University of Oregon
College of Education
Couples and Family Therapy Graduate Program
CFT 626, Spring 2014
CRN 33824
Human Sexuality in Counseling
Time: Tuesday, 9:00am-11:50am
Location: Lokey Education 116
Instructor:
Office location:
Office hours:
Telephone:
Email:
Wendy Maltz, LCSW, DST
TBA
By appointment
541.484-4480 ext 2
wmaltz@uoregon.edu
Course Description: This is a graduate level course designed to help students further their understanding and
clinical abilities working with couples and families, with special emphasis on the role of intimacy and sexual
relationships. There will be a contemporary examination of human sexuality in relational context covering
sexual development, sexual expression, sexual pleasure, sexual problems, and the assessment and treatment
protocol for sexual dysfunction in heterosexual, same sex relationships, and mixed orientation relationships. A
second purpose of this course involves self of the therapist work, which will include an examination of attitudes,
beliefs, and understanding as it pertains to the student’s own human sexuality and human intimacy.
Core Competencies:
This course will address the following AAMFT core competencies:
1.2.1 Recognize contextual and systemic dynamics (e.g. gender, age, socioeconomic status,
culture/race/ethnicity, sexual orientation, spirituality, religion, larger systems, social context).
2.1.1 Understand principles of human development; human sexuality; gender development; psychopathology;
psychopharmacology; couple processes; and family development and processes (e.g., family, relational, and
system dynamics).
2.2.4 Consider the influence of treatment on extra-therapeutic relationships.
2.3.8 Identify clients’ strengths, resilience, and resources.
4.3.2 Deliver interventions in a way that is sensitive to special needs of clients (e.g. gender, age, socioeconomic
status, culture/race/ethnicity, sexual orientation, disability, personal history, larger systems issues of the
client).
4.3.1 Match treatment modalities and techniques to clients’ needs, goals, and values.
Textbooks:
Required:
Knox, David, Caroline Schacht, and Mark A. Whatley. Choices in Sexuality, textbook, 4th edition, BVT Publishing,
PO Box 492831, Redding, CA 96049.
Maltz, Wendy (2012). The Sexual Healing Journey: A Guide for Survivors of Sexual Abuse (3rd Edition) New
York: William Morrow.
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Maltz, Wendy, and Larry Maltz. (2010) The Porn Trap: The Essential Guide to Overcoming Problems Caused
by Pornography. New York: Harper Paperbacks.
Students are expected to complete all reading assignments posted on Blackboard.
Recommended/Optional:
Corwin, Glenda. Sexual Intimacy for Women, Seal Press, 2010.
Crooks, Robert, and Karla Baur. Our Sexuality.11th edition. Belmont, CA: Wadsworth, 2010.
Hertlein, K. M., Weeks, G. R., & Sendak, S. K. (2009). A Clinician’s Guide to Systemic Sex Therapy. New York:
Taylor & Francis Group, Inc.
Joannides, Paul. Guide to Getting It On! (2009). 6th edition. Waldport, OR: Goofy Foot Press.
Kleinplatz, P. (2012). New Directions in Sex Therapy: Innovations and Alternatives, 2nd edition. Routledge.
Leiblum, Sandra. Principles and Practice of Sex Therapy, 4th Edition. Guilford Press, 2006.
Long, L, Burnett, J, and R.V. Thomas (2006). Sexuality Counseling: An Integrative Approach. Merrill Publishing.
Maltz, Wendy, and Suzie Boss. (2008) Private Thoughts: Exploring the Power of Women’s Sexual Fantasies.
Reissue edition. Charleston, SC: BookSurge (Note: Also in an e-book format by New World Library, 2012).
[Other recommended books and resources are listed on Blackboard]
Informational Statement for this Course
Success in learning to help others deal with sexual issues requires that the therapist become sufficiently
comfortable with acknowledging her/his own sexuality, while obtaining in-depth knowledge of human sexual
behavior and therapeutic interventions in general. The structure of this class is based upon the freedom of each
student to express her/his personal views in an atmosphere of respect and tolerance. The topic of human sexual
development can be personal, sensitive, and sometimes emotionally laden. During classroom discussions, you
may hear viewpoints which may differ from your own value system and this may feel uncomfortable. If you feel
that you cannot tolerate the opposing views of others in the class, have concerns about any assignment, or are
struggling with any lecture or reading content, I encourage you to discuss your concerns with me. Due to the
sensitive nature of this course material, you are expected to keep any and all information you may learn about
your colleagues or clients confidential.
