Human Sexuality Paper:Atypical Sexual Behavior

Multidisciplinary Analysis of Human Sexuality and Diversity Paper: Atypical Sexual Behavior

Student Learning Outcome(s) Assessed:
Students will develop foundational, professional skills necessary to succeed in the dynamic environment of the allied health fields and graduate-level academic programs, including:

Shared General Education Skills with Health Science Program Learning Outcomes

  1. Written and oral communication skills in order to serve as an effective health resource person as well as facilitate development and maintenance of collaborative relationships
    1. Scientific and APA Conventions: demonstrates detailed attention and successful execution of conventions of APA and scientific writing style.
    2. Sources and Evidence: demonstrates skillful use of high-quality credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing.
    3. Control of Syntax and Mechanics: uses graceful language that skillfully communicates meaning to readers with clarity and fluency.
  2. Cultural competence is necessary to work within diversity and account for contextual influences that impact health equity.
    1. Cultural Diversity Framework: demonstrates sophisticated understanding of the complexity of elements important to members of another culture.
    2. Cultural Self-awareness: Articulates insights into own cultural rules and biases.

General Education Essential Skills

  1. Interdisciplinary Learning
    1. Connection to Discipline: synthesizes in-depth information from relevant sources representing various points of view/approaches.
    2. Reflection and Self-Assessment: developing sense of self as a learner, building on prior experience to respond to new contexts.
  2. Life Long Learning and Inquiry
    1. Reflection and Self-Assessment: reviews prior learning in depth to reveal significantly changed perspectives on learning.
    2. Curiosity: explores a topic in depth, yielding a rich awareness and indicating interest in the subject.

Description of the Signature Assignment

The purpose of the assignment is to critically analyze information from academic sources; to practice reading professional writing; to recognize valid research and understand the results; to use good writing techniques to support ideas; to use multiple perspectives to look at a single issue of culture and gender; and to practice reflection and self-assessment on how research on a topic influences personal opinion.

Directions for Students

Multidisciplinary Analysis of Human Sexuality and Diversity

Learning Objectives

  1. Critically analyze information from academic/professional sources.
  2. Use electronic data bases to find articles.
  3. Practice reading professional writing and recognize valid research and understand the results.
  4. Practice using good writing techniques to support a thesis.
  5. Use multiple perspectives to look at a single issue of culture and gender.
  6. Practice reflection and self-assessment on how research on a topic influences personal opinion.

General Instructions

Select one of the topics listed below and develop a paper that analyzes issues of human sexuality from multidisciplinary perspectives. Apply concepts from three distinctly different disciplines of human study to analyze the particular phenomenon (see listing below, one from each column).  Incorporate theoretical frameworks, theoretical constructs and other “explanations” that have been used by these disciplines to create a perspective that will provide a possible “explanation” for the issue. This should be the way the discipline approaches the topic, it should not be a listing of findings.  For example do not give a historic account of the topic but rather how historians synthesize the historical significance of the phenomenon.  The last part of the paper is reflective. 

Selected Topics

(Additional topics can be used with instructor approval)

  • Human pair bonding
  • Romantic love
  • Infidelity
  • Gender roles
  • Promiscuity
  • Marriage and divorce
  • Homosexuality
  • Pornography
  • Prostitution
  • Sex education, formal and informal
  • Atypical sexual behavior
  • Sexuality in the elderly or disabled
  • Body image


Disciplines/Perspectives

Social Sciences Applied Sciences Diversity Component (must use a view different from own personal experience)
Psychology Biology/Physiology Cultural and Ethnic Studies
Sociology Law/Political Science Gender and Women Studies
History Education Religious Studies
Evolutionary Theory/Anthropology Medicine/Health Sciences  
Journalism, Media Studies & Communication Economics  

Content of your Paper

Please use subject headings when you change topics. When writing, make sure to clearly demonstrate which disciplines’ perspective you are analyzing. You should have a minimum of one source for each discipline.

