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HVanDVVwVVQV ......VVE>.VaP§.fi..g§Spring.V. E? Err}- .3... .....V «......558; 2...! - VEVVVVVVmVV. ( . .Vn .... ‘9- h ‘. 'PVI («I'D .0 o h 312$. V... figummb Lug... V..a.t5~.3:.~cry:V..Vk-.mr ..ernrvr. nth... .. I . PICKUP I??? 1984 ABSTRACT AN INVESTIGATION OF SEX GUILT AND SEX CONFLICT IN HUMAN SEXUALITY COURSE SUBJECTS BY Richard A. Feinberg The purpose of this study was to investigate sex guilt and sex conflict in males and females and virgins and non-virgins using human sexuality course students as subjects. A further purpose was to investigate the ef- fects of the human sexuality course on sex guilt and sex conflict. It has been noted by Reyher (1959) that the Draw- A—Person (DAP) projective test measures psychosexual con- flict that is a basic part of the personality. The Mosher True—False Guilt Inventory (NEFGI) measures sex guilt which Mosher (1968) states is a disposition to respond under certain circumstances with a class of behaviors which may be described as guilty. It was predicted in this study that sex guilt, as measured by the NEFGI, is a different personality measure, Richard A. Feinberg and thus uncorrelated with sex conflict as measured by the DAP . It was also predicted that females would show a greater level of sex guilt when compared to males, a find- ing reported by a number of authors (Burgess and Wallin, 1953; Kinsey, 1953; Reiss, 1967). Another prediction was that virgins, compared to non-virgins, would show a higher level of sex guilt as measured by the NEFGI. Further, several authors (Gal- braith and Mosher, 1968; Leiman and Epstein, 1961) report that sexual reSponses are inhibited by high sex guilt thus suggesting the prediction that there would be an inverse relationship between sex guilt and the amount of pre- marital sexual intercourse. It was also predicted that a course in human sex- uality would reduce sex guilt but not sex conflict. These predictions were derived from the assumption that sex guilt is more closely related to conscious attitudes and behavior than is sex conflict which is seen as more un- conscious. A final prediction was that not only would there be no pre-post course differences on the DAP, but there would be no male-female or virgin-non—virgin differences Richard A. Feinberg either. If the DAP is measuring psychosexual conflict, then there is no basis for assuming differences with re- SpeCt to these variables. The MTFGI and DAP were given to students in a human sexuality class at the beginning of the course and again at the end of the course. An analysis of the re- sults revealed that there were no differences on the DAP with respect to the variables under consideration, while there were significant sex, sexual eXperience (virgin- non-virgin), and pre—post effects as well as significant interaction effects on the MTFGI. Coupled with the result that the correlation coefficient between scores on the DAP and scores on the MTFGI was .01 for both males and females, it would seem that the DAP and MTFGI are measuring two different things. As predicted females, compared to males, showed a higher level of sex guilt, especially at the beginning of the course. Also virgins, compared to non—virgins, showed a higher level of sex guilt, especially at the beginning of the course. By the end of the course, however, both females and virgins had considerably lower guilt scores, although still somewhat higher than male and non-virgin guilt scores, reSpectively. Didactic teaching methods Richard A. Feinberg that disseminate valid sex information within a framework of Open communication apparently can have an effect in reducing sex guilt, especially for the higher guilt groups such as females and virgins. This reduction of sex guilt can not be explained by a change in virginal status over the duration of the course. It would also seem that such a course does not have an effect on the level of psycho- sexual conflict. Further analysis revealed ambiguous results with respect to a proposed relationship between nude figures drawn on the DAP and sex guilt. Thesis Committee: Dr. Donald Grummon, Chairman Dr. Joseph Reyher Dr. Andrew Barclay AN INVESTIGATION OF SEX GUILT AND SEX CONFLICT IN HUMAN SEXUALITY COURSE SUBJECTS BY Richard A. Feinberg A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Psychology 1972 F K A. To my father ACKNOWLEDGEMENT S I wish to thank Dr. Donald Grummon, my thesis chairman, for his patience and nurturance in the develop- ment of this study. Special thanks goes to my wife, Carole, for all her help and encouragement, especially in the scoring and categorizing of the data. Dr. Joseph Reyher also deserves credit for his intuitive understanding of this study and his willingness to communicate this understanding to me. I would also like to thank Dr. Andrew Barclay for all his statistical help. especially with respect to the computer analysis which made it possible to easily con- ceptualize the results. Finally, a note of appreciation and thanks to all those students who kindly cooperated by filling out ques- tionnaires and taking the requisite tests and without whom this research would not have been possible. iii )[l’llllfll‘llt’tf'll’l‘li [Iii i[.l|l\l yl(l'\nll ll'l’x '1'.) ..VI“[ III: TABLE OF CONTENTS Page LIST OF TABLES . . . . . . . . . . . . . . . . . . . Vi LIST OF FIGURES. . . . . . . . . . . . . . . . . . . Vii INTRODUCTION . . . . . . . . . . . . . . . . . . . . 1 METHOD . . . . . . . . . . . . . . . . . . . . . . . 27 Instruments. . . . . . . . . . . . . . . . . . . 27 Procedure. . . . . . . . . . . . . . . . . . . . 32 Analysis . . . . . . . . . . . . . . . . . . . . 33 RESULTS. . . . . . . . . . . . . . . . . . . . . . . 35 MTFGI. . . . . . . . . . . . . . . . . . . . . . 35 DAP. . . . . . . . . . . . . . . . . . . . . . . 37 Other Results. . . . . . . . . . . . . . . . . . 42 Tables . . . . . . . . . . . . . . . . . . . . . 44 Figures. . . . . . . . . . . . . . . . . . . . . 48 DISCUSSION . . . . . . . . . . . . . . . . . . . . . 50 SUMMARY AND CONCLUSIONS. . . . . . . . . . . . . . . 62 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . 65 iv TABLE OF CONTENTS (Cont.) APPENDICES................. A. DAP INSTRUCTIONS TO SUBJECTS . . . . B . PRE -C OURSE QUE ST IONNA IRE . . . . . . C . POST -COURSE QUE ST IONNA IRE . . . . . . D. MI‘FGI AND DAP SCORES OF ALL SUBJECTS Page 71 71 72 8O 92 LIST OF TABLES Table Page 1. ANALYSIS OF VARIANCE OF THE MTFGI. . . . . . . 44 2. PRE AND POST COURSE GROUP MEANS ON THE MTFGI . 44 3. ANALYSIS OF VARIANCE OF THE DAP. . . . . . . . 45 4. NUMBER OF NUDE FIGURES DRAWN ON THE DAP. . . . 45 5. COMPARISON OF PRE-POST COURSE DIFFERENCES FOR THE PRESENCE OR ABSENCE OF NUDE FIGURES ON THE DAP . . . . . . . . . . . . . 46 6. NUMBER OF OPPOSITE SEX FIGURES DRAWN FIRST ON THE DAP . . . . . . . . . . . . . . . . . 47 vi LIST OF FIGURES Figure Page 1. SUMMARY OF ANALYSIS OF SEX AND PRE—POST COURSE VARIABLES ON THE MTFGI. . . . . . . . 48 2. SUMMARY OF ANALYSIS OF SEXUAL EXPERIENCE AND PRE-POST COURSE VARIABLES ON THE NEFGI . . . 49 vii INT RODUCT ION Guilt is a feeling of wrongdoing, of violation, which is generally eXperienced as distressing or painful. Krech and Crutchfield (1958) state that the essential characteristics evoking the emotion have to do with the perception of one's own action in a situation as dis- crepant from the "right" or "moral" or “ethical" action I required by the situation. vThe emotion of guilt may be_slight_and fleeting, a mere "twinge of conscience." Or, at the other extreme, it may be a prolonged torture of "agonizing appraisal." The milder degrees of guilt feelings may even at times be somewhat pleasant and exhilirative in tone. This is not surprising in the light of the fact that when the person violates what he perceives as right, it is often simply because of the more powerful force of positive pleasures to be gained. As anthropologists and others have pointed out moral prohibition tends to be created by society just because there is social necessity for restraint of certain I activities that are themselves desirable. But this is by no means the entire story. The very imposition of the prohibition may have the paradoxical effect of making the thing appear attractive to the person. Moreover, the very action of violation is often in itself satisfying because it is eXperienced as a successful defiance of outer au— thority, an expression of autonomy and power of self. Krech and Crutchfield also say that it is impor- tant to understand that there are wide differences in the way a person perceives the guilt—inducing situation. He V”, _..-m-“mll b may see quite specifically just what is "required” of him, MAJ mw _..“--. .. _ “_..... _ nun—m- "_‘IM .— . andfirecogniieflquite clearly how he has violatedthis_re- quirgment. His consequent feeling of guilt is likely to be directly and eXplicitly attached to the action. "I feel guilty because I allowed the store clerk to give me too much change." But other situations may be far more complex and his perceptions unclear as to exactly what is required and how his actions relate to it. The resulting guilt feeling may not be so eXplicitly connected with a given act or feature of the situation. There is a kind of free-floating guilt, just as there is free—floating an- xiety. In fact one of the marked features of such ill- defined guilt feelings is an anxiety component; the person feels an anxious guilt in which he is not quite clear about just where and why the feelings of fear or dread or dis- tress appears, nor about how he can modify his behavior to prevent the guilt feeling. It is especially in cases of ill-defined guilt that the person tends to perceive the guilt as attaching deeply to himself. It is not so much that any one of his acts is bad, but that he is a bad person. The profoundest and most agitating of guilt emotions,such as those found in the fanatically self-punishing, are of this sort. The self is seen as the focal point and basic source of the guilty action. V Krech and Crutchfield further point out that there are significant differences in the extent to which the guilt is experienced as objectified. At one extreme it may be perceived as sheerly in connection with a partic- ular action. Though the self is seen as an essential agent in the whole act, the act is not a basic character- istic of the self, but something rather peripheral to it. At the other extreme is the guilt experienced as the Sin of Self, my evil nature. The wrong act did not simply involve me, but it was caused by me. The distinction between the different types of guilt feelings also bears intimately on the matters of how these feelings are removed. Feelings of guilt which are more objectified are presumably easier to slough off; they are less likely to persist in one's self-conception. On the other hand the less objectified guilt feelings are harder to get rid of, and in extreme cases may only be done by removing the inner "sin." Over the years guilt feelings have played an im— portant part in the theories of psychology, especially in the theories of psychoanalysis. According to Freud it is necessary to discriminate between two kinds of guilt feel- ings. One makes itself known as social fear, fear of _..—_..“-.w- no- '3" ’- /——.—a—-"" _',,__.. " “a“... -——~—---—-—- F' "‘ outer authority. The other is a fear of inner authority, ...-flaw" ' ...-n. W --—_ or pangs of conscience. The feeling of guilt origipating \— ...~ , 1. a ,. _..- _..-- ' “or“ from fear of the outer authority c01nc1des with the fear M— M" “H' -.. mm mm... of the loss of love. The fear of the inner authority rr’ .W mflflm m _..-m “‘9‘ w coincides with the fear of. the super_go. Freud's deriva— ,.-...— r ... _,. _.— u-‘H J" "r. .— tion of the feeling of guilt is well-known. The incor- poration of the aggression, that is, the turning of the destructive instincts against the ego originates the feel- ”_..-W' w ing of guilt and makes its appearance in the ego as an unconscious need for punishment. For this reason the term ’Mu-fi-L ‘I, I—I'-|fl -M-- '\ "feeling of guilt" is often supplanted by the term "need for punishment." There seems to be a lot of controversy over Freud's conception of the superego. Freud (1938) declared in one book that the superego essentially represents the parents' 1 ‘ c at - _.. flu ....- “*4 m“. V “Mm _..-.... .. “In-us-- 3.. strictness, prohibitions, and punishments. In another “Pam-I” Val, place, however, Freud (1930) maintained that one of the functions of the superego is the formation of an figggi. According to Nunberg (1934) this function is derived from the libido, and the contrast between the functions is derived from the ambivalence the child feels toward his father. Generally most psychoanalysts have concentrated on the first aspect of the superego. According to Fernichel (1945) the superego becomes established as the result of newly introjected objects being combined with parental. introjections. These parenta1#igtrojegtions_of_prohibi— tions are already present as the forerunners of the super- ego. The newly introjected objects are the objects of the ‘ Oedipus complex. Fernichel goes on to say that after the superego fl is established,_it_decides_mhi2h_§£l2§5_az.n§3dS Will be permitted and which suppressed. The superego functions as illogical guilt feelings. Being on good or bad terms with one's superego becomes as important as being on good terms with one's parents previously was. In his book that tries to consolidate the theories of psychoanalysis Hendrick (1958) calls the superego an aggregate of prohibitory punishments that is the result of development. He says that the superego is a specialized portion of the ego, representing one aspect of the total personality function, much as, in the social organization, the courts decide what shall and shall not be approved, while the executive branches make these mandates effective. Nunberg (1934) claims that the forms of expression of the feeling of guilt are numerous and differ distinctly in their intensity and quality. He says the feeling of M guilt may appear as a mere discomfortrra sense of_a dull (3:) r inner tension, an urge to do somethingL_an urge to fulfill somemobligation. Seeking love or the favor of others may result from this urge. It also expresses itself in an exaggerated helpfulness, in spending money, or in exces- sive generosity. The feeling of guilt may also appear in a variety of other forms such as humility, striving for -—-_._.