Originally posted on July 28, 2015. Sherlock Holmes famously solved the “Silver Blaze” case by noticing what no one else had—the dog that didn’t bark. What grabs our attention is seldom the absence of something, but rather its visible presence. And so with sexuality. Various sexual-attraction patterns capture our fascination...except one: asexuality—the absence of sexual attraction to others. But Brock University psychologist Anthony Bogaert (a Sherlock Holmes of sex research) noticed. In a new review article, he reports what has been learned since his 2004 paper reporting that one percent of a British national sample acknowledged they had “never felt sexual attraction” to others. Some highlights (also reported in his book, Understanding Asexuality​😞 The numbers: In the aftermath of several other subsequent surveys, one percent still seems “a reasonable ‘working figure.’” Asexuality in animals: Like humans, lab rodents vary in sexual interest, from hypersexualized to disinterested. Ditto rams, with 12.5 percent of 584 tested by Charles Roselli and colleagues displaying no attraction either to ewes in estrus or to other rams. Asexuality does not equal lack of sexual desire. “A significant number of asexual people masturbate,” although “at a lower level than sexual people.” For asexual people, masturbation is more an expression of solitary desire, without fantasizing any attraction or desire for others. Some asexuals have—my new word for the day—“automonosexualism” (a sexual attraction “turned inward” onto oneself). Gender. “There is evidence that more women than men are asexual.” But among asexuals, more men masturbate, and “asexual men may have elevated paraphilic [atypical] attractions” that accompany their masturbation. Biology and asexuality. Asexual men and women tend to be shorter and more often non-right-handed than average. But there’s no evidence that asexual rodents and humans differ from their sexualized counterparts in levels of circulating testosterone. Is asexuality a disorder? Men’s Hypoactive Sexual Desire Disorder (HSDD) and women’s Female Sexual Interest/Arousal Disorder (FSIAD) become DSM-5 disorders only “if the patient/client is in distress.” Thus, asexuality, unaccompanied by distress, is not a disorder. Indeed, muses Bogaert, everyday sexuality—an occasional “form of madness”—might better qualify as a disorder, given its association “with extreme and risky behaviors along with impaired cognitive function.” ... View more

As a psychology instructor it is clear to you the myriad ways in which psychology can be used to both understand social issues and speak to solutions. In fact, the APA Guidelines for the Major (2013; see below) encourages us to help our students see the same. Debra Mashek (2016) suggests a few assignments that provide our students opportunities to connect psychology with today’s social issues. Integrative essay The instructor chooses three articles (interesting, nifty methodology, and not too difficult for students to understand – but on the surface may not have anything obviously to do with each other), and assigns one of those articles to each student, i.e. 1/3 of the class gets article A, 1/3 gets article B, and 1/3 gets article C. Each student writes a one-page summary of their assigned article and brings that with them to class. The class breaks up into groups of three, where the groups are composed of students who have all read different articles. In a jigsaw classroom format, the students tell the others in their three-person group about their article. Students then “articulate an applied question that invites application of ideas from all the articles.” Each 3-person group then co-authors a short paper (two to three pages) that identifies their applied question and how each of the three articles speak to that question. Persuasion research activity Right after Hurricane Katrina, Mashek decided she wanted her Intro Psych students to experience psychological research firsthand while also contributing to the relief effort. Mashek gave a brief lecture on foot-in-the-door, door-in-the-face, and reciprocity. She randomly assigned ¼ of students to foot-in-the-door, ¼ to door-in-the-face, ¼ reciprocity (she gave these students lollipops to hand to people before asking for a donation), and ¼ to a command condition (“give money”). During that same class period students were sent out in pairs to different areas of campus to return an hour later. Thirty-five students collected $600. Students reported a greater connection to the victims of Katrina after they returned than they reported before they left. Mashek used this experience as a leaping off point for discussing research methodology in the next class session. Current headline classroom discussion Pick a current headline. Break students into small groups, perhaps as an end of class activity, and give them one or two discussion questions based on the current chapter you are covering that are relevant to the headline. For example, if you are covering the social psychology chapter in Intro Psych, give students this headline from the January 9, 2016 New York Times: “Gov. Paul LePage of Maine Says Racial Comment Was a ‘Slip-Up’.” This is a short article, so you could ask students to read the article itself. Sample discussion questions: (1) What evidence is there of ingroup bias? (2) Do Gov. LePage’s comments illustrate stereotyping, prejudice, and/or discrimination? Explain. If time allows, student groups can report out in class. Alternatively, this could be a group writing assignment or a scribe for the group could post a summary of the group’s responses to a class discussion board. Students will gain an appreciation of the scope of psychology and how it is relevant to today’s social issues. This activity throughout the course should help students, after the course, to continue to see psychology at play. The APA Guidelines for the Major (2013) include these indicators related to social issues: 1.3A Articulate how psychological principles can be used to explain social issues, address pressing societal needs, and inform public policy 3.3c Explain how psychology can promote civic, social, and global outcomes that benefit others 3.3C Pursue personal opportunities to promote civic, social, and global outcomes that benefit the community. 3.3d Describe psychology-related issues of global concern (e.g., poverty, health, migration, human rights, rights of children, international conflict, sustainability) 3.3D Consider the potential effects of psychology-based interventions on issues of global concern American Psychological Association. (2013). APA guidelines for the undergraduate psychology major: Version 2.0. Retrieved from http://www.apa.org/ed/precollege/undergrad/index.aspx Mashek, D. (2016, January 4). Bringing the psychology of social issues to life. Lecture presented at National Institute on the Teaching of Psychology in Tradewinds Island Grand Resort, St. Petersburg Beach. Seelye, K. Q. (2016, January 9). Gov. Paul LePage of Maine Says Racial Comment Was a 'Slip-up'. The New York Times. Retrieved January 9, 2016, from http://www.nytimes.com/politics/first-draft/2016/01/08/gov-paul-lepage-of-maine-denies-making-racist-remarks ... View more