| Course Name | New Perspectives in Human Sexuality |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| PSY 555 | Fall/Spring | 3 | 0 | 3 | 7.5 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Elective | |||||
| Course Level | Second Cycle | |||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | ||||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | - | |||||
| Assistant(s) | - | |||||
| Course Objectives | This course covers the core topics in the field of human sexuality including sexual anatomy and physiology, sexual arousal and response, gender roles, attraction, love, intimate relationships, sexual communication, sexual orientation, conception, birth control, prenatal development, childbirth, sexual behavior across the life span, sexual dysfunction and sex therapy, sexually transmitted diseases, atypical variations in sexual behavior, sexual coercion, and commercial sex. Main goal of the course is to examine human sexuality in terms of physiological, sociological and psychological concepts. |
| Learning Outcomes | The students who succeeded in this course;
|
| Course Description | This course is aimed to introduce human sexuality in terms of anatomical structures, sexual development, sexual identity and orientation, sexually transmitted diseases, sexual disorders and conflict in relationships. |
| Related Sustainable Development Goals |     |
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| Core Courses | |
| Major Area Courses | X | |
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | Review of the Semester | |
| 2 | Introduction to the course | Kelly “Sexuality Today”. McGrawHill Higher Education: 2008.Chapter 1 |
| 3 | Adult sexuality and relationships | Diamond, L. (2004). Emerging Perspectives on Distinctions Between Romantic Love and Sexual Desire. Current Directions in Psychological Science, 13 (3), 116119. Reis, H.T. & W. Collins, W.A. (2004). Relationships, Human Behavior, and Psychological Science. Current Directions in Psychological Science, 13 (6), 233-237. |
| 4 | Adult sexuality and relationships | Karney, B.R. & Bradbury. T.N. (2005). Contextual Influences on Marriage: Implications for Policy and Intervention. Current Directions in Psychological Science, 14 (4), 171174. Finkel, E.J. & Eastwick, P.W. (2008). SpeedDating. Current Directions in Psychological Science, 17 (3), 193-197. |
| 5 | Developmental and social perspectives on gender | McClintock, M.K. & Herdt, G. (1996). Rethinking Puberty: The Development of Sexual Attraction. Current Directions in Psychological Science, 5 (6). 178-183. Shackelford, T.K. & Aaron T. Goetz, A.T. (2007). Adaptation to Sperm Competition in Humans. Current Directions in Psychological Science, 16 (1), 47-50. |
| 6 | Midterm 1 | |
| 7 | Evolution and sexual behavior | Gangestad, S.W., Thornhill, R. & GarverApgar, C.E. & Thornhill, R. (2005). Adaptations to Ovulation: Implications for Sexual and Social Behavior. Current Directions in Psychological Science, 14 (6), 312316. Fink, B. & PentonVoak, I. (2002). Evolutionary Psychology of Facial Attractiveness. Current Directions in Psychological Science, 11 (5),154-158. |
| 8 | Gender differences in parental investment | Curtis, J.T. & Wang, Z. (2003). The neurochemistry of pair bonding. Current Directions in Psychological Science, 12 (2), 4953.Bjorklund, D.F. & Shackelford, T.K.(1999). Differences in Parental Investment Contribute to Important Differences Between Men and Women. Current Directions in Psychological Science, 8 (3), 86-89. |
| 9 | Differences in Men's and Women's Mating Preferences | Miller, L.C., PutchaBhagavatula, A. & Pedersen, W.C. (2002). Men's and Women's Mating Preferences: Distinct Evolutionary Mechanisms? Current Directions in Psychological Science, 11(3), 8893. Buss, D.M.(2001).Cognitive Biases and Emotional Wisdom in the Evolution of Conflict Between the Sexes. Current Directions in Psychological Science, 10 (6), 219-223. |
