Parents (try to) Explain
How to Talk to Your Younger Sibling About Sex
Since older siblings can sometimes be the best sex-ed teachers, here are four important topics to cover and a few links about how to get the conversation started.
[P]ositive sexuality is at the forefront of conversations being had by student activists on college campuses. Dismantling the societal constructs of traditional masculinity and femininity and redefining campus sexual scripts are priorities aiming to decrease sexual assault rates and increase discussion about what perpetuates them.
As a result, college students are in a prime position to be instigators of conversations amongst younger groups, because they are at the core of the rapidly changing dialogue prompting social changes that support young adults in expressing their sexuality and promoting safe sexual climates for everyone.
Being a mentor to the younger kiddos in your life, and more specifically the youngsters in your family, can be a tricky yet invaluable role to fill. If you decide to open up a conversation about sex with younger siblings, some awesome topics to include are consent, gender identities and expressions, contraceptives, birth control and the construct of virginity. There are certainly other categories to include, and questions will likely arise about the many nuances of sex, but starting with broad ideas essential to healthy sexuality will set up the conversation to be productive and meaningful.
1. Consent
It’s never too early to start introducing principles of consent into children’s lives, nor is it ever too late. If your siblings are elementary school-aged, having a conversation with them about consent does not have to centered around sex, because consent is applicable to any and all interactions, whether sexual intentions are present or not.
Teaching young kids to ask for permission to hug someone or to sit close to someone plants the seed for healthy habits of asking for and offering consent to grow. If younger individuals become accustomed to asking for consent in small, everyday ways, they will be more aware and respectful of others’ boundaries. As they grow into adolescents and college students, the concepts of consent will be second nature and clearly understood when they do enter into sexual contexts where consent is required.
Regardless of the age of your siblings, consent is applicable to everyone and should be a frequent, continuing conversation. For siblings that are old enough to dive deeper, unpacking the mechanics of genuine and enthusiastic consent can include information about how things such as power dynamics, substances, coercion and intimidation can all influence the improper acquisition of consent. This is also a great time to emphasize that despite the common tactics used to unfairly obtain someone’s consent, the right to enthusiastically consent to sexual activity without the influence of outside factors is omnipresent, powerful and absolute.
Consent is a quintessential component of healthy sexual encounters! For more info on consent, and the “Yes Means Yes” campaign advocating for enthusiastic consent, check out https://www.yesmeansyes.com and have your siblings take a look, too for the scoop on all things consent and respect. As quoted in an article on everydayfeminism.com “conversations about consent—especially if those conversations are with children—are not always easy to have. They are, however, necessary if we’re trying to create a society in which consent is understood and respected by adults and children alike.”
2. Gender Identities
Another frequently skipped-over chapter in the sparse book of sex education in America is the section on gender identity. Thanks to celebrity stories in recent years such as Caitlin Jenner, Jazz Jennings and many other Hollywood young adults openly identifying as gender fluid, bisexual and indicating other identities along the gender-nonconforming spectrum, gender identity and gender rights have become popular topics. While many school sex education programs are a bit behind the times and have yet to add conversations about various gender identities into their curriculum, older siblings can try to fill some of the gaps.
The biggest point to emphasize to a younger sibling is the difference between sex and gender, and that gender is a social construct that is governed by expectations and norms that align with the gender binary system. To expand on that, include notes about how gender is made up of multiple components that fall along a spectrum; there are new models, like the gender unicorn, being developed to illustrate this idea; the colorful and simple designs are engaging for young learners and a great visual representation of the spectrums in general.
Most of all, encourage youngsters to explore and contemplate their own gender identity by questioning the norms they’re conditioned to live in accordance with, and support them unconditionally in their discoveries. Your unwavering love may serve as an example for when they find themselves being a support for a friend or peer one day.
3. Contraceptives
For siblings that are approaching the age of dating and having sex, a little brush up on contraceptive options is a helpful addition to sibling sex-education sessions. This goes for all gender identities, not just the ladies! Everyone should be aware of how to protect themselves and their partner of choice, so that everyone can feel safe and focus on other matters at hand. A quick browse through the “Birth Control” tab on teenshealth.org gives an extensive explanation of the various methods of birth control and contraceptives, the intended uses of each, the effectiveness rates and some FAQs.
While talking with a healthcare provider is the best idea for beginning a birth control plan, providing kiddos with information about their options allows them to reflect on what they’re comfortable with and choose an option that suits them if and when they need it.
4. Virginity
When younger siblings are thinking about becoming sexually active, a chat about the virginity construct can help them reflect on what sex means to them. There is heavy emphasis placed on the “losing of” one’s “virginity” and how the experience is meant to be transformative, pivotal and special. For some, the giving of virginity to another person signifies an act of deep trust, intimacy and comfort. For others, the concept of virginity is merely an ancient phrase sometimes used to label the beginning of their sexual adventures.
There is no right or wrong way to think about a first sexual experience, nor is there a universal definition of what composes the official loss of virginity, which some sex beginners don’t get the chance to contemplate before diving in. The concept of virginity loss is associated with impurity and places the person taking someone’s virginity in a position of power, while the person who “lost” it is seen as sacrificing something valuable.
Contemplating the idea that virginity is not a physical state or thing, but instead a construct that can be accepted or disregarded, allows young people to decide for themselves how they want to think of sex and define it in their own terms. First times are a lot of things, ranging from spontaneous, meaningful, messy, calculated or a combination of everything. Restructuring the way young adults think about their first sexual experiences gives them the power to conceptualize their sexual debuts as they choose to.
Beyond everything, the most important thing about having a conversation with siblings about sex is just to have it (the conversation). In the era of change kids are growing up in, the taboo topic of sex is not yet a conversation of full disclosure, even as it gains traction. Being an advocate for positive sexuality development by starting dialogue can help change this, one awkward chat at a time.
The following websites are excellent resources with information on the topics above and many more! They’ve got tips for curious teens and lots of advice for how to start a conversation.
Complete Article HERE!
College Students Want to Talk About Sex. They Just Don’t Know How.
By
[F]ear of sexual assault on college campuses is twofold: Many students are afraid of being victims of assault, while others are terrified of being accused of it.
If that sounds ridiculous, consider this: Apps have popped up in recent years that allow students to sign virtual consent forms before engaging in intimate encounters. The contract on SaSie, one such app, prompts consenting parties to fill in their names and e-signatures, and add pictures of their photo IDs so as to provide “a legally binding modicum of evidence for students and adjudicators.”
Clear communication in sexual encounters is paramount and the stakes are high. Nonconsensual sex is rape. But it’s ridiculous to think that consensual sex should require a legal contract.
This is not the way for students to get clarity on healthy sex. If we are going to change a culture of normalized drunken hookups and damaging acts of sexual violence, we must get to the roots of the problem: communication and education.
Most colleges and universities require that freshmen and other new students attend orientation workshops to familiarize them with guidelines for consent, a term that is often narrowly defined to avoid confusion. Sex, our administrators and peer leaders tell us, requires verbal positive affirmation at each progressing stage of physical intimacy.
This is not a bad way to define consent, but it overlooks emotional intimacy and vulnerability entirely. When gymnasiums full of relatively inexperienced undergraduates hear an administrator explain “No means no” over a microphone, no matter how intently we pay attention or how much we agree with that statement, we are not receiving guidance on language that will help us communicate with future partners. Consent workshops can be as impersonal and utilitarian as an SAT prep book: fact-based, transactional, generalized and devoid of human emotion.
As a transfer student at Middlebury College, I sat through two such orientations and several mandatory forums about sex on campus. It was uncomfortable.
But I can see the connection between these awkward seminars and the rise of swipe-for-consent apps: Both are the outcome of a culture completely out of touch with healthy communication about sex, especially when it comes to educating young adults about it.
