PC6072 - Sex and Sexuality (2022/23)
|Module specification||Module approved to run in 2022/23|
|Module title||Sex and Sexuality|
|Module level||Honours (06)|
|Credit rating for module||15|
|School||School of Social Sciences and Professions|
|Total study hours||150|
|Running in 2022/23(Please note that module timeslots are subject to change)||
The aim of the module is to increase both an awareness and understanding of sex and sexuality via a biopsychosocial perspective. Human sexuality explores human experiences of eroticism and attraction and looks at how people experience and express themselves sexually. This module would provide you with the conceptual tools and methodology necessary for understanding both the dynamics of human sexuality and relationships along with understanding the behavioural, biological and cognitive factors, involving sexuality, sexual dysfunction and paraphilia/BDSM. It would further develop the clinical communication and reflective processes involved in working with vulnerable, culturally diverse, and LGBQIA+ groups about discussing sexual matters in healthcare. By focusing on the external constraints of human sexuality helps us better understand ourselves and the motivations of others around us.
Prior learning requirements
Available for Study Abroad? YES
Sex, sexuality, LGBTQIA, culture, ethnicity, disability sexology, sex technology, sexual dysfunction, paraphilia, gender identity
Balance of independent study and scheduled teaching activity
Delivery and discussion of the module syllabi will be via interactive lectures and tutorials. In addition to the weekly seminar workshops which will provide a forum for the application of theory to practical problems, students are expected to work in groups to learn from each other and learn how to independently use other resources available, e.g. library, the internet, WebLearn and own organisation. The module will also have its own dedicated Web Learn site to enables staff and students to readily contact each other and offers an on-line support/learning.
Information and materials relating to the workshop will be circulated once the course has commenced. The workshops will familiarize students with various aspects of the course. All workshops will relate to lecture topics and may be tested in the examination. Hence, each student is expected to do the prior reading and consult a few recommended texts, and be actively involved in the seminar activities and group discussion.
The usual programme each week will comprise of a lecture followed by workshop activities and group discussion. The workshops will use the content of the lecture and pre-circulated material for class discussion and group work.
Students will gain core knowledge and understanding of the topics through lectures, but deeper understanding, evaluation and skill development will be promoted through directed study of recommended reading material, seminars, and online resources.
1. Have a critical awareness of a range of core topic areas in sex and sexuality along with related sex research;
2. Be able to demonstrate an appreciation regarding the role psychologists and counsellors have in health care services in supporting sexual well-being among varied socio-economic, cultural, and ethnic, LGBQIA+ and disability groups.
3. Develop critical self-reflexive skills in group and teamwork
There are two assessments consisting of a 30-minute recorded oral presentation (power-point in groups, weighting 80%) based on the importance of promoting sexual well-being among different groups in healthcare. Only one area within human sexuality can be chosen and should be placed in context (e.g. sexual dysfunction among different cultures/BAME, LGBTQIA, sex technology in context, sex in older adults, sex and disability, relationships within diverse groups etc). Here, students should evidence the rational of their choice and critically evaluate current healthcare initiatives and support services available in promoting sexual well-being within the ‘student groups’ chosen area.
The PowerPoint presentation will be carried out online in groups
The second assignment is a critical self-reflexive overview on the students group contribution in the development of the presentation (weighting 20%).
Clarke, V., Ellis, S.J., Peel, E., & Riggs, D.W. (2010). Lesbian Gay Bisexual, Trans and Queer Psychology: An Introduction. Cambridge: Cambridge University Press (CORE)
Britton, P. (2005). The art of sex coaching. Expanding your practice: Principles and practices. New York: W.W. Norton & Company.
American Psychiatric Association., (APA, 2013). Diagnostic and Statistical Manual of Mental Disorders. 5th Ed. Arlington. American Psychiatric Publishing. Washington.
Hébert, A & Weaver, A., (2014). An examination of personality characteristics associated with BDSM orientations. The Canadian Journal of Human Sexuality. 24 (1): 49–62. doi:10.3138/cjhs.2467.
Jaspal, R. (2019). The Social Psychology of Gay Men. Cham: Palgrave Pivot
Nomis, A.O. (2013) The History & Arts of the Dominatrix. Mary Egan Publishing & Anna Nomis Ltd ISBN 978-0-9927010-0-0 p.59-60
Ruth, R. & Santacruz, E. (Eds.). (2017). LGBT Psychology and Mental Health. Santa Barbara: Praeger
Wismeijer, A; van Assen, Marcel (2013). Psychological Characteristics of BDSM Practitioners. The Journal of Sexual Medicine. 10 (8): 1943–1952. doi:10.1111/jsm.12192. PMID 23679066.
Weierstall, R & Giebel, G (2017). The Sadomasochism Checklist: A Tool for the Assessment of Sadomasochistic Behavior. Archives of Sexual Behavior. 46 (3): 735–745. doi:10.1007/s10508-016-0789-0. PMID 27488306.