Sistema Universitario Ana G. Méndez Florida Campuses 210 DLP... · deberán utilizar el idioma...

Sistema Universitario Ana G. Méndez Florida Campuses

School for Professional Studies Universidad del Este, Universidad Metropolitana, Universidad del Turabo

PSYC 210

Human Sexuality

Sexualidad Humana

© Sistema Universitario Ana G. Méndez, 2010 Derechos Reservados.

© Ana G. Méndez University System, 2010. All rights reserved.

PSYC 210 Human Sexuality 2

Prep. 2010. Jasmin Suarez-Cordero, MA.

TABLA DE CONTENIDO/TABLE OF CONTENTS

Páginas/Pages

Prontuario ...................................................................................................................................... 4

Study Guide ................................................................................................................................. 16

Workshop One ............................................................................................................................ 28

Taller Dos ..................................................................................................................................... 32

Workshop Three ......................................................................................................................... 37

Taller Cuatro ............................................................................................................................... 41

Workshop Five/Taller Cinco ...................................................................................................... 46

Anejo A/Appendix A ................................................................................................................... 52

Anejo B/Appendix B ................................................................................................................... 54

Anejo C /Appendix C .................................................................................................................. 55

Anejo D/ Appendix D .................................................................................................................. 56

Anejo E/Appendix E ................................................................................................................... 58

Anejo F/Appendix F .................................................................................................................... 61

Anejo G/Appendix G .................................................................................................................. 62

Anejo H/Appendix H .................................................................................................................. 63

Anejo I/Appendix I ..................................................................................................................... 65

Anejo J/Appendix J..................................................................................................................... 66

Anejo K/Appendix K .................................................................................................................. 67

Anejo L /Appendix L .................................................................................................................. 68

Anejo M /Appendix M ................................................................................................................ 69

Anejo N /Appendix N .................................................................................................................. 70



Anejo O/Appendix O .................................................................................................................. 72

Anejo P/Appendix P .................................................................................................................... 73

Anejo Q /Appendix Q ................................................................................................................. 74



Guía de Estudio

Título del Curso Sexualidad Humana

Codificación PSYC 210

Duración Cinco semanas

Prerequisitos PSIC 121- 122

Descripción

Este curso le ofrecerá al estudiante la oportunidad de entender los principios y conceptos

relacionados con la sexualidad humana, su historia y tradición. También se discutirán las

contribuciones hechas por los diferentes estudios de este campo y los determinantes básicos de la

conducta sexual. Se hará énfasis en los aspectos fisiológicos, anatómicos, psicológicos y

culturales de la sexualidad. Se estudiarán las diferentes disfunciones sexuales y su origen. Todos

los temas se discutirán dentro de la realidad de la cultura.

Objetivos Generales

Al finalizar el curso se espera que el estudiante logre:

1. Definir el concepto sexualidad.

2. Conocer la importancia de la sexualidad en la vida de todo ser humano.

3. Conocer los aspectos fisiológicos, anatómicos psicológicos, sociales y culturales que

intervienen en la conducta sexual del ser humano.

4. Entender las diferentes aproximaciones al estudio de la sexualidad humana.

5. Trabajar diferencias relativas a la sexualidad y diversidad.

6. Manejar consideraciones éticas relativas a la sexualidad humana.



Textos sugeridos:

Rathus, S.A. (2010). Human Sexuality in a World of Diversity (8va ed.). Prentice Hall.

Rathus, S.A., Nevid, J. S., & Ruthus, L. F. (2005). Sexualidad Humana (6ta.ed.). Méjico:

Pearson-Pentice Hall.

Libro Electrónico

Botella Llusiá, J. (2007). La evolución de la sexualidad y los estados intersexuales.

Retrieved from http://site.ebrary.com/lib/bibliosuagmsp/Doc?id=10179618&ppg=1.

Melendo Granados, Tomás (2008). La belleza de la sexualidad.


Wiederman, M. W., & Whitley, B. E. (2002). Handbook for Conducting Research on Human

Sexuality. Mahwah, N.J. Lawrence Erlbaum Associates, Inc.

Bibliografía:

Bolin, A., Whelehan, P. (2009). Human Sexuality. New York: Routledge.

Bolin, A., Whelehan, P. (1999). Perspectives on human sexuality. New York: State University

of New York Press.

Crooks, R., & Baur, K. (2000). Nuestra sexualidad (7ma. ed.). Méjico: Thomson

Di Pietro, M.L. (2005). Sexualidad y procreación humana. México: Educa.

Heberle, R.J., Grace, V. (Eds.) (2009). Theorizing sexual violence. New York: Routledge.

McAnulty, R.D., Brúñete, M.M., (2001). Exploring human sexuality. Boston: Allyn and Bacon.

Monen, E. (1992). Desarrollo de la sexualidad humana. Madrid: Ediciones Morata.

Rathus, S.A., Nevid, J.S., Fichner-Rathus, L. (1998), Essential of human sexuality. Boston:

Allyn and Bacon.



Renzetti, C. M., Curran, D.J. (1995). (3ra ed). Women, men, and society. Boston: Alyn and

Bacon.

Stearns, P.N. (2009). Sexuality in world history. New York: Routledge.

Tin, L.G. (2008). The dictionary of homophobia: A global history of gay and lesbian experience.

Vancouver: Arsenal Pulp Press.

Tomsen, S. (2009). Violence, prejudice and sexuality. New York: Routledge.

Recursos en línea

http://www.obgyn.net

http://www.siecus.org

http://www.nih.gov/

http://www.womenshealth.gov/espanol/

http://sexualidata.com

http://www3.niaid.nih.gov/

http://www.nlm.nih.gov/

http://www.nabco.org/

http://www.clevelandclinic.org/

Bases de datos, que están disponibles en la Universidad, a través de la Biblioteca de su recinto:

Social Sciences Full Text

Health Source Primer

MEDLINE

Clinical Pharmacology

General Science Full Text

Applied Science Full Text



Academic Search Premier

Fuente Académica

ADENDI

Evaluación:

Criterios Puntos

Asistencia y participación 25

Asignaciones 25

Prueba parcial 20

Trabajo escrito 20

Portafolio

Total

10

100

Curva de evaluación en términos porcentuales

100-90 A 89-80 B 79-70 C 69-60 D 59-00 F

Descripción de los Criterios de Evaluación

Asistencia y participación (Anejo A) – La asistencia es obligatoria y la puntualidad

representa ética profesional. El (la) facilitador(a) llevará un registro de la asistencia para

cada taller y, al finalizar el curso, utilizará el Anejo A para evaluar a cada estudiante. Se

espera que todo estudiante asista a clases preparado para discutir los temas del día en el



idioma asignado y que participe activamente. El (la) facilitador(a) evaluará la participación

en términos de las contribuciones realizadas y el uso del lenguaje oral. Valor 25 puntos.

Asignaciones – Los estudiantes deberán entregar en cada taller las asignaciones requeridas

según el idioma del taller para acumular un total de 25 puntos al final del curso. Es

necesario anotar las referencias consultadas según el estilo de la Asociación Americana de

Psicología (APA). Ver Anejo B para rúbrica de evaluación.

Prueba parcial – El/la facilitador/a administrará una prueba parcial sobre el contenido de

los Talleres 1 y 2. La prueba será administrada en el Taller 3 por un periodo de 45 minutos

a 1 hora. Valor 20 puntos.

