Course Syllabus

 

Psychology of Human Sexuality

Semester & Location:	Spring 2024 - DIS Copenhagen
Type & Credits:	Elective Course - 3 Credits
Major Disciplines:	Gender Studies, Human Development, Psychology.
Prerequisite:	One psychology course at university level.
Faculty Members:	Sarah DiMuccio & Liv Friberg Current Students: please contact your faculty using the canvas inbox function
Program Contact:	Department email address psy.cns@dis.dk
Time & Place:	Tuesdays & Fridays, 13:15-14.35 Classroom: Fi6-Metro 104

Description of Course

This course is a study of human sexuality emphasizing psychological aspects. We will cover sexual development from childhood to adulthood, sexual orientation, sexual attitudes and behavior, gender, development of sexual relationships, love and communication in intimate relationships, and sexual function difficulties & therapy.  An outline of this course follows:

Part One: Historical, cultural, and theoretical perspectives on sexuality and researching sexuality. 
Part Two: Sexual anatomy, sex hormones, pregnancy and birth, and sexual arousal 
Part Three: Attachment, love & relationships, gender & sexuality, and sexual orientation
Part Four: Sexual coercion, sexual disorders and sex therapy, variations in sexual behavior, and sex education. 

Class Objectives

Students in this class will learn about sexual behaviors and attitudes (with specific focus on the U.S. and Europe) so that you can develop a greater awareness and acceptance of your own sexuality and the sexuality of others, as well as engage in thoughtful conversation about human sexuality.   Students will develop a nuanced, supported set of views regarding topics in sexuality.  There will be a special emphasis on the cultural and historical context for sexuality.  There will also be an emphasis on the ability to critically consume research in the field of Sexology.  

At the end of this course, students will be able to demonstrate a broad knowledge about a range of topics under the rubric of “Human Sexuality”.  Students will be able to talk about and understand sexuality from a variety of perspectives including psychological, historical, religious and cultural perspectives.  Students will gain an appreciation for the multitude of ways that sexual issues can present themselves in a clinical context.  Students will be able to point out various components within research vignettes that they are given, and must be able to identify alternative hypotheses for various research findings.   Students, at the end of this course, will be able to integrate more than one viewpoint about a variety of topics, to form opinions that are uniquely their own, and that have a basis in research findings.  Finally, students in this course will have been introduced to clinical work in a way that will make them appreciate techniques designed to make a client feel comfortable, and safe.

 

Faculty

Sarah DiMuccio, Ph.D.

Sarah DiMuccio is American born, but is half Danish and resides in Copenhagen. She received a PhD in Social Psychology from New York University in 2021, an MA in Social Psychology from New York University in 2018 and a BA in Psychology from Dickinson College in 2015. Sarah's expertise is in gender equality, men, masculinity and politics. She was previously the Director of Research at Catalyst in New York City and is currently a Senior Consultant at Mannaz in Copenhagen, designing and facilitating workshops and courses on diversity, equity and inclusion. Sarah was a DIS student herself in 2014 and has been a faculty member since 2024. 

Liv Friberg

MA Philosophy and Genderstudies, Copenhagen University, 2014, BSc Midwife, Professionshøjskolen Metropol, Copenhagen, 2009, Currently studying MA Sexology, Malmö University, Sweden. Liv is a practicing sexologist, working in a sexual health clinic for youths, and also takes clients indepepndently. Her special expertiese are within sexuality and disability, embodiment and consent, and BDSM.  She is currently doing a PhD within her field, and has previously worked with related questions within fertility, gynacology and LGBT+. With DIS since 2022.

 

Readings

Required Textbook: Check out at DIS library

Hyde, J. S., & DeLamater, J. D. (2019).  Understanding Human Sexuality  (14th ed.). New York, NY:  McGraw-Hill Publication.

 

Optional additional readings and Other Media on Canvas:

Beck, A. (1976).  Common sense and beyond.   In Cognitive therapy and emotional disorders.  New York:  Penguin.  Pp 1- 23.

DeLuzio Chasin, CJ (2011).  Theoretical Issues in the Study of Asexuality.  Archives of Sexual Behavior. 40. 713-723.

Gatter, K., & Hodkinson, K. (2016). On the differences between Tinder and online dating agencies: Questioning a myth. An exploratory Study. Cogent Psychology, pp. 1-12

Gomez, L. (1997). An Introduction to Object Relations. London:Free Association Books.

Gottman, J. C. & Krokoff, L. J. (1989). Marital interaction and satisfaction: A longitudinal view. Journal of Counseling and Clinical Psychology. 57(1) pp. 47-52.

McCAbe, M. P. & Taleporos, G. (2003).  Sexual Esteem, Sexual Satisfaction, and Sexual Behavior Among People with Physical Disability.  Archives of Sexual Behavior.  32.  pp. 359-369.

