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10 tips for good sex in long-term relationships – for men and women

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Penguins play before mating.

By Isabel Losada

Make pleasure a priority

A happy and nourishing sex life (for both partners it’s necessary to emphasise) is good for your mental health and your physical health. Tender and loving intimacy is central to your well-being and so your family’s happiness and this impacts on – well, everything.

Don’t compare your sex life to the absurd but Oscar-winning performances of porn stars

Real sex isn’t like that.  Neither of you has to perform. If you make your body feel good and your partner’s body feel good and you’re both happy in the moment and the following day  – that’s good sex.  There is no way anyone can fail if you feel loved and nourished.

Don’t get stuck in a routine

The sensation that can be experienced in our bodies is as wonderful and varied as food can be. Hopefully you don’t always go to your local Indian restaurant and order the same vindaloo. If you do you’re missing out on all the more subtle and interesting flavours. Broaden your knowledge about how to please and be pleased.

Women:

You must be honest about the sensation in your body no matter how difficult it is for you to give honest feedback.  I know it’s annoying but men can’t read our minds and if we exaggerate the pleasure we say we feel we don’t help the men or ourselves.  Don’t go down that path.

Men:

A lot of what you are told about having to be ‘longer, harder, stronger’ etc is all nonsense designed to make you feel you need to buy products.  Ignore those spam emails but please do learn the art of stroking a clitoris – (details in the book.)

Learn about women’s arousal

Both partners have a responsibility to ensure that the woman has as much pleasure in bed as the man.  (Clue – it’s usually more complex and subtle) How can a woman really desire her partner unless she receives genuine pleasure from them?

Don’t think about other things when you’re in bed with the person you love

It’s rude! ‘Listen’ to the touch and the sensation in your body when you’re having sex.  Allow yourself to enjoy every second. If you find yourself thinking about other things – don’t be cross with yourself just go back to ‘listening’ to the sensation. Make relaxed time for pleasure.

Don’t have any goals

Women don’t chase orgasms and men don’t put pressure on a woman to orgasm. Sex is not a performance and orgasm is an involuntary state. Just breathe, explore all sensation and remove all pressure. The only aim is to enjoy. There is no way for either men or women to fail in bed. Breath. Touch. Laugh.

Women and men:  Make sure you know what your pelvic floor muscles are

They are the ones you use to ‘hold wee’. Exercise these muscles every day; you’ll never buy incontinence pads and it will improve your sex lives too. There is an app from the NHS called ‘Squeezy’ – use it. Five times a day. Thank me in six months.

Men:

Take the 21-day challenge of not ejaculating for that time, either during lovemaking or on your own. It’s an ancient tantric discipline. You’ll learn a lot about holding your own arousal level and being more aware of your partner’s. It leads to some great sensation and ultimately more connected and rewarding sex.

Complete Article HERE!

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Why having the sex talk early and often with your kids is good for them

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Parents may be uncomfortable initiating “the sex talk,” but whether they want to or not, parents teach their kids about sex and sexuality. Kids learn early what a sexual relationship looks like.

Broaching the topic of sex can be awkward. Parents may not know how to approach the topic in an age-appropriate way, they may be uncomfortable with their own sexuality or they may fear “planting information” in childrens’ minds.

Parental influence is essential to sexual understanding, yet parents’ approaches, attitudes and beliefs in teaching their children are still tentative. The way a parent touches a child, the language a parent uses to talk about sexuality, the way parents express their own sexuality and the way parents handle children’s questions all influence a child’s sexual development.

We are researchers of intimate relationship education. We recently learned through surveying college students that very few learned about sex from their parents, but those who did reported a more positive learning experience than from any other source, such as peers, the media and religious education.

The facts of modern life

Children are exposed to advertising when they’re as young as six months old – even babies recognize business logos. Researcher and media activist Jean Kilbourne, internationally recognized for her work on the image of women in advertising, has said that “Nowhere is sex more trivialized than in pornography, media and advertising.” Distorted images leave youth with unrealistic expectations about normal relationships.

