interview abot sex at USA

What is sex education?

Sex education, which is sometimes called sexuality education or sex and relationships education, is the process of acquiring information and forming attitudes and beliefs about sex, sexual identity, relationships and intimacy. Sex education is also about developing young people's skills so that they make informed choices about their behaviour, and feel confident and competent about acting on these choices. It is widely accepted that young people have a right to sex education, partly because it is a means by which they are helped to protect themselves against abuse, exploitation, unintended pregnancies, sexually transmitted diseases and HIV/AIDS.^{1 2 3 4 5}

What are the aims of sex education?

Sex education seeks both to reduce the risks of potentially negative outcomes from sexual behaviour, like unwanted or unplanned pregnancies and infection with sexually transmitted diseases, and to enhance the quality of relationships. It is also about developing young people's ability to make decisions over their lifetime. Sex education that works, by which we mean that it is effective, is sex education that contributes to this overall aim.

What skills should sex education develop?

If sex education is going to be effective it needs to include opportunities for young people to develop skills, as it can be hard for them to act on the basis of only having information.^{6 7} The skills young people develop as part of sex education are linked to more general life-skills. Being able to communicate, listen, negotiate, ask for and identify sources of help and advice, are useful life-skills and can be applied in terms of sexual relationships. Effective sex education develops young people's skills in negotiation, decision-making, assertion and listening. Other important skills include being able to recognise pressures from other people and to resist them, dealing with and challenging prejudice and being able to seek help from adults - including parents, carers and professionals - through the family, community and health and welfare services. Sex education that works also helps equip young people with the skills to be able to differentiate between accurate and inaccurate information, and to discuss a range of moral and social issues and perspectives on sex and sexuality, including different cultural attitudes and sensitive issues like sexuality, abortion and contraception.^{8 9 10}

Forming attitudes and beliefs

Young people can be exposed to a wide range of attitudes and beliefs in relation to sex and sexuality. These sometimes appear contradictory and confusing. For example, some health messages emphasis the risks and dangers associated with sexual activity and some media coverage promotes the idea that being sexually active makes a person more attractive and mature. Because sex and sexuality are sensitive subjects, young people and sex educators can have strong views on what attitudes people should hold, and what moral framework should govern people's behaviour - these too can sometimes seem to be at odds. Young people are very interested in the moral and cultural frameworks that binds sex and sexuality. They often welcome opportunities to talk about issues where people have strong views, like abortion, sex before marriage, lesbian and gay issues and contraception and birth control. It is important to remember that talking in a balanced way about differences in opinion does not promote one set of views over another, or mean that one agrees with a particular view. Part of exploring and understanding cultural, religious and moral views is finding out that you can agree to disagree.

Attempts to impose narrow moralistic views about sex and sexuality on young people through sex education have failed.

People providing sex education have attitudes and beliefs of their own about sex and sexuality and it is important not to let these influence negatively the sex education that they provide. For example, even if a person believes that young people should not have sex until they are married, this does not imply withholding important information about safer sex and contraception. Attempts to impose narrow moralistic views about sex and sexuality on young people through sex education have failed.^{11 12} Rather than trying to deter or frighten young people away from having sex, effective sex education includes work on attitudes and beliefs, coupled with skills development, that enables young people to choose whether or not to have a sexual relationship taking into account the potential risks of any sexual activity.

Effective sex education also provides young people with an opportunity to explore the reasons why people have sex, and to think about how it involves emotions, respect for one self and other people and their feelings, decisions and bodies. Young people should have the chance to explore gender differences and how ethnicity and sexuality can influence people's feelings and options.^{13 14} They should be able to decide for themselves what the positive qualities of relationships are. It is important that they understand how bullying, stereotyping, abuse and exploitation can negatively influence relationships.

So what information should be given to young people?

Young people get information about sex and sexuality from a wide range of sources including each other, through the media including advertising, television and magazines, as well as leaflets, books and websites (such as www.avert.org) which are intended to be sources of information about sex and sexuality. Some of this will be accurate and some inaccurate. Providing information through sex education is therefore about finding out what young people already know and adding to their existing knowledge and correcting any misinformation they may have. For example, young people may have heard that condoms are not effective against HIV/AIDS or that there is a cure for AIDS. It is important to provide information which corrects mistaken beliefs. Without correct information young people can put themselves at greater risk.

