Yesterday, i was asked to teach a workshop to Iraqi refugees at the International rescue committee. I usually do one of these workshops every month or so as a way of giving back to my community. I was always well prepared, knew my material and delivered it to the best of my ability. Never did i receive as good a response as i did during yesterdays workshop. The topic was STIs, my audience was a group of conservative muslim women yet by using the techniques i learnt in this class, every woman in the class participated in the lesson plan, provided her opinion, and learned at least 3 new things. I was even pressured by the ladies into opening a female condom and demonstrating how its used. I dont think i would have known how to encourage participation and bring people out of thier shells if i hadnt taken this wonderful class.
The main reason I decided to register for this class 3 months ago was the health promotion portion. At the time, I was much more interested in community level social marketing and promotion and did not realize the class was mostly teaching health promotion at the individual level. Now i know that before i can expect to change community level attitudes and behaviors, i need to be able to do so for the person sitting infront of me.
Sunday, July 25, 2010
Saturday, July 24, 2010
Shelby Final
My initial post focused on my belief that a major barrier to teens' healthy sexualities was the taboo surrounding sex. I must say, it only takes 10 weeks of immersing yourself in an adolescent's world to realize that sex is perhaps the last thing they are afraid to talk about. And we have had a biased sample, with teen educators, and the well informed youth at Mary's Center, but I am beginning to doubt that a taboo is the problem. So with that in mind, I would like to go to the opposite end of the spectrum...perhaps all the talking they are doing is leading to misinformation, there's not a solid source. The telephone game effect. Everyone doesn't have a metro teen aids peer educator by their side at all times. Good education from reliable sources, delivered in a way that's understandable and easy on the eyes and ears lends well to a healthy sexuality. The end of abstinence only education doesn't hurt either. And free condoms.So I think we should keep talking about sex, safe sex that is, and making sure the conversation is factual.If there's one thing that could be improved upon further I would say add in cultural competence and the adolescents are golden. I have learned so much this semester and I am very happy I chose to take this class.
Shelby
Shelby
Sabrina's Final Reflection
When I first started this class, I identified some barriers to adolescents having a healthy sexuality; social norms, cultural and religious, and relationships with parents/caregivers. Now having completed the course, I have come to realize that all these health sexuality barriers can be addressed with the help of workshops teaching skill-building activities.
This class helped me to change my way of thinking about adolescents. The development of a youth's brain and other biological factors can affect how one learns and how they play a role in what they want to retain. The facilitating skills that the professors taught us on how to engage with adolescents really opened my eyes to how they learn and are exposed to information. Using Socio-drama techniques and other popular education is a fun, intriguing way to broach certain "sticky" topics and allow adolescents to understand what they need to. I have learned that adolescents are complex individuals and operate on many levels when it comes to learning new information and that there are many ways they can be taught. I understand more deeply that the needs of adolescents have to be understood before trying to educate on sexual health as well as understanding the social and cultural contexts. All levels of the ecological model have to be tapped when creating a workshop/program and that it is a difficult task making sure all of the levels are covered. By opening up adolescents' minds to their consequences of their choices, by starting with the "now" consequences and expanding onto the "future" consequences, I realize that direct methods, guidance, and steps are needed for them to follow the development of what facilitators are trying to teach.
Actually facilitating a workshop for the first time was indescribable. I enjoyed reaching out to the youth and having them participate in our skill-building activities. Knowing that they will take something away from a workshop that I helped facilitate with other incredible group members, is really rewarding and I appreciate that this class gave us that experience. I cannot wait to have the opportunity to do this again in the future.
Through this class, with more practice and development of my facilitation and presentation skills, I feel more confident in my ability to create and conduct workshops for adolescents, especially with some reserved topics, such as those on sexual health. I believe now that all adolescents need is exposure to accurate information and the opportunity to expand and develop on what they learned, in order to absorb this information and actually act on it in the future. I will recommend to anyone who has the opportunity to take a class on adolescent health promotion and skill building to do so; if in GWU, then definitely this one.
This class helped me to change my way of thinking about adolescents. The development of a youth's brain and other biological factors can affect how one learns and how they play a role in what they want to retain. The facilitating skills that the professors taught us on how to engage with adolescents really opened my eyes to how they learn and are exposed to information. Using Socio-drama techniques and other popular education is a fun, intriguing way to broach certain "sticky" topics and allow adolescents to understand what they need to. I have learned that adolescents are complex individuals and operate on many levels when it comes to learning new information and that there are many ways they can be taught. I understand more deeply that the needs of adolescents have to be understood before trying to educate on sexual health as well as understanding the social and cultural contexts. All levels of the ecological model have to be tapped when creating a workshop/program and that it is a difficult task making sure all of the levels are covered. By opening up adolescents' minds to their consequences of their choices, by starting with the "now" consequences and expanding onto the "future" consequences, I realize that direct methods, guidance, and steps are needed for them to follow the development of what facilitators are trying to teach.
Actually facilitating a workshop for the first time was indescribable. I enjoyed reaching out to the youth and having them participate in our skill-building activities. Knowing that they will take something away from a workshop that I helped facilitate with other incredible group members, is really rewarding and I appreciate that this class gave us that experience. I cannot wait to have the opportunity to do this again in the future.
Through this class, with more practice and development of my facilitation and presentation skills, I feel more confident in my ability to create and conduct workshops for adolescents, especially with some reserved topics, such as those on sexual health. I believe now that all adolescents need is exposure to accurate information and the opportunity to expand and develop on what they learned, in order to absorb this information and actually act on it in the future. I will recommend to anyone who has the opportunity to take a class on adolescent health promotion and skill building to do so; if in GWU, then definitely this one.
Amanda Asgeirsson's Final Reflection
Coming into this course, I had no idea what to expect. I didn't even realize that the course was about sexual health until I arrived at the first session. Although it wasn't the first thing that I really wanted to learn about, and teach others about, after learning the basics, doing a little research, and putting the topic into perspective through the assignments and the lessons, I was so ready to teach. I was excited to be in front of a group of adolescents again, and it was great to teach them about useful information. In the context of my group's presentation, I think it was really helpful to clarify to them what it really means to cross the line.
As a whole, it was really helpful to learn about what the other groups were teaching their students and the topics that they found most important. I love that this course was able to teach me how to work with people that I don't know, as the course was so short that you have a shorter time to get to know everyone.
In terms of my thoughts on sexual health, I think that some of my assumptions have been proven wrong and my eyes have been opened to the wealth of knowledge that adolescents already have about sexual health, whether it is through their parents, classroom, classmates, or older siblings. I think it was really interesting to see how many of the students did not even find the topic awkward, and it looked like some were genuinely interested.
Thanks for teaching me so much in this course!
As a whole, it was really helpful to learn about what the other groups were teaching their students and the topics that they found most important. I love that this course was able to teach me how to work with people that I don't know, as the course was so short that you have a shorter time to get to know everyone.
In terms of my thoughts on sexual health, I think that some of my assumptions have been proven wrong and my eyes have been opened to the wealth of knowledge that adolescents already have about sexual health, whether it is through their parents, classroom, classmates, or older siblings. I think it was really interesting to see how many of the students did not even find the topic awkward, and it looked like some were genuinely interested.
Thanks for teaching me so much in this course!
Friday, July 23, 2010
Susan's Final Reflection
When initially reflecting on the barriers teens face to having a healthy sexuality, I spent more time reflecting on the public health aspects and cultural influences affecting teens. This class and the ability to participate in the planning of a teen sexual health workshop has opened my eyes to the many other barriers teens face. Not having been a teen for a few years or even really spending that much time around teens in recent years, it’s easy to forget that the every day activities and decisions of being a teenager can be confusing and difficult to navigate. Choices of friends, clothes, activities all play into the environment and social behavior of teens. In order to help teens realize their potential for a healthy sexuality educators and facilitators have to be keenly aware of the complex dynamics of a teens life and lifestyle.
To find myself working directly with teens through the workshop was both intimidating and rewarding. It was an opportunity to put into practice the many lessons learned throughout the semester while being “tested” directly by the teens themselves. The classes leading up to the workshop more than adequately prepared me for the concepts and reasoning behind the types of activities we were conducting but the experience wouldn’t have been the same without the teens.
The teens we worked with reminded me of how intelligent, curious and insightful this age group can be. Some of them knew more about the topics we covered than individuals in some of my other courses. The main concept was one many of them seemed to be familiar with but I think we left them with some ideas to think about.
Through the experience of conducting the workshop with my group and from viewing the other groups in action I’ve become more confident that even with the barriers discussed originally, teens have the knowledge and ability to overcome some of these barriers in order to have a healthy sexuality. Media, education, and culture all influence a teen’s sexuality but so does personal determination and ability. This is not to say that these barriers do not exist or that these barriers are becoming easier to overcome for teens, but I have been reminded by this course that with assistance teens are better able to make progress against these barriers.
To find myself working directly with teens through the workshop was both intimidating and rewarding. It was an opportunity to put into practice the many lessons learned throughout the semester while being “tested” directly by the teens themselves. The classes leading up to the workshop more than adequately prepared me for the concepts and reasoning behind the types of activities we were conducting but the experience wouldn’t have been the same without the teens.
The teens we worked with reminded me of how intelligent, curious and insightful this age group can be. Some of them knew more about the topics we covered than individuals in some of my other courses. The main concept was one many of them seemed to be familiar with but I think we left them with some ideas to think about.
Through the experience of conducting the workshop with my group and from viewing the other groups in action I’ve become more confident that even with the barriers discussed originally, teens have the knowledge and ability to overcome some of these barriers in order to have a healthy sexuality. Media, education, and culture all influence a teen’s sexuality but so does personal determination and ability. This is not to say that these barriers do not exist or that these barriers are becoming easier to overcome for teens, but I have been reminded by this course that with assistance teens are better able to make progress against these barriers.
Khadijah Abdallah____Final Reflection
When I first wrote this personal refelction on challenges faced by adolescents to a health sexuality, the biggest issues I identified were the following:
1- Lack of good role models
2- The media and pop culture that glamorize it
3- Even the educational system is somewhat to blame
After the workshops, and after meeting and seeing different adolescents from all aspects of life, I was impressed with a lot of stuff. I was impressed that the adolescents knew more about the issue then I sometimes expected, especially in my own workshop when many of the teens would put forth hard scientific facts that even I had just found out recently or did not previously know. I still recall one of the participants in my workshop stating that MSM are more susceptible to HIV infection if they have unprotected sex due to purely biological reasons associated with anal intercouse. Or, the fact that 1 in 20 DC children are infected with HIV. Of course, the participant did not ramble on in that matter. But, seeing how they knew the seriousness of the issue, was pleasantly surprising, and proved to me that I really should not underestimate these adolescents. In the Bell Multicultural School workshop, I was impressed with how some of the students knew plenty about contraceptive use and the importance of a condom. Yet, I also found the shyness and the giggles that came forth during the role plays to emphasize the idea that they really are teenagers that are sometimes uncomfortable with this topic. They listened, though and were respectful if rambunctious at times.
