NORTHERN CARIBBEAN UNIVERSITY

College of Humanities, Behavioural & Social Sciences

Department of Behavioural & Social Sciences

Spring 2019

DEGREE BACHELOR OF SCIENCE

MAJOR:

COURSE NAME: Human Sexuality Issues and Process

COURSE CODE: PSYC224

NUMBER OF CREDITS: 2

NUMBER OF HOURS: 45 hrs

NAME OF LECTURER: Marsha Gooden, M.Sc.

SCHEDULE Tues. and Thurs. 9:30 pm – 10:50 pm

EMAIL ADDRESS: marsha.gooden@ncu.edu.jm

OFFICE HOURS: Mondays and Wednesday 9:30-10:30am

Tuesdays & Thursdays 3:30-4:30pm

CONTACT NUMBER: 876-963-7363

PREREQUISITES N/A
IMPORTANT INFORMATION

Your course outline is the first officially, and possibly the most important, document in this class.
You MUST read your course outline. All information on assignments, grades, policies and
deadlines are contained in this outline. I will not answer questions regarding course works and
deadlines if they are stipulated here. If there are important changes to this document, I will
address same prior to the deadlines; otherwise, whatever is written here represents the
parameters/boundaries of this class.

COURSE LEARNING OUTCOMES

At the completion of this program, students should be able to:

1. Appreciate the sexuality of self and others

2. Understand the biological, psychological and sociological basis of human sexuality.
3. Understand the range of sexual behaviours particularly from a Jamaican/Caribbean
perspective.
4. Understand sexual difficulties that may develop and approaches to treatment and therapy.
5. Critically assess and analyze issues relating to sexuality
6. Differentiate between paired concepts such as: Sexism and sexist; gender role and gender
identity; and sex and gender.
7. Be cognizant of atypical sexual behaviours
8. Be able to critically evaluate issues relating to sexual behaviours.
9. Understand sexuality as it relates to different cultures.
10. Be better informed regarding issues of sexuality and sexual behaviour
11. Understand ethical issues and dilemmas in relation to human sexuality

Integration of Faith and Learning Outcomes:

Throughout the course students should:

 Explain ways in which religious principles/beliefs affect sexuality and sexual decision
making process of self and others.
 Understand ethical issues and dilemmas in relation to human sexuality.
 Interpret the following text in context of the course content: Psalm “We are fearfully and
wonderfully made”
 Appreciate the uniqueness and diversity of Human Sexuality
 Understand that God made man as sexual beings

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NCU Values and Attitudes: Focus

1. Christlikeness 2. Integrity 3. Justice

Christlikeness:
I, Marsha Gooden and all the students of PSYC224: Human Sexuality Issues and Process class,
commit to exercising the highest levels of Christlikeness in all actions during this semester in
relation to the following:

1. Handling student issues in a fair and equitable manner

2. Displaying honesty with submitted work
3. Displaying kindness to each other
4. Displaying humility, compassion and unselfishness to each other
5. Showing confidence in all things through Christ who strengthens me. (Philippians 4:13)

Integrity:

The facilitator and students will undertake learning experiences that exercise the highest levels of
integrity such as:

• Honouring deadlines in submission of assignments.

• Practising academic honesty with respect to the use of published works and other intellectual
property.
• Participating equally in group work and activities.
• Good stewardship of tools, equipment and other resources in the teaching learning
environment.
• Give fair evaluation to student work.
• Display proper deportment and conduct.

Justice:

The facilitator and all students will exercise the highest level of justice and fairness in all actions
related to this course in the areas of:

• Fair grading for tasks submitted for evaluation.

• Timely feedback and redress of inquiries, challenges, issues, grouses.
• Impartial treatment of all students regardless of race, age, religious affiliation, nationality or
ethnicity.

Access to Computer and Internet Resources: Completing these course requirements

necessitates regular access to computer technology and the Internet. If a student does not have a

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personal computer with Internet access, computers on the University’s Main Campus and
Extension Sites are available for student use.

Civility, Courtesy and Respect: As professionals, mutual respect is required; the instructor
expects all class members to communicate in a professional and courteous manner. While
everyone may feel passionate about a particular subject and is entitled to his/her opinions,
classroom discourse must always be conducted in a respectful and civil tone. No disrespectful or
disparaging comments about gender, ethnicity, religion, et cetera will be tolerated.