Information is also important as the basis on young people can developed well- informed attitudes and views about sex and sexuality. Young people need to have information on all the following topics:

• Sexual development
• Reproduction
• Contraception
• Relationships

They need to have information about the physical and emotional changes associated with puberty and sexual reproduction, including fertilisation and conception and about sexually transmitted diseases, including HIV/AIDS. They also need to know about contraception and birth control including what contraceptives there are, how they work, how people use them, how they decide what to use or not, and how they can be obtained. In terms of information about relationships they need to know about what kinds of relationships there are, about love and commitment, marriage and partnership and the law relating to sexual behaviour and relationships as well as the range of religious and cultural views on sex and sexuality and sexual diversity. In addition, young people should be provided with information about abortion, sexuality, and confidentiality, as well as about the range of sources of advice and support that is available in the community and nationally.

When should sex education start?

Sex education that works starts early, before young people reach puberty, and before they have developed established patterns of behaviour.^{15 16 17} The precise age at which information should be provided depends on the physical, emotional and intellectual development of the young people as well as their level of understanding. What is covered and also how, depends on who is providing the sex education, when they are providing it, and in what context, as well as what the individual young person wants to know about.

It is important not to delay providing information to young people but to begin when they are young. Providing basic information provides the foundation on which more complex knowledge is built up over time. This also means that sex education has to be sustained. For example, when they are very young, children can be informed about how people grow and change over time, and how babies become children and then adults, and this provides the basis on which they understand more detailed information about puberty provided in the pre-teenage years. They can also when they are young, be provided with information about viruses and germs that attack the body. This provides the basis for talking to them later about infections that can be caught through sexual contact.

Providing basic information provides the foundation on which more complex knowledge is built up over time.

Some people are concerned that providing information about sex and sexuality arouses curiosity and can lead to sexual experimentation. There is no evidence that this happens.^{18 19} It is important to remember that young people can store up information provided at any time, for a time when they need it later on.

Sometimes it can be difficult for adults to know when to raise issues, but the important thing is to maintain an open relationship with children which provides them with opportunities to ask questions when they have them. Parents and carers can also be proactive and engage young people in discussions about sex, sexuality and relationships. Naturally, many parents and their children feel embarrassed about talking about some aspects of sex and sexuality. Viewing sex education as an on-going conversation about values, attitudes and issues as well as providing facts can be helpful. The best basis to proceed on is a sound relationship in which a young person feels able to ask a question or raise an issue if they feel they need to. It has been shown that in countries like The Netherlands, where many families regard it as an important responsibility to talk openly with children about sex and sexuality, this contributes to greater cultural openness about sex and sexuality and improved sexual health among young people.²⁰

The role of many parents and carers as sex educators changes as young people get older and young people are provided with more opportunities to receive formal sex education through schools and community-settings. However, it doesn't get any less important. Because sex education in school tends to take place in blocks of time, it can't always address issues relevant to young people at a particular time, and parents can fulfill a particularly important role in providing information and opportunities to discuss things as they arise.²¹

Who should provide sex education?

Different settings provide different contexts and opportunities for sex education. At home, young people can easily have one-to-one discussions with parents or carers which focus on specific issues, questions or concerns. They can have a dialogue about their attitudes and views. Sex education at home also tends to take place over a long time, and involve lots of short interactions between parents and children. There may be times when young people seem reluctant to talk, but it is important not to interpret any diffidence as meaning that there is nothing left to talk about. As young people get older advantage can be taken of opportunities provided by things seen on television for example, as an opportunity to initiate conversation. It is also important not to defer dealing with a question or issue for too long as it can suggest that you are unwilling to talk about it.

In school the interaction between the teacher and young people takes a different form and is often provided in organised blocks of lessons. It is not as well suited to advising the individual as it is to providing information from an impartial point of view. The most effective sex education acknowledges the different contributions each setting can make. School programmes which involve parents, notifying them what is being taught and when, can support the initiation of dialogue at home. Parents and schools both need to engage with young people about the messages that they get from the media, and give them opportunities for discussion.

