Chapter 11: Sexuality in Childhood and Adolescence Discussion Topics Discussion 11.1: At What Age Should You Start to Talk About Sex? After puberty, which may be long after some young people have started exploring their sexuality in behaviors, parents and caretakers turn their attention to teaching sexuality education, but it is often too little and too late. Perhaps this is because our culture continues to treat young people as if they have no sexual interest and experience or their sexuality is dangerous to themselves, their family, and society. At what age do you think discussions about sex should occur? Are there individual differences in kids that might lead to an earlier or later discussion? What kinds of factors would those be? Discussions about sex should ideally begin early in a child's life, in an age-appropriate manner. While the specifics can vary based on individual children and their readiness, it's generally recommended that parents start talking about basic concepts of reproduction, bodies, and boundaries as early as preschool age. As children grow, these conversations can become more detailed and include topics like puberty, relationships, consent, and sexual health. Individual differences among children can indeed influence the timing of these discussions. Some children may show more curiosity or have earlier physical development, which might prompt earlier discussions. Conversely, other children might be more reserved or less interested, leading to discussions occurring later. Factors that might influence the timing of discussions include: 1. Physical development: Children who develop early may need information earlier to understand the changes happening to their bodies. 2. Cognitive development: Understanding of complex topics like relationships and consent develops at different rates for different children. 3. Family values and culture: Families with more open attitudes towards sexuality may start discussions earlier, while others may wait until later. 4. Peer influence: Children may hear about sex from friends or media, which could prompt earlier discussions or the need for clarification. 5. Personal experiences: Traumatic or confusing experiences may prompt the need for earlier discussions to provide clarity and support. It's important for parents and caregivers to create an open and safe environment for these discussions, where children feel comfortable asking questions and seeking guidance. Discussion 11.2: How Did You Find Out About Sex? As mentioned in past chapters, many learn what they know about sex from music, videos, TV shows and the internet. Experts believe that, in general, the Internet is a positive force that improves people’s lives. In terms of sexuality, it has opened a whole new chapter: a world of online dating, virtual relationships, virtual love, and virtual sex. People are able to connect online to maintain love and closeness across long distances, which has deepened and enriched our communication. It has also created worldwide access to pornography, accelerating the trend toward the infusion of pornography into pop culture. A recent study suggests that just as there was a decline in comprehensive school based sex education in the United States, adolescents’ use of the Internet became nearly universal. A high percentage of young people may somehow relate what they see online to their own feelings and experiences. This is a challenge to healthy sexuality, because they may pick up ideas about sex that may be grossly inaccurate (e.g., seeing images of anatomy or bodies in sexual ways that are weird or abnormal for their age group or forms of sexual practice that are atypical). Discuss with students what the ramifications of getting all of your information about sex from the internet are. What are the pros? What are the cons? Pros: 1. Access to information: The internet provides easy access to a wide range of information about sex, including sexual health, relationships, and consent. 2. Anonymity: Online resources can be accessed privately, allowing individuals to seek information without fear of judgment or embarrassment. 3. Education and awareness: The internet can help educate individuals about sexual diversity, reducing stigma and promoting acceptance. 4. Support and community: Online forums and support groups can provide a sense of community and support for individuals exploring their sexuality. 5. Convenience: The internet allows individuals to access information at any time and from anywhere, making it a convenient resource for learning about sex. Cons: 1. Inaccurate information: Not all information available online is accurate or reliable, which can lead to misunderstandings or incorrect beliefs about sex. 2. Pornography: The easy availability of pornography online can distort perceptions of sex and intimacy, especially for young people. 3. Risk of exploitation: The internet can be a platform for sexual exploitation and grooming, especially for vulnerable individuals. 4. Lack of context: Online information may lack the context and nuance needed to fully understand complex issues related to sex and relationships. 5. Impact on relationships: Relying heavily on the internet for information about sex can affect real-life relationships and intimacy, leading to unrealistic expectations. It's important for individuals to critically evaluate the information they find online and seek out reputable sources for accurate information about sex and relationships. Additionally, open communication with trusted adults or professionals can provide a more balanced and informed perspective on sexuality. Discussion 11.3: How “Normal” is Sex Play in Children? According to many psychologists and developmental experts, children begin to engage in sex play during the 3- to 7-year age range. Kinsey and colleagues (1948) reported that by age 5, 10% of all boys and 13% of all girls had experienced childhood sexual exploration and play. Keep in mind that would indicate that 90% of boys and 87% of girls had NOT engaged in these activities. Sex play in children is a normal and natural part of development. It is a way for children to explore their bodies, understand their own sexuality, and learn about relationships and boundaries. Many psychologists and developmental experts agree that sex play can occur during the early years of childhood, typically between the ages of 3 to 7. Research, such as the Kinsey report from 1948, indicates that a portion of children do engage in sex play during this age range. However, it's important to note that the majority of children, around 90% of boys and 87% of girls according to the Kinsey report, do not engage in these activities. It's crucial for parents and caregivers to understand that sex play in children is not necessarily a cause for concern or an indicator of future sexual behavior. It's typically a normal part of development and is often exploratory and not based on adult-like sexual motives. Parents and caregivers should approach sex play in children with sensitivity and understanding, providing age-appropriate information about bodies, boundaries, and privacy. Open communication and a supportive environment can help children navigate this aspect of their development in a healthy and positive way. Discussion 11.4: Masturbation It may seem peculiar today, but in the late 1700s, masturbation was widely viewed by doctors as a serious mental illness, and it was suspected of being spread like a disease from one person to the next, requiring isolation, restraints such as straight-jackets, and other severe treatments. According to psychiatrist Thomas Szasz (2000), doctors believed that masturbation was the cause of blindness, sexually transmitted diseases, constipation, nymphomania, acne, painful menstruation, suicide, depression, and untreatable madness. There was no objective evidence for any of these claims, but countless children who were found to be masturbating were shackled and mistreated at the hands of parents, teachers, and doctors whose actions, by today’s standards, would be called “child abuse” (Hunt, 1998). These beliefs were highly sex-negative and especially oppressive of childhood sexuality right up to the mid-20th century (Herdt, 2009). Nevertheless, medical researchers published hundreds of papers into the 20th century about masturbation as a disease, calling for circumcision for males and cauterization of the clitoris for girls to prevent masturbation. In the 20th century, progressive baby doctors such as Benjamin Spock (Spock & Needleman, 2004), whose work was read by as many as 50 million people, helped to change these attitudes. The historical perspective on masturbation as a serious mental illness, especially in the late 1700s and up to the mid-20th century, reflects a significant shift in societal and medical attitudes towards sexuality. During this time, doctors widely viewed masturbation as a harmful practice, leading to