SSS 528 Human Sexuality 1 Credit Fall, 2017 Instructor: Dorothy Van Dam, PhD, LICSW

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1 Syllabus 1 SSS 528 Human Sexuality 1 Credit Fall, 2017 Instructor: Dorothy Van Dam, PhD, LICSW c This course is the property of NCSSS and the instructor and may be distributed only with written permission. I. COURSE PURPOSE This course presents an integrated approach to understanding human sexuality and the range of human sexual expression within an interactional framework. It examines human sexuality from a bio-psycho-social-spiritual perspective and explores sexual issues presented to social workers within a variety of social work practice settings and various models of practice. Theoretical bases for study in the field of human sexuality are explored. A professional approach to using appropriate modalities and practices is explored. The course provides an overview of the social worker s role in counseling individuals, couples, families, agencies and organizations with sex-related concerns. Course Philosophy The philosophy underlying this course is the belief that sexuality is an integral part of the personality of every human being. Based on the Sex Information and Education Council of the United States (SIECUS), sexual development depends on, among other things, the satisfaction of basic human needs such as desire for contact, intimacy and love. Values include, among other things, respect for self and others and responsible behavior. (SIECUS, 2006). This course will include lecture and interactional discussion of sexual rights as outlined by the World Health Organization. (WHO, 2006). The course draws upon the adult learning theory which emphasizes mutuality, reciprocity and collaboration. Lectures alternate with experiential learning exercises. Critical thinking is encouraged along with respectful expression of differences. This course emphasizes throughout the social worker s ethical responsibility to clients and ethical responsibility to practice settings to promote the highest practice standards in the field. To assure that educational content and practices are timely and relevant, the course will include investigation and application of historical and current research. Human sexuality is taught in a manner consistent with the mission of the Catholic University of America and the mission of NCSSS.

2 Syllabus 2 NCSSS Mission Statement Derived from the mission of The Catholic University of America and that of the social work profession, the mission of the National Catholic School of Social Service is to educate students from diverse faiths and cultures who in their professional endeavors will embody the values of social justice, service, and scholarship. This mission is grounded in the justice and charity foundation of Catholic social teachings and the tradition of a modern university that welcomes all forms of human inquiry. NCSSS Goals 1. To advance knowledge, values, and competencies through the development, application, and dissemination of theory and research relevant to the social work profession. 2. To serve and empower vulnerable, oppressed, and impoverished people and communities. 3. To promote social and economic justice and individual and societal well-being in the context of The Catholic University of America, the social work profession, and the needs of the local, national, and global communities. II. EDUCATIONAL OBJECTIVES Students will: 1. Develop an understanding of the complexity of human sexuality. 2. Understand psycho-sexual development with additional consideration of biological, social and spiritual contributors. 3. Appreciate the importance of the satisfaction of basic human needs such as desire for contact, intimacy, emotional expression, pleasure, tenderness and love as contributors to healthy sexual development. 4. Develop an understanding of sexual rights as outlined by the World Health Organization (WHO, 2006) and understand these as fundamental and universal human rights. 5. Develop an understanding of human sexuality, sexual expression, sexual behaviors and sexual problems. 6. Examine the theory and practice knowledge of the social work perspective specific to human sexuality. 7. Appreciate our roles as social workers and the importance of asking our clients about sexual concerns as part of our psycho-social assessments: if we don t ask, how will we know?

3 Syllabus 3 8. Attain awareness of personal attitudes and values through the Sexual Attitude Reassessment exercise: to develop skill in dealing with worker issues that may intrude on the practice situation. 9. Be introduced to non-judgmental, inclusive approaches and skills needed to address and work with sexual concerns of clients. 10. Learn to identify the most common female and male sexual concerns at all stages of the life cycle. 11. Practice techniques such as role-play to develop and strengthen comfort and ability to talk sex with clients. 12. Critique theories of sexual and gender identity development in order to align with current research and demonstrate ability to understand gender identity development. 13. Consider the impact of aging and illness on sexuality. 14. Consider the impact of sexual coercion, sexual violence and the cycle of violence and the effects of sexual abuse on sexuality. 15. Understand how the above information is relevant in the context of social work practice in a variety of settings. 16. Appreciate the impact of cultural influences on sexuality and sexual behaviors. 17. Become more sensitive to ethical issues related to work with clients around sexual concerns. 18. Appreciate the importance of continued research for knowledge building in sexuality. 19. Develop ability to discuss findings and think critically about current research methodologies and publications/journals focused on human sexuality. 20. Demonstrate awareness of standards in the Code of Ethics specific to sexual responsibilities. III. COURSE REQUIREMENTS A. Texts and Readings

