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How did evolution change our sexual organs? It’s time to learn the history of sex

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Porn images are everywhere but we need better ways to teach children about love, intimacy and yes, masturbation

evolution

At the start of this third millennium, sex seems to be all around us – within easy reach, on our screens, constantly talked about in the media. What used to be concealed, shameful and forbidden only a century ago is today regarded as evidence of progress in the freedom of thought. Artists use sex to push the limits of creativity: Paul McCarthy’s “butt plug” sculpture, for example, was installed at the Place Vendôme in Paris in 2014, even though it provoked outrage among residents.

The sexual metaphor is ever-present. Paradoxically, however, sex is rarely explained and almost never taught. Do you know how our sexual organs changed when we evolved from animal to human? When did the first couple show up? Where does our sense of modesty come from? Or eroticism? Or love, that most momentous of human concerns? What about our earliest customs? Which ancient civilisation championed equality between men and women? And why was masturbation frowned upon?

Sex is one of those realities that for a long time we neither wanted to see nor hear about. The sexual liberation of the 1970s – which was, in my opinion, the biggest social revolution in the history of humanity – signalled the transition from a traditional male-dominated society to one in which sex with all its nuances could finally be examined openly and understood. But as sex has dared to uncover itself, to live, to speak, we face the challenge of expressing what for so long has been kept under wraps. How are we to communicate what so recently caused so much shock and outrage?

In the west, the union of two individuals is in complete flux, with a drop in those getting married (in France 57% of births now happen outside marriage); same-sex marriage; and the option of “slices of life”, relationships with different partners in the course of a lifetime. But however free our customs may be, censorship persists when it comes to the communication of sex, the words, the particular way of defining sexuality and the idea of sensuality. Literature and fiction have always attempted to push the boundaries of this censorship: in the 18th century we had Pierre Choderlos de Laclos’s Dangerous Liaisons; and in the 21st, EL James’s Fifty Shades of Grey. But mostly our discussions fall somewhere between sincerity and provocation as we attempt to understand intimacy and the fullest expression of sexual pleasure.

intimacy

No history book will delve too deeply into the sexual realm, yet it’s clear that history is a timeline of instructions and condemnations about sexuality. Each culture, each religion, each era has defined its own normality.

But without learning the history of love and intimacy, how can we understand the extraordinary evolution in customs that has led us from an existence ordered by family and society, and reinforced by religion, to the freedoms we know today? In his collection of aphorisms, Monogamy, the psychoanalyst Adam Phillips says that “most people would not live as a couple if they had never heard of it”. In this, he is reflecting the artificial nature of our customs and the need for a way to express our thoughts on sex, intimacy and being with other people.

We know today that human sexuality is not innate: it is learned and constructed through the images that society offers us. Even among our cousins, the primates, who live in a natural habitat, sexuality is learned through experience – young monkeys witness the courting and frolicking of the adults. The need for a model is evident: a young chimpanzee isolated from its peers is incapable of mating when it reaches adulthood.

Yet there is a fundamental difference: we invented modesty. Humans always make love away from the group. This is one of the great problems with sexuality: on the one hand it requires education; on the other, culture and religion collude to suppress sexual education.

The physician Thomas Beddoes was probably the first person to teach a course in sex education, complete with public demonstrations on the differences between men and women, in the early 19th century. But in the following two centuries, sex education failed to gain ground. Opposition was widespread and aggressive, on the part of the church as well as among teachers.

Sex education classes were subsequently written into law, but, in reality, rarely delivered. Sex education is today well established in Quebec and the Scandinavian countries, where primary school-age children are educated about gender differences and roles, as well as sexual orientation. In the Netherlands, where a complete programme of sex education is delivered from primary school, the rates of teenage pregnancies and abortions are among the lowest in the world.

But other western countries such as France and the UK provide little more than a perfunctory discourse on contraception and safeguarding against STDs. In France, a 2001 law stipulates three classes of sex education a year in middle and secondary school. However, as teachers have no training in this very particular field, it is often organisations such as those devoted to family planning that ensure these classes go ahead. In most cases, they rarely take place at all, and when they do they are limited to the three Ps: “prevention, pill, protection”, in other words, information on fertility and STDs. In this educational void the internet and porn offer themselves as models.