various severe treatments and punishments for those found engaging in it. These beliefs were largely unfounded, as there was no objective evidence to support the claims that masturbation caused various physical and mental health issues. The medical community's perception of masturbation as a disease persisted well into the 20th century, with some medical researchers advocating for extreme measures such as circumcision for males and cauterization of the clitoris for females to prevent masturbation. However, there was a shift in attitudes towards masturbation, thanks in part to the work of progressive thinkers like Benjamin Spock. Spock's influential work helped change these negative views, leading to a more accepting and understanding approach to sexuality, including masturbation. Today, masturbation is widely recognized as a normal and healthy part of human sexuality. It is no longer viewed as a mental illness or a harmful practice, and most medical professionals support its inclusion in discussions about sexual health and well-being. Discussion 11.5: Myths About Puberty Dacey and Kenny (1997) highlighted three myths about puberty. Consider presenting these myths to your students as statements. Ask your class if they think that they are true. Then present the information that Dacey and Kenny used to counter these myths. Your students will probably get a kick out of the history of the term pubescent. It comes from the Latin word pubescere, which means to grow hairy. Myth: Puberty Starts at One Point in Time As Herdt discusses in the textbook, the process of puberty takes several years. Hormonal changes that stimulate the biological changes actually start around age 8.5 for females and 9.5 for males. Yet, adolescents do not complete puberty until the mid to late teens. Recall that the changes that occur during puberty include biological, psychological, and social changes. Thus, the term biopsychosocial captures the essence of puberty. The hormonal changes interact with the psychological adjustment that is necessary during puberty and these, in turn, interact with social relationships with peers and family. Myth: Puberty Strikes without Warning The mechanisms for pubertal changes are present prenatally for males and females. For example, females are born with a full complement of eggs, and males experience penile erections in utero during sleep (Calderone, 1985). Hormones suppress the onset of puberty until early adolescence, though the reproductive system is fully present in infancy. Myth: Puberty is the Result of Raging Hormones This myth is a half-truth as hormones do play an important role in puberty. However, it is important to think methodologically about this statement. Given the biopsychosocial nature of puberty, it is difficult to tease apart the contributions of each of these factors. Hormones do not act alone, as they are influenced by social and psychological aspects of the individual. For example, the adolescent is cognitively interpreting the biological changes that are occurring. Are mood swings a result of the hormonal changes or the adolescent’s interpretation (confusion) of the physical changes that are occurring? The basic genetic program for puberty is wired into the species (Dvornyk & Waqar-ul-Haq, 2012), but nutrition, health, family stress, and other environmental factors also affect puberty’s timing and makeup (James & others, 2012). A recent cross-cultural study in 29 countries found that childhood obesity was linked to early puberty in girls (Currie & others, 2012). For girls, menarche is considered within the normal range if it appears between the ages of 9 and 15. An increasing number of U.S. girls are beginning puberty at 8 and 9 years of age, with African American girls developing earlier than non-Latino White girls (Herman-Giddens, 2007; Sorensen & others, 2012). One psychological aspect of physical change in puberty is universal: Adolescents are preoccupied with their bodies and develop images of what their bodies are like (Holsen, Carolson Jones, & Skogbrott Birkeland, 2012). Gender differences characterize adolescents’ perceptions of their bodies. In general, girls are less happy with their bodies and have more negative body images than boys throughout puberty (Bearman & others, 2006). Girls’ more negative body images may be due to media portrayals of the attractiveness of being thin and the increase in body fat in girls during puberty (Benowitz- Fredericks & others, 2012). A recent study found that both boys’ and girls’ body images became more positive as they moved from the beginning to the end of adolescence (Holsen, Carlson Jones, & Skogbrott Birkeland, 2012). Discussion 11.6: Early Menstruation In the United States, menstruation usually begins around 12 years of age. This age has declined significantly throughout history. In Europe in the early 1800s, the average age of a girl’s first period was 17 (Steingraber, 2007). In 1900, the average age of a first period among girls in the U.S. was 14.2 and now, the average age for girls beginning menstruation is about 12.4 years. Reasons can include diet and nutrition, exposure to chemicals, and childhood obesity. What factors do you think play a role in this? Do you see this as problematic? Several factors contribute to the declining age of first menstruation, including diet and nutrition, exposure to chemicals, and childhood obesity. These factors can affect the onset of puberty, which includes the start of menstruation in girls. 1. Diet and nutrition: Improved nutrition and access to a variety of foods rich in nutrients can support healthy growth and development, including the onset of puberty. A diet lacking in essential nutrients or high in processed foods may contribute to early puberty. 2. Chemical exposure: Exposure to certain chemicals, such as endocrine-disrupting chemicals found in plastics, pesticides, and other products, has been linked to early puberty. These chemicals can interfere with hormonal balance and development. 3. Childhood obesity: Obesity in childhood is associated with early puberty in girls. Excess body fat can increase the production of estrogen, a hormone involved in the development of secondary sexual characteristics, including menstruation. 4. Stress: Chronic stress can affect hormonal balance and may contribute to early puberty. Stressors such as family dynamics, school pressures, and societal expectations can impact a child's development. 5. Genetics: Genetics also play a role in the timing of puberty. Girls with a family history of early puberty may be more likely to experience early menstruation themselves. While early menstruation is not inherently problematic, it can be associated with certain challenges. Girls who start menstruating earlier may face social and emotional challenges related to their physical development. They may also be at a higher risk for certain health issues, such as reproductive cancers and metabolic disorders, later in life. It's important for parents, educators, and healthcare providers to be aware of these factors and provide support and education to girls as they navigate puberty and menstruation. Discussion 11.7: Religion and Adolescent Sexual Relationships Few researchers have examined the effect that religious belief has on sexual health, but an important study sheds light on how much religion or deeply held spiritual beliefs affect teens’ sexual relationships ( Regnerus, 2007). Here are the key findings: The degree of religious devotion is more important than religious affiliation in youths’ sexual decision making. For religion to make a difference, however, young people need additional reinforcement from authorities like parents, friends, and other family members who teach religious perspectives about sexuality in order to compete with the more sexually permissive scripts that exist outside religious circles. Parental conversations around sexuality lack content and do not occur often enough. Religiously devout parents talk less about birth control and sex and talk more about sexual morality. African American parents who are religious tend to talk with greater ease about sex and contraception. Religious parents struggle with conversations about sexuality, in part because they do not understand it in the context of religious teachings and texts. Their adolescents, then, have a limited understanding of sexuality, pregnancy, and other sexual health issues. Religion has a great impact on sexual attitudes. Youths who are devoutly religious anticipate guilt from engaging in sexual activity and are less likely to believe that sex can be pleasurable. In addition, they may think that engaging in sexual intercourse will damage their future education and financial status. This notion may contribute to the trend of Protestant and Jewish adolescents replacing vaginal intercourse with oral sex and pornography. “Emotional readiness for sex” is a slippery phrase. The phrase “being emotionally ready for sex” resonates with religious youth, but they can only really understand it after they have engaged in sex. If an adolescent has sex and later regrets it, it might be said that the individual was not “emotionally ready.” If the person doesn’t regret it, the deduction would be that he or she was ready. Religious adolescents talk about sexual norms that have little to do with religion. These norms are: 1. Don’t allow yourself to be pressured or to pressure someone else into having sex. 2. Sleeping around harms your reputation. 