Honour Code: Regulations on plagiarism and other forms of cheating are strictly enforced. Since
engaging in either activity may result in very serious penalties, including failing grades, or
dismissal from the University, you should endeavour to avoid such activities. Any assignment or
work submitted for this course must not have been submitted for any other course. No written or
digitally authored work may be submitted for academic credit more than once. If you have
questions about how this may apply to an assignment you are considering for this course, please
ask the facilitator for clarification.

Students with a Disabling Condition: Any student who, because of a disabling condition, may
require some special arrangements in order to meet course requirements, should communicate with
the instructor in a timely manner, to seek such special considerations. Students should present
appropriate verification from the relevant administrative office at the University. There is no
guideline indicating that special considerations be given prior to completion of the existing
university verification process.

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COURSE CONTENT

Unit I – Introduction: Exploring Sexuality and Gender Identity

Content Topics
Chapter 1: What is Human Sexuality?
 The Study of Human Sexuality
 Sexuality and Values
 Thinking Critically About Human Sexuality.
 Perspectives On Human Sexuality

Chapter:2 Female Sexual Anatomy & Physiology

 External Sex Organs
 Internal Sex Organs
 The Breasts
 The Menstrual Cycle and Common Problems.
 The Associated Functions of External and Internal Female Structures.

Chapter 3: Male Sexual Anatomy and Physiology

 External Sex Organs
 Internal Sex Organs
 Health Problems of The Urogenital System
 Male Sexual Functions

Chapter 4: Gender Identity, Gender Roles and Sex Differences

 Definitions  Being Transgender
 Genetic Factors in Sexual  Gender Reassignment
Differentiation  Gender Roles and Stereotypes
 Development of Females  Gender Roles and
 The Role of Sex Hormones in Sexual Differentiation Sexual
 Descent of the Testes and the Ovaries Behaviours
 Sex Chromosomal Abnormalities  Gender Differences
 Gender Identity  Gender Typing and Process of
Gender Typing
 Prenatal Brain Organization
 Psychological Perspectives
 Social Cognitive Theory
Chapter 5: Sexual Orientation
 Getting Oriented Toward Sexual Orientation
 Surveys on number of persons that are heterosexual, homosexual, bisexual
 Kinsey Continuum

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  Perspectives on Gay Male and Lesbian Sexual Orientations
 Biological Perspectives
 Psychological Perspective
 Adjustment of Gay and Lesbians
 Sexual Orientation in Contemporary Society
 Same Sex Marriages

Activities/Assessment: discussions, quiz,

Concepts/Terms:, human sexuality, value system, critical thinking, gender, gender roles, internal
and external sex organs

UNIT II: Sexuality and Response

Content Topics
Chapter 6: Attraction and Love
 Physical Attractiveness
 Cross Cultural Standards of Beauty  Smell: Does the Nose Know Best?
 How Behavior and Names Affect Perceptions of Physical Attractiveness
 The Attraction-Similarity Hypothesis  Love: “The Morning and the Evening Star”
 Romantic Love
 Contemporary Models of Love: Dare Science Intrude?  Styles of Love
 Sternberg’s Triangular Theory of Love

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Chapter 7: Sexual Response and Sexual Behavior
 Sexual Response  Erogenous zones
 Masters and Johnson’s:  Sexual Response and the Brain
 Excitement Phase  Sex Hormones and Sexual
 Plateau Phase Response
 Orgasmic Phase  Sex without a Partner
 Resolution Phase  Historical Medical Views of
 Kaplan’s Three Stages of Sexual Response: Masturbation & Techniques
 Desire  Sex with a Partner
 Excitement  Sexual Intercourse: Positions and
 Orgasm Techniques
 Controversies about Orgasm  Sexual Fantasies
 Effects of Drugs on Sexual Arousal
Activities/Assessment: discussion, quiz, surveys. sectional

Concepts/Terms:
attraction, reciprocity, agape, phillia, eros, infatuation, intimacy, passion, commitment,
communication, masturbation, sexual orientation, homophobia, abortion, childbirth,
contraceptives

UNIT III: Issues on Sexual Behaviour

Instructional Outcomes
At the end of this unit students should be able to:

1. Define physical attractiveness

2. Identify the Relationship between Attraction and Love
3. Differentiate between solitary sexual behaviour and sexual behaviour with others.
4. Explain sexual orientation.
5. Describe and explain issues of infertility and fertility
6. Critically assess the concept of abortion and its related issues
7. Compare and contrast the issues of childhood sexuality and that of sexuality in adulthood.

