tag:blogger.com,1999:blog-70468996803181630342024-03-05T09:52:40.984+01:00Blindfish RSEMy personal views and opinions about issues in the field of Sexual HealthGareth Cheesmanhttp://www.blogger.com/profile/02344656001803328758noreply@blogger.comBlogger91125tag:blogger.com,1999:blog-7046899680318163034.post-39073669655970149982023-11-24T15:19:00.007+01:002023-11-25T09:23:39.833+01:00Sources and reading from " 5 cool things AI can do for your youth work (and what's coming next)" workshop<p><span style="font-family: verdana;">Thank you if you came to my workshop at NYMW 2023 about how youth workers might consider using AI within their work. Obviously there is a lot of areas we could have looked at. We only scratched the surface, especially around the ethics. But with the current attention on generative AI I hope it was useful. Below I have included both a copy of my slides and links to some further reading/research about the topic. </span></p><p><span style="font-family: verdana;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: verdana;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgELX90Lua2tta4lNYh9-k-GGzQmV-giwqyiKb-GTOHAcNDAQ9_VxX2cIQnJhW6PipwvqQAmlDml3DOdY1_uby-oxWrkcfZLB_akECj5WXaI6GSxNcj5zf5yVXDu0GN_a46F58F6vOf8fCoGyH26T5PPibn17-uru3HJap0FdwFDMOlQfJuT_yoLBT7GA/s7087/100%20years%20of%20youthwork%20tech.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="827" data-original-width="7087" height="138" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgELX90Lua2tta4lNYh9-k-GGzQmV-giwqyiKb-GTOHAcNDAQ9_VxX2cIQnJhW6PipwvqQAmlDml3DOdY1_uby-oxWrkcfZLB_akECj5WXaI6GSxNcj5zf5yVXDu0GN_a46F58F6vOf8fCoGyH26T5PPibn17-uru3HJap0FdwFDMOlQfJuT_yoLBT7GA/w1194-h138/100%20years%20of%20youthwork%20tech.png" width="1194" /></a></span></div><span style="font-family: verdana;"></span><p><b style="font-family: verdana;">Slides</b></p><p><span style="font-family: verdana;"><a href="https://drive.google.com/file/d/1PYkCOnqfSbWEJQZmIy6l7rF-A3BdNdZr/view?usp=sharing" target="_blank">Download a .pdf of the slides here</a></span></p><p><br /></p><p><b><span style="font-family: verdana;">Edited further reading and research list</span></b></p><p></p><ul style="text-align: left;"><li><span style="font-family: verdana;"><a href="https://amzn.to/3QWBwY3" target="_blank">Atlas of AI (2022) Crawford</a>*. <i>A good book about ethical aspects<br /><br /></i></span></li><li><span style="font-family: verdana;"><i><a href="https://pjp-eu.coe.int/documents/42128013/116591216/AI_views+of+youth+workers.pdf/93ac326a-cf80-3fa4-c4e5-56ee4038a766?t=1682336763487" style="font-style: normal;" target="_blank">Automating Youth Work: youth workers views on AI (2023) Pawluczuk</a><i>. EU study into the attitude of youthworkers towards AI<br /><br /></i></i></span></li><li><span style="font-family: verdana;"><a href="https://amzn.to/46CsSUw" target="_blank">Blood in the Machine (2023) Merchant</a>*. <i>Who were the Luddites and why did they hate new technology <br /><br /></i></span></li><li><span style="font-family: verdana;"><a href="https://youtu.be/AaU6tI2pb3M?si=O6swKsD0Rd2rBnzz" target="_blank">Here's What Ethical AI Really Means (2023) Philosophy Tube</a>. <i>Long form video essay about the ethical aspects of AI, especially in regards to the creative arts</i> <br /><br /></span></li><li><span style="font-family: verdana;"><a href="https://www.theguardian.com/technology/ng-interactive/2023/nov/01/how-ai-chatbots-like-chatgpt-or-bard-work-visual-explainer" target="_blank">How AI chatbots like ChatGPT or Bard work (2023) Clarke, Milmo & Blight</a>. <i>A deeper explanation of how generative AI chat bots work. <br /><br /></i></span></li><li><span style="font-family: verdana;"><a href="https://www.ft.com/content/647fdf88-d757-45e4-a640-9654673b7ece" target="_blank">Will generative AI transform business? (2023) Colback</a>. <i>Looking at data at how AI is impacting work, for example "Unlike many new technologies more users are aged 55 to 64 than aged 12 to 17 as usage is concentrated in the workplace."