Applied Psychology - Path: Determinants of typical and atypical sexual development 23-PSZ5-DTR
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.
Module learning aims
Information on where to find course materials
Major
Methods of teaching for learning outcomes achievement
Course module conducted remotely (e-learning)
Student workload (ECTS credits)
Cycle of studies
Module type
Year of studies (where relevant)
Pre-requisites in terms of knowledge, skills and social competences
Course coordinators
Term 2024/SZ: | Term 2021/SZ: | Term 2019/SZ: | Term 2023/SZ: | Term 2022/SZ: | Term 2020/SZ: |
Learning outcomes
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.
Assessment criteria
Seminars: 80% attendance, preparation for classes (reading the literature) and active participation in them; obtaining a positive assessment of the final essay (project of the educational material with description), participation in discussing the feedback on the work
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.
Bibliography
a) Bancroft, J. (2011). Seksualność człowieka. Wrocław: Elsevier Urban & Partner.
b) Beisert, M. (2017). Seksualność w cyklu życia człowieka (r. 2.2, 5, 6, 8). Warszawa: Wydawnictwo Naukowe PWN.
c). Beisert, M. (2020). Dzieci jako ofiary przemocy seksualnej. W: I. Grzegorzewska, L. Cierpiałkowska, A.R. Borkowska (red.), Psychologia kliniczna dzieci i młodzieży (s. 569-587). Warszawa: WN PWN.
d) Chodecka, A., Zielona-Jenek, M. (2010). Jestem dziewczynką, jestem chłopcem. Gdańsk:GWP.
e) Lew-Starowicz, M., Lew-Starowicz, Z., Skrzypulec-Plinta, V. (red.) (2017). Seksuologia. Warszawa: WL PZWL
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.
i). Zielona-Jenek, M. (2020). Trudności i zaburzenia seksualności u dzieci i młodzieży. Medycyna Praktyczna - Pediatria.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: