Gender identity disorder is a conflict between the gender a person identifies as and the gender he or she was physically born with. For example, a person
who identifies as a boy may actually feel and act like a girl. The person is
very uncomfortable with the gender she was born with and often feels as if she is 'trapped in her own body.'
Persistent and intense distress about assigned gender or insistence that individual belongs to a different gender
Marked incongruence between one's experienced/expressed gender and primary and/or secondary sex characteristics
Sexual Disorders
Sexuality
One of the most personal area of life. Each of us is sexual being with preferences and fantasies that may surprise or even shock us from time to time. Usually these are part of normal sexual functioning. But when our fantasies or desire begin to affect or other in unwanted or harmful ways, they begin to qualify as abnormal.
For perspective, we begin by briefly describing norms and healthy sexual behavior. Then we consider two forms of sexual problems: sexual dysfunctioning and paraphilias.
Sexual Norms and Behavior
Consider contemporary Western worldviews that inhibition of sexual expression causes problems. Contrast this with nineteenth-and-early-twentieth-century views that excess was culprit; in particular excessive masturbation in childhood was widely believe to lead to sexual problems in adulthood. Von Krafft-Ebing (1902) postulated that early masturbation damage the sexual organs and exhausted a finite reservoir of sexual energy, resulting in diminishing ability to function sexually in adulthood. Even in adulthood, excessive sexual activity was thought to underlie problems such us erectile failure. The general Victorian view was that sexual appetite was dangerous and therefore had to be restrained.
Sexual Norms and Behavior
Other changes over time have influence people attitudes and experiences of sexuality.
Aside from changes over time and across generation, culture influences attitudes and beliefs about sexuality. In some culture, sexuality is viewed as an important part of well-being and pleasure, wheras in others, sexuality is viewed as relevant only for procreation (Bhurga, Popelyuk & McMullen, 2010). Cultures also vary in their acceptance of variation in sexual behavior.
In other culture it is common to stigmatize same-gender sexual behavior. Clearly, we must keep varying cultural norms in mind as we study human sexual behavior.
Gender and Sexuality
Across wide range of indices, men reported more engagement in sexual thought and behavior that do women.
Compared to women, men report thinking about sex, masturbation, and desiring sex more often, as well as desiring more sexual partner and having more partners.
Beyond these differences in sex drive Peplau (2003) has described several other ways in which the genders tend to differ in sexuality. Women tend to be more ashamed of any flaws in their appearance than the men, and this shame can interfere with sexual satisfaction (Sanchez & Kiefer, 2007)
Gender and Sexuality
For women, sexual appears more closely tied to relationship status and social norms that for men (Baumeister, 200).
Among women with sexual symptoms, more than half believe their symptoms are caused by relationship problems (Nicholls, 2008).
Men are more likely to think about their sexuality in terms of power than are women (Andersen, et al. 1999).
Gender and Sexuality
There are many parallels in men’s and women’s sexuality.
Gender identity disorder is a conflict between the gender a person identifies as and the gender he or she was physically born with. For example, a person
who identifies as a boy may actually feel and act like a girl. The person is
very uncomfortable with the gender she was born with and often feels as if she is 'trapped in her own body.'
Persistent and intense distress about assigned gender or insistence that individual belongs to a different gender
Marked incongruence between one's experienced/expressed gender and primary and/or secondary sex characteristics
Sexual Disorders
Sexuality
One of the most personal area of life. Each of us is sexual being with preferences and fantasies that may surprise or even shock us from time to time. Usually these are part of normal sexual functioning. But when our fantasies or desire begin to affect or other in unwanted or harmful ways, they begin to qualify as abnormal.
For perspective, we begin by briefly describing norms and healthy sexual behavior. Then we consider two forms of sexual problems: sexual dysfunctioning and paraphilias.
Sexual Norms and Behavior
Consider contemporary Western worldviews that inhibition of sexual expression causes problems. Contrast this with nineteenth-and-early-twentieth-century views that excess was culprit; in particular excessive masturbation in childhood was widely believe to lead to sexual problems in adulthood. Von Krafft-Ebing (1902) postulated that early masturbation damage the sexual organs and exhausted a finite reservoir of sexual energy, resulting in diminishing ability to function sexually in adulthood. Even in adulthood, excessive sexual activity was thought to underlie problems such us erectile failure. The general Victorian view was that sexual appetite was dangerous and therefore had to be restrained.
