Psychosocial Studies - Essay Example

Running head: SEX EDUCATION Youth Sex Education and Sexual Identity You’re Studies throughout America, Canada and Europe show great diversity in approaches to teaching the community of youth about ones sexuality. The history of sexuality has been dominated by religious values, all of which heavily impact the young people in society. The ideas that these young people develop and the sexual identity that emerges can be linked back to what society as a whole teaches them and shows them through their own interactions. In this regard, one has to be careful not to use the power of sexual identity to intimidate young people or to confuse them, because the power of sexuality can bring on negativity for young people who are trying to identify with it. If more research is conducted on educating the public about sex in a more personal, practical, positive and open manner, it would open up communication barriers within the youth population so that educational services would be more adept in helping them adjust to their emerging adult thoughts and bodies in society in the correct manner and without fear of ridicule or any apprehension either. By doing this, it would reduce stereotypes and increase an understanding of subjective reality, and therefore be a more open-minded, empathetic community. This is what young people really need when they are sprouting from young adults into mature adult individuals. This research discusses these issues fluidly to show how the youth do develop their thoughts and interpretations about sexual identity directly from the environment from which they are surrounded. The conclusion of the research clearly points out that if society as a whole develops the right attitude about sexual intimacy and emerging concepts then the youth can adjust to the ideas in a normal manner as well without any adverse repercussions to deal with. Youth Sex Education and Sexual Identity Introduction Sexual Studies have been conducted throughout the United States, Canada and Europe, and the results show a large variation is evident in the methodology and attitudes regarding sexuality education. It is the belief of many researchers in this area that sexual research should be conducted with the best methods in which to educate, not just students, but entire communities. This is because one of the most adverse problems today, with regard to young people coming to accept who they are sexually is their apprehension on how the public will accept them if they are not in the same mindset sexually as the majority of other people in society are (Horrocks 1997, pg. 86). By comprehensively educating the public in sexuality it would create an individual sense of identity together with a greater understanding of different lifestyles. This would reduce stereotypes in the community and allow society to grasp the concept of subjective reality. This would also allow for the young people to appropriately develop into the sexual beings that they are meant to become and not face disclusion or discernment due to how they view their own sexuality. Furthermore, sexuality can be a powerful instrument within the society, everyone can relate to it, and it can be very emotional or sometimes an extremely spiritual experience. Using and understanding sexuality in a positive way, would then lead the way to other aspects of life being understood in the same light and would therefore minimize the negativity that has been stapled to it for decades now (Leahey 2000, pg. 114). Youth Sex Education and Developing Sexual Identity DEmilio and Freedman (1997) state that over the last three and a half centuries, the meaning and place of sexuality in the western world has changed “from a family centered, reproductive sexual system in the colonial era; to a romantic, intimate, yet conflicted sexuality in nineteenth century marriage; to a commercialized sexuality in the modern period”, when sexual relations are expected to provide personal identity and individual happiness apart from reproduction. It was argued that sexuality has been continually reshaped by the changing nature of the economy, family and politics. (DEmilio & Freedman 1997, pg. 114). Current research studies define that this area of investigation and development of the youth can be dated back to Platos Symposium, where the origins of gender and desire were discussed. However, the modern western study of sexuality as a formal intellectual discipline begins with the sexologists in the late nineteenth century. Paul Robinson, a historian in the study of sexuality, notes that, “the years from 1890 to 1910...saw major transformation in sexual theory. Historic research shows that against the Victorians, the modernists held that sexual experience was neither a threat to moral character nor a drain on vital energies" (Ellis et al 1976, pg. 212). Instead, modernists viewed sexual experience in a positive light when properly managed. The modernists were sexual enthusiasts whom sought to broaden the range of legitimate sexual behavior. Sexuality was considered essential to an individuals social well being. So during this time period the youth were well instructed in sex educational areas and were prepared for their changing bodies and changing attitudes as well. There was neither hidden agenda nor secretive aspects of sexual identity that were kept from them. This was carried out so that they could develop in the proper respects and understand the human condition of sexuality and not be afraid of it nor ashamed of their sexual urges and desires for intimacy either. Their personal identities about sex and sexual relationships developed directly through what they were associated with and through the knowledge they gained by visual awareness of others in society (Lee 2003, pg. 64). As early as 1912 the American National Education Association called for teacher training programs in sexuality education. In 1940 the public health strongly advocated the need for sexual education, labeling it an urgent need. Between 1960 and the 1980s there were constant battles between the conservatives and health advocates over the merits and format of sexual education in public