1. This just in: A new study published by the Journal of Personality and Social Psychology has found that “fully straight” people don’t exist. Unfortunately, the Journal article is not available for free online, so I do not have access to the actual article yet but here is a summary of the research findings. Once you read the information below please answer the following questions.  Researchers looked as the eyeballs of straight-identifying men to determine just how straight they were. Turns out, every single one of them was just a wee bit gay. “It’s basically a study that assesses sexual orientation by looking at the eyes and whether they dilate or not,” Ritch C. Savin-Williams, the Director of Developmental Psychology and the Director of the Sex and Gender Lab in the Department of Human Development at Cornell University, told website Broadly. He continues, “You can’t control your eye dilation. Essentially, that’s what the whole project attempts to get at, another way of assessing sexuality without relying on self-report.”  Savin-Williams and his team closely monitored the eye dilation of men while showing them a range of pornographic imagery. “We show straight men a picture of a woman masturbating, and they respond just like a straight guy, but then you also show them a guy masturbating and their eyes dilate a little bit. So, we’re able to show physiologically that all guys are not gay, straight, or bi.” So, what does this all mean? “There are aspects [of male sexuality] along a continuum, just as we have always recognized with women,” Savin-Williams says. “Men have gotten so much cultural crap put on them that even if a man does have some sexual attraction to guys, they would never say it.” Savin-Williams say another way of monitoring responses would be by monitoring a person’s genital arousal, but, he says “that gets a little invasive.” So, they just stuck to their eyeballs.  Savin-Williams adds that while the study once again confirms that sexuality operates on a spectrum, it also finds that it’s not a binary system, which means that while someone can’t be 100% straight, they also can’t be 100% gay either.  Questions: a.     Do you believe that it is plausible that by monitoring eye dilation, researchers can obtain a valid measure of sexual arousal or attractiveness? b.     Although considered invasive today, do you believe that monitoring genital arousal would be less, more, or the same in terms of validly measuring sexual arousal or attractiveness? c.     Do you believe the conclusion above that people are neither 100 percent straight nor 100 percent gay? Do you consider this finding to be controversial or “ho hum” and not that big of a Deal? Explain. 2. Here is an article that presents more information about the idea that there is a continuum in terms of a person's sexuality called "What Does It Mean to Be “Mostly Heterosexual?" https://www.psychologytoday.com/us/blog/the-sexual-continuum/201309/what-does-it-mean-be-mostly-heterose.

1. 1. This just in: A new study published by the Journal of
Personality and Social Psychology has found that “fully
straight” people don’t exist. Unfortunately, the Journal article is
not available for free online, so I do not have access to the
actual article yet but here is a summary of the research findings.
Once you read the information below please answer the
following questions.
Researchers looked as the eyeballs of straight-identifying men
to determine just how straight they were. Turns out, every
single one of them was just a wee bit gay. “It’s basically a study
that assesses sexual orientation by looking at the eyes and
whether they dilate or not,” Ritch C. Savin-Williams, the
Director of Developmental Psychology and the Director of the
Sex and Gender Lab in the Department of Human Development
at Cornell University, told website Broadly. He continues, “You
can’t control your eye dilation. Essentially, that’s what the
whole project attempts to get at, another way of assessing
sexuality without relying on self-report.”
Savin-Williams and his team closely monitored the eye dilation
of men while showing them a range of pornographic imagery.
“We show straight men a picture of a woman masturbating, and
they respond just like a straight guy, but then you also show
them a guy masturbating and their eyes dilate a little bit. So,
we’re able to show physiologically that all guys are not gay,
straight, or bi.” So, what does this all mean? “There are aspects
[of male sexuality] along a continuum, just as we have always
recognized with women,” Savin-Williams says. “Men have
gotten so much cultural crap put on them that even if a man
does have some sexual attraction to guys, they would never say
it.”
Savin-Williams say another way of monitoring responses would
be by monitoring a person’s genital arousal, but, he says “that
gets a little invasive.” So, they just stuck to their eyeballs.
Savin-Williams adds that while the study once again confirms

