Human Sexuality and its Development

Question 1

Limits of Sex Ed Programs

Answer 1

o Abstinence ONLY programs are NO MORE EFFECTIVE than other programs
o Understanding of sex, sexuality, sexual self
o Positive aspects of sex/sexuality
o Capacity to talk about, negotiate, set boundaries, cope with peer pressure/social influence
o Reconciling risks with urges/curiosity

Question 2

3 Stages of Sexual Interest

Answer 2

o Desire – interest in being sexual
o Excitement – arousal caused by sexual stimulation
o Orgasm – peaking of sexual pleasure

Question 3

Sex vs. Gender

Answer 3

o Sex – biologic distinction
o Gender – attitudes, feelings, behaviors a PARTICULAR CULTURE sees as gender-normative
 sociocultural and psychological dimension of being male/female (sociocultural term)
 Gender identity – gender’s relationship with one’s sense of self
 Gender expression – outward communication of gender
o Gender Roles – set of expectations that prescribes how male/female should think, act, and feel
 Children are exposed to and influence by this since childhood and intensifies during adolescence

Question 4

Means of Traversing Developmental Stages

Answer 4

– trial and error (experimentation)
o Physical: self-directed or interactive
o Cognitive: verbal/silent, interactive/imaginative
o Modulated by affect (usually communicated via attitudes/reactions)

Question 5

Infancy Physical Development and Sexual Behavior

Answer 5

Physical Development
 Genital response in uterus - male fetuses have erection in uterus and female babies are capable of vaginal lubrication from birth
 Ability to reach orgasm – ½ boys between ages of 3 and 4 could achieve muscle spasms of orgasm BUT NO FLUID is ejaculated

Sexual Behavior
 Body pleasures and genital response – stimulation can create a generalized neurological response that stimulates the genital response (erection or vaginal lubrication)
 Masturbation – normal and indicates exploration of body

Question 6

Infancy Psychosexual Development

Answer 6

 Gender identity ~2 – that’s a boy and that’s a girl
 Gender stability ~3-5 – “I’m a boy and I’m going to stay a boy”
 Gender consistency ~6
 Learn gender behaviors through modeling
 Peer and role-model preference
 Behavioral modeling – model behaviors based off people of their gender
 Early play preferences – gender stereotypic

Question 7

Early Childhood Physical and Psychosexual Development

Answer 7

Physical Development
 Crucial period for physical development from walking to talking
 Learn about nature of their bodies

Psychosexual Development
 Toilet training leads to an intense interest in genitals and bodily wastes
 Begin to ask basic questions about sexuality
 Exploring what it means to be “boys” or “girls”

Question 8

Early Childhood Sexual Behavior

Answer 8

 Masturbation – may be deliberate and obvious and may become preoccupation
• Parental reaction important (setting socially acceptable limits vs. supporting developmentally driven exploration)
 Sexual contact – sex play often begins with exposing the genitals, touching, and even rubbing up against each other

Question 9

Talking to Pre-School Kids about Sex

Answer 9

 Teach kids to use proper names – breasts, vagina, penis, testicles
 Self-stimulation is normal but do so in private
 Simplicity, basic functionality, and honesty
 Lay foundations for intercourse, partner selection, exploring/boundaries, tolerance for diversity of sexual and gender experiences

Question 10

Childhood through Preadolescence Physical, Psychosexual, and Sexual Development/Behavior

Answer 10

Physical Development – internal pubertal changes begin (girls ~ 12.5; boys 11-15)

Psychosexual Development
 Freud’s latency period now not favored
 Sexual interest increases throughout childhood
 Children become better at hiding their sexual interests and behaviors

Sexual Behavior
 Learn about adult sexual behaviors and begin to assimilate cultural taboos and prejudices around sexual behaviors
 More conscious masturbation
 Sexual contact – sexual play, sex games (spin bottle, etc.)

Question 11

Childhood through Preadolescence Sexuality and Relationships (Peers vs. Parents/Caretakers)

Answer 11

Relationships with Peers
• Modeling
• Expectations – peer pressure/hierarchies/cliques
• Assimilation of new perspective/information
• Start to recognize selves as relationally sexual
• Sexual play (range from normal to abusive)

Relationships with Parents/Caretakers
• Parents often send contradictory messages to their children about sexuality
• Parents often unprepared and unsure how to respond to children’s sex play
• Parental shame and avoidance ( not knowing what to say) – typically negative
• Associations of secrecy, shame, awkwardness, inadequacy, repressed, and guilt

Question 12

Talking to Elementary Kids

Answer 12

 DO NOT avoid questions
 Meet a question with a question
 Answer questions simply but follow up; talks should be ongoing at different ages
 About sexual behavior other than intercourse (when, with whom, circumstances, context)
 Masturbation – Normal and okay; boundaries with others
 Decision Making & Sex – Refusal & Negotiation; honoring NO; risks/benefits
 Flexibility of sexual attraction, gender diversity, tolerance
 Sexual violence – victim/perpetrator; how can it hurt