Course Requirements:
1. Attendance and class participation (30 points): Attendance is an expected and necessary component
of success in any course. Further, greater in-class engagement and dialogue among all of us creates a
richer classroom experience. Students will be expected to complete the assigned readings and to
actively participate in class discussions. Class participation includes activities such as raising questions,
speaking in discussions, serving as a consultant to classmates during in-class activities, role-playing, etc.
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I will strive to structure activities to accommodate and utilize a variety of learning styles and
participation styles. I recognize that each of you will find some of these activities more enjoyable,
comfortable, culturally congruent, or suited to your learning style than others. I do encourage you where
you feel comfortable to consider expanding your range of participation.
Students may be excused from one (1) class due to illness, unanticipated loss of childcare, or a personal
or family emergency. Please let me know if you anticipate missing a class. Students will be responsible
to obtaining any notes or materials that they missed due to their absence. More than one (1) absence
may have a negative impact on your final grade in the course.
a. CLASS HOPES PARAGRAPH. Due no later than Friday, April 4th, 5 pm.
A brief, typed paragraph sharing what you hope to get better at and improve on by taking the
class. (Email it to me and make sure you get a confirmation from me that it was received).
b. ANONYMOUS SEX CONCERN WRITE-UP. Due in class, Tuesday, April 8th.
An anonymous one page (double-spaced) write-up of a past or present distressing sexual
concern or event that you or someone else you know has experienced. It might be something
that the writer regrets doing or participating in, or a specific sexual problem or condition.
Please write it up as though it is being communicated to a therapist. Pick something that is
particularly difficult to reveal. Write-ups are to be typed on standard paper, folded, put in a
standard envelope, and handed to me in class. DO NOT PUT YOUR NAME ON THE PAPER OR
ENVELOPE. (Make sure to check off your name on a list as you turn it in).
Please note that some anonymous write-ups will be read aloud in class by the teacher or by a
randomly chosen student. This assignment is designed to provide students an opportunity to
experience first-hand the difficulties involved in sharing embarrassing or upsetting sexual
concerns. It also provides a safe opportunity to receive feedback and ideas that might be helpful
to healing, as well as normalizes how common it is to experience a sexual concern.
2. One 3-5 page double-spaced typed paper (30 points total)
Due in class, Tuesday, May 13th.
OPTION A- “STRETCHING EXPERIENCE”. Base your paper on a “stretching experience” of your
choice. Options could include watching a video on sexual techniques, visiting a sex toy store,
going to an LGBTQ rally, interviewing a religious leader about sexuality, testing out a sexual or
touch technique with a partner, talking with a grandmother about her sexual identity, visiting an
HIV treatment clinic, etc. (Note: Selections should not compromise your moral, social, and /or
ethical boundaries). Your paper should describe why you chose your selection, how it challenged
you, the experience you went through, what you learned, and your analysis of the ways in which
you grew and how your views were changed as a result of the experience.
OR
OPTION B – Base your paper on a sexuality topic or concern of your choice. You might pick a
question that a client might ask in a clinical setting, explain different perspectives on
controversial topic (such as abortion, circumcision, pornography, BDSM play, sexual addiction,
or masturbation). Feel free to brainstorm ideas with the instructor.
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3. Class Power-point Presentation (40 points)
Due in class, Tuesday, June 3rd.
Within the first two weeks of class, groups of 2-3 students are to select a sexual counseling sub-topic
that pertains to a clinical sex therapy specialty from the list below.
(Note: only one group will be assigned for each topic. Let the instructor know of your group and topic no
later than April 19th).
Aspergers and sex
Cancer (Breast and/or Prostate)
Birth Control
Oral sex
Anal sex
Infertility and relationship
Herpes and relationships
Human and animal courtship
Hyper-sexuality/sex addiction
Sexless marriage/relationship
Hysterectomy
Abortion
Extreme pornography (child, violent, etc)
Update on HIV/AIDS
Menopause
Sex and the law
Sex Abuse in the media
Sexual assault prevention and treatment
Gay male sexuality
Bisexuality
Kink and dungeons
Sex and disability
Sexual harassment
Cross-dressing
Transgender/transsexuality
On-line sexual behavior & new gadgets
Orgasm – Bio-psycho-social-spirit
Intimate Partners of Sexual Abuse Survivors
Persistent Genital Arousal Disorder
Pregnancy loss (miscarriage, stillbirth, etc.)
Sexual perpetrators
Sex trafficking
Aphrodisiacs
As a group, you will be expected to research and create a 5-10 page Power-point Presentation on that
topic.
