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 OXFORD

uman
exua it
A Contemporary Introduction

•••• ••

••• • ••

•• •
Second Edition Edited by Caroline F. Pukall
viii Contents

Trans Identities 2~9 Attraction, Intimacy, and Love 285

Life Experiences and Sexual Orientations ofTransmen Kelly 8. Smith
and Transwomen 2'19
Transitioning to the Felt Gender and Sex 250 Keeping the Magic Alive 286
RESEARCH VS REAL LIFE: Autogynephilia 251 Introduction 286
The Choice Not to Transition 255 Attraction 286
CULTURE AND DIVERSITY: A Third (or More) Proximity 286
Gender(s)? 256 Physical Attractiveness 287
Chapter Summary 257 Reciprocity and Uncertainty 288
Debate Questions 257 Similarity 289
Review Questions 257 Menstrual-Cycle Effects 289
Suggestions for Further Reading and Viewing 258 Do Opposites Attract? 290
Pick-Up Strategies: What Works for Men, and What Works

m Sexual/Affectional Orientations
and Diversity 259
Kevin Alderson
for Women? 291
Intimacy 291
What is Intimacy? 292
Attachment Theory 292
Charlie's Struggle with Same-Sex Attraction 260
Hooking Up and Casual Sex 295
Introduction 260
Love 296
Sexual/Affectional Orientations and Identities 261
What Is Love? 296
Sexual vs Affectional Orientations 261
CULTURE AND DIVERSITY: Cross-Cultural Views on
Attempts to Measure Sexual/Affectional Orientation 261 Love 297
Identity Labels 26'1 Different Types of Love: Passionate and
Asexuality 26'1 Companionate 298
Prejudice against Same-Sex- Oriented Individuals 267 Theories of Love 299
Conversion Therapy 268 RESEARCH VS REAL LIFE: Attraction, Intimacy, and Love
RESEARCH VS REAL LIFE: The Negative Effects over Time 302
of Hate Speech 269 Love for Objects 305
Theories of Affectional Orientation and Sexual Identity Optimal Sexuality 305
Development 270 Jealousy 305
Affectional Orientation Development 270 Different Types ofJealousy: Sexual and Emotional 3 06
Sexual Identity Development 273 Social Networking Sites and Jealousy 306
Self-Identification and Identity Disclosure 275 The Role of Online Technologies in Love, Attraction,
Self-Identification as Lesbian, Gay, or Bisexual 275 and Intimacy 307
Identity Disclosure 275 ETHICAL DEBATE: Infidel ity 308
CULTURE AND DIVERSITY: Global and Cross-Cultural Chapter Summary 309
Findings Regarding Sexual Diversity 276 Debate Questions 310
ETHICAL DEBATE: Should You Help a Child Become Review Questions 310
Gender-Conforming? 277
Suggestions for Further Reading and Viewing 310
Relationships and Sex 278
Intimate Relationships 278
Sexual Communication 312
Bisexuality and Relationships 279
Uzma S. Rehman, Erin E. Fallis, and Siobhan E. Sutherland
Same-Sex Sexual Behaviour 281
LGB Parenting and Adoption 281 Let's Talk about Sex 313
Chapter Summary 282 Introduction 313
Debate Question 282 Communication in Intimate Relationships 31~
Review Questions 283 Couples' Communication Behaviours 31'1
Suggestions for Further Reading and Viewing 283 Patterns of Couples' Communication 315

How Do Researchers Study Couples' Communication? 315
Gender Differences in Heterosexual Couples'
Communication 317
Sexual Communication 318
CULTURE AND DIVERSITY: Differences in Couples'
Communication Styles across Cu ltures 319
Importance of Sexual Communication 320
Why Do Couples Find It Challenging to Talk
about Their Sexual Relationship? 320
Should We Ask Couples to Discuss Sexual Topics
for Research Purposes? 321
Do Same-Sex Couples Differ from Mixed-Sex Couples in
Their Patterns of Sexual Communication? 323
ETHICAL DEBATE: What Responsibi lity Do Psychologists
Have to Break or Protect Confidentiality If an Individual
Discloses Information about Risky Sexual
Behaviours? 32'f
Understanding Sexual Consent 325
How to Communicate Effectively with One's Partner
about Sexuality 326
RESEARCH VS REAL LIFE: Who Should Give Children
"the Talk," and When Should It Happen? 328
Chapter Summary 330
Debate Question 331
Review Questions 331
Suggestions for Further Reading and Viewing 331
Sexual Behaviours
and Relationships 332
Natalie 0. Rosen and Sheila MacNeil
A "Friends with Benefits" Relationship 333
Introduction: What Does It Mean to "Have Sex"? 333
First Sexual Experiences 3J'f
Expectations of and Reactions to First Sexual
Experiences 335
Virginity 335
ETHICAL DEBATE: Should Doctors Perform "Revirgination"
Surgery for Cul tura l and Social Reasons? 336
Sexual Consent 336
Varieties of Sexual Behaviours 337
Solitary Sexual Behaviours 338
Partnered Sexual Behaviours 339
RESEARCH VS REAL LIFE: Prevalence of Oral Sex
among Ado lescents 3'fl
Orgasm J'f2
Sexual Satisfaction and Sexual Preferences 3'f'f
Sexual Satisfaction 3'1'1
Sexual Preferences 3'15
Contents ix
CULTURE AND DIVERSITY: Accu lturation and Sexual ity
in East Asian Canadians 3%
Use of Sex Toys to Increase Sexual Pleasure 3'f7
Diversity in Sexual Relationships J'f8
Monogamous Relationships 3'18
Non-monogamous Relationships 351
Media 355
Theoretical Perspectives on How Media Influences
Sexuality 355
Positive and Negative Influences of Media on Sexuality 356
The Internet 356
Sexually Explicit Material 358
Chapter Summary 359
Debate Question 360
Review Questions 360
Suggestions for Further Reading and Viewing 360
Variations in Sexual Behaviour 362
Katherine S. Sutton and Caroline F. Puka/1
Morpheous Speaks, and You'd Better Listen! 363
Introduction: What Is "Normal" Sexual Behaviour? 36'f
How Are Atypica l Sexual Behaviours Defined? 365
Diagnosing Paraphilic Disorders 365
What Are the Commonly Identified Atypical Sexual
Behaviours? 365
Paraphilias and Paraphilic Disorders That Involve
Preferences for Atypical Activities 366
Atypical Preferences Related to Courtship 366
Atypical Preferences for Algolagnic Activities 368
Paraphilias and Paraphilic Disorders that Invol ve
Preferences for Atypical Targets 370
Pedophilic Disorder 371
Paraphilias and Paraphilic Disorders Not Directed at
Humans 373
ETHICAL DEBATE: Bug Chasing (and I am not referring to
running after insects) 375
Other Specified Paraphilic Disorders 375
CULTURE AND DIVERSITY: The Child Sex Trade
in Southeast As ia 376
Hypersexuality 376
What Factors Play a Role in the Development and
Maintenance of Paraphilias/Paraphil ic Disorders? 377
Psychoanalytic Theory 378
Behavioural Theory 378
Neurological Findings 378
Theories of the Development and Maintenance
of Pedophilic Disorder 379
X Contents

Sex Differences in Paraphilias 380 ETHICAL DEBATE: Pink Viagra for Women? '+10
Assessment of Paraphilic Disorders 380 Chapter Summary '+11
Treatment of Paraphilic Disorders 382 Debate Questions 'tll
CBT and Relapse-Pre1Jention Techniques 382 Review Questions 'fll
Self-Esteem and Social-Skills Training 382 Suggestions for Further Reading and Viewing '+12
Mindfulness and Emotion Regulation 382
RESEARCH VS REAL LIFE: Sex Offender Registries 383
Satiation Therapy 38'+
Orgasmic Reconditioning 38'+
m
Sexual Assault and Harassment '113
Scott T. Ronis

Aversion Therapy 38'+ When Too Much Is Not Enough: Presumption of

Innocence in Sexual Assault Cases 'tl't
Community-Based Support Programs 38'+
Introduction: Terms Related to Unwanted
Medical Treatments 38'+
Sex-Related Behaviours '+15
Chapter Summary 385
Why Is It Important to Understand Sexual
Debate Questions 385 Aggression? '+15
Review Questions 385 Sexual Assau lt and Rape '+15
Suggestions for Further Reading and Viewing 385 Prevalence and Incidence of Sexual
Assault '118
Sexual Dysfunctions 387 Human Sex Trafficking '120
Peggy}. Kleinplatz Effects of Sexual Assault '121
Reasons for Sexual Assault '12'1
A New Baby 388
CULTURE AND DIVERSITY: Marital Rape Lost
Introduction 388
in Translation '+27
Causes of Sexual Problems 388
Practical Advice Following a Sexual Assault '130
Intra psychic Factors in the Development of Sexual
Legal Sanctions for Sexual Assault '131
Problems 389
Sexual Victimization of Men '131
Interpersonal/Relational Factors in the Development
ETHICAL DEBATE: Ethica l Issues in Rounding Up
of Sexual Problems 389
the Usual "Sex-spects" '+32
Cultural/Psychosocial Factors in the Development
Childhood Sexual Abuse '133
of Sexual Problems 390
Sexual Harassment '+3'+
CULTURE AND DIVERSITY: BDSM and the DSM 391
RESEARCH VS REAL LIFE: Shou ld We Treat
Organic Factors in the Development of Sexual
Juvenile Sexual Offenders Like Adult Sexual
Problems 392
Offenders? '+3'+
Quality of Sexual/Erotic Contact as a Factor in the
Sexual Harassment as an Employee '135
Development of Sexual Problems 39'1
Sexual Harassment as a Student '135
Sexual Difficulties in Men and Women 395
Effects of Sexual Harassment '136
Sexual Desire and Arousal Disorders in Men and
Women 395 Reasons for Sexual Harassment '136

Sexual Desire Discrepancy 397 Legal Sanctions for Sexual Harassment '138

Can Too Much Desire and Arousal Be an Issue? 399 Stalking '+39

Arousal Problems in Women 399 Effects of Stalking '1'10

Erectile Disorder 399 Characteristics of Stalkers '1'10

Orgasmic Disorders in Men and Women '100 Reasons for Stalking '1'10

Sexual Concerns Related to Pain '10'1 Legal Sanctions for Stalking 'I'll

Therapy for Sexua I Difficulties '+07 Chapter Summary '+'fl

RESEARCH VS REAL LIFE: Botox Injections Debate Questions '+'fl

for Vaginismus '+08 Review Questions '+'+2
Sex Therapy in the New Millennium '109 Suggestions for Further Reading and Viewing '+'+2
 Contents xi

