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Nick’s got a problem

I want to share an exchange I had with a fellow named Nick. He’s 30 years old and writes from Canberra.

Nick: “So here’s the situation and some facts. Newly out – i.e. just started hooking up with guys last year (I’m 30 years old) and in fact just started having sex last year.”

Dr Dick: Better late than never, huh Nick? 😉

Nick: “I have meet up with a few guys now but it has mostly been to have a bit of fun – often without sex. When I do have sex I get more enjoyment out of being topped rather than topping.”

DD: I would say that you are in the majority in this regard. There are more bottoms in the gay-dom than tops.

Nick: “When I do try to give anal, I go partially soft and actually cannot feel anything, even though the guy I’m topping can feel me and gets off.”

DD: Again, not a particularly uncommon complaint. If I had to guess you are like a lot of men who are new to gay sex. They often experience what we, in the business, call performance anxiety. I’ve written and spoken a great deal about this. You can find all these posting by going to the CATEGORIES section in the sidebar of my site. Scroll down till you find the heading: SEX THERAPY. Under that heading you will find numerous sub-categories. The one you are looking for is titles: Performance Anxiety.

Nick: “My cock is a fairly decent size (7.5 inches and fairly thick).”

DD: Mmmm, lovely! 😉

Nick: “The same is the case for when I am getting oral — I just cant feel it or enjoy it.”

DD: Again, this is pretty familiar territory for me. I see a lot of this in my practice. Generally speaking, guys get so into their head that they are unable to enjoy the pleasure sensations in the rest of their body.

Nick: “As a result I have never cum with a guy, even though I come close, especially when I am being topped.”

DD: Yep, this is pretty classic. Sounds more and more like performance anxiety.

Nick: “This is proving to be a problem. I have started getting serious with a guy and he is getting frustrated that I don’t cum.”

DD: I can pretty much assure you that things will only get worse if you don’t nip this in the bud, my friend. Have you ever thought about talking to a therapist about this? I really encourage you do so before this becomes a full-blown sexual dysfunction. You may have noticed this already, since you said you’ve visited my site. I offer therapy by phone and online through Skype for my clients who don’t live in Seattle. You can get all the details by clicking the Therapy Available tab in the header above.

Nick: “I get hard just seeing him and kissing him and being close to him, but when it comes time to have sex, I start getting a bit nervous, go soft and loose all the sexual arousal.”

DD: Your use of the word “nervous” is the clincher. You got it bad, sir, and that ain’t good.

Nick: “So I guess my question is — What’s up with not being able to feel anything when I’m on top? Is it just a question of position? Should I try other positions when I’m topping someone?”

DD: It’s not about positions, not at all. It’s about being disconnected from your dick in partnered sex.

Nick: “I have reassured my partner that I am attracted to him (he’s hot!) and that I am turned on but its starting to be an issue — what can I do to get over this?”

DD: In this instance, Nick, there is no substitute for talking to a professional. And there’s no shame in that. You just need to learn how to jettison the anxiety and relax into it your newfound identity as a sexually liberated gay man. There is a program of sensate focus and relaxation exercises that would certainly help you.

Nick: “That’s my rather long rant for tonight.”

DD: Thanks for writing Nick. I wish you well as you address this. Let me know if I can be of further assistance.

Good luck

What is sexuality?

By Kim Cavill

What is sexuality? When we talk about sexuality, what do we really mean? Are we talking about how many times a person has sex, or with how many different partners? Are we talking about who a person wants to have sex with?

Sexuality is all of those things…and none of those things. It’s actually a relationship, which means that it’s complicated. Lucky for you, Sex Positive Parents, I’ve got a simple way to explain this complicated relationship:

First, we have a person’s identity. I’ll use myself as an example: I identify as a cisgender female. This means I was assigned the female sex at birth, I have consistently identified as female, I perceive myself as female, and I identify as female today. This is my identity.

Next, we have a person’s sexual orientation, which refers to the identity of the people that person is attracted to. Examples of sexual orientations include, heterosexuality, homosexuality, bisexuality, or pansexuality, among others. I am heterosexual, meaning I am consistently attracted to men and those who are male-identifying.

Lastly, we have a person’s sexual behavior. Sexual behavior is not necessarily constrained by a person’s identity or sexual orientation, or societal perceptions thereof. The Kinsey scale, which is the result of groundbreaking research into human sexuality, speaks to the non-linear nature of sexuality. As an example, a person might identify as a cisgender male, see themselves as heterosexual, and sometimes have sex with other men. Perhaps a transgender woman is homosexually oriented, and sometimes have sex with men. Or, a cisgender, heterosexual woman regularly fantasizes about having sex with women.