| 10 | Sexual orientation, identity and behavior | SavinWilliams, R.C.(2006). Who's Gay? Does It Matter?Current Directions in Psychological Science, 15 (1), 4044. Gladue, B.A. (1994). The Biopsychology of Sexual Orientation, Current Directions in Psychological Science, 3 (5), 150-154. |
| 11 | Midterm 2 | |
| 12 | Different Sexual Orientations | Kurdek, L.A. (2005).What Do We Know About Gay and Lesbian Couples? Current Directions in Psychological Science, 14 (5), 251254. Patterson, C.J. (1994). Lesbian and Gay Families. Current Directions in Psychological Science, 3 (2), 62-64. |
| 13 | Developmental and social perspectives on gender | Furman, W. (2002). The Emerging Field of Adolescent Romantic Relationships. Current Directions in Psychological Science,11 (5),177180. Murray, S.L. (2005). Regulating the Risks of Closeness. Current Directions in Psychological Science, 14 (2), 74-78. |
| 14 | Close relationships | Simpson, J.A.(2007). Psychological Foundations of Trust. Current Directions in Psychological Science, 16 (5), 264268. Fletcher, G.J. & Simpson, J.A. (2000). Ideal Standards in Close Relationships: Their Structure and Functions. Current Directions in Psychological Science, 9 (3), 102-105. |
| 15 | Marriage, relationships and conflict | Fincham, F.D. (2003). Marital conflict: Correlates, structure, and context.Current Directions in Psychological Science, 12 (1), 2327. Huston, T.L., Niehuis, S. & Smith, S.E.(2001). The Early Marital Roots of Conjugal Distress and Divorce. Current Directions in Psychological Science, 10 (4), 116-119. |
| 16 | Sexual consent, coercion, rape and abuse | HoltzworthMunroe, A.(2000). A Typology of Men Who Are Violent Toward Their Female Partners: Making Sense of the Heterogeneity in Husband Violence. Current Directions in Psychological Science, 9 (4), 140143. Cooper, M.L.(2006).Does Drinking Promote Risky Sexual Behavior?: A Complex Answer to a Simple Question. Current Directions in Psychological Science, 15 (1), 19-23. |
| Course Notes/Textbooks | Kelly, G (2008). Sexuality Today. 10th Edition. McGraw-HillISBN: 978-0073531991 |
| Suggested Readings/Materials | Diamond, L. (2004). Emerging Perspectives on Distinctions Between Romantic Love and Sexual Desire. Current Directions in Psychological Science, 13 (3), 116-119. Reis, H.T. & W. Collins, W.A. (2004). Relationships, Human Behavior, and Psychological Science. Current Directions in Psychological Science, 13 (6), 233- 237 Karney, B.R. & Bradbury. T.N. (2005). Contextual Influences on Marriage: Implications for Policy and Intervention. Current Directions in Psychological Science, 14 (4), 171-174. Finkel, E.J. & Eastwick, P.W. (2008). SpeedDating. Current Directions in Psychological Science, 17 (3), 193-197. McClintock, M.K. & Herdt, G. (1996). Rethinking Puberty: The Development of Sexual Attraction. Current Directions in Psychological Science, 5 (6). 178-183. Shackelford, T.K. & Aaron T. Goetz, A.T. (2007). Adaptation to Sperm Competition in Humans. Current Directions in Psychological Science, 16 (1), 47-50. Gangestad, S.W., Thornhill, R. & GarverApgar, C.E. & Thornhill, R. (2005). Adaptations to Ovulation: Implications for Sexual and Social Behavior. Current Directions in Psychological Science, 14 (6), 312-316. Fink, B. & PentonVoak, I. (2002). Evolutionary Psychology of Facial Attractiveness. Current Directions in Psychological Science, 11 (5),154-158. Kurdek, L.A. (2005).What Do We Know About Gay and Lesbian Couples? Current Directions in Psychological Science, 14 (5), 251-254. Patterson, C.J. (1994). Lesbian and Gay Families. Current Directions in Psychological Science, 3 (2), 62-64 Fincham, F.D. (2003). Marital conflict: Correlates, structure, and context.Current Directions in Psychological Science, 12 (1), 23-27. Huston, T.L., Niehuis, S. & Smith, S.E.(2001). The Early Marital Roots of Conjugal Distress and Divorce. Current Directions in Psychological Science, 10 (4), 116-119. Simpson, J.A.