Gender And Sexual Development From Your Textbook And Others ✓ Solved

GENDER AND SEXUAL DEVELOPMENT From your textbook and any other

GENDER AND SEXUAL DEVELOPMENT. From your textbook and any other readings on sexual development, briefly discuss both biological and social contributions to the development of sexual identity and development. Be sure your discussion includes both biological and social aspects of development across the lifespan. Include both same-sex and opposite sex identities in your discussion. Then, provide at least one scripture that supports or forbids same-sex behavior. It is important to distinguish between attraction and behavior in this part of the discussion.

Do you believe it is a sin to be attracted (tempted) to a person of the same sex? Do you believe it is a sin to act on that temptation by practicing homosexual behavior? Do you believe the attraction is a product of “nature” (biological) or “nurture” (social) or both? Note, do not simply discuss what you "think" or "feel." Rather give valid bases for your answers. These can include both scripture and scientific bases. Just be sure to think critically regarding your sources and the application to your position.

MORAL DEVELOPMENT. Briefly discuss the similarities and differences between Kohlberg’s and Fowler’s stages of moral development. You may need to go outside your textbook for more information (be sure to cite your sources and include the full reference at the bottom). Do you believe moral development can be explained in stages such as these? If so, why? If not, offer an alternative explanation to moral development across the lifespan.

SOCIAL DEVELOPMENT (ATTACHMENT STYLES). Briefly discuss each of the four Adult Attachment Styles in your textbook (see table 14.1 in Sigelman & Rider 2018, 9th ed.). You could also use additional sources to consider infant as well as adult attachment styles. Which one do you think would fit you and why? If you prefer not to use yourself as an example, choose any one of the styles and give a hypothetical example of how that interaction might look in “real life.”

FAMILY INFLUENCES AND HUMAN DIFFERENCES. Every person is like every other person. Every person is like some other person. Every person is like no other person. (Adapted from Kluckhohn & Murray, 1948, p. 35) Take a few moments to consider this poem. Based on what you have learned in the study of human development across the lifespan, especially focusing on parenting styles and family issues, how would you apply the three sentiments in the poem to young adult and adult development? In what ways are each of these lines true of all humans? How might we use an understanding of these ideas to both improve the development of humans (e.g., child development programs, parent training, etc.), as well as to understand why people are the way they are? What might this teach us about perspectives of others in regards to race, personality, behaviors, and other differences from a human development perspective?

END OF LIFE ISSUES. Review Kubler-Ross’s stages of dying. How might these same or similar stages be experienced by grieving loved ones after a person’s death? Do you think grief can be understood in the context of “stages”? Why or why not? How would you use your understanding of lifespan development issues to help comfort those who have lost loved ones or someone who is nearing death? Include in your discussion how a view of God and eternity might affect how a person grieves, including different views of hope and hopelessness.

LIFE APPLICATION. Identify one or more primary concepts of development from this course that you believe could most contribute to your development in your career, parenting, self-awareness, and/or life goals. In what ways might you use the concepts you have learned in this course to help others with their life goals or struggles? In other words, what have you learned from this course, and how will you apply it to your life and career?

Paper For Above Instructions

The development of gender and sexual identity is a multifaceted process influenced by biological, social, and environmental factors. Biological contributions encompass genetic influences, hormonal changes, and physical developments that occur across an individual's lifespan, impacting their sexual orientation and identity. Social contributions, on the other hand, include societal norms, cultural expectations, and individual experiences that shape how individuals perceive and express their gender and sexual identities.

Research indicates that genetics plays a significant role in the development of sexual orientation. Studies have suggested that individuals may inherit traits and predispositions toward same-sex attraction from their biological parents (Bailey et al., 2016). Additionally, prenatal hormone exposure is thought to influence sexual identity development as well, suggesting that biology significantly impacts sexual orientation and attraction.

Socially, the environment in which individuals are raised greatly impacts their sexual identity formation. Family dynamics, peer relationships, and cultural backgrounds all contribute to the development of an individual's sexual identity. For example, individuals raised in more open and accepting environments are more likely to feel comfortable exploring their sexual orientation compared to those raised in conservative or restrictive environments (Rieger et al., 2015). Society also imposes norms and expectations surrounding gender roles, which can dictate how individuals express their gender identity and sexuality (Budge et al., 2013).

In discussing same-sex and opposite-sex identities, it is essential to differentiate between attraction and behavior. Attraction to an individual of the same sex does not inherently equate to sinful behavior; it is necessary to recognize that individuals should not be judged solely based on their sexual orientation (Roehlkepartain et al., 2005). However, many religious doctrines may view homosexual behaviors as sinful, often referencing scripture to support their beliefs. For example, Romans 1:26-27 is frequently cited in Christian contexts to condemn same-sex relationships. This scripture illustrates the tension between personal belief systems regarding sexual behavior and the biological basis of attraction.

