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man juice, spooge, spunk, jizz, or cum

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Name: Larry
Gender: male
Age: 23
Location: Myrtle Beach SC
Where does semen come from? That is to say what organ (organs) make it and where is it stored. What exactly happens at climax? If you climax without cumming is that something that should concern me?

 

Semen is the technical name for male ejaculate. However, we here at Dr Dick’s Sex Advice like to refer to it as man juice or spooge, spunk, jizz or cum. Semen contains sperm, which is of course produced in the testicles. It also contains a complex “soup” called seminal fluid, which is produced by various sex glands in your body. But, despite its complexity, baby batter is 90% water.

Your most important sex glands, the seminal vesicles, produce 70% of joy juice. This seminal fluid is viscous and alkaline. The alkaline quality is very important because it neutralizes the acidic environment of your urethra and a woman’s vagina, which would otherwise kill all your little sperm-letts or at least make them inactive. And what good is inactive sperm?

Seminal fluid also contains a simple sugar, which provides the energy your seed needs to survive and wriggle about like crazy. Oh, and pre-cum that stuff that often drizzles from your man meat while you’re being aroused comes from the Cowper’s gland, and it too paves the way for a healthy ride for your little spermatozoa.

About 25% of the volume of your spooge comes from your prostate gland. This gives your spunk its milky appearance. Your prostate also adds substances, which increase your baby seeds’ survival rate.

On average, a man ejaculates between 2.5 and 5 ml of jizz per wad, which contains about 50 – 150 million sperm per milliliter. Just think of that next time you shoot your business into a dirty sock on the side of your bed. And here’s another thing, if a dude’s sperm count falls below 20 million per milliliter, he’s likely to be infertile, or as we like to call it — shootin’ blanks.

The amount of goop a guy gushes varies greatly, and has lots to do with how long his arousal period lasts for before he shoots. Ya see, the longer the arousal period the more time there is for your fluids to build up. That’s why Dr Dick always suggests a nice long foreplay session. The more build up of spooge, the greater the increase will be in the strength of your ejaculatory contractions, which in turn makes for a more intense orgasm. You will notice that I am going out of my way to separate the two events — ejaculation and orgasm. For a lot of guys they happen simultaneously. But for the lucky few, and those who practice the art of tantra, multiple orgasms are possible before the ejaculation.

You’ll notice your spunk tends to be sticky and thick right after you blow your load. But soon there after it begins to separate and become more runny. This is pretty normal. It is also normal for the color and texture of your jizz to vary from time to time. Sometimes it can be real milky, sometime it’s clearer with only streaks of milkiness in it. It can also contain gelatinous globules from time to time. A lot of this has to do with how hydrated you are, how many times you’ve cum recently and of course your age. Spooge production diminishes as we age.

Each ejaculation is actually a collection of spurts that send waves of pleasure throughout your body, but especially in your cock and groin area. The first and second convulsions are usually the most intense, and shoot the greatest quantity of jizz. Each following muscle contraction is associated with a diminishing volume of cum and a milder wave of pleasure.

Most of us men folk can’t resist increasing manual or fucking stimulation when we get to the point of ejaculatory inevitably. Which is too bad, because if we practiced some edging techniques, that is: coming up to that point, but pulling back on the stimulation at that moment, our pleasure would increase. We’d last longer and our expected orgasm would be more powerful.

The typical male orgasm lasts about 17 seconds but can vary from a few seconds up to about a minute. A typical ejaculation consists of 10 to 15 contractions.

I know that I mentioned this before, but it bears repeating here. A recent Australian study has suggests that frequent masturbation, particularly as a young man, appears to reduce the risk of prostate cancer later in life.

If you’re chokin’ the chicken a lot your sperm count will be low and the amount of jizz you produce will be less. But also age, testosterone level, nutrition and especially hydration play a big part in that too. Just remember, a low sperm count, is not the same thing as a diminished volume of cum.

When a guy blows his wad before he wants to it is called premature ejaculation. If a man is unable to ejaculate when he want to, even after prolonged sexual stimulation, it is called delayed ejaculation, retarded ejaculation or anorgasmia.