This is quite evidently the worst possible model, and the reason why a more reliable source of knowledge is indispensable, from primary school through to the last year of secondary. The average age at which children are first exposed to pornography is 11. Such an artificial vision of sex has altered our most intimate behaviour and has become the frame of reference not just for our teenagers but for us all. It makes us ask ourselves: am I sexy enough, am I the best lover?intimacy2

Nothing could be more damaging than these images devoid of explanation. We can’t stop young people from encountering porn, but a formal, educational approach would allow our society to explain its context and prevent misunderstandings that could otherwise compromise a fragile or still developing personality.

A genuine sex education should take the bio-psychological, emotional and social aspects of sexuality into account, should allow children to understand differences between the sexes, interpersonal relationships, the importance of developing critical thinking, an open mind and respect for the other. We must banish negative terms (sin, adultery, prostitution, Aids and STDs) in favour of positive schooling that allows children to understand desire, pleasure and excitement; the importance of sensitivity in love; the importance of masturbation, even. We must understand that everything can be taught, even the practicalities of how people live together, and we should start in primary school with discussions not only of genital differences but about the variations between boys and girls, the significance of love and of respect that may help with later relationships, notions of gender equality and domestic violence.

Only by speaking frankly, lightheartedly and wide-rangingly about sex, love and intimacy can we provide an education that enables adolescents, both boys and girls, to begin their lives with a better understanding of human relationships.

Complete Article HERE!

How sex education videos have changed over the last 50 years

By Amelia Butterly

sex education

Sex and relationship education (SRE) in schools isn’t good enough – at least, that’s what a lot of you often say.

From not being taught early enough, to lacking information about LGBT relationships and issues of consent – SRE gets a lot of criticism.

But, looking back at the archives, experts say there have been improvements when it comes to telling young people about relationships.

We’ve looked at posters and films once used to explain the birds and the bees.

And we asked sex and relationships teacher Caroline Stringer, a specialist from the charity Brook, to talk us through them.

1970s

This video – which was shown in schools – was also aired as part of a televised discussion about whether this kind of material was suitable for children to see.

Caroline says the way the penis is described as going “hard and straight” so that it can go into the woman’s vagina could be a problem.

“How confusing to young men having involuntary erections through puberty – they may have thought they need to go and find a vagina,” she explains.

Nowadays, says Caroline, good sex and relationship education will include topics such as consent and same-sex relationships.

Elsewhere in the videos, a man and woman are shown modelling nude in an art class.

“I thought it actually started off quite well, saying: ‘These people aren’t embarrassed’,” says Caroline.

“But for me, it was all about reproduction and a man and a woman. That’s the bit that is easy to talk about. It’s fact.”

In modern educational materials however, real people would not be shown posing nude, says Caroline.

“We would show diagrams, rather than the real thing.”

1980s

This film, which depicts a naked man on a beach, is the other one to feature full nudity.

It depends on the context, Caroline says, but seeing real-life naked bodies can serve a really useful educational function.

“If we’re showing people what STIs, for example, look like. How do they know what private parts look like without those STIs, if we only ever show them ones with?”

Like other films, it focuses on committed relationships.

“It’s all about making love. That’s what we would want to promote but that’s not always the case for people,” says Caroline.

Sex-Education

1990s

Caroline says in her classes she talks about all the different words which people use to describe sex and the body, including slang for the genitals.

“You can use those words,” she tells the students.

“But you need to know the proper words as well because if you’re going to talk to a doctor, you need to know what they’re saying back to you.”

Again, this video would not fit with “inclusive” modern sex education, Caroline explains.

“I did like that they talked about pleasure. It’s the first time in these videos they talked about it, for both a man and a woman.”

She adds: “It’s really important that it’s taught with a positive attitude. We don’t want scare messages.”

Nowadays

The sexual health charity Caroline works for, Brook, goes to in one in 10 UK schools to teach SRE.

“Brook believes SRE should start early in childhood so that children and young people learn to talk about feelings and relationships from a young age and are prepared for puberty before it happens,” they said in a statement.

“As children get older, we advocate SRE focusing on the positive qualities of relationships, such as trust, consent, body-positivity, commitment and pleasure.

“We also discuss the different forms relationships and sexuality can take.

“In addition to this, we also believe in ensuring that SRE is relevant and appropriate to the lives of young people so that it relates to other issues such as mental health, sexting, porn and staying safe online.”

Complete Article HERE!

The way we teach sex-ed is old and ineffective. Here’s how to fix it.

