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Psychology 330 - Homework #1 Due August 24 Student #:
(1)
Which of the topics listed
on the class schedule interests you most and why?
(2)
If you were to submit this
homework assignment by slipping it under or taping it to my office door at noon
on August 24, how many points would you receive? (You can figure this out by
reading the grading section of the syllabus.)
Psychology 330 - Homework #2 Due August 26 Student #: Write down how some aspect of your romantic or sexual feelings
or behaviors might be explained by one of the theoretical perspectives discussed
in Chapter 2. (For example, a person might say “When I am dating someone and I
sense it is time for us to kiss for the first time, I get anxious. I think my
anxiety is best explained by the sociological perspective, because my religious
upbringing conveyed that it was wrong to kiss someone I did not intend to
marry.” Or that same person might instead suggest “I think my anxiety is best
explained by classical conditioning, because the first time I kissed a girl she
slugged me.”)
Psychology
330 - Homework #3 Due August 29 Student #:
Imagine that a
researcher finds that men in prison for committing rape were more likely to
report being exposed to pornography before commission of the crime than were men
in prison for committing other violent crimes.
The researcher concludes that exposure to pornography induces sexual
violence. Is the researcher drawing a valid
conclusion from this data?
Why or why not?
Psychology 330 - Homework #4 Due August 31 Student #: In the summer of 2002, Why do you think there are such laws that require women, but
not men, to cover their breasts? And why do you think that (whatever you just said) is?
Psychology 330 - Homework # 5 Due September 2 Student #: We often use the terms "male" and "female" in this class. Indeed, the categories "male" and "female" are common—seemingly inescapable—ways for us to organize our social world. But how do you define whether a person is a male versus a female? Is it based on genes, or organs, or behaviors, or what?
Psychology 330 - Homework #6 Due September 14 Student #:
The following are some questions you may wish to consider when making the
decision about whether or not to become a parent. If you might become a parent
in the future, in the spaces below please indicate what issues listed (if any)
make you more confident or less confident about choosing parenthood and why. If
you are already a parent, in the space below please indicate what issues (if
any) you wished you had given more consideration prior to becoming a parent.
Health
Are you in reasonably good health? Are you under 20 or over 35 years of age? Do
you have any behavior or conditions that could be of special concern, such as
drug use (including smoking or drinking), hypertension, diabetes, sexually
transmitted diseases, or anemia? Do you or your partner have a family history of
a heritable genetic problem such as hemophilia, sickle cell anemia, or Tay-Sachs?
Finances
Will your health insurance cover the costs of pregnancy, prenatal tests,
delivery, and care for the mother and baby before and after the birth? Can you
afford baby supplies, such as diapers, car seat, clothing, food, and medical
supplies?
Education, Career & Childcare
Have you completed as much of your education as you want? Have you established
yourself in a career, if that is important to you? Will one parent leave his or
her job to care for the baby? If so, how will this impact the family budget? If
not, is there a childcare arrangement? Have you investigated parental leave and
company-sponsored child care? Do both spouses agree on childcare arrangements?
Lifestyle & Social Support
Would you be willing to give up the freedom to do what you want when you want?
Would you and your partner be willing to restrict your social life and spend
more time at home? Are you prepared to single parent if you partner leaves or
dies? Do you have a network of family and friends who will help you with the
baby?
Readiness
Are you prepared to have someone totally dependent on you for survival 24 hours
a day? Are you willing to devote at least 18 years of your life to being
responsible for a child? Do you think time spent with children is well spent? Do
you have enough love to give a child? Can you express affection easily? Do you
have safe ways of handling anger, frustration, and impatience?
Relationship with Partner
Does your partner want a child? Is he or she willing to ask these same questions
of himself or herself? Have you and your partner discussed your reasons for
wanting a child? Can you discuss all of the above issues clearly and calmly?
Have you and your partner discussed each other's feelings about religion, work,
family, child raising? Are your views compatible? Is your relationship stable?