Despite this, however, I still believe that the issues I identified in my initial post are essential to the some of the problems that exist today. The last point on the educational system was mostly emphasized to me through the both workshops that I attended. In the first workshop, the one in Bell Multicultural Highschool, this was evidenced through the questions that were asked, especially the one on whether or not the Plan B will ‘kill the baby’. Granted that I have seen some adults with the same sort of confusion, it struck me as a ‘normal’, and yet, I feel that had the basic educational system made up for the general lack of knowledge that exists on the matter, then perhaps there would not be this confusion. At the same time, though, the workshops also established the fact that there are resources available to facilitate communications and increase knowledge among adolescents on these important matters. Optimistically speaking, through the efforts of MetroTeen AIDS and after school programs such as the one in which we had the fortunate opportunity to participate in, I believe that better health outcomes will be achieved.
In addition to these workshops, the class itself was an interesting journey into the realm of adolescence. When I first started the class, I was terrifed at the prospect of having to facilitate a workshop and presenting to a group of teenagers on the topic of sexual health. Through what Professor Sara and Alice taught on methods and techniques for successfully conducting a workshop, I was able to calm down a bit and even become slightly excited at the prospect of participating in my very own workshop. The classes indicated that some of the general stereotypes that we all have about teenagers are true, but that interacting with them is not necessarily a terrifying experience equivalent to a day in boot camp. I believe the skills obtianed from this class are truly a useful lesson in communication, whether it be with adolescents or not.
1- Lack of good role models
2- The media and pop culture that glamorize it
3- Even the educational system is somewhat to blame
After the workshops, and after meeting and seeing different adolescents from all aspects of life, I was impressed with a lot of stuff. I was impressed that the adolescents knew more about the issue then I sometimes expected, especially in my own workshop when many of the teens would put forth hard scientific facts that even I had just found out recently or did not previously know. I still recall one of the participants in my workshop stating that MSM are more susceptible to HIV infection if they have unprotected sex due to purely biological reasons associated with anal intercouse. Or, the fact that 1 in 20 DC children are infected with HIV. Of course, the participant did not ramble on in that matter. But, seeing how they knew the seriousness of the issue, was pleasantly surprising, and proved to me that I really should not underestimate these adolescents. In the Bell Multicultural School workshop, I was impressed with how some of the students knew plenty about contraceptive use and the importance of a condom. Yet, I also found the shyness and the giggles that came forth during the role plays to emphasize the idea that they really are teenagers that are sometimes uncomfortable with this topic. They listened, though and were respectful if rambunctious at times.
Despite this, however, I still believe that the issues I identified in my initial post are essential to the some of the problems that exist today. The last point on the educational system was mostly emphasized to me through the both workshops that I attended. In the first workshop, the one in Bell Multicultural Highschool, this was evidenced through the questions that were asked, especially the one on whether or not the Plan B will ‘kill the baby’. Granted that I have seen some adults with the same sort of confusion, it struck me as a ‘normal’, and yet, I feel that had the basic educational system made up for the general lack of knowledge that exists on the matter, then perhaps there would not be this confusion. At the same time, though, the workshops also established the fact that there are resources available to facilitate communications and increase knowledge among adolescents on these important matters. Optimistically speaking, through the efforts of MetroTeen AIDS and after school programs such as the one in which we had the fortunate opportunity to participate in, I believe that better health outcomes will be achieved.
In addition to these workshops, the class itself was an interesting journey into the realm of adolescence. When I first started the class, I was terrifed at the prospect of having to facilitate a workshop and presenting to a group of teenagers on the topic of sexual health. Through what Professor Sara and Alice taught on methods and techniques for successfully conducting a workshop, I was able to calm down a bit and even become slightly excited at the prospect of participating in my very own workshop. The classes indicated that some of the general stereotypes that we all have about teenagers are true, but that interacting with them is not necessarily a terrifying experience equivalent to a day in boot camp. I believe the skills obtianed from this class are truly a useful lesson in communication, whether it be with adolescents or not.
Thursday, July 22, 2010
Timothy Kane: Final Relfection, Summer 2010
The four items I identified at the beginning of this class as barriers faced by teens toward a healthy sexuality included:
(1) Lack of communication and openness about sexuality leading to confusion and shame.
(2) Lack of role-models for sexual health, along with an omnipresent sexualized culture.
(3) High rates of childhood sexual abuse
(4) Impact of homophobia in relation to LGBTQ youth.
After participating in class discussions and interacting with and observing youth in class presentations, I have adjusted my thinking in a number of areas.
First, I gained personal knowledge of a variety of supportive venues through which youth can experience healthy, informative and open communication about sexuality. Specifically, I was impressed by the resource-rich environments of MetroTeen AIDS and Mary’s Center. Both venues offer youth diverse and staff-supported opportunities to ask questions about, learn information concerning and generally express freely their needs and wants regarding healthy sexuality. There also seem to be many peer-to-peer opportunities for youth to support each other, with the guidance and mentoring of professional staff.
Second, I did not witness first-hand the impact of homophobia as a barrier facing teens toward a healthy sexuality. The youth I engaged and observed seemed to be less impacted by homophobia than I originally projected. I did not engage or observe any LGBTQ-identified youth in the workshops, but again I was more impressed than not at the level of openness and awareness about LGBTQ issues expressed by the youth I did engage and observe in the workshops. There seems to exist much more acceptance and openness among DC youth about LGBTQ peers and issues than I had originally thought existed. Youth seemed to express supportive attitudes toward LGBTQ individuals or at least took a “live and let live” approach.
After engaging and observing the youth in our workshops, I still believe that youth lack role-models for sexual health and that they are vulnerable to an omnipresent sexualized culture. The youth at MetroTeen AIDS seemed especially burdened by the reality of modern-day DC sexual culture in that HIV is a major and common-place topic of discussion and concern. In addition, I heard comments from a number of youth in the workshops suggesting that they are familiar with childhood sexual abuse from personal experience. My sense is that childhood sexual abuse is a reality that some of the youth in the workshops are confronting. I am hopeful and grateful, however, that the youth have access to supportive and professional staff from schools and agencies to help them find their way to a healthy and happy future.
Finally, I have uncovered an entirely new and unanticipated learning outcome from my engagement with and observation of the youth in our workshops. I was impressed (almost stunned) at the amount of apparent learning that seemed to take place from our workshops in spite of all the distractions and “background noise” that seemed to be present. Somehow, the youth were able to identify, remember and repeat the salient points of the workshop topics, even when those points were not always expertly communicated within the workshops. I have concluded that I must never under-estimate the ability of youth to pick-up information from almost any source and that youth seem to be always listening even when they appear to tune-out the adults around them. What an impressive youth ability indeed...filled with tremendous potential for learning and growth!
(1) Lack of communication and openness about sexuality leading to confusion and shame.
(2) Lack of role-models for sexual health, along with an omnipresent sexualized culture.
(3) High rates of childhood sexual abuse
(4) Impact of homophobia in relation to LGBTQ youth.
After participating in class discussions and interacting with and observing youth in class presentations, I have adjusted my thinking in a number of areas.
First, I gained personal knowledge of a variety of supportive venues through which youth can experience healthy, informative and open communication about sexuality. Specifically, I was impressed by the resource-rich environments of MetroTeen AIDS and Mary’s Center. Both venues offer youth diverse and staff-supported opportunities to ask questions about, learn information concerning and generally express freely their needs and wants regarding healthy sexuality. There also seem to be many peer-to-peer opportunities for youth to support each other, with the guidance and mentoring of professional staff.
Second, I did not witness first-hand the impact of homophobia as a barrier facing teens toward a healthy sexuality. The youth I engaged and observed seemed to be less impacted by homophobia than I originally projected. I did not engage or observe any LGBTQ-identified youth in the workshops, but again I was more impressed than not at the level of openness and awareness about LGBTQ issues expressed by the youth I did engage and observe in the workshops. There seems to exist much more acceptance and openness among DC youth about LGBTQ peers and issues than I had originally thought existed. Youth seemed to express supportive attitudes toward LGBTQ individuals or at least took a “live and let live” approach.
After engaging and observing the youth in our workshops, I still believe that youth lack role-models for sexual health and that they are vulnerable to an omnipresent sexualized culture. The youth at MetroTeen AIDS seemed especially burdened by the reality of modern-day DC sexual culture in that HIV is a major and common-place topic of discussion and concern. In addition, I heard comments from a number of youth in the workshops suggesting that they are familiar with childhood sexual abuse from personal experience. My sense is that childhood sexual abuse is a reality that some of the youth in the workshops are confronting. I am hopeful and grateful, however, that the youth have access to supportive and professional staff from schools and agencies to help them find their way to a healthy and happy future.
Finally, I have uncovered an entirely new and unanticipated learning outcome from my engagement with and observation of the youth in our workshops. I was impressed (almost stunned) at the amount of apparent learning that seemed to take place from our workshops in spite of all the distractions and “background noise” that seemed to be present. Somehow, the youth were able to identify, remember and repeat the salient points of the workshop topics, even when those points were not always expertly communicated within the workshops. I have concluded that I must never under-estimate the ability of youth to pick-up information from almost any source and that youth seem to be always listening even when they appear to tune-out the adults around them. What an impressive youth ability indeed...filled with tremendous potential for learning and growth!
Felisa - Final Reflection
Two months ago, when this class began, I identified four primary barriers to healthy adolescent sexuality: the abstinence-only approach to sex education which denies youth the information they needed to make informed decisions; conflicting messages about sexuality from family and the media or peers; lack of access to contraception; and a focus on sexual risk behaviors instead of the development of healthy sexuality. As a result of this class, I can see that people are working in various ways to address each of these barriers. Additionally, I have been exposed to techniques that I personally can utilize to target different topics or populations. My favorites were creation of a sex plan and sociodrama.
For me, conducting the workshop was the highlight of the class. It felt good to directly target the barrier of lack of information about and access to contraception for the youth in the Bell Multicultural High School summer program. I was energized by their interest in the topic and their willingness to share their knowledge and acting skills with the others in the group. They were eager to learn about how contraceptives work, where they can obtain them, and how they can negotiate their use with their partners. By observing the other workshop, I got to see how adolescents process information and are in fact very perceptive. I found the youth very inspiring.
