Defining Sexual Health Discussion Paper
Defining Sexual Health Discussion Paper
Introduction
In recent years, more research has been completed on sexuality. Adolescent sexuality has come to the forefront as a key factor of the development of healthy adolescents. In the past, sexuality and ideas about sexuality have been negative and secretive when it pertained to adolescents. However, new insight on the issues of sexuality infers that adolescent sexuality seems to shape one’s sexuality later in life. Sexual health has been previously described as being free from STD’s. Nonetheless, sexuality has become more of a holistic part of overall well being and health. Hence, the term sexual health was coined. In 2010, the World Health Organization defined sexual health as “a state of physical, emotional, mental, and social well-being related to sexuality” (p3). Accordingly, sexual health is much more than being free from sexually transmitted diseases, but also healthy sexual thoughts, conduct, and feelings toward sexual activity. Defining Sexual Health Discussion Paper Although much research has been completed on sexual health, much more is needed to fully understand just how much of an impact sexuality has on other aspects of life. Sexuality is a complex factor that encompasses more than just the act of sex or being free of sexually transmitted diseases, but sexuality is just one component in the holistic health of every human being.
Sexuality and Self
One’s sexual self is how he/she feels about sex and themselves as a sexual being. A person’s perception of sexuality and his/her personal experience with it can shape the way they perceive the world around them. The development of one’s sexuality occurs throughout life (Hadsall& Chinn, 2010). With the start of puberty, one begins to produce hormones that develop secondary sexual characteristics and the ability to produce offspring. Sexuality is a complexexperience; each person will express their sexual self in different ways. Many researchers have tried to place sexuality into categories by using genetic pre-determination, peer-pressure, childhood experiences, etc. Nevertheless, attempts to locate a cause for one’s sexuality have been unsuccessful. One’s sexuality may change during different periods in his/her life. Some researchers have concluded that sexuality is broken down into four components: sexual health, gender/sexual identity, intimacy, and sensuality. Each of these components ensures that a person has healthy sexual identity. Nonetheless, each of these factors can be influenced by one’s values, culture, and spirituality. Kaufman adds:
ORDER A PLAGIARISM-FREE PAPER HERE
“Sexual health has a communal aspect, reflecting not only self-acceptance and respect, but also respect and appreciation for individual differences and diversity, and a feeling of belonging to and involvement in one’s sexual culture(s). Sexual health includes a sense of self-esteem, personal attractiveness and competence, as well as freedom from sexual dysfunction, sexually transmitted diseases and sexual assault/coercion. Sexual health affirms sexuality as a positive force, enhancing other dimensions of one’s life” (Kaufman, Silverberg, & Odetle, 2003).
View of Self
Meaning about gender has been created by the world. Gender is most commonly used to identify a person as either male or female. Early on, society encourages young children to take on gender roles and to even conform to certain roles as outlined by gender. The media has also shaped the way roles are prescribed by gender. Certain characteristics are attributed to masculinity and femininity. For example, strength, dominance, aggression, active, bread winner, and power are often common characteristics given to the masculine gender. Yet, weakness, submission, emotion, compliance, and disempowerment are used to describe the feminine gender. After being exposed to these gender stereotypes over years, one is susceptible of conforming or believing them. These conformations often lead to the belief that men are superior to women. These stereotypes are embedded into cultures and the values that society teaches. For example, in most cultures, the color pink is assigned to girls, while blue is assigned to boys. Girls are taught to be quiet and play gently, while boys are taught to be rough and show little emotion. When children do not adhere to these rules they are labeled as deviants. Culture, media, and society influences the way in which one views his/her gender. There have been studies completed around the educational world to determine if sexual pressure and stereotypes affect student learning. It has been concluded that the benefits of single-sex schools and classrooms are not just academic, but socially as well because it allows students to feel free to explore their own strengths and interests, not constrained by gender stereotypes. A British research company compared the attitudes of 13 and 14 year old students toward different subjects. Students in co-ed schools and classrooms tended to have gender-typical subject preferences: boys in co-ed environments liked math and science and did not like drama or languages, whereas boys in single-sex environments were more interested in drama, biology and languages. Likewise, girls in girls’ only environments were more interested in math and science than girls in co-ed environments (Schneider 889-905).
Chronic Illness
Having a fulfilling relationship and sexual satisfaction is a complex part of the quality of life for people. Those suffering from chronic illnesses are no different. Some chronic illnesses may affect sexual function directly, but that does not affect the person’s desire for sexual satisfaction. A chronic illness may restrict daily activities, but maintaining a healthy sexual relationship can bring a sense of comfort to those suffering from the illness. Being able to maintain a healthy sexual relationship can help to affirm one’s identity when other roles have been inhibited due to the illness. For example, “The intimacy in sex is never only physical. In a sexual relationship we may discover who we are in ways otherwise unavailable to us, and at the same time we allow our partner to see and know that individual. As we unveil our bodies, we also disclose our persons”(Kaufman, 2003 ). A chronic illness can have a profound negative effect on both the patient and his/her partner. Often medications taken for chronic illness can impair sexual function. Patients suffering from chronic illnesses also suffer from psychological effects. They may have anxiety, low self-esteem, depression, and etc. Some couples are able to accept and alter limitations due to chronic illness, while other agree that cessation of sexual activity may be best. Social stereotypes also plague those suffering from chronic illness. Society often assumes that those who have chronic illnesses should not want to have sex. Sexual activity is a part of day to day life for most people. Defining Sexual Health Discussion Paper A study conducted found that those diagnoses with chronic illness more often than not do not allow their diagnosis to affect their sexual life. For example, “383 patients who began non-invasive mechanical ventilation for chronic respiratory failure, 46% did not change their level of sexual activity, 36% were less active sexually, and 13% were more active. The average frequency of intercourse was about five times per month. The study concluded that even when a significant degree of disability is present, the desire for and experience of sexual activity persists” (Kaufman, 2003).
