Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Psychosexual Development”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 1,351 records · Page 75Linked to original sources
PubMed1996

Early administration of 17beta-estradiol partially masculinizes song control regions and alpha2-adrenergic receptor distribution in European starlings (Sturnus vulgaris).

The vocal control system in many songbird species is a sexually dimorphic neural circuit that mediates learning and production of song. The mechanism by which this system is sexually differentiated has been investigated in only one species, the zebra finch (Taeniopygia guttata). Estradiol may be involved in the sexual differentiation of this system, as female zebra finches treated with estradiol as nestlings develop a male-like song system; however, blocking estradiol action in embryonic and nestling male zebra finches does not demasculinize the song system. Therefore, the role of estradiol in song system development is unclear. The role of estradiol in song system sexual differentiation was assessed in European starlings (Sturnus vulgaris). This species is of potential interest because it is less extreme in the degree of sexual dimorphism of the song system and song behavior than zebra finches. While in the field, starling nestlings were implanted with 500 microg of estradiol at 3 days of age. These birds were brought into the laboratory at Day 11 and hand-reared. In females, estradiol produces significant increases in the volumes of song control regions defined by Nissl stain, as well as by autoradiography for alpha2-adrenergic receptors; however, these estradiol-treated females have song systems that more closely resemble those of control females than control males. Estradiol-treated males exhibit significant hypermasculinization at 210 days of age, but this effect is transient and hypermasculinization is no longer evident at Day 345. The role of estradiol in sexual differentiation of the neural circuit mediating song behavior remains enigmatic.

Animals↗
PubMedDate not supplied

The analytic introject and ego development.

A discussion of "Introjection and the Idealizing Transference" by Theodore L. Dorpat, M.D. Ego defects during analysis can be converted into defensive adaptations and then become legitimate analytic material. Two clinical vignettes of patients suffering from an inability to maintain mental representations without reinforcement from external percepts are presented. These patients suffered from an inability to internalize experiences with the outer world and external objects. The resulting ego impoverishment was experienced as tormenting feelings of inadequacy and helpless vulnerability. In treatment, these feelings caused the analyst to feel the same hopelessness the patient did. The analyst, once he regained the analytic composure to view all of the patient's productions in terms of their transference potential and adaptive significance, became a synthesizing force. His presence, in essence, held the patient together. The patient gradually was enable to internalize the analyst as a unifying modality and form an analytic introject. The formation of analytic introject is the outcome of specific clinical interactions. The author discusses the interplay of counter-transference frustration and structuralizing interpretations, even what might be considered wrong interpretations, and stresses the various factors during treatment involved in the acquisition of psychic structure in a particular clinical context.

Attitude of Health Personnel↗
PubMed2000

Childhood sexuality: a decade of study. Part II--dissemination and future directions.

OBJECTIVE: One goal in perpetration prevention has been to increase the awareness and competence of professionals and parents in understanding and responding to the sexual behavior of children in order to reduce the risk of children developing sexually abusive behavior. A decade of experience in disseminating information about children's sexual development and behavior is reviewed in this paper. METHOD: Curricula developed at the Kempe Children's Center, University of Colorado Health Science Center, were used to provide training to professionals and paraprofessional caregivers. The information has evolved into a variety of models for different purposes in different settings. RESULTS: Children engage in a wide range of sexual behaviors, some of which adults observe or are told about by other children. Adults can be trained to evaluate what is developmentally expected or problematic, and to respond consistently on the basis of objective definitions and universal goals, rather than relying on the personal beliefs and values of individuals. CONCLUSION: Because children's sexual behaviors may pose a risk to themselves or others, there is a legitimate need for adults to respond to what they see and hear in order to validate or correct sexual learning in childhood. Adults are often not well informed about childhood sexuality and are eager to access objective information to inform their decision making in the care of children.

Adult↗
PubMed2005

[An investigation of the sexual physiological and psychological development of 2,770 high school students in Yibin].

