Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| HUMAN SEXIULITY | PSY4216837 | Spring Semester | 3+0 | 3 | 6 |
| Course Program | Cuma 10:00-10:45 Cuma 11:00-11:45 Cuma 12:00-12:45 Cumartesi 10:00-10:45 Cumartesi 11:00-11:45 Cumartesi 12:00-12:45 Pazar 10:00-10:45 Pazar 11:00-11:45 Pazar 12:00-12:45 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Hasan Galip BAHÇEKAPILI |
| Name of Lecturer(s) | Lect.Dr. Elçin TUNÇKOL |
| Assistant(s) | |
| Aim | The aim of this course is to examine human sexuality from physiological, anatomical, psychological, and neuroscientific perspectives. The course focuses on the human sexual response cycle, sexual behavior, and related biological, psychological, and cultural factors. By integrating current neuroscientific findings and theoretical approaches, students will develop a holistic, scientific, and critical understanding of sexuality. |
| Course Content | This course contains; Course structure, requirements, and expectations Introduction to terminology,Development of the genital system ,Anatomy and function of pelvis and pelvic floor muscles,The somatosensory system and its importance in sexuality,Human sexual response Arousal, desire, and sexual motivation ,Consciousness,Male sexual organs and sexuality,Female sexual organs and sexuality ,Orgasm,Trauma and sexuality,Student presentations and discussion,Student presentations and discussion,Student presentations and discussion,Submission of final paper Closing discussions and reflections Brainstorming future research directions in human sexuality. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 1. Identify the physiological, anatomical, and psychological foundations of human sexuality. | 1 | A, C |
| 2. Explain the sexual response cycle and the biological, psychological, and cultural factors that influence it. | 1, 3 | A, C |
| 3. Discuss current neuroscientific research on human sexual behavior. | 1, 14 | A, C |
| 4. Evaluate the development of sexual behavior and sexual identity within psychological frameworks. | 1, 10, 3 | A, C |
| 5. Critically reflect on social norms, biases, and cultural influences related to sexuality. | 1, 10, 3 | A, C |
| 6. Analyze human sexuality from a multidisciplinary perspective and interpret scientific data. | 1, 10, 14 | A, C |
| Teaching Methods: | 1: Mastery Learning, 10: Discussion Method, 14: Self Study Method, 3: Problem Baded Learning Model |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Course structure, requirements, and expectations Introduction to terminology | |
| 2 | Development of the genital system | |
| 3 | Anatomy and function of pelvis and pelvic floor muscles | |
| 4 | The somatosensory system and its importance in sexuality | |
| 5 | Human sexual response Arousal, desire, and sexual motivation | |
| 6 | Consciousness | |
| 7 | Male sexual organs and sexuality | |
| 8 | Female sexual organs and sexuality | |
| 9 | Orgasm | |
| 10 | Trauma and sexuality | |
| 11 | Student presentations and discussion | |
| 12 | Student presentations and discussion | |
| 13 | Student presentations and discussion | |
| 14 | Submission of final paper Closing discussions and reflections Brainstorming future research directions in human sexuality |
| Resources |
| Presentations https://apastyle.apa.org/style-grammar-guidelines/ Carlson, N. R., (Ed.). (2013). Physiology of behavior. Pearson Ishak, W. W. (Ed.). (2017). The textbook of clinical sexual medicine (No. 25328). Switzerland: Springer International Publishing. Kandel, E. R., Schwartz, J. H., Jessell, T. M., Siegelbaum, S., Hudspeth, A. J., & Mack, S. (Eds.). (2000). Principles of neural science (Vol. 4, pp. 1227-1246). New York: McGraw-hill. Neves, S. (2022). Sexology: The Basics. Routledge. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | X | |||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | ||||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | X | |||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | ||||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | ||||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | X | |||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | X | |||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | X | |||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | X | |||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | X | |||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | ||||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | ||||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | ||||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| HUMAN SEXIULITY | PSY4216837 | Spring Semester | 3+0 | 3 | 6 |
