PSYC 376 UND Feelings & Reactions Experienced to A Film Questions
Chapter 1: Perspectives on Sexuality https://www.buzzfeed.com/mjkiebus/true-or-false-sex Sexual Intelligence • Four components of sexual intelligence − Self-understanding about sexuality − Having interpersonal sexual skills and integrity − Obtaining accurate scientific knowledge − Having consideration of cultural context • Sexual intelligence abilities help us make responsible decisions in sexual behavior A Psychosocial Orientation • Psychosocial approach: combination of psychological and social factors − Psychological factors: emotions, attitudes, and motivations − Social conditioning factors: process with which we learn our social norms − Biological factors: hormones, nervous system, genetics, etc. Diversity in Human Sexuality • The United States 1) Many factors contribute to diverse sexual attitudes and behaviors in the United States ▪ Many ethnic and religious groups ▪ Wide range of values ▪ Varying degrees of education and socioeconomic status ▪ Intergroup differences − Often more variability within a group than between any two groups 2) Inclusive terminology − Terms used to explain gender identity and sexual orientation are changing rapidly − Scientific understanding of gender and sexual orientation are also evolving Our Cultural Legacy: Sex for Procreation and Rigid Gender Roles Theme 1: Sex for procreation − Historic view of sex only legitimate for procreation − Residual effects ▪ Sex = penis-in-vagina intercourse ▪ Penis is primary source of satisfaction Theme 2: Rigid gender roles − Extend beyond physiological differences − Expectations of “appropriate behavior” for men and women − Rigid gender-role conditioning can limit each person’s potential and can harm their sexuality Sexuality in the Western World: A Historical Perspective • Judaic and Christian traditions − Ancient Hebrews ▪ Gender roles were highly specialized ▪ Procreation was essential − Christianity ▪ Spirituality through celibacy ▪ Sex outside of marriage as sinful ▪ Contradictory images of women emerged o Virgin Mary: compassionate, pure, and unattainable o Eve: evil temptress 2) A sex-positive shift − Protestant reformation ▪ Valued sex in marriage − Enlightenment; scientific rationalism ▪ Value of sex in marriage goes beyond procreation ▪ Increased respect for women 3) Victorian Era − Women’s role was polarized between the images of Madonna and Eve − Distance between husband and wife ▪ Intensely passionate friendships sometimes developed between women − Prostitution flourished 4) Sexuality in the Western World: A Historical Perspective The beginning of the 20th century − 19th Amendment gave women the right to vote − Great Depression, more restrained beh − Postwar retreat, traditional gender roles ▪ Men returned to the workplace ▪ Women devoted themselves to their homes, children, and husbands 5) After World War • The times are changing − 1960s and 1970s “sexual revolution” confronted the norms of previous decades https://www.youtube.com/watch?v=XxHS9lTUN4Y https://www.youtube.com/watch?v=7EWehhSB0s4 ▪ Many contraceptives − Attitudes change toward homosexuality ▪ Gay and lesbian people began to openly declare sexual orientation ▪ Supreme court legalization of samesex marriage in 2015 The Media & Sexuality: Traditional Media • Television − Increased sexual content • Music videos − Overt and explicit sexual content • Advertising − Subtle and blatant content • Magazines − Content may promote stereotypical gender roles, body-image insecurity, superficiality, etc. The Media and Sexuality: New Media • The Internet has potentially epic impact on sexual attitudes − By 2017, 3.5 billion Internet users worldwide − Americans spend almost half of their day on a screen − Internet used for dating, finding sex partners, retrieving sexual health information, viewing pornography, expressing sexual fantasies, and more Sexuality: Where the Personal Is Political • The personal and political are truly merged when it comes to sexuality − Impact of social norms − Increased freedoms and responsibilities today − Controversies regarding social policies, laws, and ethics Summary • Sexual intelligence involves understanding oneself sexually and having interpersonal sexual skills and integrity − Abilities help make responsible decisions about sexual behavior based on values • The changes in the 20th century led to the contemporary individual’s increased ability to make personal sexuality decisions − Scientific, psychological, and social Psyc 376 Film Reflection Instructions and Rubric Objectives: -Demonstrate an understanding and application of the cultural and psychological perspectives of human sexuality -Describe and apply the impact of these perspectives as illustrated in a character’s personal philosophy of sexuality Please write your responses on this assignment sheet 1) Describe three (3) feelings and reactions you experienced to the film with an example for each (approximately one paragraph; 10 possible points). Criteria Distinguished (4) Proficient (3) Basic (2) Unsatisfactory (1) NonPerformance (0) Reactions (x 2.5) Description contains accurate, thoughtful content surrounding at least 3 reactions/feelings about the book in a very clear and concise manner, and meets length requirement Description contains accurate, thoughtful content surrounding at least 3 reactions/feelings about the book in a somewhat clear and concise manner, and meets length requirement Description contains accurate, thoughtful content surrounding at least 3 reactions/feelings about the book but in a somewhat confusing manner Description contains inaccurate or missing content surrounding at least 3 reactions/feelings about the book Did not provide any content surrounding at least 3 reactions/feelings