OBJECTIVE: To investigate the actual condition of the sexual physiological and psychological development of the high school students in Yibin in order to get a reliable basis for sexual education of the teenagers. METHODS: With a proportion of 1% to the whole, 2,770 students were randomly selected from eight high schools in the urban and rural areas of the city. We devised a questionnaire and asked each student to fill in his or her answers presently. RESULTS: So far as sexual physiological and psychological development was concerned, the high school students of Yibin were found rather precocious, with very little sexual knowledge and psychological endurance in sexual affairs and a relative lack of sexual education. CONCLUSION: It is imperative to extend the scope of puberty sexual education in high schools. Teenagers must be taught different kinds of sexual knowledge at different periods of growth as well as how to avoid sexually transmitted diseases and gestation. The sexual knowledge level of the teachers must also be raised. It is a must to establish service or specialist consultation hot lines about sexual knowledge for teenagers. Parents are expected to change their traditional views and assume an active role in the joint efforts of sexual education for their children.

Adolescent↗
PubMed1978

Development of masturbation in college women.

To elucidate a number of hypotheses about the development of sexual responsivity in women, a random sample of 100 undergraduate women was interviewed about their masturbation histories, techniques in masturbation, and the relationship of masturbation to intercourse. Masturbation had been practiced by 74%. It began most commonly as an accidental discovery. Learning the sexual nature of masturbation from peers and written sources seemed to result in methods more imitative of heterosexual activities and to increase the enjoyment and goal-directedness of the behavior. The view that experiencing sexual pleasure depends on social transmission of scripts was thus supported. Several techniques were related to orgasm ability in masturbation and intercourse. Women who were orgasmic in masturbation and who masturbated with that goal were more likely to continue the behavior than those with other goals. Frequency of masturbation and frequency of intercourse were not related, failing to support the notion of a unitary "sex drive". Nor was "clitoral fixation" documented by any relationship between reliance on clitoral stimulation in both masturbation and intercourse. Masturbating to orgasm was not related to orgasm ability in intercourse.

Adolescent↗
PubMed1993

The Freudian construction of sexuality: the gay foundations of heterosexuality and straight homophobia.

In developing his theory of male sexual preference, Freud asserted that heterosexual as well as homosexual preferences required explanation, that neither could be assumed to be innate. His theory of the oedipal complex, however, held that the heterosexual outcome was the "normal" resolution, while the homosexual outcome represented arrested sexual development. In the normal resolution the boy identifies as a male with the father, gives up the mother as a love object, and later substitutes another woman of his choice for the mother. The author of the following article, following the theorizing of Laplanche, claims that there is an unavoidable homosexual component or residue in the heterosexual resolution which is implicit in Freudian theory. In the resolution of the complex the boy has the choice of both parents as love objects or as persons with whom to identify. In the heterosexual resolution the boy identifies with the father as a rival for the mother's affection. But love and identification are not entirely discrete processes. The identification with the father involves love for the father. The heterosexual resolution of the oedipal conflict is bought at the price of the homosexual resolution which, however, is not completely surrendered. The homophobia of heterosexual males, the author asserts, is the result of the remnants of homosexuality in the heterosexual resolution of the oedipal conflict.

Child↗
PubMed1990

Castration anxiety and pregenital development: a hypothesis on the protophallus.

This paper discusses some aspects of the mental position of the penis and their relevance to castration anxiety. We know that the genital occupies an uncertain position in the representation of the body, due to the fact that the penis escapes the synthetic functions of the ego. Since we assume that this is caused partly by the processes occurring when a child learns to stand and walk, it is possible to establish a link between the phallus of the phallic phase and the imaginary phallus of the pregenital period at the time when an upright body posture is adopted. I postulate that, at the time when a child learns to stand and walk, a protophallus is created in the form of an auxiliary leg, which performs a complex function and, as a mental fetish, forms the basis of the imaginary phallus. A bodily precursor of castration anxiety can be seen in the process described. This protophallus, the imaginary phallus and the phallus of the phallic phase are later all absorbed into the psychical representation of the penis and determine the mental image in the long term. In a discussion of the foundation of this proposition in psychoanalytic theory, I point to the heuristic value of this concept for a number of fields of knowledge and fields of application.

