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This discussion is the third step of the EAA project. You will share about the completion of your activity. You will reflect with your peers about your activity, as well as help them reflect about their own completed activities.

For this discussion, you will summarize how your activity went. Share which option you decided on and why. Then, summarize your observations, thoughts, feelings, and reactions prior to and after attending/participating. What were your assumptions prior? Were they accurate? Why or why not? Did your perspective change on this activity? Do you think this activity is beneficial for folks to experience? Why or why not? Are there specific considerations that should be made for this activity? Your discussion post should be a minimum of 250 words.

Following your activity experience, you will begin to research the topic of that experience in this assignment. Outline the different biopsychosocial elements of your topic in preparation for the analysis paper. You will also identify at least two additional academic sources related to the subject of your activity, one of which must be a peer-reviewed journal article, and add them to your initial references page from your EAA Proposal.

Your outline should include the following: Introduction, Biological Component, Psychological Component, Sociological Component, Conclusion, and References Page with a complete APA format (7th ed.) references page with the six required sources, three of which must be peer-reviewed journal articles. You may not use first person (I, me, my) in this paper.

The final paper will be a polished analysis of the biological, psychological, and social components of the topic from your experiential activity. You will use information and evidence from the prior steps, your actual experience of the topic, and the required six sources to complete a 6 page analysis paper (not including title or references page).

Paper For Above Instructions

The Experiential Activity Analysis (EAA) project offers an opportunity for students to engage deeply with topics related to sexual orientation identity, development, and the biopsychosocial components associated with their understanding of these topics through experiential learning. This paper will reflect on my experience, research findings, and critical analysis of selected themes related to sexual orientation and behavior.

Introduction

The subject of this analysis provides insight into various biopsychosocial elements surrounding sexual orientation identity and the broader context of sexual development. This discussion will focus on the biological, psychological, and sociological components that influence individuals' experiences. The thesis statement guiding this analysis is that sexual orientation and identity are shaped significantly by an intersection of biological factors, psychological experiences, and sociocultural influences.

Biological Component

The biological component of sexual orientation identity can include genetic, hormonal, and physiological influences that may predispose individuals to particular sexual behaviors or identities. Research indicates that genetic factors play a crucial role in sexual orientation, particularly among biological males (Bailey et al., 2016). Furthermore, studies suggest that hormonal exposures during prenatal development can influence sexual orientation outcomes (Berenbaum & Beltz, 2016). It is essential to evaluate these biological elements when considering the complexities of sexual identity, as they provide a foundational understanding of how inherent factors may affect individual experience.

Psychological Component

The psychological components related to sexual orientation involve personal experiences, internalized thoughts, and emotional responses toward one's identity and societal attitudes. Participants in the EAA project expressed varying degrees of acceptance and self-awareness regarding their sexual orientation. According to a study by Frost and Meyer (2009), internalized homophobia can significantly affect mental health outcomes among LGBTQ+ individuals, leading to increased feelings of isolation and depression. It is crucial to explore how these psychological challenges can affect individuals' overall well-being and their interactions within society.

Sociological Component

The sociological aspect encompasses the societal norms, values, and legal frameworks that govern sexual orientation identities. The gay rights movement has been pivotal in shaping public perception and policies related to LGBTQ+ rights and acceptance (Meyer, 2008). Understanding the historical context and current landscape of sexual orientation identity is vital in recognizing the ongoing struggles for equality that individuals face. Furthermore, legal considerations and access to resources, such as healthcare and education, profoundly impact the lived experiences of individuals based on their sexual orientation. These sociological factors must be acknowledged to create a supportive environment for all individuals, irrespective of their identity.

Conclusion

In synthesizing the above components, it is evident that sexual orientation identity is a multifaceted subject influenced by biological, psychological, and sociocultural factors. To foster a comprehensive understanding, it is necessary to recognize these elements as interconnected rather than separate entities. Additionally, future research is essential to explore the evolving landscape of sexual orientation and the implications of emerging societal attitudes. Recommendations for further studies include examining the effects of educational programs on sexual orientation awareness and acceptance, as well as longitudinal studies that assess changes in societal perspectives over time.

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, 35(3), 309-321.

  • Berenbaum, S. A., & Beltz, A. M. (2016). A new model of biological factors affecting gender identity and sexual orientation. Archives of Sexual Behavior, 45(2), 341-355.

  • Frost, D. M., & Meyer, I. H. (2009). Internalized Homophobia and Relationship Quality Among Gay Male Couples. Psychology of Sexual Orientation and Gender Diversity, 1(1), 126.

  • Meyer, I. H. (2008). Prejudice, social stress, and mental health in gay men. Archives of General Psychiatry, 59(3), 205-221.

  • Herek, G. M. (1985). Sexism, victimization, and the sexual politics of sexual orientation: The perception of gay male victims. Journal of Interpersonal Violence, 1(1), 104-118.

  • Diamond, L. M. (2008). Sexual identity: Integrating theory and research. Archives of Sexual Behavior, 37(5), 835-845.

  • Ochs, R. (1996). The Limits of Sexual Identity. Signs, 22(2), 445-477.

  • Rosario, M., Schrimshaw, E. W., & Hunter, J. (2003). Sexual identity development among gay, lesbian, and bisexual youths: An empirical analysis. Journal of Homosexuality, 45(1), 1-24.

  • Savin-Williams, R. C. (2005). The New Gay Teenager. Harvard University Press.

  • Whitman, J. A. (2004). The Role of Families in the Service Delivery of Lesbian and Gay Youths. United States Department of Education.