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PSY 351 Human Sexuality > Exam 02 2017-11-01 > Flashcards

Exam 02 2017-11-01 Flashcards

1
Q

The Live in Your Own Skin Model - explain

A

(9/20: Ehrensaft)

  • Believe children’s gender brains are malleable:
    • Encourage children to play with toys gendered to their sex assigned at birth
    • Believe parents influence child’s gender dysphoria
    • Employs combination of behavior modification, ecological interventions, and family restructuring (to have child “live in their own skin”)
    • If at puberty child still expresses gender dysphoria, then they should be supported in transitioning (blockers and hormones)
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2
Q

The Live in Your Own Skin Model - cirtique

A

(9/20: Ehrensaft)

  • BAD: to foster shame, try to alter gender ID/expression
  • The World Professional Association for Transgender health (WPATH), the American Psychological Association (APA), and the American Psychiatric Association (APA) all have issued statements telling mental health professionals to not use this model.
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3
Q

The Watchful Waiting Model - explain

A

(9/20: Ehrensaft)

    • Relies on “persisters and desisters” of gender dysphoria
  • Rationale for waiting (social transition) until adolescence
    • 1) should experience natal sex puberty to decide if they’re “really” trans
    • 2) transitioning young could create “cognitive constriction”
    • 3) socially transitioning young could prevent them from having a “realistic understanding” of penis=boy, vagina=girl
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4
Q

The Watchful Waiting Model - critque

A

(9/20: Ehrensaft)

    • Used worldwide, but a cautious and careful model
    • Many contemporary families in the Netherlands don’t want to have their children wait for clinical approval for their children to socially transition
    • Not that they don’t value clinicians, but because there is evidence that young children will thrive when they can live in their authentic gender
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5
Q

The Gender Affirmative Model - explain

A

(9/20: Ehrensaft)
- Basic premise of gender affirmative model: (this is a direct quote)
• Gender variations are not disorders.
• Gender presentations are diverse and varied across cultures, requiring cultural sensitivity.
• Gender involves an interweaving, over time, of biology; development and socialization; and culture and context.
• Gender may be fluid; it is not always binary.
• If present, individual psychological/psychiatric problems are more often than not secondary to negative interpersonal and cultural reactions to a child.
• Gender pathology lies more in the culture than in the child

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6
Q

The Gender Affirmative Model - critique

A

(9/20: Ehrensaft)

    • Critiqued because people don’t trust kids to “reliably communicate,” and puts too much weight into child self-reporting
    • But parent(s), mental, and medical professionals assist in informed determinations and pathways for treatment
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7
Q

The Gender Affirmative Model - therapeutic goals

A 
(9/20: Ehrensaft) (a direct quote)
• Facilitating an authentic gender self
• Alleviating gender stress or distress
• Building gender resilience
• Securing social supports
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8
Q

Transgender

A

Sex assigned at birth and gender identity don’t match

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9
Q

Cisgender

A

Sex assigned at birth and gender identity do match

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10
Q

Gender non-conforming, gender non-binary

A
    • Not male, female, or gendered (gender identity)
  • OR
    • Gender identity male/female, but gender expression could be neither masculine or feminine
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11
Q

Social transition

A

Changing name, gender pronouns, clothing, hairstyle

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12
Q

Physical or medical transition

A

Receiving hormone therapy (hormone blockers, testosterone, estrogen)

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13
Q

Etiology of sexual orientation: Genetics

A

(9/25) R & S)

Sexual orientation could be somewhat genetic: x chromosome-linked gene, hair whorl and handedness, 2D:4D ratio (gay)

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14
Q

Etiology of sexual orientation: Environment

A

(9/25) R & S)

  • Cultural and biological
    • Atypical sex hormones during fetal development, hormone pills (progesterone), cultural norms, fraternal birth order (more older brothers a boy has=greater chance of being gay)
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15
Q

Components of sexual orientation

A

(9/25) R & S)

  • Attraction
  • Identity
  • Behavior
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16
Q