In some countries, the involvement of young people themselves in developing and providing sex education has increased as a means of ensuring the relevance and accessibility of provision. Consultation with young people at the point when programmes are designed, helps ensure that they relevant and the involvement of young people in delivering programmes may reinforce messages as they model attitudes and behaviour to their peers.^{22 23 24}

Effective school-based sex education

School-based sex education can be an important and effective way of enhancing young people's knowledge, attitudes and behaviour. There is widespread agreement that formal education should include sex education and what works has been well-researched. Evidence suggests that effective school programmes will include the following elements:

• A focus on reducing specific risky behaviours;
• A basis in theories which explain what influences people's sexual choices and behaviour;
• A clear, and continuously reinforced message about sexual behaviour and risk reduction;
• Providing accurate information about, the risks associated with sexual activity, about contraception and birth control, and about methods of avoiding or deferring intercourse;
• Dealing with peer and other social pressures on young people; providing opportunities to practise communication, negotiation and assertion skills;
• Uses a variety of approaches to teaching and learning that involve and engage young people and help them to personalise the information;
• Uses approaches to teaching and learning which are appropriate to young people's age, experience and cultural background;
• Is provided by people who believe in what they are saying and have access to support in the form of training or consultation with other sex educators.

Formal programmes with these elements have been shown to increase young people's levels of knowledge about sex and sexuality, put back the average age at which they first have sexual intercourse and decrease risk when they do have sex. All the elements are important and inter-related, and sex education needs to be supported by links to sexual health services, otherwise it is not going to be so effective. It also takes into account the messages about sexual values and behaviour young people get from other sources, like friends and the media. It is also responsive to the needs of the young people themselves - whether they are girls or boys, on their own or in a single sex or mixed sex group, and what they know already, their age and experiences.

Taking sex education forward

Providing effective sex education can seem daunting because it means tackling potentially sensitive issues. However, because sex education comprises many individual activities, which take place across a wide range of settings and periods of time, there are lots of opportunities to contribute.

The nature of a person's contribution depends on their relationship, role and expertise in relation to young people. For example, parents are best placed in relation to young people to provide continuity of individual support and education starting from early in their lives. School-based education programmes are particularly good at providing information and opportunities for skills development and attitude clarification in more formal ways, through lessons within a curriculum. Community-based projects provide opportunities for young people to access advice and information in less formal ways. Sexual health and other health and welfare services can provide access to specific information, support and advice. Sex education through the mass media, often supported by local, regional or national Government and non-governmental agencies and departments, can help to raise public awareness of sex health issues.

Because sex education can take place across a wide range of settings, there are lots of opportunities to contribute.

Further development of sex education partly depends on joining up these elements in a coherent way to meet the needs of young people. There is also a need to pay more attention to the needs of specific groups of young people like young parents, young lesbian, gay and bisexual people, as well as those who may be out of touch with services and schools and socially vulnerable, like young refugees and asylum-seekers, young people in care, young people in prisons, and also those living on the street.

The circumstances and context available to parents and other sex educators are different from place to place. Practical or political realities in a particular country may limit people's ability to provide young people with comprehensive sex education combining all the elements in the best way possible. But the basic principles outlined here apply everywhere. By making our own contribution and valuing that made by others, and by being guided by these principles, we can provide more sex education that works and improve the support we offer to young people.

Sex Education in America

An NPR/Kaiser/Kennedy School Poll

Corbis

A new poll by NPR, the Kaiser Family Foundation, and Harvard's Kennedy School of Government finds the vast majority of Americans agree that sex education should be taught in schools.

• Survey Results

  Survey of the General Public and Parents

  Survey of School Principals

• Parents Approve

  Although there may be some disconnect between the breadth of sex education Americans want taught and what is actually taught in many places, parents whose children have taken sex ed generally like their school's program. Read more.

• Poll-Based Stories on NPR

  All Things Considered, Feb. 24, 2004: NPR's Brenda Wilson reports on differing views between white and non-white evangelical Christians when it comes to sex education.
  
  

  Weekend Edition Saturday, Feb. 7, 2004: NPR's Wade Goodwyn looks at the political implications of emphasizing abstinence in sex education.
  
  

  All Things Considered, Feb. 5, 2004: NPR's Wade Goodwyn profiles an abstinence-only lecture at a Dallas middle school.
  
  

  Weekend Edition Saturday, Jan. 31, 2004: NPR's Margot Adler reports on why parents think their daughters are better prepared for sexual issues than their sons.
  
