Summarize main ideas from articles related to your chosen case study. Apply concepts that relate directly or indirectly to your main point. Make explicit links between source articles and your current paper.

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Develop a 3–4 page research paper based on a selected case study related to sexual problems.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Apply psychological theories to topics in human sexuality.
    • Apply psychological theories to a case study in human sexuality.
  • Competency 2: Apply scholarly research findings to topics in human sexuality.
    • Apply scholarly research findings to a case study in human sexuality.
  • Competency 3: Explain how ethics inform professional behavior in the field of human sexuality.
    • Explain how ethics inform professional behavior in the field of human sexuality.
  • Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
    • Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
    • Use APA format and style

 

Most sexual behavior problems must be delineated within the context of the individual’s personality, lifestyle, and relationships with others. It is usually simplistic to label any particular behavior automatically as a problem. Several criteria are given that can be used to define sexual problems and that can help put problematic sex into a more realistic and sensible perspective. Determining when a sexual preference behavior becomes a problem is highly subjective and requires a look into different aspects of an individual’s life, including his or her lifestyle and cultural and social belief systems. Sexual abuse, coercion, and assault of others represent serious sexual problems (Kelly, 2015).

Sexually transmitted diseases (STDs) and a variety of other medical conditions can affect the sex organs and sexual activity. Whereas STDs once were discussed only briefly in most human sexuality courses, they are emerging as important issues again. Considering that the incidence of several diseases is on the rise, and that more organisms are being recognized as being capable of sexual transmission, such a trend may be timely. One of the most significant findings of the National Health and Social Life Survey (NHSLS) was the direct correlation between the numbers of sexual partners people have had and the likelihood that they will have had a STD (National Opinion Research Center at the University of Chicago, 1992).

Defining sexual dysfunctions is somewhat subjective, and individual differences in the sexual response cycle are often perfectly normal. Rather than simply labeling each dysfunction and explaining it separately, we must examine it based on the broader picture of sexual responsiveness and the total sexual relationship. In recent years, there has been greater emphasis on potential organic conditions that can manifest themselves in sexual difficulties, including the effects of alcohol, other drugs, and certain medications. On the other hand, it is still a safe assumption that many sexual disorders of this sort are caused by a vicious circle of anxiety and fear of failure generating lack of responsiveness, or by difficulties within a relationship.

References

Kelly, G. F. (2015). Sexuality today (11th ed.). New York, NY: McGraw-Hill.

National Opinion Research Center at the University of Chicago (NORC). (1992). National health and social life survey. Available from https://voices.uchicago.edu/popcenter/

 

APA Resources

Because this is a psychology course, you need to format this assessment according to APA guidelines. Additional resources about APA can be found in the Research Resources in the left navigation menu of your courseroom. Use the resources to guide your work as needed.

  • American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Available from the bookstore.
  • APA Paper Template [DOCX].

Required Resources

The following resource is required to complete the assessment.

SHOW LESS

Suggested Resources

The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The PSYC-FP2800 – Introduction to Human Sexuality Library Guide can help direct your research. The Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Sexual Problems and Development
Sexual Dysfunction and Treatment
  • Kelly, G. F. (2015). Sexuality today (11th ed.). New York, NY: McGraw-Hill. Available from the bookstore.
    • Chapter 17, “Sexual Dysfunctions and Their Treatment,” pages 465–492.
  • FMG Video:
    • Click the following link to view a video playlist purchased through Films Media Group for use in this Capella course. Any distribution of video content or associated links is prohibited.
      • Portraits in Human Sexuality: Sexual Dysfunction and Therapy | Transcript.
        • It has been estimated that 80 to 90 percent of couples will have one or more of the nine sexual dysfunctions outlined in the DSM-IV. These videos introduce the most common dysfunctions and disorders while dispelling myths about female sexuality, stressing the importance of good communication, and offering advice on improving sexual technique. In addition, a case study of a couple with psychogenically induced low sex drive provides an opportunity for viewers to learn what it is like to participate in sex therapy. Contains clinically explicit language and illustrations.
        • Running time: 39 minutes.
  • McLaren, A. (2007). Sigmund Freud, Marie Stopes, and “the love of civilized man.” In Impotence: A cultural history (pp. 149–180). Chicago, IL: University of Chicago Press.
  • Malviya, N., Malviya, S., Jain, S., & Vyas, S. (2016). A review of the potential of medicinal plants in the management and treatment of male sexual dysfunction. Andrologia, 48(8), 880–893.
Sexual Deviance and Trauma
Ethics

Use this resource to examine the ethical standards that guide professional behavior as they relate to the issues and concepts identified in the human sexuality case study you select for your assessment.

