Graduate School
COURSE SYLLABUS
SCHOOL OF HEALTH SCIENCES
CENTER FOR COUNSELING & FAMILY STUDIES
COUN 610 HUMAN SEXUALITY
FACULTY: JOHN C. THOMAS, PH.D., PH.D., PROFESSOR
OFFICE: OLD THOMAS ROAD PROPERTY, CARTER BUILDING
PHONE: 434-592-4047
E-MAIL: [email protected]
OFFICE HRS: BY APPOINTMENT
SEMESTER: JUNE 17-21, 2013
TIME: M-TH = 8:15-4:30; F = 8:15-12:00
LOCATION: LIBERTY MOUNTAIN CONFERENCE CENTER
I.
COURSE DESCRIPTION
An analysis of the physiological, psychological, cultural, and religious aspects of a wide
range of topics in the area of human sexuality. Emphasis is on the development of an
understanding and appreciation of the role of sexuality in individuals, couples, and
families throughout the various phases of the life cycle. (3 credit hrs.)
II.
RATIONALE
Christian counselors are positioned to encourage and develop a sexually healthy church.
Rooting our understanding in a biblical worldview affirms that sexuality and sex were
conceived in the mind of God. Sex and sexuality are a precious gift from our Creator.
Because they are wed to our creation, sex is an expression of our sexuality and involves
our body, soul, and spirit. Although sexual behavior incorporates many meanings,
values, morals, and cultural perspectives, a biblical worldview shapes our understanding
of how to view and approach sexual topics.
Sadly, the church has failed to foster a healthy understanding of sex out of a commitment
to preach against the misuses and sins associated with sex. Forming a healthy
perspective on sexual issues across the lifespan empowers people to virtuously thrive
amidst the overtly sexualized contemporary culture.
Our study of human sexuality will often create unexpected reactions from students. Some
topics may make students uncomfortable, while others may be amused, confused, or
offended. That is not the intent of this course; on the contrary, it is important for
individuals to focus on their own feelings and consider their own upbringing, cultural
beliefs, experiences, and faith to grow personally and professionally. Students must learn
to engage in competent and open dialogue about human sexuality and sex that accounts
COUN 610 – Human Sexuality
for the ethical, legal, physiological, psychological, sociopolitical, and therapeutic
considerations from the solid basis of a biblical worldview. Accordingly, this course
critically examines human sexuality and its central importance to personhood from
professional and theological perspectives within the context of a biblically informed
worldview.
III.
PREREQUISITES
There are no formal prerequisites. As stated in the Liberty University Catalog, however, it
is the student’s responsibility to make up any prerequisite deficiencies that would prevent
the successful completion of this course.
IV.
MATERIALS LIST
REQUIRED TEXTS:
King, B. M. (2012). Human sexuality today (7th ed.). Upper Saddle River, NJ: Pearson
Education. [ISBN-10: 0205015670]
OR
Hyde, J., & DeLamater, J. (2010). Understanding human sexuality (11th ed.). New York,
NY: McGraw-Hill. [ISBN: 9780073382821]
Penner, J. J., & Penner, C. L. (2005). Counseling for sexual disorders. Pasadena, CA:
Authors. [ISBN: 0-8499-0482-X]
Rosenau, D. E. (2002). A celebration of sex (Revised ed.). Nashville, TN: Thomas Nelson.
[ISBN-10: 0785264671]
Rosenau, D., & Wilson, M. T. (2006). Soul virgins: Redefining single sexuality. Atlanta,
GA: Sexual Wholeness Resources. [ISBN: 978-0-9858107-1-9].
REQUIRED ARTICLES: Students can download these chapters from Blackboard:
Brinkmann, S. (2004). The Kinsey corruption: An exposé on the most influential
"scientist" of our time. West Chester, PA: Ascension Press.
Rosenau, D., Childerston, J., & Childerston, C. (2004). A celebration of sex after 50.
Nashville, TN: Thomas Nelson. (Chapters 1 and 20 only.)
