Integrating Topics of Pleasure within Institutional Restrictions
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This presentation was part of Embody's Safe Healthy Strong 2014 conference on sexuality education (www.ppwi.org/safehealthystrong). Embody is Planned Parenthood of Wisconsin's education and training programs. Learn more: www.ppwi.org/embody DESCRIPTION Sexuality education programs often face funding limitations and public or political opposition that forces key elements of healthy sexual development, such as sexual pleasure, out of curricula. While the process of curriculum evaluation and development can be overwhelming within inconsistent restrictions, there must be ways to incorporate controversial, necessary topics within the limitations. This workshop utilizes two dominant sex education curricula within Wisconsin to demonstrate five easy ways the conversation about sexual pleasure can begin, even within policy, funding, and time constraints. ABOUT THE PRESENTER Erica Koepsel is a Master's student in Gender and Women's Studies at University of Wisconsin-Madison researching the relationship between government policy and topics of pleasure in sex education. She has worked two years as a sex educator in Kansas and continues to work with local curriculum evaluation and development.
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Integrating Topics of Pleasure within Institutional Restrictions
- 1. INTEGRATING TOPICS OF PLEASURE WITHIN INSTITUTIONAL RESTRICTIONS Erica Koepsel erica.koepsel@gmail.com (952) 451-3902 MA Candidate Gender and Women’s Studies
- 2. SESSION GOALS Understand the importance of presenting information in a sex positive way, with a focus on pleasure. Identify places within our curricula that may leave out information about pleasure which is important to health and sexual development. Develop and demonstrate ways we can incorporate topics related to pleasure within the content we are already teaching.
- 3. RATIONALE Pleasure in the Academy vs. Pleasure on the ground Educator Restrictions DISCLAIMER Curriculum Selection Research Restrictions
- 4. WHAT IS PLEASURE? Pleasure is the combination of stimulation to the physical body, accompanied by mental feelings of enjoyment.
- 5. WHY PLEASURE? Healthy Sexual Futures Pleasure for Equality Pleasure for Inclusion
- 6. THE INCLUSION OF PLEASURE Anatomy* Contraception STIs Healthy Relationships *Note, there will be diagrams
- 7. INCLUDING PLEASURE IN ANATOMY The Clitoris
- 8. INCLUDING PLEASURE IN ANATOMY The Clitoris Lubrication
- 9. INCLUDING PLEASURE IN ANATOMY (AND MAYBE PUBERTY) Anatomical Differences Fetal Development and Sex Differentiation Intersex Variation
- 10. INCLUDING PLEASURE IN ANATOMY Anatomical Differences Fetal Development and Sex Differentiation Intersex Variation
- 11. INCLUDING PLEASURE IN ANATOMY Anatomical Differences Fetal Development and Sex Differentiation Prestructure Female Male Intersex Variation Genital Tubercule Clitoris Glans of Penis Labioscrotal swelling Labia Majora Scrotum Urogential Folds Labia Minora Shaft of Penis Urogenital Groove Urinary Opening/Vaginal Opening Groove Closes
- 12. INCLUDING PLEASURE IN ANATOMY Anatomical Differences Fetal Development and Sex Differentiation Intersex Variation
- 13. INCLUDING PLEASURE IN CONTRACEPTION Why would someone in a sexual relationship choose a particular method over another? Why would someone choose NOT to use a particular method?
- 14. INCLUDING PLEASURE IN SAFE SEX BEHAVIORS (TYPICALLY STI LESSONS) Safest Abstinence Masturbation Safer Use barriers during all sexual activity Get tested Limit the number of sexual partners Talk with sexual partners about STIs Get vaccinated Unsafe Not using barriers or using them incorrectly/inconsistently Not getting tested Having multiple sex partners Not talking with sexual partners about STIs and sexual history.
- 15. INCORPORATING PLEASURE IN HEALTHY RELATIONSHIPS Communication of Likes and Dislikes Follow Up Questions How did it feel talking about your likes and dislikes with your partner? Did your likes/dislikes ever not match up? What might be some topics you would have in your relationship that you would need to communicate likes and dislikes? e.g. Kissing, PDA around friends, sexually activity/limits, condom selection, contraceptive methods. What do you think it would be like to sit down with a partner and have these conversations? Why are those important conversations to have? Consent?