It’s not any school administration’s fault. There are no national guidelines for sex ed, and the curriculum for it varies greatly around the country, often from state to state. Fewer than half of the states require sexual education in public schools, and only 20 of them even require that it be medically, factually or technically accurate. Think about that.
To be clear, inaccurate sex ed isn’t to blame for all cases of sexual violence, which college-age women are three to four times more at risk of experiencing than all other women, according to a 2014 Department of Justice report.
Still, as young adults, we have no real guidance for modeling intimate behavior on anything other than the glamorized, highly choreographed sexual encounters we see on TV and in movies, music and pornography. Those media generally fail to include any language of consent at all. Nowhere are Americans exposed to the idea that talking to your partner before, during and after sex — regardless of whether you met five years or 15 minutes ago — makes sex better! Why is nobody teaching us that “great sex” happens when both partners are equally engaged in respecting and communicating their expectations?
To address this intimacy gap in our language, my peers and I started the Consent Project at Middlebury. We invite speakers to address topics like pleasure, anatomy and masculinity. On weekends we host a “Morning-After Breakfast,” where students talk about sex and relationships without judgment. Every breakfast begins with an icebreaker — a game of sex and anatomy trivia to loosen up language around taboos — and then students break into smaller groups to air out personal confusions.
The idea is to identify, through group communication and brainstorming, what defines good and healthy sex. Our goal is to develop a shared idea of consent that encompasses self-advocacy, respect and mutual fulfillment — and not to treat it like a checkbox.
In Consent Project meetings, students bring up topics that don’t necessarily come up in school-sponsored consent workshops. They talk about drinking to overcome inhibitions, only to wake up the next morning feeling unfulfilled, unsure and sometimes even regretful about their choices. Both women and men admit to feeling inadequate and a pressure to “perform.” Women more often voice frustration over not having their own sexual needs met or respected, while men express anxiety about sexual rejection. There are many elements that add to students’ confusion, but the role that drinking and recreation drug use play cannot be overstated.
It may seem like a small thing, but these conversations actually do seem to make students more comfortable. There is always a healthy amount of laughter despite the seriousness of the conversations. We get a lot of feedback from students who say they feel willing — or even excited — to start talking about sex more openly.
The miscommunication that can lead to sexual violence, on campus and off, is not unavoidable. Absent reform in the K-12 system, students can help create safe environments and learn from one another. Teachers, administrators and the media tell us only part of the story. Let’s learn to talk openly and respectfully about sex, pleasure and our boundaries, in all the ways we individually define them.
Complete Article HERE!
LGBTQ kids are missing out on sex education—and it’s up to schools to change that
by Ana Valens
[L]ast year, California officially mandated LGBTQ history lessons in public schools, vowing to teach “the contributions of lesbian, gay, bisexual, and transgender Americans” and their impact on both the state’s and the country’s history.
This was a victory for LGBTQ rights, because it’s a rarity; in most states—in all but nine to be exact—schools don’t even cover LGBTQ sexuality, let alone queer history.
When surveyed by the Human Rights Campaign (HRC), only 12 percent of millennials said they received sexual education material that covered sex between gay partners—even though 20 percent of millennials consider themselves LGBTQ. American sex ed is “primarily or exclusively focused on heterosexual relationships between cisgender people,” according to a different study conducted by Planned Parenthood and the HRC.
This hetero-specific focus creates a multitude of problems for all young people sorting through their anxieties and questions about sex and sexuality. For one, straight students aren’t being forced to acknowledge other sexualities, which can foster bullying and promote a culture of intolerance. For another, a lack of school discussion means most LGBTQ students are being inadvertently told to stay in the closet. And with that messaging, there is the shame and hiding, and then there are the health risks.
Proper safe-sex education is important for all students, and LGBTQ people are no exception: 22 percent of all transgender women are HIV positive, and queer men face a higher risk of contact with HIV or a sexually transmitted disease, according to the Centers for Disease Control and Prevention.
While ignoring queer students may not be a new phenomenon, it doesn’t mean it doesn’t need to be remedied. And perhaps school districts can start by listening to the stories of queer people who have gone through the country’s lackluster sexual education systems. Through them, activists can learn how to fix such a massive gap in sex education.
This is what the queer sex ed gap looks like
Larissa Glasser, a librarian and writer living in Massachusetts, grew up in the 1980s, an era whose approach to sex ed was based in fear and simple authoritarian phrases like “Don’t do it.” Glasser, whose transgender, obviously couldn’t rely on schools to teach her about queer life.
“I was in public school until fifth grade and we had no sex education whatsoever,” she told the Daily Dot. “This was during the Reagan presidency, so all we ever heard about sex was AIDS as a scare tactic to be abstinent.”
Very little accurate information existed about transgender women outside of schools. Glasser was only exposed to trans people through filmmakers like John Waters and Ralph Bakshi.
“Finally, during the 1990s, trans issues were addressed somewhat respectfully in about 10 percent of the films I saw,” Glasser said. “Then I discovered writers like Jean Genet, Angela Carter, and Hubert Selby Jr., who were willing to portray queer femme sexuality in a somewhat positive light.”
Glasser’s experiences mirror many other LGBTQ students’ struggles. Sophie Searcy grew up miles away in Kentucky during the ’90s and 2000s, attending Catholic school all the way through high school, and she too had virtually no experience with LGBTQ education. Queer and trans sexuality just wasn’t discussed.
“The Catholic system I belonged to had a program called ‘family life,’ which was a religious health and sex education program,” Searcy told the Daily Dot. “Very basic facts about anatomy and puberty were explained in gender-separated rooms. There was no mention of safer sex methods, navigating consent, or any LGBTQ issues whatsoever.”
Searcy knew early on that her church wasn’t LGBTQ-inclusive. But looking back on those early years, she realized that queer people were treated as if they simply didn’t exist at all.
“The class explained sex as exclusively between a man and a woman, as if only heterosexual orientations existed,” Searcy said. “Similar to how the class erased all non-hetero orientations, the class explained gender, sexual development, and sexual intercourse in a way that didn’t even acknowledge the possibility of trans people. Boys had penises, girls have vaginas, boys develop into men, girls develop into women, etc., etc., etc.”
In particularly conservative areas, sexual education isn’t just biased—what it is lacking can induce violence. LGBTQ activist and writer Sarah Bess grew up in southeast Missouri in the 1990s, and she was repeatedly harassed, bullied, and physically assaulted across school districts.
“I was this awkward, autistic, queer kid from the middle of nowhere, so I got picked on a lot,” Bess explained. “I dropped out in the seventh grade because I was getting beat up so much and my home life sucked and I really didn’t care about school.”
Bess’s classes didn’t provide a respite from the attacks. “Being gay wasn’t really mentioned as a possibility in my sex ed classes. The existence of trans people definitely wasn’t acknowledged. There was a lot of fear-mongering about pregnancy and STIs, and that’s mostly what I remember,” Bess explained. “I don’t remember anyone at school even mentioning trans people. Beyond transphobic Jerry Springer and Maury Povich episodes, I don’t think we were on anyone’s radar.”
In one case, her sex education teacher enabled a physical assault.
“My seventh-grade sex ed class was taught by a gym coach who watched two boys beat the shit out of me after school one day,” Bess said. “He just laughed, got in his car and drove off.”
When anti-LGBTQ sentiments take hold in a school, then queer students live in an ongoing state of fear. This not just impedes their education, it can be debilitating for their growth and self-esteem—and it can separate queer people from one another by forcing them to stay hidden. For someone like Bess, this was extremely alienating.
“I was in my late teens the first time I knowingly talked to another trans woman online,” Bess explained. “I was in my twenties before I knowingly met anyone like me in person.”
For others, sex education classes could have possibly saved their lives. A 2014 report published by the American Foundation for Suicide Prevention and the UCLA Williams Institute reveals that suicide attempt rates are particularly high among transgender and gender non-conforming students who face harassment or bullying at school. Through sex education, though, students could have a better understanding of gender transitioning or normalizing queer sexuality. The more that classrooms validate LGBTQ experiences, the more likely students are to treat their fellow classmates with respect.
