General Information
This subject explores human love and relationships from a scientific perspective. It also examines biological and behavioural aspects of sexuality, including sexual anatomy, gender, sexual orientation, erotica and pleasure. Students learn how to build and maintain healthy relationships, improve relationship communication and explore the science of love and attraction.
-
Details
Academic unit: Faculty of Society & Design Subject code: PSYC11-116 Subject title: Love, Sex and Relationships Subject level: Undergraduate Semester/Year: May 2024 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Forum: x12 (Total hours: 24) - Weekly Forum
- Tutorial: x12 (Total hours: 12) - Weekly Tutorial
- Personal Study Hours: x12 (Total hours: 84) - Recommended Study Hours
Attendance and learning activities: -
Resources
Prescribed resources: No Prescribed resources.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | PSYC11-116 |
| Subject title: | Love, Sex and Relationships |
| Subject level: | Undergraduate |
| Semester/Year: | May 2024 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: |
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge. All Psychology programs are accredited in the sequence presented and designed to provide students with learning and graduate outcomes in line with APAC accreditation standards. In order to meet these outcomes, students in the Undergraduate program should complete PSYC11, then PSYC12, and finally PSYC13 subjects in the order sequenced. |
| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Demonstrate an understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in love, sex and relationships research.
- Understand and apply psychological principles to personal issues.
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Apply knowledge and skills of Psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
- Demonstrate an understanding of appropriate values and ethics in Psychology.
- Demonstrate interpersonal skills and teamwork.
- Demonstrate self-directed pursuit of scholarly inquiry in Psychology.
- Cultural responsiveness, including with Aboriginal and Torres Strait Islander cultures.
- Analyse and critique theory and research in the discipline of Psychology and communicate these in written and oral formats.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
-
Assessment details
Type Task % Timing* Outcomes assessed Computer-Aided Examination (Closed) Assessing understanding and application for second half of teaching content. 30.00% Final Examination Period 1,2,3,4,5,7,8,9 Computer-Aided Examination (Closed) Assessing understanding and application for first six week content. 30.00% Week 7 (Mid-Semester Examination Period) 1,2,3,4,5,7,8,9 Presentation Tutorial Presentation 40.00% In Consultation 1,2,3,4,5,6,7,8,9 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Pass requirement
Attendance at lectures and tutorials is strongly recommended.
-
Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Computer-Aided Examination (Closed) | Assessing understanding and application for second half of teaching content. | 30.00% | Final Examination Period | 1,2,3,4,5,7,8,9 |
| Computer-Aided Examination (Closed) | Assessing understanding and application for first six week content. | 30.00% | Week 7 (Mid-Semester Examination Period) | 1,2,3,4,5,7,8,9 |
| Presentation | Tutorial Presentation | 40.00% | In Consultation | 1,2,3,4,5,6,7,8,9 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Pass requirement
Attendance at lectures and tutorials is strongly recommended.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
This subject contains content that some students may find distressing, disturbing or culturally challenging. Students with concerns about the content of any subject are encouraged to discuss this with their teacher and consider how best to prepare themselves to study challenging material in a way that is appropriate for them.
Subject curriculum
-
The History of Sex Research
This forum introduces students to the pioneers of sex research, the attachment researchers who identified the significance of our early learning relationships, and the contemporary researchers who highlight the importance of love and connection to psychological wellbeing.
SLOs included
- Demonstrate an understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in love, sex and relationships research.
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate an understanding of appropriate values and ethics in Psychology.
- Demonstrate interpersonal skills and teamwork.
- Demonstrate self-directed pursuit of scholarly inquiry in Psychology.
- Analyse and critique theory and research in the discipline of Psychology and communicate these in written and oral formats.
-
Gender Messages, Stereotypes and Expectations
This forum examines the early gender messages that shape our gender expectations, gender identity and comfort with expressions of masculinity and feminity. The biological bases are reviewed for sex including intersex and asexuality. We also examine the role of the LGBTQ movement and its impact on stigma and acceptance.
SLOs included
- Demonstrate an understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in love, sex and relationships research.
- Understand and apply psychological principles to personal issues.
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Apply knowledge and skills of Psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
- Demonstrate an understanding of appropriate values and ethics in Psychology.
- Analyse and critique theory and research in the discipline of Psychology and communicate these in written and oral formats.
-
Sexual Behaviour, Fantasy and Arousal
This forum examines the role of the brain, our largest and most important sexual organ, in sexual desire, fantasy, arousal and behaviour. We examine the role of the senses in sexual desire and the role of conditioning processes in establishing arousal patterns.
SLOs included
- Demonstrate an understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in love, sex and relationships research.