3. You are the only person who has the authority to decide if a sexual relationship is okay. 4. Sex should occur within the framework of a “long-term relationship,” which is defined as one that has lasted at least 3 months. The success of abstinence pledging is mixed. The more religious an adolescent is, the more likely he or she is to pledge abstinence before marriage. Pledgers, particularly the girls, tend to have great expectations about marital sex. Most pledgers break their promise, and in 7 out of 10 cases, the lapse in abstinence does not happen with their future spouse. Most pledgers do significantly delay their first experience of intercourse. They also tend to have fewer and more faithful sexual partners. While these outcomes seem positive, a darker side is that many pledgers do not use contraception when they engage in sex for the first time. Despite mass media’s representation, American teenagers are not oversexed. The way the media represent adolescent sexuality generally gives the impression that adolescents today are excessively focused on sex. This picture does not match what adolescents reveal in research. Though most teenagers engage in sexual activity, many have not had sex as early as people may think. Evangelical Protestant youths may have less permissive attitudes about sex than other religious youths, but they are not the last to lose their virginity. Evangelical Protestant teens living in the United States, which prizes individualism and self-focused pleasure, also abide by a religious tradition that teaches values such as family and abstinence. These kids try to honor both, a difficult task, indeed. What results is a tension of “sexual conservatism with sexual activity, a combination that breeds instability and the persistent suffering of consequences like elevated teen pregnancy rates” (Regnerus, 2007, p. 206). U.S. youths believe in contraception but use it inconsistently. Although 92% of religious teenagers, including Catholics, Mormons, and Protestants, agree with the use of contraception, 30–40% of them fail to use it in their first experience of intercourse. According to these teenagers, being prepared to use contraception looks like they wanted to have sex, which is a clear violation of religious teaching. Technical virginity may not be as common as media reports claim it is. Technical virginity is a belief that one can engage in sexual behaviors, including oral and anal sex, and still maintain the state of virginity by abstaining from vaginal intercourse. This term presents problems because of differing opinions about what constitutes virginity. It also excludes gays and lesbians because some people describe the loss of virginity as penile–vaginal penetration. The practice of anal sex is increasing among heterosexual teenagers. Although some may think that anal sex is another way to maintain technical virginity, more religious teenagers stay away from this practice. It is increasing among teenagers who are not religious. So while it seems that many teenagers are remaining fairly traditional in their sexual practices, this landscape may be changing. Few adolescents are able to understand the religious tension between the appreciation of sex and apprehension about it. Despite the fact that religious texts suggest that sex is an important part of life, most religious youth are simply told, “Don’t do it.” They do not get to discuss their budding sexuality in any context other than avoidance. This failure to provide the knowledge and skills to protect oneself and also form positive intimate relationships puts adolescents at risk, rather than encouraging healthy sexuality and sex-positive dialogue. Discussion 11.8: Is Oral Sex, Sex? Extensive research shows that oral sex is increasing in adolescence (Regnerus, 2007), as it is in the general population (Sanders & Reinisch, 1999). Some researchers think that adolescents consider oral sex a safer activity than intercourse in terms of social, emotional, and health consequences. Consequently, adolescents often do not use protection, which puts them at risk for STIs that are easily transmitted through oral–genital activity. Many STIs have no apparent symptoms and for most STIs, you cannot tell by looking at your partner(s) that he or she might have. You can contract an STI from unprotected oral sex. Many people don’t protect themselves during oral sex with contraception because it is not possible to get pregnant by giving or receiving oral sex. However, the mouth often has small cuts and sores and those points of entry can allow for the passage of sexually transmitted viruses and bacteria to the bloodstream. It is important to choose a contraceptive method that will protect against STIs during oral sex. The question of whether oral sex constitutes "sex" is a complex and often debated topic. While some may argue that oral sex is not technically "sex" because it does not involve vaginal penetration, others consider it a form of sexual activity due to its intimate nature and potential for transmission of sexually transmitted infections (STIs). From a biological standpoint, oral sex involves the stimulation of the genitals using the mouth, tongue, or lips, which can lead to sexual arousal and satisfaction. This aligns with many definitions of sexual activity, which include any behavior intended to arouse or gratify sexual desires. Furthermore, oral sex carries the risk of STI transmission, including HIV, herpes, gonorrhea, and syphilis, among others. These infections can be transmitted through contact with infected genital fluids or skin, even in the absence of visible sores or symptoms. Therefore, it is crucial to use protection, such as condoms or dental dams, during oral sex to reduce the risk of STI transmission. In summary, while the definition of "sex" may vary depending on context and perspective, it is important to recognize that oral sex is a form of sexual activity that carries potential risks, including STI transmission. Practicing safe sex, including the use of protection during oral sex, is essential for maintaining sexual health and well-being. Discussion 11.9: Teen Pregnancy Most teenage births are to girls ages 18 and 19. The rate of teen pregnancy in the United States has declined by 50% since 1990. More than 730,000 teenagers become pregnant every year and about 430,000 give birth. Approximately 3 in 20 teenage girls become pregnant at least once before the age of 20. The birth rate for U.S. teenagers fell 9% from 2009 to 2010, to 34.3 per 1,000 women aged 15–19, the lowest level ever reported in the seven decades for which consistent data are available. Fewer babies were born to teenagers in 2010 than in any year since 1946. What factors may be contributing to these findings? The National Center for Health Statistics website is a gold mine of interesting statistics: http://www.cdc.gov/nchs/ One major concern surrounding teenage pregnancy is the issue of prenatal care. Teenagers are significantly less likely to receive adequate prenatal care, they are more likely to smoke, and they are less likely to gain sufficient weight during the pregnancy. These behaviors influence the babies’ health (increased risk for low birthweight, long-term disabilities, and infant mortality). Another concern is the issue of cognitive readiness for parenting. Adolescents who were not cognitively ready for parenting were more likely to experience serious parenting stress and less likely to engage in responsive parenting (Sommer & others, 1993). It is important that students understand that the negative consequences associated with teenage pregnancy are not necessarily the result of teen pregnancy, rather the negative consequences are associated with preexisting conditions or background characteristics of the teenager. Coley and Chase-Lansdale (1998) reviewed research to support this conceptual idea. Individuals who live in poverty and have lower educational aspirations are more likely to become pregnant as teenagers. Individuals in low-income environments with lower educational aspirations are more likely to live in poverty as an adult, have lower status jobs, and have children with lower cognitive capabilities. Thus, it is important to examine these preexisting characteristics when examining the consequences of teenage pregnancy. Discussion 11.10: Access to Contraception and Abortion Services for Minor