Content Topics
Chapter 8: Relationships and Communication.
 Meeting Online
 Developing Intimacy: Self-esteem
 Caring, Commitment & Jealousy
 Jealousy and Evolutionary Theory
 Cognitive Theory
 Loneliness
 Sexual Communication

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Chapter 9: Conception, Pregnancy and Child Birth
 Conception: Against All Odds
 Infertility and Assisted Reproductive Technology
 Pregnancy
 Early Effects of Pregnancy
 Prenatal development
 Chromosomal and Genetic Abnormalities
 Childbirth
 Postpartum Period

Chapter 10: Contraception and Abortion

 Contraception
 Hormonal Methods of Contraception
 The Social and Historical Context of Contraceptive Use.
 Methods of Contraception
 Barrier Methods of Contraception
 Abortion
 Methods of Abortion

Chapter 11: Sexuality Through the Lifespan

 Childhood
 Early Childhood
 Preadolescence
 Adolescent
 Adulthood
 Sex in Later Years
 Sex and Disability

Activities/Assessment: Discussion, presentations, quiz, sectional

Concepts/Terms: abortion, childbirth, contraceptives

UNIT IV: Sex and Sexual Issues

Instructional Outcomes:

At the end of this unit students should be able to:

• Identify types of sexual dysfunctions
• Be aware of treatments for sexual dysfunctions

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 • Explore and discuss issues of sexual disease.
• Develop an awareness of varying forms and types of Atypical sexual behaviour.
• Be knowledgeable about the issues of sexual coercion
• Describe impact of illicit/commercial sex on the society and value systems of individuals.

Content Topics
Chapter 12: Sexual Problems & Solutions
 Introduction
 Types of Sexual Problems
 Sexual Desire Disorder
 Sexual Arousal Disorders
 Orgasmic Disorders
 Sexual Pain Disorders
 Origins of Sexual Dysfunctions: A Biopsychosocial Approach
 The Masters and Johnson Approach
 Intervention: The Integration of Sex Therapy and Psychotherapy…

Chapter 13: Sexual Transmitted Diseases/Infections

 An Epidemic
 Bacterial Infections
 Vaginal Infections
 Viral Infections
 Ectoparasitic Infestations
 Prevention of STIs

Chapter 14: Atypical Sexual Behaviour Chapter 15: Sexual Coercion

 Normal vs Deviant Sexual Behaviours  Introduction
 Paraphilic Disorders  Rape
 Fetishistic disorder  Incidence of Rape
 Partialism  Types of Rapes
 Transvestism  Social Attitudes, Myths and
 Exhibitionism Cultural Factors That
 Obscene Telephone Calling and Chat-Scatophilia Encourage Rape
 Voyeurism  Psychological
 Sexual Masochism Characteristics of Rapists
 Sexual Sadism  Adjustment of Rape
 Frotteurism Survivors
 Other Paraphilias  Rape & Psychological
 Theoretical Perspective Disorders
 Treatment of Paraphilias

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Chapter 16: Selling Sex  Treatment of Rapist and Child
• Prostitution and Sex Work Molesters
• Pornography  Confronting a Rapist
 If You Are Raped, It Is Suggested That You  Childhood Sexual Abuse
 Treatment of Rape Survivors  Treatment of Rapists and Child
 Rape Prevention Molesters
 Sexual Abuse of Children  Sexual Harassment
Activities/Assessment: Discussions, presentations, quiz, Final evaluations

Concepts/Terms: STI, sexual dysfunction, sexual arousal disorders, sexual desire disorders, sexually
transmitted infections, bacterial infections, Paraphilias, rape, sexual assault , pedophilia,

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ASSESSMENT
1. Class Attendance and Participation. Class attendance and participation constitutes a part of
your grade. Students are required to read ahead of class and will be asked direct questions
based on the reading or chapter that will be discussed. Activities may include group
interactions, roles play, impromptu debates, outside the class room- vox-pox, surveys/opinion
polls etc.

2. Online Discussion and Posting-students will be required to check their Learning

Management System (LMS) on a regular basis for discussion posts and activities that may
account for online learning sessions. Discussion posting may require participation in different
activities, such as reflective commentary on in-class content presentation, assigned readings,
video reviews etc. These discussions are part of your overall evaluation and are not
reopened after closure for any one individual, if reopened on my discretion - it will be
for the entire class only.