Sexual Norms and Behavior
Other changes over time have influence people attitudes and experiences of sexuality.
Aside from changes over time and across generation, culture influences attitudes and beliefs about sexuality. In some culture, sexuality is viewed as an important part of well-being and pleasure, wheras in others, sexuality is viewed as relevant only for procreation (Bhurga, Popelyuk & McMullen, 2010). Cultures also vary in their acceptance of variation in sexual behavior.
In other culture it is common to stigmatize same-gender sexual behavior. Clearly, we must keep varying cultural norms in mind as we study human sexual behavior.
Gender and Sexuality
Across wide range of indices, men reported more engagement in sexual thought and behavior that do women.
Compared to women, men report thinking about sex, masturbation, and desiring sex more often, as well as desiring more sexual partner and having more partners.
Beyond these differences in sex drive Peplau (2003) has described several other ways in which the genders tend to differ in sexuality. Women tend to be more ashamed of any flaws in their appearance than the men, and this shame can interfere with sexual satisfaction (Sanchez & Kiefer, 2007)
Gender and Sexuality
For women, sexual appears more closely tied to relationship status and social norms that for men (Baumeister, 200).
Among women with sexual symptoms, more than half believe their symptoms are caused by relationship problems (Nicholls, 2008).
Men are more likely to think about their sexuality in terms of power than are women (Andersen, et al. 1999).
Gender and Sexuality
There are many parallels in men’s and women’s sexuality.
sexuality, sexual orientation, masturbation, autoerotic stimulation to partnered sex; intercourse, oral sex, Gender identity, CULTURAL FACTORS IN SEXUAL ORIENTATION & GENDER IDENTITY, Sexology,Paraphilias,types of sexual behavior deviation
lecture 25 from a college level introduction to psychology course taught Fall 2011 by Brian J. Piper, Ph.D. (psy391@gmail.com) at Willamette University, includes Masters & Johnson, Kinsey, neuroanatomy,
14Gender and SexualitySeverin SchweigerCulturaGetty Imag.docxaulasnilda
14Gender and Sexuality
Severin Schweiger/Cultura/Getty Images
Learning Objectives
After completing this module, you should be able to:
ሁ Outline the biological, social, and cognitive explanations for the emergence of gender identity.
ሁ Form evidence-based arguments on gender differences in development.
ሁ Summarize the developmental imperative of physical activity for boys and girls during childhood.
ሁ Compare and contrast school achievement and learning between boys and girls.
ሁ Describe differences and similarities among heterosexual girls, heterosexual boys, and LGBT
adolescents with regard to romantic relationships and identity formation.
ሁ Discuss the psychological effects of puberty.
ሁ Evaluate ethnic and national differences in sexual activity among adolescents; explain the
consequences of teenage pregnancy.
ሁ Identify different health outcomes of sex during adolescence, including categorizing STIs and the
effects of HIV among infected children worldwide.
Section 14.1The Development of Gender
Prologue
Recent stories have led to renewed discussion about sex and gender in society. Sasha Lax-
ton from Great Britain; Storm Stocker from Toronto, Canada; and Pop from Sweden have all
made headlines as their parents were determined to raise them without regard to gender. The
children’s rooms were painted in neutral colors; hairstyles, Halloween costumes, and cloth-
ing were chosen without perceived regard for gender standards; exposure to toys and other
activities were not limited by what was considered “normal” for a boy or a girl.
As a result, there has been considerable debate among parents, academics, and the media
about the potential detriment—and benefit—if children are not aware of how they are “sup-
posed” to behave. However, these families are also quite outside the mainstream. It takes
tremendous effort to rid a child of messages related to gender, including limiting exposure
to media, avoiding certain store shelves, and restricting access to preschool and other social
activities.
For most children, though, sex and gender are inescapably connected. It is extremely rare for
a child to be born with undifferentiated sex organs. Even so, those children still generally have
either XX or XY genes. Biological sex is therefore not particularly variable. By contrast, regard-
less of biological sex, gender is much more continuous. Some children are drawn quite strongly
to the behaviors and activities of one gender over another, whereas other children engage
freely in more varied activities. This module explores these issues, as well as concerns related
to adolescent sex and romantic relationships and their developmental consequences.
