Thesis--Wisconsin. / Includes bibliographical references (leaves 33-37).

Four men with mild learning disabilities who were known to have had sexual contacts with other men completed semi-structured interviews aimed at eliciting information about the identities they had formed in relation to their sexuality and their learning disabilities. The interview data was transcribed and analysed using a qualitative methodology, Grounded Theory. Diagrammatic and verbal descriptions of the identities formed by the participants were produced, and common emerging themes were outlined, facilitating the generation of theories about how men with learning disabilities form identities. These were compared with existing knowledge about sexual identity formation in the non-learning disabled population, and with historical information about the development of homosexual identities. Men with learning disabilities were found to form quite different sexual identities to those formed by their non-learning disabled peers. Two participants were engaged in struggles to avoid having sexual identities, and a third had a fluctuating identity. Some of the identity solutions reached by participants could be better understood by making reference to historical, rather than contemporary, understandings of sexual identity. For all the participants, awareness of their learning disabilities had a marked impact upon their sexual identity, and disability itself also influenced identity formation. The roles of self-esteem, age, social context, negative experiences and individual coping strategies in identity formation were examined, as were the impacts of sexual identity upon psychological well-being and the practice of safer sex. Clinical and Theoretical implications of the findings were outlined, such as the need for support of self-determined adaptive coping strategies, and the possible relationship between intellectual ability and the ability to form healthy sexual identities. In addition, implications for the understanding of sexuality in non-learning disabled people were noted and directions for future research were indicated

Thesis (M.S.)--University of Wisconsin--Stout, 2001. / Title from PDF title page (viewed Jan. 9, 2005). Includes bibliographical references (p. 33-36).

Thesis (Psy. D.)--Wheaton College Graduate School, Wheaton, Ill., 2002. / Abstract. Includes bibliographical references (leaves 79-85).

Sodomy and buggery are two elements of the wide historical and literary problematic of the Gay Past. During the French Renaissance, many images were closely related to unnatural vices: hermaphroditism, representation of the foreigner, effeminacy, and so on. In order to avoid anachronical statements, our study will be preceded by an historical and methodological essay that will bring us to a literary concept, l'imagologie. / In many ways, religious reforms in the last decades of the Sixteenth Century added to the complexity of the image of the sodomite. We know that the Holy Bible and religious writings put a stigma on such practices. But the hermaphrodite, the mignon, and some motifs from Antiquity were also known or discovered, transformed or travestied. / Finally, the image of the sodomite built up in French Renaissance literature is neither similar to today's Gay person, nor to an oversimplified figure of a medieval sinner. Its organization and meaning will depend mostly on the type of work in which it appears. Moreover, Italian and North-African epistemologies, and polemics using effeminacy or mollities set-ups add to the complexity of the discursive structure.

Thesis (Th. M.)--Gordon-Conwell Theological Seminary, 1996. / Abstract and vita. Includes bibliographical references (leaves 117-122).

Thesis (Psy. D.)--Wheaton College Graduate School, Wheaton, Ill., 2002. / Abstract. Includes bibliographical references (leaves 79-85).

Thesis (Psy. D.)--Wheaton College Graduate School, Wheaton, Ill., 2002. / Abstract. Includes bibliographical references (leaves 79-85).

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