By Stephanie Auteri

In a predictable bit of news, the results of a study released this past September show that students consider most sex-education programs to be out-of-touch, outdated, and lacking in the information that might actually prove useful to them. Among the deficiencies reported by teenagers were a focus on fear-based lesson plans, curricula that alienate LGBTQ+ students, instructors untrained in actually providing useful sex-ed, and a failure to acknowledge that some young people are  —  spoiler alert  —  sexually active.

When it comes down to it, though, these inadequacies do not stem from lack of trying on the part of certified sexuality educators. There are disparities in curricula, and in resources: Federal funding for sex-education flows to both abstinence-only and evidence-based approaches, and decisions about curricula are made on a state-by-state  —  and district-by-district  —  basis. There are still only 13 states that require sex-education to be “medically accurate.”

In fact, in the past year, 23 bills were introduced with the intention of restricting the quality of sex-ed. Such restrictions included moves to limit access to information about reproductive health options, and to exclude qualified sexuality educators from schools based upon their affiliation with abortion providers.

While the majority of these bills failed to advance, in many cases, educators continue to be hamstrung by red tape. And they worry that  —  in the wake of the most recent presidential election  —  their jobs will only become more difficult. What is an enterprising, conscientious sex-educator to do?

Recently, I attended the National sex-ed Conference in Atlantic City, New Jersey, where I saw sexuality educator Francisco Ramirez present a keynote on “hacking” sexual health. During his talk, Ramirez spoke about how educators might possibly shake things up, in some cases taking sex-ed outside the classroom in order to reach those who need it most. Happily, many educators are already doing this, systematically toppling many of the barriers that have long stood in their way. Throughout the conference, I was reminded of the many forms such resourcefulness can take. Here are the six most important fixes currently happening in American sex-ed.

1. Where can students get the answers they crave without fear of embarrassment or other negative repercussions? These days: their phones.

Sex-educators often employ anonymous question boxes in their classrooms, but the new-media generation is taking this idea of anonymity to the place where it thrives best: social media. I recently wrote about a variety of new social-media applications, YouTube series, and other online resources that allow teens to seek out accurate sexuality information anonymously. Since then, it seems that not a day goes by where I don’t hear about a new sex-ed app.

What’s important to remember about any of these sex-ed hacks is that just because a program works in one place, that doesn’t mean it will work in every community.

One of the more recent ones to catch my eye is Capptivation’s Reach Out, an app that provides sexual assault survivor resources to college-age students. According to Capptivation, a similar app for high schoolers is on its way. And the Healthy Teen Network — a membership-based advocacy organization  —  is in the process of developing two phone apps, one for high school-aged teens, and one for people who are older. They were inspired to do so after receiving an RFP (a request for proposal — a document from an agency soliciting a proposal for a specific commodity or service) from the Centers for Disease Control and Prevention (CDC). Alongside the United States Department of Health and Human Services, the CDC has been looking to fund the development of a mobile app that would support teen pregnancy prevention.

This push for sex-ed apps is not without precedent. A 2016 study on mobile phone-based interventions for smoking cessation showed that mobile interventions can lead to positive behavioral changes. And additional research  —  including a 2016 paper published in BMC Public Health  —  has shown that sexual-health apps remove certain barriers youth often feel in seeking out sexual-health services: namely, embarrassment. HTN is in the midst of conducting its own randomized control trials in order to determine the efficacy of its apps.

2. How can students take a leadership role in their own sex-education? Through peer-led sex-ed.

A recent review of 15 peer-led sexual-health education programs shows that peer-to-peer sex-ed can be successful at improving teens’ knowledge and attitude about sexual health  —  which is good news, considering that many teens don’t think adults are doing the best job. And just as with social-media apps, new peer-to-peer training programs are popping up all around the country. Teen PEP, which operates in both New Jersey and North Carolina, is one such program that trains teens to provide sex-ed to their peers at school. Another example is the team out of Planned Parenthood of North, Central, and South New Jersey, which leads an annual Teen Conference that students travel to on a one-day field trip.

In Austin, Texas, the Peer 2 Peer Project trains teens to teach both on school grounds and at other locations within their communities, going so far as to pay them for their efforts. In Baltimore, Maryland, the Healthy Teen Network and its subsidiary, the Healthy Teen Leadership Alliance, also empower teens to influence the field of sexual health. These are just a handful of programs among many that are handing the reins over to teens. It can be difficult to keep track of all the peer-led programs popping up around the country, but Advocates for Youth  —  an advocacy organization with its focus on adolescent sexual health  —  has gathered the results of numerous studies on the impact of peer education. These studies show how peer education reduces risky sexual behaviors and empowers teens, who seem to find their peers to be more credible than adult educators.