Sexuality is the relationship between identity, orientation, and behavior. For some, those things stay pretty consistent through time, which means their sexuality is fairly static. For others, however, those pillars may shift or evolve, making their sexuality more dynamic.

Why am I telling you about this? Because it’s important to focus less on labels and more on specific behaviors when we talk to our kids about sex and relationships. Focusing on behaviors allows for human difference and it also prevents leaving inadvertent gaps in traditionally heteronormative sex ed conversations (which unplanned pregnancies and STI’s are all too happy to slip through).

In practical terms, focusing on behaviors looks like this:

“You should to wear a condom because the birth control pill doesn’t protect against STD’s” becomes:

“You should wear a condom during any kind of sexual activity, including oral, anal, and vaginal sex.”

“You need to be serious about saying no because guys only want one thing” becomes:

“Healthy relationships involve mutual respect where no one feels pressured and sex is always consensual.”

“You don’t have to learn about anything except for condoms because you’re gay” becomes:

“There are a lot of different STD prevention and contraception options on the market and it’s good to be aware of what they are, how they work, and where you can get them.”

Complete Article HERE!

What do men really think about sex? This is why we need better education

We asked men how they learned about sex, and found that puerility and pornography have always trumped the facts. Mandatory sex education is most welcome

‘Alan, now aged 79, was evacuated to the countryside at the age of five – and spotted a bull mounting a cow. “It was a significant part of my sex education,” he said.’

It was announced this month that sex and relationship education is to become mandatory in schools for children aged four to 15. About time too. It’s never been easy for children who have wanted to learn credible information about sex.

We’ve recently been interviewing men for a project to find out what they really think, feel and do about sex, and found the early information they received was, in many cases, baffling. “Women don’t like it,” Bill was told as a teenager in the 1960s, “but you can do it all the same … [and] you only do it on Sundays when the children are out.”

Back in the 1940s, communicative adults were hard to come by, and children had to solve the mystery by themselves. Alan, aged 79, was evacuated from London to the countryside, aged five. There he spotted a large bull mounting a cow. “It was very significant,” he said. “I have never forgotten it.”

At primary school Bill, now 75, believed boys stood behind girls to do “it” (he was basing this on his observation of dogs). He was hugely embarrassed when told to stand behind a girl in a school folk-dance performance. “I thought that was very dirty.”

It was a rare grown-up who suggested that sex might be something pleasant, or something to look forward to; rather, a child’s sex education was more likely to elicit feelings of fear, danger and shame – and would often involve a lonely search for the facts. By the late 1950s, parental guidance was still fairly non-existent. At 14, Michael remembered finding a “dirty book” belonging to his father: “The Kama Sutra was an excellent source of information, but often mind-boggling too … the contortions! The big penises! And the pleasure shown on women’s faces. I couldn’t believe it could be like that!”

‘The Kama Sutra was an excellent source of information – but mind-boggling, too!’

While Michael was studying the Kama Sutra, the only sex still being taught in the classroom involved plants and rabbits, and was often expressed in Latin. Several more decades were to pass before human genitalia and procreation were bravely described in English. Not until the early 1990s did the national curriculum specify that sex education must be taught. But just the mechanics. Nothing about relationships. And making the subject even more shambolic was the decision that each school could have its own individual policy, and each teacher was stuck with their own capabilities, experiences, terrors and confusions in conveying this information.

The easy way out was to explain that sex happened “when people loved each other and wanted babies”. Pleasure, variety and consent were rarely mentioned. But some teachers bravely tried to further enlighten the children. In 1994, in his last year of junior school, Dean, who was then aged 10, went to a sex education lesson in which his teacher tried her very best to take an innovative, practical and robust approach.

“Miss Woods asked the class if they knew of any ‘barrier methods’. I didn’t really know what they were, but someone said ‘condoms’. Miss Woods said, ‘Yes, anything else?’ Then a boy called Dave said, ‘You can get them with feathers on the end, Miss.’ Miss Woods looked cross, and said, ‘No you can’t’ – but Dave went on and on, saying, ‘Yes you can, they’re called French ticklers, I read in my Mum’s book. It had pictures in,’ and then Miss butted in, and said ‘Nonsense’, so Dave had to shut up.”

Here was Miss Wood’s chance to grasp the nettle. But even then, in the late 20th century, she could not. Although bolder than many teachers, she was still not able to respond to any surprises that might crop up.