4 Syllabus 4 These readings may be supplemented with others. Students are encouraged to bring additional readings into class discussions relevant to class content. Texts are on reserve at the Mullen Library. Required Readings Crooks, R. & Bauer, K. (2017) Our Sexuality. (13 th Ed.) CA: Thomson Wadsworth. Please note that there are 2 copies of the 12 th edition on reserve in Mullen Library. Also, the earlier editions are not very different from the 12 th edition. Code of Ethics. (1997). DC: NASW. Entire Code and particular Standard 1.06: Conflicts of Interest, 1.09: Sexual Relationships, 1.10 Physical Contact. Recommended Readings: Periodicals and Other Resources Contemporary Sexuality Culture, Sex and Sexuality Harvard Mental Health Letter Harvard Women s Health Watch Journal of Sex & Marital Therapy Kinsey Today Sexual Health& Medicine Social Work Websites American Association of Sex Educators, Counselors and Therapists (AASECT) Sexuality Information and Education Council of the United States (SIECUS) Society for Sex Therapy and Research (SSTAR)

5 Syllabus 5 The Society for the Scientific Study of Sex (SSSS) World Association of Sexology (WAS) World Association for Sexual Health World Health Organization (WHO) B. Assignments Each student is responsible for: 1. Oral class participation on weekly assigned readings, interactive discussions relevant to lectures and experiential group exercises. 2. Annotated bibliography on 1-2 journal articles of interest related to human sexuality. Each annotation should contain a brief descriptive or evaluative summary for each. These will be handed in Class III. 3. A formal term paper. (5 to 7 pages). The following options were offered in 2016: Please choose one of the following options for your final paper (5-8 pages). The due date is 2 weeks after the last class, SSS 528 FINAL PAPER ASSIGNMENT: HUMAN SEXUALITY Fall, 2016 Please choose one of the following options for your final paper (5-7 pages). The due date is November 10, ) From a bio-psycho-social perspective, trace the development of gender identity of yourself, a friend, a client, or a character in a movie, play, or book. Please disguise if needed and if interviewing a friend, please inform them of the purpose of the interview. If using a client, please draw from known information and do not interview a client specifically for this paper. Trace the sexual development through childhood, adolescence, early, mid, and late adulthood (as many as applicable). Focus on one phase of the life cycle,

6 Syllabus 6 either a current one or one that you have the most information on, or is most significant. Describe the relationships or events that you think had the most impact, positively or negatively, on the formation of your subject s sexual identity. If writing about a client, discuss your reactions to discussing sexual matters with your client and/or your feelings that prevent you from discussing certain sexual issues with the client. 2) When it comes to sexuality, the phrase the personal is political is fitting. Write an opinion paper on one of the following personal/political issues: 1) the legal recognition of same sex unions, 2) the transgender rights movement, or 3) the Congressional efforts to defund Planned Parenthood. Please back up your opinions with scholarly research. 3) If you would prefer to write on another topic related to human sexuality, give me a call ( ) or send me an e (vandam@cua.edu) to discuss. C. Seminar Participation. Seminar objectives will be achieved through group discussion, presentations by the instructor, experiential exercises and the term paper. Student experiences in fieldwork, case materials, and role plays will be utilized. The course is structured to facilitate the student in developing knowledge of sexuality and ease in discussing sexuality with clients as part of the psycho-social assessment process. D. CLASS EXPECTATIONS. Please refer to NCSSS Announcements or appropriate Program Handbook for Academic Requirements ( including scholastic and behavioral requirements. NCSSS is committed to creating an open and inclusive learning environment where all members, including students, faculty, administrators, and staff strive to listen to and learn from one another. We recognize that in a multicultural society, it is inevitable that issues or tensions will arise relative to diversity and different life experiences. When such issues occur inside or outside of the classroom NCSSS members agree to engage in respectful and productive discussions until learning is enhanced and understanding is deepened for all involved. A. Scholastic Expectations All written work should reflect the original thinking of the writer, appropriately reference ideas and authors from the literature, and adhere to the current APA-6 format.

7 Syllabus 7 B. Behavioral Requirements Students are expected to maintain accepted standards of professional conduct and personal integrity in the classroom. Students are expected to: Attend class prepared for active engagement in all discussions and exercises. Recognize and avoid behavior that jeopardizes the learning and teaching environment of other students or the instructor. Demonstrate competence in planning academic activities and in following through on those plans. Reasonably respond to and respect others reactions to one s comments or actions in the classroom. Use an appropriate level of instructor s time and attention in and out of class. Behave in a manner that is consistent with the ethical principles of the social work profession. Adhere to additional expectations as provided by the instructor. C. Academic Honesty Joining the community of scholars at CUA entails accepting the standards, living by those standards, and upholding them. Please refer to University Policy ( and appropriate Progra m Handbooks. D. Confidentiality Students are expected to adhere to the Confidentiality Agreement that they sign. This agreement covers practice materials in classes, supervisory sessions, case conferences, seminars, and other educational settings within the CSSS BSW and MSW programs that are for professional learning purposes only and subject to strict professional confidentiality standards. These same standards also extend to various forms of written communication and peer consultation. Students will also refrain from using social media outlets (blogs, twitter, Facebook, and so on), or to discuss practice settings, program responsibilities, and projects with individuals who are not in teaching or supervision roles directly related to the situation. E. Accommodations Students with physical, learning, psychological, or other disabilities seeking course accommodations must be certified by the Disability Support Services (DSS) Office. Accommodations are provided based upon the DSS instruction letter and only after it is presented to and discussed with the instructor. Students are expected to arrange a meeting with the course instructor as soon as possible to discuss these accommodations.