Adolescents The question of whether contraception should be freely available to adolescents without parental consent has been a hot topic for years for parents, teachers, health practitioners, and health educators. In fact, many states allow adolescents to acquire contraceptive care without parental consent. However, many states do not allow minor adolescents to undergo an abortion without the consent of a parent or legal guardian. It appears that even though many lawmakers agree that minors should have privacy for contraceptive care, they want parents involved in an adolescent’s decision about abortion. The question we consider, then, is this: Should minor adolescents have access to contraceptive and abortion services without parental consent? How might we strike a balance between parents’ desires to be involved in their minor teen’s health care while ensuring safe options for sexual health care for them? The question of whether minor adolescents should have access to contraceptive and abortion services without parental consent is complex and often debated. On one hand, some argue that adolescents should have the right to access these services confidentially to protect their privacy and ensure their safety. They may fear judgment or repercussions from their parents and believe that they are capable of making informed decisions about their sexual health. On the other hand, some parents and lawmakers believe that parents should be involved in their minor teen's health care decisions, including those related to contraception and abortion. They may argue that parents have a right to know about and be involved in important decisions that affect their child's well-being. Striking a balance between these perspectives involves considering the best interests of the minor adolescent while also respecting parental rights and concerns. One approach is to ensure that adolescents have access to confidential and nonjudgmental sexual health services, including contraception and abortion, while also encouraging open communication between parents and teens about sexual health. Health care providers can play a key role in this by providing comprehensive sexual health education, counseling, and services to minors, while also offering resources and support for parents to discuss these issues with their children. Additionally, laws and policies can be developed to protect minors' access to sexual health care while also recognizing the importance of parental involvement in certain circumstances, such as when a minor's health or safety is at risk. Discussion 11.11: Media and the Sexualization of Girls In 2007, an American Psychological Association (APA) task force released a report on the impact of media on girls. The report asserted that the sexualization of girls occurs when four conditions are present: 1. A person’s value comes primarily from her sex appeal or behavior, to the exclusion of other characteristics. 2. A person is held to a standard that equates physical attractiveness with being sexy. 3. A person is sexually objectified, or made into a thing for another’s sexual use, rather than being seen as a whole person with the capacity for independent action and decision making. 4. Sexuality is inappropriately imposed upon an individual. The task force determined that it is unnecessary for all four conditions to be present to create sexualization. The inappropriate imposition of sexuality is most problematic and damaging to children. Evidence of the sexualization of children, and girls in particular, has been found in virtually every form of media that researchers have studied (Burns, Futch, & Tolman, 2011). Examples of this kind of sexual portrayal include being dressed in revealing clothing with facial expressions or bodily postures that indicate sexual readiness. Other evidence communicates the sexual objectification of women and the unrealistic standards of physical beauty and attractiveness that the media heavily promote. These models of beauty and femininity are rampant in our culture and provide young girls and women with unrealistic expectations to imitate. How are young girls affected by sexualization? The task force identified five areas in which it has an impact: Cognitive and emotional consequences: It appears that the concentration and thought devoted to thinking about one’s body disrupts mental capacity. For example, girls are unable to focus on important tasks such as academics when they are focused on their appearance and how others view them. Regarding emotions, objectification and sexualization undermine how comfortable girls are with themselves, and especially with their bodies. The possible emotional consequences of a negative body image include shame, anxiety, and self-disgust in girls as young as 12 years old (Slater & Tiggemann, 2002). Mental and physical health: Eating disorders, low self-esteem, and depression are three of the most common mental health problems of girls and women. These challenges are associated with sexualization. In some individuals, the correlation of sexualization to mental disorders may be very high. In addition, girls’ physical health may be indirectly affected in a negative way. Eating disorders, for example, can cause significant negative health effects and may lead to suicide. Sexuality: When girls are bombarded by unrealistic physical and sexual expectations, sexualization may strongly impact their sexual well-being and development. For example, sexualization and objectification have been associated with poorer sexual health among adolescents, including decreased condom use and decreased sexual assertiveness (Impett, Schooler, & Tolman, 2006). Attitudes and beliefs: Exposure to ideals of sexuality, beauty, and femininity in the media can change how women and girls conceptualize these issues. The more often girls consume this kind of media material, the more they tend to support the sexual stereotypes that depict the objectification of women. Impact on society: Women are not the only ones who can fall prey to unrealistic expectations of attractiveness or physical intimacy. False ideals can affect heterosexual men in their search to find partners or in their abilities to enjoy intimacy with a woman as their expectations may be shaped by the unrealistic images media portray. This APA report presents a gloomy view of the media effect on sexualization. The silver lining, though, is that if we become aware of how sexualization occurs, we can collectively move away from its negative influences toward a more wholesome and healthy sexuality. Discussion 11.12: To Teach or Not to Teach Sexual Pleasure? It is clear that comprehensive sexual education is critical for every child and citizen in the United States. But should the topic of sexual pleasure also be part of a sex education curriculum? In recent news, there has been some controversy surrounding a Pennsylvania sex-ed teacher, Al Vernacchio, who has abandoned the usual “sex is dangerous, don’t do it, but if you must, use a condom approach.” Instead, Vernacchio aims for candor, telling his students in grades 9 and 12 that sex can be pleasurable. In fact, one of his homework assignments requires that students interview their parents about how they learned about sex. Some professionals have begun to inquire about whether teaching young people about the pleasures of sex would be beneficial to their sexual well-being. While many cultures may not accept that teaching young people how to achieve sexual pleasure is valuable, research supports that positive and healthy sexuality education may benefit from a greater focus on positive sexual experiences (Ingham, 2005). Should the topic of sexual pleasure also be part of a sex education curriculum? Yes: If young people feel more relaxed about natural bodily pleasures, they may feel less pressure to engage in sexual activity against their will or engage in sexual activity in ways that make them feel uncomfortable. Allowing students to discuss sexual pleasure can help them discern their own desires for sexual fulfillment and prepare them for experiences that can happen when they are alone (i.e., masturbation) or with a partner. Arranging small group discussions, moderated by an adult, may allow individuals at the same stage of sexual development and experience to discuss deeper and personally relevant issues (Ingham, 2005). No: Teaching children about sexual pleasure may be more than most parents can handle or desire to communicate with their children about. For sexual educators, sexual pleasure can be a touchy subject. Many professional educators have significant fears about saying something that could be harmful to a child (especially a child who has previous experience with sexual abuse), jeopardize a sexuality education program, or cost them a job and a career (Fay, 2002). What’s Your Perspective? 