Personal Narrative: My Trip To The Sex Ed Boot Camp

Human sexuality can be fascinating, complex, contradictory, and sometimes frustrating. Sexuality is interwoven into every aspect of being human; therefore, having knowledge about sex is as essential as having education about human anatomy. However, it is highly recommended to pay close attention when sex education is delivered to youths. (Donatelle 171)

Ever wonder why sex ed, comprehensive sex ed, abstinence education, silver ring thing, and nearly all the myriad of sexual education and chastity programs out there are miserable failures? (Let’s face it. Statistically, they are.)

I completely agree with Ralph DiClemente. When I was taught Sex Education, in sixth grade, we were taught the basics. How to use a condom, sexually transmitted diseases, and pregnancy. I think that with younger people, when they are in relationships, they are not really sure how it works. Not just sex, but relationships in general. As an effect of that, he or she does not assert what they want or what they think is right, they go with the flow. Why? Because honestly they do not know better. With these classes of empowerment, I feel that they will get a better understanding that it is okay to voice your opinion and set boundaries and just put out there that if they are not okay with something, like not using a condom. “Knowing how to communicate

Sexual education is an important topic which as to be addressed due to the growing debates as to weather it should be implemented within the school system. The Canadian Guidelines for Sexual Health Education states that sexual education curriculums addresses a range of topics including “puberty, effective contraceptive methods, prevention of STI/HIV, communication skills, sexual orientation, interpersonal relationships, and media literacy” (Public Health Agency of Canada). Children need to address such issues early in order to protect them from early initiation of sexual activity, sexually transmitted infections and pregnancy. The issue is then weather or not parents support such a program.

My best friend Terri had set me up to met with a Sex Therapist, Samantha or Sam. Sam and I hit it off and after six months we were engaged. Sam had curly brown hair that fell in large ringlets to almost her waist. Her hair beautifully framed her oval face with big brown eyes that would sparkle when she was happy. She has serious lips which softened when she kissed me and a button nose. Sam was shorter than me about 5’7” and weighted no more than 130 pounds and had the most wonderful size 36 B/C breasts, too big for most B cups but just a little loose for C cups, in which she complained about often. There was the daily shedding of the bra when she got home that I often looked forward to as she would say something about ‘releasing the girls’

You and Rhett were spending a quiet evening at home watching a fascinating t.v. documentary about "strange" sex related practices and disorders, using the commercial breaks that you usually would have fast-forwarded through to remark on some of the segments.

The first argument made by those who are against schools teaching sexual education to their children state that the school has no right to teach their children about sex. Those parents argue that they can educate their child themselves about the dangers of sex. Parents fear what the schools are teaching their child, and fear that they will become “more accepting of sexual behavior” (Lenth). Another fear is that the classes will make students believe that all teens have sex, peer pressuring them into having

Furthermore, since I grew up like this, it was very difficult for me to attend sex aid class while I was still in high school. All because I was not used to it and as for my culture it a shameful thing to learn about sex at that young age. So, I literally skipped the sex aid class in high school because I didn't feel comfortable enough to learn such things at that age I was in. Now going back to the question, it very difficult to discuss sexuality to adolescents depending on culture, family morals, beliefs, and background. Since I grew in an environment where learning about sex is not permitted at an adolescent age than I don't see myself teaching other adolescents or even my future children about sex. I think that the more children are exposed

I. What topic or presentation is most beneficial to future students transitioning to Bradley University and why?  None  The Bradley HEAT Sex Ed talks, because they were able to transfer their message across clearly. They did not make anything awkward.  I thought the HEAT alcohol presentation was very helpful.

I first learned about the birds and the bees by my grandmother giving me “the talk”! It was completely horrible and embarrassing at the time but in the long run it was better to know than to be completely in the dark about the situation. My parents never talked to me about sex. In middle school, I remember having to complete a comprehensive sex education program. Hopefully, sex education programs have become more effective today. I felt at the time it wasn’t a very informative program and could have used more structure. The key is to provide students/teens with as much information as possible on the subject matter.

According to the Journal of Adolescent Health, “when comparing adolescents who reported receiving a comprehensive sex education with those who received an abstinence-only education, comprehensive sex education was associated with a 50% lower risk of teen pregnancy;” and “abstinence-only education did not reduce the likelihood of engaging in vaginal intercourse.” A sexually active teenaged girl that does not utilize contraception has a ninety percent chance of becoming pregnant within a year. Three out of ten American girls will get pregnant at least once by the age of twenty with nearly 750,000 teen pregnancies each year (Do Something). A great percent of these annual pregnancies are not the fault of the students directly involved, but rather the ignorance placed onto them by an abstinence only curriculum. According to Columbia University researchers, virginity pledge platforms increase pledge-takers’ risk of pregnancy. The study determined that 88 percent of pledge-takers instigated sex prior to marriage. Pledge-takers were less expected to use contraception when they did commence in sex (McKeon). If these young adults do not know how to protect themselves, while being taught that sex is a wrongful act out of wedlock and going against basic human nature, then they cannot protect

The time at which we are at school is thought to be one of the most critical times of our lives.It is a period in our life in which we start discovering ourselves and our sexualities.School is an institution that is thought to provide enrichment in all aspects,not just academic stimulation but also emotional maturity and psychological development.Sexuality education therefore has become a fundamental aspect of one’s learning as it not only enables us to formulate ideas regarding sexual identity and gender but also allows us acknowledge ourselves as sexual beings.It can be argued that sexuality is not ‘the property of the individual and is not a hormonally or biologically given quality’ (Epstein,O’Flynn and Telford, 2003) but rather it is a socially constructed paradigm or notion that permeates almost all aspects of not just schooling but our society,both formally and informally.This ‘notion’ of sexuality is ever-changing and it is made dynamic by particular events in history that change our perspectives and priorities.By using my personal experience of sexuality education at Avondale College and St.Dominic’s College,I aim to demonstrate the ever increasing importance of comprehensive sexuality education in New Zealand and show how the current curriculum very successfully promotes heteronormativity but often fails to wholeheartedly acknowledge desire,homosexualtity and teenage pregnancy.This failure to acknowlege key aspects of sexuality in schools has numerous consequences

The reason parents are fearful of the sex talk is because they cannot or do not want to picture their child having sex, even though it is a possibility, and the child will feel embarrassed to have their parents talk to them about sex. Because of these feelings, the talk repeatedly becomes delayed, and it either does not happen at all or it happens too late after their child has already had sex. “In the latest study on parent-child talks about sex and sexuality, researchers found that more than forty percent of adolescents had had intercourse before talking to their parents about safe sex, birth control or sexually transmitted diseases” (Park).

uring our last class, we learned about four different activism project ideas. Of the four, two focused on sexual education of young adults, one on sexual violence on college campuses, and the last about increasing abortion access. All four projects were feminist in that they all had components of increasing women’s equality. Both sexual education programs as well as the project on sexual violence prevention would work to benefit women socially. The Abortion Access program covers all three grounds of feminism: the program would advocate for the social, political, and economic equality of women.

Sex education should be increased in schools. Nearly one million women under the age of 20 get pregnant each year. That means 2800 women get pregnant each day. If students are educated about the effects sex has on their lives, it lessens their chance of having children at an early age. Knowledge about sex can also lessen the chance of kids receiving STDS.