RECOMMENDED TEXTS:
Jones, S. L., & Yarhouse, M. A. (2000) Homosexuality: The use of research in the church’s
moral debate. Downers Grove, IL: InterVarsity Press. [ISBN-10: 0-8308-1567-8]
Laaser, M. (2004). Healing the wounds of sexual addiction. Grand Rapids, MI:
Zondervan. [ISBN-10: 0310256577]
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COUN 610 – Human Sexuality
Leiblum, S. R. (2006). Principles and practice of sex therapy (4th ed.). New York, NY:
Guilford Press. [ISBN-10: 59385-349-5]
Smedes, L. (1994). Sex for Christians: The limits and liberties of sexual living. (Rev. ed.).
Grand Rapids, MI: William B. Eerdmans. [ISBN-10: 0-8028-0743-7]
Throckmorton, W., & Yarhouse, M.A. (2006). Sexual identity therapy: Practice
framework for managing sexual identity conflicts. Retrieved from Sexual Identity
Therapy Framework website: http://sitframework.com/
Textbook Disclaimer Statement
The above texts provide information consistent with that required by state licensing
boards in the class subject area. Liberty University does not necessarily endorse
specific religious, philosophical, or political positions found in these texts.
V.
MEASURABLE LEARNING OUTCOMES
The students should be able to:
A. Demonstrate a working knowledge of the nature, development, and function of
human sexuality throughout the life span of human development. (Program Learning
Outcome 1, 5, & 6)
B. Demonstrate a working knowledge of disorders and treatment of human sexual
problems with consideration of ethical and legal standards. (Program Learning
Outcome 1, 4, 5, & 6)
C. Conduct a sexual history interview and reflect on the personal experience of
assessing and being assessed by another. (Program Learning Outcome 2, 3, & 5)
D. Analyze and synthesize one’s sexual development as a means of enhancing sexual
self-awareness and its application to the work of a therapist. (Program Learning
Outcome 2 & 3)
E.
VI.
Integrate biopsychosocialspiritual dimensions of the human sexual experience with
emphasis on application as a helping professional. (Program Learning Outcome 2 &
3)
COURSE REQUIREMENTS AND ASSIGNMENTS
A. PRE-INTENSIVE ASSIGNMENTS
1. Complete ALL READING: King OR Hyde, Penner and Penner (2005),
Rosenau (2002), Rosenau and Wilson (2006), and the required articles.
Required reading is essential for successfully accomplishing the objectives of
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COUN 610 – Human Sexuality
this course. Recommended reading can further enhance the students’
knowledge base and prepare them for a more meaningful intensive. There is no
required form to submit the reading report. Honestly estimate the amount of
reading your completed based upon the number of pages recorded below. Use
the reading link in the Assignment Folder; place the percentage of completed
reading into the message area. Please be honest in estimating and reporting
the amount of reading; remember God is always watching. This assignment is
worth 100 points of your total grade. (This assignment partially meets Learning
Outcomes A & B
READING
Brinkmann: The Kinsey corruption:
King: Human sexuality today
OR Hyde: Understanding human sexuality
Penner & Penner: Counseling sexual problems
Rosenau: A celebration of sex
Rosenau & Wilson: Soul virgins
Rosenau, Childerston, & Childerston: Intro & Chapter 1
Rosenau, Childerston, & Childerston: Chapter 20
TOTAL PAGES
PAGES
16
427
517
300
381
246
21
8
1399
Or
1489
2. TEXTBOOK QUESTIONS. Students should create one (1) well thought-out
discussion question per Chapter from either King or Hyde’s textbook.
Questions should reflect that the student has read the material and digested it
sufficiently to create questions that would generate good discussion. Avoid
close-ended questions and the type of questions that would require a respondent
to provide factual information. For instance, avoid questions such as “what are
the four phases of the Master’s and Johnson’s Model and briefly describe
them?” Instead, create questions that require the respondent to use critical
thinking. For example, “If Christians are committed to Scripture, which
teaches that one of the purposes of sex is for procreation is the use of birth
control in keeping with that truth? Also, what, if any methods would be
within or outside of what the Bible teaches?”