Although I still do not come across adolescents regularly, I am less afraid to interact with them as a result of this class. I understand that if I can work with them, or engage them in the task or conversation, they are likely to respond positively. A big lesson that I am taking from this class is the importance of allowing youth to provide input on the things that affect them. This learning will surely be applied in any adolescent programming I conduct in the future.
One of the things that I am still struggling with is how to be an effective health promoter without getting sucked into the multiple issues faced by youth. Alis and Sarah provided many examples of how youth may ask questions that reflect other challenging aspects of their living environment, family situation, or developmental process. We learned that it is important to acknowledge the issue raised, but focus on the element of health education in our responses. This is something that is particularly relevant for health educators who conduct workshops regularly as contact with youth and time may be limited. I’ve noted four barriers above, and my classmates have named many more. I understand the need to focus on the task at hand or fulfill the responsibilities of the role as a health educator, but I am a firm believer in the need for comprehensive approaches to behavioral change. I would be most satisfied working with youth in a capacity that allowed me to be part of a team that could meet several needs of youth instead of just their sexual health needs, although these are extremely important in my view.
I am encouraged that the Obama administration has eschewed abstinence-only education in favor of evidence-based interventions and believe that this will help adolescents avoid STIs and unintended pregnancy. One thing I think we as a society can do better is reframe adolescent sexuality as a natural and positive development instead of focusing on the potential negative consequences. With the skills I have gained in this class, I hope to work with others who share similar goals of improving adolescent sexual health within the larger context of positive youth development.
For me, conducting the workshop was the highlight of the class. It felt good to directly target the barrier of lack of information about and access to contraception for the youth in the Bell Multicultural High School summer program. I was energized by their interest in the topic and their willingness to share their knowledge and acting skills with the others in the group. They were eager to learn about how contraceptives work, where they can obtain them, and how they can negotiate their use with their partners. By observing the other workshop, I got to see how adolescents process information and are in fact very perceptive. I found the youth very inspiring.
Although I still do not come across adolescents regularly, I am less afraid to interact with them as a result of this class. I understand that if I can work with them, or engage them in the task or conversation, they are likely to respond positively. A big lesson that I am taking from this class is the importance of allowing youth to provide input on the things that affect them. This learning will surely be applied in any adolescent programming I conduct in the future.
One of the things that I am still struggling with is how to be an effective health promoter without getting sucked into the multiple issues faced by youth. Alis and Sarah provided many examples of how youth may ask questions that reflect other challenging aspects of their living environment, family situation, or developmental process. We learned that it is important to acknowledge the issue raised, but focus on the element of health education in our responses. This is something that is particularly relevant for health educators who conduct workshops regularly as contact with youth and time may be limited. I’ve noted four barriers above, and my classmates have named many more. I understand the need to focus on the task at hand or fulfill the responsibilities of the role as a health educator, but I am a firm believer in the need for comprehensive approaches to behavioral change. I would be most satisfied working with youth in a capacity that allowed me to be part of a team that could meet several needs of youth instead of just their sexual health needs, although these are extremely important in my view.
I am encouraged that the Obama administration has eschewed abstinence-only education in favor of evidence-based interventions and believe that this will help adolescents avoid STIs and unintended pregnancy. One thing I think we as a society can do better is reframe adolescent sexuality as a natural and positive development instead of focusing on the potential negative consequences. With the skills I have gained in this class, I hope to work with others who share similar goals of improving adolescent sexual health within the larger context of positive youth development.
Wednesday, July 21, 2010
Tahmina - Final Reflection
My initial reflection on ‘what barriers do teens face in having a healthy sexuality’ is still pretty much the same. However, as a result of all the knowledge, activities and assignments presented in this class, I have a much better ‘hands-on’ understanding and experience of even my own initial reflection.
One of the barriers I had mentioned in my initial reflection was ‘a lack of a comprehensive outlook.’ Instantly I think of points in class where this point was driven home. For instance, in one activity, we talked to a chair about what we would have wanted to know/do regarding a particular sexual matter as a youth. Reflecting on the shortcomings of your perspectives as a youth truly drives home how existing gaps in knowledge can be a barrier to really understanding and having a healthy sexuality. A lack of resources/people/approaches disseminating correct information does prevent an individual from a comprehensive outlook. It also emphasized how a lack of communication can impede the process. Another example of this was recognized in the workshop my group facilitated. Despite having an upper hand or understanding of safe sex, there were certain aspects of it, such as cultural competency, that they were learning in context to safe sex for the first time and hopefully this opened the door for a better understanding of future safe-sex situations they encounter.
Another barrier that I had mentioned was ‘differences in attitudes.’ Reflecting on this, I remember the agree/disagree activity from our first class and how the various responses on individual issues were expressed. Even as an adult, you can find yourself re-thinking the situation after hearing someone elses view on something or question the way you perceived it, so it was easy to just imagine how hard it is for youth, whose brain is still maturing, to hear different people tell them about sex. It can be quite a challenge deciding where you stand on issues especially if various people close to you feel differently. A lot of what youth feel on the individual level is a result of peers and family and this can serve as a barrier or advantage depending on how your environment helps you understand sexual issues. The activity in class where the fetus, doctor, boyfriend and mother were influencing a pregnant individuals choices also comes to mind. Also, what comes to mind is how, in the workshops presented and watched, youth had a different understanding of sexuality as a result of something they heard at one point or another. Differences in attitudes that correctly disseminate information can work to your advantage but oftentimes people playing different roles in your life don’t aren’t on the same page so it can confuse a youth even more on sensitive issues. Conversely, similar attitudes may provide a narrow judgmental view.
Last but not least, another barrier I mentioned was ‘challenging years that confound the process.’ This point was definitely driven home after witnessing the workshops in action. We truly forget how challenging youth can be. There does come a point in life where the problems that seem the biggest in the world or source of extreme emotion ‘unique only to you’ are forgotten or perceived less vividly. Seeing the interaction and noise between the youth at these workshops and just from stepping into that environment was like a flashback that provided a glimpse of what the trials and tribulations of being a teenager were, and I for one can’t say I’d want to go back, haha. An example of the way youth are impacted differently was also reflected in the responses youth gave in my workshop; some might have had a note of passion behind certain statements yet others imparted a similar response different in some aspects and still some uncommon responses were hesitantly expressed almost in reservation of the commonly expressed belief. It’s no wonder that barriers to healthy sexuality exist when there so much going on at the same time and ongoing processes unique to everyone around you play a role in the way you may or may not perceive things. Being a teenager and having more ‘blue’ or ‘red’ parts of the brain can be a barrier or advantage in and of itself.
This class was amazing. It should be packaged into some part of training required for youth workers. I sincerely feel more competent in aspects of interacting with youth and understanding the way things may be impacted by individual, interpersonal, community and socio-political factors. Admittedly, the workshop seemed intimidating but despite the challenges it was a great experience and it definitely equipped me with skills that I can enhance and realization of skills I need to work on. It was also very motivating to see youth respond in a positive way or for them to understand something as a result of something you did or said; it is inspiring to see that barriers can be overcome. However, the workshop did emphasize how support from all avenues must be at play in order for an individual to eliminate barriers to a healthy sexuality. The limitations of a workshop is that at the end of the day, despite the amazing knowledge you creatively administered and the encouraging responses it imparted, it is still just one component or intervention to assisting our youth communities in handling sexual issues. Comprehensive approaches (education, communication, resources, interaction) with sexual issues have to take suitably occur in all the important places in an individuals life (friends, family, school, community centers, religious organizations) in order for youth to comprehensively understand the bigger picture, help them identify where they stand, eliminate barriers and build a confident and healthy sexuality.
Thank you so much for such a great class! I was sure a 2.5 hour class on summer evenings for 10 weeks would be dreadful but you proved me wrong and facilitated a positive outcome! Now, if only we can do this for our communities of youth. :)
One of the barriers I had mentioned in my initial reflection was ‘a lack of a comprehensive outlook.’ Instantly I think of points in class where this point was driven home. For instance, in one activity, we talked to a chair about what we would have wanted to know/do regarding a particular sexual matter as a youth. Reflecting on the shortcomings of your perspectives as a youth truly drives home how existing gaps in knowledge can be a barrier to really understanding and having a healthy sexuality. A lack of resources/people/approaches disseminating correct information does prevent an individual from a comprehensive outlook. It also emphasized how a lack of communication can impede the process. Another example of this was recognized in the workshop my group facilitated. Despite having an upper hand or understanding of safe sex, there were certain aspects of it, such as cultural competency, that they were learning in context to safe sex for the first time and hopefully this opened the door for a better understanding of future safe-sex situations they encounter.
Another barrier that I had mentioned was ‘differences in attitudes.’ Reflecting on this, I remember the agree/disagree activity from our first class and how the various responses on individual issues were expressed. Even as an adult, you can find yourself re-thinking the situation after hearing someone elses view on something or question the way you perceived it, so it was easy to just imagine how hard it is for youth, whose brain is still maturing, to hear different people tell them about sex. It can be quite a challenge deciding where you stand on issues especially if various people close to you feel differently. A lot of what youth feel on the individual level is a result of peers and family and this can serve as a barrier or advantage depending on how your environment helps you understand sexual issues. The activity in class where the fetus, doctor, boyfriend and mother were influencing a pregnant individuals choices also comes to mind. Also, what comes to mind is how, in the workshops presented and watched, youth had a different understanding of sexuality as a result of something they heard at one point or another. Differences in attitudes that correctly disseminate information can work to your advantage but oftentimes people playing different roles in your life don’t aren’t on the same page so it can confuse a youth even more on sensitive issues. Conversely, similar attitudes may provide a narrow judgmental view.
Last but not least, another barrier I mentioned was ‘challenging years that confound the process.’ This point was definitely driven home after witnessing the workshops in action. We truly forget how challenging youth can be. There does come a point in life where the problems that seem the biggest in the world or source of extreme emotion ‘unique only to you’ are forgotten or perceived less vividly. Seeing the interaction and noise between the youth at these workshops and just from stepping into that environment was like a flashback that provided a glimpse of what the trials and tribulations of being a teenager were, and I for one can’t say I’d want to go back, haha. An example of the way youth are impacted differently was also reflected in the responses youth gave in my workshop; some might have had a note of passion behind certain statements yet others imparted a similar response different in some aspects and still some uncommon responses were hesitantly expressed almost in reservation of the commonly expressed belief. It’s no wonder that barriers to healthy sexuality exist when there so much going on at the same time and ongoing processes unique to everyone around you play a role in the way you may or may not perceive things. Being a teenager and having more ‘blue’ or ‘red’ parts of the brain can be a barrier or advantage in and of itself.