Sexual Attraction

A

(9/25) R & S)

  • Component of sexual orientation
    • Desires, sexual fantasies, arousal (and how much)
    • Different categorization (genitals, gender identity, “same-gender-to-other-gender spectrum”)
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17
Q

Sexual Identity

A

(9/25) R & S)

  • Component of sexual orientation
    • EX: “lesbian,” “biesxual,” “asexual”
    • Most culturally defined (EX from reading: younger men: sex with men, later with women, etc.)
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18
Q

Sexual Behavior

A

(9/25) R & S)

  • Component of sexual orientation
    • Actions, don’t always line up with attraction and/or identity
    • EX: “performative bisexuality” engaging in bisexual behaviors for other people, not your own pleasure. (girls smooching other girls for guy’s pleasure, but not attracted to each other)
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19
Q

Use of essentialism in political and legal situations

A

(9/25) R & S)

  • Genetic research
  • Biological determinism
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20
Q

Genetic research

A

(9/25) R & S)
Use of essentialism in political and legal situations
- Genetic research=essentialist approach
- Believe sexual orientation is an inherently biological difference

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21
Q

Biological determinism

A

(9/25) R & S)
Use of essentialism in political and legal situations
- Used argument that women are different in ___ way, but arguments for LGBT people in this way is invalid when preventing rights/accessibility (sexuality is fluid)

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22
Q

Masturbation in infancy

A

(9/27: L & P)

  • Infants have physiological sexual responses
  • (but not much masturbation because of motor abilities- usually accidental)
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23
Q

Masturbation in childhood

A

(9/27: L & P)

    • 2-9 years old often touch their genitals (better motor skills), sexual interest masturbation more prevalent
    • Earlier conversations with caregivers will lead to more conversations later
    • Parent ignoring child’s arousal could intensify sexual arousal and/or lead to shame/guilt
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24
Q

Masturbation in adolescence

A

(9/27: L & P)

- masturbation is common and healthy, more research than childhood masturbation

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25
Q

Sexual encounters and sex play before puberty

A

(9/27: L & P)
Retrospective research on children’s sexual behavior with other children
– High percentage report playing sexual game in childhood (high percentage of games involved touching genitals)
- - - Cross-sex encounters were more likely to involve coercion/persuasion
– Environment/atmosphere had greatest influence on overall response, as opposed to extent of sexual experience

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26
Q

Contemporary research conclusions about Freud’s latency period

A

(9/27: L & P)

  • Part of Freud’s psychosexual theory: sex drives decrease between 6-12
    • Researchers question validity: researchers say sexual drives don’t cease to exist, they just become hidden from peers and parents
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27
Q

Sex positive approaches to adolescent sexuality

A

(10/2: Harden) (Friday Night Lights)

  • Need to frame adolescent consensual sexual activity as developmentally normative and potentially healthy
  • Sex positive approach: consent, health, agency, validates it is okay, validates sexual minority experiences
  • Enforcing myth that perspective of adolescent sexuality is a “risk” presumes best alternative is abstinence and ignorance
  • Controversy of non-normative behavior and interests being deviant
    • Actually normal developmental behavior
    • Problematic to label children as innocent and limit their sexual expression
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28
Q

Sexting

A

(10/2: Myth 48, 276)

  • Sexting does not lead to more sex
    • Usually people have sexual debut, then sexting
  • Sexting is not wide-spread (not “sweeping phenomenon”)
  • Sexting is a marker for other risky sexual behaviors
  • If involves coercion, tends to have negative impact
  • Some legal issues (when >18), few psychological impacts
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29
Q

Psychological experiences of LGBTQ adolescents

A

(10/4: TYWTAL)

  • Intersections between sexual orientation, gender identity, race, and religion
  • Risk and protective factors
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30
Q

Psychological experiences of LGBTQ adolescents: Intersections between sexual orientation, gender identity, race, and religion

A

Minority Stress Theory

  • How identities intersecting may create more marginalized experiences
    • chronic stress from stigmatized identities multiplying with multiple identities: discrimination, isolation, victimization, negative social attitudes
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31
Q