In addition to writing a discussion question, each student should include a
critically thought-out response to the submitted question. The response can be
in narrative or in bullet point form as long as it adequately addresses the
question. This assignment is worth 100 points or 10% of your grade. (This
assignment partially meets Learning Outcomes A & B).
Please submit the assignment through the link in Bb by attaching the document
with your last name first followed by the assignment:
Lastname Text Questions.docx OR .doc (I cannot accept any other format)
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COUN 610 – Human Sexuality
B. INTENSIVE ASSIGNMENTS
1.
Attendance/Participation. To fully benefit from the intensive, students must
attend and actively participate in the classroom experience. It is important for
students to consider travel plans and the potential for delayed or cancelled
flights in order to arrive for the start of class on Monday.
Students will participate in small group work and discussions; they are
expected to fully participate. Attendance/Participation is worth 50 points
of your total grade. The determination of this grade rests solely on the
subjective perspective of the professor. See IX. E. 1 for more information.
(This assignment partially meets Learning Outcomes C & D)
2.
Sexual History Interview. The purpose of this specific assignment is to
practice interviewing and observational skills essential for conducting a sexual
history as part of a more comprehensive client interview.
Towards the end of the intensive students will be organized into pairs to
engage in a role-play where each student will have an opportunity to role-play
an interviewer and interviewee. The interview will follow an assigned format
to be explained during the intensive.
As an interviewee, students will share a sexual history that may include
elements of one’s own story. Students should not share their personal
story; if you do use your story as the basis of your character’s story DO
NOT tell the interviewer you are doing so. The interviewees’s story should
be embellished to force the interviewer to deal with difficult sexual histories.
The interviewee’s story should have interesting facets to help the interviewer
wrestle with such questions and responses. Although the information for the
interviews is fictional, it must be realistic, consistent, and based upon
knowledge obtained as a result of participation in the course. (This
assignment partially meets Learning Outcomes C & E)
C. POST-INTENSIVE ASSIGNMENTS
1.
SEXUAL HISTORY Reaction Paper: After the intensive, students will
write a 2-4 page paper describing your experience doing the sexual history
assessment. Follow current APA format (6th ed.), but you do not need to
have an abstract or references. You can also write this paper in first person.
The reaction should focus on your experience as both the interviewer and
interviewee. You should include: (a) how the assessment went—what went
well and what you would do differently; (b) the dynamics between you and
the other person; (c) what it was like to ask and answer specific sexual
questions (especially where age or gender issues are involved); (c) areas
where you need to grow; and (d) what was it like to share a sexual history.
This requirement is worth 150 points of the total course grade. (This
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COUN 610 – Human Sexuality
assignment partially meets Learning Outcomes C & D). Attach the
assignment through the link on Bb as:
Lastname Sexual Assessment.docx OR .doc
2.
PAPER/PROJECT. There are two options for your paper: a paper detailing
your personal theology of sexuality and sex or a PowerPoint training program
on some aspect of sexuality and/or sex. This assignment is worth 250 points
of the total course grade. (This assignment partially meets Learning Outcome
E). Attach the assignment through the link on Bb as: Lastname
Paper/Project.docx OR .doc
a. OPTION A: Theology of Sexuality & Sex Paper. Each student will
develop a personal theology of sexuality and sex. The theology of sex and
sexuality paper is the foundation upon which you will do all of your sex
counseling and prevention work. This assignment is a research paper
that must interact with the literature as you fashion your own theology. At
least ten (10) scholarly references in the paper as well as the Bible,
concordance, and commentaries. Students are not to write personal
opinion; the paper must be based in the literature and in an exegesis
of God’s Word. The paper should be no less than 8 pages and no more
than 10 pages (not including title page, abstract, and references). It should
be written in the current APA Style Manual (6th ed), third person.
b. OPTION B: Sexual Curriculum Project. Students will develop a
detailed outline of a training series on some aspect of sex or sexuality
covered in course material. The training should be of such quality it could
be presented to a church, community group, organization, or some other
such group. PowerPoint slides should look professional and draw the
participant into your material.