schools. It was argued that it should be barred from schools, as it increased sexual activity among teenagers. However, sex education programs proliferated as newly emerging evidence showed that such programs actually delayed sexual activity and reduced teenage pregnancy rates (Pardini 1998, pg. 7). In the mid 1980s the AIDS epidemic irrevocably changed sexuality education. It removed all doubt that sex education was needed in schools, and that it should include information on heterosexual and homosexual relationships. It also forced the opposition to change its strategy from a total ban to a fear-based, abstinence-only sex education (Crasnow 2001, pg. 140). With regard to religion and emerging youth sexual identity and understanding about sexual intimacy, Christianity is the leading religious body in this educational area. The Christianity viewpoint is the dominating opposition. It is usually associated with a right-wing position that is anti-abortion, and pro-family. The Christian view has ruled Western thinking for a very long time, it has not only been a subject of intellectual debate, but it has penetrated popular thinking. The Christian attitude of suspicion towards the body and particularly sexual desire has lasted two thousand years. Although churches in the twentieth century have adapted, there is still a sense of restrictiveness and distaste in their teaching about it (Horrocks 1997, pg. 89). The Catholic Church for example regards self-control as a cardinal virtue. Self-control in relation to sex is described as chastity, one fails to practice chastity by practicing sex without friendship, or with no view to procreate, by masturbating; by having sex simply for individual gratification; by promiscuity, fornication, homosexual intercourse and by self-indulgent sexual fantasies (McKay 2000, pg. 134). There is no doubt that sexual education and identity is a very complex area for everyone. Perhaps it is why it is so central to the whole of society, with specific regard to teaching the youth correctly so that they can be encouraged to accept who they are becoming sexually with openness and honesty. An abundance of research clearly shows that everywhere around the world it is understood that Sexual health education is a sensitive and sometimes controversial topic. This is why some countries such as Canada have developed programs such as “The Sex Information and Education Council of Canada (SIECCAN)” which is designed to support the provision of high quality sexual health education in Canadian schools so that the youth won’t feel isolated or wrong in their own personal approaches and beliefs to sex and sexual intimacy either. This is something that should be implemented in every educational curriculum because it is so much a part of the social world in which human beings live (Crasnow 2001, pg. 143). The guidelines state that the programs such as these are aimed at sexual health enhancement. For example, some of the issues are focused on positive self-image and self-worth, maintenance of physical/reproductive health and prevention of sexual health problems. These are positive reinforcements for young people who are discovering their sexual side. They need information such as this to learn, grow, and develop into able bodied adults who are fully aware of their sexual nature as well. Again, this is an area where society should teach them the correct values, morals, and concepts and not turn away simply because it is a subject that has for many decades been considered taboo to some cultures. Of course this is also why there is such a great need for professional sex educators so that they will have the common sense to teach the youth and encourage them to blossom into well developed people without fears or apprehensions of who they are, as has been stated (Berne & Huberman 1999, pg. 21). Studies by SIECCAN have shown that 85% of parents approve of schools providing students with information on reproduction, birth control, STD/AIDS prevention, healthy relationships, abstinence, sexual orientation, puberty, sexual abuse/rape, and individual, family and community moral beliefs about sexuality (McKay 2000, pg. 131). Through the many studies that have been investigated there is quite a few that have returned results from the youth which show what information they want to learn more about in order to develop and grow into better functioning individuals. In one of these studies that were reviewed a number of students rated certain topics from the most important to them to those that weren’t so important. What they are really wanting to learn and discover in their sexual health is information about, preventing sexually transmitted diseases, sexual assault/rape; how to get testing and treatment for STDs; methods of birth control, conception/pregnancy/birth; building good/equal relationships; making decisions about sexuality and relationships; saying no to sex; parenting skills; talking with girlfriends/boyfriends about sexual issues; peer pressure; and puberty (McKay 2000, pg.135). These of course are all necessary areas that young people need to learn about because in order to feel complete as a young adult they need to be aware of how to handle themselves in sexual situations and they need to know how to protect themselves. Yet again this is showing that young people develop sexually based on their education and what they are taught by their peers as well. Although the topics from the parents point of view and the students are very similar, two things have been found in this research. One of these is that students wanted advice on parenting. This implies that students do not see their parents as role models for the types of parents they would want to be, especially when it came to sex education. They don’t feel that the parents are open enough with them in order form them to be able to fully develop into knowledgeable adults who are accepting of their sexual identity. Another study that supports this notion found that out of six possible sources of sexual health education, schools were preferred over family and friends (McKay 2000, pg. 135). This is another clear reason why some young adults develop