14.1 The Development of Gender
Recall the many different factors involved in the development of the self and the formation
of gender identity (see Module 12). Gender is a key component in the development of the
self. In psychology, gender refers to the meanings societies and ...
Creating effective learning environmentAssignment How Will .docxvanesaburnand
Creating effective learning environment
Assignment: How Will You Respond? Grade k-3
Imagine you are the grade level team leader and one of your colleagues is Mr. Willard.
Response to the following questions. Using APA style helpful reference or other reference. (150-300 words)
1. Explains the advice you would provide Mr. Willard using the response to behavior strategies you read about this week or other reference?
2. Three strategies he could implement when these behaviors occur with student is blurting out and being off task.
3. At least two strategies you feel would not be best for handling student behavior.
Helpful Reference
Long, N. J. (2015). Perspectives on conflict in the classroom after fifty years. Reclaiming Children & Youth, 24(1), 9–14.
Szwed, K., & Bouck, E. C. (2013). Clicking away: Repurposing student response systems to lessen off-task behavior. Journal of Special Education Technology, 28(2), 1–12.
Reinke, W. M., Herman, K. C., & Stormont, M. (2013). Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15(1), 39–50.
Chapter 5
Gender and Gender Roles
Sex, Gender, and Gender RolesSex: whether one is biologically female, male, or intersexGenetic sex: chromosomal and hormonal sex characteristicsAnatomical sex: our physical sex; gonads, uterus, vulva, vagina, or penisGender: social and cultural characteristics associated with being male or femaleGender identity: gender one believes self to be
2
Sex and Gender IdentityAssigned genderBased on anatomical appearanceGender variationsGender identityInternalized feeling of femaleness or malenessGender roleThe attitudes, behaviors, rights, and responsibilities that society associates with each sexInfluenced by culture, age, ethnicity, other factors
3
Gender-RolesGender-role stereotype: A rigidly-held oversimplified belief concerning all males or all femalesGender-role attitude:The belief one has for self and others concerning what’s appropriate for male or female traitsGender-role behavior:Activities or behaviors a person engages in as a female or male
4
Masculinity and FemininitySexes seen as polar opposites in traditional Western view, e.g. “opposite sex”Different qualities associated with different gendersSexismSome qualities are biologically based, some culturally based
Gender and Sexual OrientationGender, gender identity, and gender role are conceptually independent of sexual orientationHowever, many assume they are closely relatedHeterosexuality has been assumed to be part of masculinity and femininityTherefore, some believe that gay men can’t be masculine and lesbian women can’t be feminine.
Gender and Sexual OrientationStudies show a link between individuals’Negative attitudes towards gay and lesbian peopleAnd those individuals’ adherence to traditional gender roles
Gender TheoryWhat is our relationship between our biological sex as male o.
sexuality, sexual orientation, masturbation, autoerotic stimulation to partnered sex; intercourse, oral sex, Gender identity, CULTURAL FACTORS IN SEXUAL ORIENTATION & GENDER IDENTITY, Sexology,Paraphilias,types of sexual behavior deviation
lecture 25 from a college level introduction to psychology course taught Fall 2011 by Brian J. Piper, Ph.D. (psy391@gmail.com) at Willamette University, includes Masters & Johnson, Kinsey, neuroanatomy,
14Gender and SexualitySeverin SchweigerCulturaGetty Imag.docxaulasnilda
14Gender and Sexuality
Severin Schweiger/Cultura/Getty Images
Learning Objectives
After completing this module, you should be able to:
ሁ Outline the biological, social, and cognitive explanations for the emergence of gender identity.
ሁ Form evidence-based arguments on gender differences in development.
ሁ Summarize the developmental imperative of physical activity for boys and girls during childhood.
ሁ Compare and contrast school achievement and learning between boys and girls.
ሁ Describe differences and similarities among heterosexual girls, heterosexual boys, and LGBT
adolescents with regard to romantic relationships and identity formation.
ሁ Discuss the psychological effects of puberty.