Additionally, students should provide a curriculum that details what is
taught in the training program. The curriculum can be written in the “notes
section” of the PowerPoint slides or on a separate Word document. In
developing your curriculum, how you will deliver the material. For
example, include interactive processes such as stimulating discussion
questions, group assignments or exercises, and technology (YouTube,
videos, etc.). Be sure to consider the target audience and the purpose of
your presentation in creating the curriculum. Do not create a
presentation that is designed to be a 1 or 2 time event, but a series of
sessions in order to demonstrate an adequate amount of information. The
idea is that both options should require the same level of work.
For the project it is important that you detail the following information:
 Target audience (i.e., couples, parents, singles, youth, men, etc.)
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COUN 610 – Human Sexuality
 The intent of the talk (i.e., enrichment retreat, talking to your kids
about sex, healthy sexuality for singles).
 The overall thesis of your talk. (i.e., what is the main message you
want them to walk away with.)
 A detailed outline of topics to be covered. Make sure this is
detailed. Add thesis statements for your major points.
The project should have at least ten (10) scholarly references, since it is
assumed that students will use sources to develop and strengthen the
training series. The assumption is that this assignment option will be as
time consuming, if not more so than the theology of sex and sexuality.
3.
SEXUAL AUTOBIOGRAPHY. The purpose of this paper is to promote
sexual self-awareness so that students will be able to work ethically with their
future clients. Some students find their heart in their stomach when they
realize they are being asked to share their story, however, virtually all students
have stated that this paper had a significant and critical impact on their lives.
Each student should complete and submit a paper that shares his or her sexual
story. Start with your earliest memory and develop specific, key experiences
and situations that shaped who you are as a sexual person. As you develop
your sexual history, relate which events you have struggled with and wish
could have been different. It is not required that you answer these questions;
they are only provided to stimulate your thinking.
a. Those people, relationships and influences helped shape your
attitudes/values about your body, masculinity/femininity and sex at
various points of your development (elementary, high school, etc.).
b. Can you remember specific messages or incidents that created some of
your attitudes, values and priorities?
c. How was sexuality handled in your family of origin?
d. What were your early sexual experiences like? How did they impact you?
e. What incidents brought insight and growth?
f. Is there unfinished business that may need healing or further growth?
g. How will your story affect your future work as a helping professional? Be
sure to relate your paper to your future work as a counselor. For
example, what will it be like for you to work with certain problems, ask
sexual questions, and how your story will help or hinder your work, etc.
This assignment will only be helpful if you are willing to be courageously
open in exploring your sexual self. Information in the questionnaire is
confidential and will only be reviewed by the instructor for purposes of
evaluating student performance on this assignment. A more detailed
description of this assignment will provided during the week of the intensive.
There is no required length, but students should adequately cover their story (I
would question the effort of any autobiography less than eight pages). Be sure
to adhere to the current APA Style Manual (2009) in submitting the paper,
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COUN 610 – Human Sexuality
however, you can write the paper in first person. Assignment is worth 150
points of the course grade. (Partially meets Learning Outcomes C & D).
Attach the document as: Lastname Autobiography.docx OR .doc
4.
EXAM. Students will have 2 hours and 30 minutes to complete an online
exam. You must be able to open up “doc” documents on your computer.
Professor is not responsible if you are unable to open them.
The exam is a closed book, closed notes, and closed consultation. You may
pray for illumination from the Holy Spirit. Assignment is worth 200 points of
the total course grade. (Partially meets Learning Outcomes A & B.).
Program Learning Outcomes
1. Illustrates appropriate knowledge in all core curricular
areas of counseling in preparation for certification and
taking licensure exams and in procuring employment in
the mental health field.
2. Demonstrate appropriate research and report writing
skills including the use of APA format and computer
technology.