a desire to become a professional health educator so that young people will not have unanswered questions about their sexuality due to their family and friends own private embarrassment of answering them. This should never be the case because it does impinge upon their developing needs and their psychological development with regard to sexual identity without question (Dupras et al 2001, pg. 108). Together these studies lead to the conclusion that students and parents do not feel comfortable discussing sexual issues. It also implies that students want to be different in their parenting skills when it comes to sexual education. Other issues that affect the growing developing minds of young adults are the questions that they never get answered, which this is something that was mentioned. However there are those that do tackle these issues despite the repercussions they might face within society. Issues that are more in-depth sexually are simply not talked about and this does affect intimacy levels later in life and also research has found that for females it can directly affect them in enjoying their bodies sexually because they have too many fears and unanswered questions. Much of this has to do with religious paranoia from the adults in society. For example and to validate this, studies have proven that the Christians restrictive attitude towards sex places adversities in sexual education and understanding for the youth population. However, as society, in particular the younger generation rebels against the Christian way, it opens the way to a more comprehensive, open, practical and personal discussion relating to sex. Sex education should not only inform students of the implications of having sex, but also inform students on practical matters such as, as female and male masturbation, sexual positions and different techniques one can use to achieve an orgasm. This helps them to develop into fully functional sexual human beings. To extend this concept a little bit further, many sexual topics, such as female and male masturbation are still very much taboo, with open discussion about all aspects ones sexual health it will allow individuals to explore attitudes, feelings, values and moral perspectives from a more objective point of view. It may also prevent ongoing sexual abuse incidences, as the child will be more educated in what they believe is right and wrong, as well as feel that they can talk about it with others. A large protection for sex offenders is the taboo of the topic. Without it, may discourage many offenders from committing the crime in the first place. Inga Muscio (1998) tackles topics from sexual assault to reproduction to menstrual products in the book, Cunt:A Declaration of Independence. The book is considered a Bible of independent womanhood; it is 373 pages of philosophy on gender, sexuality, rape, anatomy, self-examination, menstruation, abortion, masturbation, prostitution, feminism, self-defense and everyday life. One part in the book is the story of the authors cousin mulling over whether to discuss masturbation with her 7-year-old daughter. When the 7 year old learns that almost everybody masturbates she laughed crazily, absolutely thrilled and yelled “Everybody plays with their wahchee!. It is an amazingly positive experience, where it not only shows the sexual education of the 7 year old, but most likely, many of its readers (Muscio, 1998). This is something that the young adult population need in their lives because it teaches them positivism and explicitly shows the human body and the sexual urges are nothing to be ashamed of. This ultimately shapes them into who they become as adults, which the research has been emphasizing. Conclusion By discovering different lifestyles, one is beginning to understand the subjectivity of ones reality. If one learns of the variety of ways in which human beings pursue their life, one is more likely to understand that individuals have different perspectives. This helps breakdown stereotypes, which is a dominating cause of social problems. If the study of sexuality education can help the society understand the historical and cultural context with which the community lies in, it will help breakdown many barriers. Although sexual education is presented with the challenge of it being a taboo topic, it is also a topic that all humans can relate to, and are emotional and often spiritually involved with. Therefore if one can educate the community in this faculty, what is learnt will then easily carry over to perspectives held in other faculties. With sexuality education having this powerful effect, it is a necessity in the educational area for young people. In the end the young adult population will develop into sexually fulfilled and respectable human beings, proud of the knowledge that they have about their bodies and feeling positive in their own personal attitudes about their sexual identities. References Berne, L & Huberman, B. (1999). European Approaches to Adolescent Sexual Behavior and Responsibility. Oxford: Oxford University Press. Crasnow, S. L. (2001) Models and reality: When science tackles sex. Hypatia, 16, 138-150. D’Emilio, J & Freedman, E. (1997). Intimate Matters: A History of Sexuality in America. Chicago: University of Chicago Press. Dupras, A & Lafond, J & Dionne, H. (2001). The Motivation to Become a Human Sexuality Professional. The Canadian Journal of Human Sexuality 10, 101-110. Ellis, H & Kinsey, A & Masters, W & Johnson, V. (1976). The Modernization of Sex. New York: Harper and Row Publishing. Horrocks, R. (1997). An Introduction to the Study of Sexuality. Hampshire: McMillan Press Publishing. Leahey, T. (2000). A History of Psychology: Main Currents in Psychological Thought. New Jersey: Prentice Hall Publishing. Lee, M. (2003). Cunt: A Declaration of Independence. Off Our Backs 33, 61-65. McKay, A. (2000). Common Questions about Sexual Health Education. The Canadian Journal of Human Sexuality 9, 129-138. Muscio, Inga. (1998). Cunt: A Declaration of Independence. Toronto: Seal Press Publishing. Pardini, P. (1988). The History of Sexuality Education. Rethinking Schools: An Urban Education Resource 12, 4-11. Read More