Professional Documents
Culture Documents
COURSE SYLLABUS
PC 6200
Human Sexuality
1/21 to 1/23/2011 & 2/25-2/27/2011
Fridays: 1:00 PM to 9:00 PM; Saturday and Sunday: 8:30 to 5:00 PM
Location: As Assigned
Faculty Information
Faculty Name: David Moore, Ph.D., CDP
Campus: Seattle
Contact Information: [Home] dmoorephd@yahoo.com; 253.632.7208
[Campus] ddmoore@argosy.edu; 206.393.3548
Short Faculty Bio: Dr. Moore is an Associate Professor of the Counseling Psychology
Department at Argosy University/Seattle. He was awarded both his M.Ed. and Ph.D. in
Counseling Psychology from the University of Washington/Seattle.
Note: Instructors reserve the right to make syllabus and assignment adjustments which in her/his
judgment are appropriate and are supported in terms of learning objectives.
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Course description:
Human Sexuality is a graduate-level survey course providing an introduction to a wide
variety of sexual concerns, interests, and issues which present in therapy. The educational
learning objectives are developed around the credentialing standards for Sex Educators,
Counselors and Therapists. Topics to be either addressed in the readings and/or discussed
include: basic sexual anatomy and physiology; sexual orientation, sexuality and aging,
gender and sexual diversity issues, STDs and safe sex, the impact of prescription and
recreational drugs on sexuality, atypical, problematic, traumatic and illegal sexual
behavior; as well as the history and current practice of modern sex therapy, and sexual
transference and counter-transference in the therapeutic setting.
Cautionary Note: Portions of sexually explicit videos are shown and presenters are often
explicit in describing their sexual traumas, intimate activities and recovery. Persons who
have values conflicts with this type of learning, or with sexual behavior and orientations
between consenting adults, would be better served by taking a different course.
Course goal: Successful completion of Human Sexuality will demonstrate a minimum of
90 hours of classroom and study education [3 Semester Credits] covering the 13 core
areas of human sexuality education required for certification as a Sex Educator,
Counselor or Therapist by the American Association of Sex Educators, Counselors and
Therapists [AASECT].
Course Outcome: Students who complete the course will receive a course portfolio
comprised of all the students work, as well as a Certificate attesting to completion of the
AASECT educational requirements.
For the vast majority of professionals in health care and human services, certification is a
prerequisite to practice. AASECT credentials sexual health professionals on the basis of
rigorous standards for academic preparation, supervised training and consultation, field-
related experience and applied skills. Whether or not the student intends to pursue formal
credentialing, this course provides a wide range of learning experiences that will inform
their diagnosis, treatment planning and therapy provision. Actual case vignettes will be
presented for diagnosis and treatment planning, both by full class participation, and later
in small group treatment planning sessions. Students are expected to bring questions and
to actively participate in both classroom and small group treatment planning discussions.
Students will also present a paper in which they will create a vignette of sexual
dysfunction and an appropriate treatment plan which will highlight an aspect of sexual
dysfunction of their particular interest.
Course Pre-requisites: A course on human development [PSY300, PC6025, C7421,
PP7050, PP7010], personality development [PSY310, PC6220, PC6003, C7432,
PP7060, PP8041] or permission of the Instructor.
Required Textbooks:
Crooks, Robert and Bauer, Karla. (2005). Our Sexuality. 10th Edition.
Wadsworth. Casebound Ed: ISBN 0495095540 Paperback Edition: ISBN 0495103268
Charlton, Randolph S., ed, and Irvin D. Yalom, general ed. (1997). Treating Sexual
Disorders. San Francisco: Jossey-Bass. ISBN 0-7879-0311-6
Note: Instructors reserve the right to make syllabus and assignment adjustments which in her/his
judgment are appropriate and are supported in terms of learning objectives.
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Recommended Textbooks:
Sandra R. Leiblum, Editor (2006). Principles and Practice of Sex Therapy, Fourth
Edition. The Guilford Press. ISBN-10: 1593853491
Wincze, John and Carey, Michael (2000). Sexual Dysfunction, Second Edition: A Guide
for Assessment and Treatment. The Guilford Press. ISBN-10: 1572305401
Technology: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office:
Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape
Navigator 4.08; Norton Antivirus.
Mission Statement
The Counseling Psychology program embraces a range of relevant theory and techniques
applicable in the three major areas of counseling psychology: a) the remedial (assisting in
remedying problems in living), b) the preventive (anticipating, circumventing, and
forestalling difficulties that may arise in the future), and c) the educative and
developmental (discovering and developing potentialities). Counseling Psychology
focuses on a) a wide range of client issues, and developmental life stage challenges, b)
assets, strengths, and positive mental health, c) relatively brief interventions, and d)
context, sociocultural and political influences, diversity, and person-environment
interactions, rather than exclusive emphasis on the individual.