This class was amazing. It should be packaged into some part of training required for youth workers. I sincerely feel more competent in aspects of interacting with youth and understanding the way things may be impacted by individual, interpersonal, community and socio-political factors. Admittedly, the workshop seemed intimidating but despite the challenges it was a great experience and it definitely equipped me with skills that I can enhance and realization of skills I need to work on. It was also very motivating to see youth respond in a positive way or for them to understand something as a result of something you did or said; it is inspiring to see that barriers can be overcome. However, the workshop did emphasize how support from all avenues must be at play in order for an individual to eliminate barriers to a healthy sexuality. The limitations of a workshop is that at the end of the day, despite the amazing knowledge you creatively administered and the encouraging responses it imparted, it is still just one component or intervention to assisting our youth communities in handling sexual issues. Comprehensive approaches (education, communication, resources, interaction) with sexual issues have to take suitably occur in all the important places in an individuals life (friends, family, school, community centers, religious organizations) in order for youth to comprehensively understand the bigger picture, help them identify where they stand, eliminate barriers and build a confident and healthy sexuality.
Thank you so much for such a great class! I was sure a 2.5 hour class on summer evenings for 10 weeks would be dreadful but you proved me wrong and facilitated a positive outcome! Now, if only we can do this for our communities of youth. :)
Jill - Final Reflection
This course had provided me with a new appreciation for health educators, and for their students. It is clear that adolescents are receptive to being taught about sex, its role in relationships, and healthy practices. What is also clear is that they will all have a different perspective as to how relationships are structured, therefore shifting the role that sex may take, and potentially affecting how certain healthy behaviors are viewed or practiced.
It seemed as though there is more information readily available than I had thought at first, with more education provided in-school, as well as centers within the community open to adolescents from a diverse spectrum of backgrounds. What I really appreciated was that the ideas of healthy behaviors, including prevention of STIs and pregnancy, were put into context. There was no abstract general blanket statement of prevention thrown down, every possible scenario was detailed to fit a particular situation. The specificity of our workshops helped me to realize how health education works in a real-life setting.
Earlier, I had thought that there would be many barriers in place, and have learned that there are many resources to help overcome them. Additionally, the information received from the various resources appears to be consistent, not conflicting, therefore contributing to a solid education in healthy behaviors.
It seemed as though there is more information readily available than I had thought at first, with more education provided in-school, as well as centers within the community open to adolescents from a diverse spectrum of backgrounds. What I really appreciated was that the ideas of healthy behaviors, including prevention of STIs and pregnancy, were put into context. There was no abstract general blanket statement of prevention thrown down, every possible scenario was detailed to fit a particular situation. The specificity of our workshops helped me to realize how health education works in a real-life setting.
Earlier, I had thought that there would be many barriers in place, and have learned that there are many resources to help overcome them. Additionally, the information received from the various resources appears to be consistent, not conflicting, therefore contributing to a solid education in healthy behaviors.
Marisa S. Final Reflection- Summer 2010
I enjoyed participating in the adolescent health promotion class this summer. I not only learned about valuable techniques for education adolescents, but I also gained invaluable experience during the workshops. While I was slightly intimated by the thought of giving a workshop with a group of my peers to a classroom of adolescents, I think it was a really good experience.
It felt really good to be an educator and promoter of positive lessons and important sexual health information.
I think there are still many barriers that adolescents face when it comes to having a healthy sexuality including their relationships with their parents, as well as, what/how the media portrays as appropriate behavior. However, after looking back on my initial reflection I think that I have a better understanding of what it means to be an adolescent and how they process information and go through everyday life. While from the outside they appear as though they don’t care or aren’t paying attention, they are actually in-tune with their surroundings and they are processing everything that is coming their way. I think this was especially apparent in the workshops. Even when we didn’t think they were the slightest bit interested or paying attention to anything we were trying to teach them, at the end each group reiterated the key themes and lessons we had wanted them to learn.
In one class session we went through an exercise where we took positive baggage and left our negative baggage behind. I think this definitely happened for me during the workshops. My baggage that I wanted to leave behind was that adolescents are intimidating and hard to ‘control’ or teach because they are ‘difficult.’ My fears about adolescents were put to rest during the workshop experience. I was relieved to see that they were actually interested in the topics that each workshop discussed and didn’t try to blow us off because we were yet another set of ‘educators’ coming to tell them more information. I think we as adults forget sometimes that while this is all old information to us, it is really new to a lot of the youth we encountered and they haven’t had the same experiences and don’t have the same knowledge base as us. But despite their lack of information, they want to learn and they want to know more.
Again, the class was an overall good experience and I look forward to being able to use the techniques I learned through this course in my future endeavors.
It felt really good to be an educator and promoter of positive lessons and important sexual health information.
I think there are still many barriers that adolescents face when it comes to having a healthy sexuality including their relationships with their parents, as well as, what/how the media portrays as appropriate behavior. However, after looking back on my initial reflection I think that I have a better understanding of what it means to be an adolescent and how they process information and go through everyday life. While from the outside they appear as though they don’t care or aren’t paying attention, they are actually in-tune with their surroundings and they are processing everything that is coming their way. I think this was especially apparent in the workshops. Even when we didn’t think they were the slightest bit interested or paying attention to anything we were trying to teach them, at the end each group reiterated the key themes and lessons we had wanted them to learn.
In one class session we went through an exercise where we took positive baggage and left our negative baggage behind. I think this definitely happened for me during the workshops. My baggage that I wanted to leave behind was that adolescents are intimidating and hard to ‘control’ or teach because they are ‘difficult.’ My fears about adolescents were put to rest during the workshop experience. I was relieved to see that they were actually interested in the topics that each workshop discussed and didn’t try to blow us off because we were yet another set of ‘educators’ coming to tell them more information. I think we as adults forget sometimes that while this is all old information to us, it is really new to a lot of the youth we encountered and they haven’t had the same experiences and don’t have the same knowledge base as us. But despite their lack of information, they want to learn and they want to know more.
Again, the class was an overall good experience and I look forward to being able to use the techniques I learned through this course in my future endeavors.
Heather's Final Reflection
This has been a great class – one of my favorites by far at GWU. I have really learned a great deal about how to conduct workshops with youth in general; how to tailor workshops to certain groups; how to be open and communicate effectively; and how to express my views openly, while still appreciating the views of others. This class not only focuses on adolescent health promotion, but I think it has also allowed all of us in the class to ponder our own ways of thinking and our own viewpoints and to become more in tune with them.
Our initial blog post was focused on what we think barriers to a healthy sexuality are. I still hold the same beliefs the barriers consist of: a lack of adequate health education, parental attitudes and beliefs, religious views, and a lack of access to contraceptives. Unfortunately, despite the class and what we have learned, these problems still persist. However, now each of us are equipped with the skills to conduct workshops and better promote youth health, I believe we are one step closer to overcoming some of these barriers. Though people will still have their various viewpoints, those views can at least be opened and explored through the use of workshops and by giving adolescents the ability to learn and form views of their own.
Our initial blog post was focused on what we think barriers to a healthy sexuality are. I still hold the same beliefs the barriers consist of: a lack of adequate health education, parental attitudes and beliefs, religious views, and a lack of access to contraceptives. Unfortunately, despite the class and what we have learned, these problems still persist. However, now each of us are equipped with the skills to conduct workshops and better promote youth health, I believe we are one step closer to overcoming some of these barriers. Though people will still have their various viewpoints, those views can at least be opened and explored through the use of workshops and by giving adolescents the ability to learn and form views of their own.
Wednesday, May 26, 2010
Jill's Initial Reflection
Regarding adolescent health, and promoting sexual health, I believe that it is largely a matter of education. Once equipped with the necessary information, adolescents will have a foundation on which to base sound choices regarding their individual health. This is not to say that simply providing information will do the trick; adolescents must be engaged, they must demonstrate their ability to apply their knowledge, and they must have role models who emulate healthy beliefs and behaviors. This is very easy to say, and quite difficult to observe in the real world. What I have in mind is both formal/classroom education, and informal education; this can include through the media, peers, and through the family.
I think there is fear regarding talking about sex, there could be embarrassment, confusion, or a host of other feelings and associations. Each adolescent's situation will differ from the next. This being the case, education must be structured to overcome a variety of barriers. Potential barriers could be familial, cultural, religious, SES (as it could relate to other barriers). Where and how information is delivered could ultimately lead to overcoming barriers, or molding the curriculum to ascribe to them.
Another barrier is a potentially restricted view on what constitutes sexual health. Many may just apply the term referring to family planning and disease prevention, but I think it encompasses more, such as sexuality, sexual orientation, beliefs and related behaviors, self-esteem, and many other topics.
Given the many sources of information, and the barriers unique to each of them, there is likelihood of an adolescent receiving conflicting or confusing information at some point. I don't have a good idea of what proper resolution looks like, but hope that it includes being comfortable with asking questions, and having a trusted figure to turn to.
I think there is fear regarding talking about sex, there could be embarrassment, confusion, or a host of other feelings and associations. Each adolescent's situation will differ from the next. This being the case, education must be structured to overcome a variety of barriers. Potential barriers could be familial, cultural, religious, SES (as it could relate to other barriers). Where and how information is delivered could ultimately lead to overcoming barriers, or molding the curriculum to ascribe to them.
Another barrier is a potentially restricted view on what constitutes sexual health. Many may just apply the term referring to family planning and disease prevention, but I think it encompasses more, such as sexuality, sexual orientation, beliefs and related behaviors, self-esteem, and many other topics.
Given the many sources of information, and the barriers unique to each of them, there is likelihood of an adolescent receiving conflicting or confusing information at some point. I don't have a good idea of what proper resolution looks like, but hope that it includes being comfortable with asking questions, and having a trusted figure to turn to.
Susan's Initial Reflection
There are many barriers teens face to having a healthy sexuality. These factors vary from country to country and culture to culture, but common themes and difficulties appear to be present. So many things are at play when evaluating a teen’s sexuality that looking at one barrier exclusively cannot provide a comprehensive view of the health of the individual teen. Additionally, sexuality can be defined broadly or individually and therefore defining a healthy sexuality can often be difficult.
In most societies the popular media plays a large role in preventing teens from having a healthy sexuality. Media such as television, print and music all portray images of certain types of perfection which is not always obtainable for many teens. With all these different images it would appear difficult for teens to identify what is a healthy sexuality and then embody this type of sexuality themselves. Convoluted ideals and images hinder teens from creating a sexual identity for themselves which is personal and ultimately valued.