Assessment Instructions

 

Develop a light research paper based on case studies provided in the Human Sexuality Case Studies: Confronting Issues in Human Sexualityinteractive media piece (linked in the Resources under the Required Resources heading). Read the case studies and select one on which to base your paper. Try to choose the case study that you feel best applies to the requirements for your paper, which are provided in the instructions below.

Use your selected scenario to write a 3–4 page paper in which you complete the following:

  • Identify and describe a concept (or concepts) and the general perspective or approach to human sexuality that the concept falls under (such as gender theories, instinct theory, psychodynamic, or developmental) using correct terminology from the course. If the concept or perspective is closely associated with the writings of a particular theorist (such as Freud, Kinsey, Masters and Johnson, and so on), then provide that information. Explain how the concept fits the case study.
  • Select a minimum of two scholarly sources that support your explanation of how the concept fits the case study. Connect what you have learned in your research by integrating and combining information from your source articles with the case study.
  • Examine and explain how ethical standards guide professional behavior as they relate to the issues and concepts identified in the selected human sexuality case study. You must state the specific ethical standard that relates to the topic or issue highlighted in the case study and explain how this ethical standard guides professional behavior.

Note: Do not restate the case study within your paper; you should only identify and refer to the selected case study as needed to illustrate your points.

Your paper should follow a logical structure and be evidence based. Use the MEAL plan to help guide the organization of your paper.

  • Main Idea: Present the main point or idea that you are making about your case study related to sexual problems.
  • Evidence: What does the research say? Support your statements with evidence from the literature.
  • Application: Summarize main ideas from articles related to your chosen case study. Apply concepts that relate directly or indirectly to your main point. Make explicit links between source articles and your current paper.
  • Link: Integrate and combine information from your source articles with your main point or idea.

Conduct independent research for resources and references to support your paper. Provide a reference list and in-text citations, in APA format, for all of your resources. You may cite texts and authors from the suggested resources as well as any additional reputable resources you find on your own.

If you wish, you may use the APA Paper Template (linked in the Resources under the APA Resources heading) to complete your paper. In addition, you are urged to use the resources in Capella University’s Writing Center to help you develop clear and effective writing. In the Writing Center, you will be able to receive feedback on your writing, use writing resources, discover new writing strategies, and explore different ways to draft, revise, edit, and proofread your own work.

Additional Requirements

  • Written Communication: Ensure that your writing is free of errors that detract from the overall message.
  • APA Formatting: Format resources and in-text citations according to current APA style.
  • Number of Resources: Use a minimum of two scholarly resources.
  • Length: The research paper should be 3–4 pages in content length. Include a separate title page and a separate references page.
  • Font and Font Size: Times New Roman, 12 point, double-spaced. Use Microsoft Word

Explain how a reader would know if one statement is opinion and the other factual. Provide support in the research literature for the factual statement.

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The Assignment (1-page):  The Reading  to use for both paragraphs is under the following paragraph. 

Write a short paragraph that would be considered an opinion. Write a second paragraph that would be considered a fact. Explain the differences between the two paragraphs. Explain how a reader would know if one statement is opinion and the other factual. Provide support in the research literature for the factual statement.

Study Notes What Is Critical Thinking?

 

By the Walden University Writing Center Staff

 

Critical reading and critical thinking are intertwined; one cannot quite do one without the other. Kurland (2000) noted that critical reading is about discovering information whereas critical thinking is about evaluating it. Various authors have offered different definitions of the critical-thinking process. Among the most useful definitions is the one provided by Scriven and Paul, who defined it as:

 

the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. (1987, para. 1)

 

Another useful definition was provided by Elder (as cited in Critical Thinking Community, 2013), who defined it as “self-directed, self-disciplined, self-monitored, and self-corrective thinking. It requires rigorous standards of excellence and mindful command of their use. It entails effective communication and problem-solving abilities and a commitment to overcoming our native egocentrism and sociocentrism” (para. 4). Because graduate students are moving beyond being simply consumers of knowledge to learning how to make meaningful contributions to that knowledge, it is particularly important that they cultivate strong critical-thinking skills.