m
Selling and Buying Sex '+'+'+
Kevin Alderson
Sexual Health Education
in Canada '16'+
Stephanie C. Boyer and Shannon M. Coyle
What Do You Do with Tracy? '+'+5
Introduction 1f't5 Let's Talk about Sex '165
Growth of the Sex Industry '+% Introduction %5
Selling and Buying Sex '+'+7 Sexual Health Education in Canada '+66
Sex Trade Work '+'+7 Goals and Principles '166
A Snapshot of the History of STW in Theory '168
Canada '!'18 Curriculum and Delivery '169
Legal Aspects of STW '1'18 Effectiveness of Sexua l Health Education: How Is
CULTURE AND DIVERSITY: The Decriminalization Canada Doing? '+7'+
of STW in New Zealand and Austra lia '+'+9 Knowledge '17'1
Types of STW '150 Motivation '175
Who Works in the Sex Trade, and Why? '150 Behaviour '175
If You Sell Sex, Do You Enjoy Sex? '151 Learning about Sex outside the Classroom '+78
Underage STWs '152 Parents and Peers '178
The Impact of STW on Physical and Psychological RESEARCH VS REAL LIFE: Does Talking about Sex Lead to
Health '152 Sex? '+79
Male STWs '153 Media and Technology '180
Exotic Dancing '+5'+ Barriers to Sexual Health Education '+83
ETHICAL DEBATE: What Approach Should We Take Institutional Barriers '183
to Exotic Dancing in Canada? '+56
Socio-demographic Factors '185
Pornography, Erotica, and Sexually Explicit
CULTURE AND DIVERSITY: Sexual Health Education in
Material '+57
Canadian Indigenous Populations '+87
Effects of Consuming SEM '158
ETHICAL DEBATE:Sexual ity in Individuals
RESEARCH VS REAL LIFE: How about Erotica Instead with Intel lectual Disabil ities '+90
of Violence on Television? %0
Chapter Summary '+91
Internet SEM '161
Debate Questions '+91
Addiction to SEM '161
Review Questions '+91
Being a "Porn Star" '162
Suggestions for Further Reading and Viewing '+92
Chapter Summary 't62
Debate Questions '162
Review Questions '163 Glossary '+9'+
Suggestions for Further Reading and References 506
Viewing '163 Index 56'+
 Caroline F. Pukall obtained her PhD in clinical psychology from McGill
University and is currently Professor in the Department of Psychology at
Queen's University. She is also the Director of the Sex Therapy Service at
the Queen's Psychology Clinic, through which she trains and supervises
clinical psychology graduate students in sex and couple therapy. In addi-
tion, she supervises several graduate and undergraduate students in the
Sexual Health Research Laboratory (sexlab.ca) on projects spanning many
aspects of sexual function and dysfunction, including vulvodynia, sexual
arousal, and relationships. In her research, Caroline uses multiple meth-
odologies, including self-report measures (in person and online), sensory
testing, genital blood flow measurement, and brain imaging.
Over the years, Caroline has contributed her expertise to a number
·c of works and organizations. She has published more than 60 articles in

~-~--
.,,
~
peer-reviewed journals, and she has written numerous book chapters.
She is also a co-editor of a professional book entitled Female Sexual Pain
Disorders: Evaluation and Management (Wiley-Blackwell, 2009), a co-
author of When Sex Hurts: A Woman's Guide to Banishing Sexual Pain (Da Capo Press, 2011), and
an associate editor for Sexual Medicine Reviews. She was an advisor to the task force and work group
of the DSM-5 definition of the sexual pain disorders, and she is a reviewer for several scientific
journals in the areas of sexuality and pain. Caroline received the 2016 Society for Sex Therapy and
Research (SSTAR) Health Professional Book Award for the first edition of this textbook. In addition,
she is an active member of several university-based committees and professional organizations.
Kevin Alderson, PhD, is a Professor at the University of
Calgary. Dr Alderson's research interests are in the areas
of LGBTQ+ studies and human sexuality. His recent books
include Counseling LGBTI Clients and Breaking Out II: The
Complete Guide to Building a Positive LGBTI Identity. He has
authored several book chapters and journal articles and is
the editor-in-chief of the Canadian Journal of Counselling
and Psychotherapy.
Heather L. Armstrong, Ph D, is a Post-doctoral Fellow with
the BC Centre for Excellence in HIV/AIDS. Her research
focuses on sexual health, including improved health out-
comes for LGBTQ+ individual s, attitudes and motivation
for engaging in sex, and women's sexual function.
Karen L. Blair, PhD, obtained her degree from the Department
of Psychology at Queen's University. Her work focuses on
relationships and health in same- and mixed-sex couples,
as well as LGBTQ+ health and sexual prejudice. Dr Blair is
currently an Assistant Professor of psychology at St Francis
Xavier University in Nova Scotia.
Jennifer Blake, MD, is Chief Executive Officer of the Society
of Obstetricians and Gynaecologists of Canada (SOGC),
which is a leading authority on women's sexual and repro-
ductive health representing thousands of specialists across
the country. She is an experienced physician and respected
leader who has facilitated major organizational change in
both hospital and academic sectors.
Stephanie C. Boyer, PhD, is an Assistant in Psychology at
McLean Hospital and clinical fellow at Harvard Medical
School. Her research and clinical interests are centred in
women's health, including eating disorders, sexual health,
and sexual dysfunctions. She has published her work in
various sexuality and women's health journals and has
co-authored several book chapters on the topic of female
sexual pain disorders.
Beverley Chalmers, DSC (Med.) & PhD, has dedicated her life to
examining pregnancy, birth, and the early months of parent-
hood in difficult social political, economic, and religious set-
tings. She has more than 280 publications, including a number
of books, and has given more than 445 conference presenta-
tions and addresses. She has served as an international per-
inatal health consultant to numerous agencies, including
the World Health Organization, UNICEF, Medecins Sans
Frontieres, Save the Children, and others, on 141 missions in
26 countries. Her book Birth, Sex and Abuse: Women's Voices
under Nazi Rule (2015) has received multiple international
book awards. Her forthcoming book, Family-Centred
Perinatal Care: Improving Pregnancy, Birth and Postpartum
Care, is being published by Cambridge University Press.
Meredith L. Chivers, PhD, is An Associate Professor and a
Queen's National Scholar in the Department of Psychology
at Queen's University. Her research examines sexual psy-
chophysiology, gender, sexual attraction, and sexual func-
tioning, with a focus on women's sexuality.
Shannon M . Coyle, MA, is a Research Coordinator in
the Sexual Health Research Lab in the Department of
Psychology at Queen's University. She is also an Adjunct
Professor at St Lawrence College, teaching human sexual-
ity courses in addition to being the on.line course developer
and instructor for human sexuality at the college.
Annie Duchesne, PhD, is an Adjunct Professor in the
Department of Biology at Bishop's University and a
Post-doctoral Fellow in Dr Gillian Einstein's laboratory in
the Department of Psychology at the University ofToronto.
Her research interests are centred on the identification
and understanding of factors underlying sex differences in
stress processing, with a particular focus on the interplay
between the HPA and HPG axes.
Gillian Einstein, PhD, is an Associate Professor of Psychology
at the University ofToronto. Her research focuses on the ef-
fects of estrogens and culture on women's biologies. She has
edited and annotated a book for MIT Press on foundational
papers in hormones and behaviour, Sex and the Brain. She
has consulted on female genital circumcision/mutilation/
cutting (FGC) for the World Health Organization and is on
the advisory board of the Institute of Gender and Health of
the Canadian Institutes of Health Research.
Erin E. Fallis, PhD, works in private practice with individuals
and couples. Her doctoral research focused on how char-
acteristics of couples' romantic relationships (e.g., relation-
ship satisfaction, communication) influence sexual satis-
faction and sexual functioning.
Melissa A. Farmer, PhD, is a Research Assistant Professor in
the Department of Physiology at Northwestern University.
She has conducted human and animal sexuality research,
with a focus on vulvodynia and pelvic pain conditions, as
well as receiving training in sex and pain management ther-
apy as a clinical psychologist at McGill University. She has
published numerous articles, reviews, and book chapters
bridging animal and human sex research, and her current
work focuses on brain imaging in chronic pain populations.
xiv Contributor Bio~raphies
William A. Fisher, PhD, is a Distinguished Professor in
the Department of Psychology and the Department of
Obstetrics and Gynaecology at Western University. Dr
Fisher has conducted research on the prediction and pre-
vention of sexual and reproductive health risk for the past
three decades, and he is co-originator of the Information-
Motivation-Behavioural Skills model of sexual and repro-
ductive health behaviour. His work has been funded by the
US National Institutes of Health and Health Canada.
Peggy J. Kleinplatz, PhD, is a Professor of Medicine and
a Clinical Professor of Psychology at the University of
Ottawa, where she is also Director of sex and couples ther-
apy training. She has edited four books, including New
Directions in Sex Therapy: Innovations and Alternatives,
winner of the AASECT 2013 Book Award. Her current re-
search focuses on optimal sexual experience, with a par-
ticular interest in sexual health in the elderly and other
marginalized populations. In 2015, Dr Kleinplatz received
the Professional Standard of Excellence Award from the
American Association of Sexuality Educators, Counselors
and Therapists.
Sheila MacNeil, PhD, is a clinical psychologist with Dalhousie
University's Counselling and Psychological Services and
has a part-time private practice in sex therapy. She has pub-
lished research and has supervised students in the areas of
couples' sexual communication, sexual and relationship
satisfaction, sexual function, and well-being.
Caroline F. Pukall, PhD, is a Professor and the Director of the
Sex Therapy Service in the Department of Psychology at
Queen's University. She works in the area of human sexu-
ality, with a focus on vulvodynia, sexual arousal, and rela-
tionships. She has published numerous articles, books, and
book chapters and has received research funding from sev-
eral sources, including the Canadian Institutes of Health
Research and the National Vulvodynia Association.
Uzma S. Rehman, PhD, obtained her Doctorate in Clinical
Psychology from Indiana University and completed her
pre-doctoral internship at the University of Chicago. She
is an Associate Professor in the Psychology Department at
the University of Waterloo. Her research focuses on inti-
mate relationships, sexuality, and dyadic communication.
Dr Rehman's research has been funded by the Canadian
Institutes of Health Research, the Ontario Mental Health
Foundation, and the Social Sciences and Humanities
Research Council.
Elke D. Reissing, PhD, is a Professor at the School of
Psychology and the Director of the Human Sexuality
Research Laboratory at the University of Ottawa. She
teaches courses on sexuality and clinical psychology, and
her research focuses on iemale sexual dysfunction and
midlife and older women's pelvic floor health and sexuality.
Scott T. Ronis, PhD, is an Associate Professor of Psychology at
the University of New Brunswick. His research focuses on
the development of emotional and behavioural problems
among youth, dynamic family processes, youth access to
mental health services, juvenile sexual offending, and early
sexual experiences. He has published various articles and
book chapters, and his research is funded by the Canadian
Institutes of Health Research and the Social Sciences and
Humanities Research Council of Canada.
Natalie 0. Rosen, PhD, is an Assistant Professor in the
Departments of Psychology and Neuroscience, Obstetrics
and Gynaecology, and Psychiatry at Dalhousie University.
Her research and clinical interests are in the area of human
sexuality and couple relationships, with a focus on vul-
vodynia and postpartum sexuality. She has published a
number of articles and book chapters on this topic.
Kelly B. Smith, PhD, is an Assistant Professor in t he
Department of Obstetrics and Gynaecology at the
University of British Columbia. Her research focuses on
the area of women's sexual health, with a particular focus
on vulvodynia and vulvar disease. She has received several
research awards, including a post-doctoral fellowship from
the Michael Smith Foundation for Health Research, and
has published several articles and book chapters.
Marc Steben, MD, is a family practitioner who works at
Quebec's National Institute of Public Health, focusing on
sexually transmitted infections. He is a member of both
the Department of Social and Preventive Medicine and the
Department of Obstetrics and Gynecology in the Faculty
of Medicine at l'Universite de Montreal. He is the medi-
cal director of Clinique A McGill Street, a clinic devoted
to multidisciplinary approaches to sexual health. He is a
member of the Canadian ST! guidelines expert group and
lead author on HPV, genital herpes, and genital ulceration
chapters.
Siobhan E. Sutherland, MA, is a graduate student in t he
Department of Psychology at the University of Waterloo.
Her research focuses on the association between interper-
sonal factors and relationship outcomes for couples in ro-
mantic relationships. Her research is funded by the Social
Sciences and Humanities Research Council of Canada.
Katherine S. Sutton, PhD, graduated from Queen's University
and conducted a Post-doctoral Fellowship at the Centre
for Addiction and Mental Health in Ontario. Her research
focused on various aspects of health and human sexual-
ity, including vulvodynia, hypersexuality, and paraphilias.
She has published numerous articles and book chapters on
these topics. She is currently a clinical psychologist in pri-
vate practice in California. Her clinical areas of practice in-
clude sexual dysfunctions, gender dysphoria, paraphilias,
and the assessment and treatment of sexual offenders.