Could you provide the child with a good home environment?
Psychology 330 - Homework #7
Due
September 23 Student #: Your assignment is to get a condom. Second, if you got one for
this homework or in the recent past, please describe your experience (of getting
it, not using it, that is.) If you did not get one, please describe why not and
if you had to get a condom right away, how would you do it? Psychology 330 - Homework #8 Due September 28 Student #: Gender: M / F Please describe your experience of the phase of your sexual response cycle that occurs after orgasm.
Due September 30
Student #:
What makes sexual or
intimate contact (or fantasies about such contact) feel good to you?
To "stimulate" your
thoughts, here are some examples of things that might make a difference: (a)
your feelings about yourself, the other person(s), and the relationship, (b) the
type of sexual contact (e.g., cunnilingus, kissing, woman-on-top intercourse, a
touch on the cheek) and the sequence in which different activities occur, (c)
the situation (where, when, what was happening before, what would be happening
afterwards, what was going on in your life at the time), (d) your health and
mental state. If you are not sure what makes sexual contact feel good to you,
try comparing some specific sexual or romantic experiences in which you were
versus were not aroused and happy.
Due October 5
Student #:
Briefly describe a memory you have from around the time of puberty that relates
to sexuality, romance, or the experience of puberty itself—for example,
menstruating for the first time, recognizing you were attracted to someone,
reactions to what was happening to your body, sexual explorations (alone or with
another person), and so on.
Psychology 330 -
Homework #11 Due October
10 Student #: How old are your parents? How often do you think your
parents engage in intercourse or oral sex? (If your parents are no longer
together due to separation, divorce, or death, then please note this along with
your estimates). How often do you think you
will engage in intercourse or oral sex when you are the age your parents are
now?
Due October 12
Student #:
Consider those persons—or that one special person—to whom you are sexually and
romantically attracted. What do you think have been important sources of that
attraction?
Alas, being attracted to someone is less fun if that someone is not the least
bit attracted to you. What have you done (if anything) to make people—or that
one special person—attracted to you?
Human Sexuality – Homework #13
Due October 21
Student #: Sternberg’s Triangular Love Scale
As you complete the following scale, respond using the name of the person you love. If you are not currently in a love relationship, think about a past one, or try to imagine a future love relationship. If you are in a relationship, you may want to ask your partner to complete the scale so that you can compare his or her views with yours—uh, but then again, maybe you don’t. Anyway, rate your agreement with each item by using numbers ranging from –5 (I disagree completely), to 0 (neutral), to +5 (I agree completely). Use numbers in between to indicate intermediate degrees of agreement. Intimacy Component
1.
I am actively supportive of _______’s well-being.
2.
I have a warm relationship with ______.
3.
I am able to count on ______ in times of need.
4.
______ is able to count on me in times of need.
5.
I am willing to share myself and my possessions with ______.
6.
I receive considerable emotional support from ______.
7.
I give considerable emotional support to ______.
8.
I communicate well with ______.
9.
I value ______ greatly in my life.
10.
I feel close to ______.
11.
I have a comfortable relationship with ______.
12.
I feel that I really understand ______.
13.
I feel that ______ really understands
me.
14.
I feel that I can really trust ______.
15.
I share deeply personal information about myself with ______. Passion Component
16.
Just seeing ______ excites me.
17.
I find myself thinking about ______ frequently during the day.
18.
My relationship with ______ is very romantic
19.
I find ______ to be very personally attractive
20.
I idealize ______.
21.
I cannot imagine another person making me as happy as ______ does.
22.
I would rather be with ______ than anyone else.
23.
There is nothing more important to me than my relationship with ______.
24.
I especially like physical contact with ______.
25.
There is something almost “magical” about my relationship with ______.
26.
I adore ______.
27.
I cannot imagine life without ______.
28.
My relationship with ______ is passionate.
29.
When I see romantic movies and read romantic books, I think of ______.
30.
I fantasize about ______. Commitment Component
31.