Lack of education in what a healthy sexuality may mean for a teen also serves as a barrier. If teens do not have access to the education required to lead a life including healthy sexual behaviors they are unprepared to engage in a lifestyle of being safe and sexually active. Without proper education on both how to protect oneself and how to engage in a healthy lifestyle teens do not have the mechanisms to engage in a healthy sexual life.
As stated earlier, there are many factors which contribute to achieving a healthy sexuality. The media and education play a large role in shaping a teen’s sexuality, but cultural norms and family also play a great role in sexual identity and a healthy concept of sexuality. I believe so many factors contribute to a healthy sexuality and none of them can be considered alone when trying to understand one’s own sexual identity and health. Further, I believe body image plays a role in a healthy sexuality.
Additionally, the recognition of the multitude of changes being experienced by teens at this stage in life can greatly affect their outlook and sexuality. Confidence in one’s body while fitting within social expectations can determine a teen’s ability to view their sexuality in a healthy way and promote healthy behaviors in general.
In most societies the popular media plays a large role in preventing teens from having a healthy sexuality. Media such as television, print and music all portray images of certain types of perfection which is not always obtainable for many teens. With all these different images it would appear difficult for teens to identify what is a healthy sexuality and then embody this type of sexuality themselves. Convoluted ideals and images hinder teens from creating a sexual identity for themselves which is personal and ultimately valued.
Lack of education in what a healthy sexuality may mean for a teen also serves as a barrier. If teens do not have access to the education required to lead a life including healthy sexual behaviors they are unprepared to engage in a lifestyle of being safe and sexually active. Without proper education on both how to protect oneself and how to engage in a healthy lifestyle teens do not have the mechanisms to engage in a healthy sexual life.
As stated earlier, there are many factors which contribute to achieving a healthy sexuality. The media and education play a large role in shaping a teen’s sexuality, but cultural norms and family also play a great role in sexual identity and a healthy concept of sexuality. I believe so many factors contribute to a healthy sexuality and none of them can be considered alone when trying to understand one’s own sexual identity and health. Further, I believe body image plays a role in a healthy sexuality.
Additionally, the recognition of the multitude of changes being experienced by teens at this stage in life can greatly affect their outlook and sexuality. Confidence in one’s body while fitting within social expectations can determine a teen’s ability to view their sexuality in a healthy way and promote healthy behaviors in general.
Heather's Initial Reflection
What barriers do teens face to having a healthy sexuality?
While thinking this question over, I asked a friend for his opinion and he said: how do you define a healthy sexuality? I responded it can be whatever you want it to be; whatever your opinion is. Without knowing what a healthy sexuality is though, how do we determine the barriers to achieving it, and how do we then overcome the barriers?
To me, having a healthy sexuality is being in tune with your body, knowing what sex is, and not just intercourse, but understanding all sexual activity is part of sexuality, the emotions involved with having sex, and how to do it all in a safe way, both physically and emotionally. My state of mind regarding sexuality is a lot different now, though, then when I was a teen, and I think this in itself is a barrier. I do not believe all teens are aware of everything which goes into having a healthy sexuality and the benefits and consequences of engaging in sexual activity. This awareness is hindered by a lack of adequate health education, parental attitudes and beliefs, religious views, and a lack of access to contraceptives.
Health education in the U.S. is greatly lacking. Schools are constantly dealing with funding shortfalls and with emphasis on testing standards many schools decrease their health education courses. This directly effects what adolescents learn about sexuality because there often isn’t enough time in the class period to cover every health topic or to cover it in depth. Furthermore, many parents do not believe sex education should be taught in schools or it should only focus on abstinence and not on other healthy sexual behaviors. Religious views present the same problem. The Church constantly preaches abstinence without acknowledging everyone does not abide by such strict doctrines and need to be educated on alternative ways to have safe sex. This creates a dichotomy for teens, who do not know whether it is correct to abstain or to engage and if they want to engage, they might not be equipped with the knowledge on what is safe and what isn’t. Some teens may not engage in intercourse because of the stigmas associated with it or the beliefs their parents place on them, but will engage in other sexual activities and may not do it in a safe way, jeopardizing their health. There is also a lack of easy access to contraceptives. Many pharmacies and stores keeps condoms locked, which makes it difficult for teens to access them, either due to the burden of going to the counter asking for the key and returning to get the condoms or because of the embarrassment or stigmas attached with purchasing them. Birth control is also expensive, even with insurance, which can deter teens, who may not have their own income from obtaining it.
I think it is important for people to hold a wide view of what a healthy sexuality is and to not force their opinions on others. No matter what each individual or each group believes, there will always be someone who holds a different opinion. The consequences which can come with having an unhealthy sexuality are far too great to hope adolescents will fulfill a one size fits all model.
While thinking this question over, I asked a friend for his opinion and he said: how do you define a healthy sexuality? I responded it can be whatever you want it to be; whatever your opinion is. Without knowing what a healthy sexuality is though, how do we determine the barriers to achieving it, and how do we then overcome the barriers?
To me, having a healthy sexuality is being in tune with your body, knowing what sex is, and not just intercourse, but understanding all sexual activity is part of sexuality, the emotions involved with having sex, and how to do it all in a safe way, both physically and emotionally. My state of mind regarding sexuality is a lot different now, though, then when I was a teen, and I think this in itself is a barrier. I do not believe all teens are aware of everything which goes into having a healthy sexuality and the benefits and consequences of engaging in sexual activity. This awareness is hindered by a lack of adequate health education, parental attitudes and beliefs, religious views, and a lack of access to contraceptives.
Health education in the U.S. is greatly lacking. Schools are constantly dealing with funding shortfalls and with emphasis on testing standards many schools decrease their health education courses. This directly effects what adolescents learn about sexuality because there often isn’t enough time in the class period to cover every health topic or to cover it in depth. Furthermore, many parents do not believe sex education should be taught in schools or it should only focus on abstinence and not on other healthy sexual behaviors. Religious views present the same problem. The Church constantly preaches abstinence without acknowledging everyone does not abide by such strict doctrines and need to be educated on alternative ways to have safe sex. This creates a dichotomy for teens, who do not know whether it is correct to abstain or to engage and if they want to engage, they might not be equipped with the knowledge on what is safe and what isn’t. Some teens may not engage in intercourse because of the stigmas associated with it or the beliefs their parents place on them, but will engage in other sexual activities and may not do it in a safe way, jeopardizing their health. There is also a lack of easy access to contraceptives. Many pharmacies and stores keeps condoms locked, which makes it difficult for teens to access them, either due to the burden of going to the counter asking for the key and returning to get the condoms or because of the embarrassment or stigmas attached with purchasing them. Birth control is also expensive, even with insurance, which can deter teens, who may not have their own income from obtaining it.
I think it is important for people to hold a wide view of what a healthy sexuality is and to not force their opinions on others. No matter what each individual or each group believes, there will always be someone who holds a different opinion. The consequences which can come with having an unhealthy sexuality are far too great to hope adolescents will fulfill a one size fits all model.
Marisa S. Initial Reflection- Summer 2010
In your opinion, what barriers do teens face to having a healthy sexuality?
Adolescents growing up today face a multitude of barriers that inhibit them from obtaining a healthy sexuality. I think two of the biggest barriers teens face include the type of relationship that they have with their parents and the confusing and mixed messages teens receive about a healthy sexuality from media.
In my opinion even though peer groups are constantly influencing teens, parents are the true influences in their lives. A parent is the main teacher and provider a child has throughout their life. They are whom a child looks to for emotional and behavioral guidance. I think the trouble with parent-teen relationships often starts because the parents does not perceive the ‘child’ is old enough to know or talk about sex and they do not want to recognize that sexual feelings are occurring within their child. Additionally, not all parents may be comfortable themselves with their sexual identity or sexual health. If this is the case, communication between parent and teen is hindered. It is important that parents recognize the inherent curiosity of adolescents and embark on an open dialogue with their teen before sexual choices are made and health consequences happen (pregnancy, STDs etc.). If a parent is not comfortable with the topic of sex or does not feel knowledgeable in this area then they should seek help for themselves as so they can help their teen.
The second barrier I perceive as preventing teens from having a healthy sexuality is caused by the myriad of images pertaining to sexuality that come from the media. Sometimes I watch a show or movie and think to myself “no wonder there are so many teens having sex!” It is truly EVERYWHERE. And even when the media tries to make it ‘unappealing’ as with shows like The Secret Life of the American Teen or 16 and Pregnant, it is still glamorized. Additionally, the portrayal of sex in TV shows (the Real World, the OC, Greek) type-cast men and women to play roles that do not equate to healthy behavior. And teens, because they are young, naïve and want to be ‘cool’ look at these actors and actresses and think that behavior is appropriate. Even youth idols such as Miley Cyrus are becoming less and less appropriate for youth and teens to perceive as healthy role models. We need to have shows and role models that make it ok to ask questions about sex, encourage talking to parents, encourage self-confidence to ‘say no’ or ‘I’m not ready’ and to discourage the use of alcohol or drugs in sexual encounters. We also need shows that break down male and female stereotypes and show that men can be sensitive and caring in a relationship and women can be strong and independent.
Adolescents growing up today face a multitude of barriers that inhibit them from obtaining a healthy sexuality. I think two of the biggest barriers teens face include the type of relationship that they have with their parents and the confusing and mixed messages teens receive about a healthy sexuality from media.
In my opinion even though peer groups are constantly influencing teens, parents are the true influences in their lives. A parent is the main teacher and provider a child has throughout their life. They are whom a child looks to for emotional and behavioral guidance. I think the trouble with parent-teen relationships often starts because the parents does not perceive the ‘child’ is old enough to know or talk about sex and they do not want to recognize that sexual feelings are occurring within their child. Additionally, not all parents may be comfortable themselves with their sexual identity or sexual health. If this is the case, communication between parent and teen is hindered. It is important that parents recognize the inherent curiosity of adolescents and embark on an open dialogue with their teen before sexual choices are made and health consequences happen (pregnancy, STDs etc.). If a parent is not comfortable with the topic of sex or does not feel knowledgeable in this area then they should seek help for themselves as so they can help their teen.