An orgasm that is not accompanied by ejaculation is known as a dry orgasm. And that may or may not have anything to do with semen production, because some men ejaculate into their bladder, and that, my friend, is called a retrograde ejaculation.

I hope that answers all your questions.

Good luck

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Why Sex Education for Disabled People Is So Important

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“Just because a person has a disability does not mean they don’t still have the same hormones and sexual desires as other individuals.”

 

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“Sex and disability, disability and sex; the two words may seem incompatible,” Michael A. Rembis wrote in his 2009 paper on the social model of disabled sexuality. Though roughly 15% of adults around the world (that’s nearly one billion people), and over 20 million adults in the U.S. between the ages of 18 and 64 have a disability, when it comes to disability and sex, there’s a disconnect. People with disabilities often have rich and satisfying sex lives. So why are they frequently treated as though they are incapable of having sexual needs and desires, and are excluded from sexual health education curriculum?

According to Kehau Gunderson, the lead trainer and senior health educator at Health Connected, a non-profit organization dedicated to providing comprehensive sexual health education programs throughout the state of California, the sexual health and safety of students with disabilities is often not prioritized because educators are more focused on other aspects of the students’ well-being. “Educators are thinking more about these students’ physical needs. They don’t see them as being sexual people with sexual needs and desires. They don’t see them as wanting relationships,” Gunderson told me when I met her and the rest of the Health Connected team at their office in Redwood City, California.

When I asked why students with disabilities have historically been excluded from sexual education, Jennifer Rogers, who also works as a health education specialist at Health Connected, chimed in. “In general, the topic of sex is something that is challenging for a lot of people to talk about. I think that aspect compounded with someone with specialized learning needs can be even more challenging if you’re not a teacher who’s really comfortable delivering this kind of material,” she said.

But it was the third health education specialist I spoke with, DeAnna Quan, who really hit the nail on the head: “I think sometimes it also has to do with not having the materials and having trouble adapting the materials as well. While people often just don’t see disabled people as being sexual beings, they are. And this is a population who really needs this information.”

The complete lack of sexual education in many schools for students with disabilities is particularly alarming given the fact that individuals with disabilities are at a much higher risk of sexual assault and abuse. In fact, children with disabilities are up to four times more likely to face abuse and women with disabilities are nearly 40% more likely to face abuse in adulthood. Yet students in special education classes are often denied the option to participate in sex education at all. When these students are included in mainstream health courses, the curriculum is often inaccessible.

Disability activist Anne Finger wrote, “Sexuality is often the source of our deepest pain. It’s easier for us to talk about and formulate strategies for changing discrimination in employment, education, and housing than to talk about our exclusion from sexuality and reproduction.” But as Robert McRuer wrote in Disabling Sex: Notes for a Crip Theory of Sexuality, “What if disability were sexy? And what if disabled people were understood to be both subjects and objects of a multiplicity of erotic desires and practices, both within and outside the parameters of heteronormative sexuality?”

When it comes to disability and sexuality, a large part of the issue lies in the fact that disabled people are so infrequently included in the decisions made about their bodies, their education, and their care. So what do people with disabilities wish they had learned in sex ed? This is what students and adults with disabilities said about their experience in sexual health courses and what they wish they had learned.

People with disabilities are not automatically asexual.

“The idea of people with disabilities as asexual beings who have no need for love, sex, or romantic relationships is ridiculous. However, it is one that has a stronghold in most people’s minds,” wrote disability activist Nidhi Goyal in her article, “Why Should Disability Spell the End of Romance?” That may be because disabled people are often seen as being innocent and childlike, one disabled activist said.

“As a society, we don’t talk about sex enough from a pleasure-based perspective. So much is focused on fertility and reproduction — and that’s not always something abled people think disabled people should or can do. We’re infantilized, stripped of our sexuality, and presumed to be non-sexual beings. Plenty of us are asexual, but plenty of us are very sexual as well, like me. Like anyone of any ability, we hit every spot on the spectrum from straight to gay, cis to trans, sexual to asexual, romantic to aromantic, and more.” Kirsten Schultz, a 29-year-old disabled, genderqueer, and pansexual health activist, sexuality educator, and writer, said via email.