Trabajo escrito – Los estudiantes deberán escoger un tema de la lista de Patologías

sexuales (Anejo C) para preparar un trabajo escrito en español siguiendo el estilo APA de

publicación. Para el mismo debe consultarse un mínimo de 4 referencias. El trabajo

deberá ser entregado en el Taller 4. Ver Anejo D para rúbrica de evaluación. Valor 20

puntos.

Portafolio (Anejos E- K) – Cada estudiante preparará y organizará un portafolio que

incluirá: tabla de contenido, introducción, asignaciones y trabajos de cada taller, diarios

reflexivos, una conclusión y hoja de referencias. El (la) facilitador(a) informará detalles

sobre otros documentos a ser incluídos según requerido por la institución. Los estudiantes

deberán utilizar el idioma inglés al redactar su introducción, conclusión, hoja de

referencias así como otros documentos requeridos. Valor 10 puntos.

Laboratorio de lenguaje: deberá completar un minimo de 20 horas. Puede utilizar la

versión en línea de Tell Me More.



Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®” del

Sistema Universitario Ana G. Méndez, el mismo está diseñado para promover el

desarrollo de cada estudiante como un profesional bilingüe. Cada taller será facilitado

en inglés y español, utilizando el modelo 50/50. Esto significa que cada taller deberá ser

conducido enteramente en el lenguaje especificado. Los lenguajes serán alternados en

cada taller para asegurar que el curso se ofrece 50% en inglés y 50% en español. Para

mantener un balance, el módulo debe especificar que se utilizarán ambos idiomas en el

quinto taller, dividiendo el tiempo y las actividades equitativamente entre ambos idiomas.

Si un estudiante tiene dificultad en hacer una pregunta en el idioma especificado, bien

puede escoger el idioma de preferencia para hacer la pregunta. Sin embargo, el facilitador

deberá contestar la misma en el idioma designado para ese taller. Esto deberá ser una

excepción a las reglas pues es importante que los estudiantes utilicen el idioma

designado. Esto no aplica a los cursos de lenguaje que deben ser desarrollados en el

idioma propio todo en inglés o todo en español según aplique.

2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se preparen

antes de cada taller de acuerdo al módulo. Cada taller requiere un promedio de diez (10)

horas de preparación y en ocasiones requiere más.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al taller

deberá presentar una excusa razonable al facilitador. El facilitador evaluará si la

ausencia es justificada y decidirá como el estudiante repondrá el trabajo perdido, de ser

necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante reponer el

trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto.



Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El

facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes

opciones:

a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en la

nota existente.

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a dos

por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones orales es

extremadamente importante pues no se pueden reponer. Si el estudiante provee una

excusa válida y verificable, el facilitador determinará una actividad equivalente a evaluar

que sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes

del lenguaje como la presentación oral o actividad a ser repuesta.

6. En actividades de grupo, el grupo será evaluado por su trabajo final. Sin embargo, cada

miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia, pero

recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado. Se

debe entender que todo trabajo sometido esta citado apropiadamente o parafraseado y

citado dando atención al autor. Todo estudiante debe ser el autor de su propio trabajo.

Todo trabajo que sea plagiado, copiado o presente trazos de otro será calificado con cero.

El servicio de SafeAssign TM de Blackboard será utilizado por los facilitadores para

verificar la autoría de los trabajos escritos de los estudiantes. Es responsabilidad del

estudiante el leer la política de plagio de su universidad. Si usted es estudiante de UT,



deberá leer la Sección 11.1 del Manual del Estudiante. Si es estudiante de UMET y UT,

refiérase al Capítulo 13, secciones 36 y 36.1 de los respectivos manuales.

Se espera un comportamiento ético en todas las actividades del curso. Esto implica que

TODOS los trabajos tienen que ser originales y que de toda referencia utilizada deberá

indicarse la fuente, bien sea mediante citas o bibliografía. No se tolerará el plagio y, en

caso de que se detecte casos del mismo, el estudiante se expone a recibir cero en el

trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes deben

observar aquellas prácticas dirigidas a evitar incurrir en el plagio de documentos y

trabajos.

8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y entregar

copia a los estudiantes por escrito al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su

correo electrónico, teléfonos, y el horario disponibles.

10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad,

deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en el salón de

clases.

12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que

rigen al SUAGM y el curso.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el módulo,

no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá utilizar para la

búsqueda de la información deseada. Entre ellas están:

• www.google.com



• www.ask.com

• www.pregunta.com

• www.findarticles.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

• http://www.apastyle.org/

Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

• http://www.chegg.com/ (alquiler)

• http://www.bookswim.com/ (alquiler)

• http://www.allbookstores.com/ (compra)

• http://www.alibris.com/ (compra)

Estos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir algunas de ser

necesario.

Nota: Del facilitador o el estudiante requerir o desear una investigación o la administración de

cuestionarios o entrevistas, deben referirse a las normas y procedimientos de la Oficina de

Cumplimiento y solicitar su autorización. Para acceder a los formularios de la Oficina de

Cumplimiento pueden visitar este enlace

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que necesite.

Además de los formularios el estudiante/facilitador puede encontrar las instrucciones para la

certificación en línea. Estas certificaciones incluyen: IRB Institutional Review Board, Health



Information Portability Accounting Act (HIPAA), y Responsibility Conduct for Research Act

(RCR).

De tener alguna duda, favor de comunicarse con la Coordinadoras Institucionales o a la Oficina

de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936



Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo. Constructivismo es una

filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de

nuestras experiencias, podemos construir nuestro propio conocimiento sobre el mundo en el

que vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que

utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente

el proceso de ajustar nuestros modelos mentales para poder acomodar nuevas experiencias.

Como facilitadores, nuestro enfoque es el mantener una conexión entre los hechos y fomentar

un nuevo entendimiento en los estudiantes. También, intentamos adaptar nuestras estrategias

de enseñanza a las respuestas de nuestros estudiantes y motivar a los mismos a analizar,

interpretar y predecir información.

Existen varios principios para el constructivismo, entre los cuales están:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando activamente

construir un significado.

2. Significado requiere comprender todas las partes. Y, las partes deben entenderse en el

contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos

primarios, no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan

para percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, no

sólo memorizar las contestaciones “correctas” y repetir el significado de otra persona.



Como la educación es intrínsicamente interdisciplinaria, la única forma válida para

asegurar el aprendizaje es hacer del avalúo parte esencial de dicho proceso, asegurando

que el mismo provea a los estudiantes con la información sobre la calidad de su

aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las

múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.



Study Guide

Course Title Human Sexuality

Code PSYC 210

Time Length Five weeks

Prerequisite PSYC 121-122

Description

The course will offer the opportunity to understand the principles, concepts, history and

traditions related to human sexuality. It will be discussed the contributions of research in the

field and the basics components of sexual behavior. Emphasis will be given to the physiological,

anatomical, psychological and cultural aspects of sexuality. Different sexual pathologies and its

origin will be studied. All the topics will be discussed within a cultural context.

General Objectives

At the end of this course, the student will be able to:

1. Define the concept of sexuality.

2. Know the importance of sexuality in the life of every human being.

3. Know the biological, anatomical, psychological, social and cultural aspects that intervene

in the sexual behavior of the human being.

4. Understand the different approaches in the study of human sexuality.

5. Deal with differences related to sexuality and diversity.

6. Interpret ethical aspects related to human sexuality.

Texts and Resources

Rathus, S.A. (2010). Human sexuality in a world of diversity. (8th. ed.). Prentice Hall.



Rathus, S.A., Nevid, J. S., & Rathus, L. F. (2005). Sexualidad humana (6th. ed.). Mexico:

Pearson-Pentice Hall.

