Kaplan’s Stages of Sexual Response.
Kaplan’s Stages of Sexual Response.
Kaplan’s Stages of Sexual Response.
Complete the template provided by comparing and contrasting the Masters and Johnson Human Sexual Response Cycle to the Kaplan’s Three Stages of Sexual Response.
Include the following in the chart:
- A detailed description of the phases in both models of sexual response.
- The differences and similarities between male and female sexual responses noted in each of the two models.
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As you get closer to the final project in Week 6, you should have a better idea of the role of statistics in research. This week, you will calculate a one-way ANOVA for the independent groups. Reading and interpreting the output correctly is highly important. Most people who read research articles never see the actual output or data; they read the results statements by the researcher, which is why your summary must be accurate.
Consider your hypothesis statements you created in Part 2.
Calculate a one-way ANOVA, including a Tukey’s HSD for the data from the Happiness and Engagement Dataset.
Write a 125- to 175-word summary of your interpretation of the results of the ANOVA, and describe how using an ANOVA was more advantageous than using multiple t tests to compare your independent variable on the outcome. Copy and paste your Microsoft® Excel® output below the summary.
When it comes to sexual behavior, people frequently want to know what’s “normal”. There seems to be a natural tendency to want to compare one’s own sexual experience to the average sexual experience, perhaps in an attempt to gauge performance.
Understanding what is happening physiologically during a given sexual experience may or may not enhance the sexual experience; but one thing is for sure, it isn’t easy to understand what’s “normal” when it comes to sexual response.
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Like many things sexual, there isn’t really a normal. To quote Kinsey:
“The only unnatural sex act is that which you cannot perform.”
Many are familiar with the Masters & Johnson sexual response cycle. This was the original sexual response cycle, published in 1966, based on observations of sexual responsivity during partnered and solo sexual activities. This model of sexual response is still the most commonly taught model, despite its mid-60s debut.
Masters & Johnson found that sexual response was divided into four phases: excitement, plateau, orgasm, and resolution. These four phases happened in a linear way, with one coming after the other. The sexual response cycle wasn’t complete without all four occurring (but women had the capability to have multiple orgasms, putting off resolution until all orgasms were complete).
Despite its (even current) wide use, there are some issues that have been identified with this model of sexual response. The model is entirely linear, with one component occuring prior to the next, in the same order. This is problematic because we just don’t work that way! The model completely ignores sexual desire and requires an orgasm to have occurred during sexual response (a very unrealistic expectation). Finally, the model is entirely physiological with no mention of relationship factors, cultural attitudes, or any other external contributors that may be crucial when considering sexual response.
In response to these criticisms, other researchers stepped up to try to explain human sexual response. First, Kaplan proposed the Triphasic Concept in 1979 by creating a model that included desire, excitement, and orgasm. However, this was still linear, still required orgasm, and raised the question of whether desire really came before arousal. Then, in 1997, Whipple & Brash-McGreer created the Circular Model that was specific to women. This cycle acknowledged that pleasure and satisfaction during one sexual experience can feed into the initiation of the next sexual experience. If pleasure and satisfaction were not met, it would decrease the desire for subsequent sexual interactions.
Though the Circular Model is an interesting approach, there is a newer model that myself and many other sex researchers and therapists rely on for explaining how sexual response works. This model was proposed by Basson in 2000 as the Non-Linear Model of sexual response. It is typically referred to for explaining women’s sexual response, but I think it proves equally useful when looking at men’s sexual response. Afterall, too often we think of men as overly-simplistic beings when it comes to sex.
Basson’s Non-Linear Model of sexual response incorporates the need for intimacy, acknowledges that desire can be reactive or spontaneous and may come either before or after arousal, recognizes that orgasms may contribute to satisfaction but aren’t necessary for satisfaction, and considers relationship factors that may impact the cycle as costs or rewards.
Participation for MSN
Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.
Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.
Grading Rubric Guidelines
NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.