Kirsten, who due to numerous chronic illnesses has lived with disability since she was five years old, was not exposed to information regarding her sexual health and bodily autonomy. “I dealt with sexual abuse from another child right after I fell ill, and this continued for years. I bring this up because my mother didn’t share a lot of sex ed stuff with me at home because of illness. This infantilization is not uncommon in the disability world, especially for kids,” she said.

Growing up in Oregon, Kirsten said she was homeschooled until the age of 13 and didn’t begin seeing medical professionals regularly until she turned 21. “This means all sexual education I learned until 13 was on my own, and from 13 to 21, it was all stuff I either sought out or was taught in school.” Schultz explained. But even what she learned about sex in school was limited. “School-based education, even in the liberal state of Oregon, where I grew up, was focused on sharing the potential negatives of sex — STIs, pregnancy, etc. Almost none of it was pleasure-based and it wasn’t accessible. Up until I was in college, the few positions I tried were all things I had seen in porn…AKA they weren’t comfortable or effective for me,” she added.

Internet safety matters, too.

While many disabled people are infantilized, others are often oversexualized. K Wheeler, a 21-year-old senior at the University of Washington, was only 12 the first time their photos were stolen off of the Internet and posted on websites fetishizing amputees. K, who was born with congenital amputation and identifies as demisexual, panromantic, and disabled, thinks this is something students with disabilities need to know about. “There’s a whole side of the Internet where people will seek out people with disabilities, friend them on Facebook, steal their photos, and use them on websites,” she said.

These groups of people who fetishize amputees are known as “amputee devotees.” K had heard of this fetish thanks to prior education from her mother, but not everyone knows how to keep themselves safe on the Internet. “This is something that people with disabilities need to know, that a person without a disability might not think of, ” K said.

K also believes more general Internet privacy information should also be discussed in sex ed courses. “In the technological age that we’re in, I feel like Internet privacy should be talked about,” they said. This includes things like consent and sending naked photos with a significant other if you’re under 18. “That is technically a crime. It’s not just parents saying ‘don’t do it because we don’t want you to.’ One or both of you could get in trouble legally,” K added.

Understanding what kinds of sexual protection to use.

Isaac Thomas, a 21-year-old student at Valencia College in Orlando, lives with a visual impairment and went to a high school that he said didn’t even offer sexual education courses. “I did go to a school for students with disabilities and, unfortunately, during my entire time there, there was never any type of sexual education class,” he said.

And Isaac noted that sexual awareness plays a large role in protection. “They should understand that just because a person has a disability, does not mean they don’t still have the same hormones and sexual desires as other individuals. It’s even more important that they teach sex education to people that have disabilities so they’re not taken advantage of in any kind of sexual way. If anything, it should be taught even more among the disabled community. Ignoring this problem will not make it go away. If this problem is not addressed, it will increase,” Isaac said.

Before entering college, Isaac said he wishes he had received more information about condoms. “I wish I had learned what types of condoms are best for protection. I should’ve also learned the best type of contraceptive pills to have in case unplanned sexual activity happens with friends or coworkers.”

Body image matters.

Nicole Tencic, a 23-year-old senior at Molloy College in New York, who is disabled, fine-motor challenged, and hearing impaired, believes in the importance of exploring and promoting positive body image for all bodies. Nicole, who became disabled at the age of six after undergoing high-dose chemotherapy, struggled to accept herself and her disability. “I became disabled when I was old enough to distinguish that something was wrong. I was very self-conscience. Accepting my disability was hard for me and emotionally disturbing,” she shared. “I was always concerned about what other people thought of me, and I was always very shy and quiet.”

It was when she entered college that Nicole really came to accept her body, embrace her sexuality, and develop an interest in dating. “I had my first boyfriend at 21. The reason I waited so long to date is because I needed to accept myself and my differences before I cared for anyone else. I couldn’t allow myself to bring someone into my life if I was unaccepting of myself, and if I did, I would be selfish because I would be more concerned about myself,” Nicole said. She also recognized the fact that while sexuality and disability are separate topics that need to be addressed differently, they can impact each other. “Disability may influence sexuality in terms of what you like and dislike, and can and cannot do,” but overall, “one’s sexuality does not have to do with one’s disability,” she clarified.