8 Syllabus 8 F. Use of Electronic Devices Laptops and other electronic devices are permitted in the classroom only for course purpo ses (e.g., note taking or course work). Cell phones or other electronic devices that would disrupt the learning environment of the classroom are to be turned off prior to the beginning of the class and put away during class. E. Grading Policy. Each of the above will constitute a portion of the final grade. The University grading system will be utilized (see policy in NCSSS Bulletin). The grade will be based upon the extent to which the student meets the course objectives as demonstrated by seminar participation and the assignments. Attendance and class participation 25% Annotated Bibliography 25% Final paper 50% F. Learning Contract/Plan and Goals & Learning Style Each student will outline specific interests and goals for semester on the attached learning goals form due on the second class meeting. You are asked to describe your field placement and how knowledge of human sexuality is relevant to your work. Also, briefly describe your learning style: how do you best learn? G. Evaluation Plan NCSSS requires electronic evaluation of this course and the instructor. At the end of the course, the evaluation form may be accessed at using your CUA user name and password. Additional informal written or verbal feedback to the instructor during the semester is encouraged and attempts will be made to respond to special requests. These evaluations will serve as a basis for ongoing course revisions. CLASS SCHEDULE Class 1 INTRODUCTION TO THE COURSE

9 Syllabus 9 Required Readings Overview of the course purpose and structure: why are we here? What is our interest in learning about human sexuality and its relevance to social work practice? Description of field placement and previous social work experience, population served and role in practice setting. Definitions: Human sexuality Sex Sexuality Sexual Health/Sexual rights Intimacy Love Experiential: Voluntary participation in quiet review (no discussion) of own sexual history. Voluntary discussion of experience/debriefing and reflection on relevance of exercise specific to learning about human sexuality. Crooks & Bauer: Chapters 1, (3 & 4) World Health Organization s Declaration of Sexual Rights (Hand out). Class 2 THE NEED FOR AND HISTORY OF HUMAN SEXUALITY EDUCATION IN SOCIAL WORK Lecture Examination and reflection on attitudes, values and biases toward sexuality. Experiential exercise: Sexual Attitude Reassessment Reflective discussion on why this is important Discussion of current research and ethical concerns Required Readings Code of Ethics. (1997). DC: NASW, Washington, D.C., pp , 519. Crooks & Baur: Chapter 2, (6 & 7)

10 Syllabus 10 Stayton, W.R. (1998) A Curriculum for Training Professionals in Human Sexuality Using the Sexual Attitude Restructuring (SAR) Model. Journal of Sex Education & Therapy, Vol. 23, pp Sitron, J.T. & Dyson, D. (2009). Sexuality attitudes reassessment (SAR): Historical and new considerations for measuring its effectiveness. American Journal of Sexuality Education, 4, Class 3 SEXUALITY THROUGH OUT THE LIFE CYCLE Sexual Development in Infancy and Childhood Developmental foundation of sexuality and childhood sexual behaviors: the fundamental components of sexuality evident in infancy and childhood are presented using as a framework the three dimensional model of sexual development: the dimensions include: 1) Gender identity, sexual response and capacity for close dyadic relationships. 2) Childhood stages: infancy (0-2 years,) toddler/preschool (2-5 years,) and school age (6-10 years.) 3) A continuum of childhood sexual behaviors, normal to pathologic, is presented. Sexual Development of Adolescence: the consolidation of sexual identity. Developmental tasks, sexual health, patterns of sexual behavior, counseling. teens on sex. Required Readings Crooks & Bauer, Chapters 12, 5, 9, 10, (8). Singer, M. Childhood Sexuality: An Interpersonal- Intrapsychic Integration, Contemporary Sexuality, (handout). Class 4 SEXUALITY THROUGHOUT THE LIFE CYCLE (continued) Adult sexuality and the older years: the wise years. Impact of aging and illness on sexuality. Impact of sexual violence on sexuality. Summary of Course and Course Evaluation

11 Syllabus 11 Required Readings Crooks & Baur: Chapters 13, 14, 15, 17, (16, 18).

12 Syllabus 12 LEARNING GOALS Focus: A brief statement of your practice background, your professional interests, and your overall learning goals. 1) Name: 2) Address: 3) Telephone: (Home) (Office) 4) Concentration: 5) Expectations for course: (Please discuss your areas of interest in relation to this course and your expectations.) 6) Learning style: (Please give an indication of your learning style, the ways you seem to learn best.)