ሁ Evaluate ethnic and national differences in sexual activity among adolescents; explain the
consequences of teenage pregnancy.
ሁ Identify different health outcomes of sex during adolescence, including categorizing STIs and the
effects of HIV among infected children worldwide.
Section 14.1The Development of Gender
Prologue
Recent stories have led to renewed discussion about sex and gender in society. Sasha Lax-
ton from Great Britain; Storm Stocker from Toronto, Canada; and Pop from Sweden have all
made headlines as their parents were determined to raise them without regard to gender. The
children’s rooms were painted in neutral colors; hairstyles, Halloween costumes, and cloth-
ing were chosen without perceived regard for gender standards; exposure to toys and other
activities were not limited by what was considered “normal” for a boy or a girl.
As a result, there has been considerable debate among parents, academics, and the media
about the potential detriment—and benefit—if children are not aware of how they are “sup-
posed” to behave. However, these families are also quite outside the mainstream. It takes
tremendous effort to rid a child of messages related to gender, including limiting exposure
to media, avoiding certain store shelves, and restricting access to preschool and other social
activities.
For most children, though, sex and gender are inescapably connected. It is extremely rare for
a child to be born with undifferentiated sex organs. Even so, those children still generally have
either XX or XY genes. Biological sex is therefore not particularly variable. By contrast, regard-
less of biological sex, gender is much more continuous. Some children are drawn quite strongly
to the behaviors and activities of one gender over another, whereas other children engage
freely in more varied activities. This module explores these issues, as well as concerns related
to adolescent sex and romantic relationships and their developmental consequences.
14.1 The Development of Gender
Recall the many different factors involved in the development of the self and the formation
of gender identity (see Module 12). Gender is a key component in the development of the
self. In psychology, gender refers to the meanings societies and ...
Creating effective learning environmentAssignment How Will .docxvanesaburnand
Creating effective learning environment
Assignment: How Will You Respond? Grade k-3
Imagine you are the grade level team leader and one of your colleagues is Mr. Willard.
Response to the following questions. Using APA style helpful reference or other reference. (150-300 words)
1. Explains the advice you would provide Mr. Willard using the response to behavior strategies you read about this week or other reference?
2. Three strategies he could implement when these behaviors occur with student is blurting out and being off task.
3. At least two strategies you feel would not be best for handling student behavior.
Helpful Reference
Long, N. J. (2015). Perspectives on conflict in the classroom after fifty years. Reclaiming Children & Youth, 24(1), 9–14.
Szwed, K., & Bouck, E. C. (2013). Clicking away: Repurposing student response systems to lessen off-task behavior. Journal of Special Education Technology, 28(2), 1–12.
Reinke, W. M., Herman, K. C., & Stormont, M. (2013). Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15(1), 39–50.
Chapter 5
Gender and Gender Roles
Sex, Gender, and Gender RolesSex: whether one is biologically female, male, or intersexGenetic sex: chromosomal and hormonal sex characteristicsAnatomical sex: our physical sex; gonads, uterus, vulva, vagina, or penisGender: social and cultural characteristics associated with being male or femaleGender identity: gender one believes self to be
2
Sex and Gender IdentityAssigned genderBased on anatomical appearanceGender variationsGender identityInternalized feeling of femaleness or malenessGender roleThe attitudes, behaviors, rights, and responsibilities that society associates with each sexInfluenced by culture, age, ethnicity, other factors
3
Gender-RolesGender-role stereotype: A rigidly-held oversimplified belief concerning all males or all femalesGender-role attitude:The belief one has for self and others concerning what’s appropriate for male or female traitsGender-role behavior:Activities or behaviors a person engages in as a female or male
4
Masculinity and FemininitySexes seen as polar opposites in traditional Western view, e.g. “opposite sex”Different qualities associated with different gendersSexismSome qualities are biologically based, some culturally based
Gender and Sexual OrientationGender, gender identity, and gender role are conceptually independent of sexual orientationHowever, many assume they are closely relatedHeterosexuality has been assumed to be part of masculinity and femininityTherefore, some believe that gay men can’t be masculine and lesbian women can’t be feminine.
Gender and Sexual OrientationStudies show a link between individuals’Negative attitudes towards gay and lesbian peopleAnd those individuals’ adherence to traditional gender roles
Gender TheoryWhat is our relationship between our biological sex as male o.