___.._. _-—- ' punishment, or repentance. /- Fenichel (1945) talks about guilt feelings as a motive for defense that represent a topically defined anxiety, the anxiety of the ego toward the superego. He distinguishes this from a warning conscience which says to avoid this or that action otherwise you will experience annihilation. According to Fenichel guilt feeling prOper is more or less a materialization of this threat, which may be used to avoid future similar actions. Mosher (1965) makes a distinction between two motives for the inhibition of morally unacceptable behavior. ...—_..- W-———au———. _-—-_— “__-_ (_“H‘.-_.-_-. ..--u—an—m-N' One motive is fear of external punishment for transgressing ...-‘n-fi social standards. The second motive is guilt which de- _ ”M‘- A ‘ ‘- _—4—-~—-”R———--.” v-‘fl velops as a result of a past reinforcement history which _..-H- W-’—. .. F ...—...-.r» _..... __._‘_.. ___-_—--- has favored the internalization of moral standards. This _(‘a—‘ia yv—c=‘-— ....- 7 - A—p—v-fl .. corresponds to the two types of guilt that Freud talked _..-_u—mfi “Wm- _-.—- A... about. The guilt-motivated person assumes the task of _ -..- ‘\ _..-..ri. -1... v inhibiting behaviors which are defined as morally unac— ——..+...—_.._.. . -..——-—— ah...— ceptable to avoid eXperiencing intense feelings of guilt. I think it can be seen from all this that the ex— pressions of the feeling of guilt fall into two groups. The aim of the first group is the outer world, and one \w’f example‘of’mggy_gg§§ihlQwiS_Striving for love. The aim of the second group is thewego, as in the desire for punishment. The feeling of guilt is a reaction to a crime committed psychically or actually. The first group repre— sents an effort to undo the crime, to bring about a recon- ciliation with the outer world. The second group repre- sents an attempt to punish one's self, hence, to suffer. Psychoanalytically oriented writers have frequently attributed repetitive antisocial deviant behavior that persists in Spite of punishment to the presence of exces- sive guilt (Bromberg, 1948; Freud, 1925; Friedlander, 1947; Lindner, 1944). This guilt is said to spring from unre- solved and deeply repressed Oedipal wishes and to lead the offender to commit acts for which he will inevitably be punished. Bandura and Walters (1963) state that this account gives rise to the paradox that guilt, anticipation of which is usually regarded as a major factor in promoting self— control, is depicted as instigating antisocial acts. To resolve this paradox the eXponents of the psychoanalytic point of view further assume that the guilt itself is re- pressed and consequently Operates as a mechanism whereby antisocial behavior is inhibited. Bandura and Walters claim that a more parsimonious view is that persistent offenders, such as psychopaths, have failed to develop adequate self—control and react to transgression with little or no guilt (Cleckley, 1955; Jenkins, 1954; McCord and McCord, 1956). Another important consideration is the differen- tiation of guilt.flnmnshame. Ellis (1962) states that when \ a person feels guilty he believes_ that _he _has acted wrongly ...—_- _...—- -'-'~ Jay—...Vflv-F’“ or wickedly in the eyes of some_ _God, fate, or social value 1..— ‘7‘-——-_. “-1 _..—1. ._ ____‘_ ., 'r— fi- __, ____ -__ system, whereas when he feels ashamed or inadequate, he is W’H ...—_..... _. Mu... ...__ ...-.— - -1.“ ....-. -‘-' o——.....-........._t..—. more likely to believe that he has acted ineptly or weakly in his own eyes and in those of the people with whom he has immediate contact. Bandura and Walters talk about two criteria that have been advanced for distinguishing guilt from shame. The first of these assumes a dichotomy between external and internal sanctions and regards shame as a reaction to actual or anticipated disapproval by an audience and guilt as a negative self-evaluation resulting from a deviation from an internalized moral standard. However, Ausubel (1955) points out that it is reasonable to believe that both external and internal sanctions are instrumental in maintaining social control in almost every society and individual. Indeed, the re- quirement that in the case of guilt the intrapsychic lO self-evaluative response should occur without reference to any actual or fantastical reactions of external agents is probably very rarely, if ever, met. This requirement pre- supposes that guilt is mediated by an internal moral agent, which originated and develOped from sanctions imposed by the parents or other primary socializing agents, but which is now completely independent of an individual's current social experiences. A second criterion that has been prOposed as a basis for distinguishing guilt and shame assumes that these are a function of degree or responsibility or voluntari- ness, which may be thought of in terms of a dichotomy between a transgression and a defect (Levin and Baldwin, 1959) or between a motive and an attribute (Piers and Singer, 1953). From this point of view, a person has little or no responsibility for a personal limitation and consequently can feel no guilt, but only shame, on account of his defect. Bandura and Walters point out that persons may attempt to conceal intellectual and physical short- comings in order to avoid negative reactions from others, but these do not necessarily involve a negative self- evaluation that could be described either as guilt or shame. 11 As of yet I have not discussed the role of sex and more Specifically sex guilt. That sex is a strong motive for behavior need not be emphasized here. Madison (1969) presents a good discussion of the sex motive throughout the college years. There has been a lot of talk about changing sex standards and a new sexual morality. Perhaps all of this can best be summed up by sayingflthat sex is increasingly being considered §§1§ more or less autonomous institution. ___’_#,,wcwfl Nelson Foote (1954) proposed a view of sexual conduct as a "legitimate form of play." There seems to be an increasing preoccupation among present day students with the so-called non—procreative manifestations of sexuality (Bernard, 1968; Reiss, 1966). The consolidation of this position is put forward by Sprey (1969). He postulates a partially auton- omous and private sphere of human sexuality to serve as an alternative to the traditional incorporation of sexual conduct within the institutional framework of marriage and the family. In this way he prOposes to eliminate the spur- ious distinction between procreative and non-procreative sexuality. He also argues that the process of sexuality itself, deSpite its unique nature, can and should be 12 analyzed within a sociological framework of reciprocity and exchange. A number of writers in the area of sex have talked about the debilitating effects of our sex standards and the need to do something about them. Specifically they have pointed out how sex gnilt is often a natural outgrowth /’\\ and result of society's standards. Stokes (1962) talks ;/ 1 .‘ /‘ about an array of irrational attitudes about sex that \\_, x_. leads to general guilt feelings about all erotic emotion, a violent fear of autoerotic enjoyment, repression of .-...Waw ~ #- -—.——— childhood sexuality, and restriction of adolescent sex— u-n-w ’ '_.._fl ‘I‘I “bl—u uality to a desexualized idealism that ignores the erotic emotions andfphysical realities of sex. Kirkendall (1961) talks of an irrational moral code that is focused pri— marily upon acts which lead to the idea that participation in premarital sexual behavior is evidence of immorality. Kirkendall goes on to say that it is necessary to accept the fact that the sexual impulse is essentially positive and life-giving in nature; rather than fearing it, it is necessary to learn how to direct and utilize it. Frank (1961) states that sex morality as preached and practiced has been largely based on fear, fear created by the most impressive pronouncements_of_what fate awaited fififlflflf—fl___fl_flffl_flr,i 13 the sinner who violated the moral code. Further Frank M'% ~-. says that boys and girls, reared by conscientious parents who have indoctrinated their children from early infancy in their traditional religious beliefs and moral sanc- tions, come to adolescence and suddenly learn from older boys and girls that what they have long believed and feared is no longer to be accepted. Guilt often occurs _.. a- at this stage of development. _.....4..- I ..~-- "_ ’F' _..—“a“ ...-— M Kanin (1960) states that young people are exposed to an institutional normative pattern which says in effect that complete heterosexual accessibility—-if not, in fact, even partial accessibility—-is a right and a privilege that receives social sanction only when individuals con— form to the requirements of legal matrimony. Reiss (1971) talks about the conflict that arises from the American courtship system. Our courtship system seems structured to promote premarital sexual relations. Young people are together a number of years without chap- erones. They are given cars and privacy in the home. There is sensuous dance and dress. But at the same time young people are told that premarital sexual relations are wrong while being part of a courtship system, in part set 14 up and condoned by the same peOple who tell them premarital sex is wrong, that tends to encourage sexual intimacy. Christensen (1969) in an article stating some of his conclusions from a previous study of three cultures says his data tends to support the idea that sexual eXper— ience was pretty much the same for all three cultures, but the crucial difference between the cultures was attitudes about permissiveness. In a restrictive culture, and he includes the United States in this category, larger numbers of peOple are violating their own standards of sexual be— havior, and thus one eXpects more guilt in such restrictive cultures. The feelin of uilt 'niaccepting sexual leasure 3.1% P seems to be very deeply rooted in our society. Masters _— and Johnson (1970) report that even a number of marital partners feel guilty in accepting pleasure when it is de— liberately sought, feeling that pleasure is permissible only when it is "accidental." Another point of view is presented by Glassberg (1965) who asserts that the adolescent laghgdghfiimaturity to estimate the ultimate effects_of coitus upon his total (m’ _._..____--P 4"" __..——-— .... w personality integration. Speaking from the point of view \_fl__fi__d_fllli of a marriage counsellor, he says that heterosexual 15 activities may represent efforts to compensate for non- sexual affectional frustration, surrender to peer group pressure to maintain status, or abdication of the capacity for self—discipline and individual responsibility. Glass- berg claims that often the result is guilt manifested in self—debasement and accompanied by revulsion against sexual participation. Madison (1969) points out the special character of sexual learning in our society. Sex attitudes are often taught indirectly, as well as directly. by parents to their children. The child embellishes all these into privately kept sexual feelings that are generally unsocialized and linked to chance—provided excitement of almost any descrip— tion. The advertiser and entertainment industry enter in unintentionally as teachers and cause sex to be associated with a bizarre variety of sales products or emotional states such as violence. By college age the product of these strange learning conditions has produced sex motives that lead many students to assume that they are sexually dif- ferent, or even abnormal. Menninger (1971) points out that we are barraged with sexual imagery that appeals to one's sense of adequacy and sense of worth. He says the result of this widespread 16 consumption has been the glorification of sexual eXperi— mentation. The implication then becomes that you must be a part of this "sexual revolution" or face the consequences of being "out of it" and a deviant. Thus it would seem that not only can guilt be the result of sexual partici- pation but also the result of sexual non-participation. Peer group pressure also may have the same effect of in- ducing conflict and loss of esteem in those who have not become sexually initiated. Winick (1968) states that in today's society the more traditional sex roles are becoming multivalent and amorphous. He further says this tends to create uncer- tainty and ambiguity and when carried to an extreme pro- motes conflict and maladaptibility. Along this line Lindbeck (1971) talks about how the American woman is discovering and redefining her sex- uality and is now demanding her own sexual satisfaction. This is not only threatening to women because of the revolt against the traditional feminine stereotype but also to men because they feel unable to understand or to respond to the needs of their wives or sexual partners. These men feel that their masculinity, i.e. traditional masculine role, is being challenged. 