“Gender was always conflated with assigned sex and body parts,” Searcy said. “It wasn’t that trans people were portrayed as evil or misguided, but that the possibility of being trans was never even acknowledged.”
Then came the internet
So if LGBTQ students aren’t able to learn about their bodies from primary and secondary schools, where do they go for information about queer sexuality? Many turn to the internet.
But the internet is a luxury, one that not everyone is able to access—especially those in previous generations. In Bess’s case, this directly impacted her exposure to trans material.
“I didn’t have consistent internet access for most of my life, so I picked up bits and pieces where and when I could,” she said. “I watched a lot of porn with trans women in it and read a lot of gross forced fem erotica, none of which was very helpful for learning about sex.”
Even when internet access is available, its resources aren’t always helpful. Sometimes they can be damaging.
Shortly after Glasser graduated from library school, she stumbled across a gender transitioning guideline called tsroadmap, also known as “Transsexual & Transgender Road Map.” Glasser felt even worse about herself while using the website, in part because the guide relied on rigid stereotypes and generalizations for trans women. In one case, the site demanded that trans women undergo surgeries in order to properly transition, when many trans people prefer not to undergo permanent surgery.
“It was useful at the time,” she said, “but in hindsight, I think its normativity had a fairly toxic effect on my self-esteem when I was at my most vulnerable point.”
Searcy, on the other hand, saw internet access as a major source for learning more about non-hetero sexuality. Some of her biggest resources for her transitioning were writers who have gained significant prominence thanks to the internet’s impact on the trans community.
“Ultimately, a close friend came out as trans which led me to question my own gender and explore resources on my own,” Searcy said. “Julia Serano and Morgan M Page were particularly helpful, as were Imogen Binnie and Casey Plett.”
So while online resources aren’t exactly perfect, the internet has advanced far enough that it can connect trans and queer people with the online communities they need to learn more about themselves. On Reddit, there are subreddits like /r/asktransgender that let trans people learn about undergoing gender transitioning. Sites like Sites like Keshet and Queer Theology provide resources for religious queer and transgender people. Resources like TJOBBANK host employment listings for LGBTQ folks searching for inclusive workplaces. And services like Discord and Slack allow queer and trans users to create their own closed groups where LGBTQ members can hang out, talk about queer life, or get together and play video games. The internet has changed over time, and that means there are more ways for queer and trans people to meet each other than before.
But it’s unfair to relegate LGBTQ students to the internet for advice, often in secret. It can stall LGBTQ kids from coming out, make trans and queer sexuality feel like a taboo, or send the message that queer and trans life isn’t important enough to understand.
Schools are supposed to provide students with learning opportunities that help young kids grow into productive adults. That’s why third graders learn basic reading comprehension skills, and high schools teach American history (albeit often from a very straight, white, male perspective), and middle schoolers get a whole class dedicated to sex and their bodies—so they can go out into the world informed and prepared.
But if schools leave out LGBTQ sexuality and force queer students to learn on their own time, then those schools are failing at their jobs. Why must the burden be on LGBTQ youth to educate themselves?
The solutions that exist
Casey Plett, author of A Safe Girl to Love, lived in an upper-middle class suburb in Oregon during her high school years. At the time, she enrolled in an “internationally-focused hippie-ish sub-program” that seemed more like “actual sex ed taught by Planned Parenthood.” And yet like Glasser and Searcy, she says, “I cannot recall LGBTQ issues ever coming up. Negatively or positively.”
And as for trans issues? “Ha,” she told the Daily Dot. “No. Zero.”
This was in 2001. But she recognizes things have changed since then. LGBTQ equality has become more mainstream, trans rights have entered the news cycle, and queer sex ed has turned into a serious activist rallying point. Today, she thinks there’s solutions that school districts can take to bring LGBTQ education to kids, instead of forcing them to turn to the internet. That is, if they’re willing to put in the effort.
“There are plenty of gay sexual health resources out there,” Plett said. “I’d get a hold of them, pay them to come, and let them take the wheel. And be open and loving and willing to learn.”
Plett is right. Today, many local LGBTQ organizations host workshops for queer youth, providing the resources students need to learn more about their sexuality. Long Island’s Pride for Youth, for example, facilitates workshops on fighting transphobia and working with LGBTQ youth. Other community centers, such as New York City’s Apicha Community Health Center and the Los Angeles LGBT Center, provide training segments for educators, giving them the skills they need to teach LGBTQ-inclusive material in classrooms. And in recent years, Planned Parenthood has both criticized the lack of LGBTQ sex education in public schools, and begun taking a more LGBTQ-inclusive approach to sex education.
Gender therapists and counselors traditionally host workshops for teens as well, allowing them to explore LGBTQ topics in an affirming environment. And programs like the GSA Network even give students the training they need to host workshops and class sessions that can debunk damaging myths about the queer community.
For those who don’t live in “gay-friendly” metropolitan areas, there are also online resources available for classrooms. TED hosts a variety of TED Talks covering LGBTQ issues, from coming out to helping transgender teens. And many educators host lesson plans and teach-ins that are available for free online, allowing students to engage in queer sex education topics through a vetted workshop environment.
These programs and groups normalize LGBTQ sexuality. Workshops talk frankly and openly about what it means to have sex as a gay or transgender person and provide safe sex education to prevent STIs. They also give educators the training they need not just to respect queer students, but to include LGBTQ topics in future lesson plans. If school districts aren’t sure how to approach queer sexuality, here is where they can start.
“It would have been incredible for me to hear the simple facts that sex is complicated and messy but that there are a few universals that we should consider (consent, safer methods, exploration),” Searcy explained, “or that gender is independent of assigned sex and that it might be helpful to consider if my assigned sex did not fit.”
That’s something echoed by Bess, who knows all too well that many school districts are still avoiding LGBTQ topics in their entirety. She insists that the federal government should take a more active role in protecting LGBTQ youth, especially in areas where people are particularly bigoted toward queer students. Many school districts simply aren’t evolving anywhere near the rate of young people’s attitudes toward sexuality.
“It’s been awhile since I was in school, but it doesn’t seem like things are much better now in the places I grew up,” she explained. “Federal intervention is absolutely necessary to protect queer and trans students and educators, especially in rural school districts.”
Safety is where educators need to start if they want to facilitate an open, tolerant conversation about sex and sexuality. With transgender students under attack through outrageous “bathroom bills” across the U.S. and the Trump administration officially rescinding any federal guidelines for protecting trans youth, state and federal intervention is more important than ever.
For example, in New York, Gov. Andrew Cuomo officially outlawed all forms of discrimination against transgender people in 2015. Discriminatory fines for “willful, wanton or malicious” discrimination is up to $100,000. Massachusetts offers the Safe Schools Program for LGBTQ Students, a joint initiative that provides training for school administrators on queer topics and gives students the tools they need to become activists in their school settings.
Fostering change and giving schools a legal incentive to end discrimination is important. Seeing how 42 percent of all queer youth feel their community is not accepting of LGBTQ people, promoting tolerance and opening constructive discussion are the keys to getting there.
Schools teach basic sex education for a reason: Most adults will have sex, and the repercussions of sex are often far-reaching and far-ranging and can be life-changing. But if sex education doesn’t address the current population and the culture, then it’s time for administrators to recognize they’re doing youth a disservice. Making things right could actually save lives.
Complete Article HERE!
What’s Love Got to Do With It?
Study: Sex Ed Should Include Advice About Relationships, Consent
by
[M]ost parents aren’t great at educating their kids about the birds and the bees. But children are also missing out on general relationship advice, according to a new study. Researchers found that 75 percent of kids surveyed wish their parents had taught them how to manage the emotional aspects of their relationships, rather than just informing them about sex. The findings suggest that parents are largely doing “the talk” wrong—and that we need to focus less on how youth should manage casual sexual relationships, and more on how they should foster healthy, romantic ones.
