The minimum of a bachelor's degree or equivalent from fields such as social work, social care, nursing, psychology or medicine, or from other health-oriented programmes, as well as the equivalent of English 6.

Explanation for the entry requirements
The requirement of prior learning aims to capture knowledge and skills acquired through studies and work/practical training with people in professional relationships, such as the patient/carer or client/practitioner relationship.

The course is included as an optional course offered periodically in the third or fourth semester of the Master’s Program in Sexology. The course is also offered as an independent course.

The course explores different aspects of violence, trauma, and sexuality stemming from scientific evidence, with a primary focus on sexual violence. Relevant theories and concepts that link violence, trauma, and sexuality will be analysed and discussed. The various course topics will also be applied to clinical work and the professional role such as professional tools for working with traumatized individuals/populations as well as ethical challenges.

Upon completion of the course, the student should be able to

1. identify and discuss key questions and theoretical perspectives related to sexual violence, trauma, and sexuality,
2. analyse connections between sexual violence, trauma, and sexuality grounded in scientific evidence and theoretical perspectives, and
3. apply knowledge about sexual violence, trauma, and sexuality to one’s professional role including strategies for working with traumatized individuals/groups and ethical challenges.

Learning outcomes 1-3 are assessed individually through oral presentations of group projects where the groups consist of a mix of professionals with different trainings and backgrounds. The focus in the assessment is students’ ability to identify and discuss key questions and theoretical perspectives related to sexual violence, trauma, and sexuality as well as analysing connections between these concepts. The learning outcomes will also be assessed by an individual writing assignment focused on assessing the students’ ability to describe, discuss, and analyse a chosen topic relevant for the course that also integrates scientific articles. Students should also show their ability to apply their chosen topic to their professional roles. More detailed criteria for these assignments will be provided in the study guide.

Any absence in mandatory parts shall, at the discretion of the examiner, be compensated by an individual written assignment unless an additional seminar can be provided during the time the course is offered.

The group project will be assessed as Pass (E) or Fail (U). The individual writing assignment will be assessed based on the grades: Excellent (A), Very Good (B), Good (C), Satisfactory (D), Pass (E) or Fail (U). A passing grade in the course requires that the student has completed all mandatory components in addition to at least a passing grade on the group project and the individual writing assignment. A higher grade (A or B) in the course depends on the evaluation of the individual writing assignment.

Right to re-examination

Students who fail the exam are given the opportunity to do two re-takes with the same course content and with the same requirements. The student also has the right to take the examination in the same course in the subsequent course according to the same rule. Examination and re-takes are carried out at the times specified in the course schedule.

Alessi E J, Kahn S, (2023) Toward a trauma-informed qualitative research approach: Guidelines for ensuring the safety and promoting the resilience of research participants. Qualitative Research in Psychology, 20(1), 121-154. https://doi.org/10.1080/14780887.2022.2107967

Buehler S, (2021) What Every Mental Health Professional Needs to Know About Sex: Vol. Third edition. Springer Publishing Company: New York, NY. (150 selected pages out of 336)

Jiménez Aceves, J., & Tarzia, L. (2024). Understanding the Perspectives and Experiences of Male Perpetrators of Sexual Violence Against Women: A Scoping Review and Thematic Synthesis. Trauma, Violence, and Abuse, 25(4), 3226–3240. https://doi.org/10.1177/15248380241241014

McCauley H L, Campbell R, Buchanan N T, Moylan C A, (2019) Advancing Theory, Methods, and Dissemination in Sexual Violence Research to Build a More Equitable Future: An Intersectional, Community-Engaged Approach. Violence Against Women, 25(16), 1906-1931. https://doi.org/10.1177/1077801219875823

Petersson C C, Plantin L, (2024) Overcoming Challenges of Intimacy: Male Child Sexual Abuse Survivors’ Experiences of Achieving Healthy Romantic Relationships in Sweden. Journal of Family Violence, 39(6), 1107–1120. https://doi.org/10.1007/s10896-023-00576-w

Wathen C N edt, Varcoe C edt, (2023). Implementing trauma- and violence-informed care : a handbook. University of Toronto Press. 368 pages.

Additional reading material (approximately 300 pages of reports and scientific articles) will be added to the course

Malmö University provides students who participate in, or who have completed a course, with the opportunity to express their opinions and describe their experiences of the course by completing a course evaluation administered by the University. The University will compile and summarise the results of course evaluations. The University will also inform participants of the results and any decisions relating to measures taken in response to the course evaluations. The results will be made available to the students (HF 1:14).

If a course is no longer offered, or has undergone significant changes, the students must be offered two opportunities for re-examination based on the syllabus that ap-plied at the time of registration, for a period of one year after the changes have been implemented.

If a student has a Learning support decision, the examiner has the right to provide the student with an adapted test, or to allow the student to take the exam in a different format. The syllabus is a translation of a Swedish source text.