It’s important to make sex ed inclusive to multi-marginalized populations.

Dominick Evans, a queer and transgender man living with Spinal Muscular Atrophy, various chronic health disabilities, and OCD, believes in the importance of sexual education stretching beyond the cisgender, heteronormative perspective. He also understands the dangers associated with being a member of a marginalized group. “The more marginalized you are, the less safe you are when it comes to sex,” he said in an email.

Dominick, who works as a filmmaker, writer, and media and entertainment advocate for the Center for Disability Rights, has even developed policy ideas related to increased inclusion for students with disabilities — especially LGBTQ students with disabilities. “These students are at higher risk of sexual assault and rape, STIs like HIV, unplanned pregnancies, and manipulation in sexual situations,” Dominick said. “Since disabled LGBTQIA students do not have access to sexual education, sometimes at all, let alone education that makes sense for their bodies and sexual orientation, it makes sense the rates for disabled people when it comes to sexual assault and STIs are so much higher.”

According to Dominick, the fact that many disabled students are denied access to sexual health curriculum is at the root of the problem. “When it comes to disparities in the numbers of sexual assault, rape, STIs, etc. for all disabled students, not having access to sexual education is part of the problem. We know this is specifically linked to lack of sex ed, which is why sex ed must begin addressing these disparities.”

So what does Dominick have in mind in terms of educational policies to help improve this issue? “The curriculum would highlight teaching students how to protect themselves from sexual abuse, STI and pregnancy prevention campaigns geared specifically at all disabled and LGBTQIA youth, ensuring IEPs (individualized education programs) cover sex ed inclusion strategies, access to information about sexuality and gender identity, and additional education to address disparities that affect disabled LGBTQIA students who are people of color.”

Understanding power dynamics and consent.

It’s important to understand the power dynamic that often exists between people with disabilities and their caretakers. Many people with disabilities rely on their caretakers to perform basic tasks, like getting ready in the morning. Women with disabilities are 40% more likely to experience intimate partner violence compared to non-disabled women. This includes sexual, emotional, financial, and physical abuse, as well as neglect. For this reason, women with disabilities are less likely to report their abusers.

“Sometimes they’re more likely to think ‘this is the only relationship I can get,’ so they’re more likely to stay in these abusive relationships or have less access to even pursue courses of action to get out of the relationship. Especially if there is dependence on their partner in some way,” said K.

Dominick agreed. “Many of us often grow up believing we may not even be able to have sexual relationships. We often grow up believing our bodies are disgusting and there is something wrong with them,” he said. “So, when someone, especially someone with some type of power over us like a teacher or caregiver, shows us sexual attention and we believe we don’t deserve anything better or will never have the opportunity for sex again, it is easy to see why some disabled people are able to be manipulated or harmed in sexual situations.”

Dominick said this ideology led to his first sexual experience. “I probably should not have been having sex because I lost [my virginity] believing I had to take whatever opportunities I received,” he said, before going on to acknowledge the falsehood in these assumptions. “I’ve had many other relationships since then, and my last partner, I’ve been with for 15 years.”

But when it comes to disability, consent can be tricky. Some disabilities make communication a challenge. The lack of sexual education for many developmentally disabled students means they often don’t understand the concept of consent.

People with disabilities are more at risk for sexual exploitation and abuse.

According to the United States Department of Health and Human Services, children with disabilities also face a much higher risk of abuse. In 2009, 11% of all child abuse victims had a behavioral, cognitive, or physical disability. In fact, when compared to non-disabled children, children with disabilities are twice as likely to be physically or sexually abused. Those living with developmental disabilities are anywhere from 4 to 10 times more likely to face abuse.

Deni Fraser, the assistant principal at the Lavelle School for the Blind, a school in New York City dedicated to teaching students with visual impairment and developmental disabilities, believes it’s important for all students to understand the importance of boundaries, both other people’s and their own. Many students at the school, who range in age from 2 to 21, also have co-morbid diagnoses, making the students’ needs varied.

