Sexuality Course Research Articles

Searching for a congruent framework to teach sexuality in social work: a personal reflection

In this article, I discuss how I design a sexuality course using queer theory. Based on the key concepts of queer theory, I structure the course into eight areas: (1) problematizing the notion of sexuality, (2) rethinking sexuality through queer theory, (3) the historical and social construction of sexuality, (4) the social organization of sexuality, (5) managing sexuality institutionally, (6) the institutionalization of sexuality, (7) the fluidity of identities, and (8) forms of resistance. The goals are to help social work students (1) understand how social, cultural and political forces, as well as institutional practices (informed by sexual knowledge), shape and regulate sexual life that in turn produces privilege and oppression, and (2) engage them to rethink and develop social work practice that is socially transformative.

They Were the Best and the Worst of Times: Reflections Illuminate Emerging Adults’ Sexual Experiences

Abstract Introduction Human sexuality courses are offered at most universities. Students often bring a breadth of experiences and a need for emotional processing of these narratives into these courses as it relates to course content. The purpose of this study was to expand research exploring emerging adults’ sexuality narratives to be inclusive of positive stories. Methods Guided by a semi-structured questionnaire, 113 students from two USA universities reflected in 2017 on their sexual history using an established educational activity asking students about their “best” and “worst” sexual experiences. Results Qualitative analysis resulted in five themes describing their “Best” and four themes describing their “Worst” sexual experiences and one theme with dual meaning. “Best of” was highlighted by student themes of romance, beyond intercourse, emotional intimacy, listening, and safety. “Worst of” was highlighted by themes of physical health factors, alcohol and/or substance use/misuse factors, exploitation and victimization, and feelings of shame. The dual meaning theme of firsts emerged in both best of and worst of. Conclusions Findings suggest that human sexuality courses must consider students’ lived experiences. Further, we propose a call-to-action for clinically trained mental health professionals, such as social workers, as sexuality educators. Policy Implications Universities should incorporate sexual health education policies that acknowledge students who bring a collection of sexuality stories to learning spaces. Centering a student’s sexual voice also would support campus programs, policies, and interventions that benefit students. Finally, policies that guide professional accreditation of social work university programs to include sexual wellness content in the curricula are warranted.

Dynamic, Customizable, and Free: Increasing Inclusion in Human Sexuality Courses Using OER

Traditional commercial textbooks at the college level are slow to update, often have problematic language or content related to queer and trans identities, and are likely to be prohibitively expensive. As an alternative, I explore the benefits of using open educational resources (OER) and free-to-access resources for a human sexuality course. I argue that using OER gives instructors the ability to customize content that is relevant to their students and location while spotlighting experiences that are frequently left out of commercial textbooks. Further, using OER provides opportunities for instructors and students to depathologize queer identities and challenge systems of oppression. Using my own experience, I present a case study of redesigning a human sexuality course with OER, including the process of evaluating and selecting sources. Finally, I offer suggestions for instructors who want to utilize OER and related free-to-access resources in their own classes.

Optical coherence tomography in patients with Wilson's disease.

Morphological changes of retina in patients with Wilson's disease (WD) can be found by optical coherence tomography (OCT), and such changes had significant differences between neurological forms (NWD) and hepatic forms (HWD) of WD. The aim of this study was to evaluate the relationship between morphological parameters of retina and brain magnetic resonance imaging (MRI) lesions, course of disease, type of disease, and sexuality in WD. A total of 46 WD patients and 40 health controls (HC) were recruited in this study. A total of 42 WD patients were divided into different groups according to clinical manifestations, course of disease, sexuality, and brain MRI lesions. We employed the Global Assessment Scale to assess neurological severity of WD patients. All WD patients and HC underwent retinal OCT to assess the thickness of inner limiting membrane (ILM) layer to retinal pigment epithelium layer and inner retina layer (ILM to inner plexiform layer, ILM-IPL). Compared to HWD, NWD had thinner superior parafovea zone (108.07±6.89 vs. 114.40±5.54μm, p<.01), temporal parafovea zone (97.17±6.65 vs. 103.60±4.53μm, p<.01), inferior parafovea zone (108.114±7.65 vs. 114.93±5.84μm, p<.01), and nasal parafovea zone (105.53±8.01 vs. 112.10±5.44 μm, p<.01) in inner retina layer. Course of disease influenced the retina thickness. Male patients had thinner inner retina layer compared to female patients. Our results demonstrated that WD had thinner inner retina layer compared to HC, and NWD had thinner inner retina layer compared to HWD. We speculated the thickness of inner retina layer may be a potential useful biomarker for NWD.