The format for your Power point should follow the general outline below. Your Power-point
presentation will be graded on thoroughness of addressing the topic, creativity, and, most importantly,
usefulness of your pages as a future reference for class members in clinical practice.
The Power point should include:
a. SPECIALTY AREA OR CONDITION -- NOTE CHALLENGES. An overview of the sex therapy
specialty area (which may be a specific treatment population or a specific sexual activity or
concern). This should include a description of what kinds of challenges the clinician faces in
working with this population and/or in treating or educating about this condition/behavior.
b. STATS. Current research statistics related to this specialty/issue, size of population and or
prevalence of this sexual concern.
c. REFERENCE LIST. A brief literature listing citing the most critical and relevant written resources
to date that describe and address this area. A minimum of three books, three peer-reviewed
journal articles, and three web-based articles.
d. WHO’S WHO IN THE FIELD. Photos and/or several sentence write-ups on the top
clinician/researchers working in or on this specialty area.
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e. ORGANIZATIONS. Listings with links of organizations, conferences, and other resources that can
assist clinicians developing this specialty area or learning more about the topic.
f. BASIC ASSESSMENT TOOLS. Descriptions and links to common assessment tools that have been
designed for working this population/or condition.
g. APPROACHES AND TREATMENT STRATEGIES. Brief descriptions (with illustrations if
applicable) of recognized treatment strategies and interventions for helping this population or
addressing this sexuality concern. This should include a brief, easy to see list of “Do’s and Don’ts”
for the clinician.
Each student group will have 10 minutes to present and comment on their Power-point Presentation in
class.
Grade Calculation:
Attendance & Participation
Includes “CLASS HOPES” paragraph and
ANONYMOUS SEX CONCERN WRITE-UP
3-page paper (Option A or B)
Power-point Page Presentation (small group)
Total points:
30
30
40
100
Late Assignments: Outside of exceptional circumstances (medical or family emergencies) students that
turn in assignments after the due date will not be eligible for the full credit. Credit will be deducted at
the instructor’s discretion.
Course Grading:
A+
97-100
C+
77-79
A
94-96
C
74-76
A90-93
C70-73
B+
87-89
D+
67-69
B
84-86
D
64-66
B80-83
D60-63
Courses receiving a C and lower are not accepted for graduate credit, though they may be computed in the GPA.
Policies
Students with Disabilities:
Appropriate accommodations will be provided for students with documented disabilities. This documentation
must come in writing from the Accessible Education Center. If you have a documented disability and require
accommodation, please meet with me as soon as possible.
Student Conduct:
The College of Education (COE) Policy Regarding Dismissal of Students from Programs is contained in the COE
Academic Policies and Procedures Handbook in Section A and in the UO Bulletin. The CFT program has a specific
set of policies with regard to Professional Conduct and Ethical Standards that can be found in the CFT Program
Handbook. It is the student’s responsibility to review these policies.
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Grievance Policy:
A student or group of students of the College of Education may appeal decisions or actions pertaining to
admissions, programs, evaluation of performance and program retention and completion. Students who decide to
file a grievance should follow the student grievance procedure, or alternative ways to file a grievance outlined in
the Student Grievance Policy (https://education.uoregon.edu/academics/student-grievance) or enter search:
student grievance.
Respect for Diversity:
The CFT program embraces a culture of respect and inclusion with a commitment to honoring diversity in all
aspects of our program. The concept of diversity encompasses acceptance and respect in understanding that each
individual is unique. Diversity includes, but is not limited to race, ethnicity, tribal affiliation, national origin, age,
sexual orientation, gender, gender-expression/identity, socioeconomic status, disabilities, and spiritual/religious
affiliations. We aim to honor and value diverse ways of learning, knowing, and experiencing. We also hope to create
a forum where dialogues can take place that foster individual as well as collective self-awareness and growth. In
keeping with our commitment to these values, we ask that everyone (students, faculty, staff and supervisors)
partner in a shared responsibility to build inclusion, equity, and respect of diversity across the CFT program. This
can only happen if we continue to reflect on how our cultural backgrounds and diverse life experiences influence
our work with clients. Thus, while we each bring unique perspectives to our professional work, as a program we
expect that our students, faculty and staff, as human service professionals, will strive toward competency in
meeting our clients' diverse needs and respecting all people.