The second barrier I perceive as preventing teens from having a healthy sexuality is caused by the myriad of images pertaining to sexuality that come from the media. Sometimes I watch a show or movie and think to myself “no wonder there are so many teens having sex!” It is truly EVERYWHERE. And even when the media tries to make it ‘unappealing’ as with shows like The Secret Life of the American Teen or 16 and Pregnant, it is still glamorized. Additionally, the portrayal of sex in TV shows (the Real World, the OC, Greek) type-cast men and women to play roles that do not equate to healthy behavior. And teens, because they are young, naïve and want to be ‘cool’ look at these actors and actresses and think that behavior is appropriate. Even youth idols such as Miley Cyrus are becoming less and less appropriate for youth and teens to perceive as healthy role models. We need to have shows and role models that make it ok to ask questions about sex, encourage talking to parents, encourage self-confidence to ‘say no’ or ‘I’m not ready’ and to discourage the use of alcohol or drugs in sexual encounters. We also need shows that break down male and female stereotypes and show that men can be sensitive and caring in a relationship and women can be strong and independent.
Tahmina Ahmad - Initial Personal Reflection
The World Health Organization’s definition of sexual health is “the integration of somatic, emotional, intellectual and social aspects of sexuality in ways that are positively enriching and that enhance personality, communication and love.” This definition is loaded with many components that encompass and contribute to healthy sexuality; it involves not only the physical characteristics and capacities for sexual behaviors but the social and psychological attributes of sexual behavior including feelings, family/personal values, religious/cultural/social norms, safe attitudes/perceptions, open/nurturing communication, gender/sex identity and male/female roles in public/private. It is not surprising that major barriers that a teen may face to having a healthy sexuality involve a lack of a comprehensive outlook and a presence of various attitudes all during the more challenging and confounding years of their life.
1. A Lack of a Comprehensive Approach/Outlook
In understanding the various issues (mentioned above) that are known to affect sexual health in both positive and negative ways, it is easier to see how the absence or negative perspective of one or more of these factors can lead to instantaneous barriers to having a healthy sexuality in the mind of an adolescent or teen who is already dealing with a very challenging stage of life. In essence one of the biggest barriers that teens face to having a healthy sexuality is a comprehensive approach to building a level of familiarity/comforting/understanding to the various multi-faceted issues. Branches of education involved in promoting healthy sexuality among adolescents/teens may deal with these various facets but if there is a gap in resources and/or knowledge or a teen still does not feel comfortable regarding an unaddressed issue, an overall barrier to healthy sexuality still remains. It's also difficult to know what issues are important to each individual when there is a communication barrier. Obviously, the comprehensive outlook barrier exists due to many individual barriers but the fact still remains.
2. Difference or Contradiction in Attitudes
The problem of healthy sexuality is further emphasized when many different people/attitudes are taking presence in a teens life. In order to help a teen eliminate their barriers, these ‘people/attitudes’ themselves must, to some extent, have a healthy outlook on sexuality. It is no wonder that teens are confused, for example, if they may face four very different attitudes from their sex ed teacher/workshop, boyfriend/girlfriend, parent and friend. Interestingly enough, educators who may feel that they are promoting a healthy sexuality can still not understand how every individual may perceive that information. For example, emphasizing the diseases associated with unsafe sex may attach negative associations with sex in a teens mind. It is hard to avoid confusing, manipulating or maybe even offending a teen with a contradiction in attitudes or a lack of understanding in how each unique teen is processing the information relatively.
3. Challenging Years that Confound the Process
Adolescence or teenage years in and of itself serves as a challenge. There are simultaneous changes taking place in the body, thinking process (brain development), social life and etc. Furthermore, every individual may experience these changes differently. Therefore, at this stage in life, the development of healthy sexuality is confounded, influenced and affected by many other ongoing experiences unique to different teens.
1. A Lack of a Comprehensive Approach/Outlook
In understanding the various issues (mentioned above) that are known to affect sexual health in both positive and negative ways, it is easier to see how the absence or negative perspective of one or more of these factors can lead to instantaneous barriers to having a healthy sexuality in the mind of an adolescent or teen who is already dealing with a very challenging stage of life. In essence one of the biggest barriers that teens face to having a healthy sexuality is a comprehensive approach to building a level of familiarity/comforting/understanding to the various multi-faceted issues. Branches of education involved in promoting healthy sexuality among adolescents/teens may deal with these various facets but if there is a gap in resources and/or knowledge or a teen still does not feel comfortable regarding an unaddressed issue, an overall barrier to healthy sexuality still remains. It's also difficult to know what issues are important to each individual when there is a communication barrier. Obviously, the comprehensive outlook barrier exists due to many individual barriers but the fact still remains.
2. Difference or Contradiction in Attitudes
The problem of healthy sexuality is further emphasized when many different people/attitudes are taking presence in a teens life. In order to help a teen eliminate their barriers, these ‘people/attitudes’ themselves must, to some extent, have a healthy outlook on sexuality. It is no wonder that teens are confused, for example, if they may face four very different attitudes from their sex ed teacher/workshop, boyfriend/girlfriend, parent and friend. Interestingly enough, educators who may feel that they are promoting a healthy sexuality can still not understand how every individual may perceive that information. For example, emphasizing the diseases associated with unsafe sex may attach negative associations with sex in a teens mind. It is hard to avoid confusing, manipulating or maybe even offending a teen with a contradiction in attitudes or a lack of understanding in how each unique teen is processing the information relatively.
3. Challenging Years that Confound the Process
Adolescence or teenage years in and of itself serves as a challenge. There are simultaneous changes taking place in the body, thinking process (brain development), social life and etc. Furthermore, every individual may experience these changes differently. Therefore, at this stage in life, the development of healthy sexuality is confounded, influenced and affected by many other ongoing experiences unique to different teens.
After reading our assignment question, I found myself wondering what exactly is a "healthy sexuality" I came across a few definitions and thought this was the most interesting to discuss: "Healthy sex involves the conscious, positive expression of our sexual energy in ways that enhance self-esteem, physical health, and emotional relationship. It is mutually beneficial and harms no one" www.healthysex.com
The above definition says it all when it comes to barriers facing teens. I believe that the emotional consequences of sex can be just as destructive as the possible physical ones. Condoms, pills, and most contraceptives are made available free of charge to most teens in this country but when a teenager needs to speak of her sexual experience, ask for advice or even assistance then who does she turn to? probably her boyfriend who is the source of the problem or her classmates who most likely are facing her same problems and may not offer the most sound solutions. I realize that it is difficult to ask a teenager to talk about his/her feelings and accept adult advice. Never the less, I think that unless we address the emotional aspects of sex then are we being realistic when expecting teens to be sexually healthy, to use sex as means of enhancing self esteem and their emotional relationships while most adults barely manage to do so.
The above definition says it all when it comes to barriers facing teens. I believe that the emotional consequences of sex can be just as destructive as the possible physical ones. Condoms, pills, and most contraceptives are made available free of charge to most teens in this country but when a teenager needs to speak of her sexual experience, ask for advice or even assistance then who does she turn to? probably her boyfriend who is the source of the problem or her classmates who most likely are facing her same problems and may not offer the most sound solutions. I realize that it is difficult to ask a teenager to talk about his/her feelings and accept adult advice. Never the less, I think that unless we address the emotional aspects of sex then are we being realistic when expecting teens to be sexually healthy, to use sex as means of enhancing self esteem and their emotional relationships while most adults barely manage to do so.
Tuesday, May 25, 2010
Assignment 1: Personal Reflection
Khadijah Abdallah
May 26, 2010
Pubh209.19: Adolescent Health Promotion
Assignment 1: Personal Reflection:
In your opinion; What Barriers do Teens Face to Healthy Sexuality?
The answer to this question can be broad-based or very narrow. Furthermore, it differs from region to region, country to country, and different teens face different issues all over the world. More specifically though, I think one of the issues faced by teens in the use is the need for a more mature outlook on the issue. This means that teens are constantly bombarded with ‘adult’ topics at a very young age without necessarily being taught the deeper nature of sexuality and the importance of not viewing it in a light-hearted manner. In other words, sex is glamorized, and that is a phenomenon that can be attributed to the pop culture that teens are exposed to, despite the censoring that goes on in the media these days. This is a concern in the sense that teens might not be aware of how important it is to approach the issue with seriousness before embarking on any decision; whether it be getting pregnant, becoming intimate with someone, becoming sexually active at a young age, etc. As someone mentioned the other day in class, these TV shows that idealize teen pregnancy may be a fundamental contributor to the problem. Personally, I have met high-school teenagers; smart, straight-A students who willingly became pregnant, and for various reasons such as seeing how happy their friends were, or believing that they were ready for it without understanding the physical, mental, and financial challenges that accompany such a decision. That then suggests a lack of strong role modeling for these teens in their lives, and raises the concern that one blameworthy party is the educational system, which may not be approaching the issue correctly. Otherwise, had school education on this topic been a success story, then clearly teens would not be facing any problems. Unfortunately, though, that is not the case. Thus, a balance must be reached such that students/teens become more interested in absorbing and applying what is being taught to them at schools. The manner to resolving this issue, though, is another discussion, and not one that can easily be answered.
May 26, 2010
Pubh209.19: Adolescent Health Promotion
Assignment 1: Personal Reflection:
In your opinion; What Barriers do Teens Face to Healthy Sexuality?
The answer to this question can be broad-based or very narrow. Furthermore, it differs from region to region, country to country, and different teens face different issues all over the world. More specifically though, I think one of the issues faced by teens in the use is the need for a more mature outlook on the issue. This means that teens are constantly bombarded with ‘adult’ topics at a very young age without necessarily being taught the deeper nature of sexuality and the importance of not viewing it in a light-hearted manner. In other words, sex is glamorized, and that is a phenomenon that can be attributed to the pop culture that teens are exposed to, despite the censoring that goes on in the media these days. This is a concern in the sense that teens might not be aware of how important it is to approach the issue with seriousness before embarking on any decision; whether it be getting pregnant, becoming intimate with someone, becoming sexually active at a young age, etc. As someone mentioned the other day in class, these TV shows that idealize teen pregnancy may be a fundamental contributor to the problem. Personally, I have met high-school teenagers; smart, straight-A students who willingly became pregnant, and for various reasons such as seeing how happy their friends were, or believing that they were ready for it without understanding the physical, mental, and financial challenges that accompany such a decision. That then suggests a lack of strong role modeling for these teens in their lives, and raises the concern that one blameworthy party is the educational system, which may not be approaching the issue correctly. Otherwise, had school education on this topic been a success story, then clearly teens would not be facing any problems. Unfortunately, though, that is not the case. Thus, a balance must be reached such that students/teens become more interested in absorbing and applying what is being taught to them at schools. The manner to resolving this issue, though, is another discussion, and not one that can easily be answered.