17 Some writers like Reiss (1967) have concentrated more than others on parents as agents in transmitting a conservative, conflict—producing morality to young people. WW ‘l’nlfl“ Reiss's data shows that the parent generation is more con- servative in its attitudes than the younger generation. These adults got more conservative as they moved into parental roles. His data suggests that the so-called generation gap is not the crucial difference, but that differences among roles reflect differing attitudes. Individuals in roles that involve some sense of real or perceived responsibility, such as the parental role, seem to be more conservative in their attitudes. One of the strongest advocates for a changing sex standard is Albert Ellis. Ellis (1962) says that he sees many sexually crippled individuals that got that way be— cause of their acceptance of society's irrational sex codes. Perhaps his best statement on the subject is his book Sex Without Guilt (1965a). The whole point of the book is that a person should be free to enjoy sex in what— ever way he chooses so long as he is not interfering with others or violating their rights. Apparently he is saying that if this standard was adOpted, then sex without guilt would be the result. There have been many books discussing 18 premarital intercourse, and a good deal of them conclude that the effects are harmful (Duvall, 1963; Ellis, 1961; Sorokin, 1956), yet it is clear that premarital intercourse is widespread (Brown, 1964; Chesser, 1956; Ellis, 1965b; Ehrmann, 1959; Kirkendall, 1961; KronhauSens, 1960; Reiss, 1960). Ellis says that if premarital sex relations were not viewed as being sinful, then guilt would not be in— trinsically attached to them. He then goes on to cite a number of benefits of premarital intercourse. Barclay (1971) presents a good discussion of sex in the college years, including pertinent statements about sex guilt. Barclay talks about the origin of sex guilt feelings when both males and females internalize their parental training in which they are told to stay away from sex because it will only get them into trouble. As a re- sult guilt can result from even the most basic sexual acts such as hugging and kissing. Barclay talks about guilt as a control mechanism, which can be so effective that it causes an individual to avoid those behaviors he thinks may make him feel guilty. Guilt is pictured as so painful that it can not be tolerated for very long, and the person must find other ways to c0pe. A substitution mechanism is often utilized with the result that the person resorts 19 to avoiding commitment to another person as a means of controlling the guilt. Barclay seems to echo Frank (1961) when he says when they come to college, the students see older college students behaving sexually in a way that has been drummed into them as wrong ever since they have been growing up. This comes at a time when their sexual drive is at a peak while their self—esteem is at its lowest. Barclay says guilt will inevitably follow. The purpose of this present study is to investigate sex guilt and sex conflict in males and females and virgins and non—virgins. A further purpose is to investigate the effects of a human sexuality course on sex guilt and sex conflict. This study is conceived of as being Open-ended and exploratory in nature. That is, it has not been de- signed to test a specific theory, but more to answer ques- tions about sex guilt and sex conflict. However, to facil- itate the conceptualization and organization of the study, certain predictions will be derived. Conceptually sex guilt and sex conflict appear to be two different things. Psychosexual conflict is more representative of a basic personality disturbance than sex guilt. It is indicative of conflict that is part of the developmental history of the individual and is represented 20 by repressed strivings. Sex guilt is indicative of a more conscious personality disturbance than sex conflict and may be described as one way in which individuals handle or try to resolve their underlying sexual conflicts. It would seem that sex guilt and sex conflict may not be systematically related to each other in a linear way because it would be possible for a person with a high level of sex conflict to show either a high or low level of sex guilt, and the same situation could be true for a person with a low level of sexual conflict. It is pre- dicted, then, that sex guilt and sex conflict will be un— correlated or show only minimal correlation with each other. In terms of the effects of the human sexuality course, it would seem likely that the effects of the course will show up most in the area of conscious atti- tudes and feelings rather than having much an effect on the unconscious part of the personality. Thus it would seem that sex guilt is more likely than sex conflict to be reduced by the course. It is further predicted that there will be male- female differences with respect to the level of sex guilt. Females should show greater guilt. This is in line with 21 previous investigations. Reiss (1967) reports female guilt exceeding male guilt by over two to one. Others such as Kinsey (1953) and Burgess and Wallin (1953) have also reported the same difference. Also, investigators (Ehrmann, 1959; Kirkendall, 1961; Reiss, 1967) have re- ported that it is primarily the female who is responsible for setting the limits of sexual intimacy. Thus she bears a greater burden and will feel more guilty than the male if she goes too far. Further, females are taught not to be sexual, not only with respect to overt behavior but also with reSpect to feelings and desires. Our society seems to tolerate more sexuality in males than in females. Thus females are more likely than males to eXperience a wider discrepancy between their sexual feelings and behav— ior and the standards and norms of society with heightened guilt being the result. It would seem likely that there would be either none or minimal male-female differences in the level of sex conflict. The developmental processes that operate in the origin of psychosexual conflict are not different for males and females. They both go through the same psychosexual stages and are affected by the same intra- psychic processes. Along this line Schmidt and McGowan 22 (1959) found no sex differences in the level of sex con— flict as measured by the Draw-A—Person projective test when they attempted to differentiate between a normal group and a physically handicapped group of subjects. One further prediction which may seem surprising at first is that there will be more sex guilt in virgins than in those who have participated in premarital inter- course. It is also predicted that the amount of guilt will be in inverse prOportion to the amount of premarital intercourse. That is, the more premarital sex contacts, the less the guilt. This is predicted to hold true for both males and females. Leiman and Epstein (1961) found an inverse rela- tionship between sex guilt and thematic sexual responses. Also Galbraith and Mosher (1968) found that sexual re— Sponses were inhibited by sex guilt, and sexual stimula- tion led to increased sexual responsiveness in low sex guilt subjects. What this suggests is that stimulation in the earlier stages of premarital sex like kissing and petting will increase reSponsiveness for low sex guilt subjects, whereas subjects high in sex guilt may be in— hibited and never get to the coital stage. Reiss (1967) found support for this position by finding that those who 23 have had premarital coitus were least likely to have ever felt guilty about kissing or petting. It has been assumed by a number of peOple that participation in premarital coitus will automatically pro- duce guilt feelings. But Reiss (1963) found that in his study the premarital coital group was moderate in regard to standard violations and guilt feelings. Kinsey (1953) reported that the majority of his nonvirginal women did not have "regrets." Christensen and Carpenter (1962) found in a comparison of three cultures that the more liberal culture had the largest prOportion of individuals who lacked guilt feelings. Sex guilt is often talked about aslthe difference /___,_f between standards and behavior. The larger the discrep- MM”.- ancy, the more the guilt. Reiss (1967) finds a lot of support for this contention. However, it seems as though standards change a lot. Reiss reports that those who now accept coitus as their standard once accepted kissing and then petting as their standard. Guilt appears at each of these three levels. Reiss also reports that most indi- viduals come to accept the guilty behavior they practice. It then follows that the longer that one has practiced a certain sexual behavior, the less guilty he is likely to 24 feel about it. Thus those individuals who have more pre— marital coital contacts should feel less guilty. Reiss also reports that guilt is not simply the result of vio- lation of one's standards, although that's a good part of it, but it also seems to result from behavior that is not emotionally accepted though it may be intellectually ac- cepted. It takes time to accept the behavior emotionally, thus again it seems as though the more one has practiced premarital intercourse, the less guilty he should feel. It also may be that virgins feel more guilty be- cause they desire more sex than their code will allow; their refusing this desire for sex does not alleviate the guilt. They feel guilty because of desire and are afraid of lower self—esteem if they have coitus. Those who en— gage in coitus may feel guilty at first, but will come to accept it. They will come to realize that they are not worthless, gain satisfaction from the pleasure, and accept their behavior. As was the case for male-female differences, there seems to be no basis for postulating differences in the Ilevel of sex conflict for virgins and non—virgins. The :intrapsychic and developmental processes that are crucial :in the genesis of sex conflicts would not seem to affect 25 virgins and non—virgins differently. Whether one is a virgin or not would not seem to be related to sexual con— flict, but can be viewed as the result of how an indivi— dual handles the resulting anxiety and guilt that stems from the conflicts. Non-virgins may use acting—out more than virgins as a means of handling their feelings about sex. In summary this study is concerned with the inves- tigation of sex guilt and sex conflict and the effects of a human sexuality course on sex guilt and sex conflict. Although this study is largely conceived of as being ex- ploratory in nature rather than designed to test Specific hypotheses or validate some theory, the following predic- tions were derived: 1. Sex guilt will be either uncorrelated or only minimally correlated with sex conflict. 2. Females, compared to males, will Show a higher level of sex guilt. 3. A course in human sexuality will reduce sex guilt. 4. There will be more sex guilt in virgins than in non-virgins for both males and females, and 26 further there will be an inverse relationship between the amount of premarital coitus and sex guilt in both males and females. There will be none or only minimal male-female, virgin—non—virgin, or pre—post differences in the level of sex conflict. METHODS Instruments MTFGI The Mosher True—False Guilt Inventory was used in this study as the measure of sex guilt. Mosher (1968) clarifies what is meant by a measure of guilt. His inventory is viewed as a conceptualization of a personality disposition. Guilt becomes relevant in Situations where temptation to violate moral standards is present. Individuals who score high on this guilt measure are eXpected to inhibit the expression of sexual behaviors when faced with temptations. If transgressions occur nevertheless, then individuals who score high on this measure of guilt are expected to experience the feeling of guilt, or to confess, or to punish themselves, or to make restitution. The inventory does not directly measure guilt as a feeling or state of the person at the moment, rather it is intended as a measure of the disposition to 27 28 respond under certain circumstances with a class of be- haviors which may be described as guilty. Originally Mosher (1961) developed an incomplete sentences test (MIST) to measure three aspects of guilt: sex guilt, hostility guilt, and morality—conscience. Since the psychometric properties of the MIST were not maximally desirable, a new inventory was constructed (MTFGI). A multitrait—multimethod matrix analysis (Mosher, 1966a) of the results provided good evidence of convergent and discriminant validity of the three guilt subcategories. The split—half reliability coefficients of the three scales were in the .903. A series of construct validational studies (Mosher, 1965, 1966b; Mosher and Mosher, 1967; Ruma and Mosher, 1967) has been offered to support the Mosher scales as measures of guilt. Using the MTFGI Ruma and Mosher (1967) found that this scale significantly cor- related with ratings of interviews with delinquent boys for guilt over the transgression which led to their in- carceration. For these reasons it was felt that for the present study the sex guilt items could be taken out of the rest of the test and used as a separate scale. The range of possible scores, from low sex guilt to high sex guilt, on the.MTFGI sex guilt scale is from 0 to 54. 