Solution Manual For Understanding Human Sexuality 14th Edition Janet Hydejohn Delamater

Solution Manual for UNDERSTANDING HUMAN
SEXUALITY, 14th Edition, Janet Hyde,John

DeLamater,,
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Solution Manual for UNDERSTANDING HUMAN SEXUALITY, 14th Edition, Janet Hyde,John DeLamater,,
Chapter 9
Sexuality and the Life Cycle: Childhood and
Adolescence
Lecture Outline
Are You Curious?
Questions are posed regarding sexualization of children, effects of media on attitudes and
behavior, rates and age of teen intercourse, and sexting.
Introduction
• Scientists think about human development as a process that occurs throughout the life
span.
• This life span development approach informs this chapter on the study of sexuality.
I. Data Sources
• The data on childhood sexual behavior may be subject to errors when they result from
adults being asked to recall things that happened when they were children.
• The studies of child and adolescent sexual behavior have mostly involved surveys, which
have used either questionnaires or interviews.
II. Infancy and the Preschool Years (Birth to 4 Years)
• The capacity of the human body to show a sexual response is present from birth.
• The mother–infant relationship involves a good deal of physical contact and engages the
infant’s tactile, olfactory, visual, and auditory senses.
• In psychological terms, an attachment (or bond) forms between the infant and the mother,
the father, or other caregiver.
• Infants have been observed fondling their own genitals. Generally, between 6 and 12
months of age, infants discover their genitals by unintentionally touching them.
o Orgasms from self-stimulation are possible even at this early age, although before
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puberty boys are not capable of ejaculation.
• By the age of 4 or 5, children have become more social and some sexual play occurs.
• By about the age of 5, children have formed a concept of marriage—or at least of its
nongenital aspects.
• A small number of children, about 1 percent, do not identify with the gender assigned to
them at birth. These children begin to exhibit cross-gender behavior, wanting to dress,
play, and be referred to or named in gender-atypical ways.
III. Childhood (5 to 11 Years)
• Freud used the term latency to refer to the period of childhood following the resolution of
the Oedipus complex.
• Adrenarche, the maturation of the adrenal glands, occurs around 8 to 10 years of age (as
early as 6 for some) and leads to increased levels of androgens in both boys and girls.
• Generally, boys start masturbating earlier than girls, a trend that is even more pronounced
in adolescence.
• There is generally little heterosexual behavior during childhood, mainly because boys and
girls divide themselves into groups rigidly by gender.
• Same-gender sexual activity is a normal part of the sexual development of children. In
childhood, children have a gender-segregated social organization.
• A study of lesbian, gay, and bisexual youth found that the participants reported their first
experience of same-gender sexual attraction at age 10 or 11 on average.
• Children learn very early that male–female pairings are the norm. That is, they learn
heteronormativity, the belief that heterosexuality is the only pattern that is normal and
natural.
• A major concern of some parents, educators, and researchers is the sexualization of girls
and boys in the U.S. society.
o Sexualization refers to the process by which a person becomes valued only for sex
appeal or behavior, is held to a standard that equates physical attractiveness with
being sexy, is sexually objectified, or has sexuality imposed on the person as a child.
o Experts are concerned that sexualization may lead to reduced self-esteem and body
dissatisfaction because one does not meet the cultural standard of sexy appearance.
IV. Adolescence (12 to 18 Years)
• A surge of sexual interest occurs around puberty and continues throughout adolescence.
• Udry (1988) proposed a theoretical model that recognizes that both social factors and
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biological factors are potent in adolescent sexuality.
o Testosterone level has an impact on the sexuality of adolescent boys and girls. Social
psychological variables then interact with the biological effects.
• Adolescents today are given much different information about masturbation than were
earlier adolescents, which may affect both their behavior and their feelings about
masturbation.
• Experts believe that adolescence is the period during which one’s identities develop and
become stabilized.
o Sexual minority youth report awareness of attraction to persons of the same gender
as early as age 10.
o Many sexual minority adolescents experience prejudice and rejection within their
families or their school.
• In middle and late adolescence, more and more young people engage in heterosexual sex,
with more and more frequency. Heterosexual behavior gains prominence and becomes the
major sexual outlet.
o When high school students who have never engaged in intercourse are asked the
main reason why, the top answers for both girls and boys are: against my religion or
morals, don’t want to get pregnant, and haven’t found the right person yet.
o First intercourse is a momentous experience for many people.
o Patterns of adolescent sexuality differ substantially in different cultures around the
world. In many countries around the world, the incidence of sexual intercourse in
adolescence has risen in the last several decades.
• Experts agree that sex at age 15 or earlier is “early” sex and that it carries a number of
risks.
• Experts believe that adolescent relationships can contribute to psychological development,
but they can also have negative outcomes such as dating violence.
• Relationships with romantic partners provide opportunities to explore identity, develop
future goals, learn communication and conflict resolution skills, and learn how to enhance
intimacy and sexuality. But they can also increase the likelihood of negative emotions.
• Sexting, the sending of sexually charged messages or images by cell phone or other
electronic media, has gained national attention. The consequences can be serious for those
who do engage in sexting. Federal law defines nude photos and videos of persons under 18
as child pornography.
• The phenomenon of sexting quickly became the subject of a media circus, leading to a
moral panic—an extreme social response to the belief that the moral condition of society
is deteriorating at a rapid pace.
• Brain researchers believe that the tendency of adolescents to engage in risk sex has a lot to
do with the uneven pace of brain maturation across adolescence.
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V. The College Years
• About 98 percent of the men and 80 percent of the women in our undergraduate human
sexuality classes report that they masturbate.
• Different studies show very different patterns of sexual behavior among college students.
• Hooking up is a broad term referring to a sexual encounter that involves people who are
strangers or brief acquaintances, without an expectation of forming a committed
relationship.
• Beyond hookups, there are other kinds of casual sex.
o Researchers carefully defined four: the one-night stand (or hookup), friends with
benefits (FWB), fuck buddy, and booty call.
o Casual sex is associated with negative mental health outcomes.
• Research in the United States of 20- to 24-year-olds shows that 16 percent of women and 6
percent of men reported same-gender sexual behavior.
VI. How Sexuality Aids in Development
• Erik Erikson postulated a model of psychosocial development according to which humans

experience crises at each of eight life stages. Each one of these crises may be resolved in
one of two directions.
Approximate Stage in the Life Cycle Crisis