I know that I care about ______.
32.
I am committed to maintaining my relationship with ______.
33.
Because of my commitment to ______, I would not let other people come between
us.
34.
I have confidence in the stability of my relationship with ______.
35.
I could not let anything get in the way of my commitment to ______.
36.
I expect my love for ______ to last for the rest of my life.
37.
I will always feel a strong responsibility for ______.
38.
I view my commitment to ______ as a solid one.
39.
I cannot imagine ending my relationship with ______.
40.
I am certain of my love for ______.
41.
I view my relationship with ______ as permanent.
42.
I view my relationship with ______ as a good decision.
43.
I feel a sense of responsibility toward ______.
44.
I plan to continue my relationship with ______.
45.
Even when ______ is hard to deal with, I remain committed to our relationship. Scoring: Add your scores for the items on each of the three components—Intimacy, Passion, and Commitment—and divide each total by 15. This will yield an average rating for each subscale. The higher the number, the more you think your love relationship is characterized by that component. For example, you may find that your passion score is higher than your commitment score, a pattern common in the early stages of an intense romantic relationship. You might find it interesting to make a copy of the questionnaire and then do it again in a few months to see if your feelings about your relationship are changing over time.
Psychology 330 - Homework #14 Due October
24 Student #: Please describe an issue
that you’ve found difficult to discuss with a current, past, or potential
boyfriend or girlfriend or spouse (or someone else with whom you are or were
very close). If possible, describe a
particular time that you communicated (or tried to communicate) about this
issue. How did it go? What do you think contributed to the interaction going
well or poorly?
Psychology 330 - Homework #15 Due October 26 Student #: Gender: M / F What is a question that you have always wanted to ask the other gender? Is there anything you have always wanted to tell the other gender? Note: Your homework may be used in an exercise that involves it being viewed by other students in the class.
Psychology 330 - Homework #16 Due October
28 Student #: What do you believe are the
reasons why you have the sexual orientation that you have?
Psychology 330 - Homework #17 Due October
31 Student #: If I were to have some gay,
lesbian, or bisexual students speak with our class, what are one or two
questions that you would want to ask these individuals?
Psychology 330 - Homework #18 Due November
4 Student #: Do you or anyone you know
well have unusual erotic attractions; for example, one of the sexual variations
mentioned in class or in the book, or perhaps an unusual recurrent fantasy even
if you have never enacted that fantasy? If so, please tell us about it. If not,
are there for you (or anyone you know well) specific, non-interpersonal things
that enhance enjoyment of sexual activity (e.g., silk sheets)?
Psychology 330 - Homework #19 Due November
9 Student #: As
we’ll discuss in our next class, sexual harassment is governed by federal law
and has been addressed by university policy for several decades (I encourage you
to read the policy at
www.webs.uidaho.edu/fsh/3220.html ). However, the university has not had an
official policy regarding what constitutes problematic consensual romantic or
sexual relationships between individuals affiliated with the university and how
such relationships would be handled. Such a policy is currently being developed
and is likely to be voted on by our Faculty Senate on November 8. Please read a
draft of the policy (at
www.class.uidaho.edu/klocke/draftconsensualrelationshippolicy.doc ) and then
write down your thoughts about it.
Psychology 330 - Homework #20 Due November
16 Student #: Gender: M / F Have you had experience with pornography? If so, give an example and describe your reaction (e.g., aroused, disappointed...)
Due November 30
Student #:
What sexual problems
have you or people you know experienced, if any? (For the purpose of this
assignment, feel free to mention problems even if they have not been persistent
or distressing enough to constitute a sexual disorder.)
Due December 5
Student #:
If you were talking with someone who was HIV+ or who had AIDS, what are one or two questions you would want to ask that person?
Due in class December 9 (no
late assignments accepted, even for half credit!) Student #:
Please give an example of a piece of misinformation
about sex that you once heard or read—for example, something one of your friends
or siblings might have said, something you read, etc... |