Anxiety, Castration↗
PubMed2005

Prenatal sex hormone effects on child and adult sex-typed behavior: methods and findings.

There is now good evidence that human sex-typed behavior is influenced by sex hormones that are present during prenatal development, confirming studies in other mammalian species. Most of the evidence comes from clinical populations, in which prenatal hormone exposure is atypical for a person's sex, but there is increasing evidence from the normal population for the importance of prenatal hormones. In this paper, we briefly review the evidence, focusing attention on the methods used to study behavioral effects of prenatal hormones. We discuss the promises and pitfalls of various types of studies, including those using clinical populations (concentrating on those most commonly studied, congenital adrenal hyperplasia, androgen insensitivity syndrome, ablatio penis, and cloacal exstrophy), direct measures of hormones in the general population (assayed through umbilical cord blood, amniotic fluid, and maternal serum during pregnancy), and indirect measures of hormones in the general population (inferred from intrauterine position and biomarkers such as otoacoustic emissions, finger length ratios, and dermatoglyphic asymmetries). We conclude with suggestions for interpreting and conducting studies of the behavioral effects of prenatal hormones.

Adrenal Hyperplasia, Congenital↗
PubMed1996

The effects of diethylstilbestrol (DES) before birth on the development of masculine behavior in juvenile female rhesus monkeys.

Eight pregnant rhesus monkeys were injected with 100 microg diethylstilbestrol dipropionate (DESDP) from the 40th day of gestation until term, a long-term treatment. Male (n = 3) and female (n = 5) offspring were obtained. Five other pregnant females were injected with DESDP beginning on the 115th day of gestation and continuing until either the 140th day or term--a relatively short-term treatment. Five female infants were obtained from these short-term treatments. Monkeys from the treated pregnancies were assigned randomly to mother-infant social groups containing untreated male and female infants the same age. They were observed in their peer groups each weekday from 3 to 12 months of age, and the display of mounting and play behavior was recorded for each subject. Results showed that DESDP significantly increased the frequency of display of these juvenile behaviors only in long-term-treated females. However, one of the aspects of mounting that is characteristic of males (the ratio of complete to abortive mounts) was unaffected even by the long-term treatment. Thus, DESDP-treated females displayed a limited behavioral masculinization. Whether this limitation was due to dosage and/or timing or to a selective action of DESDP was not determined. DESDP-treated males were not altered in any measurable way compared to untreated males.

Animals↗
PubMed1995

Development and familiality of sexual orientation in females.

The development and familial clustering of sexual orientation were studied in 358 heterosexual, bisexual, and homosexual women. Sexual orientation, as measured by the Kinsey scales, was diverse yet showed statistical congruity and stability over a 1- to 1.5-year time span. Developmental patterns, as measured by retrospective reports on the ages of first sexual or romantic attraction and of self-acknowledgement of sexual orientation were very similar in the heterosexual and lesbian subjects except for the difference in object choice. The bisexual subjects displayed intermediate patterns that were more similar to the heterosexuals' on most facets yet closer to the lesbian subjects' on other dimensions. Familial clustering of nonheterosexual orientation was significant. Using two criteria, elevated rates of nonheterosexuality were found in four classes of relatives: sisters, daughters, nieces, and female cousins through a paternal uncle. The current data are not sufficient to distinguish between genetic and shared environmental sources of this familial aggregation. We discuss the possibility of using developmental criteria to differentiate between inherited and cultural sources of variation in female sexual orientation.

Adolescent↗
PubMed1998

Differential typology and prognosis for dissexual behavior--a follow-up study of previously expert-appraised child molesters.

