SEX EDUCATION- PSYCHO SEXOLOGY

1. The field of psycho sexology 1.1. The object of psycho sexology 1.2. The code of ethics of the educators, counsellors, and psychotherapists in the field of psycho sexology 1.3. Interdisciplinarity in psycho sexology 2. The human sexuality 2.1. Child and adult sexual development 2.2. The attachment theory 2.3. The sexual scenerio 2.4. Normal intimacy and difficulties in establishing the intimacy 3. Normal and pathological aspects in psycho sexology. Sex education 3.1. Sexual motivation 3.2. Sexual fantasy 3.3. Body image and sexuality 3.4. Sexual dysfunctions and disorders basic elements
Objectives: after studying this chapter, the students will be able to: 1. define basic concepts in psycho sexology and sex education 2. examine student behaviour regarding sexuality 3. identify normal and pathological behaviour patterns in terms of human sexuality 4. monitor patterns of attachment 5. know the theoretical foundation of interventions applied in sexuality issues Recommended bibliography: 1. Berne, Eric, 2006, Ce spui dup bun ziua, Editura Trei, Bucuresti. 2. Chapman, Gary, 2007, Cele cinci limbaje ale iubirii, Curtea Veche, Bucuresti. 3. Enchescu, Constantin, 2009, Tratat de psihosexologie, Polirom, Bucuresti. 4. Foucault, Michel, 1995, Istoria sexualittii, Editura de Vest, Timisoara. 5. Moreau, Andre, 2006, Dragoste si sexualitate, Editura Trei, Bucuresti. 6. Prior, Robin; O Connor, Joseph, 2006, NLP si relatiile de cuplu, Curtea Veche, Bucuresti. 7. Stekel, Wilhelm, 1997, Psihologia eroticii feminine, Editura Trei, Bucuresti.

OVERVIEW
The proposed contents of this course are an integrative approach to the key issues of human sexuality. It explains the main theories underlying the practice of psycho sexology and sex education, which are presented in interactively, each theoretical section being accompanied by practical applications. References are made to knowledge of normal and pathological sexual development, specific means of intervention and evaluation techniques.

1. THE FIELD OF PSYCHO SEXOLOGY

The first chapter aims to familiarize students with the major areas of study of psycho sexology, as well as areas of intervention of sex education, according to the latest research in psycho sexology today. It stresses the interdisciplinary aspect of psycho sexology and the contribution of school psychologists, social worker, sociologist, psychotherapist and counsellor to young people's sexual education and specific psychosocial counselling in sexology. Ethical issues are discussed concerning psychological counselling sexology.

1.1. THE OBJECT OF PSYCHO SEXOLOGY

Psycho sexology is a branch of psychotherapy dealing with sexual dysfunction and issues related to them. Psycho sexology is divided into several sub-branches: The study of normal sexuality, The psychosexual pathology, The psycho hygiene of sexuality, The couple psycho sexology, The psycho sexological psychotherapy or the sexual psychotherapy, in Anglo-Saxon countries known as the sex therapy.

1.1.1. The history of psycho sexology The history of psycho sexology is closely linked to the history of sexuality. The history of psycho sexology actually begins with Greek and Roman antiquity. The medical history records many concerns about genital anatomy and physiology during antiquity, the first European treaty on art and seduction is the Roman poet Ovid, Ars Amatoria. In

medieval China appeared the first sexology treaty called Su-Nui-Jing, and in Tunisia a manual of love appeared, the Arab equivalent of the Kamasutra. But Italy was the birthplace of the first scientific studies related to human sexual organs, Leonardo da Vinci was the one who made the first anatomical studies of the internal sexual organs and made the first scientific description of sexual intercourse and pregnancy.

1.1.2. Sex education Sex education is a broad term used to describe the education about human sexual anatomy, sexual reproduction, sexual relationships and other aspects of human sexual behaviour. The main transmitters of sex education are parents, school programs and public health campaigns. Although sex education is part of many schools, it remains a controversial issue in some countries, particularly regarding the age at which children should start receiving such education and the amount of information to be disclosed and themes related to sexuality and behaviour such as sexual ethics.