  

  Morning Edition, Jan. 30, 2004: Forty percent of adults say abstinence even includes abstaining from passionate kissing. Sanovia Jackson of Youth Radio talks with her girlfriends and finds out they have a different view.
  
  

  Talk of the Nation, Jan. 29, 2004: A discussion on the survey results.
  
  

  All Things Considered, Jan. 29, 2004: NPR's Joseph Shapiro profiles a more comprehensive sex ed class at a Maine high school.
  
  

• Survey Tables

  Table 1: Sex Ed Topics Considered Appropriate/Inappropriate

  Table 2: What Abstinence Should Mean

  Table 3: Topics Considered Appropriate by Evangelicals/Non-Evangelicals

NPR.org, February 24, 2004 · The debate over whether to have sex education in American schools is over. A new poll by NPR, the Kaiser Family Foundation, and Harvard's Kennedy School of Government finds that only 7 percent of Americans say sex education should not be taught in schools. Moreover, in most places there is even little debate about what kind of sex education should be taught, although there are still pockets of controversy. Parents are generally content with whatever sex education is offered by their children's school (see Parents Approve sidebar), and public school principals, in a parallel NPR/Kaiser/Kennedy School survey, report little serious conflict over sex education in their communities nowadays. Nearly three-quarters of the principals (74 percent) say there have been no recent discussions or debate in PTA, school board or other public meetings about what to teach in sex ed. Likewise, few principals report being contacted by elected officials, religious leaders or other people in their communities about sex education.

However, this does not mean that all Americans agree on what kind of sex education is best. There are major differences over the issue of abstinence. Fifteen percent of Americans believe that schools should teach only about abstinence from sexual intercourse and should not provide information on how to obtain and use condoms and other contraception. A plurality (46 percent) believes that the most appropriate approach is one that might be called "abstinence-plus" -- that while abstinence is best, some teens do not abstain, so schools also should teach about condoms and contraception. Thirty-six percent believe that abstinence is not the most important thing, and that sex ed should focus on teaching teens how to make responsible decisions about sex.

Advocates of abstinence have had some success. Federal funds are now being made available for abstinence programs; in his State of the Union address President Bush called for an increase in the funding. And in spite of the fact that only 15 percent of Americans say they want abstinence-only sex education in the schools, 30 percent of the the principals of public middle schools and high schools where sex education is taught report that their schools teach abstinence-only. Forty-seven percent of their schools taught abstinence-plus, while 20 percent taught that making responsible decisions about sex was more important than abstinence. (Middle schools were more likely to teach abstinence-only than high schools. High schools were more likely than middle schools to teach abstinence-plus. High schools and middle schools were equally likely to teach that abstinence is not the most important thing.)

In many ways, abstinence-only education contrasts with the broad sex ed curriculum that most Americans want -- from the basics of how babies are made to how to put on a condom to how to get tested for sexually transmitted diseases. Some people thought that some topics were better suited for high school students than middle school students, or vice versa, but few thought any of the topics suggested were inappropriate at all. The most controversial topic -- "that teens can obtain birth control pills from family planning clinics and doctors without permission from a parent" -- was found to be inappropriate by 28 percent of the public, but even there, seven out of 10 (71 percent) thought it was appropriate. The other most controversial topics were oral sex (27 percent found it inappropriate) and homosexuality (25 percent). (See Table 1 in the Survey Tables sidebar.)

Interestingly, in a separate question about what schools should teach about homosexuality, only 19 percent said schools should not teach about it at all. For the most part, Americans want teachers to talk about homosexuality, but they want them to do so in a neutral way. Fifty-two percent said schools should teach "only what homosexuality is, without discussing whether it is wrong or acceptable," compared with 18 percent who said schools should teach that homosexuality is wrong and 8 percent who said schools should teach that homosexuality is acceptable.

A majority of Americans (55 percent) believes that giving teens information about how to obtain and use condoms will not encourage them to have sexual intercourse earlier than they would have otherwise (39 percent say it would encourage them), and 77 percent think such information makes it more likely the teens will practice safe sex now or in the future (only 17 percent say it will not make it more likely).