In terms of identifying socially-dysfunctional forms of sexuality--regardless of the legal valuation--dissexuality is defined as "an expression of social failure in sexual behavior." This failure was the subject of a longitudinal analysis of 186 expert-appraised pedophile sexual delinquents at the University of Kiel from 1945 through 1981. Of the child molesters 121 were followed up between September 1990 and September 1992 and 100 were personally contacted. The goal was to empirically develop prognosis criteria, given knowledge of the former delinquents' social development as well as sexual/dissexual practices, which could be of both forensic and interdisciplinary use. Among the bi- and homosexually-orientated pedophiles, the number of offenders for which the act is one of "compensation" was half of the initial collective. In contrast, this number was three-quarters for the heterosexually-orientated perpetrators. Correspondingly, the other half of the bi- and homosexually-orientated pedophiles were either exclusive-type or non-exclusive-type pedophiles (the so-called "true" pedophiles). Among the heterosexually-orientated offenders, the number was only one-quarter. According to the empirical data, we may expect a biographically continuing potential of dissexual behavior for only the exclusive and the non-exclusive type of pedophilia. Most of the relapsed dissexual activities showed up a long time after the expert's report. This is true for both the heterosexually- and the bi- and homosexually orientated groups. The present evaluation of the results allows assignment of behavior for certain delinquent typologies restricted to life phases or lifelong dissexual behavior.

Adolescent↗
PubMed1983

Human figure drawings of gender-problem children: a comparison to sibling, psychiatric, and normal controls.

The Draw-a-Person test was used to evaluate a number of questions regarding children referred for potential problems in their gender-identity development (N = 36). Sibling (N = 31), psychiatric (N = 23), and normal (N = 30) children served as comparison groups. The major results included the following: (1) The gender-referred children were more likely to draw an opposite-sex person when requested to "draw a person" than were the other three groups; (2) the gender-referred children who drew an opposite-sex person were more likely to play with opposite-sex toys and dress-up apparel on a free-play task than were the gender-referred children who drew a same-sex person; (3) the gender-referred children drew taller opposite-sex persons than same-sex persons; (4) using Koppitz's (1968) criteria, the normal children had a smaller proportion of emotional disturbance indicators in their same-sex drawings than did the other three groups. These findings were discussed with regard to psychometric and interpretive issues in the assessment of children with atypical gender-role behavior.

Art↗
PubMed1997

Death themes in anorexia nervosa: dimensions for a reply to Jackson et al.

OBJECTIVE: To provide a critical, theoretical response to some ideas argued initially by Jackson and Davidson (Int J Eat Dis, 5, 821-835, 1986). Those ideas developed an understanding of anorexia nervosa in terms of disturbed death ideation and the notion of the anorexia nervosa sufferer as a "survivor." This paper was intended to broaden the frame of reference for a consideration of the relationship between eating disorders and death ideation. METHOD: The approach is a reflection on three domains of thinking about death and destructiveness, two within psychology, the third a perspective provided by philosophy. Specifically, early post-Freudian work, personal construct psychology, and the philosophical tradition that makes death generally significant in human life, that is, Existentialism, are discussed in terms of their illumination of the ideas under review. RESULTS: The result is a series of speculative observations that constitute an argument that these three domains together provide a strong countercritical position to the idea of a universal, even a general significance of death, particularly etiologically, in anorexia nervosa. DISCUSSION: The discussion suggests that the particular significance of death ideation in a multidimensional condition like anorexia nervosa must be derived in each particular case where it will sometimes be more, sometimes less significant, and, importantly, will mean something different to each individual sufferer.

Anorexia Nervosa↗
PubMed1991

The role of cognition in understanding gender effects.