3. Integrate biblical principles and secular theories in a
responsibly eclectic manner.
4. Incorporate ethical and legal standards in counseling
arena.
5. Assess, diagnose, and treat clients with a broad array of
presenting problems and mental disorders using multiple
counseling skills in established best practices.
6. Evaluate diverse individual, group, and family
populations in order to effectively determine treatment
for clients.
VII.
Course
Learning
Outcome
Course
Assignment
A, B
A 1 & 2; C 4
C, D, E
B 1; C 1, 2 &
3
C, D, E
B 1; C 1, 2,
&3
B
A 1; C 4
A, B, C
B 1; C 1 & 4
A, B
A 1 & 2; C 4
COURSE GRADING AND POLICIES
A.
Points and Percentage Allocation
ASSIGNMENT
Points
Attendance/Participation
50
Reading Report
100
Textbook Discussion Questions
100
Sexual Assessment Reaction Paper
150
Sexual Autobiography Paper
150
Theology of Sex Paper/ Curriculum Project
250
Final Exam
200
Total
1000
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COUN 610 – Human Sexuality
B.
Grading Scale (based upon points)
A
1000-940
C
819-780
C.
A939-920
C779-760
B+
919-900
D+
759-740
B
899-860
D
739-700
B859-840
D699-680
C+
839-820
F
679-0
Policies
1. Due to the highly personal and sensitive nature of the content and activities of
this course, all students are expected to conduct themselves with the utmost
respect for the dignity and value of each person in the class. Course topics and
activities will generate consensus as well as disagreement. The Professor will
promote an atmosphere of candid examination of the material as well as personal
perspectives. Respect should be given for the subject matter and other students.
Attitude or behavior which are inconsistent with this policy will be subject to
grade and/or disciplinary sanctions, including the possibility of failure for
the course regardless of performance on assignments.
2. A 5% reduction each day an assignment is overdue; those later than 7 days
will not be accepted. There are no acceptable reasons for late work.
3. All assignments must be completed in order to pass the course.
4. Grading is subjective even using a rubric. The Professor determines the quality
of the assignment is final. Your grade is determined by both syllabus and in-class
instructions on an assignment, the quality of writing, professionalism and
scholarship, adherence to APA guidelines, and critical thinking.
VIII.
ATTENDANCE AND PARTICIPATION POLICIES
A. All students are expected to be on time for and attend every session of the intensive
for the full amount of time. Arriving late and leaving early at the beginning and end
of class or breaks will be noted and will impact your grade. Two instances of being
tardy will be considered an absence resulting in a 20% reduction in the
Attendance/Participation requirement for the course.
B. All students are expected to actively and appropriately participate in course
discussions, activities, and assignments. Lack of meaningful and appropriate
engagement with the course, each other, and the instructor will result in reduction of
the Attendance/Participation requirement for the course.
C. Disturbing the education of other students is taken seriously. All cell phones,
electronic games, etc. must be turned off when class begins. Students who are
disturbing other students by using the computer for non-classroom activity will forfeit
ALL points associated with attendance/participation.
D. Excused absences will be reserved for personal and family emergencies such as
medical illness, unexpected death of immediate family members, etc. Missing class
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COUN 610 – Human Sexuality
for non-emergency reasons such as job interviews, early flights, etc., will result in a
significant reduction of the Attendance/Participation requirement for the course.
IX.
OTHER POLICIES
A. Academic Misconduct: Academic misconduct is strictly prohibited. See The
Graduate Catalog for specific definitions, penalties, and processes for reporting.
B. Disability Statement: Online students with a documented disability may contact the
DLP Office of Disability Academic Support (ODAS) at [email protected] to make
arrangements for academic accommodations. Residential students with a documented
disability may contact the Office of Disability Academic Support (ODAS) in TE 127 for
arrangements for academic accommodations.
C. Drop/Add Policy: Consult the Graduate Catalog for drop/add policies.
D. Dress Code: Students are expected to maintain a neat, professional appearance while
in class. Consult your department for additional guidelines.