Psychological experiences of LGBTQ adolescents: Risk and protective factors

A

(10/4: Martos, et al., R & F)

  • Youth coming out younger ages (during human development stages) when characterized by strong peer influence and victimization
  • Risk: family conflict/rejection, child maltreatment, depression (suicide), lack of institutionalized protections, biased-based bullying
  • Protective: school policies/programs, anti-discrimination laws, family/peer acceptance/support, GSAs, LGBT inclusive curricula, ability to come out
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32
Q

Psychological experiences of LGBTQ adolescents: Risk factors

A

(10/4: Martos, et al., R & F)
- Risk: family conflict/rejection, child maltreatment, depression (suicide), lack of institutionalized protections, biased-based bullying

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33
Q

Psychological experiences of LGBTQ adolescents: Protective factors

A

(10/4: Martos, et al., R & F)
- Protective: school policies/programs, anti-discrimination laws, family/peer acceptance/support, GSAs, LGBT inclusive curricula, ability to come out

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34
Q

Minority Stress Theory

A

(Psychological experiences of LGBTQ adolescents: Intersections between sexual identities)

  • How identities intersecting may create more marginalized experiences
    • chronic stress from stigmatized identities multiplying with multiple identities: discrimination, isolation, victimization, negative social attitudes
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35
Q

Psychology of sexual debut

A

(9/9)

  • As compared to virginity: sex positive, not just penile-vaginal intercourse
  • (EX from class: kissing and touching breasts defined as sex for many adolescents)
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36
Q

Psychology of virginity

A
  • One time event

- Penile-vaginal intercourse [between cis-straight people]

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37
Q

Carpenter’s ways of framing virginity

A

(10/9: Myth 19, 110)

  • 1 - gift
  • 2 - process
  • 3 - stigma
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38
Q

Carpenter’s ways of framing virginity: Gift

A

(10/9: Myth 19, 110)
- usually woman “giving” virginity, man (someone “special”) taking; has value, reciprocate gift (woman giving, man giving commitment)

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39
Q

Carpenter’s ways of framing virginity: Process

A

(10/9: Myth 19, 110)

- Process: social transition, finding sexual self, learning about themselves

40
Q

Carpenter’s ways of framing virginity: Stigma

A

(10/9: Myth 19, 110)

- Stigma: something to get rid of

41
Q

Statutory rape

A

(Myth 49)

  • Criminalizes voluntary sexual acts involving minor that would be legal if not for the younger person’s age
  • Premise: until certain age (depends on state- usually 16 or 18), young people can’t give consent
42
Q

Romeo & Juliet laws

A
  • Laws that take age of consent into account (varies by state), minimum age of consent, age difference, and legal adulthood
  • EX: two people under age of consent having consensual sex; or people close in age having sex, but just over or under the age of consent; usually cis-straight couples
43
Q

Sexual double standard

A

(10/23: Myth 20, 47)
- Men having sex with lots of women seen as positive; women having lots of sex with men seen as “sluts”
- Affects men and women (negative for women having “a lot” of sex, negative for men having “little” sex) [probably specifically cis people…]
- [Cis] women’s job to not get pregnant (Stat from Rachel: Women spend average -
⅔ of life preventing pregnancy, 3 years trying to get pregnant)
– – (influences the orgasm gap)

44
Q

Teen pregnancy as a social problem

A
  • Teen births more concentrated in low-income families
    • less access to contraceptives, access to education, socioeconomic status passed through generations
    • lots of blame/shame directed at young girls
45
Q

Trends over time in rates of unwanted pregnancy, teen pregnancy, abortion, & contraceptive use

A
  • Rates decreasing over time: unwanted pregnancy and teen pregnancy
  • Rates increasing over time: contraceptive use (and more than one)
46
Q

Ways to describe a pregnancy

A 
10/11)
Below terms can overlap
- Intended
- Unintended
- Mistimed
- Unplanned
- Unwanted
47
Q