</i></span></li></ul><p><span style="font-family: verdana;"><br /><b>Generative AI systems shown</b></span></p><p></p><ul style="text-align: left;"><li><span style="font-family: verdana;"><a href="https://www.bing.com/search?q=Bing+AI&showconv=1&FORM=hpcodx" target="_blank">Microsoft Bing</a> (text, images and web search)<br /><br /></span></li><li><span style="font-family: verdana;"><a href="https://chat.openai.com/auth/login" target="_blank">Chat GPT</a> (text)<br /><br /></span></li><li><span style="font-family: verdana;"><a href="https://docs.midjourney.com/docs/quick-start" target="_blank">MidJourney</a> (images) <i>Need to have a discord account and only limited free trial image creation</i><br /><br /></span></li><li><span style="font-family: verdana;"><a href="https://bard.google.com/chat" target="_blank">Google Bard</a> (text and limited web search)<br /><br /></span></li><li><span style="font-family: verdana;"><a href="https://www.canva.com/magic-home" target="_blank">Canva Magic Studio</a> (multimedia and content generation) </span></li></ul><p></p><p><br /></p><p><br /></p><p><i style="background-color: white; color: #999999; font-family: arial; font-size: 20px;">*</i><i style="background-color: white; color: #999999; font-family: arial;"> Affiliate link. This post includes some affiliate links. These links do not impact the price you are offered but I may receive a small % of the sale. </i></p>Gareth Cheesmanhttp://www.blogger.com/profile/02344656001803328758noreply@blogger.com0tag:blogger.com,1999:blog-7046899680318163034.post-86955949199981613852023-02-07T13:55:00.004+01:002023-02-07T17:11:07.813+01:00RSE sources used in University workshop - RSE and school Nurses<p><span style="font-family: arial;"> Hey Everyone, </span></p><p><span style="font-family: arial;">Just sharing another list of sources, this time in sequence with the sources I used in a workshop with school nurses about school based RSE. </span></p><p><span style="font-family: arial;"><br /></span></p><p></p><ul style="text-align: left;"><li><span style="font-family: arial;"><span style="text-indent: -2em;">BBC news. (1999, March 24). </span><i style="text-indent: -2em;">BBC News | Health | Government pledges to cut teen pregnancies</i><span style="text-indent: -2em;">. </span><a href="http://news.bbc.co.uk/1/hi/health/302149.stm" style="text-indent: -2em;">http://news.bbc.co.uk/1/hi/health/302149.stm</a><br /></span><i style="font-family: arial;">In 1998</i><span style="font-family: arial;"> "More 14 and 15-year-old girls call ChildLine about pregnancy than any other issue."<br /><br /></span></li><li><span style="font-family: arial;"><span style="text-indent: -2em;">Local Government Association, & Public Health England. (2018). Good progress but more to do: Teenage pregnancy and young parents. Case studies and practical examples. </span><i style="text-indent: -2em;">Local Government Association</i><span style="text-indent: -2em;">. </span><a href="https://www.local.gov.uk/sites/default/files/documents/15.7%20Teenage%20pregnancy_09.pdf" style="text-indent: -2em;">https://www.local.gov.uk/sites/default/files/documents/15.7%20Teenage%20pregnancy_09.pdf</a><br /><i>Broadly the teenage pregnancy prevention strategy worked, but was most effective in areas where investments made in both school based RSE and youth friendly sexual health services. <br /><br /></i></span></li><li><span style="font-family: arial;"><span style="text-indent: -2em;">Ofsted. (2021). </span><i style="text-indent: -2em;">Review of