29 DAP The Draw—A—Person (DAP) projective test was used in this study as the measure of sex conflict. The DAP is a frequently administered test in clin— ical situations (Sunberg, 1961). Machover (1949) prOposed a hypothesis connecting psychodynamic processes with sym- bolic representations of those processes on the drawings on a one—to—one basis. But a number of studies have cast doubt on this hypothesis (Swenson, 1957; Handler and Reyher, 1965). Some investigators think that a global assessment of the drawings is more valuable than looking at specific details (Reyher, 1959; Handler and Reyher, 1965). In his review of the literature Swenson (1968) states that global assessments are the most reliable. Reyher (1959) has proposed the use of a drawing of an automobile to compare against the human figure draw— ings. This use of a relatively neutral figure allows the investigator to assess the contributions of two sources of anxiety: the testing situation, and the intrapsychic conflict. If the automobile has fewer indicators of anxiety than the human figures, then there is a basis for postulating psychosexual conflict. Handler and Reyher 30 (1964) also found the difficulty of drawing the automobile was comparable to the difficulty of the drawing of the human figures. In this study they also found support for the two sources of anxiety. Handler and Reyher (1966) found support for the hypothesis that the act of drawing the human figure stim- ulates psychosexual conflict. Reyher (1959) states that the DAP forces the subject to create his own stimulus. Anxiety—producing conflicts are activated when drawing human figures by the act of drawing body areas closely associated with the sexual drive and the subject's self- concept. Acheson's (1969) study lends support to the con- cept of a projective test as a valid measure of psycho- sexual conflict by casting doubt on the ability of ques- tionnaires to diagnose sexual conflicts. On the basis of the DAP results he divided his subjects into two groups, those who were relatively well adjusted and those who were relatively poorly adjusted. An administered questionnaire was not able to differentiate the two groups. Acheson says even subjects who are relatively poorly adjusted on the basis of criteria like the DAP may be able to give socially acceptable reSponses on a questionnaire. Further, 31 the cognitive responses required by the questionnaire can lead to conscious or unconscious control or defensiveness in reSponding. In Acheson's study three raters independently rated thirty subjects' drawings and assigned each subject's drawings a rank, from 1 to 30, with a low ranking repre- senting a low amount Of psychosexual conflict and a high ranking representing a high amount Of psychosexual con- flict. One rater (Reyher) was the investigator who form— ulated the criteria and who has had considerable experience with the DAP in clinical practice. The correlations (Spear- man's rho) of the rankings of the other two raters with Reyher were .98 and .97. In the present study each subject's DAP, consist— ing Of two drawings, was rated for amount of psychosexual conflict according to the criteria proposed by Reyher and used by Acheson: l) Kinesthetic enlivenment (movement); 2) Effective use Of available Space (Optimal is 2/3 Of vertical dimension); 3) Primary sexual aspects of the body drawn (or not warded Off) in terms of perspective; 4) Fe- male and male clothing or physical characteristics clearly differentiated; 5) Evidence Of ego involvement: presence in the drawings of erasure, Shading, reinforcement, etc. 32 to emphasize certain aspects of the clothing or body, and when used in the service of doing a gOOd job; 6) Inclusion Of all major details and features of the head, body, and clothing; 7) Absence Of tranSparencies and distortions; 8) The details, size, emphasis lines, and general quality of the human figures are comparable to a relatively neu- tral Object (the automobile). Each subject's drawings were matched to one of Acheson and Reyher's 30 rank-ordered drawings and given the corresponding rank. The matching was done in terms of how similar the test drawings were to the rank-ordered drawings based on the criteria already mentioned. Two raters first rated a common sample Of 252 drawings against the rank—ordered drawings. A Spearman's correlation Of .96 was Obtained between the two raters' ratings. One rater, the author, then rated the remaining drawings. Procedure The DAP was administered to around 600 subjects during one Of the class meetings Of a human sexuality course at Michigan State University at the beginning Of 33 the course in a group setting with all the subjects making the drawings on 8-1/2 by 11 unlined white paper (see Ap- pendix for DAP instructions to subjects). The MTFGI was also given to these same subjects as part of a pre-course questionnaire about sex information and premarital inter- course to be taken home, filled out, and returned (see Appendix for complete questionnaire). The DAP was again administered in a group setting to around 200 subjects on the next to the last class meet- ing of the human sexuality course. The MTFGI was also given to these subjects as part Of a post-course question- naire to be returned at the next class meeting as had been done at the beginning Of the course (see Appendix). Analysis Each subject was classified according to sex and sexual experience (virgin or non-virgin) based on the re— Sponses given to the questionnaire. For the statistical analysis only those subjects on which both pre-course and post-course data was available were used for both the DAP and the MTFGI. In effect, the design was a 2 X 2 (sex 34 and sexual experience) factorial repeated measures (pre and post) design with two different variables (DAP and MTFGI). A separate multivariate analysis of variance was used to analyze each variable, one analysis of the DAP and one analysis Of the MTFGI. A correlation was also computed between scores on the DAP and scores on the MTFGI. RESULTS @331 The results of the analysis of variance Of the NEFGI are presented in Table 1. These results are based on the analysis Of 35 male non—virgin and 25 male virgin questionnaires as well as 39 female non—virgin and 36 female virgin questionnaires. It should be noted that the entire sample consisted Of 196 pre-course males of which 62.8% or 123 were non-virgins, 81 post-course males of which 65.4% or 53 were non—virgins, 205 pre-course females of which 56.6% or 116 were non—virgins, and 89 post-course females of which 52.8% or 47 were non-virgins. When the smaller sample Of subjects was compared tO the larger sample no differences were found between the two samples with respect to comparisons among the variables under consideration. Except where noted the smaller sample has been used SO as to facilitate the statistical analysis. Table 1 shows that there were significant sex ef— fects (F = 18.98, p < .001; l and 131 df), sexual 35 36 experience effects (F = 11.95, p < .001; l and 131 df), and pre-post effects (F = 35.18, p < .001; l and 131 df). There was also a significant sex by pre—post interaction (F = 24.42, p < .001; l and 131 df) and a significant sexual experience by pre—post interaction (F = 4.46, p < .03; l and 131 df). There was no significant sex by sexual experience interaction or significant triple inter— action between the variables Of sex, sexual experience, and pre—course—post—course. Since there were significant overall MTFGI effects, it seemed desirable to look at the individual group means, which are presented in Table 2. The results from the analysis Of variance in terms of group means are summarized in Figures 1 and 2. From Figure 1 it can be seen that at the beginning Of the course the females had higher guilt scores than the males (F = 12.12, p < .01; l and 131 df), but by the end Of the course the females had significantly reduced guilt scores (F = 17.77, p < .01; l and 131 df). In fact although their scores were still somewhat higher than the male scores, this difference was not statistically significant (F = 2.74, p > .10; 1 and 131 df). Male guilt scores did not significantly change over the duration of the course (F = .15, p > .25; l and 131 df). This 37 comparison between males and females is independent Of the virginal status Of the males and females. Figure 2 reveals that the virgins had higher guilt scores than the non-virgins at the beginning of the course (F = 13.99, p < .01; l and 131 df), but at the end of the course the virgins had significantly reduced guilt Scores (F = 9.94, p < .01; 1 and 131 df), although their scores were still significantly higher than the non-virgin scores (F = 4.34, p < .05; 1 and 131 df). The guilt scores of the non-virgins showed no significant change over the dur- ation of the course (F = 2.24, p > .10; l and 131 df). The results of the comparison between virgins and non— virgins are independent of the sex Of the virgins and non— virgins. DAP The results Of the analysis of the DAP are based on the drawings of 43 male non-virgins, 30 male virgins, 37 female non-virgins, and 35 female virgins. As with the MTFGI there was a larger overall sample Of subjects. Com- parison Of the two samples revealed no differences and as 38 for the MTFGI the smaller sample has been used except where noted SO as to facilitate the statistical analysis. The analysis of variance of the DAP revealed no significant differences between any Of the variables under consideration (see Table 3). That is, there were nO male— female, virgin—non-virgin, or pre—post differences in the level Of psychosexual conflict. It was then decided that further analysis Of the DAP would be profitable. One source of variability among the DAP figures that was not taken into consideration in the scoring procedure was the presence or absence of nude drawings since it was possible to get high or low amounts Of psychosexual conflict regardless Of the nudity Of the figures drawn. But it can be postulated that although nudity is not correlated with conflict, it might be re— lated to guilt. Virgins, compared to non—virgins, pre— sumably would be less likely to draw a nude figure because their guilt would act in an inhibitory way in preventing them from drawing an overt sexual figure. This would also presumably hold true for females, as compared to males. Females should draw fewer nude figures because of their higher guilt level. 39 The results presented in Table 4 show that non- virgins did draw more nude figures than virgins. More male non-virgins drew nude figures than male virgins (X2 = 4.19, p < .05; 1 df). Also, more female non-virgins drew nude figures than female virgins (X2 = 5.31, p < .025; 1 df). A comparison between males and females (see Table 4) reveals that more males drew nude figures. More male non- virgins drew nude figures than female non—virgins (X2 = 8.22, p < .005; 1 df) and more male virgins drew nudes than female virgins (X2 = 6.07, p < .025; 1 df). If it is postulated that the presence or absence of nude drawings is related to guilt, then it follows that there Should be pre-post differences as well as differences between males and females and virgins and non—virgins, as was found for the NEFGI. AS guilt decreases then the number of people who draw nude figures Should increase because of lessening of inhibition. However, Table 5 re- veals that using the McNemare Sign change test there were no significant pre—post differences for males, females, virgins, or non—virgins in the number Of peOple who drew nude figures. 40 It was decided to check if there were any differ- ences in whether subjects drew more male or female nude figures. It could be argued that both males and females would tend to draw their own sex nude, if they drew nude figures at all. This would be because the guilt would again act as an inhibitor in the drawing of nude figures, but in this case it would be more likely to inhibit the drawing of a nude figure Of the Opposite sex because the Opposite sex is more likely to be threatening to them. However, this was not found to be the case as there were no differences among any groups, males, females, virgins, or non-virgins in the number Of male—female nude figures drawn. It was also decided to check if there were any differences among any groups with reSpect to whether gen— itals were present or absent in the nude figures drawn. Again it can be postulated that higher guilt groups, such as virgins and females, would be less likely to make direct, overt sexual responses in this case reflected by the presence of genitalia in the nude drawings. However, as was the case for male-female nude figures drawn, there were no differences among any groups in the number Of nude drawings with or without genitals. 