Teaching sex therapy as a method of transformative learning: a mixed-methods analysis of efficacy

Sex therapy is a course that is required in many mental health graduate degrees; the field of sexology and sexual health is growing and developing-but the intersection of pedagogy and sex therapy is currently deficient, especially when considering the impact of this often controversial and value laden topic. The initial mixed methods research study presented here examined the personal and professional impact that a course on sex therapy had on the students. Examined characteristics included the presentation style of the instructor, student's erotophobic or erotophilic perspectives pre and post course, and a qualitative examination of a course evaluation survey. Results indicated that the presentation style of the instructor, course content, and experiential learning activities resulted in significantly increased sex positivity and comfort in discussion issues of sexual health with psychotherapy clients, friends, and family members of students. Specific suggestions and components of the course design are highlighted as part of the change process that helped to advance students' perspectives and encourage personal growth.