Shelby Hickman post
Sex. Just seeing the word is enough to make timid parents shiver in discomfort and fill conservative PTA board rooms with flurried fits of rage. Amidst the shoe stomping, nose lifting, and fist flying, however, I believe an important question is forgotten. What is wrong with sex? Why the hush, the hype, the books on how to have "the talk" as though its an unnatural dreaded proccess that parents and teens will never come to terms together on without a series of literature to perpetuate a societally taboo subject.Why, when the population reached a record high was abstinence only education approved?
As teenagers begin sexual development and the realization of new bodies they are in a period that can best be described as painfully awkward and they are not embraced but pushed away. New feelings of lust, desire, romance, and mood swings are not only hushed and negatively reinforced but written off as juvenile and insignificant. At a time when the most emphasis should be paleced on these physiological and psychological changes, teens are essentially ignored because "adults" don't know how to go about dealing with them. This creates a sentiment of distrust and disconnect between teens and the more experienced influences in their lives who could be positive influences. There is little chance for education outside of TV ads, health class, and hearsay from friends, which leaves them unprepared for sexual activity at whatever age they decide to begin.
As teenagers begin sexual development and the realization of new bodies they are in a period that can best be described as painfully awkward and they are not embraced but pushed away. New feelings of lust, desire, romance, and mood swings are not only hushed and negatively reinforced but written off as juvenile and insignificant. At a time when the most emphasis should be paleced on these physiological and psychological changes, teens are essentially ignored because "adults" don't know how to go about dealing with them. This creates a sentiment of distrust and disconnect between teens and the more experienced influences in their lives who could be positive influences. There is little chance for education outside of TV ads, health class, and hearsay from friends, which leaves them unprepared for sexual activity at whatever age they decide to begin.
Monday, May 24, 2010
Sabrina Simms Initial Personal Reflection - Summer 2010
In my opinion, having a healthy sexuality can be a challenge to all age groups, but with teens who are coming into their own, going through puberty and other life transitions, there tend to be many fresh barriers that they have to try and overcome. Below, I list some of the barriers to teens having a healthy sexuality, which I believe, are substantial.
- Relationships with parents/caregivers: Teens are going through a period in their lives where they are unsure of themselves and are discovering new things, unsure of how their bodies are changing, and unsure of how their hormonal fluctuations are affecting their lives, to list only a few of their uncertainties during their adolescence. The relationship that a teen has with their parents/caregivers at this time in their life is important because it can determine the knowledge or access that a teen has available to them in regards to their sexual health. It can also determine their comfort level in talking about their sexual health overall and confidence level in gaining sexual health services that promote health wellness. It may not be the case in all instances, but if this relationship is not secure or even present, the teen may rely on information they receive from friends, the internet or other outlets. In many instances, the information that a teen may get from friends or other media may not be correct and can lead to the teen making some wrong sexual health decisions. However, some teens may be intuitive enough to obtain accurate information from clinics or other health care professionals.
- Cultural and religious barriers: Even though these two barriers can be discussed independently, I choose to quickly touch on them together because it is often the case that a religion and a particular culture overlap in their beliefs and values. Some cultures may not equate teens with having a sexual active lifestyle. Both religions and cultures may stress an abstinent approach to this matter or even consider it unacceptable or forbidden and may not offer sexual health outlets for teens in case they do become sexually active before it is seen as culturally appropriate. This can be a barrier to teens who do decide on being sexually active. They may be hesitant to talk with someone, such as a family member, or to visit health care clinics or doctors. These resources may be unattainable for the teens and this can have an influence on their sexuality being healthy.
- Social norms within their community/circle of friends: Often teens buckle under the peer pressure of what their friends are doing or they do what they believe will make them look more advanced or cool to their friends. Teens may not think twice about what sexual health risks they may introduce themselves to and how serious just one small mistake can be. If a new trend enters a teen’s circle of close friends, the teen will often feel pressured or feel obliged to participate in whatever that trend may be, whether it is having the highest number of sexual partners or a competition to determine the longest that someone can “last” without being protected. This is a tremendous barrier that health care professionals need to address and tackle because it takes more than just a one-session encounter to handle; it is a continual process. Teens would need to learn about making healthy independent sexual health decisions and how important it is for them to have the confidence to do so.
- Relationships with parents/caregivers: Teens are going through a period in their lives where they are unsure of themselves and are discovering new things, unsure of how their bodies are changing, and unsure of how their hormonal fluctuations are affecting their lives, to list only a few of their uncertainties during their adolescence. The relationship that a teen has with their parents/caregivers at this time in their life is important because it can determine the knowledge or access that a teen has available to them in regards to their sexual health. It can also determine their comfort level in talking about their sexual health overall and confidence level in gaining sexual health services that promote health wellness. It may not be the case in all instances, but if this relationship is not secure or even present, the teen may rely on information they receive from friends, the internet or other outlets. In many instances, the information that a teen may get from friends or other media may not be correct and can lead to the teen making some wrong sexual health decisions. However, some teens may be intuitive enough to obtain accurate information from clinics or other health care professionals.
- Cultural and religious barriers: Even though these two barriers can be discussed independently, I choose to quickly touch on them together because it is often the case that a religion and a particular culture overlap in their beliefs and values. Some cultures may not equate teens with having a sexual active lifestyle. Both religions and cultures may stress an abstinent approach to this matter or even consider it unacceptable or forbidden and may not offer sexual health outlets for teens in case they do become sexually active before it is seen as culturally appropriate. This can be a barrier to teens who do decide on being sexually active. They may be hesitant to talk with someone, such as a family member, or to visit health care clinics or doctors. These resources may be unattainable for the teens and this can have an influence on their sexuality being healthy.
- Social norms within their community/circle of friends: Often teens buckle under the peer pressure of what their friends are doing or they do what they believe will make them look more advanced or cool to their friends. Teens may not think twice about what sexual health risks they may introduce themselves to and how serious just one small mistake can be. If a new trend enters a teen’s circle of close friends, the teen will often feel pressured or feel obliged to participate in whatever that trend may be, whether it is having the highest number of sexual partners or a competition to determine the longest that someone can “last” without being protected. This is a tremendous barrier that health care professionals need to address and tackle because it takes more than just a one-session encounter to handle; it is a continual process. Teens would need to learn about making healthy independent sexual health decisions and how important it is for them to have the confidence to do so.
Sunday, May 23, 2010
Felisa Gonzales - Personal Reflection
Adolescence can be a difficult transition period. During this time period, young people are establishing their identities. A desire to be perceived as an adult may lead to experimentation with behaviors that are typically reserved for adults, such as sexual intercourse. This exploration is natural phase of development, but adolescents face many barriers to safe sexual development.
There is a strong moral contingent in the United States that fiercely argues that adolescents should abstain from sexual activity until marriage. This group is very politically active and has lobbied against comprehensive sexual education in schools based upon the incorrect belief that more information with lead to greater sexual activity. Fortunately, the current administration has eschewed abstinence-only education and is investing in more evidence-based interventions to reduce the incidence of unintended pregnancy. However, the inability for young people to receive technically accurate information in the school setting is a major barrier as it prevents informed decision-making.
Another related barrier is the fact that adolescents are frequently exposed to conflicting social norms. They likely receive strong messages from adults that they should not engage in sexual activity, but they also receive strong messages from the media and perhaps their peers that everyone, especially the popular or good-looking kids, is sexually active. This conflict may lead adolescents to engage in sexual activities for the wrong reasons.
Lack of access to contraceptives is a major barrier to healthy adolescent sexuality. Adolescents who are subject to limited information about conception or the transmission of STIs and receive conflicting messages about the appropriateness of sexual behavior may not intend to engage in sexual behavior but end up in unexpected situations which lead to unprotected intercourse. Because they have never considered the possibility of engaging in sexual intercourse, they are not prepared to engage in safe sexual intercourse if a decision is made in the moment. Similarly, students who have given a lot of thought to becoming sexually active may desire to do so safely but lack the ability to obtain the contraception they need to prevent pregnancy or STIs.
Within the field of sexual behavior, much attention is devoted to sexual intercourse and less attention is devoted to sexuality in general. Often times, adolescent sexuality is viewed from a perspective of negative risk factors rather than positive strengths or opportunities. If adolescents are not provided with information about their bodies and sexuality as a source of pride and pleasure either in school or from their parents, and lack access to contraception, they may not learn to enjoy their sexuality as an important part of their identity, something that is valuable and deserves to be cherished.
It is important to note that although the aforementioned barriers apply to all youth, LGBTQ youth face additional barriers to healthy sexuality. Their struggles to come out in a society that may not fully accept them can lead to experimentation in compromised situations, or with partners who are significantly older. The stigma of identifying as gay may be too much for young people to handle and may result in the young person having an isolated or marginalized sexual development process.
There is a strong moral contingent in the United States that fiercely argues that adolescents should abstain from sexual activity until marriage. This group is very politically active and has lobbied against comprehensive sexual education in schools based upon the incorrect belief that more information with lead to greater sexual activity. Fortunately, the current administration has eschewed abstinence-only education and is investing in more evidence-based interventions to reduce the incidence of unintended pregnancy. However, the inability for young people to receive technically accurate information in the school setting is a major barrier as it prevents informed decision-making.
Another related barrier is the fact that adolescents are frequently exposed to conflicting social norms. They likely receive strong messages from adults that they should not engage in sexual activity, but they also receive strong messages from the media and perhaps their peers that everyone, especially the popular or good-looking kids, is sexually active. This conflict may lead adolescents to engage in sexual activities for the wrong reasons.
Lack of access to contraceptives is a major barrier to healthy adolescent sexuality. Adolescents who are subject to limited information about conception or the transmission of STIs and receive conflicting messages about the appropriateness of sexual behavior may not intend to engage in sexual behavior but end up in unexpected situations which lead to unprotected intercourse. Because they have never considered the possibility of engaging in sexual intercourse, they are not prepared to engage in safe sexual intercourse if a decision is made in the moment. Similarly, students who have given a lot of thought to becoming sexually active may desire to do so safely but lack the ability to obtain the contraception they need to prevent pregnancy or STIs.
Within the field of sexual behavior, much attention is devoted to sexual intercourse and less attention is devoted to sexuality in general. Often times, adolescent sexuality is viewed from a perspective of negative risk factors rather than positive strengths or opportunities. If adolescents are not provided with information about their bodies and sexuality as a source of pride and pleasure either in school or from their parents, and lack access to contraception, they may not learn to enjoy their sexuality as an important part of their identity, something that is valuable and deserves to be cherished.
It is important to note that although the aforementioned barriers apply to all youth, LGBTQ youth face additional barriers to healthy sexuality. Their struggles to come out in a society that may not fully accept them can lead to experimentation in compromised situations, or with partners who are significantly older. The stigma of identifying as gay may be too much for young people to handle and may result in the young person having an isolated or marginalized sexual development process.