- 16. HOW WOULD YOU INCORPORATE PLEASURE IN YOUR LESSONS? Group work How could/would you do this within a curriculum you’re familiar with? Where in your curriculum do you think it would be most useful? Which students could you reach in this conversation about pleasure that you may not have been able to reach before? Are there other activities you’ve thought of during the course of this presentation that may be useful in incorporating pleasure? As an educator, do you need to do anything to be comfortable implementing topics of pleasure?
- 17. WRAP-UP Self-Comfort Variety Knowledge Communication QUESTIONS?
- 18. CITATIONS & THANKS Aracelli Alonso & Jenny Higgins – Gender and Women’s Studies 103 Corinne, Tee. (2003). Cunt Coloring Book. San Francisco, CA: Last Gasp of San Franciso. Douglass, Marcia & Lisa Douglass, “The Orgasm Gap,” in Women’s Health: Readings on Social, Economic and Political Issues 5th Edition. eds. Nancy Worcester and Mariamne H. Whatley, (Dubuque: Kendall/Hunt Publishing Company, 2009), 466 – 479. Fine, Michelle. (1988). Sexuality, Schooling, and Adolescent Females: The Missing Discourse of Desire. Harvard Educational Review 58(1), 29-53. Ingham, Roger. (2005). ‘We didn’t cover that as school’: education against pleasure or education for pleasure? Sex Education, 5(4), 375-388. King County. (2014). Family Life and Sexual Health Curricula. Mayo Clinic. (2014). Vulva. Retrieved From http://www.mayoclinic.org/vulva/img-20005974. McGarry, Robert. “Build a Curriculum that Includes Everyone.” Kappan Magazine 94, no. 5 (Feb 2013). Milwaukee Public Schools Wellness and Prevention Office. (2011). Human Growth and Development Curriculum: High School Lessons. Retrieved from http://mpsportal.milwaukee.k12.wi.us/portal/server.pt/comm/programs___resources/310/human _growth___development/42862. Planned Parenthood of Wisconsin. (2011). Safe Healthy Strong: A Comprehensive Sexuality Education Curriculum. Planned Parenthood. (2014). Female Condom. Retrieved from http://www.plannedparenthood.org/health-info/birth-control/female-condom Tepper, Mitchell S. “Sexuality and Disability: The Missing Discourse of Pleasure.” Sexuality and Disability 18, no. 4 (2000): 283-290. Thanks to: Kristen Ryder & Nathan Peterson Images taken from: www.wedmd.com, www.mayoclinic.org, and medicine.academic.ru
Notes de l'éditeur
- Introduce self – sex educator, curriculum analysis and development for PPWI, MA student, teaching assistant UW Madison for Women’s Bodies, Health, and Disease “Why do people have sex?” *pleasure, - so why don’t we talk about it? Especially for students who are more likely than not, not having sex to reproduce As an intro, this is also something you could ask your students… bonus ideas!
- Keep in mind the curricula you’ve taught, observed, been taught, and are most familiar with. The goal is for you all to see some potential in the use of pleasure in education then take it back to your respective fields and make use of it in ways you see most beneficial! For the Develop & Demonstrate, I want you to think about what steps you as educators may need to feel comfortable, maybe even addressing pleasure in your own life to orient yourself before you’re able to teach about it to other folks!