When it comes to the general approach to teaching sex and sexuality in schools, Americans divide almost evenly. Respondents were asked to choose which of two statements was closer to their belief: (1) "When it comes to sex, teenagers need to have limits set; they must be told what is acceptable and what is not." Or (2) "ultimately teenagers need to make their own decisions, so their education needs to be more in the form of providing information and guidance." Forty-seven percent selected the first statement; 51 percent selected the second. Parents of seventh and eighth graders were more likely to choose the first statement (53 percent) than the second (45 percent); parents of high school students were evenly divided. Conservatives were much more likely to choose the first statement over the second (64 percent to 32 percent), as were evangelical or born-again Christians (61 percent to 35 percent). Liberals and moderates were more likely to choose the second statement over the first (61 percent to 37 percent for liberals and 56 percent to 42 percent for moderates).

Historically, the impetus for sex education in schools was teaching children about avoiding pregnancy and keeping them safe from sexually transmitted diseases, but many parents say they are more worried about the effects of sexual activity on their child's psyche. Asked what concerns them most about their 7th-12th grade children ever having sexual intercourse, 36 percent of parents said "that they might have sexual intercourse before they are psychologically and emotionally ready." That compares with 29 percent who said their biggest concern was disease (23 percent said HIV/AIDS and 6 percent said other sexually transmitted diseases) and 23 percent who said pregnancy.

Moreover, given a list of problems teens might face, nearly half (48 percent) of all Americans chose as the biggest problem "use of alcohol and other illegal drugs," which was double the number who chose any sex-related problem (9 percent said unwanted pregnancy, 8 percent said getting HIV/AIDS, and 4 percent said getting other STDs).

Just as the initial impetus for sex education in schools came from health advocates, the historical impetus for abstinence education has come from evangelical or born-again Christians. In general, evangelical or born-again Christians have very different views from other Americans about sex and sexuality. Eighty-one percent of evangelical or born-again Christians believe it is morally wrong for unmarried adults to engage in sexual intercourse, compared with 33 percent of other Americans. Likewise, 78 percent of evangelical or born-again Christians believe that sexual activity outside of marriage is likely to have harmful psychological and physical effects; 46 percent of other Americans believe this. Moreover, such Christians are much more likely to believe that school-age children should abstain from almost any kind of arousal: 56 percent include passionate kissing among the activities they should abstain from; 31 percent of the rest of the population say that. (See Table 2 in the Survey Tables sidebar.)

Evangelical or born-again Christians also have different views on many questions about sex education. Twelve percent of them say sex education should not be taught in schools -- a small number, but three times the percentage found among non-evangelicals (4 percent). Moreover, more than twice as many evangelicals as non-evangelicals (49 percent to 21 percent) believe the government should fund abstinence-only programs instead of using the money for more comprehensive sex education. And on what should be taught in sex ed classes, evangelicals are much more likely than non-evangelicals to think certain topics are inappropriate. (See Table 3 in the Survey Tables sidebar.)

Interestingly, there are some differences between white and non-white evangelicals -- not on questions about sex or sexuality, but on questions about sex education. On some sex education questions, non-white evangelicals are closer to non-evangelicals than they are to white evangelicals. For instance, while 23 percent of non-Latino white evangelicals believe it is inappropriate for sex ed classes to teach where to get and how to use contraceptives, only 13 percent of non-white evangelicals believe this, compared with 8 percent of non-evangelicals. (The other items in Table 3 were asked of half-samples of the survey, and there were not enough non-white evangelicals in the half-samples to make accurate comparisons.) Likewise, asked about the best method to teach sex ed, 27 percent of non-Latino white evangelicals prefer abstinence-only. Fewer than half as many non-white evangelicals (12 percent) prefer abstinence-only, which is in line with non-evangelicals (10 percent).

Other interesting findings from the survey:

Adult Americans define abstinence broadly. The survey asked respondents whether they agreed or disagreed with the statement, "Abstinence from sexual activity outside marriage is the expected standard for all school-age children." Sixty-two percent of Americans agreed with the statement, which is a principle that must be taught in federally funded abstinence education programs; 36 percent disagreed. Regardless of respondents' answer to that question, they then were asked how they were defining the word abstinence when they answered it. Did they include abstaining from sexual intercourse? Oral sex? Intimate touching? Passionate kissing? Masturbation? A large percentage of Americans said yes to all of those, with 63 percent thinking abstinence included abstaining from intimate touching, 40 percent thinking it included abstaining from passionate kissing, and 44 percent thinking it included abstaining from masturbation. (See Table 2 in the Survey Tables sidebar.) As suggested earlier, born-again or evangelical Christians (of all races) were more likely to say yes to the last three than other Americans.