sexual abuse in schools and colleges</i><span style="text-indent: -2em;">. GOV.UK. </span><a href="https://www.gov.uk/government/publications/review-of-sexual-abuse-in-schools-and-colleges/review-of-sexual-abuse-in-schools-and-colleges" style="text-indent: -2em;">https://www.gov.uk/government/publications/review-of-sexual-abuse-in-schools-and-colleges/review-of-sexual-abuse-in-schools-and-colleges</a><br /></span><i style="font-family: arial;">In almost every school, staff perception of the scale of the problem was lower than students perception of the problem. <br /><br /></i></li><li><span style="font-family: arial;"><span style="text-indent: -2em;">British Board of Film Classification. (2020). </span><i style="text-indent: -2em;">Young people, Pornography & Age-verification</i><span style="text-indent: -2em;">. </span><a href="https://www.revealingreality.co.uk/work/young-people-pornography-age-verification/" style="text-indent: -2em;">https://www.revealingreality.co.uk/work/young-people-pornography-age-verification/</a><br /></span><i style="font-family: arial;">How young people are encountering porn and its impact<br /><br /></i></li><li><span style="font-family: arial;"><span style="text-indent: -2em;">Mori, C., Temple, J. R., Browne, D., & Madigan, S. (2019). Association of Sexting With Sexual Behaviors and Mental Health Among Adolescents: A Systematic Review and Meta-analysis. </span><i style="text-indent: -2em;">JAMA Pediatrics</i><span style="text-indent: -2em;">, </span><i style="text-indent: -2em;">173</i><span style="text-indent: -2em;">(8), 770–779. </span><a href="https://doi.org/10.1001/jamapediatrics.2019.1658" style="text-indent: -2em;">https://doi.org/10.1001/jamapediatrics.2019.1658</a><br /></span><i style="font-family: arial;">Sexting and links to sexual behaviour and mental wellbeing<br /><br /></i></li><li><span style="font-family: arial;"><span style="text-indent: -2em;">NHS. (2021). </span><i style="text-indent: -2em;">Mental Health of Children and Young People in England 2021—Wave 2 follow up to the 2017 survey</i><span style="text-indent: -2em;">. NDRS. </span><a href="https://digital.nhs.uk/data-and-information/publications/statistical/mental-health-of-children-and-young-people-in-england/2021-follow-up-to-the-2017-survey" style="text-indent: -2em;">https://digital.nhs.uk/data-and-information/publications/statistical/mental-health-of-children-and-young-people-in-england/2021-follow-up-to-the-2017-survey</a> and <br /><span style="text-indent: -2em;">NHS. (2020). </span><i style="text-indent: -2em;">Mental Health of Children and Young People in England, 2020: Wave 1 follow up to the 2017 survey</i><span style="text-indent: -2em;">. NHS Digital. </span><a href="https://digital.nhs.uk/data-and-information/publications/statistical/mental-health-of-children-and-young-people-in-england/2020-wave-1-follow-up" style="text-indent: -2em;">https://digital.nhs.uk/data-and-information/publications/statistical/mental-health-of-children-and-young-people-in-england/2020-wave-1-follow-up</a><br /><i>Evidence about young people's mental health including impact of COVID and lockdowns. <br /><br /></i></span></li><li><span style="font-family: arial;"><span style="text-indent: -2em;">Uecker, J. E., & Martinez, B. C. (2017). When and Why Women Regret Sex in Hookups More Than Men Do: An Analysis of the Online College Social Life Survey. </span><i style="text-indent: -2em;">Sociological Quarterly</i><span style="text-indent: -2em;">, </span><i style="text-indent: -2em;">58</i><span style="text-indent: -2em;">(3), 470–494. </span><a href="https://doi.org/10.1080/00380253.2017.1331716" style="text-indent: -2em;">https://doi.org/10.1080/00380253.2017.1331716</a><br /><br /></span></li><li><span style="font-family: arial;"><span