E-Book

Botella Llusiá, J. (2007). La evolución de la sexualidad y los estados intersexuales.


Melendo Granados, Tomás (2008). La belleza de la sexualidad.


Wiederman, M. W., & Whitley, B. E. (2002). Handbook for Conducting Research on Human

Sexuality. Mahwah, N.J. Lawrence Erlbaum Associates, Inc.

Bibliography:

Bolin, A. Whelehan, P. (2009). Human Sexuality. New York: Routledge

Bolin, A. Whelehan, P. (1999). Perspectives on human sexuality. New York: State University of

New York Press.

Crooks, R., & Baur, K. (2000). Nuestra sexualidad (7th. ed.). Mexico: Thomson.

Di Pietro, M.L. (2005). Sexualidad y procreación humana. Mexico: Educa.

Heberle, R.J., Grace, V. (Eds.) (2009). Theorizing sexual violence. New York: Routledge.

McAnulty, R.D., Brúñete, M.M., (2001). Exploring human sexuality. Boston: Allyn and Bacon.

Monen, E. (1992). Desarrollo de la sexualidad humana. Madrid; Ediciones Morata.

Rathus, S.A., Nevid, J.S., Fichner-Rathus, L. (1998). Essential of human sexuality. Boston:

Allyn and Bacon.

Renzetti, C. M., Curran, D.J. (1995). (3ra ed). Women, men, and society. Boston: Allyn and

Bacon.

Stearns, P.N. (2009). Sexuality in world history. New York: Routledge.



Tin, L.G. (2008). The dictionary of homophobia; A global history of gay and lesbian experience.

Vancouver: Arsenal Pulp Press.

Tomsen, S. (2009). Violence, prejudice and sexuality. New York: Routledge.

On-line Resources

http://www.obgyn.net

http://www.siecus.org

http://www.nih.gov/

http://www.womenshealth.gov/espanol/

http://sexualidata.com

http://www3.niaid.nih.gov/

http://www.nlm.nih.gov/


http://www.clevelandclinic.org/

The following databases are suggested. They are available through the University's library in

your campus.

Social Sciences Full Text

Health Source Primer

MEDLINE

Clinical Pharmacology

General Science Full Text

Applied Science Full Text

Academic Search Premier

Fuente Académica



ADENDI

Evaluation:

Content Points

Attendance and participation 25

Asignments 25

Partial test 20

Written report 20

Portfolio

Total

10

100

Grade distribution (Percentage)

100-90 A 89-80 B 79-70 C 69-60 D 59-00 F

Evaluation Criteria Description

Attendance and Participation (Appendix A) – Attendance is mandatory in each one of the

wokshops. The facilitator will conduct a register of each student and at the end of the workshop

each student will receive attendance points. It is expected that each student wil come to class

prepared to discuss class topics using the language of the workshop and contribute actively in

group activities. The facilitator will evaluate the student’s contribution and use of oral language

using the rubric in Appendix A. Value 25 points.



Asignments – The students will complete and turn in the assignments required for each

workshop using the language of the workshop to accumulate 25 points. It is important to write

the references consulted for each assignment following the American Psychological Association

Publication Manual (APA) guides. See Appendix B for evaluation rubric .

Partial test – During Workshop three the facilitator will administer a short test related to the

topics of Worshops 1 and 2 (45 minutes to 1 hour). Value 20 points.

Written report – Students will choose a topic from the list of sexual pathologies (Appendix C)

and write a paper in Spanish following APA style. The students must consult at least 4

references. The written report should be turned in during Workshop 4. Value 20 points. (See

Appendix D – Rubric for Written Report).

Portfolio – (Appendix E to K) – Each student will complete and organize all the course works

in a Portfolio. This portfolio must include: table of contents, introduction, assignments and

other works from each workshop, reflexive diaries, a conclusion and a reference page. The

facilitator will discuss the details about other documents that should be included as part of the

Portfolio. The students need to use the English language to write their table of contents,

introduction, conclusion and page of references. Value - 10 points.

Language Lab – you must complete at least 20 hours of practice. You can use the online

version of Tell Me More.



Description of course policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual

Language Immersion Model® designed to promote each student’s development as a Dual

Language Professional. Workshops will be facilitated in English and Spanish, strictly using

the 50/50 model. This means that each workshop will be conducted entirely in the language

specified. The language used in the workshops will alternate to insure that 50% of the course

will be conducted in English and 50% in Spanish. To maintain this balance, the course

module may specify that both languages will be used during the fifth workshop, dividing that

workshop’s time and activities between the two languages. If students have difficulty with

asking a question in the target language in which the activity is being conducted, students

may choose to use their preferred language for that particular question. However, the

facilitator must answer in the language assigned for that particular day. This should only be

an exception as it is important for students to use the assigned language. The 50/50 model

does not apply to language courses where the delivery of instruction must be conducted in

the language taught (Spanish or English only).

2. The course is conducted in an accelerated format and requires that students prepare in

advance for each workshop according to the course module. Each workshop requires an

average ten hours of preparation but could require more.

3. Attendance at all class sessions is mandatory. A student that is absent to a workshop must

present the facilitator a reasonable excuse. The facilitator will evaluate if the absence is

justified and decide how the student will make up the missing work, if applicable. The

facilitator will decide on the following: allow the student to make up the work, or allow the

student to make up the work and assign extra work to compensate for the missing class time.



Assignments required prior to the workshop must be completed and turned in on the assigned

date. The facilitator may decide to adjust the grade given for late assignments and make-up

work.

4. If a student is absent to more than one workshop the facilitator will have the following

options:

a. If a student misses two workshops, the facilitator may lower one grade based on

the students existing grade.

b. If the student misses three workshops, the facilitator may lower two grades

based on the students existing grade.

5. Student attendance and participation in oral presentations and special class activities are

extremely important as it is not possible to assure that they can be made up. If the student

provides a valid and verifiable excuse, the facilitator may determine a substitute evaluation

activity if he/she understands that an equivalent activity is possible. This activity must

include the same content and language components as the oral presentation or special activity

that was missed.

6. In cooperative activities the group will be assessed for their final work. However, each

member will have to collaborate to assure the success of the group and the assessment will be

done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted or

paraphrased material must be properly cited, with credit given to its author or publisher. It

should be noted that plagiarized writings are easily detectable and students should not risk

losing credit for material that is clearly not their own. SafeAssignTM, a Blackboard



plagiarism deterrent service, will be used by the facilitators to verify students’ ownership of

written assignments. It is the student’s responsibility to read the university’s plagiarism

policy. If you are a UT student, read Section 11.1 of the Student Manual, and if you belong

to UMET or UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.

Ethical behavior is expected from the students in all course related activities. This means

that ALL papers submitted by the student must be original work and that all references used

will be properly cited or mentioned in the bibliography. Plagiarism will not be tolerated and,

in case of detecting an incidence, the student will obtain a zero in the assignment or activity

and could be referred to the Discipline Committee.

8. If the Facilitator makes changes to the study guide, such changes should be discussed with

and given to students in writing at the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing an email address,

phone number, hours to be contacted and days.

10. The use of cellular phones is prohibited during sessions; if there is a need to have one, it must

be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed to the

classrooms.

12. All students are subject to the policies regarding behavior in the university community

established by the institution and in this course.