about the book 2) Cultural Perspectives 1. Select two (2) cultural perspectives of human sexuality you observed in the film 2. Briefly explain your 2 chosen cultural perspectives 3. Give two (2) specific examples (1 example for each of you 2 chosen perspectives) and explain how your examples illustrates your two chosen cultural perspectives (approximately 2 short paragraphs) Criteria 2 Cultural Perspectives & 2 Examples (x 2.5) Distinguished (4) Proficient (3) Basic (2) Unsatisfactory (1) Non-Performance Description contains accurate, in-depth content surrounding the 3 points above in a very clear and concise manner, and meets length requirement Description contains accurate, satisfactory content surrounding the 3 points above in a somewhat clear and concise manner, and meets length requirement Description contains satisfactory content surrounding the 3 points above but in a somewhat confusing manner Description contains inaccurate or missing content surrounding the 3 points above (0) Did not provide any content surrounding the 3 points above 3) Psychological Perspectives 1. Select two (2) psychological perspectives of human sexuality you observed in the film 2. Briefly explain your 2 chosen psychological perspectives 3. Give two (2) specific examples (1 example for each of you 2 chosen perspectives) and explain how your examples illustrates your two chosen psychological perspectives (approximately 2 short paragraphs) Criteria 2 Psychological Perspectives & 2 Examples (x 2.5 Distinguished (4) Proficient (3) Basic (2) Unsatisfactory (1) Non-Performance Description contains accurate, in-depth content surrounding the 3 points above in a very clear and concise manner, and meets length requirement Description contains accurate, satisfactory content surrounding the 3 points above in a somewhat clear and concise manner, and meets length requirement Description contains satisfactory content surrounding the 3 points above but in a somewhat confusing manner Description contains inaccurate or missing content surrounding the 3 points above (0) Did not provide any content surrounding the 3 points above 4. Select one (1) character from the film and explain what you believe to be his/her philosophy of sexuality 1. Integrate at least three cultural or psychological perspectives that are part of your character’s philosophy; integrating an explanation and specific example for each perspective 3. Explain the impact of your character’s philosophy of sexuality on his/her life and if it had a positive or negative impact on his/her life using at least two (2) specific examples from the film (approximately one paragraph, 10 possible points). Criteria Distinguished (4) Proficient (3) Basic (2) Unsatisfactory (1) Non-Performance Philosophy of Sexuality of One Character (x 2.5) Description contains accurate content surrounding the 3 points above in a very clear and concise manner and meets length requirement Description contains accurate content surrounding the 3 points above in a somewhat clear and concise manner and meets length requirement Description contains accurate content surrounding the 3 points above but in a somewhat confusing manner Description contains inaccurate or missing content surrounding the 3 points above (0) Did not provide any content surrounding the 3 points above Psychological Perspectives on Human Sexuality https://www.youtube.com/watch?v=JFX-qfYbHKg What drives us to have sex? Learning Objectives, know, understand & apply… Many factors! Stable, fleeting, emotion A. Psychological influences B. Sociocultural factors C. Biological/evolutionary factors A. Psychological influences Both stable psychological traits & moment-to-moment states… • Personality -Big Five (OCEAN) -Learned associations -we all have them! • Attitudes; positive/negative • Mood states; varies B. Biological & evolutionary factors • Biological factors – Genetics and hormones • e.g., homosexuality appears to have a genetic component, psychological masculinity femininity related to prenatal hormone exposure • Evolutionary factors – similarities in the sexual behaviors of humans and other species Psychological Theories Human Sexuality – A. Psychoanalytic theory – B. Cognitive-behavioral theories – C. Exchange theories – D. Personality theories – E. Evolutionary theory – F. Biopsychosocial theory A. Psychoanalytic theory Freud; unconscious beh is driven by libido & thanatos -pers. structure (id, ego, superego….) -five stages of psychosexual dev -fixation may lead to unusual sexual interests and behaviors in adulthood B. Cognitive-behavioral theories -1. Classical conditioning (Pavlov, 1927) – Repeated pairing of a neutral stimulus with a stimulus that causes a specific behavior can lead that neutral stimulus to become a cue for that behavior https://www.youtube.com/watch?v=uhvfAAdK3 Dw Activity… -Kayla finds red cars very arousing, every time she sees one, she gets turned on!! Crash https://www.youtube.com/watch?v=jTaGH1POl ds&ab_channel=LittleWhiteLies symphorophiliacs -Sven finds ladies’ bathrobes very arousing, every time he sees one he gets turned on!! -Classsical conditioning; psychological root of many sexual behaviors & fetishes!!! -2. Operant conditioning (Skinner, 1938) -Reinforced beh increase frequency; punished beh decrease -sex…leads to other + consequences Activity; Marvin has had sex with other 100 women… UpwyHcDs8Q&ab_channel=WatchMojo.com What would a female James Bond be called? Pleasurable consequences… Punishing…. https://www.youtube.com/watch?v=wJZP20y0R2Q 3. Social learning (Bandura, Ross, 1962) -We imitate beh we observe in others when we see that behavior reinforced Eg. O’Hara and colleagues: exposed to more sexual content in movies take more sexual risks… -sexually active = popularity Bandura; sex