- Rational I’d like to explain my small scale focus… Pleasure has been repeatedly researched in the academy and is in no way a new topic. However, often fails to capture the difficulties in actually enacting those changes. Part is cultural, society isn’t ready for talk about anyone sexual pleasure, let alone adolescents… And, we can’t change the world in a day, but inclusion of pleasure is a process that is starting with all of you. The most important part though, is the restrictions placed on educators. Time (to revamp, to evaluate, to actually present-limit in lesson plans) Resources (funding to train, to pay for research) Energy (while there are great curricula and guidelines out there they are overwhelming when you look at changes that may need to be made to “typical” comprehensive programs – ex of me with revision) Comfort (even we have been socialized to find this a risky subject, we may not be comfortable with it in our own lives, and it feels like something radical and unreasonable to implement) Disclaimer *Assumed there must be more policy restrictions and need to “sneak in” the content. So you all know in WI (at state level) there are no limitations telling us we CANNOT talk about anything explicitly, only things we MUST talk about. OPPORTUNITY HERE! Certainly there is still a need talk with the district, but we cannot automatically assume talking of pleasure isn’t allowed. *Curriculum Selection – ALL WI, ALL HS I looked at many local HGD curricula and ended up selecting two, which were offered statewide or in a population dense area and were accessible to me in full. *PPWI & Milwaukee Public Schools* Not reflect the reality of smaller scale operations, but my focus on the minute details has high hopes of translating I also want to say while I offer suggestions for improvements and potential critiques, these are quality curricula. *Classroom Content vs. Curricula Outlines I am working directly from curricula outlines and have not been able to do any kind of classroom observation or ethnography due to limitations on my availability and funding to research as an MA student. *Inclusive Language/Focus of Content Because of the focus within sex education on reproduction, it’s been particularly difficult to move away from that language, despite the way in which pleasure can help make more inclusivity. This is a process though and I struggle daily to not sound heteronormative in the classroom and throughout this presentation. I anticipate you all will struggle just as much during this process.
- There is no one definition, and for the purpose of this project I give you one that is not purely about physical, sensory response, but also about the mental aspect of enjoying or not enjoying the activities that are happening. I encourage you to join me in thinking outside of the box when talking about what is considered a topic of pleasure, as I think it allows for much more flexibility within a curricula than we may anticipate. I also like this definition because talking of enjoyment also means discussing a lack of enjoyment and the complicated relationship between brain and body. For example regardless of age a person who is taught sex is shameful and only meant for marriage may be able to physically enjoy the act of sex with a partner, but those acts may arouse guilt, anxiety, fear or other mentally unpleasant feelings thus inhibiting the possibility for a pleasurable experience. Certainly there are many other times where this would be valid.
- Why Pleasure? (theory paper) Pleasure has been identified as an important part of healthy sexual development “Information gained in adolescence through formal education is one of the few times students may access accurate information from a knowledgeable source.” While society doesn’t necessarily want to encourage adolescent sexual activity, we must recognize the necessity of knowledge for a healthy sexual future. Education including pleasure is supported even in the field of public health, particularly in relation to contraception. While much research has been done within the potential of pleasure in very specific populations (a lot of work specifically on disability), I don’t think we need to keep that conversation separate for each, and I want to talk about how pleasure as a concept, can be used in a similar fashion within all identities. In discussing pleasure we don’t need to focus on the inherent differences between groups, and in many cases it can be used to illustrate similarities between bodies The classroom can be an exclusive place… specifically because of repro focus The focus of this is to utilize pleasure to illuminate the potential for pleasure in the context of many identities including those marginalized populations based on gender identity, sexual orientation, disability, experiences of trauma and sexual assault, race (stereotypes), and age. I also see one of these populations as those who are already sexually active as well as they are stigmatized and silence in the sex education classroom..
- Here’s how I’ve broken down my suggestions. I do it this way partially, because I want to emphasize that pleasure doesn’t need it’s own day within a curriculum, but also that we can include it at every step of the way. More likely than not these aren’t brand new ideas, some of the stepping stones I use have definitely been suggested before, but these are situated in a way that addresses the restrictions placed on edus & bringing it all together and re-framing it for ease. Most of what I bring up initially is anatomy & bodies, easily place to make small changes. We can’t understand anything about pleasure until we can actually understand our bodies and the bodies of our partners.