Complete Article HERE!

Inadequate sex education creating ‘health time bomb’

‘Shockingly high’ numbers of STI diagnoses prompt councils to call for compulsory sex education in UK secondary schools

A school nurse giving sex education advice to year 10 students at a school in Devon.

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Inadequate sex and relationships education (SRE) in schools is creating “a ticking sexual health time bomb”, councils are warning, amid concern over high numbers of sexually transmitted infections (STIs) among young people.

The Local Government Association (LGA), which represents 370 councils in England and Wales, has joined the growing clamour urging the government to make sex education compulsory in all secondary schools. Currently it is mandatory in local authority-maintained schools, but not in academies and free schools which make up 65% of secondaries.

Izzi Seccombe, chair of the LGA’s community wellbeing board, said it was a major health protection issue. “The lack of compulsory sex and relationship education in academies and free schools is storing up problems for later on in life, creating a ticking sexual health time bomb, as we are seeing in those who have recently left school.

“The shockingly high numbers of STI diagnoses in teenagers and young adults, particularly in the immediate post-school generation, is of huge concern to councils.

The LGA argues that it is a health protection issue, with 141,000 new STI diagnoses for 20- to 24-year-olds in England in 2015 and 78,000 for those aged 15-19. Sexual health is one of local government’s biggest areas of public health spending, with approximately £600m budgeted annually.

The LGA appeal came as the government was reported to be close to making an announcement regarding SRE and PSHE (personal, social, health and economic education), after the education secretary, Justine Greening, flagged up the issue as a priority for government.

Campaigners hope the announcement will be made during the next stage of the children and social work bill, which is passing through parliament. An amendment with cross-party support was tabled last week which, if carried, would would amount to the biggest overhaul in sex education in 17 years, but it is not yet clear what the government announcement will amount to, and crucially whether it will make SRE compulsory.

Seccombe said: “We believe that making sex and relationship education compulsory in all secondary schools, not just council-maintained ones, could make a real difference in reversing this trend, by preparing pupils for adulthood and enabling them to better take care of themselves and future partners.”

The LGA says while SRE should be made compulsory for secondary school children, with statutory guidance on key issues including sexual health, parents should still be given the option of taking their children from the lessons.

Tory MP Maria Miller was among those proposing the amendment to the bill last week. It followed an inquiry by the women and equalities committee, chaired by Miller, which heard that most children have seen online pornography by the time they leave primary school and two thirds will have been asked for a sexual digital image of themselves before they leave secondary school.

According to Miller, research has shown that just one in four children at secondary school receives any teaching on sex and relationship issues, and Ofsted has said that when it is taught the quality of teaching is often poor.

“Different interest groups cannot agree on a way forward that suits them and in the meantime we are letting down a generation of children who are not being taught how to keep themselves safe in an online, digital world,” said Miller.

“We are not teaching them that pornography isn’t representative of a typical relationship, that sexting images are illegal and could be distributed to child abuse websites and how to be aware of the signs of grooming for sexual exploitation.

“Overwhelmingly parents and children are fed up and want change. They want compulsory lessons in school to teach children and young people about consent and healthy relationships.”

Complete Article HERE!

How Straight Men Who Have Sex With Men Explain Their Encounters

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The subject of straight-identifying men who have sex with other men is a fascinating one, in that it shines a light on some extremely potent, personal concepts pertaining to identity and sexuality and one’s place in society. That’s why some sociologists and other researchers have been very eager to seek out such men and hear them explain how they fit same-sex sexual activity into their conception of heterosexuality.

The latest such research comes in the journal Sexualities, from Héctor Carrillo and Amanda Hoffman of Northwestern University. They conducted 100 interviews, with men who identified as straight but sought out casual sex with men online, hoping to better understand this population. A big chunk of the article consists of snippets from those interviews, which were primarily conducted online by three female researchers, and at the end Carillo and Hoffman sum up what they found:

They interpret that they are exclusively or primarily attracted to women, and many also conclude that they have no sexual attraction to men in spite of their desire to have sex with men. They define sexual attraction as a combination of physical and emotional attraction, and they assess that their interest in women includes both, while their interest in men is purely or mainly sexual, not romantic or emotional. Moreover, some perceive that they are not drawn toward male bodies in the same way as they are drawn to female bodies, and some observe that the only physical part of a man that interests them is his penis. Men in the latter group do not find men handsome or attractive, but they do find penises attractive, and they thus see penises as ‘living dildos’ or, in other words, disembodied objects of desire that provide a source of sexual pleasure. Finally, as a management strategy for judging that their sexual interest in women is greater and more intense than their interest in men, they sometimes limit their repertoires of same-sex sexual practices or interpret them as less important than their sexual practices with women. That way, they can tell themselves that their sexual interest in women is unbounded, while their sexual interest in men is not.