Richard J. Wassersuf, PhD, is an Adjunct Professor in
the Department of Urologic Sciences at the University
of Dritish Columbia and the Department of Medical
Neuroscience at Dalhousie University in Nova Scotia. He
is also an Adjunct Professor at the Australian Research
Centre in Sex, Health, and Society at LaTrobe University,
Melbourne, Australia. Most of his research focuses on the
Contributor Bio~raphies xv
psychology ofandrogen deprivation in various populations
ranging from male-to-female transsexuals to advanced
prostate cancer patients.
Samantha Waxman, PhD, is a clinical psychologist working
in private practice. Her areas of practice include clinical
and health psychology with individuals and couples. Her
PhD research focused on women's sexual arousal.
 y goals in launching the second edition of Human
M Sexuality: A Contemporary Introduction are numerous
and similar to the ones I had for the first edition: to update
the first-ever "from-the-ground-up" Canadian human sexu-
ality textbook, to construct a textbook that conveys expertise
in each and every chapter, to focus on Canadian research and
policy while including international and diverse perspectives,
and to make the book as accessible as possible to students
in order to stimulate interest and critical thinking. Having
taught human sexuality courses for more than a decade, I
have always been impressed with the range of available sex-
uality textbooks. However, I still find some of them too bio-
logical, some too clinical, and many not "Canadian" enough.
Human Sexuality: A Contemporary Introduction offers a bal-
ance of the biological and clinical via balanced Canadian and
international content, and each chapter was written by one
or more experts in the field at a level that is engaging and
thought-provoking for all.
Information about the Book
A course on human sexuality, for me, is a win-win situation
for the students and the instructor. The topic is interesting
for all who are in the class: the students want to learn, and
the instructor can't help but be passionate about the field-
especially with so many engaged and interested students in
the class, wonderful research findings in the literature, and
clinical strides in sex therapy. This textbook is designed to
capitalize on and enhance students' inherent interest in such
a fundamental aspect of our lives.
The authors, the editorial team at Oxford University
Press, and I have done our best to ensure that each chapter
is interesting, relevant, current, and well-written in order
to engage and inform the reader. Although the chapters are
comprehensive, they do not contain so much detail that a
reader might get lost. Studies of high quality are cited, and
when relevant, stories and information from news reports
and online sources are used to illustrate points and themes
in relation to research findings. This way, the reader is en-
couraged to be an informed consumer of information from
media sources. Canadian content is emphasized, but not to
the exclnsion of infonrn1tion from other parts of the world.
Human Sexuality is intended for use in a survey course.
Although many readers may have taken prior courses and/or
had prior formal training in sexuality, this book assumes no
prior background. The biological and psychological aspects of
sexuality presented in this book also require no prior exposure
to these areas of study. Taken together, the chapters offer a
broad and comprehensive introduction to the study of human
sexuality, but not all chapters need to be covered in every
course. All chapters were written to be relatively independent
of one another, and where applicable, helpful cross-references
guide students to relevant material in other chapters.
Outstanding Contributors
The authors come from a variety of backgrounds, includ-
ing psychology (both research and practice), urological
sciences, gynecology, neuroscience, and public health.
Overwhelmingly, the discipline most represented is psychol-
ogy, but together, the backgrounds of all the authors repre-
sent the interdisciplinary nature of the study of human sex-
uality. All of the authors, at the time they initially agreed to
contribute to the first edition of this textbook, held positions
in Canada, which emphasizes the Canadian essence of this
textbook. They are all well published and respected in the
field. Examples of authorities in cutting-edge research areas
include Elke Reissing (Chapters 2 and 9), a female sexual
dysfunction expert who also focuses on sexuality in older
adults; Richard Wassersug (Chapter 4), an expert in the area
of men who undergo voluntary castration and in anatomy;
Gillian Einstein and Jennifer Blake (Chapter 5), leading re-
searchers in women's health and endocrinology/hormones;
Beverley Chalmers (Chapters 6 and 7), a leading expert in
women's reproductive health issues and policy; Bill Fisher
and Marc Steben (Chapter 8), authorities in the areas of sexu-
ally transmitted infections; Meredith Chivers (Chapter 10), a
pioneer in the field of sexual psychophysiology and research
into gender differences; Uzma Rehman (Chapter 13), a lead-
ing researcher in communication and healthy relationships;
and Peggy Kleinplatz (Chapter 16), a trailblazer in the area of
sexual dysfunction.
Given the expertise and diverse backgrounds of the au-
thors who contributed to this book, it is not surprising that
several of the chapters are unique: the stand-alone chapter
on commnnication (r.hapter 11) offers original reflections
on the importance of this behaviour in intimate (and other)
relationships; the innovative approach to sexual/affectional

orientation (Chapter 11) showcases the evolution of myriad
identities in society; the chapter on variations in sexual behav-
iour (Chapter 15) contains exclusive information not found in
other texts; and the sexual dysfunction chapter (Chapter 16)
is thoroughly distinct in its approach. This flavour of unique-
ness has resulted from the strengths of each and every author,
and it provides the backbone for the exceptional information
provided in this book.
Acknowlediements
A heartfelt thank you goes to Tanuja Weerasooriya (Associate
Editor, Oxford University Press), with whom I worked closely
on this second edition, for her outstanding expertise, atten-
tion to detail, focus on current events, and stable, reliable
presence throughout the process. Without her guidance,
this book would not be the trailblazing tome that it is. I also
extend much gratitude and thanks to Dave Ward, Senior
Acquisitions Editor extraordinaire at Oxford University
Press, who believed in this textbook, and me, from the very
beginning. Much appreciation goes to Dorothy Turnbull, who
copy-edited each and every chapter with such precision that I
feel like I am learning the English language all over again. An
enormous thank you goes to all of those at Oxford University
Press who worked tirelessly on various parts of this textbook
behind the scenes, in particular Rhiannon Wong (Editorial
Assistant) who helped with photo research, and Michelle
Welsh, the Production Coordinator. I also extend infinite
appreciation and heartfelt gratitude to each and every con-
tributor for their wonderful expertise. It has been a pleasure
working alongside you all.
I would like to dedicate this book to my family: my par-
ents, who supported me in every undertaking without ques-
tion; my sister, who always believed in me and pushed me to
be (and do) my very best in all endeavours; my partner, who
is the best partner in all areas of life that I could ever wish
Editor's Preface xvii
for (I am so lucky!); and my twins and stepson, who keep me
balanced and fulfilled in many more ways than words can
describe. To my friends (you know who you are!), thank you
for your treasured friendship, our many shared experiences,
and the wonderful memories we have created. I look forward
creating more with you all.
Finally, I would like to acknowledge the contributions of
the following reviewers, as well as reviewers who wished to
remain anonymous, whose thoughtful comments and sug-
gestions have helped to shape this book:
Anastasia Bake, St Clair College
Irving M. Binik, McGill University
Lori Brotto, University of British Columbia
Cindy Clarke, Lakehead University and University of Guelph
ShaniffEsmail, University of Alberta
Michelle Everest, Western University
Lisa Hamilton, Mount Allison University
Lindsay Harris, Algonquin College
Terry Humphreys, Trent University
Tuuli Kukkonen, University of Guelph
Scott Mattson, University of Windsor
Dawn More, Algonquin College
Robert Nellis, Red Deer College
Jonathon Ohayon, Dawson College
Jennifer M. Ostovich, McMaster University
B.]. Rye, St Jerome's University
Stacey Sasaki, University of Manitoba
Monika Stelzl, St Thomas University
Harald Taukulis, University of New Brunswick-Saint John
Claire Vanston, Capilano University and Vancouver Island
University
Paul Vasey, University of Lethbridge
Caroline F. Pukall
Queen's University
 uman sexuality is a subject that affects us all, in some way or another, throughout our entire
H lives. While some topics are fairly straightforward and receive at least some attention in pri-
mary and secondary schools-anatomy, pregnancy, safer sex-others are more complex and un-
familiar to many young adults. Interpretations of gender, attraction, love, and communication are
but a few aspects of human sexuality that require higher-level thought and analysis to be under-
stood in a meaningful way. Also deserving of thoughtful consideration are the many emotionally
charged issues, such as the legal status of sex-trade work and the content of sex education programs
for children and teens, embedded within considerations of human sexuality.
Recognizing the vital importance of providing today's students with comprehensive, balanced
coverage of these and other topics, Oxford University Press is proud to present the second edition of
Human Sexuality: A Contemporary Introduction. This exciting work offers students an informative,
practical, and thought-provoking introduction to all areas of human sexuality. This book has been
carefully designed to ensure students get the most from their learning experience:

1. A student-friendly tone. Each contributor has written in a style that is clear and inviting to
students new to the study of human sexuality.
2. A broad approach. Perspectives from psychology, biology, sociology, cultural studies, public
policy, legal studies, and medicine are incorporated throughout the text, offering students
well-rounded coverage of key topics.
3. Expert editor and contributors. Chapters have been written by leading Canadian scholars,
researchers, and sexual health clinicians working in the field today. Together, the chapters
bring to life editor Caroline F. Pukall's vision of a highly accessible, thoroughly Canadian,
research-based introduction to human sexuality.
4. Cutting-edge material. This second edition has been thoroughly updated with the latest re-
search findings and theories to ensure that all material reflects the current state of the dis-
cipline. Human Sexuality, second edition, features up to date explorations of such evolving
issues as what constitutes "atypical" sexual behaviour and how to label and interpret sexual
dysfunctions, with detailed coverage of how sexual dysfunctions are treated in the DSM-5. This
edition also offers new and extended coverage of current topics such as sexual consent, queer
theory and experiences ofLGBTQ+ individuals, sexuality and disability, changes in sex educa-
tion curriculum, and recent legislation on sex trade work.
5. A wide array of practical examples. Examples drawn from people's lived experiences demon-
strate how concepts, approaches, and theories manifest in the real world.
6. A visually stimulating design. A contemporary, fresh design reflects the vibrancy of the disci-
pline and helps students navigate through features of the text.
 From the Publisher xix

Key Features
Iluman Sexuality, second edition, includes a wide variety of features guaranteed to spark readers'
interest and promote student learning.

Lists of learning objectives prepare students for

what is to come by providin~ a concise overview of
each chapter.

Perspectives on Sexuality
Katherine S. Sutton and Karen L. Blair

LE.ARNI NC OBJ£CTIVIS
hfwschaf,IK,)Qu ...

...... 'Mr'f.kiq,ort,ll'IIIOCor....:18¥..:i(.~r.'~k-d._pft$pr(.,_.ti....t.tn1i~hurt.anw..wllt(,
e-x.-nlnehCHt~~ab.l•. ..t1fai, .and ofw HltfNI bdon; ...eumc:eflt'Yn.yweundtn1Mld1i~
dlK10VHhowhq,1cO,w.,,hsbNn¥fll'OM'lc,d.11dllHM1po.Wr;lnt.luo,y.
.iw•,e&,k1t1·lcll'>al_.~,1on1;,11v:wbu5qlklirebwdb_,~ywiftlrl(¥1.acb;¥d
b~1ofllnli:MIO..ihaKll:eyt11iUHrfflltd1o,.....,._~Mdwlfi1n1hl-C:~c.ontn1.

lormeic9brily C«iad1m11,1d1a hen~ ruerttd1remen-

dous atk!nlan ., th!! media, ., ll!ial and edual1anal
ude-1, -,d ..,.,fun 1he broode, p,ubtic: lfifure 11.ll-
Alfiou;li l,ere ...,.,., ,1 1ene1of ,1~d .,edents rqvd-
.,,11 ..,.....1 • .,,..,11 -.it....,..,.,._, .t.,,t;"'f k,,,-""' lQIIJl
when Ghomeitil w111 ,1 11vdenl at YorkUnivernfy, only
f ,ree ind1vduab wenl tocout1 ,., aH,dal cr:implH1M1k
.af•lnslGliome1hi The fi,ee....,omenttpor1cd11Hlllheiir
tnclDmh ol se:rual.u u,ull byGhame!hi dndlNd: 1a
2002 •nd 2001. ., fie 1r1..i. fie le11imonie1 1ounded
bf~ly s11T1ilrloud!olhaaidwettconsistmtwiti
ofi« reported tnc.Kfmts CMl!f fie pleYIOU S 15 )'Hr!..
FIWRE 17.1 J1;1n Ghomeshi le.Ives .,, Toronlo coun-
Chapter-opening case studies engage students One warn-,, who remeined unnamed firoutti 1he 1ril4,
s•ID !he met Gl,omeihi -1 • p,M1y 111 Toronto 'Ml«e he
h<Nse w,t, htsbwy«, MM'lll!Hme111. Hll!w.n lil'lll!l"found
nol fUilly ol four accounts al se1111al • u•..;i by fifff
111v~edher1a.itmd•t,p1nfolh isCK Radio1howP~
through descriptions of real-world situations. She lestihedtt..1 after allendint' ti, Ypint' -,df01111out
1o ill)'lb. theyended,upk1Htn1 tn huu,. Ylerepot1«f,
canpb111M1ts.

