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Biomedical subjects

W W Watters

Publications and source records attributed to W W Watters.

16 recordsLinked to original sources
PubMed1990

Humane medicine.

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Humans↗
PubMed1988

Students' sexual knowledge, attitudes toward sex, and willingness to treat sexual concerns.

In the research reported here, the authors examined the relation of 82 medical students' feelings about sex to their level of sexual knowledge, willingness to treat patients with sexual concerns, and participation in an elective sex education course. The results showed that the erotophobic students (those with negative feelings about sexuality) had significantly lower levels of sexual knowledge and were significantly less likely to participate in an elective human sexuality course than the erotophilic students (those with positive feelings about sexuality). Moreover, the erotophobic students who took part in the sexuality course benefited from it less than did the erotophilic students as measured by their willingness to treat patients with sexual concerns. Finally, although the students overall were relatively knowledgeable about sex and were relatively willing to treat patients with sexual concerns, troubling gaps in specific sexual knowledge and in willingness to treat patients with certain sexual concerns (such as acquired immune deficiency syndrome) were identified. Medical schools need to structure sex education in ways that take account of students' ambivalent feelings about sex and need to provide sex education that increases both sexual knowledge and willingness to treat patients with sexual concerns.

Acquired Immunodeficiency Syndrome↗
PubMed1986

Supra-biological factors in the assessment of males seeking penile prostheses.

The technique of installing penile prostheses for treatment of erectile dysfunction in the male is becoming increasingly popular, particularly, but by no means exclusively in the cases of impotence in which biological factors are clearly implicated. The literature to date fails to take into account suprabiological factors such as the nature of the couple's sexual relationship and more particularly the sexual myths that shape their sexual behaviour. The author evaluated eight couples in which the male was seeking a penile prostheses and in all eight couples a variety of sexual myths had contributed to major sexual problems for the couple, even before the onset of the erectile dysfunction. A plea is made for discarding the false dichotomy or "organic" versus "functional", in favour of a list of etiological factors including the biological ones as well as suprabiological ones. Also, the installation of penile implants should only be considered after a full investigation of the couple's sexuality by a competent sex therapist and only when other forms of couple/sex therapy have failed.

Adult↗
PubMed1985

An assessment approach to couples with sexual problems.

We have described the assessment approach to couples with sexual complaints used in the McMaster Human Sexuality Clinic. Our approach takes into account a number of individual factors including intrapersonal and biological ones as well as issues of sexual socialization, gender role socialization and sexual orientation. Couple factors include relationship factors as well as factors dealing with sexual behaviours, attitudes and responses. In our view, the issues of sexual socialization and gender role socialization needs special emphasis in assessing such couples. We stress as well that the dichotomy between organic and functional is a misleading one and that for each individual and couple, any biological factors and the many supra-biological factors listed above, must be prioritized in terms of their role in symptom production. Such a priority list can then be used to map out treatment strategies.

Female↗
PubMed1983

Is incest harmful?

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Adjustment Disorders↗
PubMed1982

Teaching individual psychotherapy: learning objectives in communication.

Communication is the essence of the process of psychotherapy. Understanding the parameters of communication can form the foundations for the development of psychotherapeutic skills in the student therapist. Using learning objectives within the context of teaching psychotherapy, the process of communication in individual psychotherapy is explored in this paper. With the aim of offering a practical framework to assist in the analysis of the communication process involved in individual psychotherapy, the following concepts are first examined. 1) channels of communication; 2) modes of functioning; 3) interaction between channels of communication and modes of functioning. Following this exploration, the learning objectives in communication are discussed. Using clinical examples, the relationship between the communication process and other concepts of individual psychotherapy are illustrated. Finally, some pedagogic reasons for teaching students the analysis of the communication process early in their psychotherapy training are presented.

Communication↗
PubMed1980

Teaching psychotherapy. Learning objectives in individual psychotherapy.

This paper constitutes an initial attempt to establish specific end-point objectives for the teaching (and learning) of individual psychotherapy skills. A working framework for teaching psychotherapy, which includes intrapsychic as well as interactional phenomena, is articulated. The framework also tries to achieve an integration of basic concepts of psychotherapy and specific skills for clinical practice. It draws on concepts derived from communication theory, psychoanalytic theory, adaptational theory (ego theory), learning theory, and transactional theory. In presenting these objectives three classes of skills are articulated: perceptual, conceptual, and executive. The end-point objectives are discribed for the following categories: 1) therapeutic stance, 2) history and mental status, 3) models and concepts, 4) communication channels, 5) patient's affect, 6) therapist's affect, 7) acceptance of affect, 8) interpretation, 9) transactions and 10) reinforcement and adaptation. This framework is truly eclectic in nature and effects a healthy compromise between the technique oriented "ABC's of psychotherapy" school and proponents of the view that psychotherapy is an art that cannot be taught. By drawing from more than one model it encourages the student to recognize early the distinction between theoretical formulation and ideological commitment in psychotherapy. It presents these objectives in the form of an instrument that can, with continuous refinement and testing, be used to evaluate student's progress in a psychotherapy training program.

Affect↗