Suggested Outline of paper

  1. Title page (include word count)
  2. Introduction
    1. Introduce topic
    2. Introduce the chosen disciplines/perspectives
    3. Thesis statement in Italics
  3. Social Sciences discipline
    1. In-depth look at the discipline’s perspective of the topic
    2. Comment on how this perspective is different from other disciplines
  4. Applied Sciences discipline
    1. In-depth look at the discipline’s perspective of the topic
    2. Comment on how this perspective is different from other disciplines
  5. Diversity framework
    1. Use insights from own cultural rules and biases to examine the topic
    2. Use at least one other United States culture/gender/ethnicity/religion’s framework to examine the topic
  6. Self-reflection
    1. Reflection on how self-perspective of the topic is changed after researching the topic
    2. Reflection on self as a learner: skills acquired from the assignment, insights into the research, and writing process
    3. Evaluate own learning from perspective of envisioning future improved self
  7. Conclusion
    1. Draw conclusion(s) by combining theories from the examined disciplines/perspectives
  8. References in correct APA, 6th edition style

Formatting & Requirements

  1. Length: Paper length is 1500 words minimum (excluding title page, references, and any graphics/tables or charts). Length should be determined by coverage of topics, some authors will need more than the minimum word count to appropriately cover all of the assignment requirements.
  2. Resources:  This is a research-based assignment, sources must be scholarly, use of web sites is allowed but they must be reliable and use references (i.e. they cite where there information came from). Minimum of 5 academic sources, one of which must be a peer reviewed journal article. Your text book, encyclopedias, and dictionaries do not count (they may be used as additional sources). Wikipedia is not an academic source, you also may not use ProCon. To be considered an academic source for this assignment the source must have a date and an author.
  3. Thesis:  Your thesis (in italics) should clearly state your opinion and not be a topic/introductory sentence.
  4. Formatting:
    1. Typed, double spaced, Times New Roman font, 1 inch margins, font size 12.
    1. Title page: including name, class section number, name of the assignment, your specific title for the assignment, and word count. 
    1. The entire assignment should be strictly double-spaced, with no additional space before or after each line (check you paragraph settings).
    1. Papers must have running headers and page numbers, on every page. This is in the header not the body of the document.
    1. Subject headings are required and should indicate the subject that will follow. APA format for a level one heading is; centered, boldfaced, with title case capitalization. You do not need a heading for your introduction.
    1. Citations must be in APA citation format for both in text citations and reference list. Cite all sources you use. When referring to a source cited in an article do not cite the original article if you did not read it, use “as cited in”.
  5. The assignment must use college-level writing including spelling, verb usage and tense, grammar, vocabulary, sentence formation and paragraph development.  Third person should be used for all sections of the paper except for the reflection part.  Use of direct quotes should be limited (not more than 10% of paper), paraphrasing is preferred for most situations.
  6. Please submit paper to Dropbox timely to avoid “computer malfunctions”; it can be done any time in the semester before the due date. To access Turnitin, go to BeachBoard and find the Dropbox. Double check that you paper has been submitted by checking your Turnitin Report (not Receipt). Preferred submission is MSWord, .doc format.
  7. Use the rubric to check your work for omissions.  Do not submit the rubric.

Plagiarism will not be tolerated, if in doubt, cite. Direct quotations (meaning the authors words) require quotation marks as well as citations.  Not understanding the need to use quotation marks is not a defense if you do not understand proper citation of quotes please see the instructor during office hours.

Solution

Human Sexuality and Diversity: Atypical Sexual Behavior

According to Rieger (2014), atypical behaviors are behaviors that are inconsistent with what is typical or what majority of the members of the society term normal. The behaviors contradict the society’s expectations of how an individual should act while interacting with others in the society. Atypical behaviors are typically expressed by a minority of the society’s population. Atypical sexual behaviors include a range of sexual activities and behaviors that fall outside the norm as per the society’s standards. Also known as paraphilia, these are activities that include uncommon sexual expression (Philaretou, Phellas, & Karayianni, 2011). The growing development of paraphilia in the society presents the issue as of great concern, more so where its practice threatens the wellbeing of other people in the society. The establishment of a sufficient understanding of atypical sexual behaviors is important to develop the ability to deal with the concern. This essay discusses the topic through the integration of the sociological, psychological, biological, and physiological perspectives to bring out an articulate understanding of the issue. Further, the study integrates a diversity framework that includes the application of own cultural rules/biases and the issue of gender and proceeds to offer a self-reflection,

People who reveal atypical sexual behavior have achieve sexual arousal and gratification by fantasizing about engagement in sexual activity or behavior that is viewed as atypical or extreme in the society. Such atypical sexual behaviors include fetishism, klismaphilia, necrophilia, exhibitionism, frotteurism, sexual sadism and masochism, voyeurism, zoophilia, coprophilia and urophilia, and transvestic fetishism among others. According to Birchard (2011), people depicting fetishism, transvestic fetishism, and sexual sadism attain sexual arousal by focusing on inanimate objects/body parts, from wearing clothing of the opposite sex, and from pain. Additionally, sexual masochism, klismaphilia, coprophilia, urophilia, and exhibitionism achieve sexual arousal after exposure to physical or psychological pain, after the reception of enemas, through contact with feces and urine and by exposure of their genitals to unwilling people. Moreover, voyeurism and frotteurism are sexual arousal associated with the observation of naked bodies or with people without their consent and the attainment of sexual pleasure by rubbing or pressing against an individual in a public or a crowded place. More sexual behaviors considered abnormal or atypical in the society exist.  