We tend to assume that our kids “are going to learn to love naturally, or that they will magically or organically figure this out,” coauthor Richard Weissbourd of Harvard University told Quartz. “There’s a lot of evidence that’s not the case.”
Parents, as well as schools, tend to approach sex education with a heightened focus on hook-up culture. But the data indicate that the notion of a pervasive, high school hook-up culture is mostly a myth. When students were asked about their ideal Friday nights, only 16 percent of those surveyed indicated interest in casual sex. The rest felt their weekends would be better spent with significant others, with friends, or alone. That’s not to say solid sex education isn’t essential. But the study suggests focusing on the sexual sides of relationships isn’t serving the needs of the average kid.
Our overemphasis on sex rather than romance can also lead to a number of problems for kids as they mature, including high divorce rates, unhappy marriages, and even domestic abuse. Despite statistics suggesting misogyny and sexual harassment are as prevalent as ever, the study found that more than 60 percent of kids never have a conversation with their parents about consent, or even about the “importance of not pressuring someone to have sex with you.” Shockingly, two thirds of the kids also told researchers they felt media reports of sexual harassment were “overhyped”.
Parents need to have more detailed, meaningful conversations with their kids about the differences between healthy and unhealthy relationships, the authors conclude. And we desperately need to revamp our approach to sex ed, so it addresses the issues kids are actually facing. Because while we now thoroughly address a hook-up culture that barely exists and arm our kids with condoms, it seems we’ve forgotten to teach them how to navigate relationships, obtain consent, and be safe, supportive partners. Unfortunately, that’s something they’re unlikely to figure out on their own.
Complete Article HERE!
Study: Sexual Harassment, Misogyny Prevalent Among Young People
by Zawn Villines
Teenagers and young adults often experience misogyny and sexual harassment in their relationships, according to a new report from Harvard University. The report found many adults are highly concerned about “hookup culture,” causing them to neglect more prevalent concerns among young people.
Report Highlights Relationship Concerns Among Young People
The study is part of the Making Caring Common project, a project dedicated to nurturing responsible, justice-oriented young people. Dr. Richard Weissbourd, Senior Lecturer at the Harvard Graduate School of Education, directs the program. He is also the study’s lead author.
Weissbourd and his colleagues drew upon more than 3,000 formal and unstructured interviews with teens and young people across the country. The interviews uncovered some trends:
- Sexual assault among young people is high, but parents and educators often fail to discuss consent-related issues. Sixty-one percent of survey participants ages 18-25 said their parents had never discussed ensuring their partners wanted to have sex. More than half (56%) said their parents had failed to highlight the importance of not pressuring another person into sex, and 49% said their parents had not encouraged them to ensure they were comfortable before having sex.
- Young people reported feeling unprepared for lasting romantic relationships, and many were anxious about developing them. Seventy percent said they wish their parents had provided them with more information about this topic.
- Gendered discrimination and sexual harassment are highly prevalent among young people. Eighty-seven percent of women reported experiencing sexual harassment. Yet, many young people reported being untroubled by gendered harassment. Forty-eight percent agreed with or were neutral about the notion that “society has reached a point that there is no more double standard against women.” One in three men and 22% of women said they thought men should dominate romantic relationships.
Lack of Meaningful Discussion Between Adults and Teens
The survey found adults consistently fail to address the topics that most frequently and harmfully affect young people. For example, 76% of participants said their parents had never discussed with them how to avoid sexually harassing others. When parents did discuss topics such as sexual consent, respondents said those discussions wielded significant influence.
Both teen and adult respondents expressed excessive worry about “hookup culture.” Research suggests hookups are not as pervasive among young people as many adults believe. However, myths about hookup culture can pressure young people into sex before they feel ready. Teens and young adults may also feel shame and embarrassment.
The study’s authors urge parents, educators, and other adults to be ready to respectfully and frankly discuss the issues that most frequently affect young people. They highlight the need to educate teens about respectful relationships, move beyond clichés and platitudes, intervene when they witness degrading behavior, and openly discuss what it means to ethically handle romantic relationships.
Complete Article HERE!
Sexuality education for parents of young people with Down Syndrome
By
When I first started teaching sexuality education, I focused on people with disabilities, the parents and carers of people with disabilities, and professionals who worked with people with disabilities. I truly loved my work. When I moved back to the United States, I attempted to bring that work with me, pitching various disability support organizations around Chicago to teach sexuality education. The best response I got was…let’s call it polite disinterest.
That is why my heart leapt when I heard about Katie Frank, who works at the Adult Down Syndrome Center in Park Ridge, and she was kind enough to spend an hour with me to talk about her work in sexuality education for parents of young adults with Down Syndrome.
Katie has a PhD in Disability Studies from the University of Illinois at Chicago, where her dissertation was “Parents as the Primary Sexuality Educators for their Adolescents with Down Syndrome.” She has been the primary investigator on multiple research studies including individuals with DS and/or their families, and has had her work published in peer reviewed journals. I spoke to her about sexuality education for parents of young people with Down Syndrome.
I asked Katie where she usually starts with parents and carers of young people with Down Syndrome in regard to sexuality education. She said she likes to start with questions. Parents tentatively bring up the subject of sexuality education for many different reasons. Rather than make assumptions, Katie seeks out more information by asking questions like, “Why are you thinking about this right now?” Parents’ answers range from issues around public vs private behaviors, to discomfort with self-stimulation. Others do not how to respond when their child declares an intention to get married. Despite the wide variety of circumstances that lead families to Katie, research shows that most parents avoid these conversations because they’re scared, and understandably so. Katie reassures parents that sexuality education is not just about sex. In fact, many times, it is not about sex at all. Frequently it’s about dating, relationship skills, needs for companionship, or general life goals. She also tells parents that sexuality education is not just a one-time conversation, but rather a habitual use of teachable moments to both gauge and add to a young person’s understanding.
Katie says that parents, not educators, should be the primary teachers of sexuality education. For many young people with Down Syndrome, schools and supportive service agencies are ill-equipped to teach sexuality education in a way that is tailored to individual understanding and learning needs. If a young person with Down Syndrome is in an inclusive classroom, the material is not necessarily presented in a way that maximizes their understanding. If a young person is in a special education room, the teacher is highly unlikely to be even the least bit comfortable teaching sexuality education. Therefore, Katie believes that parents are best positioned to be the primary teachers of sexuality education for their children.
So, where should parents start? Katie directed me to many helpful resources, which you can find here. Some of those resources include books written by the incomparable Terri Couwenhoven. The Adult Down Syndrome Center also offers in-person services for qualifying families. These services include monthly social skills workshops on topics like friendship, dating, and social awareness. The center also offers health services and consultations.
Katie is currently running a research study at the center for family-based sexuality education training for parents of young adults with Down Syndrome. The training is free for parents of young adults (ages 20-30) with Down Syndrome. The study will investigate the effectiveness of a family-based sexuality curriculum for parents of young adults with Down Syndrome. So far, Katie is pleased with the results of the study, which measures improvement in self-efficacy and attitudes around sexuality and healthy relationships, as well as increases in parent-child communication on sexuality-related topics. Participants must be able to communicate in English and be available to meet three times over a four week time frame for three hours (9 AM – 12 PM). A follow-up survey must be completed one month after the final training. It is offered at the Adult Down Syndrome Center in Park Ridge, IL, and there are several date options available through the summer and early fall (of 2017). Please contact Katie, or call 847-318-2303, if you are interested in participating.
When I worked in sexuality education for people with disabilities, many asked me why my job existed at all, implying that people with disabilities have no need for this information. That is simply untrue. Sexuality education includes information about puberty, social expectations, relationship skills, what is/is not legally permitted, body autonomy, and risk-management. Those topics are relevant to all human beings, regardless of whether they are typically-developing or not. The mechanisms for delivering that information and the level of detail required are the only things that change. I was very grateful to meet Katie, who is doing the important work of making sure families have access to the information and services they require to live healthy, fulfilled lives on their own terms.