style="text-indent: -2em;">Natzler, M., & Evans, D. (2021, July 21). </span><i style="text-indent: -2em;">Half of sexually active students have never had a test for a sexually transmitted infection (STI)</i><span style="text-indent: -2em;">. HEPI. </span><a href="https://www.hepi.ac.uk/2021/07/22/student-relationships-sex-and-sexual-health-survey/" style="text-indent: -2em;">https://www.hepi.ac.uk/2021/07/22/student-relationships-sex-and-sexual-health-survey/</a><br /><br /></span></li><li><span style="font-family: arial;"><span style="text-indent: -2em;">UK Health, Security, & UK Health Security Agency. (2022). </span><i style="text-indent: -2em;">Sexually transmitted infections and screening for chlamydia in England: 2021 report</i><span style="text-indent: -2em;">. GOV.UK. </span><a href="https://www.gov.uk/government/statistics/sexually-transmitted-infections-stis-annual-data-tables/sexually-transmitted-infections-and-screening-for-chlamydia-in-england-2021-report" style="text-indent: -2em;">https://www.gov.uk/government/statistics/sexually-transmitted-infections-stis-annual-data-tables/sexually-transmitted-infections-and-screening-for-chlamydia-in-england-2021-report</a><br /><br /></span></li><li><span style="font-family: arial;"><i style="text-indent: -2em;">Decolonising Contraception | Challenging you to think differently about sexual & reproductive health</i><span style="text-indent: -2em;">. (n.d.). Decolonising Contraception. </span><a href="https://decolonisingcontraception.com/" style="text-indent: -2em;">https://decolonisingcontraception.com/</a><br /><br /></span></li><li><span style="font-family: arial;"><span style="text-indent: -2em;">Washington, H. A. (2008). </span><i style="text-indent: -2em;"><a href="https://amzn.to/3YaXFEp" target="_blank">Medical Apartheid: The Dark History of Medical Experimentation on Black Americans from Colonial Times to the Present</a></i><span style="text-indent: -2em;">. Knopf Doubleday Publishing Group.*<br /><br /></span></span></li><li><span style="font-family: arial;"><span style="text-indent: -2em;">United Nations Educational Scientific. (2018). </span><i style="text-indent: -2em;">International technical guidance on sexuality education: An evidence-informed approach</i><span style="text-indent: -2em;">. </span><a href="https://unesdoc.unesco.org/ark:/48223/pf0000260770" style="text-indent: -2em;">https://unesdoc.unesco.org/ark:/48223/pf0000260770</a><br /></span><i style="font-family: arial;">The international reference document used by many countries to inform their national RSE programs <br /><br /></i></li><li><span style="font-family: arial;"><span style="text-indent: -2em;">Department for Education. (2019). </span><i style="text-indent: -2em;">Relationships and sex education (RSE) and health education</i><span style="text-indent: -2em;">. </span><a href="https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education" style="text-indent: -2em;">https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education</a><br /></span><i style="font-family: arial;">The English guidance<br /></i></li><br /><li><span style="font-family: arial;"><i>ONS. (2023). Sexual orientation: Age and sex, England and Wales Census 2021—Office for National Statistics. <a href="https://www.ons.gov.uk/peoplepopulationandcommunity/culturalidentity/sexuality/articles/sexualorientationageandsexenglandandwales/census2021">https://www.ons.gov.uk/peoplepopulationandcommunity/culturalidentity/sexuality/articles/sexualorientationageandsexenglandandwales/census2021</a><br /><br /></i></span></li><li><span style="font-family: arial;"><span style="text-indent: -2em;">Department for Education. (2022, September 1). </span><i style="text-indent: -2em;">Keeping children safe in education</i><span