Write an essay of at least 900 words (3 pages) in which you disc.docxbriankimberly26463
Write an essay of at least 900 words (3 pages) in which you discuss one aspect of our border policy. Use and establish a representative example from
"Hole in the Fence"
,
"Hold the Line"
, or
"What Remains."
Use the techniques from
Writing Analytically
in order to generate your significant details from the text and your interpretation of them. Your approach should be analytical. A successful essay will establish a representative example from the text and examine the significance and implications of the idea/thesis that you are developing while making your thesis evolve. It is important to focus and go deeper on one aspect of example or topic.
Your essay should have the following requirements:
an analytical approach
a representative example from the reading that you are analyzing
an evolving thesis that results from examining complicating evidence
MLA format and citation of sources
Respond to the two drafts assigned to you later when I submit the essay.
I need to follow the peer review process, including instructions for providing feedback to other two drafts.
I'm in USA currently so USA border policy will work.
I think we can use examples from those three podcasts or any other resources.
It is essential to cite and connect the essay.
I can send you the previous work if you want to see it as a reference.
Since we were young, we are engulfed by sex lore. It is still in dialogue, laughter, and confrontation, and everything from driving types to food tastes must be clarified. Sex is so deeply incorporated into our structures, behavior, values, and expectations that it seems inherently familiar to us. The environment has several theories about gender – and these concepts are so prevalent that we take it for granted that they are valid. As analysts, scientists, and historians, though, it is our task not only to discover the facts behind it but also to glance over what seems to be a common cause. Just since gender appears to be expected, and gender values tend to be simple realities, we ought to step back and look at gender from a different viewpoint. To achieve this, we need to interrupt our routines, which is comfortable and to challenge sure of our core convictions. This is not simple because gender is so fundamental to our view of ourselves and the universe that it's hard to reverse and reverse.Look at things in a different light. However, the idea that the analysis of gender is apparent renders it fascinating precisely. Gender appears obviously, it brings the task of uncovering the building mechanism that causes what we have always believed to be expected and unforgivable to explore sex, not as a predetermined object, but as an achievement (Gumperz, 2012).
The mass media and the scholarly study on language and identity demonstrate the implications of not understanding this problem. As a consequence, individual gender bonds enhance and facilitate current convictions to achieve others (Jordan, 2010). Biological variati.
Sexual and Intimate Needs of Adolescents and Young Adults with Cancer: A Qual...Methodist HealthcareSA
Sexual and Intimate Needs of Adolescents and Young Adults with Cancer: A Quality of Life Issue
Author: Sage Bolte, PhD, LCSW., Life With Cancer, Fairfax, VA
Presented to the 2010 Texas Adolescent and Young Adult Oncology Conference hosted by Methodist Healthcare-San Antonio in October 2010
Running head What factors affect the quality of our relationships.docxrtodd599
Running head: What factors affect the quality of our relationships?
WHAT FACTORS AFFECT THE QUALITY OF OUR RELATIONSHIPS?
1
What factors affect the quality of our relationships?(Autumn R. Scrivens)University of West Georgia
Abstract
Risky attachment styles are behaviors that are high risk and enacted by an impulse that can eventually lead to engaging in sexual acts with a person who has a sexually transmitted infection/ disease or someone who is at risk of becoming pregnant. Girls who grew up in a two-parent household or one parent household but the father was present during adolescent years have shown to engage in less risky attachment styles; whereas girls who grew up without a father figure or a non-parent household have shown to engage in riskier attachment styles such as avoidant and insecure/ambivalent styles. Past research experiences shows’ evidence that the impact of a fatherly figure can affect how young girls choose their relationships but this impact was not as definite in young males. Because the research is so biased, the following research identifies the factors that affect the quality of our relationships based on the impact of a fatherly figure and how this impact affects young girls' attachment styles when in a relationship. Finally, I offer implications for this research from a social and psychological aspect.