Infancy Basic trust vs. mistrust
Ages 1½ to 3 years Autonomy vs. shame and doubt
Ages 3 to 5½ years Initiative vs. guilt
Ages 5½ to 12 years Industry vs. inferiority
Adolescence Identity vs. role confusion
Young adulthood Intimacy vs. isolation
Adulthood Generativity vs. stagnation
Maturity Ego integrity vs. despair
Lecture and Discussion Ideas
Gender and Sex Differences: Most children use outward appearances to tell the difference
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between men and women (by the way they dress, wear their hair, and what they do) before they
understand anatomical differences. What does this suggest about the importance of socially
constructed gender? Do children perceive anatomical sex or gender as more important and
consequential? How early do children perceive these differences? Why do you think children
find them so important to understand?
Childhood Sexuality: What did you learn about sexuality during childhood from your parents,
peers, the media, school, and religion? How were sexual curiosity and sex play treated? Each
generation has a form of sexual play. For some it was “playing doctor.” List forms of sexual play
from your childhood and examine how it has changed or not from the days of “playing doctor.”
Consider how changes may reflect changes in societal attitudes or media influences. What were
you taught about sexual pleasure? Include these thoughts in your gender/sexual identity paper.
How “Normal” Is Sex Play in Children?: According to many psychologists and developmental
experts, children begin to engage in sex play during the 3- to 7-year age range. Kinsey and
colleagues (1948) reported that by age 5, 10 percent of all boys and 13 percent of all girls had
experienced childhood sexual exploration and play. Keep in mind that would indicate that 90
percent of boys and 87 percent of girls had not engaged in these activities.
Child and Infant Self-Stimulation: People are often uncomfortable about the idea of infants
and children masturbating. Why might we be uncomfortable with this concept? What do we
think of when we think of an adult masturbating? What do we imagine they are thinking about?
What do you think an infant or child is actually thinking about as they masturbate?
Children and Sexuality: Is children’s sexual curiosity about their bodies accepted? In what
ways are children either allowed or forbidden to express their sexuality? What is it about
children and sexuality that makes us uncomfortable?
Parenthood and Sexual Development: Highly physiological and emotionally charged first
encounters of mother and infant play are an indispensable part in one’s development process.
How might the interactions of parent and child help a child’s sexual development? What kinds of
things might a child learn from such interaction? What evidence suggests that the interaction is
important for a healthy sexuality? What does our culture say about children, sexuality, and
parents that might make us uncomfortable with this idea?
Note to the instructor: You may wish to bring up the information about masturbation and the
relationship.
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Parental Influence on Sexuality: As a child and an adolescent, what “scripts” did you learn for
how to be affectionate, sensuous, and sexual? What did your parents/caregivers tell you about
love and sex? What sort of modeling did they provide for you? How have these learning
experiences shaped you?
Teaching Masturbation: Studies show that women who masturbate to orgasm during their
childhood or adolescence have more satisfying sex lives as adults. Is this a compelling reason to
allow masturbation in children and adolescents? If you were a parent who wanted to allow or
encourage it, how would you accomplish that? What sort of teaching is involved?
Body Image Transition: As girls and boys begin to physically mature, there may be a discord
between how they feel and how they are perceived by others as increasingly sexual beings. How
did you feel about yourself and your body during this transition period between childhood and
adolescence?
Parents and Adolescents: What did your parents do to encourage or restrain your sexual
activities during junior high school, high school, and college? How did your parents’ actions
differ during each particular period? Did parental rules differ depending on whether you were
female or male?
Sexuality and Psychological Development: Psychological development is a crucial part of

growing up. Although many people argue that nothing good can come of adolescent sexuality,
the text suggests that adolescent sexuality may do more than just help the sexual development of
youth. How might the sexual exploration of an adolescent help with general psychological
development? How might refraining from sexual exploration hinder psychological development?
How does this thinking inform your own life experience?
Sexual Orientation in Adolescence: What is the incidence of homosexual and heterosexual

behavior in adolescence? What are the implications of such behavior? How does gender-
segregated social organization enter into the picture? What do you remember from your
childhood?
Causes of Heterosexuality: Identify the causes of heterosexuality. Are they biological or social?
(Most will argue that heterosexuality is rooted in biology.) What evidence do you have? (Usually
none except biological inferences.) What is the significance of people expressing great interest in
the origins of homosexuality but little in the origins of heterosexuality?
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How Did You Find Out About Sex?: As mentioned in past chapters, many learn what they
know about sex from music, videos, TV shows, and the Internet. Experts believe that, in general,
the Internet is a positive force that improves people’s lives. In terms of sexuality, it has opened a
whole new chapter: a world of online dating, virtual relationships, virtual love, and virtual sex.
People are able to connect online to maintain love and closeness across long distances, which has
deepened and enriched our communication. It has also created worldwide access to pornography,
accelerating the trend toward the infusion of pornography into pop culture.
A recent study suggests that just as there was a decline in comprehensive school-based
sex education in the United States, adolescents’ use of the Internet became nearly universal. A
high percentage of young people may somehow relate what they see online to their own feelings
and experiences. This is a challenge to healthy sexuality, because they may pick up ideas about
sex that may be grossly inaccurate (e.g., seeing images of anatomy or bodies in sexual ways that
are weird or abnormal for their age group or forms of sexual practice that are atypical). Discuss
the ramifications of getting all of your information about sex from the Internet. What are the
pros? What are the cons?
At What Age Should You Start to Talk About Sex?: After puberty, which may be long after
some young people have started exploring their sexuality in behaviors, parents and caretakers
turn their attention to teaching sexuality education, but it is often too little and too late. Perhaps
this is because our culture continues to treat young people as if they have no sexual interest and
experience or their sexuality is dangerous to themselves, their family, and society. At what age
do you think discussions about sex should occur? Are there individual differences in kids that
might lead to an earlier or later discussion? What kinds of factors would those be?
Religion and Adolescent Sexual Relationships: Few researchers have examined the effect that
religious belief has on sexual health, but an important study sheds light on how much religion or
deeply held spiritual beliefs affect teens’ sexual relationships (Regnerus, 2007).
Here are the key findings:

• The degree of religious devotion is more important than religious affiliation in youths’
sexual decision-making. For religion to make a difference, young people need additional
reinforcement from authorities like parents, friends, and other family members who teach
religious perspectives about sexuality in order to compete with the more sexually
permissive scripts that exist outside religious circles.
• Parental conversations around sexuality lack content and do not occur often enough.
Religiously devout parents talk less about birth control and sex and talk more about sexual
morality. African American parents who are religious tend to talk with greater ease about
sex and contraception. Religious parents struggle with conversations about sexuality, in
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part because they do not understand it in the context of religious teachings and texts. Their
adolescents, then, have a limited understanding of sexuality, pregnancy, and other sexual
health issues.
• Religion has a great impact on sexual attitudes. Youths who are devoutly religious
anticipate guilt from engaging in sexual activity and are less likely to believe that sex can
be pleasurable. In addition, they may think that engaging in sexual intercourse will damage
their future education and financial status. This notion may contribute to the trend of
Protestant and Jewish adolescents replacing vaginal intercourse with oral sex and
pornography.
• “Emotional readiness for sex” is a slippery phrase. The phrase “being emotionally ready
for sex” resonates with religious youth, but they can only really understand it after they
have engaged in sex. If an adolescent has sex and later regrets it, it might be said that the
individual was not “emotionally ready.” If the person doesn’t regret it, the deduction would
be that they were ready. Religious adolescents often talk about sexual norms that have little
to do with religion:
1. Don’t allow yourself to be pressured or to pressure someone else into having sex.
2. Sleeping around harms your reputation.
3. You are the only person who has the authority to decide if a sexual relationship is
okay.
4. Sex should occur within the framework of a “long-term relationship,” which is
defined as one that has lasted at least 3 months.
• The success of abstinence pledging is mixed. The more religious an adolescent is, the more
likely they are to pledge abstinence before marriage. Pledgers, particularly the girls, tend to
have great expectations about marital sex. Most pledgers break their promise, and in 7 out
of 10 cases, the lapse in abstinence does not happen with their future spouse. Most
pledgers do significantly delay their first experience of intercourse. They also tend to have
fewer and more faithful sexual partners. While these outcomes seem positive, a darker side
is that many pledgers do not use contraception when they engage in sex for the first time.
• Despite mass media’s representation, American teenagers are not oversexed. The way the
media represent adolescent sexuality generally gives the impression that adolescents today
are excessively focused on sex. This picture does not match what adolescents reveal in
research. Though most teenagers engage in sexual activity, many have not had sex as early
as people may think.
• Evangelical Protestant youths may have less permissive attitudes about sex than other
religious youths, but they are not the last to lose their virginity. Evangelical Protestant
teens living in the United States, which prizes individualism and self-focused pleasure,
also abide by a religious tradition that teaches values such as family and abstinence. These
kids try to honor both—a difficult task, indeed. What results is a tension of “sexual
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conservatism with sexual activity, a combination that breeds instability and the persistent
suffering of consequences like elevated teen pregnancy rates” (Regnerus, 2007, p. 206).
• U.S. youths believe in contraception but use it inconsistently. Although 92 percent of
religious teenagers, including Catholics, Mormons, and Protestants, agree with the use of
contraception, 30–40 percent of them fail to use it in their first experience of intercourse.
According to these teenagers, being prepared to use contraception looks like they wanted
to have sex, which is a clear violation of religious teaching.
• Technical virginity may not be as common as media reports claim it is. Technical virginity
is a belief that one can engage in sexual behaviors, including oral and anal sex, and still
maintain the state of virginity by abstaining from vaginal intercourse. This term presents
problems because of differing opinions about what constitutes virginity. It also excludes
gays and lesbians because some people describe the loss of virginity as penile–vaginal
penetration.
• The practice of anal sex is increasing among heterosexual teenagers. Although some may
think that anal sex is another way to maintain technical virginity, more religious teenagers
stay away from this practice. It is increasing among teenagers who are not religious. So
while it seems that many teenagers are remaining fairly traditional in their sexual practices,
this landscape may be changing.
• Few adolescents are able to understand the religious tension between the appreciation of
sex and apprehension about it. Despite the fact that religious texts suggest that sex is an
important part of life, most religious youth are simply told, “Don’t do it.” They do not get
to discuss their budding sexuality in any context other than avoidance. This failure to
provide the knowledge and skills to protect oneself and also form positive intimate
relationships puts adolescents at risk, rather than encouraging healthy sexuality and sex-
positive dialogue.
Sex Education: What do you think are the most important sex education issues for young teens
to understand? Why?
Goals of Sexuality Education: What did you learn about sexuality in your sex education
courses in school? Should sex education teach abstinence and the use of condoms to prevent
pregnancy and STIs/HIV, or only abstinence? Should sex education be expanded beyond
pregnancy and disease prevention to include discussions of sexual pleasure? What should be
taught about homosexuality?
Discussing Premarital Sex: Imagine that you are the parent of a teenager. If your child
approached you and asked you to talk about when a person knows it is the right time to have sex,
what would you say?
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To Teach or Not to Teach Sexual Pleasure?: It is clear that comprehensive sexual education is
critical for every child and citizen in the United States. But should the topic of sexual pleasure
also be part of a sex education curriculum? In recent news, there has been some controversy
surrounding a Pennsylvania sex-ed teacher, Al Vernacchio, who has abandoned the usual “sex is
dangerous, don’t do it, but if you must, use a condom” approach. Instead, Vernacchio aims for
candor, telling his students in grades 9 and 12 that sex can be pleasurable. In fact, one of his
homework assignments requires that students interview their parents about how they learned
about sex. Some professionals have begun to inquire about whether teaching young people about
the pleasures of sex would be beneficial to their sexual well-being.
While many cultures may not accept that teaching young people how to achieve sexual
pleasure is valuable, research supports that positive and healthy sexuality education may benefit
from a greater focus on positive sexual experiences (Ingham, 2005). Should the topic of sexual
pleasure also be part of a sex education curriculum?
Yes:
• If young people feel more relaxed about natural bodily pleasures, they may feel less
pressure to engage in sexual activity against their will or engage in sexual activity in ways
that make them feel uncomfortable.
• Allowing students to discuss sexual pleasure can help them discern their own desires for
sexual fulfillment and prepare them for experiences that can happen when they are alone
(i.e., masturbation) or with a partner.
• Arranging small group discussions, moderated by an adult, may allow individuals at the
same stage of sexual development and experience to discuss deeper and personally relevant
issues (Ingham, 2005).
No:
• Teaching children about sexual pleasure may be more than most parents can handle or
desire to communicate with their children about.
• For sexual educators, sexual pleasure can be a touchy subject. Many professional educators
have significant fears about saying something that could be harmful to a child (especially a
child who has previous experience with sexual abuse), jeopardize a sexuality education
program, or cost them a job and a career (Fay, 2002).
What’s Your Perspective?

1. Do you believe that sexual pleasure should be part of comprehensive sexuality education?
Why or why not?
2. Who do you believe is responsible for teaching the topic of sexual pleasure to young people?
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3. What kind of outcomes do you see as a result of the inclusion of sexual pleasure into sex
education curriculum?
Masturbation: It may seem peculiar today, but in the late 1700s, masturbation was widely
viewed by doctors as a serious mental illness, and it was suspected of being spread like a disease
from one person to the next, requiring isolation, restraints such as straight-jackets, and other
severe treatments. According to psychiatrist Thomas Szasz (2000), doctors believed that
masturbation was the cause of blindness, sexually transmitted diseases, constipation,
nymphomania, acne, painful menstruation, suicide, depression, and untreatable madness.
There was no objective evidence for any of these claims, but countless children who were
found to be masturbating were shackled and mistreated at the hands of parents, teachers, and
doctors whose actions, by today’s standards, would be called “child abuse” (Hunt, 1998). These
beliefs were highly sex-negative and especially oppressive of childhood sexuality right up to the
mid-20th century (Herdt, 2009). Nevertheless, medical researchers published hundreds of papers
into the 20th century about masturbation as a disease, calling for circumcision for males and
cauterization of the clitoris for girls to prevent masturbation. In the 20th century, progressive
baby doctors such as Benjamin Spock (Spock & Needleman, 2004), whose work was read by as
many as 50 million people, helped to change these attitudes.
Masturbation Rate Reversal: Data suggest that the frequency of masturbation for boys
decreases when they are having sexual intercourse with a partner, but the frequency of
masturbation for girls increases under the same circumstances. Why might the relationship
between sexual intercourse and masturbation be opposite for girls and boys? What does this
suggest about gender socialization?
Ethnicity and First Intercourse: Age of first intercourse tends to differ by ethnicity. What
cultural factors might be involved in these differences? What stereotypes are used to account for
ethnic differences? What are the underlying messages of these stereotypes?
Is Oral Sex Considered Sex?: Extensive research shows that oral sex is increasing in
adolescence (Regnerus, 2007), as it is in the general population (Sanders & Reinisch, 1999).
Some researchers think that adolescents consider oral sex a safer activity than intercourse in
terms of social, emotional, and health consequences. Consequently, adolescents often do not use
protection, which puts them at risk for STIs that are easily transmitted through oral–genital
activity.
Many STIs have no apparent symptoms, and for most STIs, you cannot tell by looking at
your partner(s) what they might have. You can contract an STI from unprotected oral sex. Many
people don’t protect themselves during oral sex with contraception because it is not possible to
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get pregnant by giving or receiving oral sex. However, the mouth often has small cuts and sores
and those points of entry can allow for the passage of sexually transmitted viruses and bacteria to
the bloodstream. It is important to choose a contraceptive method that will protect against STIs
during oral sex.
Teenage Sexuality and Privacy: Do teenagers have a right to privacy? Is it okay for parents to
snoop around in their children’s rooms? Read their diaries? Access their medical records? If we
were to give teenagers a right to privacy, what would it look like? How should parents’ rights to
know be limited? What limitations on teenagers’ right to privacy are fair?
Teen Experiences: Do statistics about teenage sexual activities match your perception as a
teenager? If not, do you think your friends may have been slightly untruthful about their sexual
encounters? Do you think they were claiming more experiences than they actually had, or fewer?
Why?
Teenage Pregnancy in the United States and Around the World: How does the rate of
teenage pregnancy in the United States compare to the rate in other Western nations? What
differences between our culture and others might account for the rate of teenage pregnancy in the
United States? What do you think is the most influential difference? What is the most effective
thing the United States could do to decrease the rate of teenage pregnancy?
Teen Pregnancy Findings:

• Most teenage births are to girls aged 18 and 19.
• The rate of teen pregnancy in the United States has declined by 50 percent since 1990.
• More than 730,000 teenagers become pregnant every year and about 430,000 give birth.
• Approximately 3 in 20 teenage girls become pregnant at least once before the age of 20.
• The birth rate for U.S. teenagers fell 9 percent from 2009 to 2010, to 34.3 per 1,000
women aged 15–19, the lowest level ever reported in the seven decades for which
consistent data are available.
• Fewer babies were born to teenagers in 2010 than in any year since 1946.
What factors may be contributing to these findings?