41 Correlations were also computed between presence or absence of nude drawings for a subject and his score on the MTFGI. This provided another way Of ascertaining if there was a relationship between guilt and nudity. The correlation coefficient for pre—course males between the MTFGI and presence or absence Of nude drawings on the DAP was -.l4, while for pre—course females it was -.30. The correlation for post-course males was -.17 and for post- course females was -.l8. These negative correlations mean that there is a tendency for subjects with high MTFGI Scores to not draw nude figures, while there is also a tendency for subjects with low MTFGI Scores to draw nude figures, however, none Of these correlations is Significant. The results Of the analysis of the nude drawings of the DAP were done using the larger, complete sample Of subjects. Further, most Of this nudity analysis was done using only the pre-course sample. This was done to Obtain enough responses (nude drawings) so as to warrant statis- tical analysis. One final analysis of the DAP was undertaken because it was not included in the original scoring proce- dure. This analysis consisted Of computing the percentage Of the subjects that drew a figure Of the Opposite sex 42 first before drawing a figure Of their own sex. It has been noted by Reyher that the figure drawn first by a sub- ject iS an indication Of his psychosexual identification. If this is the case, it might be expected that females, compared to males, would draw more figures of the Opposite sex first. They would seem to have a more confused sexual identification because their sex role is less stereotyped than the male sex role. The results of this analysis can be seen in Table 6. Females, compared to males, drew more than twice the number of figures Of the Opposite sex first. This was a highly significant difference (X2 = 24.2, p < .001; 1 df). There was also a tendency for both male and female non-virgins, compared to male and female virgins respectively, to draw more figures Of the opposite sex first. However, these differences were not statistically significant. Other Results The correlation coefficient for scores on the DAP and scores on the MTFGI was .01 for both males and females. 43 This indicates that there was no relationship between the two measures. An analysis Of the post—course non—virgin ques- tionnaires revealed that there was a wide range in the reported number of times that both males and females had engaged in premarital sexual intercourse, from a minimum Of one time to as many as 500. The correlation coefficient between the number of sexual intercourse eXperienceS and score on the MTFGI was —.28 for males and —.11 for females. Thus there was a trend for both males and females that the more sexual intercourse in which they had engaged, the lower their guilt Score on the MTFGI, although neither correlation :u; statistically Significant. TA 44 BLE 1 ANALYSIS OF VARIANCE OF THE MTFGI Source df F p level Sex 1 18.98 < .001 Sexual experience 1 11.95 < .001 Sex x Sexual experience 1 .62 < .43 Pre—Post l 35.18 < .001 Sex x Pre-Post 1 24.42 < .001 Sexual experience x Pre-Post 1 4.46 < .03 Sex x Sexual experience x Pre—Post l .23 < .62 Error 131 TABLE 2 PRE AND POST COURSE GROUP MEANS ON THE NEFGI Group Pre-course Mean Post—course Mean Male virgins Male non-virgins Female virgins Female non-virgins All males All females All virgins All non-virgins 18.96 14.22 27.78 21.66 16.59 24.72 23.36 17.94 16.92 15.14 20.66 16.41 16.03 18.53 18.79 18.77 45 TABLE 3 ANALYSIS OF VARIANCE OF THE DAP Source df F p level Sex 1 1.87 < .17 Sexual experience 1 .23 < .63 Sex x Sexual experience 1 .00 < .96 Pre—Post 1 1.91 < .16 Sex x Pre-Post l .01 < .93 Sexual experience x Pre—Post l .00 < .96 Sex x Sexual experience x Pre—Post l 3.05 < .08 Error 141 TABLE 4 NUMBER OF NUDE FIGURES DRAWN ON THE DAP Number Of Subjects 8:3;1: % Subjects Group Who Drew Size Of Who Drew a A Nude Nude Figure . Group F1gure Male virgins 12 63 _ 19.0 Male non-virgins 42 114 36.8 Female virgins 5 91 5.5 Female non-virgins 17 102 16.7 All males 54 177 30.5 All females 22 193 11.4 All virgins 17 154 11.0 All non—virgins 59 216 27.3 All subjects 76 370 20.5 46 mm. u m o OH em m mcflmufi>lsoc Ham om. u a m m «m w mcflmufl> Has mm. u a v 6 mm o mmamamu HH< Hm. u m m m om s mmams Ada om. u m m m hm g mSHmHH>ISOS mHmEmm om. n m m m Hm N mSHmHH> madfiwm nm. N a v 5 mm m mcflmufl>lcoc mam: u- H m mm m mcflmufl> mam: mos a a m on musmflm mpsz musmflm mpsz mo GO mu 0 mo cm on A .u.H.Q n m Icoz umom m on pmom m on musmflm u m p m AD m u m p m HOHEOSHmV mmusmflm wpsz :uom mmusmflm musmwm opsz mum d OOSZISOZ mum a Hm>ma Eon mmsm O o 3 Sou pomsmnu 033 Isoz 3muo 0:3 wpsz 3wso 0:3 OOSMOAMASmHm m p a n m muommnsm mo .02 muomnnsm mo .02 muommnsm mo .02 muomnnsm mo .02 mlcos OHOEOm mSHmHH> mamfimm mSHmHH>Ic0s mam: mcflwnfi> mam: uwuflm monsmflm xmm muamommo BOHQ 0:3 383% x wNHm mHmEmm QSOHO Hmuoe umuflm wmusmflm xmm muamommo Bonn 0:3 muumflnsm mo .02 QSOHO mam HEB ZO BmMHm Zgfimfl mMMDme Xmm MBHmommO m0 mmmzbz m mammfi 48 mmqdem¢> MmmDOU BmOmlmmm 02¢ xmm MO mHWNQ¢Z¢ MO MMflZSDmII.H umOQ .HDhBZ mmB ZO GHQ .03 mwamz OH ma ON mm 31005 ISJLW ueew 49 .HUmBS mmB ZO mmfldem¢> MMMDOU BmOmlmmm 02¢ MUZMHmmmxm dexmm ho mHm>A¢Z¢ ho NMdEEDmII.N .mHm umom mum OH ma ON mN 31' 00 S IDJ‘LW UP ON DISCUSSION The prediction that the MTFGI and the DAP would not be significantly correlated was confirmed as the cor— relation between them was .01 for both males and females. These two instruments are unrelated and are measuring two different things. InSpection Of the data reveals it is possible for an individual to have a high level Of sex conflict and yet Show either a high or low level Of sex guilt. This same Situation is true for an individual with a low degree Of sex conflict. Perhaps this can be ex— plained by saying that sex guilt is a measure of how an individual handles his underlying sexual conflicts in terms Of whether and how much guilt is used as a method of dealing with these conflicts. The prediction that females would Show more guilt than males was also confirmed. At the beginning Of the course females had considerably higher sex guilt scores than the males. By the end Of the course guilt scores for the females dropped considerably, but their post 50 51 scores were still somewhat higher than the post scores for the males. The conclusion that females show more guilt than males agrees with other investigations of sexual behavior and attitudes. Females are taught by society to be non— sexual, and they would seem to experience increased guilt for sexual transgressions from internalized standards. Further, the female has been told that it is her reSpon- sibility to determine and set the limits Of sexual inti- macy. It is correct for the male to try and go as far as he wants because it is the female's responsibility to say no if things gO too far. This greater burden can result in increased guilt for a female if transgressions occur. The prediction that a course in human sexuality would reduce sex guilt was confirmed for females as their guilt scores were considerably lower at the end Of the course compared to their scores at the beginning Of the course. Male guilt scores, however, did not decrease over the duration of the course. The guilt scores of the virgins also decreased considerably by the end of the course, but the non-virgin guilt scores did not Show any such decrease. Thus it would appear that the higher guilt 52 groups at the beginning of the course, the females and the virgins, tended tO Show a decrease by the end of the course. This is an important finding showing that sex guilt can be changed in a didactic setting. Apparently Open communication about sex coupled with the dissemina— tion of valid sex information can have the effect of helping college students, especially females and virgins, accept their own sexuality and sexual feelings as valid and not as something bad or evil. Also, the effect Of an authority figure, the teacher, personally helping them to try and understand their sexuality may have been a major factor in the reduction of guilt. It Should be noted that this reduction in guilt can not be accounted for by a change in the virginal status Of the subjects. Only five subjects, three males and two females, became non—virgins during the duration of the course. Conceivably, the demand characteristics Of the course could account for some of the pre—post course re- duction of sex guilt. One central theme Of the course was that many socially frowned upon sexual behaviors, such as childhood masturbation, are in fact natural expressions 53 Of man's sexual nature and that the prohibitions and guilt SO frequently attached to such behaviors are at best ques- tionable. Because of this emphasis Of the course some students may have changed their answers to those items on the MTFGI dealing with these kinds of sexual behavior without necessarily reducing their inner guilt about their own sexual feelings and behavior. In part the prediction that there would be more sex guilt in virgins than in non-virgins for both males and females and that there would be an inverse relation— ship between the amount Of premarital coitus and sex guilt was confirmed. Male and female virgins had significantly higher guilt scores than male and female non-virgins re— Spectively, both at the beginning and at the end Of the course. But the prediction that there would be an inverse relationship between the amount Of premarital intercourse and sex guilt was not statistically supported, although there was a trend in this direction. It might be that the measure used, the self-reported number Of intercourse contacts, was not the most apprOpriate measure that could have been used. Most subjects could only make an approx— imation Of their sexual intercourse experience which might 54 be subject to wide error margins. It might be that length Of time would be more related to level of guilt because it could be that an individual who has had intercourse only four or five times may have had this intercourse over a period Of one or two years or more. Thus the individual has had time to accept his behavior emotionally, and he would have a low sex guilt score. It might be useful to discuss these findings in relation to Reiss's data. Basically Reiss discusses two major ideas with reSpect to virginal status. One idea is that a low level of guilt allows one to participate more in sexual behavior and that those individuals with a low level Of guilt are more likely to engage in premarital intercourse. The other idea, which is not exclusively Opposed tO Reiss's first idea, is that increased partici- pation in sexual behavior lowers guilt and that an indi— vidual, with either low or high sex guilt, becomes a non— virgin and then his guilt will lessen as a function of eXperience. In this study sex guilt is conceived Of as the measurement of a personality diSposition (MTFGI) while Reiss talks about sex guilt that is linked to definite sexual behaviors; thus, the data from this study does not 55 Speak directly to the issues that Reiss raises. However, it can be stated that in this study no convincing support has been found to support the idea that guilt is an in- verse function Of sexual experience. Coupling this find- ing with the finding that non-virgins are less guilty than virgins, it would seem that lower guilt individuals are more likely to get to the intercourse stage of sexual be- havior. The prediction that there would be no significant differences among any variables under consideration on the DAP was confirmed. It would seem that the intrapsychic processes that contribute to sexual conflict do not Oper- ate differently for males and females and virgins and non— virgins. This result stands in contrast to the differ- ences found on the MTFGI, which again points tO the fact that the DAP and MTFGI are not measuring the same thing. Along this line it is particularly significant that there were no pre-post differences on the DAP, but there were great pre—post differences on the MTFGI. The course had nO effect on the DAP thus reflecting the fact that it would be very difficult to change the stable and under- lying personality pattern Of an individual using didactic methods over a period of ten weeks. But the course was 56 able to affect that part Of the personality that was mea— sured by the NEFGI, the part of the personality that is accessible to conscious attitudes and change and that is not so much a part of the basic personality Of the indi- vidual. The results of the additional analysis of the DAP with reSpect to the relationship between guilt and nude drawings are ambiguous. In part the results tend tO sup— port the idea that guilt is related tO the act Of drawing nude figures. Both male and female non—virgins drew more nude figures than male and female virgins, respectively. This is to be eXpected if it is assumed that a higher level of guilt is associated with inhibition Of sexual responses. Leiman and Epstein (1961) reported this same inverse rela- tionship between sex guilt and sexual responses using the Thematic Apperception Test. In a more recent study Schill (1972) also found that a lower level of guilt is associated with increased sexual responses on a word association test. He also found that a higher level Of guilt is not asso- ciated with inhibition Of arousal but with inhibition of sexual responses. The results of the comparison between males and females is analogous to the results of the comparison 57 between virgins and non—virgins. Male non-virgins drew more nude figures than female non-virgins, and male virgins drew more nude figures than female virgins. These results agree with the postulation that guilt is inversely related to sexual responsiveness Since the higher guilt subjects, females, drew fewer nude figures than the lower guilt sub- jects, males. However, there is also good evidence that there is not a strong relationship between guilt and nudity. It should be noted that overall only a relatively small per- centage of subjects, 20.5, drew nude figures at all; thus, there is the question Of how relevant the nudity factor is. Further, there