fuck yeah sex education




Sex Positive and Body Positive educational place. Includes information about different relationships, genders, sexuality, sexual preferences, safety precautions and everything else that could pertain in the education of sex. Accepting of all walks of life.
If you have any questions, feel free to ask on my ask site: http://fyseq.tumblr.com/ask, though check out http://fuckyeahsexeducation.tumblr.com/FAQ!


80 Percent of Young Teens Have No Sexual Education Before Having Sex

highlandfamilyplanning:

Sex education doesn’t start at 6th, 9th or 11th grade.  Comprehensive sexuality education is a life long process.  Teen are not being shielded from sexual messages from their peers, their media or society;  so why shield them in schools?  Age appropriate sex ed K-12 would ensure that 100% of teens get the information they need to make the best sexual decisions for THEMSELVES.

Oh look my state is among all but one of these categories.

Because I found out I’m basically going to be given free reign over the curriculum I’m teaching, especially over gender and orientation inclusiveness I’m going through and editing and changing different workshops.

Here’s the current suggested workshops for Gender Identity and sexual orientation for ages 9-12. I’d like some feedback! I’ll put their recomendations in italics and them put mine in regular print

It starts with Gender Identity and Designated Sex

They start the activity with imagining being “the opposite gender” (which I won’t do because there’s no such thing as the opposite gender) and answering these questions:

          will you dress differently?
          will you have the same friends?
          will you do the same schoolwork?
          will anyone treat you differently?
          will your gender make a difference in your life?
          will you think the same way?
          will you be the same person?
          how will it feel to be a different gender?
          what will be fun about being another gender?
          what things in your life will not change if you are another gender?
          Do these differences have to happen?
          What happens when a boy behaves the way a girl is thought to behave? etc.

Basically the points of this is to 1. show that boys and girls can do whatever they want and also 2. begin a conversation about sexism. I need to figure out a way to do both.

Because this workshop comes after the puberty workshop I’m not sure if I want to just flip the two and start this one out by defining designated sex and gender or do a mini lesson on designated sex and gender on the puberty workshop. I think switching them may be easier and I’ll talk to my co-teacher about doing that.

First I’ll explain how designated sex works and about intersex people. I could go from there to talk about how people take that designated sex and gender people by that. I can ask them about what experiences they’ve had with someone they know or themselves having gender and gender roles being forced on them or what they know about in general. We can still have them answer the questions on if boys are girls should dress differently, or act differently and what kind of messages they get about that. Then we can talk about how people treat others based on their perceived gender and about sexism. Then we can talk about how some people don’t identify with the sex people assign them. We can ask them how they know what gender they are, and what life may be like if they don’t identify with their designated sex or if they’re intersex.

What’s missing from this? How does everyone feel about this? What kind of activites about this would be good for this age group?

For orientation:

they start by writing down different orientations and asking what people know or associate with them. That’d be kind of really difficult to do with how many orientations there are, What’s a way we could do this activity? We also need to explain romantic orientation. Pretty much all they have down is “lets define LGBT, how do people know what their orientation is, and is it possible to tell what orientation people are?” What else do we need to cover? What kind of activities could we have?

I was being silly and got into an argument about whether religious companies should cover birth control in their insurance and got told that I “didn’t understand how abortion by birth control works” because I posted about how birth control was physically incapable of causing an abortion.

Just all the face palms.

Love Matters website for sexual education launches an Arabic version - Daily News Egypt

(Source: hellyeahscarleteen)

drvixenne:

Viginity pledges break more often than condoms. #ccon #cconsexed

I need this button

GIRLSwithNERVE: SEXUAL AND REPRODUCTIVE HEALTH INFORMATION AND SUPPORT FOR TEENS WITH EPILEPSY

(Source: weneedsexed)

What situations do you think kids 8-12 need to be aware of and prepared for regarding sexual abuse, sexual harassment, relationship abuse, other types of abuse, STIs, HIV/AIDS, and contraception?

What do kids this age need to know about these subjects?

Language Game

Divide sheet of paper into four columns

At the top of each column write “Penis/testicles”, “vagina/vulva”, “breasts”, and “sex”. You can also do this with other words like masturbation, anus, or homosexuality

Look at the list and ask yourself these questions:

    Then come up with all the different words you can think of under those categories including slang.
  • which words do you feel comfortable using?
  • Which words make you feel uncomfortable?

Some words have more negative connotations than others, especially when associated with what society views as female sexuality. Words for a vulva for example, are usually much more negative than words for penis. Synonyms for penis are more like to reflect power (muscle, monster), weaponry (heat-seeking missile, cannon, sword, hammer); and cunning or danger (snake), while synonyms for vulva are likely to be unpleasant (fish, ax wound, black hole). The words we learn affect the way we view sexuality and because of that the way we view orientation and gender. The terms we use for sexual intercourse also reflects our views on sex and sexuality.