“It’s important for our students to know that we want them to be safe at all times,” Fraser said. “Letting them know what’s appropriate touch, not only them touching others, but other people touching them; saying things to them; for people not taking advantage of them; knowing who is safe to talk to and who is safe to be in your personal space; if there’s anything going on with your body, who would be the appropriate person to talk to; not sharing private information — so what is privacy; and the importance of understanding safe strangers, like doctors, versus non-safe strangers.”

The portrayal of disabled bodies matters.

The media also plays a part in perpetuating the idea that individuals with disabilities do not have sex. Sexuality is often viewed as unnatural for individuals with disabilities, and many disabled students internalize that. “Even Tyrion Lannister, one of the most sexual disabled characters on television, usually has to pay for sex, and even he was horribly deceived the first time he had a sexual experience,” Dominick noted. “If the media is not even saying sex is normal or natural for disabled people, and sex education is not inclusive, then often disabled people are having to learn about and understand sex on their own,” he added.

Many students with disabilities also want to see their bodies reflected in sexual education materials. “Part of the curriculum at a lot of different schools includes showing some level of video,” K said. But including a person with a visible physical disability in these videos would go a long way in helping to shatter the stigma surrounding sex and disability, she said. According to K, this would help people understand that sex isn’t only for able-bodied people.

People with disabilities make up a large part of the population. They’re the one minority group any person can become a part of at any time. Therefore, incorporating disability-related information into sexual education curriculum not only benefits students who are already disabled, but it can help students who, at some point in their lives, will experience disability. Embracing an inclusive approach and keeping bias out of the classroom would help raise awareness, create empathy, and celebrate diversity. By listening to disabled voices, we can work toward a society that values inclusivity.

Complete Article HERE!

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We must acknowledge adolescents as sexual beings

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As a teenager, Dr. Venkatraman Chandra-Mouli experienced shame and was often denied access when he tried to purchase condoms. Forty years later, adolescents around the world still face barriers to contraceptive access. In this blog, Dr. Chandra-Mouli discusses those barriers and how they can be overcome.

Dr. Venkatraman Chandra-Mouli recalls feeling shame and was often denied access when he tried to purchase condoms as a teenager.

By Dr. Venkatraman Chandra-Mouli

I grew up in India. While in my late teens and studying to be a doctor, I met the girl whom I married some years later. A year or so into our relationship we started to have sex. We decided to use condoms. Getting them at a government-run clinic was out of question. They were known to provide free condoms called Nirodh, which were said to be as smelly and thick as bicycle inner tubes. Asking our family doctor was also out of question. He knew my mother and I had no doubt that he would tell.

So, I used to walk to pharmacies, wait until other customers had left, and then muster up the courage to ask the person behind the counter for upmarket Durex condoms. Sometimes I was successful and walked out feeling like a king. Other times, I was scolded and sent away. I still recall my ears burning with shame. That was 40 years ago, but I know from adolescents around the world with whom I work that they continue to face many barriers to obtaining contraceptives.

Different adolescents, different barriers

In many societies, unmarried adolescents are not supposed to have sex. Laws and policies forbid providing them with contraception. Even when there are no legal or policy restrictions, health workers refuse to provide unmarried adolescents with contraception.

Married adolescents are under pressure to bear children. Many societies require girls to be nonsexual before marriage, fully sexual on their marriage night, and fertile within a year. In this context, there is no discussion of contraception until they have one or more children, especially male children.

Most societies do not acknowledge the sexuality of groups such as adolescents with disabilities or those living with HIV. Neither do they acknowledge the vulnerability of adolescent girls and boys in humanitarian crises situations.

Finally, no one wants to know or deal with non-consensual sex, resulting from either verbal coercion or physical force by adults or peers. Girls who are raped may need post-exposure prophylaxis for HIV, emergency contraception, or safe abortion—all of which are taboo subjects.