• He .-...«hes .round ffl)' he.cf -,d he 1r•tn my Niir
Questions for critical thought and refledion fol low tt.1ly,,,.ayhMlf-,dhel)'llhffl)'heNNdi:. He i.id
samefiiirlflikt, 'do you lib ii lib ti.ir This reported.ly
liq- hd hd 111l!m;1ie relationships -,d lrlmd.ly 111·
terKlions wit. Ghamflhi der fie ""fed assaults.
At lie conditsion ol fie lrial Juslioe W lliam Ho,bu

each case study, encouraging readers to actively think u me • 1 • shack 1a the warn-, because ~ •Pflt"'r,d 111
contr•sttoh11 •nicefUy• or•pertecl ,fentlll!men· IITl"fe.
redh11 25-P"lt'rd1nf aid bundGhameshi noi f.J illy.
Rqorted.ly, fits d«11ionwasNH!don inc:ons11111!noes
On • bta ocusiof\ when fiey were h-,1tnf ouht his between tie campbirunt{ polioe reports and fieir
about the subject matter as they progress through house, she reporl«ffiai Gl,omeihi .bniply p.iledht'I
h•.. .af•111. • He P'!Ak ffl)' hHddown-,d;1t fie Mime t IITlt'
b1er cour1 ie1t1man~. .n 'fW!I a s ,questions about 1he
conpb111.,ts' over.a crediba11y bea1use of .pp.rent

each chapter. he'tl)'lnchlnt"me 111 fie he.cfmu"iple111Tlfl -,d1'm tari-

hed; she lll!i;tffll!d. • 1don'1Mow 4 he's f0111f 1o siop.un
lt.Ufiil P"in.• A second campbirunt, lucy DeCoulere,
• brmer s1•r ol fie 1elev1110n show TrM« P.:,rk Bo.11
.,,nd • urplllin III the Roy.I C...Nilti Aiir force, 1e1tlhed
t,ai Ghomeihi choked .,,nd sbpped' her fxewhile they
wereki11111t,. • 1rll!fflll!fflbernot beinf;1ble:to blt"'fie,•
she said. · 1 was JU11 camplelely bewldued by wNt
hppe,,«f therefore I lried' 1o brush 11 off. I <idn't luve.•
Durlntuoss-u""11f1alion al fieitilll, Ii, GRnoe ailof"
ney, Marie Henein, pie1ented 111c.111T1111al1nt' rvidmc.e
.,,nd ulled 1111o q_ut!Slion the compb,111-,11• dmilll tNt
· u ~ession al evidence -,d fie d«epiions ma111·
1.lilll!d undu o ...." Over.a. the ca1e served u u10fier
cwlyst iir, soclt'iy for dilcvuion of hH1thy versus ._
errull serual intt'les1\ beNvlO.. \ a nd consenl. h abo
hifh11tf'ited is1vu • ound fie 51.,,d.,,,d al., xniH!d
person's piesvmplion al 1mocmcz m tie ~fal systll!ffl
M1lH!1ru11l•ss.1J tv1c.t1m{ rtfl,1s,;11wt'll ;11fiertilltM!
111fflsts -,dpo1mt1;1l hn«1clillruouroes alpro1ecu·
ior; veuus lioH! of defendai1s. In lhe end, ti, a1se
bee,.,,, more about lhe uimi1111,us1ioi: system venus
ti,cout1 ol pmlic opinion ti-, it was about fie fifff
conpb111M1ts venu1JYnGhamt!Shl

L Dayouthlnkfialti,~usen:prt!Smlsatypiuf ). Whal pro1r""1s do you 1hi~ s hould be imple-

H!ll'lllll•ssaull?lfsQ,how1 lno~'fllflynol1 menled 1o Iii) ~ n t people from belf1!' H!aillly
2. Ynuit sox10·C'lll..lllfx-1ors conlrbull! 1o firk «1d • ssauhed in fieh,st pbc:e«1d lbil d«rHM! fiepo-
women be1nf 1UV11ly as1aulll!dand lo tie .. repon- 1mtlillly ~ p lA't' eflecls fiat vic111T11 mil')' hw b f-
1111of 1nc:idents 111 fie u11T1111"1 j1111icz syskm1 lowint• 1UV11l • ssauK?
XX From the Publisher

A wealth of photos, cartoons, figures,

and tables brin~ the discussion to life and
help students approach complex concepts
and data in new ways.

...
F'IGUR[ 5.2 TM~MWW1 q,de ,q:,eals .approxitn.!l~ty eo1,ry 28days _. hu.tr\aA fe'nlllei. Many
sa ml}' .i.lsobe thecolUC'<juence olli,ing in a. sm.r.ll n,orther nOnt.r.riotown with li11:k .acor:ss to
oonlulenti.r.lil}' fa 1eerusedtingcont=eption.

cha~et O<CVI durfif lhi1 cycle. for eumple. Ot and f'S.H stinulate tt.e synllw:Sis of an.dfo1en.s and
e1lrO!t'M, etlrofMS itl.hibil lM releaseoff'S.H Md flitnulal! tk re!Hset>f ln.t:1eu1111.11tn0vAls ofut.
teadinj loll sur¥ ofLH&t.dO'VulatKN'I, 8M release of att.efl).
Intra psychic factors In t he Development
of Sexual Problems
P~,J..~-,;:UI f...._1.,,, 1]....1 ykt, , ul,.. in 1),.... .,,;i!i;,., ,.,f ,.....,...! y,J,l.,,.,,~;., lu ..,..,,d.,yiu - •11
childlwod,li.uedun inter.&etion.1with.i.n.dolzC"rntinns(lffami)r rrYm~r.l. l ndttit..mudi c,l...,.hat
Jars a.nd tMgruwth ci thrtfiln, thrlo-,ringllfthr,vic:t,a.1.d U.ci.&l h.i.i r in mrn.. Estr<lSrruk--.i.d , , -t1tw.1l <ll'r'flll..... WC' b rnahoutour bodie.sa.nd.sC'J:W.lit}' iscon,'C'}'Na.t homelongbC"i>R" WC't~fonn.r.l .tclwol-
tothC'cn~linn oftlr g ruwthofthC')ull.8 b:tM'-'i in bc11h .K'R':1.IM,·imilityci.'lpnm inmilc-.,s.a.n,J tliHtetf .._J ~ed.u,1:edua.tinn. Fur~mpk1Mw.i.rp,aR"ntsd.i.r.~r "ndba1MthC"i r cltill.whctM'r theytuuclt
thr d,e,."'lopnrnt ofbrr.utJ inwCJ111t1L Al oft hBr ch.i.r.acteristicsb«omr 111,1.rk.sofJULL.ll nu1u1it):. tM'i r cltild in ge:neraland th"ir child', ge:nitals inpa.rticular, wilh a.ff'«1ionor r n,.rhion., b,~ an
u.oc•d___.., i ~ on thC"dLild'$f«liftf:1ahou1 h.H or her bod}·.bodyimage,a.nd hr,11.de,r $t'rue~ sdf. TheJlll r·
...,iltl.,•Mt.ifi:t,lwd C"nts' nnulion.aland!19ua.l R"latin,uhipwith C"a.CbothC"1 a.lsot ra.rumiua grRtdnl.r.lxtul whnher
... _~C,deincl
The Sexual Brain intimaq- is.nfC" ;ind to be J<lll5ht after or ~l1Ylhing fr.aught with d.i.~r and to be apprmc.hed

-.
Olai'UltfiZllldb)lil. . .
c,li..-ff,""!.-;ud wa.rilf Uhima.1C"l}·,buth 1hC"pa.l'C'llt.<' R"liliunshipwitheaoeh uthC"r and 1hcir R"litioruh.ip,with thC"i r
-c....6tl.,.
Thr br.i.in is ;J.KI sh..i.p«I by thr d~Tlctpinggon;aJJ .uidb«o!U'J.I. c r itDI pk}"'r intlr m •t; u:i.t.
Assu5se,it«labcn-r,1Mht•pothil;ut1U5 isa. m;1._ior JN-rl oltM°HK. uis; ii iJhishl)• ~rui\'t' to
.... childrC"n Mlp 10],1.)' the li•un.datiuns f<X w.r.r m .r.nd lcning .i.ttdrtYnb
dosein.a.ch.iltlwod.
or difficuli~ withbC"ing
, ..1..
Wo.-OH'*tOYI°""'
i~taRperio,w,-
hurmonn. :uW i1 a.ppnrJ 1obC' im•ul,'N ncll o~· in thC' prOWciionof .tl'll hormollC'll but O&l.t11 in MoJt pnipkwiD.s.r.)' that thC'i r p,aR"nlJ nC'\"C'r 1a.ufh1 thC"m alMrutsnbut negl«t to noti« hnw w:i,,i.:it,t,.,,,,.~ffld
Jau.t.l actJ ;LOO a.n inidi,idu.il's ~ r K'ocr of ~u.ilit}'- Inf.act. all b ra.in ~ioru a.~ a.lf«t«l by much th~· le-.r.med fram tht'ir p,aR"nb' silence Jurrou nding ,uua.lit)•. I t i.s the wru.C" .£1.J..oo a r(IUn.d k. .~•IKliOftl.N°*"!
Jeru;alit}'l h;at Hacqui~ C'21lra. ndwordb.11}• du.1 m;1.y oftienma.~ itdilkult tocommun iet.ltfr«lr , .,orp-'IIN·fi1~
tiM)Nu.,_,_
in ...du.hhc1<J a.bou1 one's sC".xua.l dC".<.iR".s. l.Kk ufdixu.i.~im en, cummonl}·, misl~llll1' mar Je.-.&d
willh•l!Jldtncifl!
to the .al.C"nce ofa.n accurar ,•oca.bula.q• r&ting lo JeJCua.l matters, which a. n crear awltwa.rdn.eu
,,e.,wreo.ril'IS!wico,
inC!XprC"5Sing UIK'' Jdeiirnl.r.tC"t inlifc. Thu.,,C'\oena ~nurma.J• C".,,\~Y.n diadhood :an k.Ki tod.i.<.- ...........,~ibolJI
oomli:trt 11ith sau..Jit}'- lhil d .ixomli:irl m.r.y be intC"rui!ied. ifol1,C'is .tUu..r.lly.r.bu.'l«i in cltiklhoc,d N°*"!HM.
o r se=II)· assaulted th.el'C';lfr.et. In .sudic;a..ie.s, doohts abol.11
who C3nbC" t ru.stC'd and ~ling.s olbeinguiuafC" inctne'.s own
bod,·. of WrrY and guilt a.bout Juu..llitr- notwitlut.r.n.ding
bdng the ,•i."1im-c,merge as a.use.s of intr.1.pi)dt" a.nd re•
btion.r.l cont r ibutou ta 2'1:lW difficult II!" (FinhUu:.-. 2008;
M.a.ltz,20l1a.,20l1b)..
TABLE 17.l This. !able lllus.trate-s. whet her a sexual re lallons.hlp between two people of different ages. Is. lefalty In :ad<~C".<.CC"nce and adulthood. ~othC"r ,lew of f:.ldou
consensual In Canada. Red lndlc.ale's. that cons.en1c.annotbe1J-.en. ora~e Indicates. t hal <ons.en1c.an c.i.n pl'C'di.'lpOX .r.n indhidu.r.l lo 1M dC"odoprtYn1 uf sau.r.l

Th• youth is ..
And theother perwnh ••
Und• r lZ u 11 ..
bef]ven In somec.as.e-s.,.andyellow lndlc.alfos. t l\a1<ons.ent c.an bef]ven In a Uus.es...