 

Like critical reading, critical thinking is an active process, and with practice one can develop the skills needed to do it more effectively. According to Kurland (2000), there are six key characteristics of critical thinking: rationality, self-awareness, honesty, open-mindedness, discipline, and judgment. Rationality has to do with exercising good judgment based on logic, self-awareness with knowing one’s individuality, biases, and so forth; honesty has to do with integrity and being able to be truthful about one’s biases; open-mindedness is about being able to appreciate differing viewpoints; discipline is about being self-controlled and being objective; and judgment is about being able to form an opinion about something based on the information presented. Each of these characteristics can be developed. According to the Critical Thinking Community (2013), critical thinking occurs when certain standards of intellectual life are applied to “the elements of reasoning.” For instance, one might apply the standard of clarity to the element of purpose, the standard of significance to concepts, logicalness to points of view, accuracy to information, and so forth.

 

By consistently applying these standards, a reader is able to develop some of the most important characteristics of a critical thinker, which include intellectual honesty, integrity, and a sense of fair-mindedness. According to Facione (1990), a critical thinker is habitually inquisitive, well informed, trustful of reason, open minded, flexible, fair minded in evaluation, honest in facing personal biases, prudent in making judgments,

© 2016 Laureate Education, Inc.  Page 2 of 3

willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results that are as precise as the subject and the circumstances of inquiry permit.

 

Although developing the various characteristics of a critical thinker can appear overwhelming and unattainable, the skills can be learned, and even those with strong critical thinking skills can yet improve. Some of the benefits of critical thinking include the enhanced ability in self-reflection, the promotion of creativity, better expression of ideas, and the cultivation of flexible intellectual skills that one can apply to different areas of life.

References

 

Critical Thinking Community. (2013). Critical thinking: Where to begin. Retrieved from

http://www.criticalthinking.org/starting/index.cfm#2425

Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes.

Millbrae, CA: California Academic Press.

Kurland, D. J. (2000). How the language really works: The fundamentals of critical

reading and effective writing. Retrieved from

http://www.criticalreading.com/criticalreadingthinkingtoc.htm

Scriven, M., & Paul, R. (1987). A working definition of critical thinking. Retrieved from

http://www.criticalthinking.org/pages/defining-critical-thinking/766

Describe what resources the victim is using or has used. If he or she did not use a specific resource for victims, what would you recommend for the victim?

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Details:

Choose a victim who has been highlighted in the news. The victim chosen is Rebecca Garde

Conduct research on the case and what happened to the victim. In 750 -900 words, do the following:

  1. Summarize the case.
  2. Describe specific victimology theories that fit the scenario of the person chosen.
  3. Describe what protections and/or legal resources were available for the victim.
  4. Discuss the conditions that may have existed, or environmental factors, that led to the person chosen becoming a victim.
  5. Describe what resources the victim is using or has used. If he or she did not use a specific resource for victims, what would you recommend for the victim?

Use two to three scholarly resources to support your explanations.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

This benchmark assignment assesses the following programmatic competencies: 5.5: Evaluate the impact of crime on the victim and the community.

explain how a forensic psychology professional might use the results of the study in a correctional setting.

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To prepare for this Discussion:

  • Review the article, “Innovations in Correctional Assessment and Treatment.” Focus on specific areas of mental health assessment and treatment in correctional settings, how these areas are studied, and the results.
  • Think about how you might apply the results of this study in a correctional setting.
  • Review this week’s DVD program, “Application of Psychological Research – Correctional Settings.” Consider the types of forensic psychology research questions that are relevant to correctional settings.
  • Using the Walden Library, select a psychological research study conducted in a correctional setting.
  • Review the section(s) on methods and results of the research study you selected and think about what you believe to be the most important contributions of the study for use in correctional settings.
  • Consider how a forensic psychology professional might apply the results of this study in a correctional setting.

With these thoughts in mind:

Post by Day 4 a brief description of the research study you selected. Then, explain the parts of this study that you believe might be important for forensic psychology professionals working in correctional settings. Finally, explain how a forensic psychology professional might use the results of the study in a correctional setting.

Readings

  • Article: Ax, R. K., Fagan, T. J., Magaletta, P. R., Morgan, R. D., Nussbaum, D., & White, T. W. (2007). Innovations in correctional assessment and treatment. Criminal Justice and Behavior, 34(7), 893–905.Retrieved from the Walden Library databases.
  • Article: Kruh, I. P., Frick, P. J., & Clements, C. B. (2005). Historical and personality correlates to the violence patterns of juveniles tried as adults. Criminal Justice and Behavior, 32(1), 69–96.Retrieved from the Walden Library databases.
  • Article: Mears, D. P. (2013). Supermax prisons. Criminology & Public Policy, 12(4), 681 – 719
    Retrieved from the Walden Library databases.

Media

  • Video: Laureate Education, Inc. (Executive Producer). (2009). Understanding forensic psychology research: Application of psychological research – Correctional settings. Baltimore: Author.