Mikulincer, M. & Shaver, P. R. (2007). A Behavioral Systems Perspective on the Psychodynamics of Attachment and Sexuality.  In Diamond, D., Blatt, S. J., & Lichtenberg, J. D. (Eds.) Attachment and Sexuality.  NY, NY:  Routledge.

O'Connor, M. (2019).  Polyamory- a romantic solution to wanderlust?  European Journal of Psychotherapy and Counselling.  21 (3-4).  pp. 217-230.

Reilly-Cooper, R. (2016, June 28).  Gender is not a Spectrum.  Retrieved December 11, 2019 from http:aeon.co

Wardle, P. F. (2018).  Avatar sex.  The joy of the not-real.  Journal of Virtual Worlds Research, 11(1), pp. 1-14.

 

Field Studies

Sexual History Walking Tour

We'll be going on a walking tour with Nina Søndergård! See description here: 

Copenhagen in a Red Light: Everything has a history, also the conditions for human sexuality. This city walk takes you back to the days of state regulated prostitution, the heyday of pornography (Denmark was the first country in the world to legalize porn) and the world’s first same-sex marriage or registered partnership. It’s juicy but true.

Kinbaku Lounge

In Valby, a part of larger Copenhagen, the  Japanese Bondage club  Kinbaku lounge has marked its significance within the international bondage arena. The owners Jan and Tanja Rothenberg Scot have connections all over the world within the art of Kinbaku, and have classes at different levels almost daily, and several open nights every week, they have weekend workshops and international  guests coming for teaching and shows. To view a TED talk about how constraints may set you free, by Tanja Rothenberg Scot, please follow the link below:

https://www.ted.com/talks/tanja_rothenborg_scot_how_can_being_constrained_set_you_free

Kinbaku Lounge offers a Japanese styled facility for practicing Kinbaku, one of several branches within Japanese bondage, with focus on the effect of the ropes on the body. It is informal, welcoming and without dresscode, and open to everyone on the open nights. 

 

Guest Lecturers

Emilie Fuglsang 

Sexual health counsellor and comprehensive sex educator with Sex & Samfund, the Danish branch of Planned Parenthood, 2009-2019. Project Manager of yearly Sex Week Campaign at Sex & Samfund, 2020 and 2022. Independent translator, editor, and educator collaborating with publishing houses, educational institutions, NGO's and companies, 2021-present. With DIS since 2024. 
She will talk about sexual scripts and sexual norms - Drawing on sexual script theory, I talk to the students about various scripts for sexual behavior that we follow (consciously or not), which inform the different roles available to us in sexual relations. I often use clips from films and tv shows to illustrate points about how sexual scripts and social norms are (re)produced and enforce stereotypes about e.g. active masculinity, passive femininity and perceptions of 'natural' sex drive and spontaneous vs. responsive desire.

Anna Jensen

An instructor for Sex & Samfund for many years, Anna will discuss her approach to teaching young Danes sex education and her experiences doing so. 

Second guest lecture - TBA 

 

Approach to Teaching

For us, teaching and learning are complementary, and interactive, activities.  I strive to create an immersive and interactive learning environment and expect you to play an active role in this.  I welcome constructive and ongoing feedback for myself and for each other, assuming that it is delivered in a polite and respectful manner.  Open dialogue and debate are often necessary for learning and growth, and are therefore required.  

 

Expectations of the Students: Students are expected to participate fully through class attendance and through their in-class and small group comments and questions.  I hope that, along with you and your classmates, we can create an environment that is conducive to everyone not being afraid to say what is on his or her mind, to challenge each other, and to be open to learning different perspectives.  An important component of this class is a willingness to critically explore your own attitudes and feelings about sexuality.  Each of us needs to be able to critically consume scientific information about sexuality, while keeping in mind our own opinions, biases and prejudices. 

To establish a positive learning environment it is important that everyone is present (in body and mind) and not distracted by technology or other disruptive behaviors. Please observe the following simple rules:

1. Use of laptops or tablets in class is prohibited except when expressly stated by the instructor (for example, when we are writing in class). Research has demonstrated that students who browse the Internet, and students who sit by them, achieve lower grades.  Please silence your cell phones before class.  Use of your cell phone for talking or texting will negatively influence your participation grade.

2. You are welcome to bring drinks but not food to class. Please remember to clean up after yourself.

3. Please stay in the classroom during class. You can take care of bathroom visits and such before class, so as not to disturb the learning environment.