Though I wish I could summarize all of Katie’s insight from the fascinating hour we spent together, I can at least leave you with this:
“None of us knows all the answers to all the questions, which is why we all must learn to keep asking.” – Katie Frank
Complete Article HERE!
This App Could Bring Sex Ed To All Students
Real Talk helps middle schoolers access reliable sex ed information using storytelling, regardless of whether they have internet at home
[I]t was a long way from Princeton. After graduating from the Ivy League school, Vichi Jagannathan and Liz Chen both wanted to give back by teaching. So they joined Teach for America, the program that places talented graduates in low-income schools around the country. They found themselves placed in adjacent classrooms in a high school in rural Eastern North Carolina.
Here, Jagannathan and Chen both had the experience of seeing students struggle with unplanned pregnancies at as young as 15 or 16. They wondered why: was it a lack of health education? Could something be done about it?
“Vichi and I talked to students and realized that health was not a huge priority in the school; it came second to physical education,” says Chen, who is now in a PhD program in health behavior at the University of North Carolina at Chapel Hill.
There were health classes, but teachers didn’t necessarily have good resources like prepared lesson plans and PowerPoints to use. And even when the teachers in the area did have resources, they often felt ill at ease discussing certain aspects of sex and sexuality openly.
“Some of them didn’t feel comfortable answering questions, or discussing topics, potentially because of their religious affiliation,” Chen says.
So Chen and Jagannathan—and later a third woman, Cristina Leos—decided to create a resource that could speak directly to students. That tool became Real Talk, a sexual education app that uses real teenagers’ stories to address questions about sex, puberty, gender, relationships and more. The project has received a $325,000 grant from the U.S. Department of Health and Human Services’ Office of Adolescent Health, and an additional $25,000 in funding from a student entrepreneurship prize at Yale, where Jagannathan is completing an MBA.
While the app was originally intended for high schoolers, the women realized that many of the teens they were talking to began having sex before 9th grade. So they decided to target the app to middle schoolers instead. To design Real Talk, they spoke with more than 300 students in North Carolina, Texas, Connecticut and elsewhere, conducting long interviews, doing group sessions, and soliciting real life stories about the kind of things most people, teens and adults alike, feel awkward talking about. Not surprisingly, they found that, even in schools with comprehensive sex ed, students still had questions.
“We got the sense that not all of them are comfortable talking about the topic of sex ed in school, which could be for a number of reasons—they’re around their peers, they don’t want other people to know their questions,” Jagannathan says.
They also realized that it was important that students feel the source of information was credible—and to them, that often meant it came from a peer who had been through an experience themselves. They also wanted that story to be written in an authentic way, which meant plenty of slang and emojis. Teenagers, for instance, often use fruit and vegetable symbols to represent genitalia, a fact perhaps not known to most adults.
“Once we started developing the idea of sharing experiences, we learned that stories are a really engaging way to get middle school students to listen and be curious,” says Leos, who is in the same PhD program as Chen. “There’s a lot of development science research that shows that facts and statistics are pretty difficult for teen brains to recall, particularly when they’re in situations of high emotional arousal. But stories are easier to recall.”
Using the app, teens can select their topic of interest and read a text interaction between real teens dicussing the subject at hand—acne, say, or wet dreams. The story will link to factual information from reliable sources, so teens can learn more.
The team says many of the students they interviewed were actually less interested in traditional sex ed topics like pregnancy and how to avoid STIs, and were more interested in puberty and hearing about other peoples’ experiences with things like embarrassingly timed erections.
Students were also “surprisingly both comfortable with and interested in speaking about gender identity and gender fluidity,” Jagannathan says. They wanted to have the option to read stories from real teens of various genders, including genders beyond the traditional male/female binary.
“It’s been refreshing and very surprising to have that pressure from our users,” Jagannathan says.
Some of the stories featured on the app are from students that Chen, Jagannathan and Leos met in person, but many came from an ad placed on Instagram asking for teens to share about their sexual health questions and experiences. The team plans to use Instagram as a key part of their marketing strategy for the app, which they hope to have in iTunes by early next year.
“Over 90 percent of the teens we worked with check Instagram every single day,” Jagannathan says.
The team also plans to offer Real Talk to sex ed teachers and other educators, who can share it with students. While there’s no lack of high quality sex ed websites aimed at teens, the team hopes having an app will make the information more accessible to rural students and students of color, some of whom may not have reliable internet access at home. They can use their school’s wifi to get the app, which comes with some stories loaded to be read without an internet connection. While it’s not the only sexual health app for teens on the market, its storytelling format gives it a unique edge.
Real Talk’s founders plan to assess the app’s efficacy by looking to see if using it makes teens more likely to understand various sexual health topics, or if it makes them more likely to speak openly with trusted adults about these topics. Ultimately they would like the app to have real-world effects such as reducing the teen pregnancy rate.
Teen pregnancy rates have been declining for some 20 years—in 2014, there were fewer than 25 births for every 1,000 females between 15 and 19, a decline of 9 percent from the previous year. Interventions like Real Talk can help ensure that rate stays low, or perhaps drops even further, said the judges who awarded the team the government grant.
“These interventions will help ensure that this important national success story continues,” said Lawrence Swiader, vice president of digital media at The National Campaign to Prevent Teen and Unplanned Pregnancy, in a press release.
But reducing teen pregnancy is not the only important thing. Learning about sex and relationships can potentially teach a number of self-care and interpersonal skills too.
“Since we’re focusing on such a young age group, really one of the best things for us is to help middle school students develop some foundational skills that will improve a variety of other behaviors and outcomes,” Leos says.
Complete Article HERE!
We need to show real photos of genitals as part of sex education
By
Labiaplasty is on the rise. Boys and men continue to worry that their penis is too small. Every other week there seems to be a new treatment promising to make your penis longer and harder or your vagina tighter, smoother, and more sparkly.
These treatments prey on our insecurities – our deep, dark worry that there’s something wrong with our genitals. That they’re not ‘normal’.
It’s no wonder we think that, though, when we don’t get to see a range of all the different ways vaginas and penises can look.
If you’re interested in same-sex relationships or, well, sex, you’ll likely get to see a few more genitals that look a bit like yours.
But this only happens once you start getting to the point of stripping down – a point you’re unlikely to reach if you’re so filled with doubt and self-hatred for the appearance of your genitals that you can’t even imagine letting someone else see them.
And for those who exclusively get busy with people of the opposite sex, it’s easy to never see a real-life alternative of your own sex-specific genitals out in the world.
Instead, you see smoothed, Barbie-perfect versions of vaginas and whopping great penises that stay erect for hours in porn.
You see blurred out images online or dainty flowers, or bananas and crude doodles to illustrate their place.
When you never see genitals that look even a tiny bit like yours, you’re going to worry that you’re abnormal, that something’s wrong, that you need to change yourself.
That’s why we need to get in there early, and show students actual photos of actual vaginas and penises.
Not doodles.
Not just vague diagrams of the reproductive system.
Actual photos or – if that greatly offends you for reasons I don’t understand – a wide range of illustrations that shows all the parts of the genitals and all the different ways they can look.
Students should see where the clitoris is, because if they don’t they’ll struggle to give women pleasure or experience it themselves.
Students should understand what a circumcised penis looks like versus an uncircumcised one.
Students should see longer labia, different skin tones, penises that are short and fat, penises that are long and lean. A range of healthy genitals to expand the definition of ‘normal’ in young people’s minds.
‘Relationships and Sex Education is an opportunity to challenge the idea that any one type of body is ‘normal’,’ Lisa Hallgarten, coordinator of the Sex Education Forum, told metro.co.uk.
‘Learning about and celebrating body diversity may start with simply thinking about the different heights; body shapes; hair, eye and skin colour of people we can see around us; and learning about the difference between female and male body parts.