Note: If for any reason you cannot access the URL’s presented in the module, do not stop your

investigation. There are many search engines and other links you can use to search for

information. These are some examples:

• www.google.com



• www.ask.com






• www.google.com

• www.ask.com






• http://www.apastyle.org/

To buy or rent new or used textbooks or references you can visit:

• http://www.chegg.com/ (rent)

• http://www.bookswim.com/ (rent)

• http://www.allbookstores.com/ (buy)

• http://www.alibris.com/ (buy)

The facilitator may make changes or add additional web resources if deemed necessary.

Note: If the facilitator or the student is required or wants to perform a research or needs to

administer a questionnaire or an interview, he/she will need to refer to the norms and procedures

of the Institutional Review Board Office (IRB) and ask for authorization. To access the forms



from the IRB Office or for additional information, visit the following link:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, in this website the student/facilitator will find instructions for several online

certifications related to IRB processes. These certifications include: IRB Institutional Review

Board, Health Information Portability Accounting Act (HIPAA), y Responsibility Conduct for

Research Act (RCR).

If you have any question, please contact the following Institutional Coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936



Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism is a

philosophy of learning founded on the premise that, by reflecting on our experiences, we

construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make sense of

our experiences. Learning, therefore, is simply the process of adjusting our mental models to

accommodate new experiences. As teachers, our focus is on making connections between

facts and fostering new understanding in students. We will also attempt to tailor our teaching

strategies to student responses and encourage students to analyze, interpret and predict

information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the issues around

which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be understood

in the context of wholes. Therefore, the learning process focuses on primary concepts, not

isolated facts.

3. In order to teach well, we must understand the mental models that students use to

perceive the world and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not just

memorize the "right" answers and regurgitate someone else's meaning. Since education is

inherently interdisciplinary, the only valuable way to measure learning is to make the

assessment part of the learning process, ensuring it provides students with information on

the quality of their learning.



5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple perspectives of

the world.

7. Learning should be internally controlled and mediated by the learner.



Workshop One

Specific Objectives

At the end of the workshop, the student will be able to:

1. Understand the policies, norms, descriptions and evaluation criteria of the course.

2. Define basic concepts related to human sexuality.

3. Recognize the importance of the study of human sexuality.

4. Describe the research methods use in study human sexuality.

5. Reflect about how the vision of sexuality changes across time and cultures.

6. Recognize the importance of the different perspectives that interpret the expression of

sexuality.

Language Objectives

1. The DLP (Dual Language Professional) will refer to the ideas and postulates of classical and

contemporary psychological theories in order to frame psychological problems and issues.

The theories will allow the DLP to initiate a professional perspective of the human condition

(DLP 1).

2. The DLP will be able to write an essay using the technical vocabulary of this area

appropriately in English (DLP 1.9.10.14).

Electronic Links (URL’s)

Sexuality in World History

http://www.sexualidad.es/index.php/Categor%C3%ADa:Historia

http://www.identidades.org/revista/historia_sexualidad.htm

Sexual Research

http://www.kinseyinstitute.org/about/Movie-facts.html



Gender

http://www.kinsey.com.ar/noticia.php?id=344

Artticles, trends and sexuality research

http://www.apa.org/topics/topicsbehavior.html

Research Methods

http://www.ehr.nsf.gov/EHR/REC/pubs/NSF97-153/start.htm

http://www.bath.ac.uk/e-learning/gold/glossary.html#N1842

http://www.csun.edu/~vcpsy00h/students/sexual.htm

Essay

http://www.cientec.or.cr/concurso2/concepto.html

http://www.itnl.edu.mx/wwwroot/docs/material21/EstilosAprendizaje/Lecturas/Ensayo.doc

How to write a research paper

http://www.esc.edu/ESConline/Across_ESC/WritersComplex.nsf/wholeshortlinks2/Steps?opend

ocument

http://apastyle.org/previoustips.html

http://www.apa.org/monitor/apr00/

Homeworks before Workshop One

1. Read the module. Pay special attention to the course policies, description of evaluation

criteria and rubrics, since they will be used to assess your knowledge.

2. Search the internet, text and reference books, related articles, psychology dictionaries or

encyclopedias for the following definitions: sex, gender, sexuality, gender role, sexual

dysfunction, sexual pathology and homosexuality.

3. Write an essay (1 – 2 pages) about why sexuality is important to the human being.



4. Read about sexuality in world history. Bring information to the classroom to be discussed.

5. Identify the research methods used in study human sexuality. Write a list and come ready to

share the information.

6. Develop a concept map about the main perspectives that explain human sexuality: historical,

biological, evolutionary and transcultural (See Appendix L).

7. Revise the list of sexual dysfunctions or pathologies (Appendix C) and choose a topic for the

written report.

8. Complete at least 5 hours of practice in the language lab (Tell Me More).

Activities

1. Introduction activity: The facilitator will prepare an ice breaker activity to promote the

integration of the group.

2. The facilitator will discuss the norms, policies and evaluation criteria of the course and

answer questions and doubts of the students.

3. Selection of the student representative.

4. The facilitator will invite the students to share their definitions related to basic concepts of

human sexuality and lead the students to reflect on the importance of study human sexuality.

5. Think, pair and share activity – Each student will work with a partner sharing their essays

about why sexuality is important to the human being. At the end of the time assigned the

students will share their findings and conclusions.

6. Flow Chart – (Appendix M ) The facilitator will introduce the topic about sexuality in world

history. Students will be able to share their findings through a flow chart. Each small group

will be working in an historical era in world history. A member of each group will share

their findings.



7. Students will present their concept maps about the perspectives that explain human sexuality.

The facilitator will make contributions to clarify doubts or questions.

8. The facilitator will share information and examples related to research methods used in the

study of human sexuality through Power Point or other educational resources.

9. Students will inform the topic chosen for their written paper to the facilitator.

10. The facilitator will give the opportunity to complete the learning diary (Appendix N).

Assessment

1. Learning diary - Students will reflect on the following question: Why it is important to

study human sexuality?

2. The facilitator will give feedback about the oral and written communication in English.

3. Rubric for participation in class evaluating the student’s contributions and work.



Taller Dos

Objetivos Específicos

Al finalizar este taller los estudiantes podrán:

1. Conocer aspectos fisiológicos y anatómicos que intervienen en la conducta sexual del ser

humano.

2. Identificar y reconocer métodos de control natal y los factores que deben considerarse al

escoger un método anticonceptivo.

3. Comparar los modelos de respuesta sexual de Kaplan y Masters & Johnson.

4. Distinguir mitos de las realidades referentes a la sexualidad humana.

Objetivos de Lenguaje

1. El estudiante (DLP) presentará su punto de vista –oralmente o en forma escrita-sobre un

asunto controversial del campo de la Psicología usando vocabulario académico en Espaňol

(DLP 4.12.13).

2. El estudiante (DLP) usará una variedad de estrategias de organización de información para

entender los conceptos, principios y teorías que sustentan la profesión de Psicología en

Espaňol (DLP 3).