Long-Term Effects of a U.S. University Human Sexuality Course on Use of Contraception

This study examined long-term effects of taking a university sexuality course on use of contraception. A questionnaire was given to two groups of students: 602 students enrolled in the first week of a comprehensive sexuality course, and 352 students who had completed the course 1–1.5 years earlier. A significantly smaller percentage of former students had used no contraception at last sexual intercourse (p &lt; 0.005). Former students were less likely to have used a dual method, and favored either IUDs, implants, or birth control pills used alone. There was no notable change in the percentage of former students using withdrawal or condoms. Former students showed evidence of better communication about sex with their partners. The effect size for use of contraception was small, but if this result is true of other college sexuality courses, nationwide it translates into thousands of students who may have avoided unintentional pregnancies.

No Sex in Social Work: (the Lack of) Human Sexuality Courses in US Social Work Education

No Sex in Social Work: (the Lack of) Human Sexuality Courses in US Social Work Education

The effect of design thinking approach in interprofessional education programme of human sexuality course: A quasi-experimental design.

To determine the effect of design thinking approach in interprofessional education programme of human sexuality course. A pre-test and post-test of single-group quasi-experimental study. The 35 nursing students and seven psychology students in their third year were selected by the computer randomly sampling through the lottery method. The course proceeded between September 2019 and January 2020. The participants had received an 8-week, 16-hr design thinking approach in interprofessional education programme of human sexuality course (one section per week, 2 hr per section). We used the nursing attitude toward sexual healthcare scale, nursing intervention toward sexual healthcare scale to assess students' attitude and behaviour intention toward sexual health care and competence of interprofessional education scale to assess students' competence of cooperation before and after the teaching programme. Data analysis used descriptive statistics and t-tests. A qualitative reflection log was also provided and analysed for themes. The SQUIRE-EDU checklist was followed. The students' attitude and behavioural intention dimension score in the post-test is higher than those in the pre-test and reach statistically significant differences both in total and subscale. Interprofessional core competence score of Observation Experience, Reflective Feedback, Interprofessional Cooperation, Innovative Design, and Applied Technology score in the post-test is higher than those in the pre-test and reach statistically significant differences both in total and subscale. Design thinking in interprofessional education programme of human sexuality course could significantly improve both nursing and psychology students' attitude, behaviour intention of providing sexual health care and competence of interprofessional cooperation.

Students’ understanding of normal sexual behavior definition through evaluation and group discussion

IntroductionThe assumption that “normal” or typical sexual behavior exists is important for research and practice (van Lankveld, 2013). The definition of normal sexual behavior is multifaceted, that is why its adequate understanding by students in the course of sexuality requires some effort.ObjectivesThe focus of the research was the students’ understanding of complicated normal sexual behavior.Methods24 students (20 women; aged from 20 to 37 with M=25.5 and SD=5.7) completed adapted and modified questionnaire (Kite, 1990) consisting 30 items concerning sexual behavior by deciding whether or not they consider each item as normal. Then the evaluations by each student on all items were generalized and discussed and summarized in this general form among all participants.ResultsOnly 2 items were considered by all students as a normal: concerning sex somewhere other than a bed and masturbation after marriage. Some items were evaluated as normal by the half of participants: fantasizing about a person other than one’s partner during sex; becoming aroused by peeping; dressing of the clothing of the other sex; having rape fantasies. Many items were characterized as normal by less or more than a half of the participants. Trying to answer the question of what elements of sexual behavior can be considered as normal, students aware the ambiguity of these assumptions and observe the variability in the opinions of other participants.ConclusionsEvaluation of different elements of sexual behavior and subsequent group discussion demonstrates for students some difficulties and uncertainty in defining normal sex behavior.DisclosureNo significant relationships.