Question 13

Adolescence Physical and Psychosexual Development

Answer 13

Physical Development – puberty
 Maturing earlier or later than average is associated with different effects across gender
 Boys: muscular, skeletal, neurological, genital, glandular, hair
 Girls: body fat distribution, skeletal, neurological, genital, glandular, hair

Psychosexual Development
 Friendships during this time are crucial to emotional well-being
 Cliques, dating, and body image become centrally important
 Gay, lesbian, bisexual, and transgender may have a tough time fitting in and feel depressed and alone

Question 14

Integrating sexuality in one’s developing self-identity (during adolescence)

Answer 14

 Sexual self-esteem – feelings about one’s own sexual activity, appeal, adequacy, body
 Sexual self-efficacy – ability to say no; achieve sexual satisfaction; ability to purchase/use condoms
 Sexual self-image – perception of arousal; openness to experimentation; anxiety in sexual encounters; commitment to single sex partner

Question 15

Talk to Middle/High School Kids

Answer 15

– Predominantly INTERPERSONAL
 Curiosity vs. readiness
 Boundaries (how far to go, sexting, porn, toys, sex, drinking/drugs)
 Negotiation – wants, timing, respect, trust, honoring partner’s wants
 Shifting Parental Role to moral motivational consultant, assume child is competent decision maker, move out of outdated approval/disapproval model
 Normalize and help focus on self-esteem and encouraging IDENTITY exploration

Question 16

Erikson: Internalization of Attitudes as Sexual Selves (2-3) and (4-5)

Answer 16

Shame/Doubt (2-3)
 Curiosity driven
 Exploration is heavily modulated by attachment security
 Balancing social norms (healthy shame) & exploration (prideful self-awareness)
 Developmental demand: intact curiosity about sexual self

Initiative/Guilt (4-5)
 More goal drive – aware of others
 Risks: inhibition (excessive guilt) or lack of compassion (range from selfish to abusive)
 Developmental demand – initiative in exploring curiosity about sexual self

Question 17

Erikson: Internalization of Attitudes as Sexual Selves (6-12) and (12-18)

Answer 17

Industry/Inferiority (6-12)
 Developmental demand: competence
 Responsibility and clearer sense of right and wrong
 Challenge to developing sexuality – feeling “enough” (good, desirable, etc.)

Identity/Role Confusion (12-18) – how am I unique vs. fitting in
 Developmental crisis is one of “self-in-relation”
 Sexuality – virginity or readiness for “next step”; sexual orientation, body-image questions; demands for sexual objectification

Question 18

Varieties of Gender (transgender, transvestite)

Answer 18

o Transgenderism – term used for people whose gender identity, expression, or behavior is different from those typically associated with their assigned sex at birth
 Transgender/transsexual – person who feels they are trapped in the body of wrong gender
 Transvestite – person who dresses in cloth of other gender and gets pleasure from doing it

Question 19

Talking to Kids/Families about Gender Diversity/Tolerance

Answer 19

o Difference apparent all along developmental spectrum
o Normalize: common that our sex and genders align, but for some of us they’re NOT the same
o Inquire more deeply as kids age and questions deepen in sophistication
o Counsel parents on dangers of rejection
o Refer kids/families to support groups

Question 20

Sexual Orientation Models

Answer 20

o Kinsey Scale – ranges from exclusively heterosexual behavior (0) to exclusively homosexual (6)
o Kleis Sexual Orientation Grid (KSOG) – shift from experiential to attraction based

Question 21

Measuring Sexual Orientation

Answer 21

o 4% of males are predominantly gay – frequency of gays in US has remained constant
o 2% of women are predominantly lesbian
o 2-5% of people are bisexual

Question 22

Explanation for Differences in Sexual Orientation: Biological Theories

Answer 22

– Differences are Innate
Genetics
• Twin Studies – conflicting but general trend toward association
• Chromosomes – gay men have more gay relatives on mother’s side
• Birth order – 33% increase in likelihood with each male born

Hormones
• Prenatal exposure shown to have an effect on sexual orientation in adulthood
• Adult hormone levels not explanatory of sexual orientation differences

Question 23

Explanation for Differences in Sexual Orientation: Developmental/Sociological/Behaviorist/Interactional Theories

Answer 23

Developmental Theories – Differences are Learned
Freud an Psyhoanalytic School – mother/son intimacy; son dominant over father
• Reparative therapy
Gender-Role nonconformity
Sociological Theories – culturally shaped
Behaviorist Theories – reinforcement (gay), punishment (heterosexual)
Interactional Theory – biopsychosocial

Question 24

Integrating Sexuality in the Identity of Gay/Lesbian/Bisexual Youth

Answer 24

o Coming out is the need to establish personal self-identity and communicate it to others
o Cass 6 stage model of identity formation: confusion  comparison  tolerance  acceptance  pride  synthesis

Question 25

Talking to Kids/Families about Sex Orientation Differences

Answer 25

o Ask kids directly
o Ask about their perception/anticipation of parental and community reactions
o Normalize and ask what questions they have
o Diverse range of acceptance to rejection/homophobia  assess, educate, refer/provide resources