E. Classroom Policies
1. Classroom policies will be established and enforced by the individual instructor.
2. The inappropriate use of technology such as cell phones, iPods, laptops, etc in
the classroom is not tolerated. Becoming a professional involves developing
respect for yourself and others. It is important to establish a professional attitude
and demeanor while in school. Therefore, if you bring your computer to class it
should only be used for class-related material. You should not be checking email, instant-messaging, checking scores, stocks, or viewing anything other
than that which pertains to this class. Staring at your computer or typing that is
inconsistent with a presentation is disrespectful. Failure to comply with this policy
will result in “0” points for class participation for the semester. Continuation of
the practice may result in you receiving an “F” for the course.
3. Disruptive behavior in the classroom is not tolerated and may be subject to the
penalties and processes as written in the Graduate Liberty Way.
F. Dual Relationships and Limits of Confidentiality
The faculty is responsible to interact with counseling students in a supervisory
capacity or role. As such, faculty may provide students professional principles,
guidance, and recommendations as it relates to the context of the student-client
setting. The faculty is responsible to avoid dual relationships with students such as
entering a student-counselor or student-pastor relationship. Thus, the faculty does not
provide personal counseling addressing student personal problems. If a faculty
member perceives that a student is in need of personal or professional counseling then
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COUN 610 – Human Sexuality
that faculty member will recommend that the student pursue either pastoral or
professional assistance from a counselor in their community.
If a student’s disclosure (verbal or written) of either threat of serious or foreseeable
harm to self or others, abuse or neglect of a minor, elderly or disabled person, or
current involvement in criminal activity, the faculty, staff, administrator or supervisor
will take action. This action may include, but is not limited to immediate notification
of appropriate state law enforcement or social services personnel, emergency
contacts, and notification of the appropriate program chair or distance learning dean.
The incident and action taken will become part of the student’s personal record.
G. Correspondence
Students are expected to communicate in a professional manner at all times whenever
emailing classmates, professors, or any employee of Liberty University. Because
there is no accompany tone of voice, facial expressions or body language with email
communications they can be more easily misinterpreted than face to face
communication. Your emails should be courteous and well thought out to avoid kneejerk responses that will be interpreted as flaming or sarcasm. Communicate
complaints directly to the individual involved. Do not send a blanket email to
everyone in the class or to administrative personnel until you have communicated
your concerns directly to the person involved and allowed them time to respond. Do
not post a message to the class on Blackboard that is more appropriate for an
individual. Avoid offensive language of any kind.
H. Communication
1. Electronic Communication: Communication must be done via your Liberty
Email. My email account is: ([email protected]).
2. Face-to-Face Communication: Meetings will be scheduled during posted office
hours in my office. Exceptions can be made as to time but no exceptions to place.
3. Phone Conference: Limited to emergencies only and time will be limited.
I. FN” Policy: Students who begin a course, but at some point in the semester cease
attending, and do not provide official notification to withdraw, will be assigned a
grade of "FN" at the discretion of the instructor, dated to the student’s last date of
academic activity. A grade of "FN" will be assigned when a student stops attending
and/or participating in a class for a period of 21 consecutive days or longer. "FN"
indicates that the student ceased attendance and failed to complete the course
objectives. The last date of attendance will be based upon the last date that a student
submitted an academic assignment (such as an examination, written paper or project,
discussion board post, or other academic event). This will be the “Creation Date” of
the assignment.
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COUN 610 – Human Sexuality
X.
CALENDAR [Professor reserves the right to alter the course schedule.]