The National Center for Health Statistics website is a gold mine of interesting statistics:
http://www.cdc.gov/nchs/.
One major concern surrounding teenage pregnancy is the issue of prenatal care.
Teenagers are significantly less likely to receive adequate prenatal care, they are more likely to
smoke, and they are less likely to gain sufficient weight during the pregnancy. These behaviors
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influence babies’ health (increased risk for low birth weight, long-term disabilities, and infant
mortality).
Another concern is the issue of cognitive readiness for parenting. Adolescents who were
not cognitively ready for parenting were more likely to experience serious parenting stress and
less likely to engage in responsive parenting (Sommer et al., 1993).
It is important that students understand that the negative consequences associated with
teenage pregnancy are not necessarily the result of teen pregnancy. Rather, the negative
consequences are associated with preexisting conditions or background characteristics of the
teenager. Coley and Chase-Lansdale (1998) reviewed research to support this conceptual idea.
Individuals who live in poverty and have lower educational aspirations are more likely to
become pregnant as teenagers. Individuals in low-income environments with lower educational
aspirations are more likely to live in poverty as an adult, have lower status jobs, and have
children with lower cognitive capabilities. Thus, it is important to examine these preexisting
characteristics when examining the consequences of teenage pregnancy.
Adolescent Mothers: Outcomes for adolescent mothers can be significantly improved. What
three factors contribute to a good outcome? What political obstacles do programs for adolescent
mothers face? What is the range of possible benefits of such programs for society? Who would
benefit the most from such programs?
Access to Contraception and Abortion Services for Minor Adolescents: The question of
whether contraception should be freely available to adolescents without parental consent has
been a hot topic for years for parents, teachers, health practitioners, and health educators. In fact,
many states allow adolescents to acquire contraceptive care without parental consent. However,
many states do not allow minor adolescents to undergo an abortion without the consent of a
parent or legal guardian. It appears that even though many lawmakers agree that minors should
have privacy for contraceptive care, they want parents involved in an adolescent’s decision about
abortion. The question we consider, then, is this: Should minor adolescents have access to
contraceptive and abortion services without parental consent? How might we strike a balance
between parents’ desires to be involved in their minor teen’s health care while ensuring safe
options for sexual health care for them?
Media and the Sexualization of Girls: In 2007, an American Psychological Association (APA)
task force released a report on the impact of media on girls. The report asserted that the
sexualization of girls occurs when four conditions are present:
1. A person’s value comes primarily from her sex appeal or behavior, to the exclusion of other
characteristics.
2. A person is held to a standard that equates physical attractiveness with being sexy.
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3. A person is sexually objectified, or made into a thing for another’s sexual use, rather than
being seen as a whole person with the capacity for independent action and decision-making.
4. Sexuality is inappropriately imposed upon an individual.
The task force determined that it is unnecessary for all four conditions to be present to create
sexualization. The inappropriate imposition of sexuality is most problematic and damaging to
children.
Evidence of the sexualization of children, and girls in particular, has been found in
virtually every form of media that researchers have studied (Burns, Futch, & Tolman, 2011).
Examples of this kind of sexual portrayal include being dressed in revealing clothing with facial
expressions or bodily postures that indicate sexual readiness. Other evidence communicates the
sexual objectification of women and the unrealistic standards of physical beauty and
attractiveness that the media heavily promote. These models of beauty and femininity are
rampant in our culture and provide young girls and women with unrealistic expectations to
imitate. How are young girls affected by sexualization?
The task force identified five areas in which it has an impact:

1. Cognitive and emotional consequences: It appears that the concentration and thought devoted
to thinking about one’s body disrupts mental capacity. For example, girls are unable to focus
on important tasks such as academics when they are focused on their appearance and how
others view them. Regarding emotions, objectification and sexualization undermine how
comfortable girls are with themselves, and especially with their bodies. The possible
emotional consequences of a negative body image include shame, anxiety, and self-disgust in
girls as young as 12 years old (Slater & Tiggemann, 2002).
2. Mental and physical health: Eating disorders, low self-esteem, and depression are three of
the most common mental health problems of girls and women. These challenges are
associated with sexualization. In some individuals, the correlation of sexualization to mental
disorders may be very high. In addition, girls’ physical health may be indirectly affected in a
negative way. Eating disorders, for example, can cause significant negative health effects and
may lead to suicide.
3. Sexuality: When girls are bombarded by unrealistic physical and sexual expectations,
sexualization may strongly impact their sexual well-being and development. For example,
sexualization and objectification have been associated with poorer sexual health among
adolescents, including decreased condom use and decreased sexual assertiveness (Impett,
Schooler, & Tolman, 2006).
4. Attitudes and beliefs: Exposure to ideals of sexuality, beauty, and femininity in the media can
change how women and girls conceptualize these issues. The more often girls consume this
kind of media material, the more they tend to support the sexual stereotypes that depict the
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objectification of women.
5. Impact on society: Women are not the only ones who can fall prey to unrealistic expectations
of attractiveness or physical intimacy. False ideals can affect heterosexual men in their search
to find partners or in their abilities to enjoy intimacy with a woman, as their expectations
may be shaped by the unrealistic images media portray.
This APA report presents a gloomy view of the media effect on sexualization. The silver lining,
though, is that if we become aware of how sexualization occurs, we can collectively move away
from its negative influences toward a more wholesome and healthy sexuality.
Polling Questions
Polling 1: Media and Sexuality
In the past hundred years, the media have helped to break down taboos and have created new,
shared visual imagery. How many of you think that the media have gone too far in terms of sex
in advertising? What about sex in movies? What about sex in literature? How many of you read
Fifty Shades of Grey? How many of you think that reading that as a teen might shape the way
you think about sex? Is this a good thing?
Polling 2: How Did You Find Out About Sex?
A recent study suggests that just as there was a decline in comprehensive school-based sex
education in the United States, adolescents’ use of the Internet became nearly universal. A high
percentage of young people may somehow relate what they see online to their own feelings and
experiences. This is a challenge to healthy sexuality, because they may pick up ideas about sex
that may be grossly inaccurate (e.g., seeing images of anatomy or bodies in sexual ways that are
weird or abnormal for their age group or forms of sexual practice that are atypical). How many
of you learned about sex from your parents? From movies? From TV? From the Internet? From
your peers? Which of the following exerted the greatest influence on or yielded the greatest
information for your learning about sex: A for parents, B for peers, C for Internet, D for other
forms of media?
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Polling 3: How “Normal” Is Sex Play in Children?
According to many psychologists and developmental experts, children begin to engage in sex
play in the 3- to 7-year age range. Kinsey and colleagues (1948) reported that by age 5, 10
percent of all boys and 13 percent of all girls had experienced childhood sexual exploration and
play. Keep in mind that would indicate that 90 percent of boys and 87 percent of girls had not
engaged in these activities. How many of you think that it is “normal” for kids to engage in
sexual play? If you found your 6-year-old daughter playing doctor with a little boy, would you
be OK with it? Even after what you have read in the text, and what we have discussed in class,
how many of you would be concerned if you saw your 4-year-old child engage in frequent
masturbation?
Polling 4: Access to Contraception and Abortion Services for Minor Adolescents
The question of whether contraception should be freely available to adolescents without parental
consent has been a hot topic for years for parents, teachers, health practitioners, and health
educators. In fact, many states allow adolescents to acquire contraceptive care without parental
consent.
1. Do you believe that teenagers should have access to contraceptive care without parental
consent? What about access to abortion services?
2. Do you believe that granting teenagers confidential contraceptive and reproductive care
encourages sexual activity and promiscuity?
Polling 5: Do You Know Your Status?
The United States today is in the midst of an epidemic of sexually transmitted infections (STIs).
Of all industrialized countries in the world, the United States has the highest rate of STIs. In fact,
every year, approximately 19 million Americans contract an STI (CDC, 2011e). In addition, it is
predicted that one in every two Americans will contract at least one STI in their lifetime
(Guttmacher Institute, 2007). Research shows that among teens 14 to 18 who do get STIs, many
don’t adopt safer sex practices later on (Hollander, 2003). In fact, of the 522 participants in one
key study, 5 percent tested positive for having two or more STIs at the same time. How many of
you have been tested in the past 6 months? How many of you would say you are tested for STIs
regularly?
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Activities
Note to the instructor: Any classroom activity requires careful ethical reflection by the instructor
before assigning the exercise. Some of these principles parallel those in human subject research.
Students should have a basic right to privacy about their own sexuality. They should not be
coerced into revealing private information if it is identifiable.
First Sexual Awareness/Feeling/Activity: Ask students to write, anonymously, on 3 × 5 cards,