2. that sexuality operates on a spectrum, it also finds that it’s not a
binary system, which means that while someone can’t be 100%
straight, they also can’t be 100% gay either.
Questions:
a. Do you believe that it is plausible that by monitoring eye
dilation, researchers can obtain a valid measure of sexual
arousal or attractiveness?
b. Although considered invasive today, do you believe that
monitoring genital arousal would be less, more, or the same in
terms of validly measuring sexual arousal or attractiveness?
c. Do you believe the conclusion above that people are
neither 100 percent straight nor 100 percent gay? Do you
consider this finding to be controversial or “ho hum” and not
that big of a
Deal? Explain.
2. Here is an article that presents more information about the
idea that there is a continuum in terms of a person's sexuality
called "What Does It Mean to Be “Mostly Heterosexual?"
https://www.psychologytoday.com/us/blog/the-sexual-
continuum/201309/what-does-it-mean-be-mostly-heterosexual
3. Thinking of sources of information such as your parents,
grandparents, and other adults of a generation or two older than
you, what are some aspects of gender roles that have changed
from these older generations when compared to gender roles in
your generation? If possible, also compare your generation with
a generation younger than you. Does the older generation
typically see the changes that have occurred or are now
occurring as negative or positive? Are there any differences
between the terms sex and gender? Give examples.
4. I watched several commercials and observed things that I had
not observed before, the subliminal messages. To be honest I
really don't watch commercials, as I dvr anything I watch to
skip them. Both commercials I looked up were based on the

3. Gender Schema Theory. The first one I watched was a tide
commercial where the mom, dad and daughter were all
preparing for a trip. Dad was watching TV, mom and daughter
were running around preparing laundry and packing. So the
daughter was helping her mother and preparing in a sense to do
this for her husband in the future. Dad was relaxing while mom
was doing her job, which was a household chore. In another
commercial, Mr. Clean shows up at a stay at home mom's door
to give her a cleanser that was strong like him. Instead of
cleaning it, he gives it to her because it is her job to clean and
the cleanser is strong like him because he is a man, so he's
giving her the muscle because she isn't strong. These were old
commercials of course. The more recent commercials I’ve seen
of time and Mr. Clean have men cleaning and helping. I just
wanted to compare the commercials from different time periods.
Very interesting. What do you think of this?
CCMH/515 Week 8 Integrative Paper Signature Assignment and
Analytic Rubric
Course ID: CCMH/515
Course Title: Legal, Ethical, and Professional Issues in
Counseling
Signature Assignment Title: CCMH/515 Week 8 Integrative
Paper
Total number of points: 15
Signature Assignment Description/Directions:

4. Through integrating knowledge of ethical and legal
requirements into your ethical decision-making process, you can
provide a proper ethical
response to ethical dilemmas. This assignment will help you to
apply what you have learned in this course to determine an
appropriate ethical
response that demonstrates ethical decision making.
Write a 1,750- to 2,100-word paper that synthesizes your
learning and engages you in critical thinking around the
potential ethical and legal
challenges in professional practice (PSLO 9.1).
Address the following aspects of ethical practice in your paper:
potential ethical dilemmas because of a conflict between your
personal values and
ethics.(PSLO 1.3)
conflicts exist between your personal values and ethics.(PSLO
5.6)
Demonstrate the following in your paper:
-reviewed journals
that addresses the identified potential ethical dilemma, as well
as the area where
no conflict exists (PSLO 1.3)
processes in each respective area (PSLO 1.3)
-evaluation practices
useful in resolving any dilemmas in your area of conflict (PSLO
5.6)

5. -reasoned arguments that evidence critical thought and
self-awareness (PSLO 2.4)
Include a minimum of seven references. One of these may be
from the course texts, and one must be from the ACA Code of
Ethics.
Format your paper according to appropriate course-level APA
guidelines (PSLO 9.2).
Click the Assignment Files tab to submit your paper.
Signature Assignment Due Week: 8
PSLO: GE-SLO:
ULG:
Dimensions or
Assignment Criteria
Weight
Does Not Meet
Expectations
(1.00)

6. Approaches Expectations
(2.00)
Meets Expectations
(3.00)
Exceeds Expectations
(4.00)
CCMH PSLO 1
Students will
demonstrate
knowledge, skills and
dispositions key to
success in
professional
counseling, advocacy,
and ethical practice.
GE-SLO:5
ULG: 1
1.3 legal and ethical
considerations specific
to clinical mental
health counseling
Weight 30%