Counseling psychology students should be aware that since the program is clinically
oriented faculty will create assignments that ask students to reflect upon aspects of their
emotional reactions to clinical material, address aspects of their history or current life
Note: Instructors reserve the right to make syllabus and assignment adjustments which in her/his
judgment are appropriate and are supported in terms of learning objectives.
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relationships, or to discuss personal reactions to a class. We believe such assignments are
an essential component of professional development as a clinician. Such self observations
are central in helping students gain a deeper appreciation of clinical theory and
phenomena, and to develop empathy towards others.
At times students will find that such assignments create considerable personal discomfort.
For this reason, we encourage students to monitor their reaction to such assignments and
seek additional assistance when warranted.
We encourage ongoing interpersonal reflection of how students respond to the world
around them. It is expected that students will develop social and therapeutic support
networking that allows for personal growth.
Note: Instructors reserve the right to make syllabus and assignment adjustments which in her/his
judgment are appropriate and are supported in terms of learning objectives.
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d. Utilize effective communication and relationships skills in order
to promote the growth of others and effect change.
Program Outcome Four: Ethics
Competency 1. Using the American Counseling Association’s Standards of
Practice or the American Psychological Association’s Ethical Code, as well
as local state law as it applies to the behavior of mental health professionals,
identify ethical dilemmas and apply ethical decision-making strategies while
engaging in professional activities.
Program Outcome Five: Diversity
Competency 1 Multicultural Skills.
Provide assessment, counseling, and consultation services for clients by
applying psychological and multicultural theories and research to diverse
populations, and modifying interventions as needed to work effectively with
diverse clients.
Competency 2 Multicultural Awareness.
Examine personal values and biases, reflect on personal beliefs, and
understand how they impact work with clients and other interpersonal
relationships (e.g., other students and faculty).
Competency 3 Multicultural Knowledge.
Identify and assess the complexity and multidimensionality of
cultural/diversity theories and issues in the field of counseling psychology
while working with clients and developing interpersonal relationships with
other students and faculty.
Course Objectives:
The primary objective of this course is to introduce students to the basics of human
sexuality and to increase their awareness of how issues of sexuality arise and are
addressed in clinical settings.
Upon completion of this course students should be able to:
Ψ Know basic factual sex information: anatomy and physiology of sex, STDs and their
prevention, safe sex, and how to access additional resources; including at least 3 hours of
study in each of the core areas of sexuality education required for AASECT
credentialing:
A. Sexual and reproductive anatomy/physiology.
B. Developmental sexuality (from conception through old age) from a
psychological, sociological, and biological perspective.
C. Dynamics of interpersonal relationships.
D. Gender-related issues.
E. Sexual orientations and gender identities.
F. Socio-cultural factors (ethnicity, culture, religiosity, socioeconomic status) in
Note: Instructors reserve the right to make syllabus and assignment adjustments which in her/his
judgment are appropriate and are supported in terms of learning objectives.
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sexual values and behavior.
G. Relationship and family dynamics.
H. Health factors that may influence sexuality including illness, disability, drugs,
abortion, pregnancy, contraception, fertility, HIV/AIDS, sexually transmissible
infections , and safer sex practices.
I. Sexuality research principles.
J. Sexual exploitation, including sexual abuse, sexual harassment, and sexual
assault.
K. Learning theory and application.
L. Presentation skills.
M. Diversity in sexual expression
Ψ Identify how the therapist’s attitudes, biases, lack of information in sexual matters
may impact therapy.
Ψ Identify when to refer to a therapist more skilled or comfortable with a particular
sexual issue or sexual orientation or a sex positive medical professional: urologists;
gynecologists; endocrinologists; proctologists; internists.
Ψ Discuss issues of the right to responsible sexual expression: (sex and the disabled, sex
and aging, unusual consensual sexual interests, etc.)
Ψ Understand the crucial role of therapist-as-educator and the importance of providing
clients with accurate information and helpful resources.
Ψ Exercising caution about assuming that a sexual problem is psychological.
Ψ Know the laws and professional ethics which govern sexual issues in the therapy
office.
Course Requirements:
On Sunday Afternoon of the first weekend and Sunday Afternoon of the second weekend,
there will be 15-item multiple choice tests with each item worth ½ point. The items will
be drawn from the readings for that weekend. The students will be given a list of
approximately 30-50 study items on the Saturday Afternoon preceding the test. The 15
final test items will be drawn from this group. Students are allowed to collaborate in
identifying the answers prior to the test, but not during.