Ways to describe a pregnancy: Intended

A

(10/11)
Terms can overlap
– Wanted, planned, or meant

48
Q

Ways to describe a pregnancy: Unintended

A

(10/11)
Terms can overlap
- “Unplanned,” “unintended”
- Not necessarily bad

49
Q

Ways to describe a pregnancy: Mistimed

A 
(10/11)
Terms can overlap
- (Subcategory of unplanned)
- Usually earlier than wanted
- Usually adolescent pregnancies
50
Q

Ways to describe a pregnancy: Unplanned

A

(10/11)
Terms can overlap
- “Unintended,” “Unplanned”
- Large category (“surprise”)

51
Q

Ways to describe a pregnancy: Unwanted

A

(10/11)
Terms can overlap
- Not wanting a kid at all
- Most often people in their 30s who are done having kids (and think they’re infertile)

52
Q

Effective prevention of unintended pregnancy

A

(10/11)

Using multiple forms of birth control (EX: the pill and a condom; IUD and a condom)

53
Q

Masturbation

A

(10/23: Myth 23, 129)

  • Most stigmatized sexual behavior for most age groups (after violent acts)
    • Stigma influenced by: myths, religion, cultural beliefs, not for procreation
  • Myth that people who masturbate most are not having partnered sex
    • Different experience than partnered sex
    • Encouraged by sex therapists for overcoming sexual problems
54
Q

Masturbation: Research

A

(10/23: Myth 23, 129)
Research indicates
- Healthy for sexual functioning, sexual satisfaction in relationships (many women learn how to orgasm from masturbation)
- Healthy practice, lifelong pleasure before, during relationships

55
Q

How to evaluate construct validity of a scale: questions to ask

A

(10/23: masturbation scale; 9/27: Extra session)

  • “Maybe it’s not measuring this construct” (look at specific questions)
    • “Good construct for who?” (Ex: masturbation scale: maybe high for cis men/women, but not representative for construct)
56
Q

How to evaluate construct validity of a scale: To look at

A

(10/23: masturbation scale; 9/27: Extra session)

  • Likert-type scale: 1-5 v. 1-10: better when there are fewer intervals
  • EX: by just looking at the items, can you guess correctly what the scale is measuring?
57
Q

How to evaluate construct validity of a scale: Reverse Coding

A

(10/23: masturbation scale; 9/27: Extra session)

- Clarity, helps with accuracy, helps omit participants who didn’t pay attention

58
Q

Sexual scripts

A

(10/23: Y & S, 266-293)

  • (In Class 10/2): How we should be behaving in sexual/romantic situations, sequence of sexual behaviors (EX: kissing, then intercourse)
  • General pattern, but individual diversity makes sexual scripts ambiguous, varied, and even context-dependent (hook-up v. relationship)
59
Q

Sexual scripts: influences

A

(10/23: Y & S, 266-293) (In Class 10/2)
Cultural
Intrapersonal
Interpersonal

60
Q

Sexual scripts: Cultural

A

(10/23: Y & S, 266-293) (In Class 10/2)

- Cultural: social clock (generational), heteronormativity [and cissexism], highly gendered

61
Q

Sexual scripts: Intrapersonal

A

(10/23: Y & S, 266-293) (In Class 10/2)

- internal psychological state that leads to arousal

62
Q

Sexual scripts: Interpersonal

A

(10/23: Y & S, 266-293) (In Class 10/2)

- shared signals leading to sex: body language, words

63
Q

Hooking up

A

(10/30: Myth 33 and/or Wade)

  • Media depicts hookup culture as reflecting relationships, or new pattern in young people, just a cultural shift
  • Hookup conversation: hookups a popular conversation topic, social life and sex life overlap
64
Q

Hookup conversation

A

(10/30: Myth 33 and/or Wade)

- hookups a popular conversation topic, social life and sex life overlap

65
Q

Influences of hookup culture

A

(10/30: Myth 33 and/or Wade)