and media -most media examples responsible, or risky and unrealistic? -contraception, risks Adolescents & pornography -think this is “normal” sex -potential dangers & implications? C. Exchange theories How we feel about a given relationship depends on outcomes we receive – Outcomes held to a comparison level (i.e., are we getting what we think we deserve? Past relationships?) • Sex is a commonly traded resource in relationships (Baumeister & Vohs, 2004) • Cost-benefits ratio • Sellers & buyers (who?) • According to these theorists, sex is a common traded resource in heterosexual relationship • Female sexuality valued… limited supply • Views of virginity by gender D. Personality theories Traits related to sex beh • The Big Five (OCEAN) -high extraversion, low agreeableness high openness • “traits”; Erotophilia and erotophobia -how individuals approach sex • Sensation seeking -tendency to pursue thrilling/risky activities (including risky sex) • Sociosexuality -willingness to have sex without commitment/emotional connection E. Evolutionary theory -produce as many offspring as possible -different mating strategies based parental investment -preferences…males & females -sexual strategies; different approaches to mating -Men…healthy & fertile -Women…reliable partners w/ resources F. Biopsychosocial theory -Takes a holistic approach to study of sex -Considers entire person -Mind and body interconnected …Sexual health is more than just the absence of disease and dysfunction BPS; interconnections -how bio influences health…..& influences -psychological components…. -social components…
Excellent | Good | Fair | Poor | ||
Main Posting | 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors. |
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. |
|
Main Post: Timeliness | 10 (10%) – 10 (10%)
Posts main post by day 3. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not post by day 3. |
|
First Response | 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
Second Response | 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
Participation | 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days. |
|
Total Points: 100 | |||||
As we begin this session, I would like to take this opportunity to clarify my expectations for this course:
Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).
Course Room Etiquette:
- It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
- All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!
Office Hours:
- My office hours vary so feel free to shoot me an email at [email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
- Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
- I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forumI will respond to all posts or emails within 24 or sooner.
Late Policy and Grading Policy
Discussion questions:
- I do not mark off for late DQ’s.
- I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
- I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
- Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.
Assignments:
- Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
- Any activity or assignment submitted after the due date will be subject to GCU’s late policy
- Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
- No assignments can be accepted for grading after midnight on the final day of class.
- All assignments will be graded in accordance with the Assignment Grading Rubrics
Participation
- Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
- Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
- It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
- A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do notmeet the active engagement expectation.
- Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
- I do expect outside sources as well as class materials to formulate your post.
- APA format is not necessary for DQ responses, but I do expect a proper citation for references.
- Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
- I will not accept responses that are from Wikipedia, Business com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
- Stay away from the use of personal pronouns when writing.As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.
Plagiarism
- Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
- This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
- Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
- Please review your LopesWrite report prior to final submission.
- Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).
Plagiarism includes:
- Representing the ideas, expressions, or materials of another without due credit.
- Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
- Failing to document direct quotations without proper citation and referencing.
- Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
- If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
- We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.
LopesWrite
- All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
- Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.
Assignment Submissions
- Please note that Microsoft Office is the software requirement at GCU.
- I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
- If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.
Grade of Incomplete
- The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
- The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
- Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.
Grade Disputes
- If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with mepersonally for further clarification.
- While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
- However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedurewhich is outlined in the GCU Catalog and Student Handbook.