Keywords: attachment styles, relationships, Introduction
The factors that affect the quality of our relationships provides researchers with a qualitative framework for the understanding of the overall effects of the parental figure being a part of the development of the child; and how this development affects how young ladies and men get involved in quality relationships. These factors also give researchers the opportunity to understand how the emotional and physical relationship between a father and daughter affect how the daughters that did not grow up with healthy paternal relationships have underlying sexual factors and attachment styles. The significance of this research is to identify which factors from various upbringing whether being one parent, two-parent, or care system household affect the quality of our relationships. Furthermore, this research will explain what our upbringing says about those who we enter relationships with or keep in our life. At this stage in the research, the factors that define the quality of relationships for young ladies and men between the ages of 15 to 24 are scarce. Some deficiencies within each article in regards to research between the physical and emotional bond are described as strong emotional bonds and a need for a consistent partner but there were no articles that related to emotional development and how fathers play a major part in this development. Because of these various deficiencies, by using qualitative methods during my research I hope to explore the emotional and physical bond between a father and daughter while using personal experiences and various.
Adolescence is a period where significant physical, emotional, mental changes take place. This presentation covers the nature of adolescence, physical changes, issues in adolescent health and adolescent cognition.
1. Childhood Trauma Linked to Male Homosexuality Shelley Mangum December 10, 2009 Argosy University
2. The null hypothesis’ are: Emotional trauma as a child has no relationship to male homosexuality. CSA (Childhood Sexual Abuse) has no correlation to male homosexuality. Childhood psychological abuse has no correlation to male homosexuality. Childhood physical abuse has no relationship to male homosexuality.
4. The Opposition Homosexuality is Biologically Linked Homosexuality and Childhood Abuse D. F. Swaab in 1990 performed the first study to document structural physiological differences in a homosexual man’s brain. Research of the hypothalamus is very limited Relationship between CSA and homosexuality in men, as much as 75% in some cases (Johnston, 2009). We have been asking the wrong question for many years.
5. The Opposition Homosexuality is Biologically Linked: Weaknesses Homosexuality and Childhood Abuse: Weaknesses Lack of other causes for enlarged hypothalamus. Subjects are not a live when studied The ability to study the living brain Time and Money limitations Every case is different and unique. It is difficult to identify all the variables in each case. Not all men that experience CSA are homosexual Lack of longitudinal studies
6. Research Purpose This research study explores five different aspects of childhood trauma. The null hypothesis’ are: Emotional trauma as a child has no relationship to male homosexuality. CSA (Childhood Sexual Abuse) has no correlation to male homosexuality. Childhood psychological abuse has no correlation to male homosexuality. Childhood physical abuse has no relationship to male homosexuality. Other childhood traumas have no relationship to male homosexuality.
7. Results Of Childhood Sexual Abuse Children are not equipped to handle adult sexuality. Emotionally Physically Spiritually Psychologically
8. Results Of Childhood Sexual Abuse The authors from Unequal Opportunity write about some of the outcomes associated with childhood sexual abuse (Purcell, 2008): Sexual compulsivity Shame Guilt Long-standing uncertainty about sexual orientation Sexual identity confusion and struggle with masculinity More lifetime sexual partners Increased risk for depression and partner violence More sexual risk behavior and higher prevalence of HIV infection
9. Results Of Childhood Sexual Abuse Reverend Bob Perdue speaks from personal experience of how CSA can affect the development and power of a man (Johnson, 2009): Abuse breaks a man’s sense of power. Those who were overpowered by another man or older boy feel powerless. Those who were exposed to phallic images that were much larger than their own feel powerless and less of a man than others. This desire for power can become fixated on the male genitalia and fuels an attraction that is really more about power than about sex. (pg. 1)
10. Summary What we learn from this study could help us better understand development. It could help point research in direction that will improve techniques for helping change developmental patterns that can trap men in unwanted behavioral patterns. Perhaps the results of this study will shift the old beliefs of some, that homosexuality is only biologically determined. The more willing we are to look at all the possible elements the more likely we will be to find effective solutions to the problems people face, in this case SSA men.
Editor's Notes
Most of the studies and research explores homosexuality in men as it relates to CSA (childhood sexual abuse). This study takes the idea of CSA and expands it to include CT (childhood traumas) where CT includes emotional traumas, sexual traumas, physical traumas, psychological traumas and other traumas.