1.2. THE CODE OF ETHICS OF THE EDUCATORS, COUNSELLORS, AND PSYCHOTHERAPISTS IN THE FIELD OF PSYCHO SEXOLOGY
1.2.1. Competence and integrity Professional competence is the responsibility of the therapist, who should have appropriate training and should be able to recognize the limits of competence. The therapist participation is required in the continuing education programs. The therapist has the obligation not to mislead customers about his professional training and he will not recommend unqualified people as therapists. For advice from a colleague, it is prohibited to charge a fee, if the therapist becomes emotionally involved, the customer will be referred to another therapist.

1.2.2. Ethical, moral and legal standards For value judgments involving the therapist's personality, it is necessary to have a supervisor. The therapist will not participate in activities directed against the customer, does not enter into dual relationships, that is personal, social, sexual or business relationships with

the customer. The customers self-determination must be respected. The therapist needs specialized training covering the following problems: Anatomy and Physiology Development of sexuality throughout life, from a socio-psychological perspective Sexual values, behavioural and socio-cultural facets Human sexual response Dynamics of sexual and interpersonal relations Dynamics of family relationships and marital sexuality Personal and sexual problems Ethical issues Gender issues, with personal and social impact Therapeutic techniques

1.3. INTERDISCIPLINARITY IN PSYCHO SEXOLOGY

1.3.1. The role of school counsellor in sex education The school counsellor must be involved both in sex education and in sexual counselling in schools. The role of the advisor is to participate in planning, developing and teaching sexual education programs, to provide psychosexual counselling to young people with problems in the sphere of sexuality, to treat at the level of advice sexual dysfunction that is suitable to psycho education and behavioural interventions.

1.3.2. The role of the social worker in sex education and psycho sexology Most social workers are least prepared in the field of human sexuality. As a result, many of them avoid to refer clients questions of sexuality, because they themselves do not feel comfortable discussing these issues. As a result, the social worker may have clients who engage in risky sexual behaviours that are overlooked by the social worker.

1.3.3. Sexual abuse. Means of intervention The experience in child abuse leads to confusion and overwhelming emotions that affect perception of its own. The child may come to believe that it is bad or dirty, and that the abuse is his fault. Often the abuser encourages this regard, often striving to keep the abuse secret. If the child is believed and supported, then these types of interactions can be

disrupted. If the abuse is disclosed or if the child is not believed and continues to be influenced by secrecy and self-accusation, then as an adult his interactions in adult relations may promote further the earlier answers and beliefs; he can blame himself, he is hurt if there are problems related to sexuality, he may seek professional help and receives a diagnosis that confirms its view, that he is a person with problems. Therapy in sexual abuse includes as main steps: Outsourcing the problem Locating the dominant story in the context of interaction and a broader social context. Developing an alternative story

2. THE HUMAN SEXUALITY

The second chapter reviews the main aspects of sexual development in children and adolescents, primarily referring to the attachment theory and the impact of childhood attachment on the patterns of attachment to adolescent and later adult, with possible development of difficulties in establishing intimacy in the couple. Another important aspect is the sexual scenario, the models learned in childhood and adolescence with regard to cultural prohibitions and permissions. The transactional analysis model is discussed and it is performed an integration of theoretical models in explaining human sexuality.

2.1. CHILD AND ADULT SEXUAL DEVELOPMENT

2.1.1. Stages of sexual development in children Uterine scans show that the sexual life, the sexual behaviour is still present during the intrauterine period: boys have erection, and girls have vaginal lubrication. During the intrauterine period, the capacity for imitation develops, and the bond between baby and mother is created. Sexual psychological and sociological differentiation is achieved since early childhood by: The formation of secure or anxious type of attachment The way the physical touch is made by parents.

2.1.2. The theory of objection relations Early interactions between child and parent are the foundation of his attitudes towards self and the others. Children form their characteristic patterns of interaction and a repertoire of defences and strengths. People grow through interaction with real people and form an internal world that contains representations that shape the way adults expect and perceive their worlds interpersonal events. The nature of these relationships profoundly affects the structure of the id, ego and super hero.

2.1.3. Sociological theories of sexuality People have varying sexual behaviour, very closely linked to biological reproduction, at least at the individual level. Many of the key concepts of psycho-sexology sexuality are explained socially, because the intra-psychic events do not provide a sufficient explanation. Sex is not a private behaviour. If sex would really be something private, then there would not be a condemnation of nonstandard sexual acts, unless they had it public and made without consent. But ethnic and cultural groups are identified by their rules and sexual habits. People do not simply interpret physiological sexual relationship, but the symbolic system itself creates sexual experience.