Note: Instructors reserve the right to make syllabus and assignment adjustments which in her/his
judgment are appropriate and are supported in terms of learning objectives.
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B. (1/2 to 1 page) Working DSM IV Diagnoses with potential rule-outs. All diagnoses to
highlight the sexual dysfunction being addressed. Diagnoses must be substantiated
from material contained in the vignette. Although it may appear that diagnoses other
than a specifically sexual one may be present, for purposes of this paper and class,
focus only on the applicable sexual diagnosis, please.
C. (4-5 pages) Background on the potential problem causing the dysfunction (such as,
menopause, medical treatments and medications, cultural and religious influences, false
information, interpersonal conflict, etc, and how this leads to sexual dysfunction. You
must reference at least one PEER REVIEWED JOURNAL. DO NOT JUST
DOWNLOAD AN WEB ARTICLE FROM THE INTERNET!
D. (2-3 pages) Treatment plan and anticipated difficulties with plan. Couples are treated
together. Do not suggest that you would separately treat the couple. Focus on
the sexual issue, NOT any other possible DSM diagnosis.
E. (1-2 pages) Transference and countertransference issues. Address your competency to
treat the problem and the person or the couple.
Note: Your vignette and the topic to be addressed which your vignette illustrates (which
will be the basis of your research paper) will be submitted to the instructor no later
than the Sunday of the first weekend of instruction. (Just the one page vignette and
a clear statement of your topic.)
Preparatory Activities
Activities are found online at the Companion Web Site for Our Sexuality:
http://www.wadsworth.com/cgi-
wadsworth/course_products_wp.pl?fid=M20bI&flag=instructor&product_isbn_issn=
9780495095545&discipline_number=10
At the beginning of class, we will take a virtual tour through online and local resources.
www.aasect.org
http://www.sexuality.org/
http://www.sexuality.org/seattle.html
http://www.sexpositiveculture.org/
http://www.eros-events.org/tour.htm
http://www.horizonsclub.com/index.php?sid=
http://en.wikipedia.org/wiki/Munch_(BDSM)
Class readings
First Weekend. Read Chapters 1-11 in Our Sexuality for weekend I, with particular focus
on the Chapters where the Midterm Test items will largely be drawn from: Chapters 3, 6
[Physiology] and 9 [Orientation]. Read Chapters 1 and 2 in Treating Sexual Disorders. It
is absolutely necessary to read these two chapters before you will be able to effectively
engage in classroom participation. As noted in “Class Participation”, each student will
need to score at least 10 of 20 items correctly to receive an A range Participation score
Note: Instructors reserve the right to make syllabus and assignment adjustments which in her/his
judgment are appropriate and are supported in terms of learning objectives.
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Second Weekend. Read Chapters 12-18 in Our Sexuality for weekend II; with careful
reading on chapters relating to sexual trauma [17 and 18]. Read Chapters 6-9 [Treatment
Content Areas] in Treating Sexual Disorders.
Grading Criteria
Grading Scale
Grading requirements
Library
All resources in Argosy University’s online collection are available through the Internet.
The campus librarian will provide students with links, user IDs, and passwords.
Library Resources: Argosy University’s core online collection features nearly 21,000
full-text journals and 23,000 electronic books and other content covering all academic
subject areas including Business & Economics, Career & General Education, Computers,
Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and
Social & Behavior Sciences. Many titles are directly accessible through the Online
Public Access Catalog at http://library.argosyu.edu. Detailed descriptions of online
resources are located at http://library.argosyu.edu/misc/onlinedblist.html.
Academic Policies
Note: Instructors reserve the right to make syllabus and assignment adjustments which in her/his
judgment are appropriate and are supported in terms of learning objectives.
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Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity
during the learning process, Argosy University requires that the submission of all course
assignments represent the original work produced by that student. All sources must be
documented through normal scholarly references/citations and all work must be
submitted using the Publication Manual of the American Psychological Association, 5th
Edition (2001). Washington DC: American Psychological Association (APA) format.
Please refer to Appendix A in the Publication Manual of the American Psychological
Association, 5th Edition for thesis and paper format. Students are encouraged to
purchase this manual (required in some courses) and become familiar with its content as
well as consult the Argosy University catalog for further information regarding academic
dishonesty and plagiarism.
Note: Instructors reserve the right to make syllabus and assignment adjustments which in her/his
judgment are appropriate and are supported in terms of learning objectives.
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