Language can shape as well as reflect values. In particular, the language we use with children affects their views. For example, referring to genitals as “down there”, or with no language at all, sends the message that sexual anatomy is something to be ashamed or embarrassed about.

(OWL curriculum used as a source)

Parents: Lets talk about sex (Grade K-1)

Goals in talking about these subjects with your young children

  1. Support their sense of self and self-esteem
  2. Foster comfort with open communication
  3. Strengthen the communication with you and your child.

Remember, the important thing isn’t necessarily what you say but how you say it. The way you act and react about these subjects will affect your child’s developing feelings and opinions about these things and about themselves that can last a life time.

Bodies

Objectives:

  • accurate basis of knowledge about the body parts and their functions
  • becoming comfortable with these terms and body parts
  • and learning the names of the genitals

Activities: 

show them a picture or diagram of a body, a doll, or use themselves as a model. Have them go down the body and name every part they can think of. Correct them and add parts when needed. Ask them about what’s inside their bodies.

Make a list of parts of the body with your child.In one column, list the part your child names and in the other column write what function that part has. Use every opportunity in your child’s daily routine- taking a bath, getting dressed, eating- to talk about their body parts and their functions.
Gender
Objectives:
  • Basic knowledge of gender, designated sex, gender roles, and gender stereotypes

Activities:

To explain gender to young children I created the felt person activity. Have a bunch of felt things like sports, dolls, the color blue or pink, or other things that our society genders and put it in felt boxes. Then have a third box where you put in bits and pieces from both boxes. You focus on the fact that things and actions don’t have gender. Then you can talk about “what makes a boy” and “what makes a girl” and bounce off of that to talk about trans people and intersex people. To continue with that we could have them create people with different genitals/bodies and have them dress them certain ways and give them a box with certain things and then give them a label and show that any body with any clothing and any box can have any gender.

Healthy Bodies, Safe Bodies

Objectives:

  • accurate terms for genitals
  • understanding body change
  • hygiene and health
  • privacy
  • identify 3 adults you can trust

Activities:

Talk about what ways you have to take care of your body. Talk about how part of that is having good touch. What touch feels good? Cuddles, hugs, high fives, etc. What touch feels bad? Stubbing a toe, getting hit?

Children need to know how to react to a dangerous situation, you can teach them about the No Go Tell Rules.
NO! Say no to the person. No, don’t touch me. No!
GO! Run away. Leave. Go.
TELL! Go tell someone you trust, and name the people they can trust (at least 3).
Practice these rules until you are sure your child knows what to do. Impart the importance of no. If you’re wrestling or tickling and they say no, stop. Tell them that if a friend says no they have to stop immediately. It’s important to always treat a no as serious and to always respect the no.
Families
Objectives
  • importance of family
  • validate their family
  • expand view of what makes a family
  • create an inclusive definition of family

Activities:

Talk about different types of families, then draw a picture of your own. Look through family pictures

Families and Feelings

Goals:
  • validate family configuration
  • discuss importance of family
  • offer insight into feelings about family and family changes

talk about different changes a family can go through and talk about the emotions that can come with it.

Babies and Families

Goals:

  • knowledge of birth process and new life to family
  • importance of families providing nurturance
  • sexual reproduction/childbirth info
  • understand adoption

Activities:

Discuss the reasons why babies need families and caregivers. Discuss the different ways a baby can enter a family. Look at baby pictures

Birth of a Baby

Goals:

  • Understanding conception
  • answer any questions children have

Activities:

explain how a pregnancy happens

Celebrations

Goals:

  • love and joy children bring to families
  • how humans express joy
  • examples of celebrations

Activities:

discuss different celebrations families have. Talk about family rituals you may have.

Teachable Moments:

Use any and all opportunities to discuss sexuality and to share your beliefs and values with your children in nonthreatening ways

Whenever a sexual issue is discussed in media, ask your children for their opinion.

Car trips, family outings, and other quiet times often present good opportunities to discuss sensitive issues

Try not to pass judgement on your children’s taste, for example, in music or fashions. Instead, ask them to share why they find the music or fashions appealing. They are appropriate times for parents to be taught by their children. Teachable moments can go both ways.

books can help with this process a lot. Check out my Review List for personal suggestions. Many libraries have a parenting section that includes age appropriate picture books on these subjects.

Parents, what other activities you can think of for these subjects to obtain these objectives?

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