PreIntensive
Complete Required Reading & Submit Report (due by June 16, 2013 11:59 pm)
King or Hyde; Penner & Penner (2005); Rosenau (2002);
Rosenau & Wilson (2006); Articles
Assignments Due before Intensive (due by JUNE 16, 2013 11:59 pm)
King or Hyde Discussion Questions & Responses based Upon the Text
INTENSIVE WEEK: June 17-21, 2013
Session
1
2
3
4
5
Date
Topic
Review of Syllabus;
Historical & Cultural;
Theology of Sex;
Sex as Science;
DEC-R Model
● Videoconference: Dr. Doug Rosenau
(1:30 pm)
● Exercise: Desensitization
Person of the Counselor;
Assessment;
Human Sexual Anatomy;
Birth Control;
STIs;
Medications & Sex
● Exercise: Assessment Questions
● Video: Miracle of Birth
Sex Development
Sexual Behaviors
Singles & Sex;
Sex & Aging;
Gender Identity;
Sexual Identity
Models of Sexual
Activity
& Ed;
Response;
General Sex Therapy;
Initiation Behaviors;
Paraphilias;
Sexual Addiction;
Sexual Disorders
●10:00 AM – Anglea Lusardi: STIs
●Video Clip: Sexual abuse
● Role Play: Sexual Assessment
Sexual Assessment Paper (due by June 27, 2013, 11:59 pm)
PostIntensive
Sexual Autobiography (due by July 20, 2013, 11:59 pm)
Theology of Sex Paper/ Curriculum Project (due by July 30, 2013, 11:59 pm)
COUN 610 Final Exam (due byAugust 5, 2013, 11:59 pm)
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COUN 610 – Human Sexuality
XI.
BIBLIOGRAPHY
Abramson, P. R., & Pinkerton, S. D. (1995). With pleasure: Thoughts on the nature of human
sexuality. New York, NY: Oxford University Press.
Akin, D. L. (2002). The beauty and blessing of the christian bedroom Song of Solomon 4:1-5:1.
Southern Baptist Journal of Theology, 95-102.
Allen, D. W. (1993). Sexuality in Victorian fiction. Norman, OK: University of Oklahoma Press.
Allen, K. (2007). Everything but all the way. Ignite your Faith, 65(9), 42-45.
Allender, D., & Logman III, T. (1995). Intimate allies. Wheaton, IL: Tyndale.
Allgeier, A. R., & Allgeier, E. R. (2000). Sexual interactions (5th ed.). Lexington, DC: Heath and
Company.
Althaus-Reid, M. M. (1997). Sexual strategies in practical theology: Indecent theology and the
plotting of desire with some degree of success. Theology & Sexuality, 7, 45-52.
Amber, J. (2006). Finding neverland. Essence (Time Inc.), 36(9), 66.
Anderson, M. (2011). God has a wonderful plan for your body: It includes sex, diet, and sports—
but so much more. Christianity Today, 55(8), 34-38.
Anderson, S. R., & Miller, R. B. (2006). The effectiveness of therapy with couples reporting a
history of childhood sexual abuse: An exploratory study. Contemporary Family Therapy,
28, 353-366. doi:10.1007/s10591-006-9015-x
Armour, E. T. (2010). Blinding me with (queer) science: Religion, sexuality, and (post?)
modernity. International Journal of Philosophy and Religion, 68, 107-119. doi:
10.1007/s11153-010-9246-5
Arnold, W. (1993). Pastoral responses to sexual issues. Louisville, KY: Westminster/John Knox
Press.
Ashford, J. B., LeCroy, C. W., & Lortie, K. L. (2010). Human behavior in the social
environment: A multidimensional perspective (4th ed.). Belmont, CA:
Wadsworth/Thomson Learning.
Austin, C. R., & Short, R. V. (1980). Human sexuality. Cambridge, UK: Cambridge University
Press.
Balswick, J. K., & Balswick, J. O. (2008). Authentic human sexuality: An integrated Christian
approach (2nd ed.). Downers Grove, IL: Intervarsity Press.
Balswick, J. O., King, P. E., & Reimer, K. S. (2005). The reciprocating self: Human
development in theological perspective. Downers Grove, IL: InterVarsity
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Bancroft, J. (Ed.) (1997). Researching sexual behavior: Methodological issues. Bloomington, IN:
Indiana University Press.
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