Psychological and Social Perspectives

            Numerous authors offer different psychological perspectives in the discussion of atypical sexual behavior. The psychological approaches first focus on the definition of what is normal in the society and whether failure to depict normalcy translates to psychopathology (in this case mental disorders) (Coon & Mitterer, 2013). Psychologists focus on the study of the mental, emotional and behavioral disorders also known as psychopathology. In the process, they engage in the definition of what is normal and what is not, through the study psychopathology. According to the perspective, people who depict atypical sexual behavior may be associated with some paraphilic disorders (Konrad, Welke, & Opitz-Welke, 2015). However, the social nonconformity does not always translate to mental illnesses. The approaches, however, define the different atypical sexual disorders as key psychological concerns developed over time, mainly from abusive childhood. Following the example, the approach asserts that there is a need for managing paraphilia through psychotherapeutic approaches.

            The psychological perspective argues that there is a thin line between what is normal or abnormal in the society and that social nonconformity should not always be translated as mental illness (Philaretou, Phellas, & Karayianni, 2011). Atypical sexual behavior and interaction between consenting adults, as some psychologists assert, should not be termed a mental illness. According to (Konrad, Welke, & Opitz-Welke, 2015), people with paraphilic disorders feel personal distress concerning their interest, which may not necessarily result from the society’s disapproval. Additionally, their sexual desire involves other people’s psychological distress, injury, death or the desire for sexual interaction with unwilling people or those unable to give legal consent.

The sociological perspective argues that atypical social behavior is learned from the social setting and uses the psychological perspective to argue that based on the definition of the paraphilic disorders, all paraphilias are not mental disorders. A person may learn and develop the atypical behaviors from other people or social platforms such as the media or pornographic sites. The development of the behavior or interests does not always mean that the person has a mental disorder. As such, the perspective argues for the destigmatization of consenting adults engaging in atypical sexual behaviors. According to sociologists, the pursuance of atypical sexual interests that do not pose psychological distress, injury, or death of another person should not be labeled a mental disorder. Doing so, as psychologists and the sociologists agree, promotes stigmatization of the processes and limits people from the enjoyment life. Moreover, the sociological view asserts that the application of the cognitive behavioral therapy can be effective in assisting paraphilics overcome their interests.

            The sociological and psychological approaches agree that atypical social interests/behaviors do not always translate to mental disorders. The interests can only be termed as disorders if one person hurts/injures (whether emotionally, psychologically, or physically) the other party or pursues his/her interest without the consent of the other (Konrad, Welke, & Opitz-Welke, 2015). Further, while the psychological and sociological perspectives argue that the interests/behaviors are developed over time or learned, the biological and physiological perspectives posit that the atypical behaviors are mainly embedded in a person’s genes or their development influenced by the hormones or physiology of an individual. Moreover, on treatment, all perspectives differ as psychological approaches advice for the application of the psychotherapeutic approach while sociological, biological, and physiological approaches argue for the cognitive behavioral therapy, pharmacotherapy, and physiological approaches respectively (Coon & Mitterer, 2013; Holoyda & Kellaher, 2016; Konrad, Welke, & Opitz-Welke, 2015).

Biological and Physiological Perspectives

According to the biological and physiological perspectives, the imbalance of hormones and neurotransmitters causes the development of paraphilia and paraphilic disorders (Holoyda & Kellaher, 2016). The perspectives argue for the application of various biological treatment to minimize hormonal imbalance and promote positive physiological and psychological changes. The biological approach contends that the use of pharmacological agents such as synthetic steroidal analogs, selective serotonin reuptake inhibitors, and gonadotropin-releasing hormone analogs is critical for the management of atypical sexual behavior and related disorders. According to the perspectives, the medications use different mechanisms of action and have different effects on the physiological and the psychological features of the disorders and the paraphilics (Holoyda & Kellaher, 2016). The approaches are similar to the medical perspective which recommends the application pharmacological approaches in the management of the traits and disorders. However, they differ with the psychological and sociological disorders by arguing that the paraphilias are biological.