were no pre-post differences for males, females, virgins, or non—virgins with reSpect to presence or absence of nude drawings, as would be expected if nudity is closely related to guilt. In addition, none Of the correlations between the MTFGI and presence or absence Of nude drawings were sig- nificant. InSpection Of the data suggests that a higher level Of guilt is associated with the absence of nudity, but a lower level Of guilt is not necessarily associated with the presence Of a nude figure. This suggests that low guilt may be a necessary, but not sufficient condition 58 to effect a nude figure. Other factors must be important in determining the presence Of a nude drawing. Possibly those subjects who drew nude figures were in some way more unconventional or extraverted in their behavior or atti- tudes than those subjects who did not draw nude figures. There were no differences in the number Of male or female nude figures drawn. If an individual is going to draw a nude figure at all, he draws both sexes nude. Otherwise neither sex is drawn nude. This tends to sug- gest that guilt may Operate in a generalized way with reSpect to sexual reSponses. The individual does not tend to deal with each sex differently, but when inhibi— tion is Operating it generalizes across sex, and the individual draws neither sex nude, even if consciously he has more anxiety or guilt towards one sex or the other. Since there were nO differences among males, fe- males, virgins, Or non-virgins between the number of nude drawings with genitals and the number Of nude drawings without genitals, this factor does not seem to be relevant as it relates to sex guilt, the crucial factor being whether a nude figure is drawn at all. The results of the determination Of what percentage of subjects drew a figure of the Opposite sex first point 59 tO one striking conclusion. Females, by more than a two- to-one margin, drew more figures than males of the Opposite sex first. This finding might be indicative Of the fact that the male sex role is more stereotyped than the female sex role in which there is more latitude. A stronger identification might Operate more for males than females. It was also found that there were no significant differences in the number of figures of the opposite sex drawn first between virgins and non-virgins, although there was a trend for both male and female non—virgins to draw more figures of the Opposite sex first. It would seem that the strength of the psychosexual identification is not different for virgins and non—virgins, but possibly non—virgins had a tendency to draw more figures Of the Opposite sex first because Of greater preoccupation, familiarity, or intimacy with the Opposite sex. It would be advisable to mention some Of the limi- tations of this study. It should be noted again that the sex guilt items comprising the MTFGI were taken out Of the entire Mosher guilt inventory and used as a separate test. In Mosher's complete inventory the items from the various sub—tests are mixed randomly together and arranged so that the subject does not have a clear idea of what the 60 test is all about. When separate sex guilt items were removed and combined into one test the subjects in this study might have had a better idea Of what the experimenter and test wanted in the way Of responses. This means that defensiveness and social desirability were more likely to be factors in responding than in the original Mosher in- ventory. Finally, it Should be noted that the post sample for both the MTFGI and DAP were not as large as the pre sample because when the post data was gathered, attendance in the course had markedly drOpped. This leads to the possibility that the post Sample was biased in some way that is not known. However, the reason for the attendance drOp was probably due to the fact that there was no final examination being given SO students felt less need tO attend the final sessions. Although this does not rule out the possibility that those students who, for whatever reason, attended the last sessions were different or Spe— cial in some way in comparison to those who did not attend. One final point is that the pre data on those subjects that did not attend the final sessions was available for both the MTFGI and DAP and did not differ from the pre data Of those subjects who did attend the final sessions. 61 This at least suggests that there were no differences between the attenders and non-attenders at the beginning Of the course. SUMMARY AND CONCLUSIONS The purpose of this study was to investigate sex guilt and sex conflict in males and females and virgins and non-virgins using human sexuality course students as subjects. A further purpose was to investigate the ef- fects Of the human sexuality course on sex guilt and sex conflict. Although this study was largely conceived of as being exploratory in nature rather than designed to test a Specific theory, the following predictions were derived so as to facilitate the conceptualization of the study: 1. Sex guilt would be either uncorrelated or only minimally correlated with sex conflict. 2. Females, compared to males, would Show a higher level of sex guilt. 3. A course in human sexuality would reduce sex guilt. 62 63 4. There would be more sex guilt in virgins than in non-virgins for both males and females, and fur- ther there would be an inverse relationship be— tween the amount Of premarital intercourse and sex guilt in both males and females. 5. There would be none or only minimal male—female, virgin—non-virgin, or pre—post course differences in the level of sex conflict. The MTFGI, used as the measure Of sex guilt in this study, and the DAP, used as the measure Of sex con- flict, were given to students in a human sexuality class at the beginning of the course and again at the end of the course. A multivariate analysis Of variance revealed that there were no Significant differences on the DAP with re- Spect to the variables under consideration, while there were significant sex, sexual experience (virgin-non-virgin), and pre-post effects as well as Significant interaction effects on the MTFGI. Coupled with the result that the correlation coefficient between scores on the DAP and scores on the MTFGI was .01 for both males and females, it would seem that the DAP and MTFGI were measuring two 64 different things. The MTFGI, which is presumed to measure sex guilt, may be measuring an indication Of how an indi- vidual handles his underlying and basic psychosexual con- flicts which are measured by the DAP. 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Lindbeck, V. S. The cost of sexual apartheid. In D. L. Grummon and A. M. Barclay (Eds.), Sexuality—-a search for perspective. New York: Van Nostrand Reinhold, 1971, 91—108. Lindner, R. M. Rebel without a cause: The hypnoanalysis Of a criminalgpsyghOpath. New York: Grune and Stratton, 1944. McCord, W. and McCord, J. Psychopathy and delinquency. New York: Grune and Stratton, 1956. Machover, K. Personality projection in the drawing of the human figure. Springfield: Charles Thomas, 1949. Madison, P. Personality development in college. London: Addison—Wesley, 1969. Masters, W. H. and Johnson, V. E. Human sexual inadequacy. Boston: Little, Brown, and C0., 1970. Menninger, R. W. Decisions in sexuality. In D. L. Grummon and A. M. Barclay (Eds.), Sexuality:—a search for perspective. New York: Van Nostrand Reinhold, 1971, 245-55. Mosher, D. L. The develOpment and validation of a sentence completion measure Of guilt. Unpublished doctoral dissertation. Ohio State University, 1961. Mosher, D. L. Interaction Of fear and guilt in inhibiting unacceptable behavior. J. of Consult. Psychol., 1965, g2, 161-69. Mosher, Mosher, Mosher, Mosher, 69 D. L. The development and multitrait multimethod matrix analysis of three measures of three aspects of guilt. J. of Consult. Psychol., 1966a, gg, 25-29. D. L. The differential influence of guilt on the verbal Operant conditioning of hostile and "super- ego" verbs. J. of Consult. Psychol., 1966b, g9, 280. D. L. Measurement of guilt in females by self- report inventories. J. of Consult. and Clin. D. L. and Mosher, J. B. Guilt in prisoners. J. of Clin. Psychol., 1967, g;, 171-73. Nunberg, H. The feeling of guilt. Psychoanalytic Quar- Piers, Reiss, Reiss, Reiss, Reiss, Reiss, Reyher, terly, 1934, 1, 589-604. G. and Singer, M. B. Shame and guilt. Springfield, 111.: Thomas, 1953. I. L. Premarital sexual standards in America. Glencoe, 111.: Free Press, 1960. I. L. Sociological studies of sexual standards. In G. Winokur (Ed.), Determinants of human sexual behavior. Springfield, 111.: Thomas, 1963, 101-41. I. L. The sexual renaissance in America. J. of Social Issues, 1966, g;, 123—37. I. L. The social context of premarital sexual permissiveness. New York: Holt, Rinehart, and Winston, 1967. I. L. Premarital sex codes--the old and the new. In D. L. Grummon and A. M. Barclay (Eds.), Sex- uality7—a search for perspective. New York: Van Nostrand Reinhold, 1971, 190—203. J. Use of figure drawings in differential diag— nosis. Paper read at the State Diagnosticians' Conference, Michigan, 1959. 7O Ruma, E. H. and Mosher, D. L. Relationship between moral judgment and guilt in delinquent boys. J. of Ab. Psychol., 1967, 61, 122—127. Schill, T. R. Need for approval, guilt, and sexual stim- ulation and their relationship to sexual respon- sivity. J. of Consult. and Clin. Psychol., 1972, ;§, 31—35. Schmidt, L. D. and McGowan, J. F. The differentiation of human figure drawings. J. of Consult. Psychol., 1959, g;, 129-33. Sorokin, P. The American sex revolution. Boston: Sar- gent, 1956. Sprey, J. On the institutionalization of sexuality. g, of Marriage and the Family, 1969, 432-40. Stokes, W. R. Our changing sex ethics. Marriage and Family Living, 1962, g3, 269-72. Sunberg, N. The practice of psychological testing in clinical services in the United States. Amer. Psychologist, 1961, 16, 79-83. Swenson, C. Empirical evaluations of human figure draw— ings. Psychol. Bull., 1957, 54, 431—66. Swenson, C. Empirical evaluations of human figure draw— ings: 1957-1966. Psychol. Bull., 1968, 29, 20—45. Winick, C. Depolarization of sex roles in America. Annals of the Am. Acad. of Polit. and Soc. Science, APPENDICES DAP INSTRUCTIONS TO SUBJECTS PRE-COURSE QUESTIONNAIRE POST—COURSE QUESTIONNAIRE MTFGI AND DAP SCORES OF ALL SUBJECTS APPENDIX A DAP INSTRUCTIONS TO SUBJECTS You have before you three sheets of blank paper. On the first one draw a human person. (Wait until all subjects have completed the first drawing.) Now on the second sheet of paper draw an automobile. (Wait until all subjects have completed drawing the automobile.) On the third sheet of paper draw a human person of the Opposite sex of the first figure you drew. 71 APPENDIX B PRE-COURSE QUESTIONNAIRE This questionnaire is a research instrument designed to understand some facets of the sexual behavior and attitudes of males in the U.S. Many of these questions are explicit and intimate. Their purpose is neither to offend nor to expose, but to aid in understanding this often misunderstood subject. This research will be only as good as your answers are open and accurate. Your answers will be completely anonymous. Even the persons doing the research will be unable to identify you as an individual. If, however, you are hesitant about participating or feel you will have difficulty Being candid, please do not fill out the questionnaire. * k k k * k A part of this questionnaire will be repeated at the end of the course to help us evaluate the course. To achieve this purpose, we need some way of matching pre- and post~course questionnaires while, at the same time, maintain— ing your anonymity. This can be accomplished if you will mark the front of your questionnaire and answer sheet at the top in the following manner: write your father's first two initials, then write your mother's first two initials, then write your day of birth. For example : if your father's name is James Joseph, your mother's name is Hary Ann and you were born on the fourth day of some month-—you would write on the top of the first page-—JJHA4. This should enable us to match this questionnaire with one which you will receive near the end of the course. Thank you for your cooperation. 72 73 PART I Please fill in the information requested and/or circle the answers as they are applicable to you. 1) Marital status: (check one) Single , Married , Divorced , Other (specify) . 2) If married, how long? . 3) Circle the number corresponding to your age, to your nearest birthday , 18, 19, 20, 21, 22, 23, 24, 25, . 4) Have you ever had sexual intercourse? 1) yes, 2) no Note: If your answer to number four is no," please skip to Part II. 5) Have you had sexual intercourse within the past year without using some form of birth control? 1) yes, 2) no 5a) If I‘yes," about how frequently? once 2 or 3 times 4 to 10 times more than 10 times 5b) If ”yes," please explain briefly why no precautions were taken. (If different reasons on different occasions, please clarify.) 6) Excluding the past year, have you ever had sexual intercourse without using some form of birth control? 1) yes, 2) no 74 Part I (cont'd) 6a) If "yes," about how frequently? once 2 or 3 times 4 to 10 times more than 10 times 6b) If ”Yes," please explain briefly why no precautions were taken. (If dif- 7) 8) 9) 10) 11) ferent reasons on different occasions, please clarify.) If reasons are the same as for question five above just write "same." If you have had intercourse more than five times in your life, how fre- quently have you used birth control methods? always _____3 most of the time _____, seldom _____J nover _____3 Have you ever gotten another girl pregnant? 