To reduce violence and discrimination by males toward women and gay, lesbian, bisexual or transgender people, it is critical to understand the process through which heterosexual males who self-report as highly accepting gay/lesbian/bi/trans people, and actively embrace feminist values come to hold these values and beliefs. By understanding the processes through which straight males choose not to adopt homophobic and misogynist qualities, it is possible to develop more effective prevention and intervention processes for raising boys and working with males in educational and therapeutic settings. This paper presents the results of in-depth interviews conducted with heterosexual males ages 19 – 30 who self-report as resisting homophobia and embracing feminism.
Interviewers gathered information on family background, relationship history, sensitivity toward sexism, the effects of homophobia on the GLBT population, as well as sexism and homophobia on heterosexual males. Emergent themes include:
(1) Importance of family relationships including:
(a) Strong/feminist mother/sister,
(b) Nurturing/feminist/non-homophobic father,
(c) Negative exposure to homophobic/sexist father;
(2) Exposure to non-homophobic/non-sexist environments, including:
(a) university classes reflecting similar values/beliefs,
(b) Exposure to strong GLBT and feminist populations.
(3) Personal experience in romantic and friendship relationships, including
(a) Female friends/girlfriends who have experienced abuse/acts of discrimination,
(b) girlfriends identifying as feminists,
(c) Forming friendships with GLBT individuals,
(d) Negative exposure to straight males who overtly express homophobic and misogynistic qualities.
Clinical/educational implications: Importance of: Increasing exposure to GLBT populations and women’s issues; exposing males to women’s leadership; affirming mothers to espouse feminist values and fathers who are nurturing/non-homophobic.
Sexually traumatized patients often have problems with flashbacks, nightmares and avoidance. This workshop teaches an integrated method for trauma relief, combining knowledge from NLP, psycho dynamic therapy, cognitive therapy and modern trauma research. The method is based on the human memory storing system, which functions in the same way in all human beings. This means that the method easily can be used cross-culturally and for all gender combinations.
To explore how sexual health and sexual ethics are represented in the Bible and how these are relevant to the 21st century. God created humans as physical and relational beings. Sexuality is a good, healthy element of that created physical relatedness, with three functions: relational bonding; mutual pleasure; and procreation. The biblical pattern for sexual expression which best accords with these functions is heterosexual monogamy.
How should the Public Health Model be applied so it really contributes to improved sexual health for all? Public Health recognizes three levels of prevention - Primary, Secondary and Tertiary. Primary prevention involves prevention of the disease or injury itself, Fluoride, Immunization, Education to avoid smoking and substance abuse. Secondary prevention blocks the progression of an injury or disease from an impairment to a disability. An impairment has already occurred, but disability may be prevented through early intervention.
The UK has among the highest teenage pregnancy and STI rates in Western Europe and strategies to reduce these outcomes have a high priority. This paper seeks to draw lessons from the rigorous evaluations of three sexual health initiatives: SHARE (a cluster randomised trial (CRT) of teacher-delivered sex education), RIPPLE (CRT of peer-delivered school sex education) and Healthy Respect Phase 2 (a quasi-experimental study of a multi-component Scottish national sexual health demonstration project encompassing youth friendly sexual health drop-ins, social marketing, branding, a parenting component and SHARE).
This symposium will focus on presentation of the results and discussion of a ground-breaking study into the cost and cost-effectiveness of sexuality education (SE) in six countries, commissioned by UNESCO in 2010. Why an economic analysis? Policy-makers all over the world, involved in decisions on school-based sexuality education (SE) programmes, are facing three important economic questions: what are the costs of developing the programmes, what are the costs of implementing and scaling up the programmes, and do the programmes provide value for money?
This presentation, "Responding to the needs of consumers with complex trauma histories a consumer perspective" focuses on the needs of adult survivors of child abuse, highlighting the frequent