Long before the social media age, a 2000 study found that teenagers see 143 incidents of sexual behavior on network television at prime time each week; few represented safe and healthy sexual relationships. The media tend to glamorize, degrade and exploit sexuality and intimate relationships. Media also model promiscuity and objectification of women and characterize aggressive behaviors as normal in intimate relationships. Violence and abuse are the chilling but logical result of female objectification.

While there is no consensus as to a critical level of communication, we do know that some accurate, reliable information about sex reduces risky behaviors. If parents are uncomfortable dealing with sexual issues, those messages are passed to their children. Parents who can talk with their children about sex can positively influence their children’s sexual behaviors.

Can’t someone else do this for me?

Sex education in schools may provide children with information about sex, but parents’ opinions are sometimes at odds with what teachers present; some advocate for abstinence-only education, while others might prefer comprehensive sex education. The National Education Association developed the National Sexual Health Standards for sex education in schools, including age-appropriate suggestions for curricula.

Children often receive contradictory information between their secular and religious educations, leaving them to question what to believe about sex and sometimes confusing them more. Open and honest communication about sex in families can help kids make sense of the mixed messages.

Parents remain the primary influences on sexual development in childhood, with siblings and sex education as close followers. During late childhood, a more powerful force – peer relationships – takes over parental influences that are vague or too late in delivery.

Even if parents don’t feel competent in their delivery of sexual information, children receive and incorporate parental guidance with greater confidence than that from any other source.

Engaging in difficult conversations establishes trust and primes children to approach parents with future life challenges. Information about sex is best received from parents regardless of the possibly inadequate delivery. Parents are strong rivals of other information sources. Teaching about sex early and often contributes to a healthy sexual self-esteem. Parents may instill a realistic understanding of healthy intimate relationships.

Getting started

So how do you do it? There is no perfect way to start the conversation, but we suggest a few ways here that may inspire parents to initiate conversations about sex, and through trial and error, develop creative ways of continuing the conversations, early and often.

  1. Several age-appropriate books are available that teach about reproduction in all life forms – “It’s Not the Stork,” “How to Talk to Your Kids About Sex” and “Amazing You!: Getting Smart About Your Body Parts”.
  2. Watch TV with children. Movies can provide opportunities to ask questions and spark conversation with kids about healthy relationships and sexuality in the context of relatable characters.
  3. Demonstrate openness and honesty about values and encourage curiosity.
  4. Allow conversation to emerge around sexuality at home – other people having children, animals reproducing or anatomically correct names for body parts.
  5. Access sex education materials such as the National Sexual Health Standards.

The goal is to support children in developing healthy intimate relationships. Seek support in dealing with concerns about sex and sexuality. Break the cycle of silence that is commonplace in many homes around sex and sexuality. Parents are in a position to advocate for sexual health by communicating about sex with their children, early and often.

Complete Article HERE!

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6 Online Erotica Sites to Check Out For the Steamiest Reads

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If you prefer adult fiction over an adult film, we’ve got you. Though there are a number of porn sites for women out there, we also completely understand if that’s just not your thing. Luckily, there are plenty of great sources for your erotic reading pleasure. Whether you’re looking for your next Fifty Shades of Grey or want to hear other women’s sexy experiences, you’re bound to find one that works for you ahead. See six steamy sites to read tonight.

  1. Remittance Girl: Enjoy a variety of erotic fiction written by a single author who goes by the name of Remittance Girl. Readers can skip straight to what they’re looking for because the major themes (rough sex, fetish, female-female, etc.) of each story are shown beneath the link.
  2. Literotica: Though the website itself could use a bit of an upgrade, it’s the content that really matters. Literotica is sourced by a variety of authors who submit quality adult fiction and fantasy. From BDSM to erotic horror, there are literally thousands of stories to choose from.
  3. Sex Stories Arena: Women from all over the world share their own hot sex stories, from experimenting with their partners to wild hookups.
  4. Novel Trove: Novel Trove is a combination of the sites above, with a mix of erotic fiction and romance to personal accounts. Choose from over 30 categories, including adventure and group.
  5. Bellesa: Quality over quantity applies to this site, but the best part is that the stories focus on the female perspective.
  6. BDSM Cafe: Whether you’re a Fifty Shades of Grey fan, a kink pro, or someone who’s curious about this world, BDSM Cafe has everything from adult novels and poetry to BDSM safety tips.
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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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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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