" 16 lJ ,. 19 ,.
diffrultll!.s. Low,elf·eit«m. brofbeing inadequate, or le-a.r
ctfprep:&DC')' and ..nua.ll}, tran&mitted. in~inns (S1'li)c.r.n
m.r.ltC"itlurdC"r to.r.nticipi.te.r.n.dC"njo}'Suu..llo~r ll!ncrs.. J n
addition, OUlur.&l op«tatioru t ha.t C'\~')'011,C' .should be, JO•
UnderU Nd u.all,- a.cih"C"a.ndikilfu] an.d find&C"J:H.S,-a.nd &nbs cre-.r.tC"
Sarne.ate y., y., y., y., y., the fwnd.ations for pufor m M1ttM1ldC'l,c
Leu th.an one )'ear older y., y., y., y.,
Leu tllant-wo)'l:!ars older y., y., y,. y., y.,
lnt•rpers.onal/R•lational Factors
LH .slllanthru )'l:!:Jrso1der y., y., y,. y., y.,
Leu th.an four years older y., y., y., y., y., in the Development of Sexual
Le u th.an hw )'l:!:Jrs older y., y., y,. y., y., Problems
"No, there's notning on my mind,
More th.an hw yeanolder y., y., y,. y., y., but if lhere was I don't want to
Scmnime,.<. thea.ppnr.r.ncC"of xi:u.a.l prohlem.<.inan indTl•id-
u.al m.r.r .Ktua.ll}• be a JJ,'mplom of undC":ri}•ing difficul111!" in talk about it."
'Oilldrcnundu1heajeol 12Uflnol~)'<OOHfllb.ryw:ruoll1oe1vtty. Howevc( • tsnoll.anollffll:e lll twochlldrcnunderhajeol
12 en(afe4n wxull 1oe11v11m w•h Neh of'I«.
a R"la.tinns}up. rur CQ.mple, i~cqu.ar communic;ation be- FK.UR[ 16.1 l'<orc0tnmuni<.a1iot1Ut1 lead lo frv11r.111ion,
t11'ffn pa.1tnersanle':.ld10 ,e,:u.r.ldifficulti= Indeed.., OPC" ~
~ c Cvendon..,""fe acqi1JOm • • nQ110:,r-..;1dc,red o:,menn1oll v,hn onc,ofh widNldwh 15 1n apo"IIOII al 11\1$1 or .utior•y .111\Xi~). ud \us 1e:tuel intitl\K')' b~~etlo 1Mtnber1 o,f .11
the mo.st commonprob!C"m,1ha.t coup!C".s rt"Jl<lr1 in thera.pr i.<.
wif11heo11M,one 15 wi.arebilomt.., oldc:pa'ldfflqwifl fleollfw,orlll flerda.11omt.., bel-lhem 15 bind tobee.soi11.1fft. tovP~-
the" ina.ltait}' to«tmmunieltC" ( FigurC" 16.1)..
r..rti«m01e. tu,re ,11rep«11«l10t1• brpc,ciple w•h men\111 or plr)'s;lul dl!;Ml l•IH, Hfardl11,u ol .a{e.
Cour1ayoljcnnd«R1eN«l,rrc,dec1e1ooSe:.uollAndCemre.

.sun~ d«iic;ated ta .•hrd}ing ,inlC"na :apiru1 wamC"n. ...,,h,d1 11·.u C'l.lled the \fiok:ncce A~inst
WorrYn Sun'q' {VAW~ ThC' VAWS 'lo\'.U .r. sp«Y.I o~ time" .SIUl'C'}' funded bi,• 1he fedC"T.r.l pt'm
me,nt 1lu1 C'.St.al:i!Hhed. a b.uelil1,C' and an unde r.11an.dll1' ofJfi)•.sio.l and 2'1:lW ,iolen(:e among
C...ll.ldian wamen; its nYthndalog,·ho.u .lincebt'ffl rqilic.r.lC'd inother oountriC"s. lllC'su r,'q'fou nd
that 51 ~ r cC'Jlt o{ all Cui.adi= wamt'n had bt"e:n .tie'lCUal}' ar 1hrsiC'l.11}• ab1ued hr a m.r.n a.I la.st
oneC" a.nd that a.ppro:,;im;i.te}r 60pn C:C'nl of thC".oc, wamC'Jlhil.d iun•ived maR" 1hanone incidC"nl o{
,i<rlmce. l·lownoer. R".sm.rdiC"r.ih.i.,oeiin«poinlC'd out th.r.tdC"S isntl.r.wsin 1heJtud1· ma,·h.i.,oeled to
a.n dt'va.lC'd ~rception of1tt probkm of,iolen.::e ag.a.inst WOl'Dtl\.
Sin« 1993. a numbC"r of &mal!C"r .<Un'C'}'J imoeJtipting Mt;llal aMault ha.,'C' bttn conduc!C'd
in Canadi1.., both in the genenl papul&tion a.nd on uni\oersit)' c.r.mJlll.<.t'S. and 1he findings a.R" .t0
b<ring. r'Or insta.nce. :a.::carding 10S1a1istic:.s C...nada'.s 2(114 Ger.eral Social Sun'C'}' {GSS: Pene2ult,
2(115).. a,•i-iimiutinnsun'C'}'Conduciedn-C'l)' lhoe }'C'a.r.i with, ~tinn.r.lly rqirt':IC'nla.tTloeu.mpk
o{ respondent.1, 1heR" WC"R" approJ:imatelr 22 incidenb of 1;e:1:w..l ,usault in the previous ye-.r.r ~r
1000 pniple~ 15Je2r.1 o r oldn. The r.i.tn of ..nua.l ,iciimi:.itinn WC'R' mare tlun M'\oen limn
hisher li:1r fC"m.r.lesth.i.nfor m.r.k.s {l7~r lOOO,oersu.s5~r 1000), ne.r.rl}•thTH times hisNr b r
l n.disenous rnpondenb than in non l.nd.i~u.<. R".spondents and nlOR' tlun ib,,e time.s higher
among idC"nlilied homn.oc,i:u.r.1 or liHalW R".<.pon.dC"nts tku am<llll idC"n1ilied. h"1C"ro2'1:u.r.l
~nden.ts. l.n 51 per cent of -u.r.l a.u.r.ult incident.1, 1hC" al~ ~rp,e11.r.ta r w.u a frll!nd. :a.::
qu;aint2nce, or ndghbau r ol thevkiim. a ~rcen1"V muclth ~~, tlun the ~enugefor rolmer ie,i
{17 ~ r a-n1far gener.i.l phy.~ic;al as.u.ults (3J ~ r cent). In addilinn. .'19u.r.las.or.aults WC"R" slight!}•
maR" liU)r th= gel1,C'n.l ph)'siC'l.1 assaults to h.a,oe 1ilken Ji;1a at a comme,rcial ar irutitution.r.l
Nt;ihlishmC"nl,suclt as a. R".<.la.urant o r hl r tU pn C:C'nl ''ll 41 J'l'I' a-ntl. l n1aC"Jtingl)'. of1hC" thTH
l}-pei ci,· 101C'ntcnrnes ~rded~·thC"GS.S• .119:ual.r..uauJt w.i.11helC".utlrkC'1,· toberepor1Ni tothe
2u1Mr ities, with5 ~ r cen.1 olincidenubc,ing reponed (Dmpi.'W to45~r cen1ofrobber ie,i 2nd
JS ~r cent ofgener.J ph}'lliC'l.1 :.u.u.u lt.l. It s«1m dHr th.i.1 dC".spitewide.spre-.Ml C'Uua.tinn ...,...inst
lrlaming,•i-iirm.wome,n a.R"Jtill he.<.itant1o rqro r t2'1:u.r.l a.s.1a1lt.s. UoTloersit)' ~women aR"a.l
pa.r tieu.la.rlJhifh ri.sk far snualaMault,with bn""'"'n 19 and~ ~ r «nt reponing ha.,ingnp<"·
riC"nced .i.n .i.1rmplC'd nr comple1N r.i.~upto 1he tinY ...,,l,en 1:1t'}' 'lo\'C'R" sun'q'C'<I {&-lkn.r.p, 2(110;
 From the Publisher xxi

I Do-DoYou1
Theories can h£olp us lo underslandlhe differences In how
1e1ualny Is expressed across cultures.. For example:, 10Cial
coMtructlonlst 1heories leach us thal sexuality Is re-tula1ed
ln allculluresandtha1 social IMllkllloM suchasmarrla!e.
famlfy,and !he lawdlcla1e,. toa lar!e df.iree, how uxuallly
Is expressed. Some marr~esare 1he result of 1omantlcat-
1achment, as tl\4!)' often arelnCanada. but o1her marrla!e-S
result frotr1 other factors., sL.teh as famlfy arr~eme:nb, u
Is oflen the case- in l ndla. or flnanclal mollvatlons., such as
havini multiple wt1,,es tod11play wealth and power. as can
be teen In numerow. Afr lean Ir lbes.. Ye! culturaldlfference-s
do no1ar tseonly be1v.een counltleson diflerenlconllnents..
In Canada, we obset'Ye a ,trlkl"1 differe-nce in per-
"de facb 1Mlon1";1hepartners In such a unlonatealloowed
1, share soclal benefl1s such as spousal heali l care plans.,
but they are fl'Yen wry few of 1he l~al righ1s 1ran1ed 10
brmally married couples..
Yet, accordln! 10 the 2011 ceMus., common-Law
unloMoccur more frequenlfy In Quebec. where n .a per
(enlof famMy units are cornmon-Law. whlle: In !he rest of
(anada. I'+.'+ per cen1 of famMy units are common-Law
G1a11st1cs Canad.a. 201J). One reason fOf lhe hlfher ten-
dency 10 111,,e In common-law relauonshl ps In Quebec may
be lhe historic.al influence of Ca1holielsm. The Catholic
Church tradNlonally pe1rnealed ewry asped of Quebec
society, wl~dinf ,1gnlfl<anl p<:JWer and Influence over