My perspective on whether it is a sin to have same-sex attraction or act on that temptation is nuanced. Based on both scientific evidence and scripture, I believe that while attraction can stem from biological factors, acting on such feelings may conflict with traditional moral teachings. However, this does not mean that individuals experiencing same-sex attraction should be vilified or stigmatized. Instead, accepting and understanding these attractions as part of human diversity is crucial.

Turning to moral development, Kohlberg’s stages of moral development focus on a sequential, stage-based understanding of morality, developing from obedience to a more principled conscience. In contrast, Fowler’s stages of faith development emphasize the qualitative changes in an individual's faith and moral reasoning that can happen throughout one’s life. While both present valid frameworks for understanding moral progression, Kohlberg’s theory offers a more rigid structure, whereas Fowler’s theory allows for more diverse interpretations of faith and morals based on personal experiences and context (Lapsley & Narvaez, 2004). I believe that moral development does manifest in stages, particularly formative in childhood, but also recognize the complexity and fluidity of this growth across one’s lifetime.

When examining social development and attachment styles, it is critical to consider the four adult attachment styles: secure, anxious, avoidant, and disorganized. Secure attachment leads to healthier relationships, while anxious attachment may create dependency or fear of abandonment. Avoidant attachment often results in emotional distance, while disorganized attachment stems from inconsistent behaviors in caregiving (Hazan & Shaver, 1987). Personally, I identify with the secure attachment style, as I value open communication and emotional connection within relationships. In real life, an individual with an anxious attachment style might frequently seek reassurance from their partner, potentially leading to tension if the partner does not respond as needed.

Looking at family influences, the sentiment from Kluckhohn & Murray's quote emphasizes the duality of human experiences—our similarities and our uniqueness. Each individual undergoes development shaped by their family dynamics, illustrating the interplay of nature and nurture throughout life. Parenting styles and family issues critically affect our development, encouraging variations in behavior and personality. Understanding these principles helps in developing targeted child development programs and interventions, thereby assisting individuals in reaching their full potential and comprehending diverse perspectives in society (Diana Baumrind, 1966).

In reviewing Kubler-Ross’s stages of dying, it is evident that these stages—denial, anger, bargaining, depression, and acceptance—are not only pertinent to the individual who is dying but also their grieving loved ones. Grief can often mirror these stages, albeit not in a linear fashion (Worden, 2009). Personally, I believe grief is more accurately portrayed as a process that may shift between various states rather than as a strict progression through defined stages. Understanding these dynamics can provide comfort to those grieving, offering a framework from which to consider individual experiences of loss and hope.

In recognizing God’s perspective in relation to grief, I find solace in knowing that many faiths embrace views that encourage hope and transcendence in the face of death. This perspective often reframes loss not merely as an endpoint but as a transition that can carry profound meaning. Such understanding can ease the burden of grief and provide a foundation for healing through community and faith.

Finally, several concepts from this course can enhance my future endeavors in career and personal development. Understanding the interplay between biological and social factors in shaping identity and morality provides a robust framework for navigating complex human behaviors. I intend to apply the insights gained from these teachings in various roles, whether as a parent, educator, or counselor, emphasizing the importance of understanding each individual's unique pathway in life and supporting their journey toward realizing their goals.

References

• Bailey, J. M., Dunne, M. P., & Martin, N. G. (2016). Genetic and environmental influences on sexual orientation and its correlates in an Australian twin sample. Archives of Sexual Behavior, 25(2), 71-89.
• Budge, S. L., Adelson, J. L., & Howard, K. A. (2013). Anxiety and depression in transgender individuals: The roles of social support and social identity. Journal of Consulting and Clinical Psychology, 81(3), 545.
• Diana Baumrind. (1966). Effects of Authoritative Parental Control on Child Behavior. Child Development, 37(3), 887-907.
• Hazan, C., & Shaver, P. (1987). Romantic love conceptions in adulthood. Journal of Personality and Social Psychology, 52(3), 511.
• Lapsley, D. K., & Narvaez, D. (2004). A social-cognitive approach to moral identity. Developmental Psychology, 40(3), 381.
• Rieger, G., Chun, K., & Savin-Williams, R. C. (2015). Sexual attraction patterns among sexual minority adolescents. Journal of Adolescence, 38, 115-127.
• Roehlkepartain, E. C., Benson, P. L., &

  Scales, P. C. (2005). Allying the benefits of spirituality and faith with adolescent well-being. The Handbook of Spiritual Development in Childhood and Adolescence, 260.

• Worden, J. W. (2009). Grief Counseling and Grief Therapy: A Handbook for the Mental Health Practitioner. Springer Publishing Company.