Diversity framework

            Atypical sexual behaviors influence life in the society significantly. However, as the psychological and sociological perspectives argue, the behaviors are greatly influenced by the society and the cultures therein. Poor parenting with extreme and excessive discipline measures for children would cause the development of atypical sexual behaviors such as sexual sadism and masochism, viewing the paraphilias as possible escape from the rigid lives (Rieger, 2014). Moreover, social and emerging culture where pornography is rampant can lead to the development of learned behavior, in this case, paraphilia. Additionally, cultural rules and stereotypes lead to the continued promotion of atypical sexual interests. For instance, the notion that men are stronger than women makes it possible for men to promote their interests while targeting female victims.

            Many cases of paraphilia in the US are reported among the male gender. While as Konrad, Welke, and Opitz-Welke (2015) assert there is no sufficient explanation why men are more likely to develop or show paraphilic traits or disorders, it is most likely that men are able to openly advance their interests due to the existing portrayal of men as superior over women. Moreover, applying the sociological perspective one would argue that men easily assess platforms where they can learn paraphilia easily as compared to women. Further, if men, who are psycho-genetically programmed to pursue women, lack sociosexual skills are likely to develop or learn paraphilia for sexual gratification (Philaretou, Phellas, & Karayianni, 2011).

Self-reflection

            Researching on the atypical sexual behaviors played a significant role in the enhancement of my perspective on the topic. Initially, I viewed all paraphilias as abnormal and mental disorders. After the critical study on the topic, my point of view on paraphilias and paraphilics changed. Using the psychological standpoint, I now understand not all that is atypical is abnormal and vice versa. There is no abnormality in the development of paraphilia but understanding and distinguishing paraphilia and paraphilic disorders or atypical sexual disorders is critical. While the former does not injure or hurt anyone, the latter threatens the lives of people in the society as people suffering from the disorder are more likely to offend sexually. Further, I understood the different approaches for reducing paraphilias or assisting paraphilics to overcome the influence of the interests.

            Additionally, the research enhanced my ability to critically analyze and apply information from various scholarly articles. In search of the information, access to different databases was critical and so was the evaluation of the credibility of the sources, the thorough analysis and keen integration into the research. The incorporation of the different perspectives in the research was of significant importance in sharpening my research skills. I believe that in future, I will be more efficient in conducting research, evaluating the credibility of sources, and applying information from different scholarly sources to create a dependable, reliable, and credible research.

Conclusion

The discussion of the atypical sexual behavior sheds light on an issue of great concern. Atypical sexual interests are a major cause of sexual offenses in the society. Paraphilics are more likely to engage in sexual activities that infringe on other people’s rights, or cause psychological distress, emotional or physical injury, or death. Understanding the difference between the atypical sexual interests and the point in which they can be termed as disorders is critical to the development of effective measures for the reduction of their negative impact on the society. The different perspectives offer critical knowledge about the topic. The integration of the perspectives enhances understanding of paraphilias. The psychological, sociological, physiological, and biological perspectives assert that the development of the atypical sexual behaviors occurs over time, is learned, stems from physiological changes, or from hormonal/neurotransmitter imbalance. They suggest the psychotherapeutic approach, the cognitive behavioral therapy, and the administration of different medications for balancing hormones. Forming an integrated approach for dealing with the disorders and paraphilia, in general, would guarantee success. Moreover, it is important to destigmatize atypical sexual interests when all the parties are adults and consenting.   

References

Birchard, T. (2011). Sexual Addiction and the Paraphilias. Sexual Addiction & Compulsivity 18 (3), 157-187.

Coon, D., & Mitterer, J. O. (2013). Introduction to Psychology: Gateways to Mind and Behavior. Wadsworth: Cengage Learning.

Holoyda, B. J., & Kellaher, D. C. (2016). The Biological Treatment of Paraphilic Disorders: an Updated Review. Current Psychiatry Reports 18 (2), 1-7.

Konrad, N., Welke, J., & Opitz-Welke, A. (2015). Paraphilias. Current Opinion In Psychiatry, 28 (6), 440-444.

Philaretou, A. G., Phellas, C. N., & Karayianni, S. S. (2011). Sexual Interactions: The Social Construction of Atypical Sexual Behaviors. Boca Raton, FL: Unoversal Pub.

Rieger, E. (2014). Abnormal Psychology: Leading Researcher Perspectives. Sydney: McGraw-Hill Education Australia.

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