Direcciones Electrónicas

Control natal

http://www.nlm.nih.gov/medlineplus/spanish/ency/article/001946.htm

http://www.med.umich.edu/1libr/wha/wha_contra_spa.htm

http://www.womenshealth.gov/espanol/preguntas/econtracep.htm

Reproducción sexual y enfermedades

http://health.nih.gov/search.asp/19



Cambios en la sexualidad de la mujer y fertilidad

http://www.cancer.gov/cancertopics/wtk/women-fertility

Sexualidad en la tercera edad

http://www.niapublications.org/agepages/sexuality.asp

Estudio adolescentes y métodos contraceptivos

http://www.guttmacher.org/pubs/journals/3818206.html

Anatomía y fisiología sexual de la mujer

http://www.obgyn.net/


http://www.foundationforintimacy.com/SexualAnatomy/tabid/183/Default.aspx

http://www.aafp.org/afp/20000701/127.html

http://womenshealth.about.com/cs/sexuality/a/clitoraltruthex_3.htm

Anatomía y fisiología sexual del hombre

http://www.malehealthcenter.com/

http://www.cryocarepca.org/

http://www.cirp.org/pages/anat/

http://edrv.endojournals.org/cgi/content/full/22/3/342

http://www.foundationforintimacy.com/SexualAnatomy/tabid/183/Default.aspx

Modelos de respuestas sexuales

http://escuela.med.puc.cl/paginas/Departamentos/Obstetricia/MEB173/Meb173_08.html

http://www.answers.com/topic/masters-and-johnson

http://www.medscape.com/viewarticle/555706_2

http://www.clevelandclinic.org/health/health-info/docs/2400/2419.asp?index=9119



Mitos y falacias sexuales

http://www.terapiaenlinea.com/mitos.htm

http://www.saludparatodos.org.mx/Articulosmitos.htm

Tareas a realizar antes del taller dos

1. Buscar en libro de textos sugeridos, internet, enciclopedias, revistas profesionales y

Leer información sobre los aspectos anatómicos, fisiológicos y cambios hormonales de la

conducta sexual en el ser humano.

2. Redactar una corta reflexión (1 página) sobre cómo los cambios hormonales en la etapa de

la adolescencia y en la etapa de la adultez impactan la conducta sexual del hombre y la

mujer.

3. Diagrama de Venn - Leer sobre los modelos de respuesta sexual de Kaplan y el modelo de

Masters y Johnson. Completar el Diagrama de Venn (Anejo O) para comparar similitudes y

diferencias de dichos modelos.

4. Buscar información sobre métodos de control natal (anticonceptivos de base hormonal,

anticonceptivos de barrera, dispositivos intrauterinos, anticonceptivos de emergencia,

anticonceptivos basados en el ciclo menstrual, esterilización). Escoger uno de estos métodos

para elaborar un folleto informativo (“brochure”) de tu propia creatividad. Se recomienda

usar láminas, ilustraciones, visuales, gráficas, etc. Es importante escribir la(s) fuentes de

referencia(s) consultadas para elaborar el mismo. Venir preparado para compartir el trabajo

en el salón de clases.

5. Buscar información en libros de textos, internet, diccionarios, enciclopedias sobre mitos y

falacias sexuales. Identificar entre 6 a 8 mitos o falacias sexuales.



6. Continuar leyendo sobre el tema seleccionado para el trabajo monográfico sobre las

patologías o disfunciones sexuales. Preparar un bosquejo de sub-temas a ser desarrollados

en dicho trabajo para ser presentado al facilitador/a.

Actividades

1. El/la facilitador/a introducirá el tema de aspectos anatómicos y fisiológicos que dirigen la

conducta sexual del ser humano a través de visuales (transparencias) u otros recursos

educativos.

2. Diagrama de T –La clase se dividirá en grupos pequeňos para compartir la información

encontrada sobre los cambios hormonales significativos que se dan en la adolescencia o

en la adultez e identificarán el impacto en la expresión de la sexualidad en esa etapa.

Cada grupo elaborará un diagrama de T (Anejo P) de una de las etapas de desarrollo para

ser presentado en plenaria.

3. El/la facilitador/a motivará al grupo a compartir sus reflexiones sobre cambios

hormonales para reconocer la importancia que tiene el conocimiento de los aspectos

anatómicos, fisiológicos y hormonales de la conducta sexual.

4. Exposición de literatura informativa – Se dará la oportunidad para que los estudiantes

expongan el folleto creado sobre algún método de control natal en una mesa de

información. Los estudiantes compartirán el aprendizaje obtenido a través de la creación

de su folleto.

5. El/la facilitador/a introducirá el tema de respuesta sexual y los principios básicos de los

modelos de Kaplan y Masters & Johnson. Los estudiantes aclararán dudas sobre

conceptos básicos.



6. El/la facilitador/a elaborará un Diagrama de Venn (Anejo O) con la participación e

insumo de los estudiantes para identificar similitudes y diferencias entre ambos modelos.

7. Panel de discusión - La clase se dividirá en dos grupos (A y Z) para discutir los mitos y

falacias existentes en torno a temas relacionados a la sexualidad humana. Un grupo

defenderá el mito y el otro grupo argumentará sobre la verdad fundamentandóse en

conocimiento científico.

8. Actividad de repaso – Los estudiantes clarificarán cualquier duda sobre los temas

discutidos en los talleres 1 y 2 que serán evaluados en el examen a administrarse en el

taller tres.

Avalúo

− Diario de aprendizaje – ¿Qué aprendió sobre los modelos de respuestas sexuales? Elabore

su contestación ofreciendo detalles.

− Retrocomunicación verbal sobre el uso escrito del espaňol en los folletos de información.

− Rúbrica de asistencia y participación.



Workshop Three

Specific Objectives

At the end of the workshop the students must:

1. Identify the stages of a relationship (Levinger, G) towards intimacy.

2. Understand the factors that impact intimate relationships.

3. Describe the sexual communication process and recognize its importance.

4. Identify barriers and skills for affective sexual communication.

5. Describe the role of self image in interpersonal attraction.

Language Objectives

1. The DLP will be able to paraphrase and analyze adequately the content of a professional

experience (e.g. interview, workshop, seminar, reading selection, role play), and thus,

facilitating the understanding of the strategies, methods and procedures utilized for the

management of human behavior (DLP # 16).

2. The DLP will be able to write an essay using technical vocabulary of the field in English

(DLP 1.9.10.14).

Electronic Lines (URL’s)

Sexual communication

http://www.healthydevil.stuaff.duke.edu/info/healthinfo.html

http://www.bbc.co.uk/health/conditions/mental_health/support_sexual.shtml

http://www.health24.com/sex/Tips_techniques/1253-1254,32463.asp

http://www.guttmacher.org/pubs/journals/3111799.html

Health National Institute

http://www.nih.gov/



Developing intimate relationships through the Internet

http://www.cibersociedad.net/textos/articulo.php?art=25

Stages of relationship G. Levinger

http://psychology-health.today.com/2008/09/30/levingers-model-of-love

Homeworks before Workshop Three

1. Search (Internet, textbooks, related articles, psychology dictionaries and or

encyclopedias), and define the following concepts using your own words (paraphrase):

• Sexual communication

• Interpersonal communication

• intimacy

• attraction

• self image

2. Read about the ABCDE Model of the stages of romantic relationships (Levinger, G,

1980) and prepare a Flow Map (Appendix M) describing the process.

3. Using the recommended textbooks (or any other related source of reference related to the

topic of intimacy) identify and describe 4 factors that are involved in intimate

relationships.

4. Read about interpersonal attraction and physical attractiveness. Come ready to debate

how important is this variable in the establishment of a romantic (dating) or marriage

relationships.

5. Dialogue Script - Look for information about communication skills to improve sexual

relations. Choose one skill and prepare a short dialogue script (between a couple)

demonstrating the use of the communication skill.



6. Start organizing the Portfolio.

7. Work on your written paper about a sexual dysfunction or pathology. Bring your

preliminary draft for the facilitator’s revision.


Activities

1. The facilitator will clarify doubts or questions regarding to the topics discussed in

workshops 1 and 2.

2. Short Test – 45 minutes – Related to workshops one and two objectives.

3. Role Play – The class will be divided in small groups. Each group will work on a role

play of one of the stages of a relationship toward the development of intimacy.