style="text-indent: -2em;">. GOV.UK. </span><a href="https://www.gov.uk/government/publications/keeping-children-safe-in-education--2" style="text-indent: -2em;">https://www.gov.uk/government/publications/keeping-children-safe-in-education--2</a><br /></span><i style="font-family: arial;">RSE is now positioned as a preventative factor in cases of harmful sexual behaviour and schools are advised to adopt a zero tolerance culture. <br /><br /></i></li><li><span style="font-family: arial;"><span style="text-indent: -2em;">Lloyd, J., & Bradbury, V. (2022). Zero tolerance to sexual harm in schools – from broken rules to broken systems. </span><i style="text-indent: -2em;">Journal of Sexual Aggression</i><span style="text-indent: -2em;">. </span><a href="https://www.tandfonline.com/doi/abs/10.1080/13552600.2022.2057605" style="text-indent: -2em;">https://www.tandfonline.com/doi/abs/10.1080/13552600.2022.2057605</a><br /><i>A study exploring if taking a zero tolerance approach to harmful sexual behaviour achieves the desired outcomes. <br /></i></span></li><br /><li><span style="font-family: arial;">Sex Education Forum. (2022).<i> New polling shows young people are being failed by poor Relationships and Sex Education in schools and at home | sexeducationforum.org.uk. <a href="https://www.sexeducationforum.org.uk/news/news/new-polling-shows-young-people-are-being-failed-poor-relationships-and-sex-education">https://www.sexeducationforum.org.uk/news/news/new-polling-shows-young-people-are-being-failed-poor-relationships-and-sex-education</a></i></span></li><span style="font-family: arial;"><i><ul style="text-align: left;"><br /></ul></i></span><li><span style="font-family: arial;">Aranda, K., Coleman, L., Sherriff, N. S., Cocking, C., Zeeman, L., & Cunningham, L. (2018). Listening for commissioning: A participatory study exploring young people’s experiences, views and preferences of school-based sexual health and school nursing. <i>Journal of Clinical Nursing,</i> 27(1/2), 375–385. <a href="https://doi.org/10.1111/jocn.13936">https://doi.org/10.1111/jocn.13936</a><br /><br /></span></li><li><span style="font-family: arial;"><span style="text-indent: -2em;">Sex Education Forum. (2018). </span><i style="text-indent: -2em;">Young people’s RSE poll 2018</i><span style="text-indent: -2em;"> [Report]. </span><a href="https://www.sexeducationforum.org.uk/sites/default/files/field/attachment/Young%20people%27s%20RSE%20poll%202018.pdf" style="text-indent: -2em;">https://www.sexeducationforum.org.uk/sites/default/files/field/attachment/Young%20people%27s%20RSE%20poll%202018.pdf</a><br /></span><i style="font-family: arial;">What young people want in RSE<br /><br /></i></li><li><span style="font-family: arial;"><span style="text-indent: -2em;">Pound, P., & Campbell, R. (2017). </span><i style="text-indent: -2em;">Delivery is just as important as content in sex and relationship education</i><span style="text-indent: -2em;">. </span><a href="https://www.bristol.ac.uk/policybristol/policy-briefings/sex-education/?fbclid=IwAR1i5xLa7l2AULyxX6Y88HsSW5yZPBnlfBUA1iIq9n3pQ76Oa68D-n2hodc" style="text-indent: -2em;">https://www.bristol.ac.uk/policybristol/policy-briefings/sex-education/?fbclid=IwAR1i5xLa7l2AULyxX6Y88HsSW5yZPBnlfBUA1iIq9n3pQ76Oa68D-n2hodc</a><br /></span><i style="font-family: arial;">Evidence about what works in successful RSE<br /><br /></i></li><li><span style="font-family: arial;"><i style="text-indent: -2em;">The sexeducationforum.org.uk</i><span style="text-indent: -2em;">. </span><a href="https://www.sexeducationforum.org.uk/" style="text-indent: -2em;">https://www.sexeducationforum.org.uk/</a><br /><br /></span></li><li><span style="font-family: arial;"><span style="text-indent: -2em;">Mayor of London, Sadiq Khan (Director). (2022, March 14). </span><i style="text-indent: -2em;">Have A Word</i><span style="text-indent: -2em;">. </span><a href="https://www.youtube.com/watch?v=qbk3iJqmjNU" style="text-indent: -2em;">https://www.youtube.com/watch?v=qbk3iJqmjNU</a><br /><br /></span></li><li><span style="font-family: arial;">Jay clip (no longer available online) <br /><br /></span></li><li><span style="font-family: arial;"><span style="text-indent: -2em;">Thames Valley Police, RockStarDinosaurPiratePrincess, & Blue Seat Studios (Directors). (2015). </span><i style="text-indent: -2em;">Tea and Consent—YouTube</i><span style="text-indent: -2em;">. </span><a href="https://www.youtube.com/watch?v=pZwvrxVavnQ" style="text-indent: -2em;">https://www.youtube.com/watch?v=pZwvrxVavnQ</a><br /><br /></span></li><li><span style="font-family: arial;"><span style="text-indent: -2em;">Taylor, J. (2018). </span><i style="text-indent: -2em;">Can I tell you what it feels like? Exploring the harm caused by child sexual exploitation (CSE) films</i><span style="text-indent: -2em;">. <a href="https://irp-cdn.multiscreensite.com/f9ec73a4/files/uploaded/Can%20I%20tell%20you%20what%20it%20feels%20like_CSEfilmsreportJEATONJan2018A.pdf">Full Report</a><br /><br /></span></span></li><li><span style="font-family: arial;"><span style="text-indent: -2em;">Sign Health. (2021). </span><i style="text-indent: -2em;">Consent</i><span style="text-indent: -2em;">. </span><a href="https://signhealth.org.uk/videotags/consent/" style="text-indent: -2em;">https://signhealth.org.uk/videotags/consent/</a><br /><br /></span></li><li><span style="font-family: arial;"><span style="text-indent: -2em;">Hoyle, A., & McGeeney, E. (2018). </span><i style="text-indent: -2em;"><a href="https://amzn.to/40vqqgJ" target="_blank">Relationships and sex education (RSE) lesson ideas for the 21st century</a></i><span style="text-indent: -2em;"><a href="https://amzn.to/40vqqgJ" target="_blank">. </a>Routledge. *<br /><i>Great collection of RSE resources anyone can use<br /><br /></i></span></span></li><li><span style="font-family: arial;"><span style="text-indent: -2em;">Benito, I. B. (2019). </span><i style="text-indent: -2em;"><a href="https://amzn.to/3YcqErq" target="_blank">Sex Was Rude Now It’s Real: Sexual Education for Wiser Decisions</a></i><span style="text-indent: -2em;">. Biddles Books.*</span></span></li></ul><p></p><div class="csl-bib-body" style="line-height: 2; margin-left: 2em; text-indent: -2em;">
<span style="font-family: arial;"><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adc&rft.type=webpage&rft.title=Sexually%20transmitted%20infections%20and%20screening%20for%20chlamydia%20in%20England%3A%202021%20report&rft.identifier=https%3A%2F%2Fwww.gov.uk%2Fgovernment%2Fstatistics%2Fsexually-transmitted-infections-stis-annual-data-tables%2Fsexually-transmitted-infections-and-screening-for-chlamydia-in-england-2021-report&rft.au=undefined&rft.au=undefined&rft.au=undefined&rft.date=2022&rft.language=en"></span></span></div><div class="csl-bib-body" style="line-height: 2; margin-left: 2em; text-indent: -2em;">
<span style="font-family: arial;"><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adc&rft.type=webpage&rft.title=Half%20of%20sexually%20active%20students%20have%20never%20had%20a%20test%20for%20a%20sexually%20transmitted%20infection%20(STI)&rft.description=With%20support%20from%20the%20sexual%20health%20charity%20Brook%2C%20the%20Higher%20Education%20Policy%20Institute%20is%20publishing%20Student%20Relationships%2C%20Sex%20and%20Sexual%20Health%20Survey%20(HEPI%20Report%20139).%20This%20new%20report%20draws%20on%20previously%20unpublished%20polling%20data%20covering%20students%E2%80%99%20experiences%20of%20sex%2C%20sexual%20health%20and%20relationships.%20The%20key%20findings%20include%3A%20approximately%20half%20(56%25)%20of%20sexually%20active%20students%20have%20%5B%E2%80%A6%5D&rft.identifier=https%3A%2F%2Fwww.hepi.ac.uk%2F2021%2F07%2F22%2Fstudent-relationships-sex-and-sexual-health-survey%2F&rft.aufirst=Michael&rft.aulast=Natzler&rft.au=Michael%20Natzler&rft.au=David%20Evans&rft.date=2021-07-21&rft.language=en-GB"></span></span></div><div class="csl-bib-body" style="line-height: 2; margin-left: 2em; text-indent: -2em;">