1. Do you believe that sexual pleasure should be part of comprehensive sexuality education? Why or why not? Yes, sexual pleasure should be part of comprehensive sexuality education. Teaching young people about the pleasures of sex can help them develop a healthier attitude towards sexuality. It can also empower them to make informed decisions about their sexual health and well-being. Discussions about sexual pleasure can help young people understand their own desires and boundaries, which can contribute to more positive sexual experiences. Additionally, including sexual pleasure in sex education can help reduce stigma and shame around sexuality, leading to healthier attitudes and behaviors. 2. Who do you believe is responsible for teaching the topic of sexual pleasure to young people? The responsibility for teaching the topic of sexual pleasure to young people should primarily fall on comprehensive sexuality education programs in schools. These programs should be designed and implemented by trained professionals who understand the complexities of sexual health and development. While parents play an important role in discussing sexuality with their children, many may not feel comfortable or equipped to address the topic of sexual pleasure in a comprehensive and informative manner. Schools are in a better position to provide accurate information and create a safe space for young people to learn about and discuss sexual pleasure in a healthy and respectful way. 3. What kind of outcomes do you see as a result of the inclusion of sexual pleasure into sex education curriculum? The inclusion of sexual pleasure into sex education curriculum could have several outcomes: 1. Increased Understanding: Students may develop a better understanding of their own bodies and sexual desires, leading to healthier attitudes towards sexuality. 2. Reduced Stigma: Discussions about sexual pleasure can help reduce stigma and shame around sexuality, creating a more open and accepting environment for sexual expression. 3. Empowerment: Learning about sexual pleasure can empower young people to make informed decisions about their sexual health and well-being, including understanding their own boundaries and desires. 4. Safer Practices: Education about sexual pleasure can include information about safer sexual practices, such as the use of contraception and protection against sexually transmitted infections. 5. Improved Relationships: Understanding sexual pleasure can lead to healthier and more fulfilling sexual relationships in the future, based on mutual understanding and respect. Overall, the inclusion of sexual pleasure into sex education curriculum can contribute to a more comprehensive and positive approach to sexuality education, promoting healthier sexual attitudes and behaviors among young people. Polling Questions Polling 11.1: Media and Sexuality In the past hundred years, the media has helped to break down taboos and have created new, shared visual imagery. How many of you think that the media has gone too far in terms of sex in advertising? What about sex in movies? What about sex in Literature? How many of you read “Fifty Shades of Grey”? How many of you think that reading that as a teen might shape the way you think about sex? Is this a good thing? In answering this question, it's important to consider various perspectives and nuances related to the role of media in shaping attitudes towards sex. 1. Sex in Advertising: Some may argue that the media has indeed gone too far in terms of using sex to sell products, as it can contribute to unrealistic expectations and objectification of individuals. Others may see it as a legitimate marketing strategy that reflects societal attitudes towards sex. 2. Sex in Movies: Views on sex in movies can vary widely. Some may believe that explicit sexual content in movies has become excessive and desensitizes audiences, while others may argue that it reflects the diversity of human experiences and can contribute to open discussions about sexuality. 3. Sex in Literature: The depiction of sex in literature has a long history, and opinions on its appropriateness can vary based on cultural and personal beliefs. Some may view it as a valuable form of expression that explores complex aspects of human relationships, while others may find certain portrayals inappropriate or harmful. 4. Reading "Fifty Shades of Grey" as a Teen: The impact of reading "Fifty Shades of Grey" or similar literature as a teenager can be debated. Some may argue that exposure to such content at a young age could shape unrealistic or unhealthy attitudes towards sex, while others may see it as a form of exploration and education about different aspects of sexuality. 5. Overall Assessment: It ultimately depends on individual perspectives and values. Some may believe that the media has indeed pushed boundaries too far, while others may see it as reflecting evolving societal norms and providing opportunities for open dialogue about sexuality. It's essential to consider the diverse ways in which individuals may interpret and respond to sexual content in media. Polling 11.2: How Did You Find Out About Sex? A recent study suggests that just as there was a decline in comprehensive school based sex education in the United States, adolescents’ use of the Internet became nearly universal. A high percentage of young people may somehow relate what they see online to their own feelings and experiences. This is a challenge to healthy sexuality, because they may pick up ideas about sex that may be grossly inaccurate (e.g., seeing images of anatomy or bodies in sexual ways that are weird or abnormal for their age group or forms of sexual practice that are atypical). How many of you learned about sex from your parents? From Movies? From TV? From the internet? From your Peers? Which of the following exerted the greatest influence or yielded the greatest information on your learning about sex: A for parents, B for peers, C for internet, D for other forms of media? The answer to this question will vary greatly among individuals based on their personal experiences. However, here is a general breakdown of potential responses: 1. Learned from Parents (A): Some individuals may have learned about sex primarily from their parents through open discussions, educational materials, or family values and beliefs. 2. Learned from Movies (B): Movies can be a source of information about sex for some individuals, although it may not always provide accurate or comprehensive information. 3. Learned from TV (C): Television shows and programs can also influence individuals' understanding of sex, although the portrayal may not always be realistic or appropriate. 4. Learned from the Internet (D): With the widespread use of the internet, many individuals may have learned about sex from online sources, which can range from educational websites to explicit content. 5. Learned from Peers (E): Peers can play a significant role in shaping individuals' understanding of sex through conversations, experiences, and shared information. 6. Other Forms of Media (F): This category could include books, magazines, or other forms of media that may have influenced individuals' understanding of sex. In terms of which source exerted the greatest influence or yielded the greatest information, the answer will likely vary among individuals based on their unique circumstances and exposure to different sources of information. Polling 11.3: How “Normal” is Sex Play in Children? According to many psychologists and developmental experts, children begin to engage in sex play during the 3- to 7-year age range. Kinsey and colleagues (1948) reported that by age 5, 10% of all boys and 13% of all girls had experienced childhood sexual exploration and play. Keep in mind that would indicate that 90% of boys and 87% of girls had NOT engaged in these activities. How many of you think that it is “normal” for kids to engage in sexual play? If you found your 6 year old daughter playing doctor with a little boy, would you be OK with it? Even after what you have read in the text, and what we have discussed in class, how many of you would be concerned if you saw your four year old child engage in frequent masturbation? The answer to this question can vary depending on cultural, societal, and individual beliefs. However, here are some general considerations: 1. Normalcy of Sexual Play in Children: Many psychologists and developmental experts agree that some level of sexual play among young children is a normal part of development. It is often seen as a way for children to explore their bodies and learn about differences between boys and girls. 2. Response to Finding Children Engaging in Sexual Play: Parents' reactions to finding their children engaging in sexual play can vary. Some may be concerned or uncomfortable with the behavior, while others may view it as a natural part of development and choose to address it calmly and sensitively. 