  • Race and ethnicity
  • Income, class, religion
  • Sexual orientation
  • Hypervisibility
  • Outsider within
  • Performative bisexuality
66
Q

Influences of hookup culture: Race and ethnicity

A

(10/30: Myth 33 and/or Wade)

  • Hierarchy of sexual desirability
    • women, Black men hypersexualized [in different ways, of course] ← more likely to be lower income
67
Q

Influences of hookup culture: Income, class, religion

A

(10/30: Myth 33 and/or Wade)

  • People with lower income less likely to participate in hookup culture, more likely to put education first
  • Women who attend religious services less likely to hookup
  • Men who attend religious services more likely to hookup
68
Q

Influences of hookup culture: Sexual orientation

A

(10/30: Myth 33 and/or Wade)

  • Performative bisexuality (engaging in bisexual behaviors for other people, not your own pleasure. [girls smooching other girls for guy’s pleasure, but not attracted to each other])
  • Queer double standard (??)
  • Queer college students often thinking campus will be queer haven
69
Q

Influences of hookup culture: Hypervisibility

A

(10/30: Myth 33 and/or Wade)

- presence on social media and on campus

70
Q

Influences of hookup culture: Outsider within

A

(10/30: Myth 33 and/or Wade)

- “Abstainers” don’t partake

71
Q

Influences of hookup culture: Performative bisexuality

A
  • engaging in bisexual behaviors for other people, not your own pleasure.
    • EX: girls smooching other girls for guy’s pleasure, but not attracted to each other
72
Q

Opting out of hooking up

A

(10/30: Myth 33 and/or Wade)

  • People abstain because they didn’t find it attractive, focus on education,
  • People can opt out of hookup culture, but may still be hooking up with people
  • Can exclude people, can affect social life, doesn’t mean people aren’t having good sex
73
Q

Orgasm gap

A

(10/23: Myth 20, 117; Myth 21, 123)

  • Sexual double standard
  • Women less likely to have an orgasm
  • In partnered, heterosexual encounters, men orgasm more than women; usually not simultaneously
74
Q

Sex positivity

A

Concept from Exam 1
(8/30: Williams, 1(2))
- sex positive approach means being open, communicative, and accepting of individual’s differences
- allow for wide range of sexual expression that considers sexual identities, orientations, and behaviors; gender presentation
- accessible health care and education
- multiple important dimensions of human diversity

75
Q

Sex & gender

A

Concepts from Exam 1
(9/13: A & D, 8)
- gender: socio-legal status
- sex: also social construct! (genitals as assessment of “male” or “female”; intersex: socially constructed)
- sex: chromosomes, reproductive system, reproductive process, anatomy
- gender: personal care practices, family roles, clothing, etc.

76
Q

Construct validity

A 
Concept from Exam 1
(9/4, 9/27)
- abstract psychological phenomenon
- inferred from observable behavior
EX: love, attraction, engagement
-- need to be specific in how you're going to measure (unlike a ruler)
- did the authors measure or manipulate ~all facets of the concept~ that they claim to be measuring or manipulating?
- can't measure directly
77
Q

Internal validity

A

Concept from Exam 1
(9/4, 9/27)
- all about causation
- allows researchers to state that they’ve identified causal associations
Needs random assignment
- was the IV the sole cause of changes in the DV
EX:
- high: well controlled experiment (ideally with random assignment)
- medium: correlational study with statistical controls
- low: did not rule out potential third-variable explanations

78
Q

External validity

A

Concept from Exam 1
(9/4, 9/27)
- ~generalizability~ to population of interest (not always everyone)
- are the results true for other: participants? settings? times?
EX:
- high: large, random selection of participants from population of interest; procedure similar to situation of interest
- low: small convenience sample with major differences from population of interest; procedure different from situation of interest

79
Q

Sampling methods

A 
Concepts from Exam 1
(9/3: Lehmiller, 31-45)
- Sample Selection
- Convenience Sample
- Random Selection
80
Q

Sample Selection and importance

A

Concept from Exam 1
(9/3: Lehmiller, 32)
- find target population first, then chose sample