The Effect of Sexual Health Course on Students’ Level of Belief in Sexual Myths

Objective This study aimed to understand the link between exposure to a sexual health course and nursing students' Method Third-year nursing students (N = 191; 83 experimental and 59 controls) were enrolled in a semi-experimental pre-and post-test study. Results It was found that the students who took the sexual health course had a lower belief in sexual myths than the students who did not take the course. While the sexual myth scale total average before the course was 63.65 ± 19.36, the post-course mean score was 48.64 ± 16.6. Conclusions With sexual health education, individuals’ false beliefs and risks regarding sexual health are reduced.

Optional or Obligatory? Exploring Undergraduate University Students’ Attitudes, Opinions, and Beliefs Around Verbal Sexual Consent

Introduction: For the last 20 years, sexual assault on university campuses has occurred at epidemic levels. This may be caused by undergraduate students primarily using non-verbal cues to communicate sexual consent, despite high levels of miscommunication and misinterpretation. Explicit, verbalized consent is known to lead to fewer misinterpretations of consent; however, less is known about students’ beliefs around verbal consent. Objectives: To explore Canadian undergraduate students’ attitudes, opinions, and beliefs around verbal consent, and to investigate whether students believe verbal consent is always required during sexual encounters. Methods : This study used a qualitative description approach. Data was collected from 31 Canadian undergraduate students in a Human Sexuality course through an open-ended question embedded in an interactive course textbook. Students’ responses were analyzed using thematic analysis. Results: Many complexities exist in undergraduate students’ attitudes, opinions, and beliefs around verbal consent. Four major themes emerged from the data centring on familiarity, socio-cultural norms, reliance on non-verbal cues, and acknowledgement of the importance of verbal consent. Conclusion: The majority of participants believed that verbal consent was not required in all sexual encounters. Partner familiarity was a significant factor in using verbal consent. Social norms such as verbal consent being viewed as awkward or embarrassing were key barriers to students’ use. Verbal consent was viewed as an ideal, while non-verbal consent was viewed as realistic.

A poststructural discourse analysis of the attitudes, beliefs, and values of undergraduate Canadian university students regarding sexual orientation

The socio-politico-cultural context of sexual orientation often influences the attitudes, beliefs, and values produced in a given society. This study employed a qualitative methodology to explore the current attitudes, beliefs, and values of Canadian undergraduate students about sexual orientation. Students in a large human sexuality course at a Canadian university completed open-ended questions on the educational platform Top Hat. The data were analyzed using discourse analysis and four threads of discourse emerged: 1) The Nature of Sexual Orientation, 2) Gender Norms and Bisexuality, 3) Shared Connections, and 4) Foundations of Friendships. These findings contribute to the growing body of knowledge relating to changing attitudes, beliefs, and values about sexual orientation of Canadian university students.

Counselling students’ experience of an online sexuality course

ABSTRACT This study explored the experiences of counselling students engaged in an online sexuality course to better understand how to prepare multiculturally competent future clinicians. A phenomenological approach was adopted which reports on findings from 5 student participants enrolled in an online class. Data for the study were collected through course dairy entries in course modules and follow-up face-to-face semi-structured interviews with all participants. Four themes were identified to reflect how the researchers interpreted student’s experiences of the course. These were: the importance of early life experiences; the significance of pre-course later life influences; experiences of the course; and timing. Each of these themes carried implications for the future provision of the sexuality education and training provided as part of counsellor education programmes.

Improving instruction and sexual health literacy with serious games and gamification interventions: an outlook to students’ learning outcomes and gender differences

ABSTRACT This study evaluates the effect of game mechanics by employing serious games and gamification for improving learning outcomes. This is done by considering the performances of the students in terms of the test scores. In the quasi-experimental set-up, which consists of 108 students in their intact three classes attended a series of lessons on sexual health course that was delivered using serious games, gamification, and conventional training elements. The test scores were analysed and compared based on the defined methodology of this paper using SPSS statistical tool version 24. This study found that the students learning outcomes improved after the interventions as the results indicated that there was a statistically significant increase in the test scores from pre-test (M = 24.65, SD = 6.38) to post-test (M = 74.96, SD = 15.89), t(107) = 32.48, p < .001 (2-tailed). Also, there were statically significant differences in the mean scores across the three classes of game mechanics in the post-test F(2,105), 71.86, p <.001, of which serious game and gamification outperformed conventional training students. Moreover, the overall results demonstrated that there were no substantial statistical significance differences among boys and girls who participated in the serious game and gamification for all tests (p > .05). Thus, this study suggests that employing a combination of game elements such as leaderboard, points system, competition, badges, levels, and immediate feedback can serve as a recipe for interactive learning, hence, improves learning outcomes.