Even if teachers now manage to describe sex as pleasant, it sometimes seems to frighten and shock, rather than enthuse the children. Informed, six years ago, by a comparatively enlightened teacher, that people had sex “because it felt lovely”, eight-year-old George was horrified. “Miss made a terrible mistake,” he told his Grandma, with great authority and concern. “She said it felt nice! She’s got it really wrong!”

Age specificity hadn’t really been thought through. Slightly older, more intrepid boys, sensing that they still weren’t quite getting at the truth, or any satisfactory explanations – either from each other, or from adults – now gained access to a greater selection of more flamboyant, salacious, almost cartoonish information: porn.

“I think as boys we’d seen a few porno films here and there,” said Jason. “The first stuff I saw was on a video. I was 13, and the tape started doing the rounds – we thought that was the way you did it.”

As the years have passed, and porn has become more widely available online, younger and younger children have been seeing such imagery. In 2001, Jack, then aged 10, learned about sex from pornography. “Everyone was looking at it,” he said. “That’s how I found out I was gay. I didn’t want to look at the girls.”

Despite the overwhelming flood of pornography – and the continuing lack of guidance – there do appear to be a few glimmers of hope. The importance of relationships and feelings is now creeping into sex education at last, and it is a relief to find the idea of consent has surfaced. Many of the young men interviewed in the BBC3 documentary Sex on Trial were sympathetic when shown footage of a young woman whose consent had not been clearly given. In fact, they were more sympathetic than the young women. That’s reason to be hopeful, at least where young men are concerned.

Unfortunately, most sex education is still passed between children themselves, taught by the “naughty” peers who seem to have found out more than anyone else. Or are pretending that they have. Boasting has always been, and still seems to be for many boys, the beginning of proving that you are a proper man. Frequency, volume, conquest and size still matter to them. How are young men to understand women if they have never been taught to understand themselves, and the people teaching them have been taught even less?

Hopefully the new national curriculum mandatory sex education plans will bring about change for the better. It might help if lessons could be conducted in small groups, with the sexes separated. It would need to be age-appropriate, of course – with less emphasis on the mechanical details, and more on the importance of relationships, with appropriately trained teachers, prepared for anything the children might say, know or have experienced. They also need to be unshockable.

Complete Article HERE!

Seven things you didn’t know about bisexual health

by Helen Parshall

Bisexual Health Awareness Month is dedicated to raising awareness about the startling disparities that the bisexual community faces in terms of both physical and mental health. When compared against statistics for both heterosexual populations and their lesbian and gay peers, startling trends emerge in both social, economic, and health inequities.

Here are seven things you probably didn’t know about bisexual health:

  1. HRC’s 2014 report, Supporting and Caring for Our Bisexual Youth, found that when compared to their lesbian and gay peers, bisexual, queer and pansexual youth were more likely to experience being excluded and harassed, less likely to have caring adults to turn to if they felt sad and less likely to report feeling happy.
  2. The Movement Advancement Project’s 2016 report, Invisible Majority: The Disparities Facing Bisexual People and How To Remedy Them, found significantly lower rates of graduation and college attendance among bisexual students. Bisexual-identified people were approximately 47 percent less likely to enroll in college than respondents who identified as straight.
  3. Pew Research Center found in its 2013 Survey of LGBT Americans that while 77 percent of gay men and 71 percent of lesbians say that “most or all of the important people in their lives know of their sexual orientation” only 28 percent of bisexual people report being out.
  4. According to the Bisexual Resource Center (BRC), 45 percent of bisexual women have considered or attempted suicide, followed by bisexual men (35 percent), lesbians (30 percent), gay men (25 percent), and much lower rates for straight women and men.
  5. At the historic first White House Roundtable on Bisexual Issues in 2013, the Bisexual Resource Center shared that bisexual women are twice as likely to have an eating disorder than lesbians.
  6. In partnership with BRC, BiNetUSA and the Bisexual Organizing Project, HRC Foundation’s issue brief, Health Disparities Among Bisexual People, highlighted these disparities, which include higher rates of cancer, heart disease and obesity, and higher rates of HPV and other sexual health issues, likely stemming from a lack of access to preventative care and not being out to medical providers.
  7. The Williams Institute found that 39 percent of bisexual men and 33 percent of bisexual women reported not disclosing their sexual orientation to any medical provider, compared to only 13 percent of gay men and 10 percent of lesbians who chose not to disclose.

Complete Article HERE!

Toddler play may give clues to sexual orientation

A controversial study finds children who engage in more gender-stereotypical play are more likely to self-identify as heterosexual later in life.

