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A Dissertation Entitled Exploring the Relationship Between A Dissertation entitled Exploring the Relationship Between Independently Licensed Counselor Identity Factors and Human Sexuality Competencies by Meagan McBride Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Counselor Education ________________________________________ Christopher P. Roseman, Ph.D., Committee Chair ________________________________________ Madeline E. Clark, Ph.D., Committee Member ________________________________________ John M. Laux, Ph.D., Committee Member ________________________________________ Jennifer L. Reynolds, Ph.D., Committee Member ________________________________________ Amanda Bryant-Friedrich, PhD, Dean College of Graduate Studies The University of Toledo July, 2018 Copyright 2018, Meagan McBride This document is copyrighted material. Under copyright law, no parts of this document may be reproduced without the expressed permission of the author. An Abstract of Exploring the Relationship Between Independently Licensed Counselor Identity Factors and Human Sexuality Competencies by Meagan McBride Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Counselor Education The University of Toledo July, 2018 Human sexuality is a profound and multifaceted psychosocial component of the human condition that is universally experience. As such, it is an inevitability that issues related to sexuality will come up in counseling; however, there is a lack of scientific-based sex education in K-12 schools. Additionally, there is no requirement, except for in two states, for students in mental health counseling programs to complete a course on human sexuality. This quantitative study aimed to explore current practicing counselors’ knowledge, skills, attitudes, and comfort in addressing sexuality concerns with clients. Participants were gathered from current list serves serving counselors nationwide via online survey requests. Using a demographic sheet and the Knowledge, Comfort, Approach, and Attitude towards Sexuality Scale (KCAASS), a hierarchical multiple regression was run to identify whether counselor demographic area of practice is a significant predictor of KCASS score. Clinical and educational implications as well as future research were discussed. The results of this study provided implications for counseling practice, counselor education, and supervision. Keywords: human sexuality, counseling, sex education iii For my dad, my sister, my kids, and my lobster. Riley, thank you for being my foundation and always taking care of your girls, I will continue to work to be half the parent you are. Hillary, there is nothing better than being your little sister, and no greater sister than you. Love you hunyeah! Madison and Marshall, you have made me stronger, more adventurous, and braver than ever. I love you both to the moon and back, thank you for all the times you encouraged me to keep going. Dan, your support and sacrifice are how we survived (not just because you fed us!), thank you. 30+. iiii Acknowledgments This dissertation is a culmination of not only this research, but an entire program, and the development of a counselor educator. None of this would be possible without the guidance, mentoring, and support of Dr. Christopher Roseman. Thank you for recruiting me, mentoring me, and pushing me. Through your example, the challenges you presented me with, and your high expectations you have led me to new heights. To Dr. Clark, who both insisted on research rigor and gave me the tools and guidance to deliver, thank you for expecting greatness. To Dr. Laux, who pushed me to ask questions from a different angle and allowed me space to explore. And Dr. Reynolds, who has provided continued support, guidance, and patience. I am humbled to have had you all as my dissertation committee and as mentors, advisors, and leaders. Enormous and unending thanks to Ms. Sue Martin, who made even the hardest of days brighter. The members of my cohort, for the laughs, the lunches, and the shared space of the GA office. To the (soon-to-be-Dr.) Kaitlyn Forristal for being “my person” for the last three years, feeding me when I forgot to eat, and countless late-night conversations. To Dr. Katie Gamby for keeping me grounded and for the most amazing hugs. Also to all of those who walked this journey before me and with me. And finally, to Dr. Jared Rose, who inspired me long before I began this journey and has been a constant support and role model. I am forever changed through all of you. v Table of Contents Abstract .............................................................................................................................. iii Table of Contents .................................................................................................................v Chapter 1 ………..........................................................................................................1 1.1 Introduction .......................................................................................................1 1.2 Background of the Problem ..............................................................................2 1.3 Purpose of the Study .........................................................................................5 1.4 Significance of the Study ..................................................................................6 1.5 Research Questions & Hypotheses ....................................................................7 1.5.1 Research Question One .......................................................................7 1.5.1.1 Null Hypothesis One ............................................................7 1.5.1.2 Research Hypothesis ............................................................7 1.5.2 Research Question Two ......................................................................8 1.5.2.1 Null Hypothesis Two ...........................................................8 1.5.2.2 Research Hypothesis ............................................................8 1.5.3 Research Question Three ....................................................................8 1.5.3.1 Null Hypothesis Three .........................................................8 1.5.3.2 Research Hypothesis ............................................................9 1.5.4 Research Question Four ......................................................................9 1.5.4.1 Null Hypothesis Four ...........................................................9 vi 1.5.4.2 Research Hypothesis ........................................................................9 1.5.5 Research Question Five ................................................................................10 1.5.5.1 Null Hypothesis Five .........................................................10 1.5.5.2 Research Hypothesis ..........................................................10 1.5.6 Research Question Six ..................................................................................10 1.5.6.1 Null Hypothesis Six ...........................................................10 1.5.6.2 Research Hypothesis ..........................................................10 1.6 Study Definition of Terms ..............................................................................11 1.6.1 Human Sexuality ...............................................................................11 1.6.2 Sex Education ...................................................................................11 1.6.3 Urban .................................................................................................11 1.6.4 Suburban ...........................................................................................11 1.6.5 Rural ..................................................................................................12 Chapter 2 …………....................................................................................................13 2.1 Literature Review ............................................................................................13 2.2 Essential facets of Human Sexuality ...............................................................13 2.3 History of Human Sexuality Education in America .......................................15 2.3.1 Professional Ethics and Standards ....................................................14 2.3.2 History……......................................................................................16 2.3.3 (1800s) ..............................................................................................16 2.3.4 (1900s) ..............................................................................................16 2.3.5 Progressive Era .................................................................................17 2.3.6 Modern Day ......................................................................................18 vii 2.4 National Demographics on Sex Education in Schools ...................................19 2.4.1 Parents as Educators .........................................................................21 2.4.2 Health Care Providers .......................................................................22 2.4.3 Digital Media ....................................................................................23 2.5 Human Sexuality Outcomes ...........................................................................24 2.5.1 Physical Health .................................................................................24
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