Overcoming these barriers

These powerful and widespread taboos have resulted in limited and inconsistent progress on improving adolescent contraception access. This has to change. We must acknowledge adolescents as the sexual beings they are. We must try to remember what a joy it was to discover sex when we were adolescents. We must give adolescents the information, skills, and tools they need to protect themselves from unwanted pregnancies and sexually transmitted infections.

With that in mind, I recommend the following:

  • We need to provide adolescents with sexuality education that meets their needs.
  • We need to change the way we provide adolescents with contraceptives by offering them a range of contraceptives and helping them choose what best meets their needs, and use a mix of communication channels—public, private, social marketing and social franchising to expand their availability. We must go beyond one-off training to use a package of evidence-based actions to ensure that health workers are competent and responsive to their adolescent clients.
  • We need to address the social and economic context of girls’ lives. In many places, adolescent girls do not have the power to make contraception decisions. Even when they are able to obtain and use contraception, an early pregnancy in or out of union may be the best of a limited set of bad options – when they are limited education and employment prospects.

To reach the 1.2 billion adolescents in the world, we must move from small-scale short-lived projects to large-scale and sustained programs. For this, we need national policies and strategies, and work plans and budgets that are evidence-based and tailored to the realities on the ground. Most importantly, we need robust implementation so that programs are high quality and reach a significant scale while paying attention to equity.

We need government led programs that engage and involve a range of players including adolescents. For this to happen, coordination systems must be in place to engage key sectors such as education, draw upon the energy and expertise of civil society, recognize the complementary role that the public, the private sector and social marketing programs can play, and to meaningfully engage young people.

Some countries have shown us that this can be done. Over a 15-year period, employing a multi-component program including active contraceptive promotion, England has reduced teenage pregnancy by over 50%. This decline has occurred in every single district of the country.

Ethiopia is another outstanding example. Civil war and famine in the mid-1980s had catastrophic effects on the country. However, over a 12 year-period, with an ambitious basic health worker program, Ethiopia has increased contraceptive use in married adolescents from 5% to nearly 30% . It has also halved the rate of child marriage and female genital mutilation, although this decline is more marked in some provinces than in others. These countries have shown that with good leadership and strong management progress is possible.

There will be logistic and social challenges in moving forward. Understanding and overcoming them will require leadership and good management, which is why a strong and sustained focus on implementation must be combined with monitoring and program reviews to generate data that could be used in quick learning cycles to shape and reshape policies and programs.

There is likely to be backlash from those that oppose our efforts to provide adolescents with contraceptive information and services, and to empower them to take charge of their lives. We must do our best to bring these individuals and organizations on board. But we must not be silenced or stopped. We must stand our ground and we must prevail. We owe that to the world’s adolescents.

Complete Article HERE!

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Writing Graphic Sex Scenes Can Be a Feminist Act

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‘We don’t put enough value on female pleasure in our culture’

By Stef Penney

Why is there explicit sex in my new book? Because I’m a feminist.

Under A Pole Star, my third book, is a novel about late 19th century arctic explorers that features, alongside ice, ambition and rivalry, more than one sexual relationship. And there’s a lot of detail. My central characters fall in love, and yes, they have a lot of sex. I was nervous about how the passages would be received. One Amazon reviewer has already complained about “copious quantities of copulation.” The specter of the Literary Review’s Bad Sex Award, given annually to authors of “poorly written, perfunctory or redundant passages of sexual description in modern fiction,” hovers over us all, tittering. Some judge writing explicitly about sex to be less than literary — or worse, discrediting of female characters. But why should achieving romantic and sexual satisfaction — one of the most difficult challenges we face as humans — be redacted or blurred?

There’s a problem with leaving “it” up to the reader’s imagination: Every reader will fill your tasteful ellipsis with something different — possibly with unachievable fantasy, with prejudices, with bad experience, with pornography. I wasn’t going to do that to my characters. I felt I owed it to readers to treat the characters’ intimacy with the same precision and seriousness I would any other intense human experience.

