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1.
Ubiquitous “sex tips” in popular media evidence an unquenchable public interest in learning how to experience “great sex,” and studies confirm that a great sexual relationship correlates to general relationship satisfaction, which in turn correlates to overall happiness. While studies of great sex or “optimal sexuality” are few, enough is known to conclude that the paths to great sex depicted in popular media are largely dead ends. This lesson plan will help educators (a) dispel inaccurate information about optimal sexuality disseminated in the popular media and (b) inform students about the components of optimal sexuality.  相似文献   

2.
This essay offers an account of “sexting's” cultural value and social uses by examining celebrities' production and distribution of sexual imagery on Twitter. It argues that as a result of technological convergence and the prevalence of social media, teens and celebrities are using “candid” images of their sexuality to remediate themselves in a fashion that generates a specific form of user-generated capital. Ultimately, this perspective is used to argue that the anxiety surrounding high school-age sexters has less to do with teens documenting their sexuality than it does with the ways that new forms of text-based media articulate the libidinal status of teenage sexuality in contemporary culture.  相似文献   

3.
Issues relating to sexuality, marriage, and parenthood of mentally retarded people are discussed in the context of normalization. Negative attitudes towards the manifestation of sexuality by mentally retarded people are considered, along with studies which demonstrate that many such individuals are capable of meaning ful sexual behavior, and meaningful interpersonal relationships that may culminate in marriage and child rearing. It is urged that counselors have an important role in assisting mentally retarded individuals attain their rights to sexual activity, marriage, and parenthood. Attention is drawn to teaching techniques for use in sex education programs for mentally retarded people, and examples are presented of programs which deal with psycho-sexual development, marriage, parenthood, and sexual problems and dysfunctions.  相似文献   

4.
The development of health promotion is typically viewed as a reaction against both the excessive responsibility placed on individuals concerning their health-related choices and the absence of recognition of environmental factors associated with personal decision making. What though does sexuality education mean from the perspective of health promotion? According to one approach, it implies the existence of a curriculum that recognises the environmental factors affecting sexuality and sexual behaviour. It also suggests a curriculum that aims to empower students to engage with risky sexual behaviour, not just as a personal issue but also as a social matter. The emphasis is placed not merely on developing personal knowledge and skills associated with sexuality and sexual behaviour but on enabling active citizens to protect themselves and their co-citizens from sexual risks and to promote healthy sexuality. This paper discusses such a health promotion perspective in relation to the sexuality education curriculum as recently developed in Cyprus. It demonstrates how a health promotion perspective in relation to sex education can be translated into the establishment of learning objectives, appropriate pedagogic methods and the development of school materials.  相似文献   

5.
ABSTRACT

At-risk adolescents may experience Social Determinants of Health (SDoH) that lead to higher rates of risky sexual behavior, including increased risk of pregnancy and sexually transmitted infections. These SDoH may include components such as unstable family structures, incomplete education, and poverty. Targeting at-risk youth for sexuality education is one way to work toward decreasing sexual health disparities. However, preferences for sexuality education approaches may differ among at-risk youth by additional factors including sex and sexual orientation. The purpose of this study was to describe sexuality education preferences among at-risk youth and how sexuality education preferences differ based on sex and sexual orientation in an at-risk sample of high school-aged youth in Texas. Results indicate sexuality education preferences differ based on sex and sexual orientation when examined by sexual health topics and methods of delivery. Implications of this study indicate including at-risk youth in sexual health programs may be a way to target those at-risk of adverse SDoH, but these groups also have specific preferences for sexuality education.  相似文献   

6.
Abstract

Higher education educators commonly understand social identities, including gender, to be fluid and dynamic. Lev's (2004) model of four components of sexual identity is commonly used to demonstrate the fluidity of sex, gender, and sexuality for individuals, but it does little to address the fixedness of those constructs. Through a multipronged intersectional framework and by centering trans* -students, this article proposes a more dynamic model for gender and sexuality.  相似文献   

7.
How should common schools in a liberal pluralist society approach sex education in the face of deep disagreement about sexual morality? Should they eschew sex education altogether? Should they narrow its focus to facts about biology, reproduction, and disease prevention? Should they, in addition to providing a broad palette of information about sex, attempt to cover a range of alternative views about sexual morality in a “value‐neutral” manner? Should they seek to impart a “thick” conception of sexual morality, which precisely articulates how individuals should lead their sexual lives? In this essay, Josh Corngold cautions against the adoption of each of these various approaches. He argues that schools should instead adopt an “autonomy‐promoting” approach, which will aim to empower students, cognitively and emotionally, to exercise sovereignty over their own sexuality.  相似文献   