what their earliest sexual feeling/awareness/activity was and how they felt about it. Break into
small groups for discussion. Are there common sexual experiences or feelings among them?
Personal Reflections on Childhood Learning: Have students anonymously answer the

questions in Handout 2: Personal Reflections on Childhood Learning. Ask them to disclose their
answers and discuss them with the class. Alternatively, students can exchange answer sheets, and
each can read aloud the one they have; this preserves anonymity.
Childhood Sexuality Quiz: Pass out Handout 3: Quiz on Childhood Sexuality. Have students
answer the quiz questions as individuals and discuss as a group.
Note to the instructor: All of the statements are true.
Studying Children: One of the biggest problems in studying child sexuality is designing a
study. Ask your students to work in groups to design an ideal study for researching children and
sexuality. What would be the best way to collect data? How do your students address concerns
about harming the children? How would your students explain the study to concerned parents (or
a human subjects board) to assuage their fears?
Role-Playing—Parent/Child: This activity consists of four sets of role-playing centering on a

parent talking with a 6-year-old child about masturbation. In each case, the parent has
inadvertently discovered the child playing with themselves. Set 1: Mother/son. Set 2:
Mother/daughter. Set 3: Father/son. Set 4: Father/daughter. Have students act out these scenarios.
Ask them: Does the message differ depending on the gender combination?
Value Statements and Sex for Young People: Share the following activity with students,
starting by reading this script:
Before we can discuss issues of sexuality with our children in a positive way, we first
need to consider our own values relating to early sexuality and childhood. We have talked
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throughout the book about the link between sexual well-being and emotional literacy. Only when
we have awareness of the feelings and words to use in expressing our own sexuality, can we
understand how our feelings direct our interactions with other people. Consider the following
statements. Some of them may require reflection, and your answer might differ from that of your
partner. That is okay. There are no right or wrong answers.
The purpose of this exercise is to explore your own feelings and biases so that you are
fully aware of the messages you may communicate to the young people in your life about love,
relationships, and sexuality. Also, it’s important that you engage in these discussions about
values with your partner or spouse to decide what values you wish to pass on to your children.
Think about these statements and mark them as follows:

A for “I agree”
D for “I disagree”
_____ Boys and girls should have the same toys in their toy chests.
_____ I am comfortable having my child see me nude.
_____ Infants should be allowed to touch and enjoy their own genitals.
_____ I wouldn’t mind if my child was gay.
_____ It is the mom’s job to teach about sexuality.
_____ Five-year-old twins of different genders can bathe together.
_____ Young children need to know the correct names of genitals.
_____ You can harm children if you teach them about sex too early.
_____ Parents should never fight in front of their children.
_____ It is cute when 7-year-old girls have boyfriends or vice versa.
_____ Parents can have their toddler girl’s ears pierced.
_____ Parents can have their toddler boy’s ears pierced.
_____ Children’s cartoons contain too many sexist images.
_____ Children should not fondle themselves.
_____ It’s okay for young girls to apply makeup to themselves.
_____ I don’t know what to say when my child asks me what sex is.
_____ I want to be the one to teach my child about intercourse.
_____ Parents should closely monitor children’s time with television and other media.
_____ My 11-year-old can go on group dates.
_____ Parents should set the standards for what children can wear until high school.
_____ I want my child to wait until marriage to have sexual intercourse.
Note that your values might change as you encounter new experiences, such as having children
or grandchildren or going through a divorce and forming a new family. This is to be expected.
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Experience often impacts how we see things and we should expect that our values might well
change as we grow and mature.
Source:
Some questions adapted from Haffner, D.W. (2008). From diapers to dating: A parent’s guide to
raising sexually healthy children from infancy to middle school. New York: Newmarket Press.
Guest Speakers: One of the most powerful experiences in a classroom can be when the students
have the opportunity to listen to and talk with a person who embodies the facts and issues at
hand.
• Contact a local (perhaps university-affiliated) day-care organization and arrange a speaker
or panel of speakers to talk about their perspective on child sexuality.
• Invite a supporter and an opponent of comprehensive family life education to debate sex
education in your community’s schools. Invite an early childhood educator to discuss
childhood sexuality. Invite a health-care professional to discuss the role of school-based
clinics in the public schools.
Participant Observation: Ask your students to spend some time observing at a childcare center.
As they watch, they should write down how the children display gender-consistent and gender-
inconsistent behavior. Have them answer the following questions: What sorts of games do the
boys and girls play? How do they interact together? What sort of behavior is rewarded by other
children or their caretakers? Can you see them learning? If the class is multi-racial, students may
also observe whether children segregate by race, and how they interact across the racial
boundary.
Age and Level of Sexual Activities: Ask students to write, anonymously, on 3 × 5 cards, at
what age the following sexual activities are acceptable for females and males: kissing, sexual
intercourse, oral sex, holding hands, masturbation, petting, and anal sex. Then distribute the
cards in small groups. Ask each group to arrive at a consensus for each activity. Are some
activities never acceptable? Why? Are there different ages for females and males? Is level of
commitment or marital status important?
Defining Adolescence: A good way to discuss the problem of defining adolescence as a stage or
period in life is to ask students to identify the formal signs or markers that signify that
adolescence has begun or ended. You may want to have students prepare for the discussion by
answering the following question either as an out-of-class assignment or as an in-class writing
exercise:
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How do you define adolescence? In your answer, indicate what you believe about (a)
when adolescence begins and ends (give ages); (b) what, besides age, indicates that adolescence
is beginning or ending, and what the “signs” are that mark the boundaries of this time of life; and
(c) what, if anything, makes adolescence a special time of life.
Structure your discussion by writing “beginning” and “end” on a chalkboard or overhead.
Ask students simply to call out what they think marks the beginning and end of adolescence, and
write their suggestions on the board. Solicit many answers. The two lists you get should permit
you to discuss and illustrate many of the problems developmentalists face when they try to
define and understand adolescence. For example, you should have lists that contain many
different kinds of markers as well as different ages. You can discuss whether each sign of the
beginning or end of adolescence occurs at the same time as the others. Are the changes
simultaneous? Is one more important or fundamental than the others? Does one capture the
essence of adolescence? Do the signs that mark the end of adolescence parallel those that mark
the beginning? The lists you get should help you to illustrate the sense that adolescence is (or is
not) both a biological fact and a social invention. You can also use the lists to consider the value
of thinking of adolescence as a stage as opposed to a less well-defined period in life. This
activity also provides an agenda of topics for the unit on adolescence.
Adolescent Brain and Risk-Taking: Have students ask themselves the question, does the
adolescent brain make risky behavior in teens an inescapable consequence? Ask them to start by
reading Steinberg, L. (2007). Risk taking in adolescence: New perspectives from brain and
behavioral science. Current Directions in Psychological Science, 16(2), 55–59 (see
http://cdp.sagepub.com/content/16/2/55.short?rss=1&ssource=mfc for abstract). Ask them to
find one other article on the topic as well and then answer the following questions:
1. Briefly describe the Steinberg article and the implications of this perspective.
2. Briefly describe the article that you found. Is the perspective in line with Steinberg’s, or is it
different? Does the article argue semantic differences or theoretical?
3. What qualifies as risk-taking behavior in adolescence?
4. Are these age-related differences, as Steinberg argues?
5. Is this the same argument as blaming adolescent behavior on hormones or teenagers being in
a stage? Or is this a different argument?
Popular Myths Discussion: Have students discuss popular myths about adolescent sexuality.
Myths may include “Raging hormones lead to preoccupation with sex,” “Girls get pregnant to
snag a guy,” and so on.
Risk-Taking: Scientific Foundations: David Elkind suggests that adolescents feel they are
special. He calls this feeling the “personal fable.” Adolescents often think that what happens to
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other people can’t happen to them. As a result of this, they sometimes take risks that older people
would not. This applies to their sexual behavior as well as to other behavior. Have students
search the Internet for ways in which adolescent sexual behavior may be influenced by their
“personal fable.” Ask them: What type of behavior are you describing? How would you go about
studying this behavior, in light of Elkind’s work? What types of observations would you make?
Or, what type of questions would you ask? In what type of setting would you choose to conduct
your research? Then, answer the following questions:
1. What is the URL of the site?
2. What is the title of the site?
3. Who is the author?
4. If an organization sponsors the site, what organization is it?
5. What keywords did you use in your search engine? Or what link did you follow to find this
site?
6. What made you select this website to present?
8. Summarize the contents of this website.
9. What two things did you learn from this site that are different from or reinforce the lectures
and/or the textbook?
Health Considerations:
• Ask how students would handle a young adolescent with gynecomastia who came to them
with his father. The boy is afraid he is becoming a girl. How would they handle such a
situation?
• Ask students to imagine they were working in a school-based health clinic and a girl came
in, concerned because she was bleeding from the vagina. She did not know she was having
her first period. How would students counsel the girl?
Discussion on School-Based Health Clinics: Former Surgeon General Joycelyn Elders has been
a long-time proponent of school-based health clinics that would provide, among other services,
birth control counseling and the availability of condoms to prevent pregnancy and STI/HIV
transmission. Have students discuss the pros and cons of providing birth control counseling and
condom distribution.
Role-Playing—Adolescent Pregnancy: Have students role-play adolescent pregnancy in a

school-based health clinic. Four roles: health-care provider, the pregnant adolescent, her partner,
and the girl’s parent. Have them act out the following scenario: An adolescent who is six weeks
pregnant comes to the health clinic for help. She is accompanied by her boyfriend and parent.
The girl, boyfriend, and parent can’t agree on what to do. The health-care provider tries to help
them sort out their feelings and to support the pregnant adolescent.
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Child/Adolescent Sexuality in the Media: Have students watch their favorite family-oriented
sitcom and report on how child and adolescent sexuality are treated using Handout 1:
Child/Adolescent Sexuality in the Media.
Sex and Popular Culture: Have students compare how child and adolescent sexuality are
treated in popular TV shows geared toward adolescents. Ask them: What stereotypes are
presented about adolescents and their parents? Does ethnicity have an impact?
Sexuality in Advertising: Have students bring in a collage of at least eight different images
from print advertisements that depict sexuality; four images should be blatant and four more
subtle. Have them document where the ads were found and who the target audience is for that
publication (magazines can be found for free typically at your local library once they are past
date). Have students then write up a brief one- to two-paragraph analysis of how sex is portrayed
and how adolescents or tweens might interpret these messages.
Magazine/Newspaper Activity: Have students bring in news or magazine clippings or video

excerpts on adolescent pregnancy. How do the media treat adolescent pregnancy? Is adolescent
pregnancy perceived as a problem? For whom is it a problem? What stereotypes are involved?
Film Analyses:
• American Beauty (1999) offers a dramatization of teen sexuality and conflict generated by
discrepancies in age and sexual orientation. Have students watch the film independently
and then discuss in class.
• Mean Girls (2004), starring Lindsay Lohan, Rachel McAdams, and Tina Fey, is a comedy
that examines bullying and popularity in high school. Have students watch the film
independently and then discuss in class.
The Secret Life of the Brain—The Teenage Brain (2001): This is a PBS five-part series that
tracks brain development from conception through old age. The third episode covers adolescence
and how hormones and the development of the prefrontal cortex affect behavior. It also covers
sleep and schizophrenia. It can be purchased from PBS or Amazon but is also on YouTube.
Explaining Different Patterns of Masturbation: Have students form small groups, and ask
them to try to explain the different patterns of masturbation for women and men. Specifically,
ask them to brainstorm biological reasons and sociological reasons why there might be a
difference in the frequency and techniques used. Then, have them agree on a particular
explanation and defend it. Have each group present its explanation to the class.
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The First Sexual Stirrings: Ask your students to write a short autobiographical essay about
their first feelings of sexual attraction or love. Ask them: How old were they? Who was the
object of their attraction? What did they do about it? Did they recognize their feelings as sexual
in nature at the time? Who was the first person they held hands with, kissed, or “went out” with?
What were their feelings?
Deciding to Have Sex: Pass out Handout 4: Deciding to Have Sex. Have students complete the
handouts as individuals, then discuss them as a group. Which questions seemed to be the most
important to the students? The least?
Parental Decision-Making: Using Handout 5: Parental Decision-Making, pass out one scenario
to each of six groups. Ask each group to debate the questions posed for their scenario. When
discussion has settled down, have each group read their scenario and report their discussion. Did
it matter if the groups were considering the case from a parent’s or a child’s point of view?
Pros and Cons of Premarital Sex: Have students brainstorm the benefits of premarital sex and
the benefits of waiting till marriage. Have them consider: Is one option clearly good and the
other clearly devastating? Can either option work out well? What does it depend on? How does a
person decide?
Critical Thinking—Problem-Solving: Read the following scenario to students:
Britney, a student at State U, has been seeing Pat for one month. At a house party, she sees
Shelley flirting with Pat and starts to worry that Shelley will steal Pat. Back at the apartment,
Britney tries to decide what to do to keep Pat. They have not had intercourse yet but have
done just about everything else. Britney thinks maybe the thing to do is sext Pat a nude photo
to stimulate Pat’s interest and appear to be hot. What should Britney do?
Ask the students to:

1. Identify Britney’s goal.
2. List possible solutions to the problem.
3. Evaluate the pros and cons of each solution.
4. Which one seems most likely to achieve the goal with few or no negative consequences?
Common Questions Youth Ask About Sexual Identity: Common questions that youths ask
about sexual identity and orientation help to anticipate such discussions (Levkoff, 2007):
• Do gay men want to be women? Do lesbians want to be men?
• What is it called if someone has two moms or two dads?
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• How do gay people have sex?
• What makes someone gay?
• What do I do if I think I am gay?
• Would you be disappointed in me if I were gay?
• What is homophobia and why are some people like that?
• How many people are gay or lesbian?
• Do gay people want to turn other people gay?
• What do you do if you find out one of your friends is gay?
Ask students to consider what factors might affect how these questions get answered.
Contraception: Check with your campus student’s services or student health to enquire if they
do lectures to classes on campus on contraception use. Many campuses not only talk about
contraception but also provide free condoms, lube, and dental dams to students. Check with
student health services to see if they will come to your class and demonstrate proper use of
contraception.
How to Lower the STI Rate in the United States: The United States has the highest rates of
certain STIs in the industrial world. Reasons include inadequate sex education and sexual health
education, and the absence of honest dialogue about sexual pleasure and risk among young
people today. Ask students, either individually or in groups, to design a program to reduce STIs
in teens. What kinds of techniques do they think could be useful? Have either present to the
class, write a short paper on their campaign, or post as a discussion board topic.
Panels:
• Form a panel with students from diverse ethnic backgrounds, if possible, to discuss their
childhood learning experiences involving sexuality. What messages were given to them by
their family, peers, and media?
• Form a panel of students of diverse ages to discuss the significance of sex in their lives at
different ages. How does sexuality change as they age?
• Invite a panel of pregnant adolescents and adolescent mothers (and if possible, their
partners) to discuss experiences, myths, problems, and strengths involved in adolescent
parenting. (Speakers may be found through social workers or local school programs for
pregnant adolescents or mothers.)
• Invite a panel of gay men, lesbians, bisexuals, and transgendered individuals (including
class members if they are out) to discuss their social lives and the role of the
gay/lesbian/bisexual/transgender community in supporting them.
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• Form a panel of individuals who are dating, cohabiting, and in committed partnerships to
discuss the role of sexuality in their relationships. Have students note how the meaning of
sexuality—such as significance, bonding, and procreating—changes according to the
nature of the relationship.
Taking Action: Taking action is more than organized projects. It includes everyday participation
in society in a way that promotes positive and healthy behaviors. Encourage students to
transition from bystander to participant. Have them try to speak up against homophobic
statements like “that’s so gay” or interrupt a younger sibling’s comments that are media or peer
influenced. This works well as a project that can be done over a break. Students come back and
share what they noticed and what they did. Students can brainstorm on how they might handle
different scenarios that are shared by their peers in class.
Suggested Media
Boyhood (2014, feature film, 165 min). Unique drama follows the life of Mason, from early
childhood to his arrival at college. Starring Ethan Hawke and Patricia Arquette, this was filmed
over the course of 13 years to provide a decades-long perspective of growing up.
Gay Youth (2006, 30 min, DVD, New Day Films). “Gay Youth is a powerful and accessible
educational video for high schools and colleges that breaks the silence surrounding adolescent
homosexuality. Across the nation this award-winning video and its 16-page study guide are
being used by educators and organizations that care for young people.”
Going on 13 (2009, New Day Films). Chronicles the developmental experiences of four girls
starting at age 13.
Let’s Talk About Sex (2009, NR, 1 hr 2 min, Documentary). Takes a revealing look at how
American attitudes toward adolescent sexuality impact today’s teenagers; looks at teen
parenthood, sexuality orientation, HIV/AIDS, and sexual education around America; and
compares ideals and practices to other sex-positive cultures.
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Masturbation Myths | Teesha Morgan | TEDxStanleyPark
https://www.youtube.com/watch?v=zRkPU1fKchI
This talk will walk you through the emotionally charged myths and misconceptions surrounding
masturbation.
Period Piece (1996, 30 min, VHS, Jay Rosenblatt Film Library). A film that celebrates
menstruation as a rite of passage in a girl’s life. An entertaining, informative, and poignant film
that incorporates stories of how women felt they were or were not prepared for their first period.
Portraits in Human Sexuality: Human Development (2006, 35 min, DVD, Films for the
Humanities and Sciences). This DVD focuses on early influences on sexual development
including peers, parents, media, and school.
Teen Pregnancy in America | ABC News (2009)

https://www.youtube.com/watch?v=YHennhq1cMg
Why We Shouldn’t Shy Away from Sexuality Education | TedX Talk

https://www.youtube.com/watch?v=-7V9S9wdLfc
Internet Resources
Adolescent Sexuality
http://www.siecus.org
The section under information and education contains extensive resources on adolescent
sexuality.
APA
http://www.apa.org/
APA Site for Research on Sexuality

http://www.apa.org/topics/sexuality/index.aspx
CDC
http://www.cdc.gov/teenpregnancy/
The CDC’s site on teen pregnancy
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Child Sexual Development
http://www.ejhs.org/volume3/Haroian/body.htm
This essay (36 pages long) is a comprehensive discussion of the development of sexuality in
children.
National Center for Health Statistics

http://www.cdc.gov/nchs/
The National Center for Health Statistics website is a gold mine of interesting statistics.
National Federation of Parents and Friends of Lesbians and Gays

http://www.pflag.org/
This site provides information and resources for friends and family members of gay and lesbian
individuals.
PBS
http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/work/adolescent.html
“Adolescent Brains Are Works in Progress”
Planned Parenthood
http://www.plannedparenthood.org/resources/implementing-sex-education-23516.htm
The Planned Parenthood site for teaching sex education. Includes pamphlets and videos that you
may find useful.
Teenage Sexuality in a Culture of Confusion

http://www.danhabib.com/
“Sexuality is the most profound meeting place of nature and culture. At its best, sexuality allows
us to give ourselves over to feeling, to other people, to the world, to say yes to ourselves and to
our bodies. But sexuality is also where we experience most intensely the demands of religion,
morality, and culture in general. Popular culture, I would insist, has a profound influence on
teenagers’ sexuality.”
Additional Readings
Bancroft, J. (2003). Sexual development in childhood. Bloomington: Indiana University Press.