3. Attend at least ONE (1) Social Emotional Well-being Seminar (SEW) or professional
development seminars for the semester. Seminars are organized by the NCU counselling
centre and are announced by CCMPR via email. Your attendance to the seminar must be
signed by the organizers of the seminar. It’s your responsibility to read your email and be
aware of the seminar announcement date. Where necessary, students may attend other
seminars/conferences being held on the campus to ensure this requirement is met. Each
student is expected to prepare a summary of 200-250 words which is to be shared with the
class via an online discussion on the Aerion system. The summary should include:
a. a brief description of at least two (2) concepts that were meaningful to you from the
seminar
b. how you can incorporate one (1) of these concepts to improve your personal or
professional development.

4. Sectionals and Quizzes. These assessments may consist of multiple choices, true or false, short
answer, essay and case analysis questions. Quizzes may be done on each new chapter/topic.
Students are required to source the texts and read before each class. Quizzes are not repeated
outside of the time they were administered without valid reason, that can be verified.
Sectionals: students with legitimate reason to miss a sectional-need to seek permission to do
the sectional within the following week. It’s the student’s responsibility to find a suitable time
outside of class time to sit the sectional.
Content within the prescribed texts that were given as reading assignments are likely to appear
on the sectional and on the final exam, even if the materials were not covered in class –
Everything presented in your texts is fair game. It is highly unlikely you will obtain an “A” in
this class if you do not read the text/reading materials.
NB: I do not give make-up work for students who did poorly on sectionals-please resist the
temptation to ask for special favours. Any make-up that may be granted will be for the entire
class and not any one individual.
5. Group Presentation: Students will be assigned to groups to present a chapter/topic from the
text.
a. The group is required to submit a presentation plan to the facilitator on the day of the
presentation before the presentation begins (plans will not be accepted after the
presentation) The presentation will be evaluated based on the grading rubric for group
presentations.
b. A formal quiz prepared and printed will be administered by the presenting group. The quiz
should constitute 2 multiple choices, 2 true/false and 1fill in the blank questions. Groups
that omit this step of their seminar will lose the value of the quiz points from their
presentation. Each group is responsible for scoring the quiz and submitting the results to
the facilitator. Group members must be dressed professionally for their presentation.

Each Group is allotted 50 mins for presentation & Quiz and must engage the class in at
least one discussion. The remaining time will be used for feedback from the class and
facilitator. Each group is responsible for finding unique and creative ways to present the
information. This is a group effort and should be treated as such.

NB: Any group member who misses his/her presentation will not be allowed to do an individual
presentation/make up. Please ensure you are present for group meetings and on the day of
presentation. Group leaders are advised to speak with me prior to presentation date of any
member who refuses to be compliant with the group’s plans and activities.

The rest of the class will evaluate and provide feedback to the presenting group. In your
evaluation consider the following areas from the “observer perspective”
1. Did the group appear to be organized and professional in their presentation?
2. Did the group seem prepared for their presentation?
3. Did the presentation hold your interest?
4. Did the group present the topic in a balance way?
5. Did the group make appropriate application to the Jamaica/Caribbean context?
6. Did the group make relevant spiritual application?
7. Did the group have appropriate questions for class discussion?
8. Did the group lead the discussion in a clear, straightforward manner?
9. What was especially effective/ineffective in the group presentations?

6. Debate: Students will in their groups research and prepare to debate the pros and cons of a
specific topic as related to the course content. Further clarification will be given in class.
7. Final Evaluation: students will complete an in class final written paper which replaces the
end of semester written final examination. The final evaluation will be a Case Analysis to
assess application and critical thinking skills and, evaluate the depth of students' understanding
of the content for them to apply what they learnt to practical situations (25%)

Excuse will not be granted for completing your final evaluation. If for some legitimate
reason you are unable to participate in any of the final evaluation, you will need to petition to
Academic Administration to do same at another time.

