Applied Psychology - Path: Determinants of typical and atypical sexual development

elective

Psychology

long-cycle studies

a) providing knowledge about the concept of human sexual development as a continuous and integral process with other spheres of life, and about human sexuality theories,

b) familiarizing with current social problems related to the sphere of human sexuality,

c) developing the skills of adequate selection and use of theoretical models to understand human sexual behavior and to plan interventions.

Year 3

No

None

Regularely sent via USOSmail.

Lecture with multimedia presentation

Problem lecture

Discussion

Work with text

Case analysis method

Problem-based learning

Workshop method

Project method

Work in groups

11

Classes in the modules are one substantive whole that aims to introduce students to the concept of human sexual development subordinated to two principles: continuity of sexual development and the integrity of human sexuality and other spheres of life.

Classes in the modules are one substantive whole that aims to introduce students to the concept of human sexual development subordinated to two principles: continuity of sexual development and the integrity of human sexuality and other spheres of life.

To achieve this goal, the following theories were used:

• theory of life-span development,

• integrated ecological model of human sexuality as a result of interaction of biological, psychological and social factors,

• neopsychoanalytical theories explaining the nature of patterns, norms and aspirations in the field of human sexuality.

The selection of topics was made due to two criteria: prevalence and social usefulness. A significant number of hours is devoted to the area of the norm, less the deviations. This is to reflect the actual proportions of the norm and devations / disorders, and to document the need to focus on health promoting, preventive, and subsequently interventions. The developmental approach serves to locate the sources of potential disturbances in human sexual functioning in the early stages of development and confirms the sense of actions aimed at creating good conditions for early sexual development. The emphasis on two periods in human sexual development (childhood and adolescence) shows the importance of critical areas for healthy functioning in the sexual area. The criterion of social usefulness decided to include the topic of HIV / AIDS and child sexual abuse during classes. Contact with these two difficult areas of sexuality tends to show students that there is a need to respond to new social challenges (the growing number of STI infections and the growing number of abuse cases disclosed) and the need to make personal choices (decisions about eventual work in the field of health or in the field of pathology).

The seminars are designed as activating classes, during which the knowledge acquired during lectures is used for application purposes. In this way, the student learns that while working in the area of human sexuality (as in any other) there is a need to refer to a selected theory and the need to become aware of the reasons for choosing a particular one. On the other hand, it trains the ability to apply theory to the area of real behavior and verify its usefulness. This shows the two-way theory-application relationship and the usefulness of relying on scientific foundations in the area burdened by ideologices, stereotypes and taboo.

The field exercises complement the above assumptions, allowing students to contact the practitioners and to realize the acquired competences in practical action.

a) Bancroft, J. (2011). Seksualność człowieka. Wrocław: Elsevier Urban & Partner.

b) Beisert, M. (2017). Seksualność w cyklu życia człowieka (r. 1-6). Warszawa: Wydawnictwo Naukowe PWN.

c) Chodecka, A., Zielona-Jenek, M. (2010). Jestem dziewczynką, jestem chłopcem. Gdańsk:GWP.

d) Lew-Starowicz, M., Lew-Starowicz, Z., Skrzypulec-Plinta, V. (red.) (2017). Seksuologia. Warszawa: WL PZWL

e) Kernberg, O.F. (1998). Związki miłosne. Poznań: Wydawnictwo Zysk i S-ka.

f) Fornalik, I. (2017). Mam autyzm. Mam seksualność. I co dalej? Fundacja JiM.

g) Lamb, S., Gilbert, J. (red.) (2019). The Cambridge Handbook of Sexual Development: Childhood and Adolescence. Cambridge University Press.

h) Czub, M. (2014). Zrozumieć dziecko wykorzystywane seksualnie. Sopot: GWP.

After completing the course and confirming the achievement of learning effects, a student:

- is able to characterize human sexual development as a continuous process and indicate its links with other spheres of life

- can describe selected theoretical models of human sexuality development

- can explain the mechanisms of formation of sexual disorders by referring to factors related to the course of sexual development

- uses consciously selected theoretical approaches to analyze the sexual behavior of children and adolescents and to design education and intervention

- can describe social problems related to the sphere of human sexuality

- can describe the specifics of psychological assistance in the area of sexuality of children and adolescents

- reflects on his/her own preferences and restrictions on taking up work in the field of sexology

Seminars: 80% attendance, preparation for classes (reading the literature) and active participation in them; obtaining a positive

assessment of the final exam, pass from 50%+1 point;

Lectures: obtaining a positive grade from the oral exam (discussion of randomly selected two issues from the topics discussed during the

lectures and described in obligatory literature). Assessment according to the grading scale at UAM:

very good (5.0): the answer contains correctly reproduced knowledge (a comprehensive presentation of theoretical models or their

concepts, research results) and is illustrated with relevant examples or comments

good plus (4,5): the answer contains correctly reproduced knowledge (presentation of theoretical models or their concepts, research results) and is illustrated with relevant examples, including minor deficiencies

good (4,0): the answer contains correctly reproduced knowledge (basic presentation of theoretical models or their concepts, reearch

results) and correct analysis of the example given by the examiner; the answer contains minor deficiencies or minor errors

satisfactory plus (3.5): the answer contains basically correctly reproduced knowledge (basic presentation of theoretical models or their

concepts, research results) and basically correct analysis of the example given by the examiner; the answer contains gaps or minor errors

satisfactory (3.0): the answer contains basically correctly reproduced knowledge (basic presentation of theoretical models or their

concepts, resarch results) and basically correct analysis of the example given by the examiner; the answer contains clear deficiencies or

errors, which, however, do not distort the essence of the issues discussed

not satisfactory (2.0): the response is significantly incomplete or contains numerous significant errors.