Cognitive approaches, such as schematic processing theory, have been heuristic in a number of ways for bettering our understanding of how and why gender effects are so apparent in childhood. First, they provide a new and different perspective. Rather than concentrating on discovering all the instances of gendered information in our worlds and then assuming that this overwhelming amount of information accounts for children's behavior and thinking, cognitive theorists studying gender have reversed the emphasis. That is, we assume that thinking processes influence the world of information that is available to children. Furthermore, the nature of that world of information is then seen to influence behavioral choices. Second, cognitive approaches have been heuristic in providing some understanding of the mismatches that occur between available information and children's gender cognitions. More broadly stated, such approaches have been useful for discovering the reasons that gender cognitions are inaccurate--why some information is misperceived, misremembered, and selectively learned. Third, cognitive approaches have been useful for elaborating the development of children's gender knowledge. Finally, cognitive approaches have been useful for illustrating how cognition may influence behavior. If we go beyond gender for a moment, we see that cognitive approaches can also be useful for our understanding of the broader realm of all types of stereotypes. For instance, they are helpful in understanding the early origins of stereotypes. Why do children and adults develop stereotypes? Given the overwhelming amount of information we must deal with every day, how do we ever notice real but usually minor co-occurrences of group membership and attributes? Furthermore, why do stereotypes contain information that is not grounded in reality? To begin to answer these questions, we need to move cognitive approaches to a higher order of generality, that is, away from the specifics of gender and on to the broader case of concept formation about social groups. When cognitive notions are used in this way, children and adults appear to form higher order schemas concerning the nature of social groups. One such schema is the "if they differ in one way, they differ in other ways" schema. Another such schema represents the flip side: "If they are in the same group, they are the same in many other ways." Exposure to information about groups surely must lead to the formation of these higher order schemas. Once formed, they surely must influence how new information about specific groups is acquired by increasing perceivers' vigilance in noticing and creating supportive information.(ABSTRACT TRUNCATED AT 400 WORDS)

Child↗
PubMed1988

Physiological and behavioral aspects of stress in adolescence.

Gonadal and adrenal hormone levels appear to be linked to the stressors experienced by young adolescents. Adjustment problems were accompanied by a profile of lower gonadal steroids and higher adrenal androgen levels, primarily androstenedione. Later gonadal maturation may be a result of stress suppressing the reproductive axis. Higher levels of androstenedione may be indicative of chronic levels of stress. However, the findings for androstenedione are complicated by the fact that androstenedione was related to cortisol only in males. Furthermore, androstenedione as a weak androgenic has low potential for affecting behavior, directly. Cortisol levels were related to the frequency of distress behavior in a challenging situation. The relations disappeared with experience in the setting. These findings are consistent with prior animal and human studies. However, while distress behavior in a challenging situation decreased over the one-year period, cortisol levels did not. Sustained physiological arousal in a challenging situation may have long-term implications for the mental health of adolescents. A question for further exploration is whether individual differences in reactivity in one challenging situation, like the clinic visit, is predictive of reactivity in other settings. Adolescence appears to be an ideal period of development in which to examine the interactions between environmental and physiological causes and sequelae of stress. It is characterized by measurable changes in hormonal status and physical maturation and behavior. Studying the intricate interactions between these two sets of changes has only just begun. A larger question yet to be examined is whether interaction between hormones and behavior are unique to adolescence or whether they are indicative of hormone-behavior processes characteristic of the entire life-span. Adjustment and social stressors, adrenal activation, and reproductive maturation may constitute a "vicious" cycle of interrelated factors during adolescence. Adjustment problems could cause activation of the adrenal glands which would cause gonadal suppression and later maturation. The latter could constitute an added stressor reentering the cycle and potentiating the "abnormality". In our population of normal adolescents, this cycle is obviously active within a normal range. In these adolescents stress arising from either endogenous or exogenous sources was not a debilitating force. Rather, they fell within a normal range with various degrees of adjustment, adrenal activation and gonadal maturation.(ABSTRACT TRUNCATED AT 400 WORDS)

Adolescent↗
PubMed2002

Biliary atresia, the next generation: a review of liver function, social activity, and sexual development in the late postoperative period.