By Michael Price

The objects and people children play with as early as toddlerhood may provide clues to their eventual sexual orientation, reveals the largest study of its kind. The investigation, which tracked more than 4500 kids over the first 15 years of their lives, seeks to answer one of the most controversial questions in the social sciences, but experts are mixed on the findings.

“Within its paradigm, it’s one of the better studies I’ve seen,” says Anne Fausto-Sterling, professor emerita of biology and gender studies at Brown University. The fact that it looks at development over time and relies on parents’ observations is a big improvement over previous studies that attempted to answer similar questions based on respondents’ own, often unreliable, memories, she says. “That being said … they’re still not answering questions of how these preferences for toys or different kinds of behaviors develop in the first place.”

The new study builds largely on research done in the 1970s by American sex and gender researcher Richard Green, who spent decades investigating sexuality. He was influential in the development of the term “gender identity disorder” to describe stress and confusion over one’s sex and gender, though the term—and Green’s work more broadly—has come under fire from many psychologists and social scientists today who say it’s wrong to label someone’s gender and sexuality “disordered.”

In the decades since, other studies have reported that whether a child plays along traditional gender lines can predict their later sexual orientation. But these have largely been criticized for their small sample sizes, for drawing from children who exhibit what the authors call “extreme” gender nonconformity, and for various other methodological shortcomings.

Seeking to improve on this earlier research, Melissa Hines, a psychologist at the University of Cambridge in the United Kingdom, turned to data from the Avon Longitudinal Study of Parents and Children. The study includes thousands of British children born in the 1990s. Parents observed and reported various aspects of their children’s behavior, which Hines and her Cambridge colleague, Gu Li, analyzed for what they call male-typical or female-typical play.

An example of stereotypical male-typical play, as defined by the study, would include playing with toy trucks, “rough-and-tumble” wrestling, and playing with other boys. Female-typical play, on the other hand, would include dolls, playing house, and playing with other girls.

Hines and Li looked at parental reporting of children’s play at ages 2.5, 3.5, and 4.75 years old, and arranged them on a scale of one to 100, with lower scores meaning more female-typical play and higher scores more male-typical play. They then compared those results to the participants’ self-reported responses as teenagers to a series of internet-administered questions about their sexuality.

Beginning with the 3.5-year-old age group, the team found that children who engaged mostly in “gender-conforming” play (boys who played with trucks and girls who played with dolls, as an example) were likely to report being heterosexual at age 15, whereas the teenagers who reported being gay, lesbian, or not strictly heterosexual were more likely to engage in “gender-nonconforming” play. The same pattern held true when they expanded the teenagers’ choices to a five-point spectrum ranging from 100% heterosexual to 100% homosexual.

Teens who described themselves as lesbian scored on average about 10 points higher on the gender-play scale at age 4.75 (meaning more stereotypically male play) than their heterosexual peers, and teens who described themselves as gay men scored about 10 points lower on the scale than their peers, the researchers report in Developmental Psychology. Questions of transgender identity were not addressed in the study.

“I think it’s remarkable that childhood gender-typed behavior measured as early as age 3.5 years is associated with sexual orientation 12 years later,” wrote Li in an email. “The findings help us to understand variability in sexual orientation and could have implications for understanding the origins of this variability.”

The paper “is just a well-done study in terms of getting around some of the problems that have plagued the field,” says Simon LeVay, a retired neuroscientist whose 1991 paper in Science sparked interest in brain differences associated with sexual identity. “It shows that something is going on really early in life and points away from things like role modeling and adolescent experiences as reasons for becoming gay.”

Others dispute the paper’s methods and significance. Parents’ own beliefs and biases about gender almost certainly influence how they described their children’s gendered play, which could skew their reporting, says Patrick Ryan Grzanka, a psychologist who studies sexuality and multicultural issues at the University of Tennessee in Knoxville. But more worrisome to him are the cultural assumptions underlying the study itself. The authors appear to regard gender nonconformity as the primary marker of gayness, which doesn’t align with current research suggesting that your individual preferences for either stereotypically male or female behaviors and traits has little to do with your sexual orientation, he says.

Grzanka is also dismayed that the paper fails to critique the history of similar research that investigated whether childhood behaviors lined up with eventual sexual orientation. It wasn’t long ago that such research was used to stigmatize and pathologize gender-nonconforming children, he says. “I think it’s important to ask why we’re so invested in this purported link [between gender conformity and sexuality] in the first place.”

Complete Article HERE!