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I’ve read too much bad sex in otherwise good books: bizarre, metaphorical sex; coy, breathless sex; baffling, what-just-happened-there sex; most of all, phallocentric, male-experience-dominated sex. Too often, in sex scenes between a man and a woman, the woman’s sensations are barely mentioned, as if her experience is incomprehensible or irrelevant. It’s important to ask why this is — and the fact that a lot of those writers are male is not a satisfactory answer. We don’t put enough value on female pleasure in our culture. The way we write about sex only exacerbates that problem.

In my quest for knowledge and precedent, I sought out scientific research, erotic poetry and literature. I trawled the Internet as much as I could bear. I wanted to dissect the composition of sex scenes — and waded through many, many passages that didn’t come close to answering essential questions: Did she climax? Has this man heard of a clitoris? What were they using for contraception? Some uncovered even more questions about our culture’s perception of female sexuality: Did men in D.H. Lawrence’s time really accuse women of “withholding” their orgasms, as happens to Lady Chatterley? Because that’s absurd.

There’s so much ignorance, confusion and frustration out there. Delving into sex forums online, I was shocked by the prevalence of questions from women like, “How do I know if I’m having an orgasm?” The fact that so much confusion prevails is no surprise: studies have found that more men orgasm more frequently than women and 40% of women have sexual dysfunction, which can make it difficult to achieve climax. One study found that 80% of women fake orgasms.

The more I read, the more I realized how important it would be for me to write my scenes in steamy, awkward, mutual and real graphic detail. I wanted to write about a sexual relationship in a way that convinced me and reflected what I know to be true about female sexuality — that it’s complicated, beautiful and worth equal attention. So I included accounts of great sex, horrible sex, indifferent sex, sex that just doesn’t work despite both partners’ best intentions — and I showed how and why they were different.

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I wanted to create a story that honored the sexual biographies of both partners from both points of view, that showed how they reach the point where they come together and why their relationship is the way it is. And while we’re on the subject of coming together, simultaneous orgasm was one myth I encountered over and over again in my research that was never going to get an outing here.

When my friends began to read my book and wanted to talk about it, I learned things I’d never known about them, and I became more forthright in turn. We tumbled through a flood of questions. Why had we never talked about our sexual pleasure in explicit detail before? Why did we not achieve good, orgasmic sex until our mid-twenties, or later? Why were we too ignorant, too embarrassed to ask? Why did we expect so little in bed?

One reason, we all agreed, was that we’d had to learn about good sex through trial and error, because that behavior wasn’t modeled for us in a healthy, explicit way.

We need to be able to talk, teach, learn, write and read about sex, honestly and seriously, without — or in spite of — derision and censure. Unless we share specifics, we’ll never understand one another’s experiences. You can’t support women’s empowerment without frank and open discussion of their sexuality.

Complete Article HERE!

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9 Reasons You Might Not Be Orgasming

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By Sophie Saint Thomas

While orgasms don’t define good sex, they are pretty damn nice. However, our bodies, minds, and relationships are complicated, meaning orgasms aren’t always easy to come by (pun intended). From dating anxiety to medication to too little masturbation, here are nine possible culprits if you’re having a hard time orgasming — plus advice on how to deal.

1. You expect vaginal sex alone to do it for you.

One more time, for the cheap seats in the back: Only about 25 percent of people with vaginas come from penetration alone. If you’re not one of them, that doesn’t mean anything is wrong with you or your body. As licensed psychotherapist Amanda Luterman has told Allure, ability to come from vaginal sex has to do with the distance between the vaginal opening and the clitoris: The closer your clit is to this opening, the more vaginal sex will stimulate your clit.

The sensation of a penis or a dildo sliding into your vagina can be undeniably delightful. But most need people need that sensation paired with more direct clitoral stimulation in order to come. Try holding a vibrator against your clit as your partner penetrates you, or put your or your partner’s hands to good use.

2. Your partner is pressuring you.

Interest in your partner’s pleasure should be non-optional. But when you’re having sex with someone and they keep asking if you’ve come yet or if you’re close, it can throw your orgasm off track. As somatic psychologist and certified sex therapist Holly Richmond points out, “Being asked to perform is not sexy.” If your partner is a little too invested in your orgasm, it’s time to talk. Tell them you appreciate how much they care, but that you’re feeling pressure and it’s killing the mood for you.