(2007). Psychological Foundations of Trust. Current Directions in Psychological Science, 16 (5), 264-268. Fletcher, G.J. & Simpson, J.A. (2000). Ideal Standards in Close Relationships: Their Structure and Functions. Current Directions in Psychological Science, 9 (3), 102-105. Furman, W. (2002). The Emerging Field of Adolescent Romantic Relationships. Current Directions in Psychological Science,11 (5),177-180. Murray, S.L. (2005). Regulating the Risks of Closeness. Current Directions in Psychological Science, 14 (2), 74-78. SavinWilliams, R.C.(2006). Who's Gay? Does It Matter?Current Directions in Psychological Science, 15 (1), 40-44. Gladue, B.A. (1994). The Biopsychology of Sexual Orientation, Current Directions in Psychological Science, 3 (5), 150-154. Miller, L.C., PutchaBhagavatula, A. & Pedersen, W.C. (2002). Men's and Women's Mating Preferences: Distinct Evolutionary Mechanisms? Current Directions in Psychological Science, 11(3), 88-93. Buss, D.M.(2001).Cognitive Biases and Emotional Wisdom in the Evolution of Conflict Between the Sexes. Current Directions in Psychological Science, 10 (6), 219-223. Curtis, J.T. & Wang, Z. (2003). The neurochemistry of pair bonding. Current Directions in Psychological Science, 12 (2), 49-53. Bjorklund, D.F. & Shackelford, T.K.(1999). Differences in Parental Investment Contribute to Important Differences Between Men and Women. Current Directions in Psychological Science, 8 (3), 86-89. |
| Semester Activities | Number | Weigthing |
| Participation | 1 | 10 |
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | 1 | 10 |
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 2 | 50 |
| Final Exam | 1 | 30 |
| Total |
| Weighting of Semester Activities on the Final Grade | 4 | 70 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 30 |
| Total |
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
| Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
| Study Hours Out of Class | 13 | 4 | 52 |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | 1 | 40 | |
| Presentation / Jury | |||
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 2 | 20 | |
| Final Exams | 1 | 45 | |
| Total | 225 |
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | To be able to advance and deepen undergraduate level psychological knowledge to an expert level. | X | ||||
| 2 | To be able to examine acquired knowledge on an interdisciplinary basis and understand the interaction between psychology and other related disciplines. | X | ||||
| 3 | To be able to use the acquired institutional and applied psychology knowledge at an expert level. | X | ||||
| 4 | To be able to aim and channel learning efforts, to independently conduct and manage advanced level studies and to critically evaluate psychological knowledge. | X | ||||
| 5 | To be able to solve problems requiring expertise using scientific research methods, to develop new knowledge by integrating psychological information with multidisciplinary information. | X | ||||
| 6 | To be able to independently assume a problem, develop a problem solving method, solve the problem, assess the outcomes and apply this method when needed. | |||||
| 7 | To be able to act according to ethical and scientific standards in collecting, evaluating and sharing data as well as be able to act as an inspector and instructor in the maintenance and transference of ethical values. | X | ||||
| 8 | To be able to take responsibility and develop new strategies and methods for intervention in the presence of unexpected and complicated problems. | X | ||||
| 9 | To be able to systematically communicate one’s own studies and the psychological agenda both written, oral and visually to psychologists and non psychologists. | X | ||||
| 10 | To be able to make use of foreign language for learning new knowledge and to communicate with foreign colleagues. | X | ||||
| 11 | To be able to use computer software as well as other informatics and communication technologies required in psychology at an advanced level. | |||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