Timothy Kane: Initial Personal Reflection, Summer 2010
What barriers do teens face to having a healthy sexuality?
(1) Lack of communication and openness about sexuality leading to confusion and shame.
In the United States (US), clear and supportive communication around sexuality is lacking. Due to a variety of societal factors (cultural background of family of origin, organized religion, education, etc.), youth often receive either unclear or mixed messaging around what a healthy sexuality “looks like.” Machismo-misogyny-homophobia too often inform and define what it means to be a sexual individual, distorting the concept of a healthy sexuality. Especially during times of physical transition and exploration, youth lack non-judgmental venues which provide accurate, timely and age-appropriate information to support the development of a healthy sexuality.
In addition, a lack of communication and openness about sexuality is especially evident regarding the diversity of sexual expression and identity. Sexual diversity is often not celebrated and embraced, but rather demonized as a source of shame for both the teen and their family. Youth who exhibit and/or explore lesbian, gay, bisexual, transgender or questioning sexuality are often blamed and isolated rather than loved and nurtured.
(2) Lack of role-models for sexual health, along with an omnipresent sexualized culture.
US culture is lacking in role-models for sexual health. Individuals and couples who exhibit sexual health are not easy to identify, let alone emulate. Often, television and cinema showcase individuals and couples with dysfunctional sexual expression (dramatic, extreme and/or abusive), normalizing such expressions while also labeling them “entertainment.” Sexual stereotypes and caricatures abound since they fit “neatly” into a half hour TV drama, neglecting and complexity and diversity that is our human sexuality.
In addition, US culture is a sexualized culture filled at every turn with mixed messages regarding the value and status of a healthy sexuality. Sexual images are a staple of the advertising industry, incorporated into every aspect of visual media. Youth (and adults) are bombarded with sexual imagery and messages equating sex with power, love, acceptance and happiness. Mixed messages which blur the lines between the reality of a healthy sexuality and the fantasy of sexual acting out, make it difficult for anyone to navigate successfully the complex variables which comprise modern day sexuality.
(3) High rates of childhood sexual abuse damage youth as they seek to understand and secure a healthy sexuality. This damage often remains with individuals for a life time, requiring years of intervention (therapy, etc.) to heal. According to http://www.darkness2light.org/knowabout/statistics_2.asp:
• 1 in 4 girls is sexually abused before the age of 18.
• 1 in 6 boys is sexually abused before the age of 18.
• 1 in 5 children are solicited sexually while on the internet.
• Nearly 70% of all reported sexual assaults (including assaults on adults) occur to children ages 17 and under.
• An estimated 39 million survivors of childhood sexual abuse exist in America today.
(4) The impact of these barriers facing youth seeking a healthy sexuality is magnified for LGBTQ youth. Studies show that LGBTQ youth are four times as likely to attempt suicide than are their heterosexual peers and those LGBTQ youth rejected by their families are more than eight times as likely to attempt suicide hhttp://gaylife.about.com/od/gayteens/a/gaysuicide.htm).
(1) Lack of communication and openness about sexuality leading to confusion and shame.
In the United States (US), clear and supportive communication around sexuality is lacking. Due to a variety of societal factors (cultural background of family of origin, organized religion, education, etc.), youth often receive either unclear or mixed messaging around what a healthy sexuality “looks like.” Machismo-misogyny-homophobia too often inform and define what it means to be a sexual individual, distorting the concept of a healthy sexuality. Especially during times of physical transition and exploration, youth lack non-judgmental venues which provide accurate, timely and age-appropriate information to support the development of a healthy sexuality.
In addition, a lack of communication and openness about sexuality is especially evident regarding the diversity of sexual expression and identity. Sexual diversity is often not celebrated and embraced, but rather demonized as a source of shame for both the teen and their family. Youth who exhibit and/or explore lesbian, gay, bisexual, transgender or questioning sexuality are often blamed and isolated rather than loved and nurtured.
(2) Lack of role-models for sexual health, along with an omnipresent sexualized culture.
US culture is lacking in role-models for sexual health. Individuals and couples who exhibit sexual health are not easy to identify, let alone emulate. Often, television and cinema showcase individuals and couples with dysfunctional sexual expression (dramatic, extreme and/or abusive), normalizing such expressions while also labeling them “entertainment.” Sexual stereotypes and caricatures abound since they fit “neatly” into a half hour TV drama, neglecting and complexity and diversity that is our human sexuality.
In addition, US culture is a sexualized culture filled at every turn with mixed messages regarding the value and status of a healthy sexuality. Sexual images are a staple of the advertising industry, incorporated into every aspect of visual media. Youth (and adults) are bombarded with sexual imagery and messages equating sex with power, love, acceptance and happiness. Mixed messages which blur the lines between the reality of a healthy sexuality and the fantasy of sexual acting out, make it difficult for anyone to navigate successfully the complex variables which comprise modern day sexuality.
(3) High rates of childhood sexual abuse damage youth as they seek to understand and secure a healthy sexuality. This damage often remains with individuals for a life time, requiring years of intervention (therapy, etc.) to heal. According to http://www.darkness2light.org/knowabout/statistics_2.asp:
• 1 in 4 girls is sexually abused before the age of 18.
• 1 in 6 boys is sexually abused before the age of 18.
• 1 in 5 children are solicited sexually while on the internet.
• Nearly 70% of all reported sexual assaults (including assaults on adults) occur to children ages 17 and under.
• An estimated 39 million survivors of childhood sexual abuse exist in America today.
(4) The impact of these barriers facing youth seeking a healthy sexuality is magnified for LGBTQ youth. Studies show that LGBTQ youth are four times as likely to attempt suicide than are their heterosexual peers and those LGBTQ youth rejected by their families are more than eight times as likely to attempt suicide hhttp://gaylife.about.com/od/gayteens/a/gaysuicide.htm).
Amanda Asgeirsson's Initial Personal Reflection
In your opinion, what barriers do teens face to having a healthy sexuality?
This question is so multifaceted to me. Teens have so many people and new events going on in their lives that influence their sexuality. Depending on the environment, many teens may feel pressured to have sex at a very young age. This doesn't always mean a healthy sexual life, as teens often don't have long lasting relationships, nor to they have serious relationships; they just aren't always mature enough. In addition, teens may feel uncomfortable to talk to their newly acquired partner about safe sex, and what the best method is.
Adolescents may also feel uncomfortable with sexuality because it may be discouraged by their parents, or they may not feel comfortable speaking to their parents about contraception. This is a barrier to ensuring that their sexuality is healthy.
Religion may also play a large role in a teens sexuality. Many religions promote abstinence until marriage, which for many people in this generation is a very unrealistic option. Teens may be labeled for not having sex at a younger age, and be ostracized or made fun of for not engaging in these activities.
Lastly, adolescents are still developing in the years they are starting to acquire a sexuality, and their body, brain, organs, emotions and more may get in the way. Some adolescents haven't even determined their sexuality, and they are being coerced and peer pressured into having sex at a young age.
As much as parents, teachers, administrators, and public health officials can help adolescents with their sexuality, there are limitations on how much they can acutally help. Part of being an adolescent is exploring and learning (clearly with limitations), and sometimes the only way to learn is through their mistakes.
I'm looking forward to a great class! Thanks!
Amanda Asgeirsson
This question is so multifaceted to me. Teens have so many people and new events going on in their lives that influence their sexuality. Depending on the environment, many teens may feel pressured to have sex at a very young age. This doesn't always mean a healthy sexual life, as teens often don't have long lasting relationships, nor to they have serious relationships; they just aren't always mature enough. In addition, teens may feel uncomfortable to talk to their newly acquired partner about safe sex, and what the best method is.
Adolescents may also feel uncomfortable with sexuality because it may be discouraged by their parents, or they may not feel comfortable speaking to their parents about contraception. This is a barrier to ensuring that their sexuality is healthy.
Religion may also play a large role in a teens sexuality. Many religions promote abstinence until marriage, which for many people in this generation is a very unrealistic option. Teens may be labeled for not having sex at a younger age, and be ostracized or made fun of for not engaging in these activities.
Lastly, adolescents are still developing in the years they are starting to acquire a sexuality, and their body, brain, organs, emotions and more may get in the way. Some adolescents haven't even determined their sexuality, and they are being coerced and peer pressured into having sex at a young age.
As much as parents, teachers, administrators, and public health officials can help adolescents with their sexuality, there are limitations on how much they can acutally help. Part of being an adolescent is exploring and learning (clearly with limitations), and sometimes the only way to learn is through their mistakes.
I'm looking forward to a great class! Thanks!
Amanda Asgeirsson
Tuesday, May 18, 2010
Welcome Summer 2010 Students!
Do not think that you're in this class by accident, to just fulfill another "topics" requirement, or because it was the only class left that fit your schedule. You have landed in this class for a special reason. It is meant to be part of your journey, both as a Health Professional and as a Human (not mutually exclusive, of course!). Prof. Sara Marques and Prof. Alis Marachelian will hold your hand figuratively, and will hold the space for your to discover that purpose. No, we're not making you re-live your adolescent years, but we're going to support you in learning to create a healthy adolescence for all the teens you encounter from this day forward.
This is the space for you to track your personal reflections, anecdotes, and 'lessons learned' in the course of the summer semester.
We hope you enjoy this journey towards understanding a bit more that special stage in life called 'adolescence' -now as the adults that you are- as well as to develop and apply your skills as Health Professionals in teaching "health" to youth with the interactive, youth-focused strategies and techniques learned in and outside the classroom.
We have made this blog 'public' and we've seen all the "traffic" it's had since your predecessors started writing their reflections. Feel free to browse but not copy! The wisdom gained through your unique experiences, ideas developed, and challenges you've overcome will be a valuable asset to all those who read it. Please write knowing that the whole world will be reading!
And so, we begin our journey together...
" A candle will never lose its light by lighting another candle"
This is the space for you to track your personal reflections, anecdotes, and 'lessons learned' in the course of the summer semester.
We hope you enjoy this journey towards understanding a bit more that special stage in life called 'adolescence' -now as the adults that you are- as well as to develop and apply your skills as Health Professionals in teaching "health" to youth with the interactive, youth-focused strategies and techniques learned in and outside the classroom.
We have made this blog 'public' and we've seen all the "traffic" it's had since your predecessors started writing their reflections. Feel free to browse but not copy! The wisdom gained through your unique experiences, ideas developed, and challenges you've overcome will be a valuable asset to all those who read it. Please write knowing that the whole world will be reading!
And so, we begin our journey together...
" A candle will never lose its light by lighting another candle"
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