Disclosure of Personal Information:
The Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) requires the program
to have “established policies for informing applicants and students regarding disclosure of their personal
information” (COAMFTE Standard 140.02, 2003). With this standard in mind, I would like to highlight that in this
course personal disclosures may occur. Each student should decide for him/herself what information to disclose.
Students are advised to be prudent when making self-disclosures. The program cannot guarantee confidentiality of
student disclosures given the group environment, although personal comments should be considered private and
confidential – and remain only in the classroom – unless an exception to confidentiality applies.
The AAMFT Code of Ethics states in standard 4.7 (2001) that Marriage and family therapists do not disclose
supervisee confidences except by written authorization or waiver, or when mandated or permitted by law. In
educational or training settings where there are multiple supervisors, disclosures are permitted only to other
professional colleagues, administrators, or employers who share responsibility for training of the supervisee. Verbal
authorization will not be sufficient except in emergency situations, unless prohibited by law. With this in mind, the
program would like to highlight that clinical supervisors who share responsibility for supervisees will share
relevant information without a written waiver in an effort to provide a quality standard of supervision, maintain
coherent training throughout the program, and ensure client care.
Inclement Weather Policy:
In the event the university operates on a curtailed schedule or closes, UO media relations will notify the EugeneSpringfield area radio and television stations as quickly as possible. In addition, a notice regarding the university’s
schedule will be posted on the UO main homepage (in the “News” section) at http://www.uoregon.edu. College of
Education students should contact their program department for further information.
Laptops and Cell Phone Policy:
Due to the fact that cell phones (e.g., text messaging, internet surfing) are disruptive to others in the classroom, cell
phone use is prohibited during class time. Cell phones must be silenced and text messaging and cell phone Internet
access is not allowed during class. If you have an exceptional circumstance (e.g. ill child), and need to be on standby
for a possible cell phone call, please set your cell to vibrate and exit the classroom if you receive a call.
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If an alternate learning ability requires the use of a laptop, please contact me on the first day of class about this.
Additionally, if you use a laptop to take notes during class, please seek the permission of those around you. Typing
notes during class can be very disruptive for people sitting near you – be sure that those around you are not
distracted by your note taking. Computer laptop Internet surfing is prohibited during class.
COURSE SCHEDULE 2013
Week/Date
Week #1
April 1st
Topic
Introductions
Framework for the course
Overview of Sex Therapy
PLISSIT model
Current controversies
Cultural and media influences
Defining Sex
Sexual rights
Childhood sexuality and development
Health benefits of sex
Sexual self of the therapist
Terminology/Language
Considerations
Taking a Sex History
Week #2
April 8th
Anonymous concern write-up
reactions
Diagnostic Categories
Female anatomy and physiology
Female Sexual Disorders
Sexual Response Cycle in women
Common female sexual problems
Role of medications
Spotting common medical problems
Treating female sexual
concerns/dysfunctions
Treating female sexual desire
disorders
Week #3
April 15h
Treating orgasmic problems
Treating sexual pain problems
Male Anatomy and Physiology
Male Sexual Disorders
Sexual Response Cycle in men
Common male sexual problems
Role of medications
Spotting common medical problems
Treating male sexual
concerns/dysfunctions
Assignment
Knox et al, Choices in Sexuality, Ch. 13
(see also, Ch. 14, Crooks & Baur, Our Sexuality, 11th ed
overview of Sex Therapy for comparison)
McCarthy, B. & Thestrup, M. (2008). “Integrating sex
therapy interventions with couple therapy.” Journal of
Contemporary Psychotherapy, 38, 139-149.
Sexual Health Fundamentals (ARHP), “Sex Therapy for
Non-Sex Therapists,”
NCTSN – Sex Dev in Children article
The Health Benefits of Sexual Expression article
Hertlein Clinicians Guide, p. 19-35 (Reference
on Assessment)
“Breaking Taboos” Article
Self of the Therapist Hand-out
Abbreviations Handout
Taking a Sex History Hand-out
Hopes Paragraph assignment, due April 4th, 5 pm.
[Plus materials posted on Blackboard]
Anonymous concern assignment, due today!