Marginal definitions of key terms ensure students cept lons of common-Law marrl~e u an al1erna1PYe to
formal rnarrla~. par11cularly In Quebec as compared to
!he resl of lhe countty. Acron Canada. !he ttend b live
understand the meaning of discipline-specific In common-~ relal loMhips has Increased as10Cial and
\eial rec01n111on of common-law unions has Increased.
terminology used in the discussion. These definitions TM laws In each p,ovlnce differ. but jeMrally spe.akini
you are recO!nlZedas beinf lnacommon-Lawrela1ionship
I~ social, economic. and polnical IPYes of Quebecers
(3,elanfer, 2000.al. Hlfh rnarrla~ and blrflo 1a1es were parl
(lft hetradlUonalway of life s.anctionedand p,omoltd by
he church. Wnh l he Qule1 Revolutlon (1%0-6) came an
l"!Creasln,fly ne-tatllle view of 1he church as slandlnf In
he way ofchan1t!: and modernlZatk>n ('Bkl~er. 2000b).
Value-sand Ideas from lhe past were queslloned, and pro-

also appear in the glossary for quick-reference If you haw ll'Yedwlflo your parlner for 1woye.arsor more
or If you liw wt1hyour parlner arw:t haw dependent chll-
dren with 1ha1 partner. OulsldeofQuebec, acommon-law
and review. couple has many of lhe same 1ighh and p,Mle!es as a
formalfy married couple. lncludlnf tl\e rlf\l to ,pousal
"Culture and Diversity" boxes offer insight into support Under the Civil Code of Quebe<, however.
common-l aw rnarrla!eS are considered cl'YII unions or
bund chanfestook place in Quebec soclely. As a resuh.
he chu1ch losl mo,t of Its power. Today, many Quebe,cers
reje<t formal (church] marriate in favour of cMI unions.,
.nd the province hasoMofthe lowest blllh ra1e-s In 1he
(OUl\tr')'. For many Quebec couples. rejecllnf formal rnar-
~afe Is parl of IPYinf In a new. secular1z.ecl 10Clely and
Mlnlmlllnf1hepoweroftl\eCa1holicChur,h.

perspectives from across the world and within Canada,

helping' students appreciate the broad spectrum of
Feminist Theory
attitudes that exist towards sexuality. Readers have an ,_111,11111..,., Acoor d i1it to m oi t ft>,n inb t Lhe:u rio .Jeit1111li1y IJ JOO:ally 001u tructed. and wlwit ll 1:hought o f ;aJ
AhotybHc-donh · 1Ypicll" .texu;a] be:h:aviou, iJ d£.1e:rm.ineil ~· ;a m:ale;agend:a focwt>don m:ale ple.iJurc,v~im l inte r-

~-,
opportunity to explore cross-cultural views on topics idNfU,hOCl~h'li b""
iti~vound fwc»Sil.-.;
COU l!I! li auum ed to be im prued uPo• wom e n. lhere b no uniform k'miniJt thtory: r.ithtcr, th~
JJ :a.J.:ated moth-:a tlon k1e,::ami1)t t hi! neq1111litie.1 o fm;all!-fe m;ale 11!1.\tioruhlpd :a,id t hi!Jr ellt,cu on
of he-1Koo,nwlm~.and
such as premarital-sex, abortion, and sexual diversity. fu1•flvs los1tnjffldtt
wo1ne n'JJeit1111li1 y. FocuJ iJ plaeedon ,1udying the:eitpe: rienet'iof wome n f rum tl,ei, puinl d v ie:w.
Feminilt re.tearclw,u ~ rtt with othi! r ldeud\l!u o n t hi! imPor tuioe o f contu 1ual :a,id e.1pttU1Uy
r d:atim;al fac k>,.J in thtJeitual expe, X'.,~ ofw.;)me:n. ThiJ v X'wof Jb:u:al ity:aJle.ufocwedon ge:n·
it:al re.ipOIDt'i an d ntOll! ~wt>don th.!ent.ire per.ion and he, OOnleitl hu r e.1 ulted in :an ;al1e:rm.1h~
v iewof suu:al d ifficuhiei in wo men (<le.. Dlaple:r 16).
Leon o re: Tle:fe r ~ prcipOJi!d · thr new v iew-~ o f ~11ne:n°J Jeitual ptobknu. which ~ nb:ei
t hi! in1 pur-t:ance o f t'm(lllona l, phys ical, :and rela1ional factOD in inllue:neing :a wo 111.11n'i .Jeit1111l

untlio r.ating s1 m ptc1mj o f ..ca:IW dilficuhi~, ii h;u bet-n hS)' to o,'t'rJoo.k 1h.t con lbli nt> o f ..cymp-
lOmJ with uOO!rfyi ng prohlt m..c{J(lei npb t:.r., 2001~ ~ . 2012~ 2017). 1htconf1.Uion.1 ntl th.ep;u-·
ad*m tkal hou bttn bu ill upon it h a,-t bttn slrengthtntd b~· tht JUC«'M d the f1)£-5 inhib itou
in .amd i(nli ~ the func1im ing o f mtn with E.D. AJ d i.tt!U.tecl alM:i,,,e, i'DE.-5 inh h iltl rJ h;"''I!' bttn
promoted at tl,e~.IOl ution· toEJ>,e,~ though Ulc1•do oot .toNeall o ft h.e underfyi ng i.u ~ a.tso·
ci;attd with F.O(~.• bd.of a ruusal ~sullinj; fro m 1.-d o f app ro priald ~· :aro iuing ltimlll;1ti<m). In
1ht }'ell t J 19dhS up to th.t rdei.Jt o fVi.&g r:a, IM' notio n W;b p ro moll.'d w iddy th.a t 001 o n!)• would
e r« tot,nicdr .tg.ifaad]it;aleblood flow IO th.t peni.1 bu t Ihat !ht problem w ;u, ineue~.a m;atte r d
hydr.u il~ (~g_.\'6llitein in Burru & Sru n . 19118 .and in U l.u ,cl 1997). Thi..c M•I o f ~:.um ing-
1ha1 iftheiy if1>10 m an be rdX',...J b y ~ nl A, thi!proble:m ii 1he lr l of ~ nl A- ii intt!:rellling..
II ii equiv;alen1 to .U)•ing thal if A.spir-in work:i o n h&d.-hei, lhi! eaiueofh~ ~ i.s lad: o f
A.spiri n. (JhU lypeof lci$icll f;a]l..ey iJ )mow n :.u JW»f ho~rrgi., proprrr ho~,) l hi.! a ppru..ch hu in-
fu.ted ma ny Cur-rt>nt cli n icll a nd re.te.uch inili;ath<e:.s d irt!ett>d ;at 1hi! lre.Jolmt!:nl o f .sexu;a] d ilficuhie1
(stt the "E1hia l Ddwote~bo.x).,
In rttent ~ D, 1hi!fi£.:ldof .tt.x1hi!r-.ap,,•h:.u&rciwni txre:.ui ng~· f~ m e nted. Moch o fthi! lre.111-
me nl o f .texua: dilfic uh iei ll now prov id.ed by individu.al1 with minim;al tr.aini ng in .texu;ali1 yor
"Ethical Debate" boxes inspire students to
contemplate and discuss the role of ethics in
Ethical Debate studies and considerations of human sexuality.
These boxes ask such provocative questions
Pink Viagra for Women?
as "Should sexual orientation be considered
O'Yer the pasl 10 ye.au. a1 leas! fl\ot drtifs have been whelher II Is ne-cessarlly palholoflc.al (2) 'Whelher low
1ou1ed u ·pink Viagra for women."' protr1lsln! effttllw
lrealmenl of low se-xual desire In WOl'M!rL None of 1t.e:se-
desire Is b be und!ntoodu a biochemical dllOrder or
some:l hln! more cotr1ple:x: (3) whe1her low desire Jsa dls-
a human right?" "How do we define 'normal'
drtifs has bun approwd by Health Canada. and 1hose- ease- ~-t. like breas1 c.anllfl ('I) whett.er low desire can
1ha1 ha-Ye Uftder!()M 1he approval ,)rocess ha-Ye bun be undetsll)()da1 all-.arw:t1herebre11ealtdeffe<1lll£oly- sexuality?" "Should parents help their children to
found b be IMffecllw. 1Msafe. or bc,11\. HOW!'Yer. In 1he oulslde Its intrapsychic. lnterpersoMI. or psychosocial
years le:adlnfup 1othe manufacturen· hoped-for release- conteXls.,and (5) wl'4!1her low desire necessatlly requires become gender conforming?" and "How far must
of 1helr Mw block'bus1er dr~ the po,enualvalue: of such trea1rnen1 k.l Mo,nlhan & Mln1:zes.,201oi Mo,nlhan and
·1realrnenh"' 1ends lorecelw muchallentlon in 1he media.
OM of 1he morecoMplcu ow. atfUITi'nls In rece."11 years
Mintz.es ~ IO] rep rd 1he pharmaceulical companies·
a1ternp1stodrum up a markel for a "problem"' tha t isn ei-
researchers go to protect the confidentiality of
has bunlha'I womenareMl llltd 10pu1maceullca1 ttea.._ ti.ercle:atfy a disease- nor OM for which !here Ii actLJalfy
menl bf lhetr s.e:ual d1sorde1s ji1Sta1rnen areent1tltd b an effectl'Ye trea1me:nl as a classlc ex.ample: of ·d1s.ease- study participants?"
lhe Pf>E-5 lnhlblbts.. SueGoldslell\an admlnlstrabt who tn0nfer1n1-· They poln1 out 1ha1 pharmaceutical firms
oversaw dlnlcal 1rials for the pharmaceutical de\oelopers often eitag!era1e 1he magnnude of 1he ·problem"' and 1he
of Fllbans.erln (which was rejec1ed bt Health CaMda In beneflls of l he ·solU1ion· while mlnlmlzlnf 1he polenual
2010L has stron,fly supported suchar~rnenh.. harmusocla1edwllh unprovenlrealrnenli.
Who do you think i.hould !el lo de<ide ho,v urlow.
Wouldanyonedenyamanther~lbanerecllon? lhecomplalnl 1sandwha11he M!Ureof1he problem ml'fht
Wouldanyonedeny awomanlhe•igh11oha<Yeher be? Who should delermlne how probl«ns ate b be de-
breasl cancer or heart dis.ease- trealed? .•• When fined? Howls lowdei.lre i.llnilarloordlfferenl frotr1 breast
Is It really my 1tJrn? (S.W. Goldsleln.2009, p.. 302}. cancer or erectlie: dysfunction? Should the media promole
~nd should Health CaMda app1ove) OOJ!s wllooul data
On the other side are a variely of women's health as 10 safely and effe<liveness sotha1 women can feel floa1
advoca1es and publlc policy experts who question (l] !heir problems.. loo. ·counf"?Who1e1s bdelermlnewh~h
whelher low desire Is ne.ce,sarYy p1oblemat1c and If so. treall'l'lentsshould beaval\ablewhenlheda1aare no1clear?
xxii From the Publisher

Research vs. Real Life ~

Does Talking about Sex Lead to Sex?