- First feels slightly obvious yet embarrassing for me. But is also my favorite Folks at PP are at the forefront of clitoral education *definition from PP*, *image for those who don’t know what I’m talking about regarding the size of the clitoris* Mil’s on the other hand doesn’t even offer an external image of the vulva *image*. While the clitoris is one of the most obvious body parts for pleasure, we can do it better. I say this because I remember vividly as a fresh new educator being SO excited to talk about how AWESOME the clitoris was… It seemed exciting and empowering. What I’ve realized now, is that I didn’t really provide them with much useful information. Each semester I watch students in horror and disbelief when they learn about the orgasm gap in heterosexual relations. The gap is that 75% of men orgasm regularly during partner sex but only 29% of women do. Most research relates this to how we define sex. Which I think directly relates to the minimal information I was providing students. Anyway, so the clitoris has all these nerve endings, great! What does that mean to high schoolers? That their sex lives should always be AWESOME (as is often shown in movies where everyone orgasms all the time)? We expect them to connect the dots, when students only definition of “sex” consists of PVI. We need to explicitly tell students that the clitoris often requires direct stimulation by self or others to reach orgasm, and NOT typically from penetration. We also need to emphasize that even with direct stimulation many things influence orgasm, not every time doesn’t mean something is wrong. And, generally speaking we need to change how we are defining sex so that PVI isn’t the expected…
- …particularly in relation to sexual arousal, but not exclusively. widely. This is very explicitly talking about that physical aspect. *My sister (don’t tell her I’m using her for an example) approached me awhile back asking about sex, bc, and all those fun things. She’d clearly talked to her friends at some point about the “first time” because eventually the conversation turned to if it would hurt, and ended with her asking me if she should use lubricant, because she’d heard it would make it hurt less. Initially, I wanted to say no because it appeared as though she had ZERO understanding of her own arousal process. We teach about arousal/ejaculation of MB but not FB body, in some ways indicating that their pleasure isn’t important to the process. Lubrication is an important part of arousal and is necessary to keep a vagina healthy during penetrative activity of any kind. -Indicator of both mental and physical arousal. -Part of the pleasure in sexual activity is knowing how your body responds and what stimulation it may or may not respond to. -Level of lubrication that really creates a sensation that is pleasurable for penetrative sexual acts. However, telling her NOT to use lubrication feels like a double-edged sword as there are many influences that inhibit lubrication but a stigma… For female bodied persons my age, synthetic lube is perceived as “giving up”, not being a real woman, etc… There are plenty of reasons individuals would want or need to use lubrication and the benefits of doing so should also be well recognized. We should also actively advocate for use and knowledge about lubrication for those who need it vaginally or anally, to engage in healthy penetrative behavior. Lubrication in it’s many forms should be introduced in the arousal process, reiterated in the contraceptive lessons, and emphasized as a conversation point with partners. If we intend to address the arousal process of one body, we need to make sure to acknowledge a general arousal process of all bodies. We can also incorporate a bit more abstract pleasure by address variations in this process, self-comfort. Educators should be addressing what may influence the arousal process, and how variations in amount of lubrication, timing of arousal, length of erection, and time until orgasm are normal both between bodies and within the same body, possibly even within the same day. This also can be a place for us to work on that inclusion. Encourage us to recognize and mention in class the many ways a body can become aroused via touch to many places on the body or mental stimulation.
- – This is a process that has several steps to it with a more abstract goal of pleasure to increase self-image and bodily comfort. *Explain the process clicking on each of the three “categories” First Anatomical Differences We need to change the diagrams we are using to teach about anatomy. Uncomfortable with how we look ourselves, “down there”!
- Images we use are not reflective (hair, color, symmetry, erections) Both PP & Milwaukee are using sketch drawings, so some of this has been addressed, but we still aren’t getting the variety portion. No way to use real photos without it being seen as “pornography” So two/three options, the Family Life and Sexual Health (FLASH) curriculum based out of WA does a good job and it a good place to start the search The Cunt Coloring book is also useful for vulvas of every shape size User discretion, some abstract/in your face This may also take some creativity on your part as educators by having students design examples of their own repro organs from random materials, playdough, and make it much more interactive too.
- Slide: Fetal Development and Sex Differentiation (chart) similarities between the two sexes we’ve constructed as so different from one another, AND eventually lead to some conversations of intersex development and the potential spectrum between these two sets of genitals. I want to give a brief rundown for those of you who are unfamiliar with this (and a more extended version of what I’m doing is what you could offer your students in having this discussion. Bi-potential, focus on external but there are also internal structures which do the same thing, including gonads.