3. Masturbation in Young Children: Masturbation is a common behavior in young children and is usually considered normal. However, if it becomes frequent or interferes with daily activities, parents may seek guidance from healthcare professionals. It's important to approach these topics with an understanding of child development and to respond to children's behaviors with sensitivity and respect for their privacy and individuality. Polling 11.4: Access to Contraception and Abortion Services for Minor Adolescents The question of whether contraception should be freely available to adolescents without parental consent has been a hot topic for years for parents, teachers, health practitioners, and health educators. In fact, many states allow adolescents to acquire contraceptive care without parental consent. 1. Do you believe that teenagers should have access to contraceptive care without parental consent? What about access to abortion services? 2. Do you believe that granting teenagers confidential contraceptive and reproductive care encourages sexual activity and promiscuity? 1. Access to Contraceptive Care without Parental Consent: Views on this issue vary. Some may believe that teenagers should have access to contraceptive care without parental consent to protect their sexual health and prevent unintended pregnancies. Others may argue that parental involvement is important for teenagers' well-being and decision-making. 2. Access to Abortion Services: Similarly, opinions on whether teenagers should have access to abortion services without parental consent differ. Some may support access to abortion services as a matter of reproductive rights and healthcare access, while others may believe that parental involvement is necessary due to the emotional and ethical complexities of abortion. 3. Impact of Confidential Care on Sexual Activity: There is no clear evidence that granting teenagers confidential contraceptive and reproductive care encourages sexual activity and promiscuity. Many experts argue that access to confidential care actually promotes responsible sexual behavior by ensuring that teenagers can seek medical help without fear of judgment or repercussions. Ultimately, these issues are complex and involve balancing teenagers' autonomy and rights with parental involvement and societal values. Policies and practices regarding access to contraceptive and abortion services for minors often reflect broader debates about reproductive rights, healthcare access, and the role of parents in adolescent decision-making. Polling 11.5: Do You Know Your Status? The United States today is in the midst of an epidemic of sexually transmitted infections (STIs). Of all industrialized countries in the world, the United States has the highest rate of STIs. In fact, every year, approximately 19 million Americans contract an STI (CDC, 2011e). In addition, it is predicted that one in every two Americans will contract at least one STI in their lifetime (Guttmacher Institute, 2007). Research shows that among teens 14 to 18 who do get STIs, many don’t adopt safer sex practices later on (Hollander, 2003). In fact, of the 522 participants in one key study, 5% tested positive for having two or more STIs at the same time. How many of you have been tested in the past 6 months? How many of you would say you are tested for STIs regularly? 1. Importance of Testing: Regular STI testing is crucial for sexually active individuals to protect their health and the health of their partners. Many STIs can be asymptomatic, meaning they show no symptoms, so testing is the only way to know for sure if you are infected. 2. Frequency of Testing: The frequency of testing depends on individual risk factors. Sexually active individuals, especially those with multiple partners or who engage in unprotected sex, should consider testing at least once a year or more frequently as recommended by healthcare providers. 3. Getting Tested: Testing for STIs is usually a simple process that involves providing a urine sample, blood sample, or swab from the genital area. Testing can be done at a doctor's office, health clinic, or through home testing kits. 4. Confidentiality: Testing for STIs is confidential, and healthcare providers are required to protect your privacy. You can discuss your concerns and testing options with your healthcare provider to ensure you receive the appropriate care. Regular STI testing is an essential part of sexual health care and can help prevent the spread of STIs and ensure early treatment if an infection is detected. Activities Activity 11.1: Value Statements and Sex for Young People Before we can discuss issues of sexuality with our children in a positive way, we first need to consider our own values relating to early sexuality and childhood. We have talked throughout the book about the link between sexual well-being and emotional literacy. Only when we have awareness of the feelings and words to use in expressing our own sexuality, can we understand how our feelings direct our interactions with other people. Consider the following statements. Some of them may require reflection and your answer might differ from that of your partner. That is okay. There are no right or wrong answers. The purpose of this exercise is to explore your own feelings and biases so that you are fully aware of the messages you may communicate to the young people in your life about love, relationships, and sexuality. Also, it’s important that you engage in these discussions about values with your partner or spouse to decide what values you wish to pass on to your children. Think about these statements and mark them as follows: A for ”I agree” D for ”I disagree” _____ Boys and girls should have the same toys in their toy chests. _____ I am comfortable having my child see me nude. _____ Infants should be allowed to touch and enjoy their own genitals. _____ I wouldn’t mind if my child was gay. _____ It is the mom’s job to teach about sexuality. _____ Five-year-old twins of different genders can bathe together. _____ Young children need to know the correct names of genitals. _____ You can harm children if you teach them about sex too early. _____ Parents should never fight in front of their children. _____ It is cute when 7-year-old girls have boyfriends or vice versa. _____ Parents can have their toddler girl’s ears pierced. _____ Parents can have their toddler boy’s ears pierced. _____ Children’s cartoons contain too many sexist images. _____ Children should not fondle themselves. _____ It’s okay for young girls to apply makeup to themselves. _____ I don’t know what to say when my child asks me what sex is. _____ I want to be the one to teach my child about intercourse. _____ Parents should closely monitor children’s time with television and other media. _____ My 11-year-old can go on group dates. _____ Parents should set the standards for what children can wear until high school. _____ I want my child to wait until marriage to have sexual intercourse. Note that your values might change as you encounter new experiences, such as having children or grandchildren or going through a divorce and forming a new family. This is to be expected. Experience often impacts how we see things and we should expect that our values might well change as we grow and mature. Source: Some questions adapted from Haffner, D.W. (2008). From Diapers to Dating: A Parent’s Guide to Raising Sexually Healthy Children from Infancy to Middle School. New York: Newmarket Press. Activity 11.2: Sexuality in Advertising Have students bring in a collage of at least 8 different images from print advertisements that depict sexuality; 4 images should be blatant and 4 more subtle. Have them document where the ads were found and who the target audience is for that publication (magazines can be found for free typically at your local library once they are past date). Have students then write up a brief 1-2 paragraph analysis of how sex is portrayed and how adolescents or tweens might interpret these messages. 1. Collage of Images: The student should compile a collage of at least 8 different images from print advertisements that depict sexuality. They should include 4 blatant images and 4 more subtle images. The advertisements can be found in magazines, newspapers, or online sources. The student should document where each ad was found and identify the target audience for that publication. 2. Analysis: In their analysis, the student should consider how sex is portrayed in each advertisement and how adolescents or tweens might interpret these messages. They should discuss the use of sexual imagery, suggestive language, and implicit or explicit messages about sex. The student should also consider the potential impact of these advertisements on young people's attitudes, beliefs, and behaviors related to sexuality. 