Have )OU e¥er heard someone s.ay 11\al le-achlnf about
sex leads to sex? An endurlnf myth about sexual heahh
education Is 11\al 11 will ltsid to earlier alld more frequent
sexual behaviour In )OUth. This oNlclsm has be,en aimed
predominantly al comprehensive sexual health education
proframs. It Is one of 1he mos1 common questions 1he
Canadian publlc has aboul S<hool-based sexual he.ahh
educallon (SICCLJ.N. 20I!)a) and h<K be,en cued In 1he
" Research vs Real Life" boxes encourage media as one of 1he most common paren1al obje<Uons 10
S<hool-based sexual health education (Goldman. 200-al.
students to consider dis parities between research So wha1doe-s the research s.ay aboul the lmpac1 of
sexual healtheducatlonon sexual behaviour? A INerature
speed up lnNlatlono' sexual lnlercourse. all bUI one of the
studies found e1the1 a delay In lnltlallon of lnlercowse
amonf p,OJram partlclpan1s or no diffe rence be lwe,en
1hefroups In lermsd aJeal first Intercourse. Most studies
also found that parlclpatlon In sexual heallh educ.atlon
prOJr.ims either reduced or did not chaflie lndlvlduali'
frequency of enfatlnt In sexual Intercourse. These flnd-
lnfS were echoed I~ .i mel.i-.analysts of 17'+ s1udles thal
examined sexual heilth educ.atlon P'otr.ims focuslnf on
IHV rlskreducllon (Snoak. Scotl-Shekfon. Johnson,Car~y.
& the SHAAP Aesea,ch Team. 2006). The lnvestftators
found 1ha1 prOJr.im par11clpantswere less likely thanco~

findings and people's real-life experiences and review examined 8.3 sl udies of )OUth sexual health edu-
cation protrams (sb! of which were abstinence-only p<o-
Jr.ims] curled oul In S<hool heallh, .ind communlly set.
attitudes. Topics ranse from outcomes of long- 11nfS around I he world (l<lrby. Laris.& Aollerl, 2006.2007).
All of these studies compared lndlvlduali par11clpaUnf In
distance relationships, to use of male hormonal .i sexu.i1 he.ihh educa11on prOJr.im to .i non--lnlerventlon
control froup ID delermlne whether sexual behaviour
contraceptives, to treatment of juvenile and other outcomes differed betwe,en profram part lc:1-
p.inh .ind no~p.irtlclp.inli. The authors of 1he review
lrol partlclpanls toe(l!ate In pe,netrallve lnlercour-se.
8.ased on these resu11s. ti seems s.afe 10 s.ay thal
1schlnf yount C.inadlans about sexual heahh-lncludlnf
how 1o p,olect 1henselves from Slls and unln1ended
prefnancy-wHI not lead them 10 star1 enfa1Jnt In sexual
behaviour sooner or more frequently 1h.in lho-se who .ire
not laufh1 aboUI sexJal heahh. l nfacl. sexual hsltl edu-
cation may aduanyoelay sexual adtvny. Sot he resullsare
Ire 1e.ichlnf people .iboUI sex does noI le.id them 10 rush

sexual offenders. concluded 1hat sexual health educa!lon p,O!fams did not out aod have sex!

no1 fffl comfortable dbcw.Ungsexmlitywhh 1belr pan,nu (F~11re 19.5).. Th!J diJoomforl l.i no1Jllr·
p 1bir1gg.lwn th:a1 11\0SI tttmc,irig.e:at the-ide:aofllldrp.an,nuk1-.owb 'J8,uryrhmg:abo~11ex:and that
rn:any p:arenu ftt-1 eqmlly unoo1ilfo,1:llbk- 3boot dl.i.c11u ir1gJex1D.Utywlth 1.l1eh clilld (t:Md::out the-
c:artoon in Fig.111\' 19.6). Teertt' repon ed bd,:of 001n fo rt whhUilkir'J8 IO the-ir p:arenu;i,out .JeX may
:11lW\""]'l:11ln wh.yJ'UIU•l'>!tw>•""'I'\' ""1Aot:11u r,,;:;li,,,...-l~AmN>"'fll'>,,rm.;,tl<ll'>:11Mo1 ~..vii'> 11\k u,11fy
Dc.phe the d i!Co1t1fort that ' l\af :a, IJe :al the t huug.ht of ipea)di'J8 with oneJ pa,enu :abou1
sex, re;:euch hu shown tha t such dl.tewslons can have a positive e!lect. For exa-np]e, adola·
ce1\ll whMe p:a,enu di.1e11u 1exuali1y w ill1 1.l1em :art- 1M 1t- llkdy to dday t-rig."3lngln 1exual ac-
t ivity (M1lk-1, Fordia1,d, & Ko1chld::, 1999).. Tut- j!>O!Sltlve l 1t1p:aci of pare1il lnv0Nt-1hi!nt 0 11 Jex ID.I
ha.h hedLIClt lon :and behaviour li.as,howeYer, been shown to be dependent on 11:lVlngawarmand
co1111~at rdatio1tthipwith 0 1'M!'s p:art-n t(s) (Male r. Be1tto1t & C.al>r.ahh. 2001) a 1)d 0 1J1er- Jodo-
dt-1notraphlc v.11, l:ablei (Roche t-1 al., 2005).. Sp,e dl\cally, Roche :a1,d oolk-:l3LM!J (20{);) found t b.111
g ,eatt-r pta!('nlllll invoJvenvrnt wai ,dated to a IO\W!rlikdlhood o f a. rlylnitla tion ohexual lntt-r·

..,,
course but 0 11}ywl1en 1.l1e f:a1nl}y l ived In :a 11t-ighbourhood th:at wai sodoeconomlcal~ adwin~912d.

n.-llldlllia.!(l•-Nr ...-":i.MtirlfllMINllbl~UllllDl ....6ldwodklof,;,

~ .....,111 .........po,ffl..~~-.tl.-<IA,a,'ll.¥.d~1•c-u•,...d•1o
,
.,,. -...,.d111._,,,t.M;._ ew•~-°'·-......r1.t~;,MIM._pt,_l, M1 Socl.lil 1-.or nu about Jexual behaviour a 11: an irnpo1ta 1il faclo r ln a 1i111nberof theorle:5 ,dat b1g to
- < " " - ' i l - : t i -;,CICOUl!l ll,eOWOp!Uti ;,-Nol•~:rw:.Mt;,_ ,
. . . . . . . ~ . b l l o l ~ - · t d~6"M'T'Mot ............ e1_ _ ._..._(I,_ stxual behavio11r, indudlng the- LMRmodel(J.D. Fi1ht-r& Fi1ht-r, 1992;W.A. Fi1ht-r&Fhhe.r, 1993)..
lu"°"°'"'_...,..,M11:•- -1llllll~~..,...aa1o~M~l>tU.'°"'"1,""'d Peers playa,1 Jmpor1a111 role In lr1lluend1ig ~)uth se.:wl bdi.avlour becauJe pe:rceiwd 1-.01nu for
-bt~tJ/"'lfl',lf....... lllM . .fll;,t'l!INI-H~jllf~lfl',lf~ld!!oM-
Mt_.,,....l wti• ~ A f i l , 1 , c - n , , . t ..tNl!l'fJl,i<~i-Mdo....XNtl
. . Ow'i o--•wc~ &ll!IU,, i lMIIOIM..&.-doc.1,1111, N , ~ ..... ,..• .¥W,
oudil,_d,ll. . .- ~ ..... .._,ll"to1iMILfr0111.i1...,illllfiO,JN.,,c~IN-...oJ
I . « ~ .....- - - TM p;oM~ .....,.., idltllMt<!I • . . ~JN.d i OI iufll••tid . . . .
Cllilpw,"'°"" ..... "'"""""'M,l,N-.lbo,A(l\iot:.iCll<ltlW:l.ofa.oi..v,11,o1111t1-,W,b, . .111.
Ot11¢1olQJll!,lol::""6idl1•p;,•~M_.;,,,,;,f't.llldl.llllf--d,.~<M60dl~
'°""'_,.qllit'<,Mi<Alt1•-1toddo.ldl1at,io~tt""•o•.wll;,~d-...J'f
ib..wi,~••~w,1do_k_1Dt1~"6lilc-jMll~~&lbdlr611
ohfPl!Ji ~lfl',lf.,,,.doiOl!Ni,M....ll ....<11•M,,tbl... p , ~ d liUftll... bida,if
MWd,.....~~dloiOI. . .Mlllill-M!ll . . ~ a. . d661dllltr,HOAN~li
W.,*•9f-B,~H,""'*'6.>lolo,,~IM.,....~-•u--
Debate Questions
WY;,• ... j116:1,.o!ld-111Mf-"W.-!o~Mhli"'*-"'--..-ea116dlr1•
w-.11..lWo.U•be-ejlllc.tWOAI jl,Mc.tof~ . . ."'""' .... 1,,1111fw d WOAI
._..._.._ _ l'lpk•'lf _ . .... ~.ill~(IM,ZoldtJi,--wtl~-·e ...lfl,
cNdlo•• R•comm•nded ~ ad Inf
wdt.~ ~Nll llli...ll Blaney, P. H~& Millon, T. IEdtl. 120091. o,JO'd k".Rb:iok of,x:,c}op.,/holofy [2rld ed.). ~w York. NY.
Orlad Uni¥er sify Pren.
B,..,,,,.,,.,. R...B. U!Ut2:). Oqn:1~ ,..("f'C'-;..i thvu!iuu. TdnJ,~ a.111(di,J,;..,. ;,l ,,...,...t.. ~"""'"· Ne,.. Y,;,,,1,
NY. Bow1WltGrttn UnM!nify PqMJbr Pren.
Hirsc:Mr,kl M. Lombardi-Mash, M.A, & Bulofh, 'll. [199:.). Trari:i:uefliil=Theerolic CFNe Klcras.s
CFeu.. Buff:ab, NY. Ptorn4!f,eus Books.
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Kadm.n, P. [Direcbr) \2000). ~iNs[Molionpic:lure). UnMd~~. rm:X.wd!Jittit

students synthesize chapter content and review for

tests and exams.
End-of-chapter debate and review questions
promote classroom discussion and critical thought.
Extensive lists of recommended websites, books,
articles, and video resources encourage students
to continue their learning journey beyond the page
and classroom.
 From the Publisher xxiii

Online Supplements
Iluman Sexuality, second edition, is supported by an outstanding array of ancillary materials for both
instructors and students, all available on the companion website: www.oupcanada.com/Pukal12e.

For Instructors

An instructor's manual includes chapter overviews, suggested classroom activities and topics
for class discussion, recommended readings, links to relevant websites and video clips, and a
sample syllabus.
A test generatoroffers a comprehensive set of multiple-choice, short-answer, and essay questions.
PowerPoint slides for use in classroom lectures summarize key points from each chapter.
An image bank includes a wide selection of stunning images that will enhance the vibrancy of
slides and handouts.

For Students

A comprehensive study guide includes useful learning tools-including chapter overviews and
key term lists, self-grading quizzes, and review questions-to help students understand impor-
tant concepts and prepare for tests and exams.

Dashboard for Human Sexuality

Human Sexuality, second edition, includes access to Dashboard, an online learning and assessment
platform that delivers a simple, informative, and textbook-specific experience for instructors and
students. Dashboard includes tools for instructors to track student progress in an intuitive web-
based learning environment. It also features a range of activities, cases, self-quizzes, and other
supplementary content designed to enhance student learning.

A Dashboard icon appears throughout the book, directing students to access online activities
related to what they are learning in the text.

Dashboard
Featuring a streamlined interface, Dashboard connects students and instructors in a way that sim-
plifies the learning experience to save time and put students first.

ca 'l ac.c.ess your syllabus. go directly Lo assignments .and

qt..izzes. and communicate with y0ur instructor and y0ur
ci,ssmates. Click or touch one of the buttons above to
ao:essdirect links to the task )<)Uwish to perform.

~ www.oupcanada.com/Pukall2e
~
-1- Perspectives on Sexuality
Katherine S. Sutton and Karen L. Blair

LEARNING OBJECTIVES

In this chapter, you will

learn why it is important to consider and critically evaluate different perspectives when studying human sexuality;
• examine how media, culture, religion, and other external factors influence the way we understand sexuality;
• discover how the topic of sex has been approached at different points in history;
• appreciate regional variations in various topics related to sexuality within Canada; and
begin to think about how key issues related to sexuality are situated within the Canadian context.