8.
Although most teachers realize the potential of using popular culture within the sexuality education classroom, incorporating it successfully is complex. Especially, how can teachers critically analyse the ideology contained in popular culture without lapsing into moralizing and design motivating activities? For teachers in Taiwan, whose training has involved abstinence-only sex education and discourse, avoiding such activities is an even greater challenge. This study attempts to present an analytical framework for development students' sexual literacy through popular culture to respond to these issues. The framework for using popular culture sexual literacy as a pedagogical tool enables teachers to shift from analysing popular culture itself to understanding the lessons regarding sexuality and gender that students derive from it. Using this analytic framework, teachers can establish an interesting and meaningful method to discuss sex and intimacy relationship issues and facilitate students' inquiry into the multiple understanding of sexuality and gender; especially in discussing and understanding the desire of adolescent girls. Through this framework, the true needs of students in sexuality education can be addressed. This pedagogical approach also relates the course content to the practical experiences of young students and alters student opinions on formal sexual education.  相似文献   

9.
There is currently no validated model explaining the variability of sexual expression. This has created a scenario where sexuality, as a construct, is purely intuitive. Sexuality educators have frequently presented the Circles of Sexuality, a model that contends that sexuality is a combination of intimacy, sensuality, sexual health/behaviors, sexual identity, and sexualization. Adapting photovoice methodology and using the social media site Tumblr, the current analysis used this model to assess the social conceptualization of sexuality. Results indicate that the circles are unequally represented, with intimacy underrepresented and sexual identity overrepresented. Implications for sexuality educators, clinicians, and researchers are discussed.  相似文献   

10.
This study used qualitative content analysis to examine anonymous questions about sex and sexuality submitted by Latino and African American adolescents in Los Angeles, California, classrooms. The majority of questions asked about sexuality and sexual behavior, or anatomy and physiology, with fewer questions about pregnancy and pregnancy prevention, sexually transmitted infections, and condoms. Overall, a notable mix was found of questions implying exposure to or awareness of a wide range of sexual activities, together with questions demonstrating fundamental misunderstandings or confusion about some of the most basic aspects of sex and sexuality. Gender differences emerged across topics, subtopics, and question types. The results of this study suggest that differences exist between what Latino and African-American teens yearn to know about sex and sexuality, and what information they are getting on these topics from other sources. This reinforces the importance of considering the concerns and needs of the intended audience in designing and evaluating health education programs.  相似文献   

11.
Sexuality professionals are likely to experience unwanted sexualization based solely on their profession. Sexuality professionals are sexualized by various groups of people including strangers, colleagues, or even friends and family. The research literature discusses how sexuality researchers experience and navigate this sexualization but includes little information about the ways in which sexuality educators are sexualized. At the 2016 National Sex Ed Conference, we facilitated a workshop for sex educators to discuss how they are sexualized and how they would suggest navigating such experiences. Through this workshop proceeding, we examine how educators echoed many of the same strategies used by sexuality researchers found in the literature along with some unique population concerns and strategies.  相似文献   

12.
Many parents find it difficult to communicate with their children about sexuality and sexual decision making, sometimes from lack of adequate information, and partly as a result of the anxiety and self-consciousness that sexual themes elicit. This chapter may help parents better understand some of the issues surrounding sexuality for today's college students. It will: briefly review studies on sexual behaviors of American college students, remark upon unplanned pregnancies, discuss two issues of particular concern for parents-sexually transmitted diseases and homosexuality, and pose questions of university policy with regard to students' sexuality.  相似文献   

13.
Sex education is the cornerstone on which most HIV/AIDS prevention programmes rest and since the adoption of Outcomes-Based Education (OBE), has become a compulsory part of the South African school curriculum through the Life Orientation learning area. However, while much focus has been on providing young people with accurate and frank information about safe sex, this paper questions whether school-based programmes sufficiently support the needs of young people. This paper is based on a desk-review of the literature on sex and sexuality education and examines it in relation to the South African educational context and policies. It poses three questions: (a) what do youth need from sexuality education? (b) Is school an appropriate environment for sex education? (c) If so, what can be said about the content of sex education as well as pedagogy surrounding it? Through reviewing the literature this paper critically engages with education on sex and sexuality in South Africa and will argue that in order to effectively meet the needs of youth, the content of sexual health programmes needs to span the whole spectrum of discourses, from disease to desire. Within this spectrum, youth should be constructed as “knowers” as opposed to innocent in relation to sex. How youth are taught as well as how their own knowledge and experience is positioned in the classroom is as important as content in ensuring that youth avoid negative sexual health outcomes.  相似文献   