2.2. THE ATTACHMENT THEORY

2.2.1. The attachment of the child From the original assumptions made in the attachment theory, the following testable hypotheses can be derived: At any age, the quality of care will be accumulated at the early history of attachment, as a predictor of psychopathology, when adapting is always the common product of current circumstances and early history; The broader issues of current context, including relations outside the family, stress and challenges increase predictability over early attachment; A cumulative history of maladjustment will be more pathogenic then a single period of poor functioning, the pathology being more likely, as the way how the maladjustment was followed over time; The change in itself will be predictable in the light of changes in the stress and support area.

2.2.2. Patterns of adult attachment The separation of a person of primary attachment, parent or romantic partner is a stressful event for people of all ages. Separation leads to anxiety and activates a series of behavioural responses whose function is to restore contact with the person of attachment. However, separation does not have such effects on some people. There are four main styles of adult attachment: Secure attachment, the adult has positive believes about himself and the availability and responsiveness of the close ones; Fearful attachment - avoidant, the adult has feelings of low self evaluation, low selfesteem and negative expectations about the availability and responsiveness to others; Preoccupied attachment, the adult is hyper vigilance towards the attachment and generally feels that the others have not invested in him in the same manner in which he has invested in them; Avoidant attachment, the adult denies the importance of close relationships and he is involved in his own independence.

2.2.3. Sexual dysfunctions and patterns of attachment Some people try to turn off the attachment system exactly when the attachment behaviour would be most adaptive, i.e. when there is a threat to security or stability of the relationship. Adults with preoccupied attachment with a high level of anxiety in relationships tend to be sensitive to the possibility of separation or reject, and have strong emotional and behavioural reactions to separation and loss. They tend to seek contact and support from the partner before a longer period of separation. Avoidant attachment adults engage less in search of contact and other behaviours to keep the relationship.

2.3. THE SEXUAL SCENERIO

2.3.1. Elements of scenario theory transactional analysis The sexual script is what leads to romantic encounters, where there are learned interactions. Romantic encounters are considered to be conducted in accordance with a script if the parties use one of the following: Reference to the predictable stages

Referring to common knowledge Reaching consensus through collaborative discourse General and hypothetical use of courts Active verbalization From a sociological point of view, emotions arise in relation to dominant sexual

scripts and sexual identity. The sexual scenario may result from how the child is brought up by social construct beliefs.

2.3.2. Sexual scenario and the scenario of life The sexual scenario is a form of social construct, but incorporating individual and cognitive assumptions, sometimes ignoring the social context. The theory of the social scenario is based on the assumption that people follow a script when building internalized sense result of behavioural responses and emotions. The sexual scenario gives meaning and direction to the response to sexual cues and to the sexual behaviour. The perspective of the sexual scenario may help to review the contents of the own sexuality and of the partners. Each person builds his own sexual scenario based on personal experience and social learning. The theory of the sexual scenario implies that the differences between men and women are learned and can be modified.

2.4. NORMAL INTIMACY AND DIFFICULTIES IN ESTABLISHING THE INTIMACY

2.4.1. The interpersonal pattern of intimacy Intimacy occurs through repeated interactions over time. As the person interprets and assimilates experiences in these interactions, she forms a general perception which reflects the degree to which the relationship is intimate. This pattern highlights two fundamental behaviours of intimacy: self-disclosure and partner responsiveness. Self-disclosure refers to verbal communication of information, thoughts and personal feelings of another person. Revealing the inner self is the most closely related to experience intimacy. The most important self-revelation is feelings and emotions.

2.4.2. Intimacy and emotions We should not look the cognitive processes as referring to internalized mental states, but rather as public verifiable aspects of behaviour. The mental states of others are available directly in the form of shares. Emotions cannot be separated from the physicality and gestures, which are rooted in intimacy.

2.4.3. Fear of intimacy People who are afraid of intimacy are anxious regarding intimate relationships. In general, the belief of these people is that they do not deserve love and support from the others. The fear of intimacy has three defining features: Content, i.e. the ability to communicate personal information; Emotional valence, which refers to feelings about personal information shared; Vulnerability, signifying the opinion relative to the person with whom he has intimate relationships.