4. Circle Map (Describing Wheel) – The class will be split in two groups to prepare a circle

map (Appendix Q) to describe how physical attractiveness is important in the

development of an intimate relationship.

5. The facilitator will introduce the topic of sexual communication with an open question:

Why it is important for a couple to communicate about sexual concerns?

6. Think, pair and share activity – Students will find a classmate to share information about:

a. Barriers in sexual communication

b. Strategies or skills to overcome or improve sexual communication

7. The facilitator will facilitate the construction of a T chart (Appendix P) with the

students’ contributions about barriers-strategies in sexual communication and build up

new information over that knowledge.

8. How Much do I Know? Poster –The facilitator will distribute post-it notes to the students

to write what they have learned about what is the importance of self-image in



interpersonal attraction. The students will stick the post it-notes in a big poster to be

discussed in plenary.

9. The students will reflect and answer the learning diary question.

Assessment

− Learning diary – Why it is so difficult for couples to communicate about sex?

− The facilitator will provide feedback to the students about the correct use of technical

jargon in English during classroom discussion.

− The facilitator will provide written feedback about the correct use of grammar and verb

usage in English (written assignments).



Taller Cuatro

Objetivos Específicos

Al final del taller los estudiantes podrán:

1. Definir el concepto de amor y su relación con la sexualidad.

2. Describir teorías psicosociales relacionadas a la sexualidad humana.

3. Explicar manifestaciones de la sexualidad en las diferentes etapas de la vida: niňos,

adolescencia, adultez, vejez.

4. Reconocer los orígenes y los tipos de disfunciones sexuales en las diversas fases de la

vida.

Objetivos de lenguaje

1. El estudiante (DLP) demostrará habilidades de resumir y analizar literatura científica

relacionada al conocimiento de la conducta humana fundamentada en diferentes marcos

conceptuales (DLP 6.8.11).

2. El estudiante (DLP) demostrará habilidad para trabajar cooperativamente con otros

usando todos los recursos disponibles e incluyendo a sus pares en el proceso de

aprendizaje (DLP 15).

Direcciones electrónicas

Teorías, estilos y tipos de amor

http://www.sagepub.com/upm-data/3222_ReganChapter1_Final.pdf

http://psychology.about.com/od/loveandattraction/a/theoriesoflove.htm

www.uky.edu/~addesa01/documents/Love.ppt

http://www.prensa.com/Actualidad/Psicologia_sexual/2006/02/10/index.htm

http://webhome.idirect.com/~kehamilt/ipsylove.html



Teorías sicosociales relacionadas a la sexualidad humana

http://psychology.about.com/od/theoriesofpersonality/ss/psychosexualdev.htm

http://dbem.ws/online_pubs.html

http://www.news.cornell.edu/Chronicle/96/8.29.96/sex_orientation.html

http://dbem.ws/

Sexualidad en niños y adolescentes

http://www.ed.gov/espanol/parents/academic/adolenscencia/part4.html

http://redalyc.uaemex.mx/redalyc/pdf/309/30990216.pdf

http://somospadres.com/modules.php?name=News&file=article&sid=8000

http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-

34662003000200014&lng=es&nrm=iso&tlng=es

http://www.svnp.es/Documen/Captulof.htm

http://www.comtf.es/pediatria/Congreso_AEP_2000/Ponencias-

htm/N_Marta_D%C3%ADaz.htm

Sexualidad en adultos

http://www.psiconet.com/tiempo/educacion/prejuicios.htm

http://www.redadultosmayores.com.ar/buscador/files/FAMIL010.pdf

http://www.prensa.com/Actualidad/Psicologia_sexual/2005/11/12/index.htm

http://www.niapublications.org/agepages/sexuality.asp

Disfunciones sexuales


http://www.netdoctor.es/XML/verArticuloMenu.jsp?XML=003009




http://www.athealth.com/Consumer/newsletter/FPN_4_27.html


Tareas a realizar antes del taller cuatro

1. Preparar un bosquejo sobre los aspectos principales de los modelos contemporáneos que

explican el concepto del amor (Amor como evaluación de la excitación (E. Berscheid, E.

Hatfield, 1978); seis estilos de amor (Clyde and Susan Hendrick, 1986); Teoría

triangular del amor (Robert Sternberg, 1986).

2. Leer y reflexionar sobre las teorías sicosociales de desarrollo de la personalidad de: S.

Freud y E. Erickson y contestar las siguientes preguntas:

a. ¿Qué significa líbido en el contexto de la teoría de desarrollo sicosexual de S.

Freud?

b. ¿Cuál es el rol de la satisfacción sexual adecuada en las diferentes etapas de

desarrollo psicosexual y cuáles son las zonas de placer sexual según la teoría de S.

Freud?

c. ¿Según el modelo de desarrollo psicosocial de Erick Erickson, en cuales etapas de

desarrollo psicosocial se expresa el interés por la sexualidad?

3. Leer sobre la sexualidad en la niňez, la adolescencia, la adultez y la vejez y preparar un

resumen describiendo manifestaciones sexuales que se dan en cada etapa (ej.

Masturbación, pubertad, conducta sexual pre-marital, convivencia marital, sexo marital,

sexo extramarital, patrones de cambio en la actividad sexual).

4. Buscar información y leer sobre los orígenes y tipos des disfunciones sexuales. Traer

copia impresa de la información recopilada.Venga preparado para compartir en clases su

información.



5. Finalizar el trabajo monográfico escrito sobre disfunciones o patologías sexuales para

ser entregado para la evaluación correspondiente.

6. Organizar el portafolio, siguiendo la guía sugerida. El estudiante puede traer el mismo al

taller para retrocomunicación de parte del facilitador/a.

Actividades

1. Mapa de círculo (Anejo Q) - La clase se dividirá en tres grupos. Cada grupo compartirá

su bosquejo sobre una de las teorías que explican el fenómeno del amor y prepararán un

mapa de círculo para presentar la información a la clase en general.

2. El (la) facilitador/a introducirá conceptos básicos de teorías psico/sociales que contienen

postulados con respecto a la sexualidad humana. Motivará a los estudiantes a compartir

las respuestas a las preguntas guías asignadas para la discusión de este tema.

3. Concurso – La clase se dividirá en 4 grupos para compartir sus resúmenes acerca de las

manifestaciones sexuales (conductas “típicas”) que se dan en la niňez, adolescencia,

adultez y vejez. A cada grupo se le asignará una etapa de desarrollo. El/la facilitador/a

servirá de moderador/a -asignará tiempo y hará preguntas relacionadas a la etapa

asignada. Si el grupo contesta de manera “excelente” ganará 3 estrellas, “bien” dos

estrellas, “correcto” pero sin detalles ganará 1 estrella. Nota: los estudiantes podrán

utilizar sus recursos de aprendizaje (resúmenes, fotocopias, libros de textos, artículos y

otros).

4. Aprendizaje cooperativo – En grupo de dos o tres estudiantes, éstos compartirán el

aprendizaje obtenido de la información recopilada sobre el tema de los orígenes de las

disfunciones sexuales.



5. “Panel de expertos” –La clase se dividirá en dos grupos para presentar mediante un

diálogo fundamentado en conocimiento científico (con el apoyo del facilitador) los

orígenes de las disfunciones sexuales. Un grupo presentará: los factores orgánicos y/o

físicos; el otro grupo, los factores psicosociales.

