Teaching a Human Sexuality Course: What Are Counseling Students Thinking?

Teaching Paraphilias with the DSM 5: Learning the Distinction between Difference and Disorder

“…The changes that have been made to the paraphilias category in the DSM-5 were designed to help clinicians distinguish between clinically significant, problematic sexual deviance and paraphilias that may be statistically unusual but not harmful (Sorrentino, 2016). However, lack of education and training continue to create problems in this area for mental health practitioners and their clients with non-normative sexual interests (Diambra et al, 2016;Sansone & Wiederman, 2000;Sorrentino, 2016). Psychiatrists in training often have few rotations in sexuality in general, and even fewer in paraphilic disorders (Sansone & Wiederman, 2000;Wise, 2010).…”

“…This data suggests that clinicians are likely to come across individuals with paraphilic sexual interests even in nonclinical settings. Education in paraphilias and paraphilic disorders, as well as in sexuality more broadly, may increase the comfort of clinicians in navigating these conversations (Balon & Morreale, 2010;Diambra et al, 2016) and decrease the risk of stigmatizing or further shaming of those individuals with paraphilic sexual interests by clinicians due to unconsidered personal bias (Parish & Clayton, 2007). This lesson plan is designed to help bridge the gap in the sexual education of clinicians at an introductory level regarding the topic of paraphilias and paraphilic disorders as described in the DSM-5.…”

“…Clinicians are likely to interact with patients who have a variety of sexual interests (Joyal & Carpentier, 2016;Sorrentino, 2016;Wise, 2010). This lesson on paraphilias and paraphilic disorders will enable clinicians to better engage in conversations and decision-making with these patients regarding possible treatment (Balon & Morreale, 2010;Diambra et al, 2016). A clearer understanding of the nuances of sexual interests will help clinicians obtain the important skill of better distinguishing those that are healthy from those that are harmful (Joyal, 2015;Sorrentino, 2016).…”

“…To ensure clinicians gain a greater understanding of paraphilias understood through a diagnostic lens Rationale: Clinicians are likely to interact with patients who have non-normative sexual interests in both forensic and non-forensic settings (Joyal & Carpentier, 2016;Sorrentino, 2016;Wise, 2010). Education regarding paraphilias and paraphilic disorders is necessary to enable clinicians to better engage in conversations and decision-making with these patients regarding possible treatment (Balon & Morreale, 2010;Diambra et al, 2016).…”

Comfort in Treating Sexual Problems: Current Training and Counselor Self-Efficacy

“…Another area of further research surrounds the use of human sexuality courses and their effectiveness in developing self-efficacy associated with counseling of sexual topics. In the past 20 years, the complexity of human sexuality required researchers and academics to broaden their scope of sexual behavior and integrate that scope into their classes (Diambra, Pollard, Gamble, & Banks, 2016). As CACREP-accredited programs require marriage, family, and couples counseling and rehabilitation counseling students to take at least one course in human sexuality, does one course prepare student efficacy in assessment use and leading sexually based interventions with clients?…”