‘When it comes to genitals young people may think their own are unusual or unhealthy because they haven’t seen any images of different bodies, or because many sexual images they have accessed online depict a particular type of body (e.g. men with very large penises and women with hairless, surgically-altered vulvas).
‘Whether we use photographs, anatomical drawings or art works (such as Jamie McCartney’s Great Wall of Vagina) it is essential that any images we show properly represent the great diversity that exists in the shapes and sizes of people’s genitals.’
Hear hear.
Seeing these images before we start having sex or having the power to make changes to our bodies through surgery or other means is incredibly important.
How we view our bodies informs how we view ourselves. It affects our sexual relationships, our decisions, our mental state.
Knowing that our genitals are okay, that there’s nothing wrong, gross, or weird about them just because they don’t match the images we see in porn, will inform healthier sexual decisions, make us more confident, and prevent people from considering drastic measures to ‘fix’ themselves.
As someone who was so self-concious about my vagina that I blamed it for breakups and went to the doctor to beg them to change the appearance of my vulva, I know how powerful learning that your genitals are normal can be.
It’s not just about seeing genitals similar to your own, mind you.
Seeing real, intimate pictures of bits of all genders will make sex significantly less intimidating.
If you’re shown accurate images of all different genitals, you won’t be confused and horrified when you start having sex and are greeted by a penis or vagina that looks entirely unlike the ones you’ve seen in porn.
Adding real images to sex ed will make people more understanding of the range of normal for the opposite sex, too. So boys won’t take the piss out of women’s labia or the size of their vagina*, and girls won’t say cruel things about the size of someone’s penis.**
*No, you can not tell how much sex someone’s had by how tight or loose a vagina feels. No, you should not make up songs about women’s ‘flaps hanging low’.
**No, it’s not cool to tell people your ex has a small dick just because he p*ssed you off.
It’ll make our sex lives better, too. There’ll be a greater understanding of how penises and vaginas work, and lots more pleasure happening when everyone understands where the clitoris is, which bits of the penis are more sensitive, and what to expect when they start going down.
Oh, and knowing the range of normal will make it easier to know when something’s gone a bit wrong.
If we know all the different ways a healthy vagina or penis can look, we’ll be more able to quickly notice a change in appearance or a dodgy symptom – and because we’re not holding on to the heavy worry of ‘what if my entire downstairs area is completely abnormal and the doctor will recoil in horror’, we’ll feel more able to ask for help.
And, of course, openly presenting students with pictures of genitals is all part of chipping away at our general silence and squeamishness around our bits.
Penises and vaginas are not inherently gross, or dirty, or wrong. We should be able to talk about them, ask questions about them, and not feel disgusted or scared when it comes to being presented with their natural states (*cough* periods are not gross, neither is body hair, and ‘vagina’ is not a dirty word *cough*).
Complete Article HERE!
How to Talk Openly With Your Kids About Sex
By Michele Hutchison,Rina Mae Acosta
[T]his spring, Rina’s four-year-old kindergartner Bram Julius will learn about colors, shapes, how to play nicely with other children, and take his first steps towards learning about sexuality at school. In these early sex ed lessons the class will discuss butterflies in your stomach, friendship, and whether or not you’re happy to hold hands with another child. Meanwhile, my nine-year-old daughter Ina will be having class conversations about the physical changes during puberty and romantic relationships.
Each spring, Dutch children between the ages of four and twelve receive a week-long national sex-education program at school. The aim of these lessons is to allow for open, honest discourse about love, relationships, feelings, personal boundaries, and sex. The Dutch approach is even more surprising when I think about the climate I grew up in. Sex-ed was something you were taught at school in an embarrassing biology lesson. You couldn’t talk about it openly. The Dutch national sex-ed school program might seem odd or controversial, especially since a recent CDC study shows that nearly 80% of American children and teenagers do not receive any formal sex and sexuality education before having sex. But given the bigger picture, we think the Dutch are onto something.
The United States has the highest teen pregnancy rate in the developed world while the Dutch have among the lowest—eight times lower than their American counterparts. Research also indicates that, on average, teens in the Netherlands do not have sex at an earlier age than those in the US. This is the case even though Dutch society and parents are more relaxed, even allowing romantic sleepovers in their own homes. If you treat teenagers as if they are mature and responsible enough to make decisions, they might actually live up to those expectations.
It seems that with American children being constantly exposed to sexual content in the media through music videos, prime-time TV, and the internet, American parents anxiously avoid talking to their children about sex in the hope of not exposing them any further. This, in a climate where sexting, sending sexually explicit texts, is becoming increasingly common, even as early as in middle school.
While Dutch schools are providing age-appropriate lessons on intimacy and sexuality, instilling in children a safe code of conduct and respect for others, Dutch parents keep nothing from children. Nothing is taboo. Questions are answered simply and honestly, at the child’s level of understanding and maturity, as they arise. It was one of the first pieces of parenting advice we received from other parents here. Recent questions from my son, Ben, who is just a couple of years shy of becoming a fully-fledged teen, include: “Is sex fun? How?” and “How does a sperm donor get the sperm out?” I have been answering my kids’ questions on anatomy and reproduction from almost as early as they could talk.
Of course, sex can be a tricky, embarrassing topic no matter what culture you’re a part of. But by talking more openly about sex, parents can ease into discussing topics that become more complicated as their children grow older. Topics like gay marriage, sexuality, gender issues, and consent. There’s an added bonus to all this communication: children who have a good relationship with their parents tend to wait longer before having sex.
Like most expats, we were shocked to hear that Dutch parents allow their teenage children to have friends of the opposite sex to stay the night. But here, most teenagers have their first sexual experience in the safety of the parental home—how many Americans can say the same? According to a UNICEF report, 75% of Dutch teenagers use a condom the first time they have sex, and data from the World Health Organization shows that Dutch teens are among the top users of the birth-control pill. So teenage sex is allowed, but preferably in a controlled environment, that is, under the teen’s parents’ own roof. A safe place to have sex encourages safe sex.
Dutch children are well equipped with knowledge about sex before they enter puberty. If they are, the Dutch have learned, they will take fewer risks later on and know how to protect themselves.
It’s no wonder that Dutch kids are considered to be the happiest kids in the world! The Dutch have a very different view of what a child actually is—including accepting the reality that their children will have sex at one point or another . If American parents are anxious to keep their children safe, perhaps it would be better if they, and teachers, were more open about sex after all.
Complete Article HERE!
What to do when your teen tells you they have a sexually transmitted infection
[B]y now, most parents likely know that not talking about sex with their teens will not stop them from doing it. And, as a parent, you might even have done some reading on how to have The Talk with your kids. Maybe you think you’ve done everything right when it comes to having important conversations with your teen. Or maybe you’ve been avoiding the discussion because you’re not sure where to start.
No matter which category you fit into, you may still find yourself as the parent whose kid comes home and tells them they think they might have a sexually transmitted infection (STI), or that they have contracted an STI. The way you respond to that bombshell can make all the difference for your child going forward — in their relationship with you, with future partners, and with themselves. “Often, the response of the people that you confide in when you first have a diagnosis shapes how you see your condition from then on out,” says Myisha Battle, a San Francisco-based sex coach. “It’s important that parents have a response that can potentially produce a positive outcome for kids when they’re disclosing.”
That, of course, is easier said than done. Heather Corinna, founder of Scarleteen, a sex ed web site for youth, and author of S.E.X.: The All-You-Need-To-Know Sexuality Guide to Get You Through Your Teens and Twenties, says that the groundwork for a positive response begins before your child ever receives a diagnosis. In fact, the way you talk about STIs from the beginning may determine whether your child even comes to you if they’re worried about their sexual health. And that, says Corinna, includes things like not talking about any infectious illness in a stigmatized way. “The closer we get to people, the more susceptible we are to infections,” Corinna explains. So if you wouldn’t talk about getting the chicken pox or a cold from someone as something gross, you shouldn’t talk about STIs that way, either. “When STIs come up in media or if people make a stigmatizing joke, correct it,” Corinna says. “Also important is not assigning value to people who do or don’t have an STI.”