Parents think their daughters are better prepared to deal with sexual issues than their sons. In the course of this survey, parents of children in grades 7 through 12 were asked a number of questions about one of their children (if they had more than one in that age group, the child was chosen randomly). One of those questions was, "How well prepared do you feel your (x-grade) child is to deal with sexual issues -- very prepared, somewhat prepared, not very prepared, or not at all prepared?" Sixty percent of parents said their daughter was very prepared; only 36 percent said the same of their son. Interestingly, fathers (60 percent) were as likely as mothers (59 percent) to say their daughter was very prepared. However, fathers (23 percent) were much less likely than mothers (45 percent) to say their son was very prepared. (Whether the child had attended sex education in school made no difference in parents' assessments.) In answering the question about what worries parents most about their child ever having sexual intercourse, parents of girls (41 percent) were more likely to place psychological well-being as their top concern than were parents of boys (31 percent). Parents of girls were not more likely than parents of boys to choose pregnancy or disease.

There is no double standard regarding how long Americans think boys or girls should wait to have sex, but adults don't think either boys or girls will actually wait that long. Forty-seven percent think girls should wait until they are married to have sexual intercourse, and 44 percent think boys should wait until they are married; the difference is not statistically significant. Nearly nine out of 10 (89 percent), though, don't think girls will wait that long; the number is similar for boys (91 percent). The responses were similar when people were asked about oral sex; they said boys and girls should wait, but probably won't. Again, there was little difference between people asked about boys and those asked about girls. About one out of six people said that boys (16 percent) and girls (18 percent) should never experience oral sex, but they also were likely to say that it was not a realistic expectation.

Methodology

The NPR/Kaiser/Kennedy School National Survey on Sex Education is part of an ongoing project of National Public Radio, the Henry J. Kaiser Family Foundation, and Harvard University’s Kennedy School of Government. Representatives of the three sponsors worked together to develop the survey questionnaire and to analyze the results, with NPR maintaining sole editorial control over its broadcasts on the surveys. The project team includes:

From NPR: Marcus D. Rosenbaum, Senior Editor; Susan Davis, Associate Editor; Ellen Guettler, Assistant Editor

From the Kaiser Family Foundation: Drew Altman, President and Chief Executive Officer; Matt James, Senior Vice President of Media and Public Education and Executive Director of kaisernetwork.org; Mollyann Brodie, Vice President, Director of Public Opinion and Media Research; and Rebecca Levin, Research Associate

From the Kennedy School: Robert J. Blendon, a Harvard University professor who holds joint appointments in the School of Public Health and the Kennedy School of Government; Stephen R. Pelletier, Research Coordinator for the Harvard Opinion Research Program; John M. Benson, Managing Director of the Harvard Opinion Research Program; and Elizabeth Mackie, Research Associate

The results of this project are based on two nationwide telephone surveys: a survey of the general public and a survey of school principals. The survey of the general public was conducted among a random nationally representative sample of 1,759 respondents 18 years of age or older, including an oversample of parents of children in 7th through the 12th grade, which resulted in interviews with 1001 parents. Statistical results for the total survey were weighted to be representative of the national population. The margin of sampling error for the survey is plus or minus 3 percentage points for total respondents and plus or minus 4.7 percentage points for parents. The survey of principals was conducted among 303 principals of public middle, junior and senior high schools across the country. Schools were randomly and proportionally selected from a national database of public schools by type of school (middle, junior and senior high). Statistical results were weighted to be representative of public middle, junior and senior high schools in the United States based on geographic region and type of residential area (urban, suburban, non-metropolitan). The margin of sampling error for the survey is plus or minus 6 percentage points for total respondents. For results based on subsets of respondents the margin of error is higher.