Utilizing Intersectional Pedagogy in a Campus Sexual Assault Course

It is of critical importance that clinicians are trained in sexual assault prevention through an intersectional lens. In this article, I describe a campus sexual assault curriculum that interrogates the role of systematic oppression to prevent the erasure of marginalized identities. I then describe a group project where students create a sexual assault prevention program based on intersectional theory and the role of power and oppression. Finally, I describe improvement areas and specific ways training programs can ensure future practitioners are addressing privilege, oppression, and social change in their campus sexual assault work.

Emerging Adults’ Perceptions of Male Circumcision in the United States: Facts, Fictions, and Future Plans

Societal perspectives on male circumcision and its implications are not well understood. In this exploratory qualitative study, participants (N = 34, 7 male, 27 female) enrolled in a human sexuality course were asked to share their perspectives on male circumcision through the development of a written response to open-ended questions. Written responses were analyzed using qualitative thematic analysis to determine the ways in which participants perceive male circumcision, as well as to explore the arguments, contradictions, and rationalizations emerging adults use to justify it. Participants were largely in support of circumcision and believe it to be beneficial in terms of hygiene, esthetics, social acceptability, and tradition. Participants acknowledged the risks of circumcision and rationalized them, indicating they were in favor of the procedure and would circumcise their own sons despite limited knowledge of the benefits and drawbacks. Findings indicate emerging adults do not often discuss male circumcision and do not carefully consider the procedure, perhaps due to the widespread belief that circumcision is a social norm that should not be questioned. Despite this lack of discussion or formal education on the topic, most of the emerging adults did express strong opinions in favor of circumcision based on their personal experiences and social interactions.

Diffusive non-toxic goiter and purbatic course in girls

Objective of the study. To study the peculiarities of the puberty course in girls with diffuse non-toxic goiter (DNG) and justify an individual approach to prevention of its disorders.Materials and methods. Compares the features of the puberty course and state of the thyroid system in girls with DNG (main group), which was first diagnosed at 9–13 years in the prepubertal period (n = 51) and early puberty (n = 58). The comparison group consisted of 107 peers with a normal thyroid volume, harmonious physical development and physiological course of puberty. An ultrasound of the thyroid gland was performed; thyroid stimulating hormone (TSH) value, free fractions of thyroxine (fT4) and free triiodothyronine (fT3) in blood were determined, TSH/fT4 ratios and fT3/fT4 ratios were calculated in conventional units. Sexual development and puberty course were also studied.Results. An individual analysis of sexual development during the initial examination allowed us to determine its normal character in 90.0% girls with disabilities, 6.4% recorded an acceleration of its pace for 1–2 years, and only 2 girls (1.8%) 13 years old were diagnosed with a slowdown pace of puberty. Two (1.8%) 10-year old girls had inverted puberty. It was found that an earlier onset of puberty occurs with an increase in TSH and fT3 levels against the background of normal fT4. Dynamics of observation showed an increase of patients with signs of thyroid failure, which was accompanied by a delay in sexual development in 11.1% and menstrual dysfunction in 28.0% girls.Conclusion. Girls with DNG identified in pre- and early puberty increase the risk of delayed sexual development and menstrual dysfunction, which is the rationale for therapy aimed at correcting and preventing the progression of thyroid dysfunction. The feasibility of using potassium iodide and/or L-thyroxine in order to prevent violations of the puberty course in girls with DNG is substantiated

Fostering a critical consciousness in ELT: incorporating a women, gender and sexuality course in a bilingual education university program in Bogota, Colombia

ABSTRACT This article presents a systematization of experiences of a course called ‘Women, Gender, and Sexuality’ in a bilingual education program within a teachers’ college in Bogotá, Colombia. In Colombia, there has been a recent controversial movement to address gender and sexuality in the classroom and in policy. The study provides an account of experiences that examined students’ reflective journals throughout the implementation of the course. In doing so, it underscores the importance of highlighting gender and sexuality within English language teaching (ELT) curriculum and teacher education programs; such topics aid students in debunking stereotypes, fostering empathy and forming their teacher identities. These are pertinent topics within the current ELT training courses as they encourage inclusive classrooms through representing unrecognized narratives and promoting a critical consciousness. Within the Colombian context, the construction of narratives and consciousness are also important for the post- conflict transition into a peaceful and inclusive society.