DATES PSYC224_A:CLASS SCHEDULE Spring 2019 Tues/Thurs

8-Jan What is Human Sexuality?
17-Jan Female Sexual Anatomy and Physiology
24-Jan Male Sexual Anatomy and Physiology
31-Jan Guest Presenter Tentative
5-Feb Gender Identity, Gender Roles and Sex Differences
7-Feb Online Discussion - Gender Identity
SECTIONAL #1 (online) MCQ ALL topics to date
12-Feb Sexual Orientation Groups
14-Feb Groups
19-Feb Atypical Sexual Behaviour
26-Feb Attraction and Love Group 1 Quiz
28-Feb Sexual Response and Sexual Behavior Group 2 Quiz
5-Mar Relationships and Communication Group 3 Quiz
7-Mar Conception, Pregnancy and Child Birth Group 4 Quiz
12-Mar Contraception and Abortion Group 5 Quiz
Sex Orientation, Atypical,
Attraction Love, Sex Resp and
14-Mar SECTIONAL #2 (in class) MCQ, Short Answer Beh, Relatnshps Commnctn
19-Mar Sexuality Through the Lifespan (Childhood to Adol) Group 6 Quiz
21-Mar Sexuality Through the Lifespan (Adulthood) Group 7 Quiz
26-Mar Sexual Problems and Solutions Group 8 Quiz
28-Mar Sexual Coercion Group 9 Quiz
2-Apr Selling Sex Group 10 Quiz
4-Apr Guest Presenter Tentative
9-Apr Debates: 2/5
11-Apr Debates: 2/5
16-Apr Debates: 1/5
18-Apr Final Evaluation (Case)
24-Apr Examination Period
 PRESENTATION PLAN
To Be Used as a Guide by the Student for Presentations or Classroom Sessions
Presenter: ___________________________ Venue: __________________________________
Topic: _____________________________________ Time: ___________ Duration: _________
Class/Audience: ________________________________________ Date:___________________

GENERAL OBJECTIVE
A statement of the overall purpose of the presentation.
SPECIFIC/BEHAVIOURAL OBJECTIVES
These are sub-goals to be covered in order to meet the general objective. They should be measurable.
There should be both cognitive and affective objectives. (See reverse side of this page for words that
can be used in writing these intended outcomes for the audience).
VALUE INTEGRATION
State the importance of the topic to enhancing success in all or any of the following: personal
development, interpersonal relationships, and academic and career success
(e.g. Respecting the rights of others is important to developing healthy social relationships).
CONCEPT
Define the main concept for the purpose of the lesson (e.g. Self-esteem is the value one places on
oneself).
CONTENT
Include a summary of the presentation focusing on the main points to be presented.
PROCEDURE- State who will do and how, as well as the time for each activity.
This outlines how the concept to be presented will be introduced and developed/processed. There
must be a clear introduction, body, and conclusion. The introduction may include a brief video
presentation, short role play, or presentation of a picture or a poem etc.
Step I: Method used to convey content (e.g. questioning, activity, or icebreaker).
Step II: Method used to process concept. Please ensure that enough time is allotted for
processing audience’s concerns and feelings. Sensitive issues may be deferred but not
overlooked. Relate topic to participants’ experiences as deemed necessary.
Step III: Culminating activities.
Evaluation I: A culminating activity to determine if objectives or intended
outcomes were realized.
Evaluation II: Your overall evaluation of the presentation (process and outcomes)
and what could be done differently for subsequent classes/presentations. This step
would be oral feedback after your presentation.
REFERENCES
Using the APA format, include a reference of sources (books, magazines, periodicals, videos etc.) utilized in
the preparation of the presentation.
RESOURCES
Please list/attach handouts, printouts of visual aids, and/or other printed material to be used in presentation.
 SAMPLE PRESENTATION PLAN
Presenter: ______________________ Venue: _______________________________
Topic: Drug Abuse Period: _______ Duration: 35 minutes Class: Form 3
Date: November 20 – 23, 2000