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Analyse and critique theory and research in the discipline of Psychology and communicate these in written and oral formats.
-
Sexual Orientations and Human Sexuality
This forum covers types of contraception, sexually transmitted infections. Female and male sexual anatomy and the influence of hormones on libido, mood and behaviour are examined.
SLOs included
- Demonstrate an understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in love, sex and relationships research.
- Understand and apply psychological principles to personal issues.
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Apply knowledge and skills of Psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
- Demonstrate an understanding of appropriate values and ethics in Psychology.
- Cultural responsiveness, including with Aboriginal and Torres Strait Islander cultures.
- Analyse and critique theory and research in the discipline of Psychology and communicate these in written and oral formats.
-
Paraphilia, Sexual Addictions and Atypical Expressions of Sexuality
This forum examines atypical expressions of sexual behaviour, including paraphliias in the coercive and non-coercive categories. We explore themes of connection and disconnection as we look to understand the how and why of these atypical expressions of sexuality. We also discuss sexuality, pornography and technology addictions and consider the factors that contribute to their development and maintenance.
SLOs included
- Demonstrate an understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in love, sex and relationships research.
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Apply knowledge and skills of Psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
- Demonstrate an understanding of appropriate values and ethics in Psychology.
- Analyse and critique theory and research in the discipline of Psychology and communicate these in written and oral formats.
-
Mid-semester examination
The mid-semester examination is conducted in week 6.
SLOs included
- Demonstrate an understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in love, sex and relationships research.
- Understand and apply psychological principles to personal issues.
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Apply knowledge and skills of Psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
- Demonstrate an understanding of appropriate values and ethics in Psychology.
- Cultural responsiveness, including with Aboriginal and Torres Strait Islander cultures.
- Analyse and critique theory and research in the discipline of Psychology and communicate these in written and oral formats.
-
Love and Romantic Relationships
This forum explores romantic love and reviews contemporary theories of love, lust and attraction. We will consider the difference between passionate and companionate love, explore the changing relationship between love and sex and the role of technology in meeting our needs for connection and safety.
SLOs included
- Demonstrate an understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in love, sex and relationships research.
- Understand and apply psychological principles to personal issues.
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Apply knowledge and skills of Psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
- Analyse and critique theory and research in the discipline of Psychology and communicate these in written and oral formats.
-
Trauma and its Influence on Human Relationships
This forum provides information for the effects of trauma in early childhood including brain development and attachment. Attachment theory is used to discuss how traumatic life experiences can create a disconnect from one’s authentic self, and how this can affect later life adult relationships.
SLOs included
- Demonstrate an understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in love, sex and relationships research.
- Understand and apply psychological principles to personal issues.
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Apply knowledge and skills of Psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
- Cultural responsiveness, including with Aboriginal and Torres Strait Islander cultures.
-
Unhealthy relationships, psychological, physical and emotional abuse and sexual assault.
This forum identifies the characteristics of abusive relationships and considers the psychological impact of emotional, physical and sexual violence.
SLOs included
- Demonstrate an understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in love, sex and relationships research.
- Apply knowledge and skills of Psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
- Demonstrate an understanding of appropriate values and ethics in Psychology.
- Analyse and critique theory and research in the discipline of Psychology and communicate these in written and oral formats.
-
Building Healthy Relationships
This forum examines the research based indicators of relationship satisfaction. We examine the predictors of relationship distress and consider what makes these relationship behaviours so corrosive to trust, intimacy and connection. We also examine the principles that characterise the relationships of couples who remain connected and satisfied over time.
SLOs included
- Demonstrate an understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in love, sex and relationships research.
- Understand and apply psychological principles to personal issues.
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Apply knowledge and skills of Psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
- Cultural responsiveness, including with Aboriginal and Torres Strait Islander cultures.
-
Relationship Communication
This forum acknowledges that to be a good communicator we need to develop a strong communication skill set and put these tools into practice. This class will improve your skill set for listening, building rapport, strengthening friendship, responding with empathy and managing conflict.
-
Diversity and Issues in Human Relationships
This forum examines diversity in human interpersonal relationships. We discuss different types of relationships including marriage, cohabitation, polyamorous and open unions. We consider the changing nature of relationships across the lifespan and explore how couples navigate significant life transitions.
SLOs included
- Demonstrate an understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in love, sex and relationships research.
- Understand and apply psychological principles to personal issues.
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Apply knowledge and skills of Psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
- Demonstrate an understanding of appropriate values and ethics in Psychology.
- Cultural responsiveness, including with Aboriginal and Torres Strait Islander cultures.
- Analyse and critique theory and research in the discipline of Psychology and communicate these in written and oral formats.