Applied Psychology - Specialty: Clinical Sexology I

elective

psychology

long-cycle studies

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

b) familiarizing with current classifications in the field of norm and pathology in psychosexual functioning

c) acquiring the skills of an adequate selection and use of theoretical models to understand human sexual behavior in terms of norm and pathology

d) developing the skills of critical assessment and application of standard criteria in relation to personalized psychosexual functioning

Seksuologia kliniczna

https://www.elearning.amu.edu.pl/wns/course/view.php?id=176

elearning

Lecture with multimedia presentation of selected issues

Discussion

Work with text

Case analysis method

Problem-based learning

Practice method

Workshop method

Presentation and observation

Activating methods (e.g. brainstorming, SWOT analysis technique, decision tree technique, "snowball" method, constructing "mind maps")

Work in groups

8

The aim of the course is to familiarize participants with contemporary sexological knowledge and recognized approaches to key issues of the norm and pathology of psychosexual human functioning. The learning content includes the perspectives adopted by medicine and psychology as well as other disciplines of social knowledge (sociology, law, cultural anthropology).

The lecture part introduces the basic content and theoretical models ordering the perspective of the analysis of human sexual functioning and its conditions: taking into account developmental changes in human sexual experiences and behaviors in the life cycle, as well as etiopsychopathological mechanisms.

The purpose of seminar classes is to create an opportunity to reflect and disuss contemporary controversies regarding the sexual norm and pathology. Students develop and practise theirs skills of reading literature reflectively, identifiying the areas agreed in science and subject to polemics (issues unclear, still studied, influenced by social disputes). These classes are also aimed at bringing the students an opportunity to reflect on their own sexual attitudes and to analyze their eventual impact for clinical practice.

The purpose of the practice classes is to create opportunity for participants to acquire the skills to assess and differentiate between normative and non-normative psychosexual functioning at various stages of adult life. In particular, the classes are designed to teach the students the use of various types of psychological methods in the process of diagnosis of patient's sexuality: the types of these methods, specific tools and the procedures of conducting them, interpretation of their results and referring these results to the problem reported by a person diagnosed.

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Beisert M. (2006), Rozwojowa norma seksuologiczna jako kryterium oceny zachowań seksualnych dzieci i młodzież, "Dziecko krzywdzone. Teoria, badania, praktyka" nr 16.

Beisert, M. (2006), Seksualność w cyklu życia człowieka. Warszawa: Wydawnictwo Naukowe PWN, r. 1,2,5,6.

Bem, S. (2000). Męskość kobiecość. O różnicach wynikających z płci. Gdańsk: Gdańskie Wydawnictwo Psychologiczne. Fragment „Dążenie do eliminacji polaryzacji rodzaju”, s. 181-185.

Bojarska K., Kowalczyk R. (2017). Tożsamości seksualne. W: Z. Lew-Starowicz, V. Skrzypulec-Plinta (red.) Seksuologia. Warszawa: PZWL. (s. 102- 112)

Butcher, J.N., Hooley, J.M., Mineka, S. (2017). Psychologia zaburzeń DSM 5. Sopot: GWP (Dysfunkcje seksualne, s. 534 – 548).

Chodecka, A., Zielona-Jenek, M. (2010). Jestem dziewczynką - jestem chłopcem. Gdańsk: GWP. (Rozdział 5 - część o środowiskach rodzinnych).

Fajkowska-Stanik, M. (2001). Transseksualizm i rodzina. Przekaz pokoleniowy wzorów relacyjnych w rodzinach transseksualnych kobiet. Warszawa: Wydawnictwo Instytytu Psychologii PAN, SWPS. (r.2.4. Postępowanie lecznicze w przypadku transseksualizmu, s. 56-64).

Formalik, I. (2017). Mam autyzm. Mam seksualność. I co dalej? Łódź: Fundacja JiM. (str. 179-204; 255-330).

Iniewicz, G, Mijas, M., Grabski, B. (2012). Wprowadzenie do psychologii LGBT. Wrocław: Continuo. Rozdz. 7.

Izdebska, A. (2008). Boylovers - fałszywe oblicze przyjaźni. W: Aleksandra Jodko, Michał Pozdał (red.). Tabu seksuologii. Wątpliwości, trudne problemy, dylematy seksuologii i edukacji zdrowotnej. (s. 85-96). Warszawa: Wydawnictwo Naukowe SWPS Academica.

Izdebski, Z. (2012). Seksualność Polaków na początku XXI wieku. Kraków: wydawnictwo Uniwersytetu Jagiellońskiego. Rozdział Seksualność w dobie zagrożeń pandemią HIV/AIDS (s. 507-552).