| Course Program | Cuma 10:00-10:45 Cuma 11:00-11:45 Cuma 12:00-12:45 Cumartesi 10:00-10:45 Cumartesi 11:00-11:45 Cumartesi 12:00-12:45 Pazar 10:00-10:45 Pazar 11:00-11:45 Pazar 12:00-12:45 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Hasan Galip BAHÇEKAPILI |
| Name of Lecturer(s) | Lect.Dr. Elçin TUNÇKOL |
| Assistant(s) | |
| Aim | The aim of this course is to examine human sexuality from physiological, anatomical, psychological, and neuroscientific perspectives. The course focuses on the human sexual response cycle, sexual behavior, and related biological, psychological, and cultural factors. By integrating current neuroscientific findings and theoretical approaches, students will develop a holistic, scientific, and critical understanding of sexuality. |
| Course Content | This course contains; Course structure, requirements, and expectations Introduction to terminology,Development of the genital system ,Anatomy and function of pelvis and pelvic floor muscles,The somatosensory system and its importance in sexuality,Human sexual response Arousal, desire, and sexual motivation ,Consciousness,Male sexual organs and sexuality,Female sexual organs and sexuality ,Orgasm,Trauma and sexuality,Student presentations and discussion,Student presentations and discussion,Student presentations and discussion,Submission of final paper Closing discussions and reflections Brainstorming future research directions in human sexuality. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 1. Identify the physiological, anatomical, and psychological foundations of human sexuality. | 1 | A, C |
| 2. Explain the sexual response cycle and the biological, psychological, and cultural factors that influence it. | 1, 3 | A, C |
| 3. Discuss current neuroscientific research on human sexual behavior. | 1, 14 | A, C |
| 4. Evaluate the development of sexual behavior and sexual identity within psychological frameworks. | 1, 10, 3 | A, C |
| 5. Critically reflect on social norms, biases, and cultural influences related to sexuality. | 1, 10, 3 | A, C |
| 6. Analyze human sexuality from a multidisciplinary perspective and interpret scientific data. | 1, 10, 14 | A, C |
| Teaching Methods: | 1: Mastery Learning, 10: Discussion Method, 14: Self Study Method, 3: Problem Baded Learning Model |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Course structure, requirements, and expectations Introduction to terminology | |
| 2 | Development of the genital system | |
| 3 | Anatomy and function of pelvis and pelvic floor muscles | |
| 4 | The somatosensory system and its importance in sexuality | |
| 5 | Human sexual response Arousal, desire, and sexual motivation | |
| 6 | Consciousness | |
| 7 | Male sexual organs and sexuality | |
| 8 | Female sexual organs and sexuality | |
| 9 | Orgasm | |
| 10 | Trauma and sexuality | |
| 11 | Student presentations and discussion | |
| 12 | Student presentations and discussion | |
| 13 | Student presentations and discussion | |
| 14 | Submission of final paper Closing discussions and reflections Brainstorming future research directions in human sexuality |
| Resources |
| Presentations https://apastyle.apa.org/style-grammar-guidelines/ Carlson, N. R., (Ed.). (2013). Physiology of behavior. Pearson Ishak, W. W. (Ed.). (2017). The textbook of clinical sexual medicine (No. 25328). Switzerland: Springer International Publishing. Kandel, E. R., Schwartz, J. H., Jessell, T. M., Siegelbaum, S., Hudspeth, A. J., & Mack, S. (Eds.). (2000). Principles of neural science (Vol. 4, pp. 1227-1246). New York: McGraw-hill. Neves, S. (2022). Sexology: The Basics. Routledge. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | X | |||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | ||||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | X | |||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | ||||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | ||||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | X | |||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | X | |||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | X | |||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | X | |||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | X | |||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | ||||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | ||||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | ||||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |