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Women's Sexual Health and Lifestyle Medicine
Published in Michelle Tollefson, Nancy Eriksen, Neha Pathak, Improving Women's Health Across the Lifespan, 2021
Megan Alexander, Shannon Worthman, Rashmi Kudesia, Michelle Tollefson
Sexual health is defined by the World Health Organization as:a state of physical, emotional, mental and social well-being in relation to sexuality; it is not merely the absence of disease, dysfunction or infirmity. Sexual health requires a positive and respectful approach to sexuality and sexual relationships, as well as the possibility of having pleasurable and safe sexual experiences, free of coercion, discrimination and violence.1
Gender and Sexuality
Published in Mohamed Ahmed Abd El-Hay, Understanding Psychology for Medicine and Nursing, 2019
Sexual dysfunctions are a heterogeneous group of disorders that are typically characterized by a clinically significant disturbance in a person’s ability to respond sexually or to experience sexual pleasure. An individual may have several sexual dysfunctions at the same time. In such cases, all of the dysfunctions should be diagnosed.
Feminist Perspectives on Child Sexual Abuse
Published in Jane M. Ussher, Joan C. Chrisler, Janette Perz, Routledge International Handbook of Women’s Sexual and Reproductive Health, 2019
Most contemporary definitions of child sexual abuse cover issues of sex, power, consent, and age. For example, the World Health Organization (WHO, 2006) stated that child sexual abuse is inclusive of any sexual activity with a child who does not fully understand, is not developmentally ready for, or is unable to give informed consent to the activity; and/or a sexual activity with a child that violates the laws and social mores of a society. Sexual abuse is understood to be perpetrated by adults and children who are, because of their age or developmental stage, in a position of power, trust, or responsibility over the victim; the aim of the activity is to gratify or satisfy the needs of the abuser. Definitions of sexual abuse have recently been expanded from contact abuse (being physically present with/touching the child during abuse) to include non-contact abuse, which covers all non-touching activities, such as grooming, on-line abuse and sexually exploiting a child for money, power or status (see National Society for the Prevention of Cruelty to Children/NSPCC, 2019).
Sexual Behaviors Among Lesbian, Gay, Bisexual, Transgender, and Other Sexual and Gender Diverse Medical Students: A National Study of Thai Medical Schools
Published in International Journal of Sexual Health, 2023
Sorawit Wainipitapong, Awirut Oon-arom, Teeravut Wiwattarangkul, Papan Vadhanavikkit, Pakawat Wiwattanaworaset, Maytinee Srifuengfung, Mayteewat Chiddaycha
Demographic data, including age, academic year of study, hometown, current underlying health issues, parental marital status, substance use, and income per month were collected. Sexual and gender diversity was identified by self-reported sex assigned at birth, gender identity (personal sense of own gender), and sexual orientation (gender they are sexually attracted to). The definition and explanation of each factor were provided in the questionnaire. In our study, the sexual and gender diversity was categorized into lesbian, gay, bisexual/pansexual male or female, transgender (with any sexual identity and orientation), non-binary, asexuality, and questioning. All participants were asked to report their sexual identity (sex assigned at birth) as male, female, or intersex, and gender identity (personal sense of own gender) as male, female, questioning or non-binary. Sexual orientation (gender they are sexually attracted to) was also identified by using multiple choices including heterosexual, homosexual, bisexual, asexual, questioning, and others. The participants were allowed to select only one response for each question.
Ignored Components of Sexuality: The Need for Competent Clinical Practice with Child Survivors of Sexual Abuse
Published in Journal of Child Sexual Abuse, 2023
In general, people tend to use the term “sexuality” to describe an individual’s sexual orientation or their sexual behaviors (e.g., Horn et al., 2005); however, sexuality encompasses a myriad of constructs in the context of the broader human experience (described below in the Circles of Sexuality). As such, clinical researchers suggest that sexuality should be recognized in all supportive therapeutic settings (Hanzlik & Gaubatz, 2012; Harris & Hays, 2008). In addition to early therapeutic intervention to decrease long-term effects of CSA, providing therapeutic support that includes topics of human sexuality is vital for a holistic approach to survivor healing. Researchers have found that healthcare professionals lack training and are often uncomfortable broaching issues of sexuality in treatment, leaving the client to either initiate the conversation in hopes their therapist is equipped to support them or avoid the topic entirely (Abbot et al. 2021; Mollen et al. 2021; Sterling-Murphy & Csiernik, 2021). At the same time, many professionals, including physicians (Pillai-Friedman, 2010), occupational therapists (Jones et al., 2005), and psychotherapists and their trainees (Sterling-Murphy & Csiernik, 2021) have expressed a strong desire for education and training around sexuality topics, noting the importance of addressing them proactively with clients.
Peer education interventions for HIV prevention and sexual health with young people in Mekong Region countries: a scoping review and conceptual framework
Published in Sexual and Reproductive Health Matters, 2022
Peter A. Newman, Pakorn Akkakanjanasupar, Suchon Tepjan, Sharafdzhon Boborakhimov, Jan Willem de Lind van Wijngaarden, Nuttapon Chonwanarat
Sexual health is a state of physical, mental, and social wellbeing in relation to sexuality.9 In alignment with WHO’s10 recognition of sexual health as a basic human right, adolescents and youth have a right to “evidence-based comprehensive sex education” which includes human sexuality, sexual and reproductive health (SRH), and human rights and gender equality.11 A core principle of a rights-based approach to sexual health among young people is youth-centred pedagogy: actively engaging young people in bringing their whole selves to the education process, developing critical thinking, and engaging them as change agents in their communities.12 Operationalising access to sexual healthcare further requires understanding and responding to the needs of diverse young people in different sociocultural and geopolitical contexts.9 To these ends, peer education (PE) is a frequently used approach for promoting sexual health and HIV prevention for young people, particularly in low resource contexts.13–15