Students are expected to:

1. Complete all reading assignments prior to coming to class

2. Participating in the critique of their classmates’ works

3. Contribute to class/small group discussions and group activities

4. Write down reflections when you are reading, and throughout the course

5. Be punctual and attend all classes; missing classes without a legitimate excuse will result in a lower final grade

6. Be responsible for checking emails generated from Canvas (even is this requires daily monitoring of Spam folders)

7. Be responsible for daily checking and posting on a Canvas Discussion board with respect to issues related to the class

   Potentially upsetting content in this course:

   During the course, we will talk about sexuality extensively.   The very nature of a psychology of sexuality class is such that you may find some topics (i..e, victimization and BDSM) troubling and even triggering.  Though I will make attempts to alert you to these materials, I have found that it's difficult to completely ascertain when material will be troubling to someone in the class, given the wide variety of experiences people come in with.    You may feel free to get up and leave the classroom for a short break, if this is the case for you.   However, if you feel  you are unable to watch and discuss footage on disturbing issues,  you should consider whether another course might be better for you.

Evaluation & Grading

Students will be evaluated based on rubrics created in advance, for every assignment.  All rubrics are available on Canvas.  Generally, students are graded for thoroughness (at the same level that was discussed in class), and ability to critically analyze class concepts and put them into their own words.

Methods of Evaluation	Percentage of grade
Class participation As indicated by class attendance and speaking up/asking questions/giving feedback in class	10%
Quizzes	40%
Discussion Board/Thoughtful Posting	20%
Presentation	30%
Total	100%

 

Participation (10%): Attendance: As is stated in DIS policy, you are expected to attend all classes. If you must miss a class:

(a) Please contact me by email or phone as soon as possible (latest on the day of the absence) and

(b) Be sure to get the notes and any information from a classmate as soon as possible.

(c) Please contact your group as soon as possible so that they can plan for your absence.

In addition to attending class, active participation, questions and discussion are important and expected during class as well as during Field Studies and/or Evening events. Do the reading assignments prior to class, so that you may contribute to class discussions and be active in group work.   Completion of all homework (as outlined in the schedule) is part of your participation grade.  Finally, part of your participation will be subjective, as assessed by me, based on your activity in class.

 Discussion Board/Thoughtful Posting (20%):

Our class has a discussion board on Canvas where we can continue our classroom discussions, virtually.  You will be required to post about the assigned readings of the week, at my prompting.  I will start the thread with a few questions about the assigned reading OR about something in the news related to sexuality, and you are required to respond to me, or to your classmates’ responses..  These are short, quick 100 word responses (entered into Canvas) that are due at the start of class, as indicated in the course schedule.  The LAST discussion post is MANDATORY.  Your goal is to respond to the assigned readings as listed on the attached course schedule in preparation for discussion during the first hour of class. No journal entries will be accepted after the start of class, as one purpose is to enhance discussion preparation.

Examples of things that might be included in a post:

1. A summary and synthesis of the main points of each of the readings

2. Your thoughtful response to the ideas and research presented in the articles. For example, you might consider the following: What psychological issues have been raised in the reading that you would like to discuss? Are the points well substantiated? How does the reading relate to other psychological literature you have studied? How does it relate to your own experience?

3. An analysis of the readings from a psychoanalytic or CBT perspective

4. What comes to mind, for you, when you read the articles/readings?

5. Two or three questions or issues you would genuinely like to discuss in class. In place of one of these questions you might include a quote that you think merits discussion. This can be a passage that you want to affirm, challenge, or explore in any way that would enhance understanding and discussion.

Posts will be reviewed during class time for discussion. A grading rubric will be provided, on Canvas, to assist you in your work.

Quizzes (40%): The quizzes be taken from home, online. This quizzes will be closed-book, but you will have ample time to take them and be allowed 2 attempts. It is a combination of multiple choice, short answer, and short essay questions.

Presentation (30%):

Presentations will be in groups of 4-5 persons on a self selected topic at the end of the course. Groups will formed during the course and every group will discuss which topic to research, and have the topic approved by the teacher. Every member of the group will specialise in one aspect of the topic and search for the existing knowledge  and possible conflicts/dilemmas. The presentation will be a collaboration of the group, so that the class gets a comprehensive and concise overview of the topic and existing research/knowledge, where every member will contribute with its own aspect. This is an exercise of communicating verbally and scientifically to highlight the most relevant information. The presenation will be appx. 20 minutes per group, 5 minutes pr person and grades will be given individually.

 

Note:  To be eligible for a passing grade in this class you must complete all of the assigned work.

Academic Regulations  

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on: 

• Course Enrollment and Grading  
• Academic Expectations and Honor Code 

Policy on late papers: Late discussion posts will not be accepted. 

Computer and Cell phone use

Computers and cell phones are not allowed, unless we are doing a writing assignment in class.  You may bring them to class, but will be asked to close them or shut them down, while there is a lecture or group work.

 

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