81
Q

Convenience Sample and importance

A

Concept from Exam 1
(9/3: Lehmiller, 33)
- participants who are most readily accessible for research purpose(s)
– quick and easy study, but not always representative of a whole population

82
Q

Random Selection and importance

A

Concept from Exam 1
(9/3: Lehmiller, 33)
- finding all of target population, then randomly selecting/contacting a subset to participate
– important for high internal validity and high external validity

83
Q

Experiments and their importance

A

Concept from Exam 1
(9/3: Lehmiller, 32, 42)
- Experiment strengths: precise control of variables; ability to infer cause and effect
- Experiment limitations: not possible or ethical to implement for all research questions; several threats to external validity; hard for a diverse sample

84
Q

Experiments and strengths

A

Concept from Exam 1
(9/3: Lehmiller, 32, 42)
- Precise control of variables; ability to infer cause and effect

85
Q

Experiments and their limitations

A

Concept from Exam 1
(9/3: Lehmiller, 32, 42)
- not possible or ethical to implement for all research questions; several threats to external validity; hard for a diverse sample

86
Q

Causal inferences

A

Concept from Exam 1
(9/3: Lehmiller, 42)
- reaching the conclusion that one factor actually causes/influences an outcome
- lots of reliance on self-reports in sex research; IV caused change in DV

87
Q

Leonore Tiefer’s 5 Normality Types

A 
Concept from Exam 1
(Yarber & Sayad, 20) (in-class 8/30)
1) Subjective
2) Statistical
3) Idealistic
4) Cultural
5) Clinical
88
Q

Leonore Tiefer’s Normality Type: Subjective

A

Concept from Exam 1
(Yarber & Sayad, 20) (in-class 8/30)
“are they the same as me because I’m normal?”

89
Q

Leonore Tiefer’s Normality Type: Statistical

A 
Concept from Exam 1
(Yarber & Sayad, 20) (in-class 8/30)
- Common = normal
- Uncommon = abnormal
- cut-off numbers change
90
Q

Leonore Tiefer’s Normality Type: Idealistic

A

Concept from Exam 1
(Yarber & Sayad, 20) (in-class 8/30)
- Does it fit ideal of perfect person?

91
Q

Leonore Tiefer’s Normality Type: Cultural

A

Concept from Exam 1
(Yarber & Sayad, 20) (in-class 8/30)
- Is it considered deviant or not in your culture?

92
Q

Leonore Tiefer’s Normality Type: Clinical

A 
Concept from Exam 1
(Yarber & Sayad, 20) (in-class 8/30)
- Healthy =  normal
- unhealthy = abnormal
93
Q

Sexual Orientation Terminology

A

Concept from Exam 1
(Yarber & Sayad, 16)
- sexual orientation: pattern of sexual and emotional attraction based on the gender of one’s partner
(in-class 8/30)
Considered affirmative (APA)
- gay, lesbian, bisexual, same-gender couple, same-sex couple, pansexual, asexual,
Proceed with caution (only if someone has used it themself)
- queer

94
Q

Gender Identity Terminology

A 
Concept from Exam 1
(Yarber & Sayad, 16)
Considered affirmative (APA)
- cisgender, trans, transgender
Proceed with caution (only if someone has used it themself)
- queer, genderqueer, transsexual
95
Q

Sexual Orientation

A

Concept from Exam 1
(Yarber & Sayad, 16)
- pattern of sexual and emotional attraction based on the gender of one’s partner

96
Q

Psychology of penile circumcision

A

Concept from Exam 1
(9/11: Myth 3, 19)
- acceptable because of cultural/religious roots
- low risk (when a medical professional does it), and should be done in the “newborn period”
- ethical debate: babies can’t give informed consent, but parents legally can
- impacts on sex: some adults who have been circumcised as adults said it was the same as before, some said easier to reach orgasm, some said less pleasurable
– not for health reasons, but should be available to parents
– parents should have more scientific research on it (from both sides)

PSY 351 Human Sexuality (2 decks)

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