aware that they were being watched and changed how they engaged in sex—possibly having more sex or more orgasms than they normally would. This dilemma is now called the Masters and Johnson’s conundrum because, in solving one problem with the two-way mirror, they inadvertently created another problem. Since then, researchers have been careful to consider such effects. Have students get into small groups and give them 20 minutes to develop various ways of testing this without violating ethical rules of human subjects testing. You can then have them present the information to the class. To address the challenge of studying sexual behavior without influencing it, researchers can employ several ethical strategies: 1. Naturalistic Observation: Researchers can observe sexual behavior in natural settings, such as bars or clubs, where individuals are unlikely to be aware of being observed. This approach allows for a more authentic representation of behavior but requires careful consideration of privacy and consent. 2. Surveys and Questionnaires: Researchers can use surveys and questionnaires to gather information about sexual behavior and attitudes. This method allows for the collection of large amounts of data without directly observing individuals, minimizing the risk of influencing behavior. 3. Virtual Reality: Virtual reality technology can create simulated environments where participants can engage in sexual behavior without being aware of being observed. This approach provides a controlled setting for studying behavior while minimizing ethical concerns. 4. Longitudinal Studies: Researchers can conduct longitudinal studies to observe changes in sexual behavior over time. This approach allows for the observation of behavior in a naturalistic setting while controlling for potential observer effects. 5. Ethical Considerations: Regardless of the method used, researchers must ensure that participants provide informed consent, that their privacy is protected, and that they are not harmed or coerced in any way. Ethical review boards should oversee the design and implementation of studies to ensure compliance with ethical guidelines. By considering these ethical strategies, researchers can study sexual behavior in a way that minimizes observer effects and respects the rights and privacy of participants. Activity Topic 1.8: LGBTQA Contact your universities LGBTQA organization or the student diversity office and see if a representative can come speak to the class. Students often find how the campus is approaching diversity to be interesting. A representative can usually discuss the law as well as university policy with the class and are trained to answer questions. Inviting a representative from the university's LGBTQA organization or student diversity office to speak to the class can provide valuable insights into how the campus approaches diversity and supports LGBTQIA+ students. Representatives are often knowledgeable about relevant laws, university policies, and resources available to LGBTQIA+ students. Their presence can facilitate an open and respectful dialogue about issues related to sexual orientation, gender identity, and diversity on campus. Students may find the discussion with the representative to be enlightening and engaging, as it can provide a real-world perspective on how institutions address LGBTQIA+ issues. Additionally, hearing from a representative who is trained to answer questions can help clarify misconceptions and promote a more inclusive and understanding environment within the classroom and beyond. Internet Resources http://www.kinseyinstitute.org/ The Kinsey research homepage. Has current research as well as video links. http://popcenter.uchicago.edu/data/nhsls.shtml The Population Research Center at the University of Chicago’s homepage. Has research on data from the national health and social life survey and parts of the codebook can be downloaded in a PDF format from this site. Part five of the codebook contains the detailed questionnaire used in the National Health and Social Life Survey. http://web.sau.edu/AndersonRobinA/Intro/Intro%20Assignments/IVDV2Answers.htm Independent and dependent variable practice: (NOTE! The answers are here as well so you may not want students to visit this site). http://www.apa.org/about/gr/science/advocacy/2007/irbs.aspx This is a FAQ about IRB boards and the role they play in research. The APA site also has several other resources and articles pertaining to ethics in research. http://psych.athabascau.ca/html/aupr/tools.shtml Research Methods and Statistics Homepage. Has multiple areas of research describes as well as several FAQ sections. http://www.mhhe.com/socscience/psychology/psychonline/general.html McGraw Hill Higher Education General Resources for Students and Faculty. http://www.apa.org/ The APA website. http://www.psychologicalscience.org/ The Association for Psychological Science (APS) website. http://www.apa.org/topics/sexuality/index.aspx APA website for research on sexuality. The Ten-Minute Test Name: _________ Answer the questions below using the following terms: holistic sexuality sexual well-being validity case study generalizability random sample representative sample qualitative research quantitative research objectivity survey study fetishism Sigmund Freud Margaret Mead sexology 1. _________ is both a physical state, defined by positive health in your body, and a subjective or mental state, recognized by feeling positive or joyful about your sexual life. 2. The integration of body, mind, feelings, and social life through sexuality is known as _________. 3. The systematic study of sexual interests, functions, and behaviors that began in the 19th century as an extension of medicine was dubbed _________. 4. Richard Von Krafft-Ebing coined the term _________. 5. _________ founded psychoanalysis. 6. The process of using a questionnaire to reveal the attitudes and behaviors of a large number of people is known as _________. 7. A sample in which every element in the population has an equal chance of being selected is known as _________. 8. _________ involves the collection and analysis of non-numerical data to search for patterns, themes, and holistic features 9. _________ refers to the absence of personal bias. 10. _________ is the extent to which a test measures what it claims to measure. Answers to the Ten-Minute Test 1. sexual well-being 2. holistic sexuality 3. sexology 4. fetishism 5. Sigmund Freud 6. survey study 7. random sample 8. qualitative research 9. objectivity 10. validity Solution Manual for Human Sexuality: Self, Society, and Culture Gilbert Herdt, Nicole Polen-Petit 9780073532165, 9780077817527