Sexual Discrimination
With the changing ideas of what a family should look like, members of minority sexual orientations are being harassed. Society has produced an ideal family structure of man and woman and any persons who are not in the guidelines of this structure are discriminated against. A study conducted in 2008 found that 37 percent of gay and lesbian’s people reported being harassed in their workplace. Another 12 percent reported being fired because of their sexual orientation. Transgender people reported similar numbers. For example, in one study, a gay electronics technician who worked at a firehouse reported that he began experiencing sexual harassment by his co-workers. One employee even refused to clean showers at the firehouse because he said that they were filthy because of him. Several employees even threatened to kill him. In another instance, a police officer transitioned from male to female while on the job. After the transition, she was the victim of severe harassment by fellow officers. She was even forced to undergo psychological revaluation. Consequently, she was transferred to an unfavorable position. (Wilson, Fiona, and Thompson, 2001).
Likewise, researchers have agreed that another advantage of the single-sex classroom or school is the lack of sexual pressure. Once girls go through puberty and begin looking more like women, often boys at their schools sexually harass them. In recent surveys an overwhelming majority of American high school girls report putting up with lewd comments, boys brushing against them in a sexual way, snapping their bra straps, forcefully kissing and touch their private areas, and making sexually overt comments publicly posted on high school corridors and bathrooms ( Lamb, 2001). A 1993 study by the American Association of University Women in conjunction with Louis Harris Polls revealed that one high school girl in four experiences forced kissing. Another 15% had their clothes pulled off. Two-thirds of the girls answered that sexual harassment happened “often,” with 18% reporting that some of it was done by males who were in authority positions.Astoundingly, Stanford University co-ed dorm, boys “rated” girls on the basis of their attractiveness and posted the ratings on a public board. Girls are under enormous peer pressure to be pretty and dress like the sexy images of females they see on television and in magazines. Girls are becoming more sexually active and having more partners at younger ages, yet the teen pregnancy rate has declined. Boys are often pressured to lose their virginity early, while girls are pressured by parents to maintain their chastity. Many reported they only had sex because their boyfriends were pressuring them to do so. However, they expressed concern of becoming pregnant or being called bad names. A study conducted by Gayle Kimball reported that 62% of the girls who had sex wished they had not, and 59% said they didn’t enjoy sex -compared to 81% of the boys who said they did (Gayle, 1996).
ORDER NOW HERE
Conclusions
One’s sexuality plays a dominant role in his/her daily activities. Sexuality is linked to all aspects of life. The media, cultures, and society has helped to shape the way people view their sexual self’s. Each person’s sexuality is different and not always as simple as being labeled as gay, lesbian, or bisexual. Many people do not fully understand and accept their sexuality until later in their adulthood. There are many people within society that are not accepting of people whose sexual orientation is different from theirs. Sexuality is broken down into four components: sexual health, gender/sexual identity, intimacy, and sensuality. Maintaining a fulfilling relationship and sexual satisfaction is a complex part of the quality of life for most adults. Those suffering from chronic illnesses are no different. Some chronic illnesses may affect sexual function directly, but that does not affect the person’s desire for sexual satisfaction. In fact, many people with chronic illness may even desire sexual satisfaction more than they did prior to the diagnosis. Researchers believe this is so because they feel the need to overcompensate for the things they are no longer able to do. Social stereotypes also plague those suffering from chronic illness. Society often assumes that those who have chronic illnesses should not want to have sex. Adolescents and young people are also subject to sexual pressures. Sexual pressure and stereotypes affect student learning too. It has been concluded that the benefits of single-sex schools and classrooms are not just academic, but socially as well because it allows students to feel free to explore their own strengths and interests, not constrained by gender stereotypes.
References
Hadsall, C. & Chinn, K. (2010). Defining Sexual Health: A Descriptive Overview by Edwards and Coleman. Archives of Sexual Behavior, 33(3) 189-195
Lamb, Sharon. (2001).The Secret Lives of Girls. New York, NY: Free Press. (24-29).
Kaufman, M. M.D., Silverberg, C., & Odetle, F. (2003) The Ultimate Guide to Sex and Disability. Cleis Press Inc. 2003. San Francisco: California.
Kimball, Gayle. (1996).The Teen Trip.Chico, CA: Equality Press. (75-77).
Wilson, Fiona and Paul Thompson. 2001. Sexual Harassment as an Exercise of Power. Gender, Work, and Organization 8:61-83.
Schneider, Frank, W. (1992). The High School Environment. Journal of Educational Psychology 74(6), 889-905.