Scholarly and well-researched edited text by one of the leaders in the field; also, one of
the few books available on this subject.
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Bromberg, D., & O’Donohue, W. T. (Eds.). (2013). Handbook of child and adolescent sexuality:
Developmental and forensic psychology. New York: Elsevier. Aimed at a broad audience,
this edited reference book addresses sexuality across development, sexual victimization,
and sexual behavior problems.
Damour, L. (2016). Untangled: Guiding teenage girls through the seven transitions into
adulthood. New York: Ballantine. Provides parents with intelligent and compassionate
advice for anticipating challenges and encouraging growth in their daughters.
Levkoff, L., & Wider, J. (2014). Got teens? The doctor moms’ guide to sexuality, social media
and other adolescent realities. Berkeley, CA: Seal Press. Combining their medical and
psychological backgrounds, these two authors answer the often sensitive sexuality-related
questions that kids ask their parents.
Orenstein, P. (2016). Girls and sex: Navigating the complicated new landscape. New York:
HarperCollins. An insightful look into the complicated sexual world that girls face and
the complex ways in which girls navigate it.
Schalet. A. T. (2011). Not under my roof: Parents, teens and the culture of sex. Chicago, IL:
University of Chicago Press. Compares the Dutch culture of more open and frank
teachings of sexuality with the sharp contrast of Americans.
Smiler, A. P. (2013). Challenging Casanova: Beyond the stereotype of the promiscuous young
male. San Francisco, CA: Jossey-Bass. Aimed primarily at parents, the book emphasizes
the interrelationship between sexuality with many other elements of social, moral, and
personal development.
Steinberg, L. D. (2016). Adolescence (11th ed.). New York: McGraw-Hill. A comprehensive,
research-based examination of adolescent development within the context of
environmental and social relationships.
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Resources Available Within Connect
In addition to reading assignments and quizzes, you will find the following chapter resources
within McGraw-Hill Education’s digital learning platform, Connect.
Chapter Title Learning Objective

9 Self-Quiz: Describe adolescent sexual behavior.
First Sexual Intercourse Reaction
Scale
9 Video: Describe adolescent sexual behavior.
Adolescent Perspectives on
Sexuality
Sexual Activity among LGBT
Youth
Baby Love
Coping as Teen Parents
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Handout 1: Child/Adolescent Sexuality in the Media
Name of show:
Description of content:
What underlying message or stereotype about child and adolescent sexuality did the show
present?
Did it present its message or stereotype visually or verbally? How? Was it effective?
Comments:
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Handout 2: Personal Reflections on Childhood Learning
Please write an answer to each question. Do not write your name on the survey.
1. Do you remember your original belief about “where babies come from”? What was it?
2. How did you first find out about the differences between your genitals and those of the other
gender? What is your first memory of seeing the other sex’s genitals? Was it in person, a
picture, movie, or other source? What was your reaction?
3. What kinds of sex-related interactions did you have with members of the same and the other
gender (e.g., playing doctor, comparing genitals)?
4. When did your parents first talk to you about sex? What did they tell you?
5. What kinds of interesting information about sex did you acquire from your siblings and
friends?
6. What is the funniest or most unusual idea you had about sex as a child?
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Handout 3: Quiz on Childhood Sexuality
1. Male infants can have erections. True False Don’t Know
2. Baby boys are sometimes born with True False Don’t Know
erections.
3. Male fetuses can have erections before True False Don’t Know
birth.
4. Female infants can experience vaginal True False Don’t Know

lubrication.
5. An infant’s first sensual experience is True False Don’t Know

usually with his or her parents.
6. Many infant boys appear to fondle their True False Don’t Know
own genitals for pleasure.
7. Many infant girls appear to fondle their True False Don’t Know
own genitals for pleasure.
8. As children, some boys masturbate True False Don’t Know

systematically.
9. As children, some girls masturbate True False Don’t Know

systematically.
10. As children, boys can have orgasms. True False Don’t Know
11. As children, girls can have orgasms. True False Don’t Know
IM – 9 | 32

Handout 4: Deciding to Have Sex*
(Page 1 of 2)
Here is a self-assessment quiz to help you decide whether or not to have sex.
1. Am I embarrassed about being sexually inexperienced? Sexually experienced?
2. Does having sex make me feel different about myself? Will it make me feel good or bad?
3. Am I letting myself be pressured into having sex when I don’t want to?
4. Am I having sex to try to keep a relationship together?
5. Am I having sex to get back at someone?
6. Do I know which sexual activities I enjoy and which activities I don’t want to engage in?
7. Am I able to tell a partner which sexual activities I enjoy and which activities I don’t want to
engage in?
8. Am I able to stand by my personal choices for sexual activity?
IM – 9 | 33

(Page 2 of 2)
9. Do I know how to protect myself against pregnancy and infection?
10. Am I able to talk about using contraception and condoms with this person?
11. Am I emotionally and financially ready to accept the responsibilities of pregnancy or

sexually transmitted infection?
12. Do I really care about this person, and does this person really care about me? Does that
matter to me?
13. Do I respect this person, and does this person respect me? Does that matter to me?
14. Do I trust this person, and does this person trust me?
15. Does this person want to work on having a committed relationship? Does that matter to me?
*Adapted from PPFA, All About Sex: A Family Resource on Sex and Sexuality (Three Rivers
Press, New York, 1997), p. 24.
IM – 9 | 34

Solution Manual for UNDERSTANDING HUMAN SEXUALITY, 14th Edition, Janet Hyde,John DeLamater,,
Handout 5: Parental Decision-Making
1. Would you provide condoms to your son or daughter? Why or why not? If you said you
would provide condoms, how exactly would you do it?
2. Imagine you have a boyfriend or girlfriend but are not yet sexually active. Should your
parents give you condoms? Why or why not? If you had to get them yourself, how would you
do it? Would you rather have them available at home?
3. Would you allow your son to be alone with a girl in his room with the door shut? Your
daughter, with a boy? Why or why not? Does it become appropriate at a certain age? What
age? Is it “safe” for you to let your daughter or son close the door with a same-sex peer?
4. Imagine you are a teenager living at home and you have a boyfriend or girlfriend. Should
your parents allow you to be alone with your friend with your bedroom door shut? Why or
why not? How would you feel if your parents insisted that the door stay open?
5. If you discovered your son or daughter was having sex, would you tell the parent of the
partner? Why or why not? Does it matter if your child is the boy or the girl?
6. If your parents found out you were having sex, would it be fair for your parents to tell the
parents of your partner? Would you be horrified?
IM – 9 | 35

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Are You Curious?

II. Infancy and the Preschool Years (Birth to 4 Years)

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III. Childhood (5 to 11 Years)

IV. Adolescence (12 to 18 Years)

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VI. How Sexuality Aids in Development

• Erik Erikson postulated a model of psychosocial development according to which humans

Approximate Stage in the Life Cycle Crisis

Lecture and Discussion Ideas

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Sexuality and Psychological Development: Psychological development is a crucial part of

Sexual Orientation in Adolescence: What is the incidence of homosexual and heterosexual

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Here are the key findings:

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What’s Your Perspective?

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Teen Pregnancy Findings:

What factors may be contributing to these findings?

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The task force identified five areas in which it has an impact:

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Polling 1: Media and Sexuality

Polling 2: How Did You Find Out About Sex?

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Polling 4: Access to Contraception and Abortion Services for Minor Adolescents

Polling 5: Do You Know Your Status?

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First Sexual Awareness/Feeling/Activity: Ask students to write, anonymously, on 3 × 5 cards,

Personal Reflections on Childhood Learning: Have students anonymously answer the

Note to the instructor: All of the statements are true.

Role-Playing—Parent/Child: This activity consists of four sets of role-playing centering on a

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Think about these statements and mark them as follows:

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Role-Playing—Adolescent Pregnancy: Have students role-play adolescent pregnancy in a

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Magazine/Newspaper Activity: Have students bring in news or magazine clippings or video

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Critical Thinking—Problem-Solving: Read the following scenario to students:

Ask the students to:

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Teen Pregnancy in America | ABC News (2009)

Why We Shouldn’t Shy Away from Sexuality Education | TedX Talk

APA Site for Research on Sexuality

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National Center for Health Statistics

National Federation of Parents and Friends of Lesbians and Gays