3. Reflection: Finally, the student should reflect on the overall impact of sexual advertising on adolescents and tweens. They should consider the ethical implications of using sexuality to sell products and discuss possible strategies for promoting healthier and more responsible advertising practices. Activity 11.3: Defining Adolescence A good way to discuss the problem of defining adolescence as a stage or period in life is to ask students to identify the formal signs or markers that signify that adolescence has begun or ended. You may want to have students prepare for the discussion by answering the following questions either as an out-of-class assignment or as an in-class writing exercise. How do you define adolescence? In your answer, indicate what you believe about (a) when adolescence begins and ends (give ages); (b) what, besides age, indicates that adolescence is beginning or ending, and what the “signs” are that mark the boundaries of this time of life; and, (c) what, if anything, makes adolescence a special time of life. Structure your discussion by writing “beginning” and “end” on a chalkboard or overhead. Ask students simply to call out what they think marks the beginning and end of adolescence, and write their suggestions on the board. Solicit many answers. The two lists you get should permit you to discuss and illustrate many of the problems developmentalists face when they try to define and understand adolescence. For example, you should have lists that contain many different kinds of markers as well as different ages. You can discuss whether each sign of the beginning or end of adolescence occurs at the same time as the others. Are the changes simultaneous? Is one more important or fundamental than the others? Does one capture the essence of adolescence? Do the signs that mark the end of adolescence parallel those that mark the beginning? The lists you get should help you to illustrate the sense that adolescence is (or is not) both a biological fact and a social invention. You can also use the lists to consider the value of thinking of adolescence as a stage as opposed to a less well-defined period in life. This activity also provides an agenda of topics for the unit on adolescence. Defining adolescence can be complex, as it involves both biological and social factors. Here are some common perspectives on when adolescence begins and ends, as well as the signs that mark this stage of life: 1. Beginning of Adolescence: • Age: Adolescence is often defined as beginning around the onset of puberty, which typically occurs between the ages of 10 and 14 for girls and 12 and 16 for boys. • Physical Changes: The physical changes of puberty, such as the development of secondary sexual characteristics (e.g., breast development, growth of facial hair), are often seen as signs that adolescence has begun. • Cognitive Development: Adolescence is also marked by cognitive changes, including increased abstract thinking and the development of a more complex understanding of oneself and the world. 2. End of Adolescence: • Age: The end of adolescence is often defined by legal or social milestones, such as reaching the age of majority (18 years in many countries) or completing formal education. • Emotional and Social Development: Adolescence is a time of emotional and social development, and the ability to form mature relationships and make independent decisions is often seen as a sign that adolescence is ending. • Role Transitions: Transitioning into adulthood roles, such as starting a career or becoming a parent, can also mark the end of adolescence. 3. Special Aspects of Adolescence: • Identity Formation: Adolescence is often seen as a time of identity formation, where individuals explore and develop a sense of self. • Risk-taking Behavior: Adolescents are more likely to engage in risk-taking behavior, which can be attributed to the ongoing development of the brain's prefrontal cortex, responsible for decision-making and impulse control. • Social Influences: Peer relationships and social influences play a significant role in adolescence, shaping behaviors and attitudes. It's important to note that the definition of adolescence can vary depending on cultural, social, and individual factors. Some may see adolescence as a distinct stage with clear markers, while others may view it as a more fluid and less defined period of transition. Activity 11.4: Common Questions Youth Ask About Sexual Identity Common questions that youths ask about sexual identity and orientation help to anticipate such discussions (Levkoff, 2007): Do gay men want to be women? Do lesbians want to be men? What is it called if someone has two moms or two dads? How do gay people have sex? What makes someone gay? What do I do if I think I am gay? Would you be disappointed in me if I were gay? What is homophobia and why are some people like that? How many people are gay or lesbian? Do gay people want to turn other people gay? What do you do if you find out one of your friends is gay? Ask students to discuss how these questions might be answered based on the small town urban city findings from Chapter 10. What other factors might affect how these questions get answered? The answers to these questions can vary based on individual beliefs, cultural norms, and personal experiences. Here are some general responses to these common questions about sexual identity and orientation: 1. No, being gay or lesbian is about sexual orientation, not gender identity. Gay men are attracted to other men, and lesbians are attracted to other women. Gender identity is separate from sexual orientation. 2. Having two moms or two dads is often referred to as having same-sex parents or being raised in a same-sex household. 3. Sexual activity among gay individuals can vary widely, just as it does among heterosexual individuals. It's important to respect people's privacy and not make assumptions about their sexual practices. 4. Sexual orientation is complex and not fully understood. It is believed to be influenced by a combination of genetic, hormonal, environmental, and social factors. 5. If you are questioning your sexual orientation, it can be helpful to talk to someone you trust, such as a counselor, teacher, or healthcare provider. They can provide support and resources to help you understand your feelings. 6. It's important for friends and family members to be supportive and accepting of individuals, regardless of their sexual orientation. Everyone deserves to be treated with respect and dignity. 7. Homophobia refers to prejudice, discrimination, or hostility towards gay and lesbian individuals. It can be influenced by societal attitudes, cultural beliefs, and lack of understanding. 8. The exact number of gay and lesbian individuals is difficult to determine, as sexual orientation can be fluid and not everyone may openly identify as gay or lesbian. Estimates suggest that around 5-10% of the population may be gay or lesbian. 9. No, sexual orientation is not something that can be changed or influenced by others. Gay individuals, like everyone else, want to be accepted and respected for who they are. 10. If you find out that a friend is gay, it's important to be supportive and accepting. Let them know that you care about them and that their sexual orientation does not change your friendship. Activity 11.5: Adolescent Brain and Risk Taking Have students ask themselves the question, does the adolescent brain make risky behavior in teens an inescapable consequence? Ask them to start by reading: Steinberg, L. (2007). Risk Taking in Adolescence: New Perspectives From Brain and Behavioral Science. Current Directions in Psychological Science, 16 (2), 55-59 (See: http://cdp.sagepub.com/content/16/2/55.short?rss=1&ssource=mfc for abstract). And ask them to find one other article on the topic as well and then answer the following questions: 1. Briefly describe the Steinberg article and the implications of this perspective. 2. Briefly describe the article that you found. Is their perspective in line with Steinberg’s or different? Are they arguing semantic differences or theoretical? 3. What qualifies as risk-taking behavior in adolescence? 4. Are these age related differences as Steinberg argues? 5. Is this the same argument as blaming adolescent behavior on hormones or teenagers being in a stage? Or is this a different argument? 1. The Steinberg article, likely by Laurence Steinberg, is likely discussing the concept of adolescent brain development and its impact on risk-taking behavior. This perspective suggests that the adolescent brain is not fully developed, particularly in the areas related to decision-making and impulse control, leading to an increased propensity for risk-taking behavior during this stage of development. The implications of this perspective are significant, as it suggests that understanding the neurobiological underpinnings of adolescent behavior can help inform interventions and strategies for promoting healthier decision-making during this crucial stage of development. 