PURPOSE: The current study aimed to establish the management for biliary atresia (BA) patients in the late postoperative period. METHODS: Of 165 BA patients operated on in the authors' department, 44 patients (16 boys, 28 girls) with a follow-up period of more than 15 years were reviewed retrospectively. RESULTS: Forty-one of 44 patients (93.2%) currently are employed or highly educated, 7 are married, whereas 2 (4.5%) died, and 10 (22.7%) required liver transplantation after puberty. Four babies have been born from BA parents without congenital anomalies. Four girls conceived 5 times and delivered 3 newborns weighing 2,330 to 2,474 g including one delivered after transplantation. Maternal portal hypertension uniformly deteriorated during pregnancy, and one pregnancy was terminated. Menstrual disorder correlated significantly with the biochemical data related to liver function at puberty such as serum choline esterase (266 +/- 70.4 in 19 normal patients v 159 +/- 34.3 IU/L in 9 abnormal patients, P =.00057), asparate aminotransferase (42 +/- 30.8 v 96.0 +/- 63.6 IU/L; P =.0031), and serum albumin (4.6 +/- 0.4 v 3.9 +/- 0.6 g/dL; P =.013). CONCLUSIONS: The long-term survivors of Kasai's operation, with or without liver transplantation, have reached the next generation. Transgenerational follow-up and management including conception and perinatal care should be required for BA patients.

Adolescent↗
PubMed2001

Freud's letters to Fliess. From seduction to sexual biology, from psychopathology to a clinical anthropology.

The author describes the development of Freud's theory of neurosis from 1892 onwards, starting with his distinction between the actual neuroses and the psychoneuroses and his discovery of a specific, sexual aetiology for both, until which point it remained limited to pathology. The problem of the aetiology of perversion, however, confronted him with a paradox within the theory of seduction: how can an infantile sexual pleasure produce unpleasure when it is remembered at the time of puberty? This problem could not be solved within the framework of the seduction theory because the sexuality of childhood was essential to this theory. For an answer Freud had to turn to biology. He considered that the transformation of an infantile pleasure into unpleasure presupposed an organic repression of non-genital sexual pleasure. This hypothesis of organic repression radically changed the anthropological claim of Freud's theory. As long as he was looking for a specific aetiology of neurosis and perversion, Freud's theory remained restricted to pathology. However, when he introduced infantile sexuality and its organic repression as universal organic processes, the strict distinction between normality and pathology could not be maintained. The author concludes that by turning to sexual biology, Freud transformed psychopathology into a clinical anthropology.

Freudian Theory↗
PubMed1987

Education to prevent child sexual abuse. View of a sex educator.

Sexual abuse prevention education is a new undertaking for our schools. But, while at first glance it appears to necessitate a curriculum unique unto itself, such is not really the case. In fact, on close scrutiny it has a great deal in common with curriculum approaches being developed to combat a whole array of dangerous and dysfunctional adolescent and adult behavior: suicide and depression, alcohol and drug abuse, violent and exploitative behavior, eating disorders, premature sexual behavior and teen pregnancy, delinquency and underachievement. While some of the specific content material may vary (alcohol in beer or wine versus effectiveness rates of condoms or spermicides versus nutritional requirements), other important facets have general applicability. Specifically, these relate to the more generalized affective educational approaches (education about affect--feelings, values, attitudes about self and others). The key here is to increase one's understanding of and respect for self and others. And the most crucial issue is self-esteem. Those with poor self-esteem are likely to fall prey to any of a variety of dysfunctional behaviors; while those with a more positive sense of self-worth will behave in a way that is more protective of self and others. It is critical to understand that those who see themselves as lovable and capable human beings (Freud's recognition of the centrality of love and work) are far more likely to be the loving and caring citizens our society needs.(ABSTRACT TRUNCATED AT 250 WORDS)

Adolescent↗