And, no matter how many safer sex conversations you have (or haven’t) had with your kid, even people who do everything right can contract an STI. “STIs can happen even if you use protection and get tested,” says Ella Dawson, a writer who was diagnosed with herpes at 20. According to the CDC, nearly all sexually active people will contract HPV in their lifetime; two in three people worldwide have herpes simplex I and half of new infections are genital. The CDC considers both chlamydia and gonorrhea to be common infections. But, as Corinna points out, “The tricky thing is that when we talk about STIs, we’re talking about easily treatable illnesses like chlamydia versus [something like] HIV.”
Something else that might affect how involved a parent is or needs to be is how a young person contracted their STI in the first place. Often, STIs are contracted during consensual sexual interactions, but they can also be contracted during abuse or an assault. Corinna says that the biggest concern that they hear at Scarleteen from teens who have STIs is that their parents or caregivers will be disappointed in them. But, more serious than that, are fears that they may be kicked out of their house for having sex. Or, “if it happens in a wanted or ongoing relationship,” says Corinna, “there is the fear that their parents will punish them by refusing to let them see the person anymore.” All of these things may prevent a young person from disclosing their status to their parent or caregiver, or to avoid seeking medical attention all together.
“Teens with STIs need two things,” says Dawson. Those things are “access to medical care, and support. Make sure that your child has gotten a quality diagnosis from a medical professional, and also make sure that they are being treated with respect by their physician,” she says. Then, bombard them with unconditional love and support. It’s also important to do what you can to avoid adding to the shame and stigma your child might already be feeling. “Believe me, they don’t need you to confirm their own feelings of shame and regret,” Dawson warns.
Of course, it’s normal for parents to panic when their kid comes to them with an unexpected revelation like an STI diagnosis, but “it’s important to keep that freak out away from your kid,” says Battle. Corinna encourages parents to put aside their emotional reaction and get themselves educated so they can best help the young person in their lives. “If you’re in denial about [your] young person having sex, try to move past it and help them with what they need. If it’s about you controlling their health care and not giving them access, fix that,” Corinna says. “If you didn’t have conversations about what it means to be sexual with someone else, it’s time to have this conversation.”
Everyone agrees that the best way to be helpful as a parent is to take your lead from your child. “If they are upset, validate that. If they don’t feel bad about it, don’t make it a big deal,” suggests Corinna. Demonizing the transmitter, especially if that person is a partner, is not a helpful tactic and may alienate your child. Also not helpful? Trying to implement behavior modifications that same day, like taking them immediately to buy condoms, because it may feel like blaming. Also, going behind the young person’s back and calling their healthcare provider or their partner or telling a co-parent without getting explicit permission are surefire ways to lose a teen’s trust.
If your child isn’t sure what their diagnosis means, it can be a great time to get educated together. If they’re unsure if they might have an STI, “ask, ‘What are your symptoms? Let’s go to trusted website and find out what next steps should be.’ Or if it’s a diagnosis, it’s still an opportunity to sit down and ask what they learned at the doctor and what they know, so you can understand the next steps,” says Battle. Check out the resources on Scarleteen, the CDC’s website, or the American Social Health Association.
If you haven’t had great sex education yourself, learn along with your teen. After there is some distance, you can initiate another conversation about safer sex and make sure your teen has access to the appropriate supplies to help them avoid an STI in the future.
At the end of the day, what’s most important is letting your child know that an STI does not change the way you see them. This “does not mean your child has erred, ruined their future, or shown their true, negative character. Anyone can get an STI, even if you’re on the Dean’s list,” says Dawson. “What’s really important is that your kid is having a respectful, consensual and healthy sex life.”
Complete Article HERE!
This Sex-Positive YouTuber Is Taking Sex-Ed Online
The personal is political
[C]alifornia native Laci Green started uploading videos to her very first YouTube channel at age 18. Nearly 10 years later, Laci owns and operates the number one sex education channel on YouTube: LaciGreen. With more than a million subscribers, a Webby award-winning spinoff series for MTV, and content produced on behalf of Planned Parenthood and Discovery News, Green is now the reigning queen of the online sex-ed industry.
It all started while Green was studying law at UC Berkeley; while there, she also taught a course on Human Sexuality, organized peer-led sexual health programs for local high schools, and launched her Streamy award-winning sex-ed series, Sex+. She got a certificate in domestic violence and rape crisis counseling from the state of California in 2010 and was also featured last year in TIME magazine’s list of the 30 Most Influential People on the Internet.
Green approaches topics like masturbation, contraception, BDSM, and sexuality with the relatability of a sister and the credentials of an expert. Her channel is informative, fun, and, best of all, positive. Can you see why we’re obsessed with her? Below, we speak with Green all about online activism, sexual health, and how young people can join the sex-ed conversation.
How do you feel the internet, and YouTube specifically, has changed the way young people learn about sex?
The internet is amazing because it has offered an open platform to talk about sexuality in ways we haven’t been able to before. Whatever has been kept in the shadows is on full display online—for better or worse. It’s great in the sense that it’s more accessible, and people who live in sex-negative communities can just hop online to find community and information. But the openness of the internet has also created new challenges, like distinguishing fact from fiction.
Have you, over the years, seen a change in the way the high school and college students are responding to sex-ed, feminism, and LGBTQI+ issues?
Yes! I think the conversation is elevating, and some of the more basic myths about anatomy, safer sex, and sexual assault are slowly being debunked. My experience is that young people are, and have been as long as I’ve been doing this, very positive toward LGBT and feminist causes.
What are the resources you would recommend to young people who have questions about sexual health?
Go Ask Alice, Scarleteen, and Planned Parenthood are fantastic non-YouTube internet resources. As for books, every young woman should own a copy of Our Bodies Ourselves.
What is the most important thing young people should know about sexual health?
Taking care of your sexual health is just as important as taking care of your overall physical health. Things like STI screenings, birth control, and Pap smears are nothing to be embarrassed about; they’re part of adulting.
What do you think is at the root of the recent YouTube censorship of LGBTQI+ and feminist content?
Based on YouTube’s comments about this, I don’t believe it was deliberate. I think LGBT content got swept up in an algorithm change that was meant to offer parents a way to moderate the content that very young kids see. I don’t think there’s a problem with such a feature, but they need to figure out how to make sure LGBT content, couples, and creators are not targeted by the filter in ways that straight couples are not.
What advice would you give to a young person who might be interested in changing the way sex-ed is delivered at their school?
Politics are the reason sex education is so terrible, so it’s really important to hold our city and state level politicians accountable. Google who your representatives are, and pay attention to what they are doing. Reach out to them directly to voice your opinion. Talk to administrators at your school as well and ask questions. Remember, government officials work for you, not the other way around.
Complete Article HERE!
10 Things You Always Wanted to Ask an HIV-Positive Guy
By
[I]’m a gym homo. I love Neapolitan pizza. I hate scary movies. I have six tattoos. I take cock like a champ. And, I’m HIV-positive.
After living with HIV for four years, I’ve heard the same questions over and over. Sometimes I wish I could present quick, pre-packaged answers — a list of “saved phrases” on my phone — but then I remind myself how desperately I asked questions during that first impossible week after getting my test results.
So today, I’m answering the questions that everyone secretly wants to ask an HIV-positive guy. What would you like to know?
1. Do you know who infected you?
I don’t. Most HIV-positive guys I’ve talked to do not know who infected them.
Few people intend to give someone HIV. There are random crazies, but most guys are just doing what I was doing — fucking around, having fun, and assuming everything is fine. You can give someone HIV without knowing you’re positive.