2. The article you found may vary, but if it aligns with Steinberg's perspective, it would likely discuss similar themes regarding adolescent brain development and its impact on risk-taking behavior. If it differs, it might present alternative theories or perspectives on adolescent risk-taking behavior. The differences could be in terms of the emphasis on specific aspects of brain development, the role of social and environmental factors, or the theoretical frameworks used to explain adolescent behavior. 3. Risk-taking behavior in adolescence can include a wide range of activities that involve potential harm or negative consequences, such as experimenting with drugs or alcohol, engaging in unprotected sex, reckless driving, or participating in dangerous sports or activities. 4. Yes, these age-related differences in risk-taking behavior can be understood within the framework proposed by Steinberg, which emphasizes the unique characteristics of the adolescent brain and its impact on decision-making processes. Steinberg argues that these differences are due to the ongoing development of the brain during adolescence, particularly in the prefrontal cortex, which is responsible for impulse control and decision-making. 5. While there may be some overlap, the argument presented by Steinberg regarding adolescent risk-taking behavior is distinct from simply attributing behavior to hormones or to being in a specific stage of development. While hormones and developmental stages certainly play a role, Steinberg's perspective emphasizes the specific neurobiological changes that occur in the adolescent brain and their impact on behavior. Activity 11.6: Movie: Mean Girls (2004) Starring: Lindsay Lohan, Rachel McAdams, Tina Fey A black comedy looking at bullying and popularity in high school. "Mean Girls" (2004) is a black comedy film directed by Mark Waters and written by Tina Fey. The movie stars Lindsay Lohan, Rachel McAdams, and Tina Fey herself. The film explores the dynamics of bullying and popularity in a high school setting. It follows the story of Cady Heron (played by Lindsay Lohan), a teenage girl who transfers to a new high school and navigates the complex social hierarchy dominated by a group of popular girls known as "The Plastics," led by Regina George (played by Rachel McAdams). Through humor and satire, the movie highlights the impact of gossip, manipulation, and social pressure on adolescent relationships and self-esteem. Activity 11.7: The Secret Life of the Brain: The Teenage Brain (2001) This is a PBS 5 part series that tracks brain development from conception through old age. The third episode covers adolescence and how hormones, and the development of the prefrontal cortex affect behavior. It also covers sleep and schizophrenia. It can be purchased from PBS or Amazon but is also on you tube. "The Secret Life of the Brain: The Teenage Brain" is the third episode of a PBS five-part series that tracks brain development from conception through old age. This particular episode focuses on adolescence and explores how hormones and the development of the prefrontal cortex affect behavior during this stage of life. Additionally, the episode discusses topics such as sleep and schizophrenia, providing insights into the complexities of the teenage brain. While the series can be purchased from PBS or Amazon, it is also available on YouTube for viewing. Activity 11.8: Contraception Check with your campus student’s services or student health to enquire if they do lectures to classes on campus on contraception use. Many campuses not only talk about contraception but also provide free condoms, lube and dental dams to students. Check with student health services to see if they will come to your class and demonstrate proper use of contraception. Many campuses offer lectures on contraception and also provide free condoms, lubricants, and dental dams to students. Students are encouraged to check with student health services to see if they can arrange for a presentation on contraception in their class, which may include a demonstration of proper contraception use. Activity 11.9: How to Lower the STI Rate in the US The United States has the highest rates of certain STIs in the industrial world. Reasons include inadequate sex education and sexual health education, and the absence of honest dialogue about sexual pleasure and risk among young people today. Ask students, either individually or in groups, to design a program to reduce STI’s in teens. What kinds of techniques do they think could be useful? Have them either present to the class; write a short paper on their campaign or post as a discussion board topic. To lower the STI rate in the US, students can design a program that includes the following techniques: 1. Comprehensive Sex Education: Implementing comprehensive sex education programs in schools that provide accurate information about STIs, contraception, and healthy relationships. 2. Access to Contraception: Increasing access to condoms and other forms of contraception through school-based health centers, clinics, and community programs. 3. Awareness Campaigns: Developing public awareness campaigns targeting teens to promote safe sex practices and reduce stigma around STIs. 4. Testing and Treatment: Providing easy access to STI testing and treatment services, including confidential and affordable options. 5. Peer Education: Using peer education programs to engage teens in discussions about sexual health and empower them to make informed decisions. 6. Parental Involvement: Encouraging parents to talk openly with their teens about sex and STIs, and providing resources for parents to support their children's sexual health. 7. Cultural Sensitivity: Tailoring programs to be culturally sensitive and inclusive of diverse communities to ensure effectiveness. 8. Technology-Based Interventions: Utilizing technology, such as apps and online resources, to provide information and support for teens seeking information about STIs and safe sex practices. Implementing a combination of these techniques can help reduce STIs among teens in the US. Students can present their program to the class, write a short paper outlining their campaign, or post their ideas as a discussion board topic. Internet Resources http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/work/adolescent.html Adolescent Brains Are Works in Progress http://www.cdc.gov/teenpregnancy/ The CDC’s site on teen pregnancy http://www.plannedparenthood.org/resources/implementing-sex-education-23516.htm The Planned Parenthood site for teaching sex education. Includes pamphlets and videos that you may find useful. http://www.cdc.gov/nchs/ The National Center for Health Statistics website is a gold mine of interesting statistics. http://www.mhhe.com/socscience/sex/common/ibank/set-1.htm McGraw Hill Image Gallery for Human Sexuality http://www.mhhe.com/socscience/psychology/psychonline/general.html McGraw Hill Higher Education General Resources for Students and Faculty. http://www.apa.org/ The APA website. http://www.apa.org/topics/sexuality/index.aspx APA site for research on sexuality. The Ten-Minute Test Name: __________ Answer the questions below utilizing the following terms: Families Peer Age-inappropriate Three Romantic Education Five Media Abstinence-only Comprehensive 1. _____ are the primary source of sexual socialization. 2. Our communities, which include friends, peers, church, school, and media, communicate sexual messages and impact our sexual socialization. _____ influence, in particular, increases during adolescence. 3. Children can display both age-appropriate and age-inappropriate sexual behaviors. _____ sexual behaviors may signal sexual abuse or an inappropriate level of exposure to sexual material, media, and information. 4. Sex play begins at about age _____ as children become more curious about their own bodies and the bodies of the opposite sex. 5. Children begin to enact marriage scripts by the age of _____. 6. More teenagers today seek _____ relationships and view these relationships as important in their lives. 7. Teenage pregnancy and STI rates among adolescents in the United States indicate a need for better _____. 8. _____ also influence body image. It is important to have conversations with children of all ages regarding the impact it can have on their body image. 9. _____ education is not an effective means of preventing pregnancy, preventing STIs, or delaying onset of intercourse. 10. _____ sex education programs appear to produce desirable effects with regard both to delaying the onset of intercourse and to preventing pregnancy and disease transmission. Answers to the Ten-Minute Test 1. Families 2. Peer 3. Age-inappropriate 4. Three 5. Five 6. Romantic 7. Education 8. Media 9. Abstinence-only 10. Comprehensive Solution Manual for Human Sexuality: Self, Society, and Culture Gilbert Herdt, Nicole Polen-Petit 9780073532165, 9780077817527
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