All this contributes to their sense that they qualify as being called straight or heterosexual, even when some also recognize that their sexualities do indeed differ from exclusive heterosexuality, which in turn leads them to adopt secondary descriptors of their sexual identities. As indicated by the variety of terms that they used, those descriptors often reinforce a perception that, as a sexual orientation category, heterosexuality is elastic instead of rigid — that some degree of samesex desire and behaviour need not automatically push an individual out of the heterosexual category. And while some men are willing to recognize that their sexual behaviours might qualify their being called bisexual — and they may privately identify with that label — they feel that there is no contradiction between holding a private awareness of being bisexual and a public persona as straight or heterosexual. Again, this conclusion is strengthened by a lack of social incentives to adopt bisexual identities.

It’s interesting to keep that interpretation in mind as you read the interview snippets. Take, for example, the men who sought to make it very clear that while they sometimes got with men, they really liked women:

I know what I like. I like pussy. I like women … the more the merrier … I would kiss a woman. ANYWHERE. I can barely hug a man … I do have a healthy sexual imagination and wonder about other things in the sexual realm I’ve never done … Sometimes I get naughty and explore … That’s how I see it. [Reggie, 28]

Women are hot … I can see a beautiful woman walk down the street and I instantly can become hard and get horny. I don’t think I’ve ever seen a guy walking by and got a boner. Also, I would not want to kiss or make out with them or love them. They would be more like a sexual experience. [Charlie, 32]

Some of the men did think that their behavior possibly qualified them as bisexual, but didn’t quite want to take the step of identifying as such:

I think everybody is a little bi. Isn’t that what this research is about? There’s the Kinsey scale … It’s not like Bush saying you’re either with us or with the terrorists. I think I’m probably bi but what I present to the world is a heterosexual man. Internally I’m bi, but that’s not something most people know. I’m not ashamed, but the majority of people are ignorant and close-minded. [Simon, 27]

I am not openly bisexual to society except in sexual situations … I don’t have relationships with men; I am in a relationship with my wife and only love her. [I’m bisexual] only with men behind closed doors. [Dustin, 28]

In addition to being perhaps the first instance in recorded history of someone comparing their sexual orientation to George W. Bush’s counterterrorism doctrine, Simon’s statement contains an important point: Carrillo and Hoffman note that many of their respondents simply “see no real personal or social advantages that would stem from publicly adopting an identity as bisexual or gay.” In many cases, it may not be in their interests to do so — hence the compartmentalization of their same-sex encounters.

Another reason for such compartmentalization is that it allows some men the opportunity to explore parts of their identities they feel they couldn’t safely in heterosexual settings:

For most of my sex life I’m in control of things. I’m not a boss at work anymore but I’ve been in situations where I’ve managed a hundred people at a time. I take care of my family. I take care of my kids. I’m a good father. I’m a good husband in providing material things for my wife … I’m in charge in a lot of places … There’s times when I don’t want to be in charge and I want someone to be in charge of me … that’s what brings me over [to] the bisexuals … it’s kind of submitting to another guy or being used by another guy. [Russell, 54]

“Interestingly,” write Carrillo and Hoffman, “being dominated by a man seemed to them less threatening than being dominated by a steady female partner, perhaps because it could be construed as a temporary fantasy, instead of meaning a permanent change in the gender balance.”

This same dynamic popped up the last study on this subject I covered — the idea that men “get” something about sex that women don’t, and that because there’s a fully mutual understanding that what’s going on is just sex, same-sex experiences can be set off safely away from the rest of one’s (heterosexual) identity. You can be a “good father,” which many men imply to mean being a strong, straight man, while still messing around with men on the side. From these men’s perspective, they can have it both ways — the privileges of identifying as straight and the pleasure and excitement of same-sex relationships on the side — without their identity being threatened.

Complete Article HERE!