D. F. Swaab in 1990 performed the first study to document structural physiological differences in a homosexual man’s brain. He studied these individuals post-mortem and found that a portion of the hypothalamus (responsible for sexual function and drive) was larger in homosexual men than in heterosexual men (Swaab et al., 1995).Johnston (2009) made a profound statement that could change the direction of future studies:We have been asking the wrong question for many years. If you ask men if they were sexually abused, many will say “no,” because “allowing” oneself to be sexually abused is incompatible with masculinity. However, if you ask men how old they were at the time of their first sexual experience, the data seems more accurate. (pg. 4) ReferencesJohnston, J. (2009). Childhood sexual abuse and male homosexuality. Issue Analysis. Focus on the Family. Retrieved September 29, 2009 from: http://www.citizenlink.org/FOSI/homosexuality/concerns/A000010060.cfmSwaab, D. F., Gooren, L. J. G., & Hofman, M. A. (1995). Brain research, gender, and sexual orientation. Journal of Homosexuality, 28(3/4), 283.Johnston, J. (2009). Childhood sexual abuse and male homosexuality. Issue Analysis. Focus on the Family. Retrieved September 29, 2009 from: http://www.citizenlink.org/FOSI/homosexuality/concerns/A000010060.cfmSwaab, D. F., Gooren, L. J. G., & Hofman, M. A. (1995). Brain research, gender, and sexual orientation. Journal of Homosexuality, 28(3/4), 283.
Without longitudinally studying an individual for life in respects to the hypothalamus and its relationship to homosexuality the study is just interesting information. It is a stretch to find valid correlations.Tomeo’s study is designed to replicate other studies with the intent to expand the study parameters. The questionnaire is asking questions that are difficult to get accurate answers on a measurable level. So many variables exist when defining molestation like; how many times, how many years older was the molester, forced or consent. Self-evaluation of participants leaves room for flaws. ReferencesTomeo, M. E., Templer, D. I., Anderson S., & Kotler, D. (Oct. 2001). Comparative data of childhood and adolescence molestations in heterosexual and homosexual persons.
The importance of clearly defining our research elements will avoid problems with unknown study validity. The questionnaire will define different levels of same sex attraction as well as activity. The terms emotional trauma, CSA, psychological trauma, physical trauma and other childhood traumas will be dissected to develop clear and measurable values for each element.
Individual boys will handle sexual abuse in different ways: what leads to shame and guilt in one child might lead to self-questioning and gender confusion in another or to anger and acting out in a third. Each child is unique, grows up in a unique environment and will respond in an individual way to sexual abuse or early sexual encounters with the same sex (MehmetEskin, 2005,). The development of gender identity impacts the sexual orientation of a young boy. CSA interferes with that gender development and causes gender confusion. This gender confusion determines sexual orientation (Johnston, 2009).ReferencesJohnston, J. (2009). Childhood sexual abuse and male homosexuality. Issue Analysis. Focus on the Family. Retrieved September 29, 2009 from: http://www.citizenlink.org/FOSI/homosexuality/concerns/A000010060.cfmMehmetEskin, M., Kaynak-Demir, H., & Demir, S. (April, 2005). Same-Sex Sexual Orientation, Childhood Sexual Abuse, and Suicidal Behavior in University Students in Turkey. Archives of Sexual Behavior, Vol. 34, No. 2, pp. 185–195.
Dr. Byrd adds to the list of symptoms of CSA and trauma with gender confusion, anxiety, depression, alcohol and drug use. In addition many struggle with PTSD (Post Traumatic Stress Disorder) (Johnston, 2009).ReferencesJohnston, J. (2009). Childhood sexual abuse and male homosexuality. Issue Analysis. Focus on the Family. Retrieved September 29, 2009 from: http://www.citizenlink.org/FOSI/homosexuality/concerns/A000010060.cfmPurcell, D. W., Patterson J. D., & Spikes, P. S. Jr. (2008). Childhood Sexual Abuse Experienced by Gay and Bisexual Men: Understanding the Disparities and Interventions to Help Eliminate Them. New York: Oxford University Press.
ReferencesJohnston, J. (2009). Childhood sexual abuse and male homosexuality. Issue Analysis. Focus on the Family. Retrieved September 29, 2009 from: http://www.citizenlink.org/FOSI/homosexuality/concerns/A000010060.cfm