Increasing Student Knowledge, Attitudes, and Self-Efficacy in Sexuality Education

The education of patients about all aspects of health is a fundamental part of nursing practice, yet nurses often neglect sexuality education. Evidence shows that when health care professionals do not address issues of sexual health, patients are unlikely to ask questions and are often left without this critical information. This program was developed to better educate undergraduate nursing students so they are prepared to address sexuality concerns of the patients and families they will work with as nurses. Four decades ago the World Health Organization recommended a structure for health professional education that includes knowledge, self-assessment of attitudes and values about sexuality, and development of skills in presenting and discussing sexual function and health. The proposed change is to implement a sexuality course for undergraduate nursing students guided by these recommendations. In this new, elective course, students were exposed to content about sexual function and sexual health; explored their attitudes, values, and biases; and practiced role-play of taking a patient’s sexual history and providing individualized sexuality education. This evaluation measured the impact of this class on student knowledge, attitudes, and self-efficacy of sexuality education and care through a pretest–posttest design using the Knowledge of Sexual Healthcare, Attitude to Sexual Healthcare, and Self-Efficacy for Sexual Healthcare tools. All senior nursing students were invited to participate, and about half of the participants were enrolled in the course. Findings among the students enrolled in the course demonstrated increases in both knowledge and attitudes. The most dramatic increase was in student self-efficacy (M scores = 60.27 pretest, 97.67 posttest; t = 4.46, p = .0001). This course focused on attitudes, values, and practical skills, in addition to knowledge, as suggested by the World Health Organization. Participation in the course clearly enhanced student confidence, competence, and comfort level in addressing sexual health care needs of patients. These findings highlight a critical need for more comprehensive sexuality education that goes beyond content about birth control and sexually transmitted infections and gives students practical tools for patient education and care.

Effectiveness of undergraduate human sexuality courses in enhancing women’s sexual functioning

ABSTRACTWhen young adult women and men engage in sexual encounters, the former have significantly fewer orgasms than the latter. This gendered orgasm disparity, often referred to as an orgasm gap, is theorised to be due to a multitude of societal issues. The purpose of this study was to assess whether a Psychology of Human Sexuality university course, which covered the orgasm gap and the cultural factors responsible for it, would be effective at enhancing women’s sexual pleasure and functioning. Specifically, this study compared women university students enrolled in this course to those in a Psychology of Personality course (i.e., no sexual content) and a Human Sexuality and Culture class (i.e., sexual content but not specifically covering the orgasm gap). Participants (N = 271 women) answered pre-test and post-test questions regarding their sexual practices, attitudes towards women’s genitals, cognitive distraction during sexual activity, entitlement to sexual pleasure, orgasm quality, and partner communication during sexual activity. Students in the Psychology of Human Sexuality improved on virtually all the measures of sexual functioning from pre-test to post-test. Those enrolled in the other courses evidenced minimal or no changes. Implications and future directions are discussed.

The nature of peer sexual health communication among college students enrolled in a human sexuality course

Most young people go to their friends for information on sexuality-related topics, thus it is important to understand the context of these communications so that we may gather insight into sexual values and the underlying emotions and styles of communication. We conducted qualitative weekly surveys regarding discussion of sexual health topics among peers with students enrolled in an undergraduate human sexuality course. A four-stage inductive analysis process was utilized to examine a total number of 824 survey submissions from 102 college students who agreed to participate. Seven relevant common themes emerged: safer sex, sexually transmitted infections, pregnancy, feelings about sex, sexual acts, peer support, and peer communication norms. Some perspectives varied between males and females. Life events create opportunities for peers to discuss sexual health with each other. The connection between life events and peer sexual health communication has numerous implications for both research and education.