Princeton Survey Research Associates conducted the fieldwork for both surveys between September and October 2003. Note that sampling error is only one of many potential sources of error in this or any other public opinion poll.

sex education

Sex Discussed Here!
What do you know about sex? If you're like most people, you got information (both truth and myths) from embarrassed parents, confused friends, "too little too late" high school sex ed classes, romantic movies, and perhaps your own experimentation. In this lively, interactive program that's tailored to the specific needs of your campus or group, sex educators Marshall Miller and Dorian Solot explode the most common lies about sex, reveal the truths college students should -- but often don't -- know about sex, and share secrets to making sex and relationships both healthy and fun for students of all genders and sexual orientations. In an age when sex really can have life or death consequences, sex experts Miller and Solot cover what students need and want to know. Students say that getting answers to their sex questions (asked anonymously, answered honestly) is the best part of all! 

Sex Discussed Here! for Orientation Week
Designed specifically for first-year orientation, this program covers sexual health from A to Z. With humor and honesty that college students love, Dorian and Marshall address the benefits of abstinence, and then go on to ensure students who choose to be sexually active have the information they need to make smart, safe sexual choices. Topics include consent, sexual assault and date rape, drinking and sex, safer sex, making responsible decisions, and the truth about hooking up. Dorian and Marshall's friendly, accessible, funny approach entertain students while offering them a smarter, healthier, better-informed approach to sex as they begin their time in college. 


Marshall and Dorian know that one size does not fit all. They tailor each program for each campus, based on an in-depth questionnaire and conversations with organizers about their goals and the campus culture.
They offer a male and female perspective at the same time, something that's particularly valuable on a topic like sex.
They're inclusive. All of Marshall and Dorian's programs are inclusive of students of all sexual orientations (they teach programs specifically on GLBTQ issues, too). They design their programs to be appropriate for students who are already sexually active, as well as those who are postponing sexual activity.
They're honest and knowledgeable. Dorian and Marshall's experience training peer educators, running support groups, counseling clients at risk for HIV, and answering thousands of student sex questions means that what we teach is based on real-world situations.
They're lively, interactive, and creative. You'll never see Marshall and Dorian behind a podium, but you can expect props, funny projected images, and interactive activities in their programs.
They think laughter is important. Dorian and Marshall know that teaching about sex reduces student's risks for STDs, HIV, unwanted pregnancy, and sexual assault. But that doesn't mean they have to rely on scare tactics or dry speeches. Sex is a fun topic, and they don't forget that.

All of our programs are appropriate for diverse audiences of all genders and sexual orientations. Contact us to discuss your interests and needs for sex education programming on campus and how we can address them. 



 

- Bette Midler said, "If sex is such a natural phenomenon, how come there are so many books on how to do it?"
- At any given moment, 2,000 couples around the world are having sex.
- In Newcastle, Wyoming, an ordinance specifically bans couples from having sex while standing in a store's walk-in meat freezer.
- A man produces 50,000 new sperm each minute -- over 100 million a day.
- Mary Pipher said, "Sex is considered both a sacred act between two people united by God and the best way to sell suntan lotion."

ciri-ciri cewek perawan

Tags: cewek, cewek cantik, cewek montok, ciri-ciri gadis perawan, gadis perawan, keperawanan seorang gadis, sex education, virgin, wanita

by : yanoe

perawan Pasangan hidup adalah salah satu hal yang amat menentukan terbinanya kehidupan sakinah mawadah wa rahmah didalam keluarga. tentunya selain ketaqwaan, nasab (garis keturunan) dan memiliki sedikit harta (bukan dalam artian matre), kecantikan serta keperawanan seorang gadis sangat dianjurkan dan menentukan dalam memilih pasangan. nah berikut ada sedikit tips corat-coret untuk melihat seorang gadis yang masih perawan (suci). semoga dapat bermanfaat, dan ini adalah tips buat sedulur yang benar-benar mau membina rumah tangga, jadi jangan disalah gunakan, ok…

kriteria wanita pilihan ada empat
1. Agak hitam rambutnya, hitam alisnya, hitam bulu matanya, hitam bola matanya.
2. Agak putih badannya, putih giginya, putih kedua telapak tangannya.
3. Agak kemerah2an bibirnya, kemerah2an pipinya, kemerah2an gusinya.
4. Agak sedang kepalannya, dagunya, sedang payudaranya, semerbak keringatnya, harum bau mulutnya, hidungnya dan badannya.
Wallahu a’lam.

biar lebih spesifik berikut adalah hal yang perlu diperhatikan, untuk mengetahui bahwa gadis itu masih perawan thinking