Knox et al, Choices in Sexuality, Ch. 3
Sexual Response Cycle Diagnostic Category Handout
http://www.3dvulva.com/
SAR Guide pdf on Four Phases of Sexual Response
Changes
Basson, Rosemary. “Women’s Sexual Dysfunction” article
http://www.cmaj.ca/content/172/10/1327.full
de Villers and Turgeon "The Uses and Benefits of Sensate
Focus Exercises” 2005
Maltz, Guidelines for Using Dilators
[Plus materials posted on Blackboard]
Knox et al, Choices in Sexuality, Ch. 4
Metz/McCarthy, Premature Ejaculation article
Guide to Getting it On, Ch.56 on PE (optional)
Hertlein, Clinicians Guide, p. 88
Perelman & Rowland, Retarded Ejaculation article
Althof, S. & Rosen, R. Combining Medical and
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Desire disorders
Premature ejaculation
Erectile difficulties
Delayed ejaculation
Relationship issues
Sex Therapy with Gay & Lesbian
Couples
Week #4
April 22nd
Treating Older Couples
STI considerations
Sex in Culture and the Media
Psychological Interventions in the Treatment of ED,
Couples sexuality questions (from TPT, handout)
[Plus materials posted on Blackboard]
Knox et al, Choices in Sexuality, Ch. 5, 10, 15, 17
Ritter, K. & Terndrup, A. (2002). “Sex Therapy with Gay
and Lesbian Couples” (Ch. 16 p. 355-366 in their
Handbook of Affirmative Psychotherapy with Lesbians and
Gay Men, Guilford Press)
Rutter, Philip. “Sex Therapy with Gay Male Couples Using
Affirmative Therapy”
Corwin, G. (selected sections on lesbian sexual
intimacy—see Blackboard)
Hysterectomy and Your Sexual Response,
www.twshf.org, 2004.
UO Sex Positive app
http://healthcenter.uoregon.edu/Home/SexPositive.aspx
Guest Speaker(s), TBA
Week #5
April 29th
Intersexuality/
Transgender clients
Sexual disability populations
What is harmful? What is Healthy?
Less common sexual practices
[Plus materials posted on Blackboard]
Knox et al, Choices in Sexuality, Ch. 6, 11 & 14
In class video on trans:
http://topdocumentaryfilms.com/me-my-sex-and-i/
Disability videos:
http://mitchelltepper.com/media/television/
http://www.healthysex.com/page/what-is-healthy-sex/
http://www.healthysex.com/page/certs-model/
Maltz, Wendy. “The Maltz Hierarchy of Sexual
Interaction.” Sexual Addiction and Compulsivity 2, no. 1
(1995): 5-18. Also available at Web site:
www.HealthySex.com
Power points from past years
Treating Survivors of Sexual Abuse
Week #6
May 6th
Sexual Trauma/Abuse Healing
Knox et al, Choices in Sexuality, Ch. 16
Maltz, Wendy. “Healing the Sexual Repercussions of
Sexual Abuse”, in Kleinplatz, P. New Directions in Sex
Therapy, 2nd Edition (2012), pp. 265-281, 2012.
(overview)
The Sexual Healing Journey (Ch. 1-6)
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Maltz, Sexual Effects Inventory
(in book)
[Plus materials posted on Blackboard]
Week #7
May 13th
Treating Survivors cont.
The Sexual Healing Journey (Ch. 7-12)
Partners of sexual abuse survivors
[Plus materials posted on Blackboard]
Relearning Touch exercises
3-5 page Paper due in Class
Modifying sex therapy exercises
Week #8
May 20th
(Case presentations and role plays)
Sexual Addiction & Compulsivity
Maltz & Maltz, The Porn Trap, Ch. 4, 5, 10
Treating problems caused by
pornography
Maltz, “Out of the Shadow/Is Porn Bad for You?” at
www.healthysex.com
Partners of sex addicts
Carnes, P. Tasks of Recovery, download
(case presentations)
Herring, Bill. “Partners of the Chronically Unfaithful”
http://billherring.info/atlanta_counseling/partners-ofthe-chronically-unfaithful
Fact Sheet on Teens and Porn
http://healthysex.com/wpcontent/uploads/2014/03/FACTS-on-Teens-Porn2013.pdf
Week #9
May 27th
Week #10
June 3rd
Week #11
(Finals)
Sexual fantasy work
[Plus materials posted on Blackboard]
Maltz, W. Private Thoughts, Ch. 8, Ch. 9
Tantric/Karezza sexual practices
Anand, M. The Art of Sexual Ecstasy, selections.
Sexual enrichment
Robinson, M. Cupid’s Poisoned Arrow, selections.
COE exit survey -- mandatory
11:30 – 11:50 am
Maltz, W. Passionate Hearts, Intimate Kisses, selections.
[Plus materials posted on Blackboard]
Power point page presentations in
class
Conclusion – Happy Graduation!
*The contents of this syllabus may be altered as deemed appropriate by the instructor throughout the course. You
will be notified of any changes.
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