6. El/la facilitador/a presentará a través de diferentes recursos educativos el tema de los

diferentes tipos de disfunciones sexuales y clarificará dudas al respecto.

7. Los estudiantes contestarán la hoja de diario de aprendizaje.

Avalúo

− Diario de Aprendizaje – Pregunta para reflexión - ¿Qué retos presenta para la vida

sexual de la pareja, las disfunciones sexuales que se puedan manifestar en la etapa

de la adultez o la vejez?

− El (la) facilitador(a) proveerá retrocomunicación sobre el uso escrito y oral correcto de

la gramática en español.

− Matriz valorativa de participación en clase.



Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto, el

Facilitador como los estudiantes,

deberán utilizar el idioma asignado para

cada tarea y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student should

use the language assigned for each

homework and activity.

Specific Objectives

At the end of this workshop students must:

1. Describe and identify sexual dysfunctions and paraphilias including sexual addiction.

2. Compare different treatment models in human sexuality.

3. Develop a critical reasoning toward social, cultural and religious factors that impact the

expression of sexuality.

4. Discuss ethical considerations related to human sexuality research and treatment.

Language Objectives

1. The DLP will be able to keep abreast with the most recent research and information of

his/her area and demonstrate it through evidence of use of current knowledge in English

(DLP 5).

2. The DLP will be able to demonstrate (orally and in writing) the importance of incorporating

ethics in the performance of the profession in Spanish (DLP.14).

Electronic Links (URLs)

Sexual dysfunctions




http://www.netdoctor.es/XML/verArticuloMenu.jsp?XML=003009





Paraphilias

http://www.nature.com/neuro/journal/v7/n10/full/nn1324.html

http://www.sexualidad.es/index.php/Parafilia

http://www.editorialmedica.com/Cuad%20N%C2%BA%2065-Trabajo5.pdf

http://www.buenasalud.com/lib/ShowDoc.cfm?LibDocID=3084&ReturnCatID=1885

http://www.kinsey.com.ar/noticia.php?id=335

National Council on Sexual Addiction and Compulsivity

www.ncsac.org/

Treatment of sexual disorders

http://web4health.info/en/answers/sex-paraphi-treat.htm

http://www.merck.com/mmpe/sec15/ch203/ch203c.html

Society, culture, religion and human sexuality

http://thebody.com/content/art14132.html

Assignments before Workshop Five

1. Search (Internet, textbook, related articles, psychology dictionaries and or

encyclopedias), the definitions in English of the following concepts. Describe these

concepts using your own words (paraphrase).

• Paraphilias



• Fetichism

• Transvestism

• Sexual addiction

• exhibitionism

• voyeurism

• premature ejaculation

• vaginismus

• erectile disorder or dysfunction

2. Read about treatment of sexual dysfunctions and prepare a 2 pages summary describing

the biological treatment, Masters-and-Johnson Approach and Helen Singer Kaplan

Approach (English).

3. Look for newspaper, magazines articles, visual representations and/or study cases that

demonstrate different paraphilias. Come ready to share your article in classroom

(English).

4. Search information (Internet, textbooks, related articles, psychology dictionaries and or

encyclopedias) about how social, cultural and religious factors impact the expression of

human sexuality (Spanish).

5. Complete a chart describing three situations that evidence how social (values, gender

expectations), cultural or religious attitudes impact sexual behavior (Spanish). See

example below.



Impacto de Actitudes en la Conducta Sexual

Actitudes Impacto

Sociales

Culturales

Religioso

6. Look for information (it can be in Spanish or English) about ethical issues in human

sexuality research or treatment. Identify one issue, write an annotation of it (Spanish)

and come ready to share in class. Bring a print or copy of the information

7. Complete and bring the Portfolio for evaluation purposes.


Activities

1. The facilitator will introduce the concepts related to sexual dysfunctions, paraphilias and

sexual addiction. Students will have the opportunity to clarify their doubts of the topic

(English).

2. Collage of Paraphilias – The class will be divide in two or three groups to prepare a

“collage” about the different paraphilias. Each group will choose a leader to present their

poster (English).

3. Venn diagram –The facilitator and the students will elaborate a Venn diagram to compare

different treatment models for sexual dysfunctions, paraphilias and sexual addiction

(English).



4. Brainstorming activity - The facilitator will divide the students in three groups and lead a

brainstorming activity to identify and discuss how social, cultural and religious factors

impact human sexuality (Spanish).

5. Pair and Share Activity - Students will share their annotations and information about

ethical issues in research and treatment (Spanish).

6. The facilitator will lead an open discussion of this topic with the students’ input about

ethical considerations in human sexuality (Spanish).

7. Evaluation process of the course.

8. Closing activity – to be determined by the facilitator.

Assessment

− Learning Diary – Write your personal opinion about how your society influence values

and norms related with the expression of sexuality. Students may choose the language of

preference to write their personal opinion.

− The facilitator will provide feedback about the correct use of the English and Spanish

grammar during the oral and written activities.

− Class participation rubric.



Anejos/Appendixes



Anejo A/Appendix A

Attendance and Participation Rubric

Name:________________________________________________________ Date________________ PT:________________ Attendance and Punctuality _____ Absence in 4 or more workshops/ Absence in 3 workshops and was late in two workshops _____ Absence in three workshops/ Absence in two workshops and was late in three workshops _____ Absence in two workshops/ Absence in 1 workshop but was late in three or more workshops _____ Absence in 1 workshop/ No absent but was late in three workshops _____ No absent but was late in 1 or two workshops _____ No absent or late in any of the workshops Note: The student absence to a workshop represents a loss of 5 points. The facilitator will follow the policy of attendance of the Institution for grade purposes.

Participation Criteria Value Points Student Score

Content Students offer an in-depth and solid analysis of the discussed content and the dialogue flows smoothly during the discussion.

1

Students are appropriately prepared for discussion – with notes taken from their reading, passages of textbooks, copies or prints- about the topic in discussion.

.5

Students, through their comments, show that they are paying close attention to what other participants say about the topic.

1

Students provide explanations and follow up to enrich discussion.

.5

Students’ observations are usually related to ideas or arguments presented in this discussion.

.5

Total 3.5 points (70 percent)



Language

1.5 points (30 percent)

Students show good use of the standard English/Spanish language (vocabulary, syntax and grammar).

.5 points

Students use appropriate oral fluency in their contributions to the topics discussed.

.5 points

Given a controversial topic during discussion, students show a persuasive argument based on scientific literature to support their points of view about it.

.5 points

Total 5 points Total Score:



Anejo B/Appendix B

Matriz Valorativa para Asignaciones/Assignments Rubric

Workshops

Content Criteria (70%) Pts. I II III IV V Total

Student turns in their homework in time and include the references consulted

1.5

Student answers homework without deviating from the topic; ideas are well connected and follow a sequence

1

Student uses critical thinking to express ideas and projects a deep understanding of the topics assigned

1

Language Criteria (30%)

Sentences are written using appropriate syntax, punctuation, verb usage, and grammar.

1.5

Total

5



Anejo C /Appendix C

Lista de Patologías

1. HIV y SIDA

2. Cáncer de los órganos sexuales

3. Disfunción sexual

4. Deformaciones del pene

5. Menopausia

6. Hermafroditismo

7. Clamidia

8. Gonorrea

9. Uretritis no gonocócica

10. Sífilis

11. Chancroide

12. Herpes

13. Verrugas genitales

14. Hepatitis viral

15. Vaginosis bacteriana

16. Candidiasis

17. Tricomoniasis

18. Piojo Púbico (ladilla)

19. Sarna

20. Parafilias: sadismo, fetichismo, pedofilia



Anejo D/ Appendix D

Matriz Valorativa de Trabajo Escrito

Nombre del estudiante: ______________________________

Curso: PSYC 210

Tema: ____________________________________________

Puntuación total: _________

Criterios

Contenido (70%)

Puntuación

Asignada

Puntuación

Obtenida

Entrega en la fecha asignada 2

Utiliza estilo de presentación recomendado y cita

correctamente las fuentes de referencia utilizadas.