GENERAL OBJECTIVE
To show that seemingly harmless drugs like marijuana and alcohol have devastating physical and social effects on the
body.
SPECIFIC/BEHAVIOURAL OBJECTIVES
Students should be able to:
 Identify at least five substances that are harmful to the body (including marijuana and alcohol).
 List at least three physical and social effects of marijuana and alcohol on the body.
 Cite at least three reasons why people use these specific drugs.
 Demonstrate two ways of avoiding and/or managing pressure to abuse drugs
Affective objective: express feelings associated with the use of marijuana and alcohol, i.e., with regards to self and
others.
VALUE INTEGRATION
Abstaining from drug use is important in enhancing interpersonal and intrapersonal relationships as well as academic
and career success.
CONCEPT
Drugs can be defined as any substance that cause or create any significant physiological changes in the body.
PROCEDURE
Introduction:
Questions and answer:
Students will be asked by Guidance Counsellor to share their definition of drugs.
Discussion:
The Counsellor will share and explain the following concept:
“Putting sugar in the oil tank of a car interferes with the smooth running of the car.” The same is true with putting drugs
into the body.
Body
 Definition of a drug.
 Statement that drugs can be harmful or helpful (cite example).
 Physical, mental and social effects of alcohol and marijuana.
Conclusion: Presentation of the body as a gift from God.
Evaluation I: Role-play will be conducted in groups to depict the following:
1. Physical and social effects of marijuana and alcohol on the body.
2. Reasons for using drugs.
3. Ways and reasons for avoiding drug use.
4. Expression of feelings about using alcohol and marijuana.
Assignment: Group construction of posters/fliers with information about popular harmful substances to be presented
at the next class session.
Evaluation II: The lesson did not get around to alcohol because responses to views on marijuana were quite
disheartening. Students believe the myths: Drugs (ganja) help you to meditate. “Group presentation of why/why not
to use marijuana saw many students choosing to use the drug.
Presentation Rubric (Print this page & attach to your presentation plan)
 NB: For Any written assignments:
Your assignment will NOT be marked without the Rubric hence you are to copy and paste/print the
relevant rubric and attached at the back of your assignment. You are advised to pay attention to the rubric
for each assignment and read carefully the requirements to complete the assignment.

Late assignments are not tolerated. If accepted after valid excuse may still be penalized. Penalty for late
assignments: 1 point for each day the assignment is late.

All written assignments must have the department’s cover page and be posted on LMS before
submission of hard copy (when required). The purpose of posting is to check for plagiarism by Turn-it-in.

CLASS EVALUATION
Activities Points Percent

Participation (5) 30 15
Social Emotional Well-being Seminar (10)
Debates (10)
Online Discussion (5)
Written Assignments, Quizzes 30 15
Group Presentation (on chapter or topic) 30 15
Sectional One 30 15
Sectional Two 30 15
Final Evaluation (Case. Individual Written Paper) 50 25

Total 200 100

GRADING SCHEME:
Grade A A- B+ B B- C+ C C- D+ D F

Percentage 90-100 85-89 80-84 75-79 70-74 65-69 60-64 55-59 - 50-54 0-49
Score

Quality 4.00 3.67 3.33 3.00 2.67 2.33 2.00 1.67 1.33 1.00` 0.00
Points

Definition Superior Superior Superior Above Above Above Average Average below below below
average average average average average average

Note. Percentages below 60 and letter grade below C represents non-performance and incomplete work and
requires a redo of the course.
 GENERAL INFORMATION, CLASS EXPECTATIONS & REQUIREMENTS:

