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The Importance of Identity in Sexual Health
Published in Naomi M. Hall, Sexual Health and Black College Students, 2022
Dr. Amos Wilson, a noted Black psychologist, has a famous saying “if we don’t know who we are then we are whomever somebody tells us we are” (Wilson,1993, p. 38) The college environment provides a ripe setting for continued identity development through interactions with people, courses, programs, and contexts. One of the most fulfilling aspects of teaching students is when they discover something about themselves that can be integrated into their self- and sexual schemas and scripts. Sexual exploration is a normal part of the development for emerging adults, and the college environment provides the backdrop for experimentation. It should be the role of those who are guiding these young people to help them understand that much of what they are feeling, thinking, and experiencing is natural for their stage of development. There are often noticeable changes in cognition, social norms, and expectations from freshman year to graduation among individuals. Erikson (1968) believed that identity development took place in stages throughout the lifespan and has described the impact of social experience (psychosocial) and how social interaction and relationships (sociocultural) played a role in development and growth. As with most stage theories, one needs to successfully transition through one stage to go to the next. Erikson believed that at each stage there are conflicts that serve as benchmarks for development. For traditional-aged college students (18–24 years), two stages are relevant: adolescence (12 to 18) – identity vs. role confusion, and young adulthood (19–40) – intimacy vs. isolation.
Childbirth and sexual abuse during childhood
Published in Chang Amy, Caroline Squire, The Social Context of Birth, 2017
Age differential between abuser and abused: usually 5 years, with some studies specifying 5 years for children under 12 years, 8–10 years for children over 12 years, or 5-year differential for total sample, but perpetrator over 16 years of age. Definitions that set an age differential are attempting to distinguish between abusive sexual experiences and cases of sexual exploration among peers.
Genitals
Published in Lisa Jean Moore, Monica J. Casper, The Body, 2014
Lisa Jean Moore, Monica J. Casper
Understanding one’s own sexual response is often riddled with shame and taboos; and in societies that oppress women, it is deeply challenging to develop the self-knowledge for sexual exploration. Because there is scant research on women’s sexual function and because phallocentrism is so prevalent in much human sexuality research, it is difficult to establish a baseline of what would be considered “healthy” female sexuality.
Prevalence and characteristics of choking/strangulation during sex: Findings from a probability survey of undergraduate students
Published in Journal of American College Health, 2023
Debby Herbenick, Tsung-chieh Fu, Callie Patterson, Yael R. Rosenstock Gonzalez, Maya Luetke, Dubravka Svetina Valdivia, Heather Eastman-Mueller, Lucia Guerra-Reyes, Molly Rosenberg
In terms of partner characteristics, although choking was significantly more common among established partners such as boyfriends and girlfriends, it was not rare among less familiar partner types. Indeed, 19.5% of women who had just met their partner indicated they had been choked during sex and 18.7% of men who indicated having just met their partner reported that they choked that person. We do not know to what extent choking was asked for or initiated in these instances. Given that these college student partners had just met, we expect that detailed communication about consent, safe words and/or gestures, and how to respond in the case of an emergency (since choking/strangulation carries risks such as loss of consciousness, traumatic brain damage, and even death) was unlikely. However, that is an empirical question that only subsequent research can address. On the other hand, the greater incidence of choking among established partners may be associated with sexual exploration, sexual routine, and/or potentially more open communication about sexual interests, desires, and/or safety – but, again, these are empirical questions for subsequent research. Our finding that choking was observed across partner types may reflect that choking/strangulation during sex has become mainstream.
Pleasure and PrEP: A Systematic Review of Studies Examining Pleasure, Sexual Satisfaction, and PrEP
Published in The Journal of Sex Research, 2022
Christine M. Curley, Aviana O. Rosen, Colleen B. Mistler, Lisa A. Eaton
Further, while several authors have discussed incorporating sexual pleasure in HIV prevention messaging, the effectiveness of this messaging has yet to be tested beyond the #PrEP4Love campaign targeted at a younger population (Dehlin et al., 2019; Keene et al., 2020). Pleasure-oriented messaging should target middle and older adults, as contrary to social presumptions of asexuality, these populations remain sexually active well into late adulthood (Sinkovic & Towler, 2019). In addition, more studies should interview all partners in relationships; whether in dyads, triads, or other configurations, to better understand receptivity to overt pleasure messaging in terms of physical sensation, intimacy, sexual exploration, and reduced sexual anxiety. Finally, a systematic review studying the barriers and facilitators of PrEP among MSM conducted by Hannaford et al. (2018) included search terms such as stigma, social stigma, and awareness and attitudes, but not sexual pleasure, sexual satisfaction or sexual quality, thus making this review a unique contribution to the field.
Integrating Sexual Pleasure for Quality & Inclusive Comprehensive Sexuality Education
Published in International Journal of Sexual Health, 2021
Kristen Mark, Esther Corona-Vargas, Mariana Cruz
Building these sexual and relationship skills early and throughout life provides a foundation from which to foster intimacy through the pursuit of sexual pleasure and shared sexual experience. If risk reduction is the only focus of sexuality education and young people are withheld information about why individuals choose to engage in sexual behavior (including but not limited to masturbation, sexual touching, oral sex, vaginal sex, anal sex) for the sake of their well-being, they will fail to benefit from crucial information about intimacy building, sexual exploration beyond penile-vaginal intercourse, and opportunities for diverse sexual experiences, all of which contribute to sexual satisfaction (Giuliano & Allard, 2001; O’Leary et al., 2012; Štulhofer et al., 2014; Yoo et al., 2014). The WAS Declaration on Sexual Pleasure affirms that access to sources of sexual pleasure are part of human experience and subjective well-being (WAS, 2019) and including sexual pleasure in sexuality education can expand learners’ ability to communicate and cultivate intimacy in relationships, thereby improving their overall well-being.