The virus has to “build up” to a certain point in your body to trigger an HIV test, which means you can test negative and still have transmittable HIV.
There’s an ugly myth that HIV-positive folks recreationally go around infecting others. That’s a lie regurgitated by fearmongering, anti-fact, sex-negative, poz-phobic people. It’s likely that the man who gave it to me did not know he had it. I feel for him, whoever he is, because at some point after playing with me, he got news that no one is ready to hear.
I do not, but don’t take that as an indicator of what most HIV-positive guys do. Many HIV-positive men become more diligent about condom use after seroconverting.
In the age of PrEP, condoms are no longer the only way to protect yourself (or others) from HIV — or the most effective. PrEP — a once-a-day, single-pill regimen that has been proven more effective than regular condom use at preventing HIV transmission — is something I urge all HIV-negative guys to learn about.
I play bare. I accept the risks of catching other STIs and STDs as an unavoidable part of the sex I enjoy. I get a full-range STD check every three months, and sometimes more frequently.
3. How did sex change for you after becoming positive?
Since seroconverting, I have more — and better — sex. Forced to see my body and my sex in a new light, I started exploring fetishes and interests I had never tried. In my early days of being positive, I played every week with a dominant. Today, I’m a skilled, kinky motherfucker.
4. Has anyone ever turned you down because of your status?
Many times. When I was newly positive, those refusals really hurt.
I remember one occasion that was especially painful. I was eating Chinese food with a friend and started crying at the table because several guys that week had turned me down on Grindr.
He let me cry for a few minutes, then said, “HIV is something in your blood. That’s all it is. If they can’t see how sexy you are because of something in your blood, they’re boring, uneducated, and undeserving, and you can do better.” He was right.
5. How old were you when you tested positive?
I was 21. I didn’t eat for a few days. I slept on friends’ sofas and watched movies instead of doing homework. Somehow I continued acing my college classes.
I walked down to the Savannah River every night to watch cargo ships roll through, imagining their exotic ports — Beijing, Mumbai, Singapore, New York — and their cold passage across the Atlantic. I wanted to jump in the black water every night but I knew some drunk tourist would start screaming and someone would save me.
I made it through those months, and I’m glad I did. The best of my life came after becoming positive.
6. What does “undetectable” mean?
“Undetectable” is a term used to describe an HIV-positive person who is diligently taking their meds. In doing so, they suppressed the virus in their body to the point that their viral load is under 200 copies/m — unable to be detected on a standard HIV test (hence, “undetectable”). Put simply: the virus is so low in your body that it’s hard to transmit.
“Hard” is an understatement. The PARTNER study monitored 767 serodiscordant (one positive, one negative) couples, gay and straight, over several years. In 2014, the results showed zero HIV transmissions from an HIV-positive partner with an undetectable viral load to an HIV-negative partner.
Being undetectable means the likelihood of you transmitting HIV is slim to none. It means you’re doing everything scientifically possible to be as healthy as you can be, and you are protecting your partners in the process.
7. Have you had any side effects from the meds?
Yes, but side effects today are mild in comparison to what they were in the past. AZT was hard on the body, but we’re past that. New HIV drugs come out every year. We’re in a medical age where new treatment options, such as body-safe injection regimens, are fastly approaching realities.
On my first medication, I had very vivid dreams and nightmares, an upset stomach for a week or two, and I developed weird fat deposits on my neck and shoulders. I switched meds a year in and couldn’t be happier.
There are options. Talk to your doctor if you have shitty side effects and ask about getting on a different medication.
8. What’s it like to date after becoming HIV-positive?
It’s just like dating for everyone else. There are losers and jerks, and there are excellent, top-quality guys I love. My HIV status has never impeded my dating life.
I’m non-monogamous, polyamorous, and kinky, and I think these characteristics drive away interested guys faster than anything else. My status never comes up. I put my status loud and clear on every profile, and I say it directly before the first date. If you don’t like it, don’t waste my time — I have other men to meet.
9. How do you respond to HIV stigma?
It’s an automatic turn-off. Disinterested. Discard pile.
I have active Grindr and Scruff profiles (and a few others). Each profile reads: “If you’re afraid of my HIV status, block me.”
I’m not interested in someone who, in 2017, walks around terrified of HIV. Learn your shit, guys. Learn about how HIV is prevented. Get on PrEP. Use condoms.
Educate yourself and learn how it’s treated, and what the reality of living with HIV is like today (it’s so mild and easy that I forget about it, TBH).
Yes, you should take necessary steps to prevent HIV. However, you don’t need to live your life in fear or abstain from having sex with people merely because they’re positive. I no longer believe HIV is the worst thing you can catch. Hep C is way worse. Scabies is pretty miserable. And bad strains of the flu kill people.
HIV? It’s one pill (or a couple of pills) a day. Yes, you will have it forever. Yes, you will face stigma for having it. But, the people who stigmatize you are ignorant and out-of-date. Dismiss them.
10. What would you tell someone who just tested positive?
Welcome! You inadvertently joined a club you didn’t ask for, but the membership includes some of the greatest minds in history, so you’re in good company. The virus felled many of the greatest campaigners for LGBTQ rights and freedoms that ever lived. They struggled so that you can get up in the morning, pop your pill, and live a long life.
Those who lived and died paid your initiation fees. They fought, protested, rallied and organized so that you can be here — so that you can stick around and enjoy your fabulous, queer life. Always respect their sacrifice and dedication.
You are loved. You will find love. You will find impossibly good-looking men who want to fuck you (or want you to fuck them) who don’t give a shit about your HIV status. And if it’s in the cards, someday you’ll marry one of those fellas.
You have brothers and sisters who share this quality with you. In the words of Sister Sledge, we are family.
Complete Article HERE!
What is sexuality?
By
[W]hat 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!
High-risk sex, girl-on-girl experimenting linked among NYC teens
[N]early half the Big Apple’s sexually active high-school girls have had female partners — and many engage in behavior that endangers their health, an alarming new study finds.
Researchers from New York University and the Albert Einstein College of Medicine based their findings on a 2013 survey of public high-school students citywide — but most heavily in “high-risk neighborhoods” in the Bronx, Brooklyn and Manhattan.
Of 4,600 girls surveyed, 1,101, or 27.5 percent, were sexually active. Of those, 513, or 46.6 percent, reported same-sex experiences, according to the study, published this month in the Journal of Pediatric and Adolescent Gynecology.
This “vulnerable population of girls” who engage in same-sex or bisexual activity are twice as likely as heterosexual teens to be sexually active. The researchers also found:
- These girls start having sex sooner, have more sexual partners and suffer more “intimate partner violence.”
- They are less likely to use contraceptive methods — putting them at higher risk of unplanned pregnancy if they also have sex with boys.
- They use more alcohol, marijuana and other illicit drugs.
- They report more suicidal thoughts or attempts. Girls “not sure” of their sexual orientation are at highest risk of trying to kill themselves.
- Even though female-to female transmission of HIV is possible, many of these girls do not test for it or other sex-related diseases.
Dr. Chanelle Coble, an adolescent pediatrician and assistant professor at NYU Langone Medical Center, co-authored the study with Einstein assistant professors and psychologists Rosy Chhabra and Ellen Silver.
The researchers found the abundance of same-sex activity even though not all teens who indulged identified themselves as lesbian or bi-sexual.
“Just looking at how someone describes themselves doesn’t tell the whole story,” Coble said. “When they’re young, it’s harder for them to be specific about their identity — they’re still exploring and figuring it out.”
An advocate for lesbian and bisexual youth called the study’s results, “disheartening, but not surprising.”
Lesbian and bisexual girls are often stigmatized and treated with hostility, said Emily Greytak, research director for GLSEN, a Manhattan-based group that promotes safe schools for LGBT students.
“That can lead to more risky behavior, and takes a toll on their health,” she said.
The surveys were conducted by the city Department of Health for the US Centers for Disease Control and Prevention.
Complete Article HERE!
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