3. NORMAL AND PATHOLOGICAL ASPECTS IN PSYCHO SEXOLOGY. SEX EDUCATION

The third chapter emphasizes pathological aspects of the sexual development, resulting from perceptions of motivation, imagination and body image. There are discussed prejudices, normal aspects and ways of assessing the child, the adolescent and the adult regarding sexual motivation and the links between the pattern of sexual scenario and the attachment theory, on the one hand, and means of intervention. The issue of sexual orientation and concepts relating to sexual orientation are discussed.

3.1. SEXUAL MOTIVATION

3.1.1. Sexual strategy theory and strategic pluralism In addition to the reasons already documented why people have sex there may be many other similar reasons. For example, sex can be used to reward a partner or as a favour in exchange for something your partner did or sex can be used to punish a partner. Sex can be used to enhance the relation, turning a short term relationship into a long term relationship.

3.1.2. The main motivations for engaging in sexual activity Sex is a resource - something that the person can give and another person may want. As a resource, sex can be traded for other resources, favours, privileges. Prostitution is a classic example of sex offered for money. Sex is viewed in a broader social and cultural context, with implications for prestige, status and reputation. In some groups to have sex with multiple partners can increase a person's reputation. Sometimes, sex can harm the state and reputation, so that the person hides his sexual relations within the group. Research shows that men are motivated by purely physical reasons, while women are motivated by emotional reasons. Men have sex more frequently than women in order to remove stress and to increase the feeling of power. Women are more motivated by experiencing love or increased psychological involvement. The factors that motivate sexual activity can be grouped into the following categories: physical emotional to achieve a goal insecurity.

3.2. SEXUAL FANTASY

3.2.1. The main categories of sexual fantasies Sexual fantasies are dreams during the day, imaginary visions, speculations, thoughts related to sexual activity. Everyone has fantasies of a certain level, fantasies are a fundamental part of human subjects. Exploring sexual fantasies refer to the tendency for sexual variety and excitement and the high score in this kind of powerful sexual fantasies indicate momentum, which is more common in men than in women. Intimate sexual fantasies link to the search and the pleasure found in a deep involvement in a limited number of relationships. There are no significant differences between men and women. Impersonal sexual fantasies refer to the interest in fetishes, clothing, movies and other indirect sexual manifestations, by providing a low value to feelings and personality. Such fantasies are more common in men than in women and are interpreted as an indicator of an increased interest in sex to man and as an indicator of intimacy and satisfaction in women.

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Sado-masochistic sexual fantasies are associated with the bearing or causing pain during sexual arousal. They may include games such as binding the partner. They are more common in men.

3.2.2. The role of sexual fantasies in normal sexual life Sometimes people worry when they have sexual fantasies, thinking that if they have a fantasy with a person other than the spouse / partner then it is an act of treason. But evidence shows that people who have the most active sexual fantasies are also those who have happy relationships and trust. In fact, they explore mental contexts in which they have no intention to be in physically. Sexual fantasies have a lot of benefits, because sex begins in the brain. It increases desire and sexual arousal when there are sexual fantasies. Sexual fantasies can bring added variety in long-term sexual relationships.

3.3. BODY IMAGE AND SEXUALITY

3.3.1. Erotic capital and physical attractiveness The erotic capital is the power that a person has as a result of sexual attraction on anyone. The erotic capital is a type of capital together with the social, symbolic and cultural capital. Some of these are natural attributes (height, colour) while the others can be acquired (by body-building, liposuction, makeup, hair) is inter-convertible exotic capital with other forms of capital.

3.3.2. Self-esteem and body image The body image contributes to forming the self-image, it is our subjective idea about how we look, the conceptualization of personal appearance. The body image refers to our experiences related to our own body and to our views towards them. The image about the body means that all our senses that are involved in the formation of complex experiences. The attitude towards the own body develops in childhood, frustrations began to appear along with the installation of adolescence. Parents feedback is very important in shaping the views about their bodies.

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3.3.3. Body image disturbances and the impact on sexuality When it comes to body image distortion, examination shows that the most affected are the girls (ratio of 1 boy to 15 girls). From the results of a longitudinal study showed that girls tend to have a more negative self-image than boys. The same study concluded that negative self-image is a predictor of depression in girls, of physical inactivity in boys and of obesity in both sexes. For people who suffer from anorexia, is a distortion of body image. The patient sees fat even if it is weak or has a normal weight. It is interesting that the anorexics appreciate correct the conformation of others. In the case of bulimia there are concerns regarding the body weight, but, generally the patients appreciate the correct body image.