1. Attend classes: See the University’s absence policy.

2. Turn off cell phone/s and other electronic devices during class sessions unless being used for class activities.
3. Be fully registered for class in order to access LMS (Learning Management System) for class materials and
submission of assignments (when required) and online discussions.
4. Take responsibility for their education. Students who have challenges that affect their academics and
turning in assignments on time have the responsibility to talk with the facilitator early. Waiting until the
end of the semester to voice concerns and ask for allowances is irresponsible and will not guarantee
leniency.
5. Actively participate in class devotions, discussions and activities whether in/outside the class room.
6. Participate fully in the planning and execution of all group assignments. Students who do not comply will
be awarded a ‘0’ for the assignment.
7. Submit all (unless otherwise instructed) written assignments with the department’s standard cover page,
typed in 12 points font (Times New Roman, or Courier), paginated and doubled spaced.
8. Carefully observe assignments and due dates. It is Not my responsibility to be reminding you of
assignments and due dates that are written in your course outline and/or assignment sheet.
9. NB: For Any written assignments:
Your assignment will NOT be marked without the Rubric hence you are to copy and paste/print the relevant
rubric and attached at the back of your assignment. You are advised to pay attention to the rubric for each
assignment and read carefully the requirements to complete the assignment.
10. Late assignments are not tolerated. If accepted after valid excuse may still be penalized. Penalty for late
assignments: 1 point for each day the assignment is late. Absence from class or computer lab/printer
failures are not acceptable excuses for late assignments
11. All written assignments must have the department’s cover page and be posted on LMS before submission
of hard copy (when required). The purpose of posting is to check for plagiarism by Turn-it-in.
12. Required Texts/Reading. Students MUST acquire the required texts/reading for this class. In class I will
be doing mainly interactive discussions based on assigned readings. Short lectures may be done and are
geared towards expanding difficult concepts, theories, and highlighting grey areas within the subject matter.
13. Students are expected to read ahead of class time and come with questions relating to concepts they
find difficult to understand. You will choose to read ahead of class time as this in the ONLY way you will
get a conceptual understanding of the course material and value for your tuition. Students who choose not
to read ahead, risk failing this course as the material is dense and not all major concepts may be
discussed in details during class however they may appear on sectionals and exams.
14. Attend Research Day activities hosted by the College (HUBSS). Students are required to attend research
day activities that will be hosted by the College and in particular by the Department. A register will be
taken at the different sessions.
15. Assigned Grades: Grades are earned, not given. As such, grades will not be arbitrarily raised for any
reason. If, you desire to earn an ‘A’ grade in this course, start the semester by putting forth the required
effort to earn an ‘A’ or other grade and be sure you continue with that effort until the term ends. This
includes reading the text, completing online/other discussion, studying the material well in advance of
exams, and asking questions when you don’t understand something. If you are having difficulties, make an
appointment to meet with the instructor and do not wait until the end of the semester or after you complete
your final exam.
16. Extra Credit: Extra credit is not offered in an effort to allow you to improve your grade but given to those
who wish to work to expand and increase their understanding of the course materials. During the course I
may offer the following extra credit: Extra online discussion questions if completed to earn the points; In
class questions: Sectionals and exams may have extra questions. Extra credits will not exceed 10 points for
the semester. I will not give individual extra credit to increase your grade. Any offered extra credit
 opportunity must be made available to the entire class. Therefore, no student will be allowed an extra credit
opportunity any different than was offered to the class as a whole. Please do not ask for special exceptions.
17. Clinical/Counselling Resources: It is not unusual for topics covered in psychology courses to elicit
unexpected issues for students. If you feel you, or someone you know, needs counselling, please contact
the university’s Counseling and Psychological Services Center situated next door to Jamaica Hall. All
services are free and completely confidential.
18. Course Outline and Course Changes: The syllabus may be modified at any time to meet the objectives
of the course or accommodate the needs of students. This may include change in the order of events,
alteration of requirements, or adjustment of grading procedures. In the event that such changes are
necessary, students will be notified right away and a revised course outline/assignment sheet will be
posted on LMS.
19. Honour Code: Regulations on plagiarism and other forms of cheating are strictly enforced. Since engaging
in either activity may result in very serious penalties, including failing grades, or dismissal from the
University, you should endeavour to avoid such activities. Any assignment or work submitted for this
course must not have been submitted for any other course. All sources used in any presentation must be
properly cited. ‘Cutting and pasting’ will not be accepted as students’ legitimate work, as this constitutes
fraud, which is a criminal offence. No personal written or digitally authored work may be submitted for
academic credit more than once. If you have questions about how this may apply to an assignment you are
considering for this course, please ask the facilitator for clarification.
20. DISCLAIMER: The Instructor reserves the right to withhold graded assignments for departmental use.
Feedbacks will however be given to students whose assignments have been selected.

REFERENCE MATERIALS

MAIN TEXT:

Rathus S., Nevid, J., Fichner-Rathus, L., (2014/2018). Human Sexuality in a World of Diversity (10th
ed.). Allyn and Bacon:

SUPPLEMENTARY TEXT:

Baumeister, R. & Tice D. (2001). The Social Dimension of Sex. Allyn and Bacon.
Strong, B., De Vault C., and Sayad B.W. (1996). Core Concepts in Human Sexuality. Mayfield Publishing
Company.
Waithe, Nelson A. (1993). Caribbean Sexuality: A Pastoral Counsellor looks at Family Patterns and
the Influences of Culture on Caribbean People. United States of America.
Kirszner, L. G. & Mandell, S. R. (2004). The Pocket Handbook for Psychology (2nd ed.). Boston, MA:
Thomson Wadsworth.
Also see recommended readings and list of resources at the end of each chapter. As the
course progresses the instructor will provide additional references. Websites:
http://www.ejhs.org (Electronic Journal of Human Sexuality) http://www.apa.org
(American Psychological Association) http://adventist.org/beliefs/statements.html (Official
Statements of the S.D.A. Church)