14.
In this article, Cris Mayo examines the relationship among anti‐LGBTQ policies, gay marriage, and sexuality education. Her concern is that because gay marriage is insufficiently different from heterosexual marriage, adding it as an issue to curriculum or broader culture debate elides rather than addresses sexual difference. In other words, marriage may be an assimilative aspiration that closes down discussions of what sexuality is and can mean, that sidesteps other related social issues such as health care for all, and that reinforces sexuality and gender identity as privatized, not political, concerns. Mayo examines different strands of LGBTQ history that complicate the meanings of sexuality and that critique a variety of antigay or heterosexist policies for their exclusions. She concludes by suggesting that the possibilities of sexuality are not served by advocacy for one gay relationship formation and calling for a sexuality education that is instead directed at sexual diversity.  相似文献   

15.
Although young people in Nigeria become sexually active at a very early age, little is known about how they view sex, sexuality, and relationships with the opposite sex. Yet knowledge of their notions and expectations regarding these issues has the potential to improve care and inform the development of sexuality education programmes. This paper reports the findings of a study which relied on in‐depth individual interviews and focus group discussions to investigate notions of sex, sexuality, and relationships among 120 boys aged 10–21 in rural southeastern Nigeria. Emerging data suggest that the popular images of sex, sexuality, and relationship among the boys support the notion of the cult of the male, which consists in a heady mixture of paternalism, systematic subordination of girls, and the glorification and idolization of male sexuality and sexual prowess. Boys generally held a penis‐centred view of sex and tended to liken sexual intercourse and relationships with girls to encounters during which girls were conquered, subdued, and demystified. The ideology of a double standard, in which males feel morally and physically edified by multiple sex encounters and viewed females as morally demeaned by the same, was observed among the boys. The findings show the need for approaches to sexuality education to be sensitive to the cultural contexts within which these notions are formed and sustained among boys in local communities.  相似文献   

16.
HIV/AIDS discourses have not only made people aware of HIV as a disease entity but have opened up new ways of thinking and talking about sex and sexuality. This article draws on findings from an evaluation of a pilot sexuality education programme, conducted in secondary schools in Victoria (Australia), to examine gender relations and the production of difference. Participating schools were required to incorporate teaching and learning experiences which normalised and affirmed sexual diversity and explored issues around HIV-related discrimination and homophobia. Two examples, gender, power and menstruation and heterosexism and homophobia, are used to analyse the language and practices students engage in as part of the process of achieving a (hetero)sexual identity. It is argued that HIV/AIDS education and sexuality education, more broadly defined, presents a particular challenge to dominant forms of masculinity and that programmes need to address gender, power and heterosexuality and its discontents if they are to have a positive impact on HIV-related discrimination and homophobia.  相似文献   

17.
How well do young people understand their developing sexuality and what this means? This paper reports on findings from the Our Lives: Culture, Context and Risk project, which investigated sexual behaviour and decision-making in the context of the everyday life experience and aspirations of Indigenous and non-Indigenous young people (16–25 years) in the Northern Territory, Western Australia and in South Australia. Using qualitative data, this paper focuses on what participating young people thought was necessary to improve the quality of sexuality education. Participants suggest that current forms of sexuality education are too clinical, didactic and unengaging, and are missing in relevant content. Young people requested more information on relationships, first sexual experiences and negotiating condom use. These requests indicate that young people realise that they need more knowledge in order to have healthy relationships, which conflicts with the popular belief that providing young people with open, honest information around sex will encourage them to have sex or increase sexual risk taking. Making sexuality education more of a priority and listening to the needs of young people could be a positive step towards improving sexual health and well-being.  相似文献   

18.
文章讨论了智力障碍人士性教育的现状和智力障碍人士性发展的状况 ,阐明了智力障碍人士性教育的必要性和重要性 ,并着重论述了智力障碍人士性教育的一系列教育原则 :正面教育原则、终身教育原则、综合教育原则、循序渐进原则、注意教育技巧的原则。  相似文献   

19.
A nationwide sample of counselor educators and practicing counselors responded to a survey questionnaire containing 20 items about human sexuality. Their ratings of the items' importance to a new, master's degree counselor about to begin practicing led to conclusions about the sexual information that counselors may need to have and priorities for instruction in sex counseling.  相似文献   

20.
This article examines the sexually explicit comments and references to pornography in young men's answers to a survey about sexuality education. Instead of viewing these remarks as simply impertinent and therefore discountable, I argue that they offer insights into the constitution of masculine identity and an erotic deficit in sexuality education. Many of these comments make requests for the inclusion of enfleshed (female) bodies in sexuality programmes and the use of pornographic materials (i.e. videos, magazines). These responses can be seen to represent a challenge to school authority in the way they are laden with “shock” value and push at the discursive limits of “sexual respectability”. In a school environment that seeks to deny the sexual and contain student sexuality, these statements symbolise an assertion of young men's sexual agency. Young men's remarks also offer a critique of sexuality education that is de-eroticised and which denies them as positive and legitimate sexual subjects. The implications of these comments for how sexuality education might be conceptualised are considered.  相似文献   

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