7. Does not demonstrate
ability to identify the
significant legal or
ethical issues and
processes in each
respective area.
Demonstrates limited
ability to identify the
significant legal or ethical
issues and processes in
each respective area.
Demonstrates proficient
and expected level of
ability to identify the
significant legal or ethical
issues and processes in
each respective area.
Demonstrates insightful
and skilled ability to
identify the significant
legal or ethical issues
and processes in each
respective area through
a substantive, in-depth,
scholarly discussion.
CCMH PSLO 2
Students will
demonstrate
knowledge, skills and
dispositions that
provide an

8. understanding of
societal changes and
trends; human roles;
societal subgroups;
social mores and
interaction patterns;
and differing
lifestyles
GE-SLO: 5
ULG: 1
2.4 the impact of
heritage, attitudes,
beliefs,
understandings, and
acculturative
experiences on an
individual’s views of
others
Weight 25%
Does not demonstrate
ability to explain well-
reasoned arguments
that evidence critical
thought and self-
awareness.
Demonstrates limited
ability to explain well-
reasoned arguments that
evidence critical thought

9. and self-awareness.
Demonstrates proficient
and expected level of
ability to explain well-
reasoned arguments that
evidence critical thought
and self-awareness.
Demonstrates insightful
and skilled ability to
explain well-reasoned
arguments that
evidence critical
thought and self-
awareness through a
substantive, in-depth,
scholarly discussion.
CCMH PSLO 5.
Student will
demonstrate an
understanding of
philosophic bases of
helping processes;
counseling theories
and their
applications; helping
skills; consultation
theories and their
applications; helper
GE-SLO:5
ULG: 1
5.6 counselor

10. characteristics and
behaviors that
influence the
counseling process
Weight 25%
Does not demonstrate
ability to illustrate risk
management
strategies and self-
evaluation practices
useful in resolving any
dilemmas in your area
of conflict
Demonstrates limited
ability to illustrate risk
management strategies
and self-evaluation
practices useful in
resolving any dilemmas in
your area of conflict
Demonstrates proficient
and expected level of
ability to illustrate risk
management strategies
and self-evaluation
practices useful in
resolving any dilemmas in
your area of conflict
Demonstrates insightful
ability to select apply to

11. illustrate risk
management strategies
and self-evaluation
practices useful in
resolving any dilemmas
in your area of conflict
through a substantive,
self-understanding
and self-
development; and
facilitation of client
or consultee change
in-depth, scholarly
discussion.
CCMH PSLO: 9
Effective
communication in
classroom and
workplace.
GE-SLO: 2
ULG: 3
9.1 Conventions of
Language
Weight 10%
Does not demonstrate
ability of standard

12. writing conventions.
(e.g., punctuation,
spelling, capitalization,
paragraph breaks,
grammar and usage).
Frequent, significant
errors impede
readability.
Demonstrates limited
ability of standard writing
conventions (e.g.,
punctuation, spelling,
capitalization, paragraph
breaks, grammar and
usage). Errors begin to
impede readability.
Demonstrates proficient
and expected level of
ability of standard writing
conventions (e.g.,
punctuation, spelling,
capitalization, paragraph
breaks, grammar and
usage) and uses them
effectively to enhance
communication. Errors
are so few and do not
impede readability.
Student demonstrates
exceptionally strong
control of standard
writing conventions
(e.g., punctuation,

13. spelling, capitalization,
paragraph breaks,
grammar and usage)
and uses them
effectively to enhance
communication.
CCMH PSLO:9
Effective
communication in
classroom and
workplace.
GE-SLO: 2
ULG: 3
9.2 Use of form and
style
Weight 10%
Errors in use of form
and style (e.g. APA)
detract substantially
from the content of
the paper.
Errors in use of form and
style (e.g. APA) weaken
the content of the paper.
Errors in use of form and
style (e.g. APA) are rare
and do not detract from
the content of the paper.

14. There are no errors in
use of form and style
(e.g. APA) in the
student’s paper.