2

Introduce el tema de manera interesante. 2

Organización lógica y coherente del escrito. 2

Presenta análisis y resumen de las ideas. 2

Presenta sus conclusiones de forma clara y lógica. 2

Incluye la hoja de referencias bibliográficas utilizadas

para desarrollar su trabajo.

2

Lenguaje (30%)

Utiliza un lenguaje apropiado con corrección sintáctica y

gramatical.

2

Contiene oraciones y párrafos bien construídos que

facilitan la lectura y compensión del escrito

2

Aplica consistentemente las reglas de acentuación del

lenguaje espaňol.

2

Total 20



� Todos los trabajos escritos deben incluir página de presentación y referencias bibliográficas citadas

al estilo APA.

Observaciones:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________



Anejo E/Appendix E

PORTFOLIO

Guidelines to prepare the portfolio

1. Determination of sources of content

2. The following, but not limited to, documentation will be included:

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

d. Research papers: dated unedited and edited first drafts to show progress

e. Written pieces that illustrate critical thinking about readings: response or reaction

papers.

f. Class notes, interesting thoughts to remember, etc.

g. Learning journals, reflexive diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

3. Organization of documentation

Documentation will be organized by workshop, and by type of assignment within workshops.

Workshops will be separated from one another using construction paper or paper of different

colors, with tabs indicating the workshop number.

4. Presentation of the portfolio

• Documentation will be posted in a binder or in a digital version (e-portfolio).



• The cover page will follow exactly APA guidelines applied to a cover page of

research papers submitted at Metro Orlando Campus. This cover page will be placed

at the beginning of the portfolio.

• The entire portfolio will follow APA style: Courier or Times New Roman font, size

12, double space, and 1-inch margins. See a “Publication Manual of the APA, Sixth

Edition”

• Introduction and conclusion of the income and outcome of the portfolio.

• A list of references and appendixes of all assignments included will be added to the

end of the portfolio.

• The Portfolio Informational Sheet will be placed in the transparent front pocket of the

binder for identification purposes (Appendix F).

5. Student-Facilitator Feedback Template: Progression follow-up

The final step in implementing portfolios, before returning them to the student or school life,

is sharing feedback with each student to review the contents, student reflections, and your

evaluations of individual items and all of the work together as related to learning targets

(Banks, 2005).

Facilitators will e-mail a feedback template to all students. This template will contain

information pertaining to weaknesses and strengths found in students’ portfolios (Appendix

I ). Facilitators will focus their attention on showing students what is possible and their

progress rather than what is wrong; however, this does not mean that facilitators will not

cover weaknesses and areas for improvement during the conference. Facilitators will send

this feedback template upon completion of workshop one.



Students will also have the opportunity to respond to the facilitator’s feedback and write their

own comments and/or ideas of how to improve the quality of their portfolios, and how to

become better metacognitive learners on the feedback template. Students will e-mail the

template with their comments back to the facilitator after every workshop.

6. Portfolio storage:

• Portfolio samples will be safely stored for a six-month term on campus.

• Students will sign an official document empowering Ana G. Mendez University

System with rights to use their portfolios with educational or accreditation purposes

during this term (Appendix J).

• After this term, and if their authors authorize Ana G. Mendez University System to

discard their portfolios by signing an official document, portfolio samples will be

destroyed; otherwise, they will be returned to their original authors (Appendix K).



Anejo F/Appendix F

PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Florida Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo Check one: � Universidad del Este � Universidad Metropolitana � Universidad del Turabo Check one: � Undergraduate � Graduate

Concentration

Student’s Name

Facilitator’s Name

Course:

Portfolio rated as

Reason of this rate



Anejo G/Appendix G

Checklist for Portfolio Assessment

Has the student set academic goals?

Does the portfolio include enough entries in each area to make valid

judgments?

Does the portfolio include evidence of complex learning in realistic

setting?

Does the portfolio provide evidence of various types of student learning?

Does the portfolio include students’ self-evaluations and reflections on

what was learned?

Does the portfolio enable one to determine learning progress and current

level of learning?

Does the portfolio provide clear evidence of learning to users of the

portfolio?

Does the portfolio provide for student participation and responsibility?

Does the portfolio present entries in a well-organized and useful manner?

Does the portfolio include assessments based on clearly stated criteria of

successful performance?

Does the portfolio provide for greater interaction between instruction and

assessment?

Adapted from:

Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson Education,

Inc.



Anejo H/Appendix H

Portfolio Rubric

4 3 2 1 PORTFOLIO APPEARANCE

� Readable: Are entries typed in an appropriate font and size? Are

entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?

� Professionalism: Is the appearance of the portfolio professional?

Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?

� Organization: Is the portfolio organized in a manner that makes

it easy to follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

� Content: Are all required entries included in the portfolio? Are

entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.

� Authenticity: Are the samples and illustrations a true reflection

of the student’s efforts and abilities?

� Growth/Development: Do samples provide thorough

understanding of growth and development related to their field of concentration? Do items show what the student has learned?



� Collaboration: Do items show examples of both individual and

group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?

� Reflection and Personal growth: Do items show exceptional

understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?

� Professional Conduct: Do items show clear understanding of

ethical behavior and professional conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

� Is this portfolio an asset in demonstrating the student’s value

(skills, abilities, knowledge) to a potential employer or college representative?

Rating Scale

4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement

Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007.

Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement –

Metro Orlando Campus



Anejo I/Appendix I

Portfolio Assessment Feedback Template

Strengths Weaknesses Improvement Ideas Facilitator’s comments

Student’s response and comments



Anejo J/Appendix J

Use and Return of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo

I, ____________________________________, grant permission to the office of Assessment and

Placement of the Ana G. Méndez University System, to keep in their records a copy of my

portfolio. I understand that the portfolio is going to be used for accreditation or educational

purposes only, and that is not going to be disclosed without my consent.

By signing this document I authorize the office of Assessment and Placement to keep a copy of

my portfolio for six months and return it to me at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo K/Appendix K

Use and Discard of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo

I, ____________________________________, grant permission to the office of Assessment and

Placement of the Ana G. Méndez University System to keep in their records a copy of my

portfolio. I understand that the portfolio is going to be used for accreditation or educational

purposes only, and that is not going to be disclosed without my consent.

By signing this document I authorize the Office of Placement and Assessment to keep a copy of

my portfolio for six months and discard it at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo L /Appendix L

Mapa de Conceptos/Concept Map



Anejo M /Appendix M

Mapa Secuencial/Flow Chart



Anejo N /Appendix N

Diario de Aprendizaje

Utiliza esta hoja para contestar la pregunta de reflexión del taller.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________



Appendix N

Learning Diary

Use this paper to answer the workshop’s reflexive question.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________



Anejo O/Appendix O

Name ________________________ Date ____________________

Diagrama de Venn/Venn Diagram



Anejo P/Appendix P

Gráfico de T/T- Chart



Anejo Q /Appendix Q

Mapa de Circulo/Circle Map

Describing Wheel Add describing words about the topic between the spokes of the Wheel.

Describing Wheel

Topic



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