- Diagrams give a good visual of external genitalia. This development is determined by the chromosomes at birth and hormonal changes during development. Because this is such a process if one step does happen, we have variation in the internal/external, gonadal development which can be considered intersex development and may or may not result in external variation from the images we are typically shown. *click off diagrams* There are no resources for student to compare what their genitals look like to how they are “supposed” to look so we as educators needs to do our best to inform them of the variation in appearance, and even about commonality of ambiguous genitalia. Dr. Costello - intersex roadshow blog This information on differentiation has the potential to… Help students understand how bodies have similar pleasure potential because tissues Give students realistic expectations about their and future partners genitals while also hopefully addressing an unhealthy preoccupation with their appearance. Increase student potential for a healthy sexual life by emphasize that pleasure is both mental and physical, and a comfort with ones own body is related to that.
- *Milwaukee on left, PP on right. Edu focuses on very specific things with contraception (does it prevent STIs, how it fails, how it works, effectiveness, side effects) The Milwaukee curriculum gets a bit at the “benefits” but I want to probe further. Click up question (you may get answers like those above because they’ve heard it all before) but… Probe for disinhibition, less worry, etc. (provide example like LARCS), Intimacy (condoms) If student are already sexually active, why wouldn’t we want to encourage use of contraception by appealing to their desires for a healthy sex life? While this is more abstract, we can include concrete information. … benefits contraceptives may have to them. For examples the internal/female condom. “Some people really like this method because… (I can put it in early and not ‘interrupt the mood’ or during PVI the internal ring can stimulate the tip of the penis and the external ring can stimulate the clitoris directly) This question also allows us to talk about reasons people DON’T use protection All students will be able to tell condoms and “they don’t feel good” and we can continue to discuss ways to encourage use (lubrication) This can be both amental/physical aspect of sexual pleasure and emphasizing not just why an effective method is good, but how it can enhance sexual activity if you choose to have it. Sets them up for good contraceptive use in the future.
- Safest, Safer, Unsafe – (I’m revamping this for our curriculum but a quick change is…) Essentially in having this conversation, I propose we include Masturbation as a “safest” alternative. Milwaukee uses masturbation and partner Masturbation as a scale in a different activity which is also great. But I think this is our chance to normalize a behavior that is seen as so ‘taboo’. This can also include Mutual Masturbation, depending on the way it’s defined. My only concern is that HGD guidelines/2011 Wi Senate Bill 237 may inhibit this because HGD must “Emphasize that abstinence from sexual activity is the only reliable way to prevent pregnancy and sexually transmitted diseases including HIV and AIDS.” Depends on how we’re defining “sexual activity” Also depending on how we define abstinence (from audience participation)
- I’ve said early, part of knowing what you like is also knowing what you don’t like. A more important part of that is communicating it with partners. NOT realistic for us to go in and have students practice talking about sexual likes and dislikes with other classmates But I’d like to prepare them with the skills to have that conversation, because talking about things you like and don’t like in relation to another person are awkward, even with an intimate partner. In order to get to this conversation, we are again doing a bit more abstract work. Activity that could replace any number of partner communication exercises. Students will work in pairs, or groups of three and randomly select an object, without looking, out of the box. It should be a simple object for example like wooden shapes, etc. Students will then have to have a conversation with their partner(s) about 5 things they like or don’t like about the object. Ideally, this is a little awkward for the students & you may have to provide the first example. Follow up questions would include… I would definitely link this to knowing your partners limits and if possible methods of consent and the conversations that have to happen for that. Anytime we talk about communication we should incorporate aspects of consent…
- I’ve thrown a lot of info at you, some more hypothetical than others so I want to give you a chance to digest with other folks that are around you. Let’s take about _____X minutes and then I’ll bring us all back together.
- Pleasure doesn’t have to mean we are teaching adolescents how to have sex, we are providing them tools to create a sexually healthy future. All the activities seem to share some aspects of these four key topics for implementing pleasure. These topics, if portrayed positively can enhance pleasure in ways we maybe never considered. Certainly some of the activities are more accessible than others, but all should be doable within the constraints we face as educators. I hope you’ve all found this useful and intend to leave and incorporate at least one concept of pleasure into your conversations about sexual health. I also hope you are empowered to walk away with not just my ideas, but to create your own ideas To try implementing 1 or 2 things each time you teach that you’ve maybe never tried before.