Henrik Sorensen/lconica/Getty Images

Contributed

Most of us are guilty of binge-watching an entire TV

series at some point. It seems like a lot of what we are
watching is pure entertainment and may not have much
substance. One show that fits this description is Jane the
Virgin (Figure 1.1). While the initial premise of Jane
the Virgin does not instantly pique interest as a social
commentary, the telenovela-style show purposefully and
creatively addresses a number of contemporary human
sexuality issues in a very progressive manner. The plot-
line revolves around Jane, a virgin who is "accidentally
artificially inseminated" while undergoing a routine Pap
smear. As plotlines progress, the series attends lo discus-
sions of virginity, racial and class privilege, slut-shaming,
post-partum depression, and abortion. It also incorpor-
ates a wide array of different relationships and sexual
expressions: from same-sex, class-discrepant, interracial,
and "incest" relationships lo the inclusion of sexual ex-
pressions of senior citizens- all while reconstituting the
nuclear family structure, gender norms, and the hetero-
sexual "conception" story.
Perhaps the most poignant of the plotlines is the
exploration of women's sexuality through the many
d ifferenl female characters. Jane the Virgin begins with
a !rad ilional concept of "virginity." As the series prog-
resses this concept, and sexual scripts more broadly,
are reworked, leading viewers lo question their cur-
rent relevance within modern culture. For example,
although Jane is a virgin, she is still in touch with her
sexuality, prompting the question: if virgins are sexual,
what exactly does it mean to be a virgin? In fact, the
series showcases scenes depicting Jane receiving
oral sex- an act rarely at the centre of sexual activity
in traditional scripts. Paradoxically, Jane's "virginity"
works as a means for rethinking sexual scripts that
centre on penile-vaginal penetration, focusing instead
on women's pleasure.
Much of the media, and our society in general,
depict women's sexual expressions as either "prudish" or
"slutty"- otherwise known as the "Madonna/Whore"
dichotomy. Conceptions of female virginity often
synonymize ii with being a "prude" or being "frigid"
("Madonna")- though lose your "v card" and you might
be considered a whore! Being both sexually desirous
and a virgin, Jane simultaneously occupies both cat-
egories and blurs the binary between the Madonna/
Whored ichotomy. Conversely.Jane's mother, Xiomara, or
"Xo," is depicted as fun and sexually adventurous- the
FIGURE 1.1 The television series Jane the Virgin
chronicles the ups and downs of Jane Villanueva's
(played by Gina Rodriguez) life. In addition lo adjusting
to pregnancy and motherhood, Jane faces challenges re-
lated lo her professional future as well as the prospect of
choosing between the biological father of her baby and
her boyfriend.
character who would typically be viewed as the "whore."
Incidentally, Xo's mother, Alba, applies the whore label
lo Xo early in the show. It later becomes apparent that
Alba herself is slruggl ing with her own past sexual
choices, which were constrained by this dichotomy given
the strict societal expectations of the lime. In so doing,
the show depicts the rare viewpoinl of an older woman
struggling lo come lo terms with her sexuality in a world
that is different from the one in which she was raised. It
explores the complex ways through which sexual mes-
sages and scripts are passed down through the genera-
tions, from mother to daughter lo granddaughter. While
cultural constructs of both the "slut" and the "prude"
exist withinJane the Virgin, neither portrayal of women's
sexuality is reducible lo an oversimplified category.
Within the series, none of the female characters are
shamed or reduced lo their sexual choices, bringing forth
new representations of women's sexuality within popu-
lar culture.
Rhea Ashley Hoskin is a scholar at Queen's Uniuersity in the
Department of Sociology. Theorizing femme identities and
systemic forms of feminine deualuation, her work focuses
on perceived femininity and its impact on the experiences of
marginalization and oppression among sexual and gender
minorities.
Another random document with
no related content on Scribd:
LUMISADE

Putoilee mustille kiville, pimeille kaduille lunta. Käsille, silmihin

sataa lepoa: lempeää unta.

Jonnekin etäälle kirposi

sielusta kipeä taakka.
Putoilee viileää lunta
sieluni pohjalle saakka.

Ihmisten silmistä katsoo kuin lapsi: heräävä hyvyys, arka ja

uusi rakkaus, kirkkaiden vesien syvyys —
AKVARELLI

Rannalla helisi jäiset kaislat.

Sininen hämärä jäätä hiipi.
Taivaan reunalla kapea pilvi
niinkuin irtireväisty siipi.

Siniseen hämärään rannat hajoo.

Luminen järvi on autio, aava.
Taivaan reunalla vielä on ruskon
ohut, heikosti punerva haava.
UUSI KEVÄT

On niinkuin lävitse pilvien jo auringon nähdä vois, ja pisarat

takana ruutujen kuin valosta raskaat ois.

Jo lentää lokit valkeat

yli sataman jäisen veen.
Yön, kuoleman raskaat ulapat
nyt aukee kirkkauteen.

Ja ihme: kivessä sydämen kipu ihana liikahtaa, kun siivet

kuolleen kaipauksen taas lentoon aukeaa.
AAMU

Aamu kohoo niinkuin lintu ylle kaupungin, jäisen meren

kirkkauden tuoden, ohuin, häikäisevän valkein lentimin
kuvaisensa joka ruutuun luoden.

Sieluhuni niinkuin ruutuun valo lankeaa

aamun linnun valko-lentimiltä.
Sairaat unet sielustani valo karkoittaa,
varjot säikähtyvät ympäriltä.

Herään aamuun onnellista päivää aavistain,

katson ulos hymyilevin huulin.
Valo välkkyy huoneessani, riemu sielussain.
Aamu lentää onnellisin tuulin.
KEVÄTHURMIO

Meri vapaa on. Jäät pirstaksi lyö aallot nuorina maihin, Ja

reväissyt pois silmästään on taivas harmaan kaihin.

Valo tulvehtii! Alas hajonneet

on ahtaan murheeni seinät.
Ja raunioon kevät kasvattaa
kuin hetkessä kukkivat heinät.

Nään esteettä. Miten kauas vain!

Ei katseeni rajoja tapaa:
On vallassain koko maailma,
olen niinkuin jumala vapaa!

Voi, kevät on minut huumannut!

Soi lauluna tulinen veri.
Olen ainakin hetken onnellinen
ja kesytön niinkuin meri.

Kevät kaikkien on! Vain elämää

ja naurua täyteen huoneet!
Mitä murheista, me olemme
jok' ainoa kevättä juoneet!
UUDESTISYNTYMINEN

Ma olin kuollut. Kylmään tomuhun loit jumalhengen tavoin

elonliekin. Sua kiitän siitä, rakkautes sun mun vaikka uusiin
kärsimyksiin viekin.

Ma elän! Ah, kuin kuume ruumistain

mua vapisuttaa rakkaus ja kaipuu.
Kuin kasvi maasta valoon kurkottain
niin sydämeni puolehesi taipuu.

Ma mitä olen, olen kauttas sun.

Ma mitä näen, näen silmilläsi.
Sun voimas palaa veressäni mun.
Ma kannan povessani sydäntäsi —
PIENI LAULU

Olet kultaista valoa tulvillaan kuin keväinen ilma vain! Tulen

niinkuin ihanaan puutarhaan sinun luoksesi, armahain.

Olet niinkuin lämmin tuuli on hyvä kukalle puutarhan. Sen

hengität kylmästä elohon, näet lämpöösi aukeevan.
ONNELLINEN RAKKAUS

Sun silmistäsi onnelliset linnut lentävät.

On sydämesi niiden lämmin pesä.
Kun joskus niistä joku lentää olkapäälleni,
on ympärillä aurinkoinen kesä.

Sun äänes laulu onnellisen suruisasti soi —

On niin kuin meri laulais huuliltasi.
Kuin rannalle tois jalkoihini vesi vaahtoa
niin hyväilet mua hiljaa sanoillasi.

Sun kätesi on lempeät ja hyvät eläimet.

Ne joskus levänneet on povellani —
Ne unehen mun lapsen tavoin hiljaa uuvuttaa,
ma, onnellinen, nauran unessani.
YÖ NIITYLLÄ

Ma huulin lämmintä heinää kuin joitakin kasvoja kosketan. Ja

sieraimissani tunnen ma mullan väkevän huounnan.

Näin lähellä koskaan en ollut

ma elämän herkintä sykintää.
Yön tummuus metsistä valuu
ja vereeni kuumana leviää.

Joku lintu ääneti lentää.

— Mun on kuin se lentäisi sielussain.
Kukan lehtiä silmille sataa
ja valoa tähtien vaaleain.

VALKEA HÄMÄRÄ
ÄITI

Jos olen poissa, olet vierelläin, sa seuraat teitäni mun silmin

suruisin. En sulle mitään kertonut, mut kuitenkin sun silmäs
kaiken tiesivät, ma näin.

Voi äiti, kaiken olen pettänyt,

sa mitä kerran toivoit ylpein sydämin,
ja petän uudelleen, — mut kuitenkin
mua rakastat, et mua hyljännyt.

Et tuomitse, ma vaikka pahoin teen.

Sen tiedän: puolestani paljon rukoilet
ja joka aamu toivot uudelleen.
Sa itket salaa vain, mut mulle hymyilet.

Et tuomita voi, sillä tiedäthän:

on sydämeni sairas, kovin levoton.
Sa tiedät kohtaloni, miten käynyt on —
Mun toivot kerran rauhan löytävän.

Voi äiti, tiedä, sua rakastan.

Muut ristiinnaulitsevat, sinä siunaat vain
ja anteeks annat, kuljet rinnallain.
Voi äiti, tiedä, sua rakastan.

Muu hämärtyi ja sammui multa pois,

vain rakkautes taivas rajaton
mun tieni yllä valoisana on.
Sun hyvyyttäsi unhoittaako vois —
RANNALLA

Mereltä tuulee. Kävelen rantaa.

Saaria ei näy aavalla.
Joskus tuuli korviini kantaa
tiiran huutelun kaukana.

Mereltä tuulee. Kävelen rantaa.

Rantakukka taipuu tuulessa.
Autuus on ulapan tuulen antaa
sydämeen asti suudella.

Mereltä tuulee. Ulappa avoin

kutsuu, kun tullut on hämärä.
Sieluni harhaa tiiran tavoin
jossakin kaukana merellä.
OTA MUN KÄDESTÄNI KIINNI

Elämäni on lehti, jota tuuli nopeasti kuljettaa.

Rakas, ota mun kädestäni kiinni!
Ma pelkään kylmyyttä ja yksinäisyyttä — kuolemaa.

Painajaisunet mua ahdistavat ja levottomuus ajaa.

Rakas, ota mun kädestäni kiinni
ja saata mua matkalla kohti tuntematonta rajaa.

Ma pelkään kylmyyttä ja yksinäisyyttä — kuolemaa.

Rakas, ota mun kädestäni kiinni!
Ma vapisen. Mua virran nopeus kammottaa —
SISARELLE

Hyvin silmin katselit silmiini mun kätes lempeä viipyen

kädessäin. Minä himmeän, avaran taivaan näin ja valkeat
tähdet ylläsi sun.

Ihan hiljaa ja huomaamatta vaan

sinä hengitit auki sydämein
kuin perhosen kotelokuorestaan,
sinä vieras äsken, nyt sisarein.

Sinä tiesit: toisen sydämen

kivikovaksi murheesta muuttuneen
vain sydämen tulella hiljalleen
voi avata, herättää henkiin sen.

Olin kylmä ja vieras, tylykin.

Miten lämmetä saatoit, sisarein —?
Minä tyhjin silmin katselin.
Miten löysit kuitenkin sydämein —?

Olen kärsinyt ehkä syvemmin.

Tilin elämän kanssa selväksi tein,
Minä kuljin sydämin kivisin
kovin kauan myöskin, sisarein —»
AMETISTI

Nään yllä äänettömän ulapan yöpilven varjon sinipunaisen

kuin unen herkän, olemattoman tai unohtuneen siiven, ohuen,

Ma pelkään hiljaisuuteen hengittää —

Ah, hengityskin merta myöten pois
kuin aavelaiva voisi viilettää,
ja joku jossakin sen nähdä vois.

Ma läsnäoloasi vapisen, sa kirkkain onni, saavuttamaton.

Pian herätessä jälleen tuulien taas unet särkyy, etähällä on —
VALKEA HÄMÄRÄ

Meren suuri ja harmaa rauha

minun sieluuni selkenee.
Vesi pitkästä aaltoilusta
meren rannoilla hiljenee.

On ulappa kevyen kirkas:

Karit etäiset lähellä nään.
Kivet rannoilla selvinä piirtyy
meren valkeaan hämärään.

Olen lentänyt uupuvin siivin

meren pitkää pimeää
kuin harmaa haahkojen rivi,
jota silmä ei sumusta nää.

Nyt suuri ja harmaa rauha

yli kaiken selkenee,
ja väsynyt, levoton vesi
meren rannoilla hiljenee.
S
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