Topic 6 DQ 1 (6.1) Assessment Description Discuss the special issues that a counselor needs to be aware of regarding childhood and adolescent sexual development. Why is it important to understand these issues? TEXTBOOKS Lehmiller, J., Whitbourne, Stacey B., & Whitbourne, Susan K. (2020). Human Sexuality and Issues in Aging for Grand Canyon University (Custom). Wiley ISBN-9781119828099 – Custom. (Available as a custom ebook-includes only Chapters 1, 2 , 3, 4, 7, 8, 9, 10 13, 14, and 15 from Lehmiller, J. (2017). The Psychology of Human Sexuality (2nd ed.). ISBN- 9781119164739; Chapters 1, 2, 5, 11, 12, and 13 from Whitbourne, Stacey B., & Whitbourne, Susan K. (2020). Adult Development and Aging, (7th ed.). ISBN ISBN 9781119607878) Alissa Collins Posted Date Nov 13, 2021, 4:32 PM Unread The special issues that a counselor should be aware of when counseling children and adolescents primarily concern "normal" sexual development, specifically as it relates to masturbation, peer sexual interactions, sexual debut, and homo and bisexual behaviors. (Lehmiller et al., 2020). Understanding that current research often contradicts older studies that condemn early masturbation, childhood peer sexual interactions, early sexual debut, and homosexual experimentation can help counselors provide feedback to parents and adolescent clients to promote healthy sexual conversations and healthy sexual attitudes. How parents and other adults interact with children regarding their sexual development can impact future sexual health, which should motivate counselors to keep caught up with the latest research to provide the most current information to parents and adolescent clients. When clients or families come to counseling looking for help with developmental issues, counselors can provide good direction and counsel which can decrease fear and harsh judgment. Julie Lunde Posted Date Nov 13, 2021, 2:37 PM Unread I think it’s important for a counselor to have a basic understanding of childhood and adolescent sexual development, but I think the points that are important to be aware of pertain to why the adolescent or child is in counseling. Some points that stood out to me include that curiosity surrounding sex and exploration through self-stimulation often occurs at a very early age (Lehmiller, et al., 2020). Additionally, children may engage in exploration with their peers during childhood. While these are relatively normal, and not unusual markers of sexual development, parents are often reluctant to engage in meaningful discussions about sexuality – leading children to seek out information via the internet or other people (Lehmiller, et al., 2020). I think it’s important to understand what the parent of the child or adolescent’s views are surrounding sexuality, or rather what effect these views have had on the child. When a child enters puberty and/or adolescence, they experience a rush of hormones and bodily changes; this likely is accompanied by their first feelings of sexual attraction, their first romantic relationship, and possibly their first sexual experience (Lehmiller, et al., 2020). Additionally, the process of sexual identity may start during this time frame, although this process of discovery may extend into adulthood (Lehmiller, et al., 2020). Overall, I think it’s important for counselors to understand that childhood and adolescence is a time of exploration and discovery. I think it’s important to have knowledge on the varying stages and potential experiences, and to also be mindful that parental or family views may have an impact on the child’s views as well. Counselors can approach their adolescent and child patients with knowledge and non-judgement throughout this period of development. Jordyn Moody Posted Date Nov 12, 2021, 4:56 PM Unread The word adolescent is derived from the Latin word "adolescere," which means "to grow up" (Kar et al., 2015). There are a lot of changes during this period and the thoughts, emotions, and body change with an air of sexuality. Since the mind, body, and spirit are changing so much, the person can be under a lot of stress which can be detrimental to their physical and mental well-being. A child is born with no understanding of gender but quickly learns in early childhood (Kar et al., 2015). Males are taught to be more rough and tough while females are shown how to play more daintily. The gender roles for each person will continue to grow and change throughout their entire life. When a child gets a bit older, they will go through puberty. A counselor working with this age group, or parents of this age group, should be aware of the changes that occur here. Concerns about body image begin in early childhood, followed by an increased ability to think abstractly, then develop an emotional identity (Kar et al., 2015). Emotional identity is coupled with the increase of peer group impact and sexual interest. Middle adolescence is where risk-taking begins, and by late adolescence, they should have learned to control this more (Kar et al., 2015). Counselors should be aware of what changes occur at what stage to familiarize themselves with the physical changes or hormonal increases. I remember being a kid going through puberty, and I just felt like I could feel every feeling all the time, and things were changing so fast. Counselors should be aware that kids may feel lost or scared of the changes and help them deal with what should naturally be occurring. Counselors should also familiarize themselves with the child's parent's attitudes regarding sex, friends, and growing up. This can explain some fears or behaviors that may be occurring. 

As W. Scott Poole’s text will serve as the conceptual framework for the course, this assignment seeks to promote regular critical engagement with the text.Part 1: Chapter by Chapter Engagement. For each chapter of the text, students will maintain comprehensive, written dossiers separated into three components as follows. Component 1: Annotated Reflections. (1.5-2 pages) Students will compose written reflections on the material covered, using annotation as a strategy to highlight their perspective and response to the readings. Keeping the principles outlined in Adler’s “How to Mark a Book” in mind while reading, students should seek to identify moments/passages in the text that were illuminating, confusing, instructive, dubious, biased, fascinating, problematic, and so forth. The written reflection itself should be both specific and representative of the whole range of the required reading, and not simply be from the first few pages of the reading. This piece is a reflection of how the reader interacts with the text; there is no right or wrong, only different levels of academic curiosity and critical thought. The reflection should include a series of insightful, well-developed entries of select annotations the student has made. Each entry should begin by citing the first few words of the relevant phrase or passage, followed by the page number. The remainder of the entry should examine the significance of the passage. Entries can clarify a reference and explain its significance, explore something that is unclear, or explain why something resonates with the reader, etc. (There is a reason that you made the annotation, and each individual will annotate something different.) Reflections will be submitted according to the due dates outlined in the weekly schedule. Those students scheduled to present for a given chapter are not required to submit a reflection (see Monsters in America Presentations assignment). An individual grade is not assigned to each reflection; however, reflections will be graded collectively upon the completion of the project. Failure to submit a reflection will result in a 10 point reduction from the overall project grade. Component 2: Summary. (1 page) Students will compose a summary of the chapter, highlighting the key elements of Poole’s text. These summaries should not exceed one page in length. Component 3: Vocabulary. Students will maintain a list of unfamiliar words they come across in the chapter. The list should also include the page on which the word was found. Once completing the chapter, students will define these words using a college dictionary and observing the definition appropriate for the word’s usage in context.Part 2: Comprehensive Reflection. The comprehensive reflection will be a culminating work composed at the end of the semester. Prior to the class, students will have their chapter reflections returned to them for review. The comprehensive reflection will call upon students, using their chapter reflections as their only reference, to treat Monsters in America in its entirety, focusing on their overall impressions of the work as well as anything learned from the text with long ranging applicability beyond the context of the course.The comprehensive reflection will be graded in conjunction with the previously submitted chapter reflections to determine the final grade for the project.