It’s possible that they’re judging themselves as a partner based on whether or not you climax, and they may be seeking a little reassurance that they’re making you feel good. If they are, say so; if you’re looking to switch it up, this is your opportunity to tell them it would be so hot if they tried this or that thing next time you hop in bed.

3. Your antidepressants are messing with your sex drive.

As someone who continues to struggle with depression, I can’t emphasize enough how important it is to seek treatment and take medication if you and your care provider decide that’s what’s right for you. Antidepressants can be lifesavers, and I mean that literally.

However, certain medications do indeed affect your ability to come. SSRIs such as Zoloft, Lexapro, and Prozac can raise the threshold of how much stimulation you need to orgasm. According to New York City sex therapist Stephen Snyder, author of Love Worth Making: How to Have Ridiculously Great Sex in a Long Lasting Relationship. “For some women, that just means you’re going to need a good vibrator,” says New York City sex therapist Stephen Snyder, author of Love Worth Making: How to Have Ridiculously Great Sex in a Long Lasting Relationship. “For others, it might mean your threshold is so high that no matter what you do, you’re just not going to be able to get there.”

If your current medication is putting a dramatic damper on your sex life, you have options, so talk to your doctor. Non-SSRI antidepressants such as Wellbutrin are available, while newer medications like Viibryd or Trintellix may come with fewer sexual side effects than other drugs, Snyder says. I’m currently having excellent luck with Fetzima. I don’t feel complete and utter hopelessness yet can also come my face off (a wonderful way to live).

4. Your birth control is curbing your libido.

Hormonal birth control can also do a number on your ability to climax, according to Los Angeles-based OB/GYN Yvonne Bohn. That’s because it can decrease testosterone levels, which in turn can mean a lower libido and fewer orgasms. If you’re on the pill and the sexual side effect are giving you grief, ask your OB/GYN about switching to a pill with a lower dose of estrogen or changing methods altogether.

5. You’re living with anxiety or depression.

“Depression and anxiety are based on imbalances between neurotransmitters,” OB/GYN Jessica Shepherd tells Allure. “When your dopamine is too high or too low, that can interfere with the sexual response, and also your levels of libido and ability to have sexual intimacy.” If you feel you may have depression or an anxiety disorder, please go see a doctor. Your life is allowed to be fun.

6. You’re not having sex for long enough.

A good quickie can be exciting (and sometimes necessary: If you’re getting it on in public, for example, it’s not exactly the time for prolonged foreplay.) That said, a few thrusts of a penis inside of a vagina is not a reliable recipe for mutual orgasm. Shepherd stresses the importance of foreplay, which can include oral, deep kissing, genital stimulation, sex toys, and more. Foreplay provides both stimulation and anticipation, making the main event, however you define that, even more explosive.

7. You’re recovering from sexual trauma.

Someone non-consensually went down on me as part of a sexual assault four years ago, and I’ve only been able to come from oral sex one time since then. Post-traumatic stress disorder is common among survivors of sexual trauma; so are anxiety and orgasm-killing flashbacks, whether or not the survivor in question develops clinical PTSD. Shepherd says sexual trauma can also cause hypertonicity, or increased and uncomfortable muscle tension that can interfere with orgasm. If you’re recovering from sexual trauma, I encourage you to find a therapist to work with, because life — including your sex life — can get better.

8. You’re experiencing body insecurity.

Here’s the thing about humans: They want to have sex with people they’re attracted to. Richmond says it’s important to remember your partner chooses to have sex with you because they’re turned on by your body. (I feel confident your partner loves your personality, as well.) One way to tackle insecurity is to focus on what your body can do — for example, the enormous pleasure it can give and receive — rather than what it looks like.

9. You’re shying away from masturbation.

Our partners don’t always know what sort of stimulation gets us off, and it’s especially hard for them to know when we don’t know ourselves. If you’re not sure what type of touch you enjoy most, set aside some time and use your hands, a sex toy, or even your bathtub faucet to explore your body at a leisurely pace. Once you start to discover how to make yourself feel good, you can demonstrate your techniques to your partner.

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