1) yes, 2) no Has any girl had an abortion as a result of intercourse with you? 1) yes, 2) no Have you ever been afraid that you have gotten another girl pregnant? 1) yes, 2) no If "yes," please briefly explain the circumstances: Is there any information that you can add that is not included above that will help us understand any risks you have taken with pregnancy? 75 Part I (cont'd) 12) If you or your sex partner(s) have ever used any birth control method(s), indicate which: 1) condom (rubber): yes , no 2) diaphragm: yes , no 3) douche: yes , no 4) birth control pills: yes , no 5) withdrawal (coitus interruptus): yes , no 3 '- 6) rhythm (safe period): yes , no 7) suppositories and/or foams: yes , no 8) other, specify 12a) Insert the number (from above) of the most frequently used method ; the next most frequently used method . 13) Circle the statement below that best describes when you learned the birth control information that you have found practical and useful. 1. I have not practiced or used any of the information that I have. 2. Long before the first time I had intercourse. 3. When I started thinking about having intercourse with a Specific person I knew. 4. Shortly after the first time I had intercourse. 5. Long after the first time I had intercourse. 6 I gradually learned practical and useful information after I began having intercourse. Ill! I‘ {III illll III I rt 1"" ’11]!!! [I III I [I Ifljif I III. I! ill 76 Instructions for Part II Answer the questions in Part II (and Parts III and IV) on the answer sheet provided. Do not write anysmore answers in the test bookfet. For Part II, read each statement and blacken the space on the answer sheet which is most appropriate to you. Column 1 = STRONGLY AGREE Column 2 = AGREE Column 3 = DISAGREE Column 4 = STRONGLY DISAGREE There are no right or wrong answers to this section. Be as condid as possible. Answer every item. 1) I feel that I am a person of worth, at least on an equal plane with others. 2) All in all, I am inclinded to feel that I am a failure. 3) I feel that I have a number of good qualities. 4) I feel I do not have much to be proud of. 5) I am able to do things as well as most other people. 6) I wish I could have more respect for myself. 7) H take a positive attitude toward myself. 8) I certainly feel useless at times. 9) On the whole, I am satisfied with myself. 10) At times I think I am no good at all. I . I .Ill :11 .... ill . 11 ..III. {II 77 Instructions for Part IEEI You are to read each statement and decide whether it is trgg as applied £g_ygg_or £21§E.§§.§PRIIE§.£2.XEE ( or whether you agggg with the Opinions expressed or disagree with the OPiRiOHS expressed)! All answers are to be marked on the answer sheet—-do not write in the test booklet. If a statement is TRUE or MOSTLY TRUE as it applies to you (or if you AGREE or MOSTLY AGREE with the opinion expressed), blacken the space under the column headed I. If a statement is FALSE or MOSTLY FALSE as applied to you (or if you DISAGREE or MOSTLY DISAGREE with the opinion expressed), blacken the space under the column headed 2. Remember to give YOUR OWN opinion. There are no right or w. wrong answers. Answer every item. PART IV 41) WHEN I WAS A CHILD, SEX excited me. 42) SEX RELATIONS BEFORE MARRIAGE help peOple to adjust. 43) UNUSUAL SEX PRACTICES are immature. 44) IF I HAD SEX RELATIONS I would feel in no way guilty. 45) PROSTITUTION is a sign of moral decay in society. 46) ”DIRTY" JOKES IN MIXED COMPANY makes them more interesting. 47) WHEN I HAVE SEXUAL DESIRES I usually try to curb them. 48) MASTURBATION is fun. 49) SEX RELATIONS BEFORE MARRIAGE are practiced too much to be wrong. 50) IF I HAD SEX RELATIONS I would feel a lot less bored. 51) AS A CHILD, SEX PLAY is not good for mental and emotional well being. 52) WHEN I HAVE SEXUAL DESIRES I generally satisfy them. 53) IF IN THE FUTURE I COMMITTED ADULTERY I would probably feel bad about it. 54) UNUSUAL SEX PRACTICES might be interesting. IL '5'“ lull '1 [I'll ll. 'il. I (I!!! 55) 56) 57) 58) 59) 60) 61) 62) 63) 64) 65) 66) 67) 68) 78 Part IV (cont'd) AS A CHILD, SEX PLAY is natural and innocent. PFOSTITUTION should be legalized. ”DIRTY" JOKES IN MIXED COMPANY are not proper. MASTURBATION is all right. PETTING, I am sorry to say, is becoming an accepted practice. "DIRTY" JOKES IN MIXED COMPANY are lots of fun. SEX RELATIONS BEFORE MARRIAGE ruin many a happy couple. UNUSUAL SEX PRACTICES are O.K. as long as they're heterosexual. WHEN I HAVE SEXUAL DESIRES they are usually quite strong. IF IN THE FUTURE I COMMITTED ADULTERY Iwould be ashamed but not say anything about it. WHEN I HAVE SEXUAL DREAMS Icannot remember them in the morning. AS A CHILD, SEX PLAY is quite widespread. "DIRTY" JOKES IH MIXED COMPANY are exciting and amusing. IF I COMMITTED A HOXOSEXUAL ACT IT would be because of the environment and need. SEX RELATIONS BEFORE MARRIAGE are good in my opinion. IF IN THE FUTURE I COMMITTED ADULTERY I wouldn't feel bad about it. SEX should be saved for wedlock and child hearing. WHEN I HAVE SEXUAL DREAMS Iwake up happy. SEX RELATIONS BEFORE MARRIAGE should, in my opinion, not be practiced. PROSTITUTION is a result of society not recognizing the needs of her members. "DIRTY" JOKES IN MIXED COMPANY should be avoided. ll il‘ 79 The female pre-course questionnaire was the same as the male pre-course questionnaire with the exception of questions in Part I which were reworded to apply to females: 8) Have you ever been pregnant? 1) Yes 2) No 9) Have you ever had an induced abortion? 1) Yes 2) No 10) Have you ever been afraid that you were pregnant? 1) Yes 2) No If yes, please briefly explain the circumstances: 8' 9' and 10 APPENDIX C POST-COURSE QUESTIONNAIRE YLKIJIS This questionnaire is a research instrument designed to understand some facets of the sexual behavior and attitudes of males in the U.S. Many of these questions are explicit and intimate. Their purpose is neither to offend nor to expose, but to aid in understanding this often misunderstood subject. This research will he only as good as your answers are open and accurate. Your answers will he completely anonymous. Even the persons doing the research will be unable to identify you as an individual. If, however, you are hesitant about participating or feel you will have difficulty being candid, please do not fill out the questionnaire. 3': ‘k 3': 5': 9% 7': A part of this questionnaire will be repeated at the end of the course to help us evaluate the course. To achieve this purpose, we need some way of matching pre- and post-course questionnaires while, at the same time, maintain— ing your anonymity. This can be accomplished if you will mark the front of your questionnaire and answer sheet at the top in the following manner: write your father's first two initials, then write your mother's first two initials, then write your day of birth. For example : if your father's name is James Joseph, your mother's name is Mary Ann and you were born on the fourth day of some month-—you would write on the top of the first page—-JJMA4. This should enable us to match this questionnaire with one which you will receive near the end of the course. Thank you for your cooperation. 80 Please fill in the information requested and/or circle the answers as they are applicable to you. 1) Marital status: (check one) Single , harried . DiVOfCEd Other (specify) A- ' 2) If married, how long? . 3) Circle the number corresponding to your age, to your nearest birthday , 18, 19, 20, 21, 22, 23, 24, 25, . 4) Have you ever had sexual intercourse? 1) yes, 2) no Note: If your answer to number four is ”no,” please skip to Part II. 5) To the best of your knowledge how many times throughout your life have you had sexual intercourse? 6) Have you had sexual intercourse within the past school quarter without using some form of birth control? 1) yes, 2) no be) If "yes,” about how frequently? once 2 or 3 times 4 to 10 times more than 10 times 6b) If "yes," please explain briefly why no precautions were taken. (If different reasons on different occasions, please clarify.) 9 __,__...,a. “_..-_...- .— 7) 8) 9) 10) 82 Part I (cont'd) Have you gotten another girl pregnant at any time during this past school quarter? 1) yes, 2) no las any girl had an abortion at any time during this past school quarter as a result of intercourse with you? 1) yes, 2) no Have you been afraid at any time during this past school quarter that you have gotten another girl pregnant? 1) yes, 2) no If "yes,” briefly explain the circumstances: Is there any information that you can add that is not included above that will help us understand any risks you have taken with pregnancy during this past school quarter? 83 Part I (cont'd) 12) If YOU or your sex partner(s) have ever used any birth control method(s), indicate which: 1) condom (rubber): yes , no 2 diaphragm: yes , no 3) douche: yes , no 4) birth control pills: yes , no 5) withdrawal (coitus interruptus): yes , no ‘ '. 6) rhythm (safe period): yes , no 7) suppositories and/or foams: yes , no 8) other, specify 12a) Insert the number (from above) of the most frequently used method ; the next most frequently used method . 13) Circle the statement below that best describes when you learned the birth control information that you have found practical and useful. 1. I have not practiced or used any of the information that I have. 2. Long before he first time I had intercourse. 3. When I started thinking about having intercourse with a specific person I knew. 4. Shortly after the first time I had intercourse. 5. Long after the first time I had intercourse. 6. I gradually learned practical and useful information after I began .having intercourse. 84 Instructions for Part II Answer the questions in Part II (and Parts III and IV) on the answer Sheet provided. Do not write any more anSwers in the test booklet. For Part II, read each statement and blacken the space on the answer sheet which is most appropriate to you. Column 1 = STRONGLY AGREE Column 2 = AGREE Column 3 = DISAGREE Column 4 = STRONGLY DISAGREE There are no right or wrong answers to this section. Be as condid as possible. Answer every item. 1) I feel that I am a person of worth, at least on an equal plane with others. 2) All in all, I am inclinded to feel that I am a failure. 3) I feel that I have a number of good qualities. 4) I feel I do not have much to be proud of. 5) I am able to do things as well as most other people. 6) I wiSh I could have more respect for myself. 7) I take a positive attitude toward myself. 8) I certainly feel useless at times. 9) On the whole, I am satisfied with myself. 10) At times I think I am no good at all. I.|I>Illll| ll||l I'll! I‘II lul- [lll' ll III." lll’l "IIII 'Ip'IlI l: |.\.IIIIII.| lull 85 Instructions for Part III Continue writing your answers on the answer sheet. Do not write answers in the test booklet. The first section of Part III is in a multiple choice form. Read each question and answer only if you are sure or reasonably sure of your answer. 'QQ_N@T GUESS! If you do not know the answer or are unsure, blacken the Space in column one (the "I am uncertain" column). 11) What is the minimum number of times a woman must have sexual intercourse before she can possibly become pregnant? 1. I am uncertain. . One Two to four It depends on whether or not she is a virgin. It depends on which time of the month she has intercourse. Lfl-L‘LON 12) Is there a day or several days during the menstrual cycle when a woman is most likely to become pregnant? . I am uncertain. . During menstruation. . About halfway between menstrual periods. . One day is about as likely as another. . Just before menstruation. MbWNH 13) The birth control pill controls pregnancy by: 1 I an uncertain. . 2. Preventing ovulation. 3 'Causing the woman's body to expel the fertilized egg. 4. By killing the sperm on contact. 5 Preventing the woman from having a menstrual flow. 14) A diaphragm is effective because it: 1 I am uncertain. 2. Prevents the woman from having a menstrual flow. 3 Prevents the egg from descending into the vagina. 4 Causes the woman's body to expel the fertilized egg. 5 Prevents the sperm from reaching the egg. 15) Suppositories and foams are: . I am uncertain. Used covering the penis Used inSide the vagina. Used inside the uterus. Used only in combination with other birth control methods. U‘IL‘LONH 86 Part III (cont‘d) 16) To prevent pregnancy, the condom should be used: I am uncertain. Just before ejaculation occurs. Only during the first and last weeks of the menstrual cycle. At all times the penis is inserted. Only if ejaculation occurs during insertion. UTJ-‘LAJNH' 17) o prevent pregnancy, a diaphragm should be used: I am uncertain. Only during intercourse. During and for about an hour after intercourse. During and for about 6 hours after intercourse. . Just prior to and just after ejaculation. O kJ'IJ-‘UJNl—‘H 18) Suppositories and foams prevent pregnancy by: . I am uncertain. . Preventing the egg from descending into the vagina. . Causing the woman's body to expel the fertilized egg. . Preventing ovulation. . Preventing the sperm from reaching the egg. UtJ—‘UJNH 19) The withdrawal method (coitus interruptus): l. I am uncertain. 2. Is one of the more effective methods of birth control. 3. Is one of the least effective methods of birth control. 4. Is so risky it should not be considered. 5 . Is only effective during certain days of the menstrual cycle. 