Leiblum, S., Rosen, R. (2005). Wprowadzenie. Terapia seksualna w epoce Viagry. W: S. Leiblum, R. Rosen (red.) Terapia zaburzeń seksualnych. Gdańsk: GWP. (s. 19-32)

Leiblum, S.R., Segraves, R.T. (2005). Terapia seksualna osób w podeszłym wieku. W: S.R. Leiblum, R.C. Rosen (red.), Terapia zaburzeń seksualnych (s. 487-516). Gdańsk: Gdańskie Wydawnictwo Psychologiczne.

Lew-Starowicz, Z. (2017). Zaburzenia seksualne uwarunkowane kulturowo. W: M. Lew-Starowicz, Z. Lew-Starowicz, V. Skrzypulec-Plinta (red.) Seksuologia. Warszawa: PZWL. (s. 525 - 531).

Laplanche, J., Pontalis, J.B. (1996). Słownik psychoanalizy. Warszawa: Wydawnictwa Szkolne i Pedagogiczne. Hasło: perwersja.

Lew-Starowicz, Z., Stusiński, J. (2015). Norma kliniczna w seksuologii. W: Z. Lew-Starowicz, A. Przyłuska-Fiszer, J. Stusiński (red.), Normy i kontrowersje etyczne w seksuologii (s. 33-44). Sopot: GWP.

Osajda, K. (2009). Cywilnoprawne aspekty zmiany płci u transseksualistów. W: R. Wieruszewski, M. Wyrzykowski (red.). Orientacja seksualna i tożsamość płciowa. Aspekty prawne i społeczne. Warszawa: Instytut Wydawniczy EuroPrawo. (s. 179-202)

Pridal, C.G., LoPiccolo, J. (2005). Wieloczynnikowa terapia zaburzeń pożądania. W: S.R. Leiblum, R.C. Rosen (red.), Terapia zaburzeń seksualnych (s. 79-103). Gdańsk: GWP.

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PTS (2017). Kodeks etyczny Polskiego Towarzystwa Seksuologicznego. http://pts-seksuologia.pl/images/ckeditor_photos/KODEKSPTSost.pdf_____58e4863387a45.pdf

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Zielona-Jenek, M. (2018). Preferencje seksualne i związane z nimi zaburzenia: W stronę rozszerzonego modelu opisu. Psychiatria Polska, 52 (6), 1063-1073.

After completing the module and confirming the achievement of learning outcomes a student:

a) uses consciously selected theoretical approaches to analyze the sexual behavior of children, adolescents and adults.

b) is able to assess and differentiate sexual disorders and dysfunctions based on diagnostic classifications.

c) critically assesses the psychosexual functioning of a person in the context of his or her general health.

d) assesses the risk of disorders and their consequences on the basis of knowledge of the features of the biopsychosocial functioning of the individual

e) describes the controversy around the sexological norm criteria related to the cultural context.

f) initiates reflection on his/her own preferences and restrictions regarding taking up work in the field of sexology.

Seminars:

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

b) obtaining a positive grade from the oral colloquium (presentation of two randomly selected topics from the discussed during classes and described in obligatory literature, a list of topics available in the e-learning module). 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, research 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 deficiencies or minor errors

satisfactory (3.0): 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 clear deficiencies or errors, which, however, do not distort the essence of the issues discussed

Insufficient (ndst; 2.0): the response is significantly incomplete or contains numerous significant errors

Exercises:

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

b) obtaining a positive assessment of written works. Grade according to the grading scale at UAM.

very good (5.0): the work fully meets the set requirements for the implementation of individual diagnostic tasks

good plus (4.5): the work meets the set requirements for the implementation of tasks, contains single and minor errors or shortcomings

good (4,0): the work meets the basic requirements for the implementation of tasks, contains minor errors or shortcomings

satisfactory plus (3.5): the work meets the set requirements for the implementation of tasks, contains larger errors or shortcomings, but does not distort the essence of the results of the diagnosis

satisfactory (3.0): the work meets the basic requirements for the implementation of tasks, contains numerous and larger errors or shortcomings, but does not distort the essence of the results of the diagnosis

insufficient (2.0): the work does not meet the basic requirements for the implementation of tasks, contains numerous major errors or shortcomings distorting the essence of the results of the diagnosis

The condition of taking the exam is obtaining a positive grade from the seminars and exercises.

The exam grade is the average of two components: 4 mid-term knowledge tests in the e-learning module and a written problem exam that takes place during the exam session.

Mid-term test evaluation criteria:

very good (5.0): 91-100% correct answers

good plus (4.5): 81-90% of correct answers

good (4,0): 71-80% of correct answers

satisfactory plus (3.5): 61-70% of correct answers

satisfactory (3.0): 51-60% of correct answers

insufficient (2.0): 50 and below correct answers

Criteria for assessment of the problem exam: each of three equivalent questions is subject to a separate assessment, according to the criteria described at the point regarding seminars. A positive assessment of the work is possible when at least two answers to questions have obtained a positive assessment.