3.4. SEXUAL DYSFUNCTIONS AND DISORDERS BASIC ELEMENTS

3.4.1. Sexual dysfunctions can be lifelong or acquired, may be generalized or situational, can be due to psychological factors or mixed. Sexual desire phase dysfunction Hypo-responsive sexual desire Erectile dysfunction in men Sexual excitement phase dysfunction in women Anorgasmia in women and men Premature ejaculation dyspareunia vaginismus Usually focused on the couple Education Communication Cognitive therapy and behavioural techniques psychodynamic orientation

Dysfunction of sexual arousal phase

Orgasmic phase dysfunction:

Painful sexual dysfunction

Treatment of the sexual dysfunctions

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hypnotherapy Integrative therapy medication

COURSE SUMMARY
The chapter Sex education. Psycho sexology reviews the main issues relating to the psycho sexology, with emphasis on ethical issues involved in sexual education and psycho sexology. The chapter is structured on integrative principles, including elements of psychodynamic counselling, transactional analysis, intervention by means borrowed from art therapy, neuroprogramming, counselling and cognitive-behavioural psychotherapy, hypnotherapy. The means of intervention interventions discussed are formatted for both individual and group.

KEY CONCEPTS
1. ethics in psycho sexology 2. sex education 3. sexual motivation 4. sexual scenario and the scenario of life 5. attachment 6. privacy 7. sexual orientation 8. sexual dysfunction

BIBLIOGRAPHICAL RESOURCES
1. Aaroz, Daniel; Burte, James, 2001, Sexual Hypnotherapy for Couples and Family Counselors, Family Journal, 9(1), 75-81. 2. Beevar, Daniel; Beevar, Roger, 1988, Family Therapy. A Systemic Integration, Allyn and Balm Publishers, Massachusetts. 3. Berne, Eric, 2006, Ce spui dup bun ziua, Editura Trei, Bucuresti. 4. Chapman, Gary, 2007, Cele cinci limbaje ale iubirii, Curtea Veche, Bucuresti. 5. Enchescu, Constantin, 2009, Tratat de Psiho sexologie, Polirom, Bucuresti.

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6. Foucault, Michel, 1995, Istoria sexualittii, Editura de Vest, Timisoara. 7. Fraley, Roger; Sharer, P.R, 2002, Adult Attachement and the Supression of Unwanted Thoughts, Journal of Personality and Social Psychology, 73(5), 10801091. 8. Frith, Herbet, 2005, Reformulating Sexual Script Theory, University of Yale. 9. Immerman, R.S.; Makcey, W, 2003, Perspectives on human atatchement, Evolutionary Psychology, 1, 138-154. 10. Lupu, Viorel, 2007, Abordarea cognitiv-comportamentala n sexologie, Risoprint, Cluj Napoca. 11. Mestom, C.M; Buss, D.M., 2007, Why Humans have Sex, Sexual Behavior, 36, 477-507. 12. Moreau, Andre, 2006, Dragoste si sexualitate, Editura Trei, Bucuresti. 13. Prior, Robin; O Connor, Joseph, 2006, NLP si relatiile de cuplu, Curtea Veche, Bucuresti. 14. Sierra, Jose; Ortega, V; Zueidat, I, 2008, Confirmatory Factor Analysis of a Spanish Version of the Sex Fantasy Questionnaire, Journal of Sex and Marital Therapy, 32, 137-159. 15. Stekel, Wilhelm, 1997, Psihologia eroticii feminine, Editura Trei, Bucuresti. 16. Vasile, D.L, 2007, Introducere n psihologia familiei si Psiho sexologie, Fundatia Romnia de Mine, Bucuresti. 17. Wiedeman, M.W, 2005, The Gendered Nature of Sexual Scripts, The Family Journal, 13, 496-502.
18. White, Cheryl; Denborough, David, 1998, A colection of practice based writings,

Dulwich Centre Publications, Adelaide.

OTHER USEFUL RESOURCES

1. Francoeur, Robert, The International Encyclopedia of Sexuality, 2. Hawkins, Peter J, Hypnosis in family therapy, disponibil la disponibil la http://www2.hu-berlin.de/sexology/IES/index.html , accesat la 14.09.2010 http://www.europeanschoolofpsychotherapy.com/ESIP/Downloads_files/Hypnosis %20in%20Family%20Therapy.pdf , accesat la 14.09.2010

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