20) The chief disadvantage of the withdrawal method is: l. I am uncertain. 2. The female often prevents withdrawal. 3. The male frequently fails to know when he is ready to ejaculate. 4 5 . 'Sperm deposited outside the vagina often find their way into the vagina . It requires great self control on the part of the male. The second section of Part III has a True—False format. There is a third column or choice for each question marked "Uncertain." Blacken the space in n' the "True" column (column 1) or the space in the ”False" column (column 2) only if you are sure or reasonably sure of your answer; otherwise, blacken the "Uncertain” column (colbmn 3). Again, DQ_NQT_GUESS! Answer every item. 21) The condom need not be worn until just before ejaculation. 1) true 2) false 3) uncertain 22) Pregnancy is quite possible if the diaphragm is removed 10 minutes after intercourse is completed. 1) true 2) false 3) uncertain 4". '1' [It I! [all lll.[lll.[ {All}! .II I! all». l.'i ‘1 23) 24) 25) 26) 27) 28) 29) 30) 31) 32) 33) 34) 35) 87 Part III cont'd) The douche is effective if used 30 to 60 minutes after intercourse is completed. 1) true 2) false 3) uncertain The pill is almost 100% effective if taken for at least 3 days before intercourse. 1) True 2) false 3) uncertain If a pill is missed, you should use some other contraceptive method until the following menstruation. 1) true 2) false 3) uncertain Coitus interruptus (withdrawal) is 100% effective as long as ejacualtion does not take place when the penis is actually inserted. 1) true 2) false 3) uncertain The rhythm method is as effective as other birth control methods (except- ing the pill) provided the woman keeps careful track of her menstrual period and counts the days carefully. 1) true 2) false 3) uncertain If practiced over several years, coitus interruptus (withdrawal) causes physical harm to the male in a substantial number of cases. 1) true 2) false 3) uncertain The 10 days preceding menstruation is considered to be a "safe" period as are the 10 days following menstruation. 1) true 2) false 3) uncertain The douche is a fairly reliable method of birth control. 1) true 2) false 3) uncertain Suppositories and foams (contraceptives) may be purchased without a prescription. 1) true 2) false 3) uncertain The IUD (Intrauterine Device) may slip out of place without the user's knowledge. 1) true 2) false 3) uncertain About 152 of 311 women have such irregular menstrual periods that they cannot safely use the rhythm method for avoiding conception. 1) true 2) false 3) uncertain Saran Wrap can be safely used if no other contraceptive device is available. 1) true 2) false 3) uncertain After pregnancy, a woman is "safe" (infertile) during the period Of lactation. 1) true 2) false 3) uncertain 36) 37) 39) 40) 88 Part III @ont'd) Simply worrying about being pregnant can often cause a woman to miss a period. 1) true 2) false 3) uncertain Vaseline should be used on non—lubricated condoms to help prevent damage caused by friction. 1) true 2) false 3) uncertain The pre-ejaculatory fluid secreted by the male frequently has a high Sperm Content. 1) true 2) false 3) uncertain Sperm released into the uterus remain alive and are capable of fertilizing the egg for about 48 hours. 1) true 2) false 3) uncertain If a condom is used for contraception, after ejaculation the penis may remain in the vagina for up to 20 minutes, but no longer. 1) true 2) false 3) uncertain 89 Instructions for Part IV You are to read each statement and decide whether it is true §§_applig§ tg_ygu_or false é§.222112§.£9.222 ( or whether you EEEES with the opinions expressed or disagree with the opinions expressed)! All answers are to be marked on the answer sheet—-do not write in the test booklet. If a statement is TRUE or MOSTLY TRUE as it applies to you (or if you AGREE or MOSTLY AGREE T with the opinion expressed), blacken the space under the column headed 1. If a statement is FALSE or MOSTLY FALSE as applied to you (or if you DISAGREE or MOSTLY DISAGREE with the opinion expressed), blacken the space under the F column headed 2. Remember to give YOUR OWN opinion. There are no right or w. wrong answers. Answer every item. PART IV 41) WHEN I WAS A CHILD, SEX excited me. 42) SEX RELATIONS BEFORE MARRIAGE help people to adjust. 43) UNUSUAL SEX PRACTICES are immature. 44) IF I HAD SEX RELATIONS I would feel in no way guilty. 45) PROSTITUTION is a sign of moral decay in society. 46) ”DIRTY” JOKES IN MIXED COMPANY makes them more interesting. 47) WHEN I HAVE SEXUAL DESIRES I usually try to curb them. 48) MASTURRATION is fun. 49) SEX RELATIONS BEFORE MARRIAGE are practiced too much to be wrong. 50) IF I HAD SEX RELATIONS I would feel a lot less bored. 51) AS A CHILD, SEX PLAY is not good for mental and emotional well being. 52) WHEN I HAVE SEXUAL DESIRES I generally satisfy them. 53) IF IN THE FUTURE I COMMITTED ADULTERY I would probably feel bad about it. 54) UNUSUAL SEX PRACTICES might be interesting. 55) 56) 57) 58) 59) 60) 61) 62) 63) 64) 65) 66) 67) 68) 69) 70) 71) 72) 73) 74) 75) Part I? (cont'd) AS A CHILD, SEX PLAY is natural and innocent. PPOSTITUTION should be legalized. ”DIRTY” JOKES IN MIXED COIPANY are not proper. MASTURBATION is all right. PETTING, I am sorry to say, is becoming an accepted practice. "DIRTY” JOKES IN MIXED COMPANY are lots of fun. SEX RELATIONS BEFORE MARRIAGE ruin many a happy couple. UNUSUAL SEX PRACTICES are O.K. as long as they're heterosexual. WHEN I HAVE SEXUAL DESIRES they are usually quite stronO. IF IN THE FUTURE I COMMITTED ADULTERY Iwould be ashamed but not say anything about it. WHEN I HAVE SEXUAL DREAWS Icannot remember them in the morning. AS A CHILD, SEX PLAY is quite widespread. "DIRTY” JOKES IN UIXED COMPANY are exciting and amusing. IF I COMMITTED A HOEOSEXUAL ACT IT would be because of the environment and need. SEE RELATIONS BEFORE MARRIAGE are good in my opinion. IF IN THE FUTURE I COMMITTED ADULTERY I wouldn't feel bad about it. SEX should be saved for wedlock and child hearing. WHEN I HAVE SEXUAL DREAMS Iwake up happy. SEX RELATIONS BEFORE MARRIAGE shOuld, in my opinion, not be practiced. PROSTITUTION is a result of society not recognizing the needs of her members. HDIRTY" JOKES IN MIXED COMPANY should be avoided. 91 The female post-course questionnaire was the same as the male post-course questionnaire with the exception of questions 7, 8, and 9 in Part I which were reworded so as to apply to females: 7) 8) 9) Have you become pregnant at any time during this past school quarter? 1) Yes 2) No Have you had an induced abortion at any time during this past school quarter? 1) Yes 2) No Have you been afraid that you were pregnant at any time during this past school quarter? 1) Yes 2) No If "yes," briefly explain the circumstances: A . I[[.t III‘IIIII‘I‘IIII II [IE[ I, I!!!)rl [ [IL APPENDIX D MTFGI AND DAP SCORES OF ALL SUBJECTS Male Pre-Course Post-Course Pre-Course Post-Course Non-Virgins MTFGI Score MTFGI Score DAP Score DAP Score 1 19 25 2 12 l3 13 3O 3 17 28 4 3 6 23 16 5 15 30 6 23 23 7 25 12 8 16 26 9 17 29 10 2O 18 2O 24 ll 16 36 9 26 12 7 22 13 13 14 13 17 14 15 14 28 16 9 10 17 22 29 18 13 16 20 19 7 10 22 28 20 33 35 13 21 13 29 22 10 7 26 23 15 30 13 24 l7 19 13 18 25 17 20 28 20 26 9 29 27 17 28 25 16 22 29 12 13 30 11 9 3O 29 31 18 1 29 32 5 20 28 33 1 14 34 10 30 35 3 4 29 36 12 30 37 6 9 13 16 38 13 26 27 39 12 22 26 4O 15 17 12 13 92 93 Male Pre—Course Post-Course Pre-Course Post-Course Non-Virgins MTFGI Score MTFGI Score DAP Score DAP Score 41 11 3O 28 42 15 13 24 43 30 21 19 20 44 34 25 45 6 14 46 7 13 47 ll 28 48 19 16 49 13 23 50 3 4 15 ll 51 3O 11 52 17 21 53 22 12 54 17 12 29 55 8 14 56 15 29 15 57 13 14 58 29 13 59 31 29 6O 15 20 61 9 13 62 11 19 63 13 14 64 8 20 65 15 7 66 18 18 67 13 68 13 8 69 15 15 24 7O 17 25 71 9 13 14 72 21 11 14 73 8 9 26 74 16 11 75 13 10 13 16 76 33 29 77 17 13 78 27 14 79 3O 16 80 13 28 24 81 9 14 82 27 9 83 20 18 25 84 16 ll 26 85 9 19 94 - A A .‘_ _... Male Pre-Course Post-Course Pre-Course Post-Course Non-Virgins MTFGI Score MTFGI Score DAP Score DAP Score 86 13 15 25 87 22 22 14 88 17 20 89 18 15 21 24 90 21 91 19 12 13 16 92 10 93 16 24 94 10 23 95 10 29 96 10 21 29 97 17 13 98 18 17 99 6 5 2 100 25 12 101 13 27 18 23 102 8 10 18 12 103 18 21 104 25 19 13 105 30 26 106 13 17 19 27 107 14 13 ll 18 108 20 21 17 109 26 16 110 14 25 111 8 28 15 112 9 19 113 17 l6 16 114 9 10 21 115 25 28 116 15 16 21 20 117 12 118 17 29 119 8 27 120 6 30 121 13 14 122 14 12 123 9 23 124 ' 8 125 17 13 126 19 127 21 128 22 129 12 130 17 9S Male Pre-Course Post-Course Pre-Course Post-Course Non—Virgins MTFGI Score MTFGI Score DAP Score DAP Score 131 7 29 132 13 133 15 134 9 135 9 29 136 19 137 8 23 138 23 139 21 30 140 15 22 141 14 142 19 143 7 11 144 27 145 11 146 21 147 7 36 8 Male Virgins l 18 21 18 17 2 13 12 3 40 17 4 24 8 8 3 5 15 19 6 22 7 23 12 16 19 8 17 15 28 9 25 28 10 29 19 11 16 10 10 12 15 23 13 31 14 10 27 14 15 19 22 30 16 23 16 12 17 27 25 16 18 14 15 28 25 19 21 20 20 16 20 6 13 12 21 25 36 24 21 22 17 9 30 23 13 13 30 30 N .b 23 21 9 ll 96 Male Pre-Course Post-Course Pre-Course Post-Course Virgins MTFGI Score MTFGI Score DAP Score DAP Score 25 9 13 26 30 27 17 14 ll 17 28 16 21 15 29 7 23 26 30 24 23 9 3O 31 18 32 23 18 20 33 23 26 25 34 13 21 35 14 16 16 17 36 33 3O 27 18 37 7 3 27 28 38 10 13 39 28 19 4O 33 26 41 13 12 42 18 13 43 15 16 27 44 17 30 3O 45 23 29 46 26 29 21 47 8 8 3O 26 48 29 14 49 13 16 50 14 51 3 7 10 52 16 16 53 24 22 54 22 22 18 55 23 56 8 13 17 57 11 17 58 15 24 18 59 29 22 15 60 27 18 61 11 6 17 62 43 25 29 63 18 30 30 64 29 24 30 65 12 66 24 19 67 24 68 36 69 15 7O 17 97 Male Pre-Course Post-Course Pre-Course Post-Course Virgins MTFGI Score MTFGI Score DAP Score DAP Score 71 25 72 15 27 73 13 12 74 21 75 14' 76 21 ll 77 13 78 14 12 There were 3 male subjects who were pre-course virgins but over the duration of the course changed their virginal status and became post- course non-virgins: Pre-Course Post-Course Pre-Course Post-Course MTFGI Score MTFGI Score DAP Score DAP Score 1 20 14 24 2 10 12 3 27 19 18 Female Pre-Course Post-Course Pre-Course Post-Course Virgins MTFGI Score MTFGI Score DAP Score DAP Score 1 35 18 2 21 5 21 14 3 17 10 13 14 4 18 15 25 5 15 23 30 6 32 19 21 17 7 18 7 15 8 39 14 9 44 21 30 10 27 25 29 11 19 22 12 25 14 28 30 13 21 24 14 37 36 25 28 15 19 17 13 18 16 31 29 18 23 17 29 22 18 38 21 17 98 Female Pre-Course Post-Course Pre-Course Post-Course Virgins MTFGI Score MTFGI Score DAP Score DAP Score 19 26 18 20 24 21 20 18 22 27 23 17 12 23 29 27 19 24 38 31 30 25 31 22 26 30 3O 27 27 20 28 27 23 16 29 37 28 29 14 30 32 31 12 23 31 34 26 13 32 29 19 33 21 17 34 28 29 35 17 17 3O 36 30 24 18 29 37 18 20 38 18 29 39 20 17 14 40 35 29 20 41 14 16 42 24 15 30 43 12 12 30 29 44 44 18 45 47 36 29 30 46 45 47 3O 28 18 15 48 28 7 49 20 23 50 34 26 51 19 26 52 19 17 53 9 26 54 35 15 55 23 18 8 11 56 16 57 7 12 58 26 12 59 38 4 30 6O 18 6 12 61 18 30 62 28 17 63 24 12 64 24 19 99 Female Pre-Course Post-Course Pre-Course Post-Course Virgins MTFGI Score MTFGI Score DAP Score DAP Score 65 23 16 29 66 27 15 16 29 67 21 16 17 21 68 25 12 69 19 14 7O 38 37 9 71 23 21 30 72 35 26 23 14 73 26 29 74 17 14 16 16 75 26 16 76 26 19 77 19 11 17 17 78 38 23 79 25 14 80 34 16 17 17 81 43 20 82 24 13 24 83 27 15 84 37 19 17 14 85 36 26 86 48 20 87 35 15 15 13 88 37 21 89 27 14 28 90 24 14 5 91 26 20 14 92 9 20 93 7 94 6 14 95 27 17 96 15 97 23 98 11 Female Non-Virgins l 26 13 2 6 11 3 12 13 4 35 8 5 22 29 6 21 26 7 22 29 21 lull- {I‘Il '1'. ’11 l I [In I [I 1 1| 1 l 11‘ III Ill 1' fl I11. 1 I 1' I73: .100 Female Pre-Course Post—Course Pre—Course Post-Course Non-Virgins MTFGI Score MTFGI Score DAP Score DAP Score 8 21 23 9 27 30 10 24 11 13 26 23 12 26 13 4 7 13 31 25 17 14 29 15 35 16 20 15 21 14 17 18 16 18 19 24 19 27 28 20 17 20 21 20 13 30 22 26 22 14 24 23 15 11 20 20 24 15 16 25 19 15 26 21 19 14 17 27 13 28 29 9 29 15 29 30 24 31 21 6 16 22 32 33 9 16 33 14 12 13 34 22 13 35 25 28 36 10 37 15 20 38 24 20 26 39 26 15 20 40 18 20 41 23 19 19 42 12 23 29 3O 43 48 35 20 44 28 25 45 20 18 14 13 46 19 47 20 14 22 48 24 19 49 19 26 50 18 51 16 13 52 14 21 53 14 14 I all '1 {III I {ii l [I all 1 1| 1 1 1| 1“ 1" II" III I! .II' J l! 1.. 101 Female Pre-Course Post-Course Pre-Course Post-Course Non—Virgins MTFGI Score MTFGI Score DAP Score DAP Score 54 16 18 55 27 2 56 26 57 4 8 58 11 16 59 11 60 18 29 20 18 61 19 13 62 21 15 17 15 63 25 13 64 30 18 65 26 66 33 27 18 13 67 30 21 68 3O 21 29 69 25 15 6 16 70 4 16 71 28 25 72 14 12 13 73 16 9 74 5 24 75 16 76 22 77 18 12 13 78 11 5 18 15 79 23 27 14 80 18 10 12 81 23 82 28 83 20 27 84 27 20 15 85 16 30 30 86 17 14 29 14 87 23 18 9 88 27 29 89 37 25 90 20 22 14 15 91 10 9 27 27 92 9 16 93 13 18 94 17 27 95 10 6 96 16 97 9 30 98 17 16 18 99 3O 5 102 Female Pre-Course Post-Course Pre-Course Post-Course Non-Virgins MTFGI Score MTFGI Score DAP Score DAP Score 100 19 13 101 11 17 102 26 23 14 12 103 11 104 35 30 105 22 16 106 8 1 28 26 107 34 14 108 20 26 13 15 109 29 17 3O 30 110 23 14 l6 14 111 21 13 13 12 112 19 13 11 13 113 23 20 30 114 14 19 115 35 15 116 30 117 32 11 20 16 118 36 3O 29 119 28 13 120 31 121 26 23 16 122 14 15 123 20 7 13 124 36 11 125 25 30 126 18 127 19 There were 2 female subjects who were pre-course virgins but over the duration of the course changed their virginal status and became post— course non-virgins: Pre—Course Post Course Pre-Course Post-Course MTFGI Score MTFGI Score DAP Score DAP Score 1 23 14 21 2 25 23 I! I11“ ‘II. III .ill' '7 O TIM 41114111717 I