<span style="font-family: arial;"><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_id=info%3Adoi%2F10.1080%2F00380253.2017.1331716&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=When%20and%20Why%20Women%20Regret%20Sex%20in%20Hookups%20More%20Than%20Men%20Do%3A%20An%20Analysis%20of%20the%20Online%20College%20Social%20Life%20Survey&rft.jtitle=Sociological%20Quarterly&rft.stitle=Sociological%20Quarterly&rft.volume=58&rft.issue=3&rft.aufirst=Jeremy%20E.&rft.aulast=Uecker&rft.au=Jeremy%20E.%20Uecker&rft.au=Brandon%20C.%20Martinez&rft.date=2017&rft.pages=470-494&rft.spage=470&rft.epage=494&rft.issn=00380253"></span></span></div><div class="csl-bib-body" style="line-height: 2; margin-left: 2em; text-indent: -2em;">
<span style="font-family: arial;"><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adc&rft.type=webpage&rft.title=Mental%20Health%20of%20Children%20and%20Young%20People%20in%20England%2C%202020%3A%20Wave%201%20follow%20up%20to%20the%202017%20survey&rft.description=The%20Mental%20Health%20of%20Children%20and%20Young%20People%20survey%20series%20provides%20England%E2%80%99s%20best%20source%20of%20data%20on%20trends%20in%20child%20mental%20health.%20This%20follow-up%20survey%20looks%20into%20the%20impact%20of%20the%20coronavirus%20(COVID-19)%20pandemic%20on%20children's%20mental%20health.&rft.identifier=https%3A%2F%2Fdigital.nhs.uk%2Fdata-and-information%2Fpublications%2Fstatistical%2Fmental-health-of-children-and-young-people-in-england%2F2020-wave-1-follow-up&rft.au=undefined&rft.date=2020&rft.language=en"></span></span></div><div class="csl-bib-body" style="line-height: 2; margin-left: 2em; text-indent: -2em;">
<span style="font-family: arial;"><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adc&rft.type=webpage&rft.title=Mental%20Health%20of%20Children%20and%20Young%20People%20in%20England%202021%20-%20wave%202%20follow%20up%20to%20the%202017%20survey&rft.description=The%20Mental%20Health%20of%20Children%20and%20Young%20People%20survey%20series%20provides%20England%E2%80%99s%20best%20source%20of%20data%20on%20trends%20in%20child%20mental%20health.%20This%20follow-up%20survey%20looks%20into%20the%20impact%20of%20the%20coronavirus%20(COVID-19)%20pandemic%20on%20children's%20mental%20health.&rft.identifier=https%3A%2F%2Fdigital.nhs.uk%2Fdata-and-information%2Fpublications%2Fstatistical%2Fmental-health-of-children-and-young-people-in-england%2F2021-follow-up-to-the-2017-survey&rft.au=undefined&rft.date=2021&rft.language=en"></span></span></div><div class="csl-bib-body" style="line-height: 2; margin-left: 2em; text-indent: -2em;">
<span style="font-family: arial;"><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_id=urn%3Aisbn%3A978-0-7679-1547-2&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Medical%20Apartheid%3A%20The%20Dark%20History%20of%20Medical%20Experimentation%20on%20Black%20Americans%20from%20Colonial%20Times%20to%20the%20Present&rft.publisher=Knopf%20Doubleday%20Publishing%20Group&rft.aufirst=Harriet%20A.&rft.aulast=Washington&rft.au=Harriet%20A.%20Washington&rft.date=2008-01-08&rft.tpages=528&rft.isbn=978-0-7679-1547-2&rft.language=en"></span></span></div><div class="csl-bib-body" style="line-height: 2; margin-left: 2em; text-indent: -2em;">
<span style="font-family: arial;"><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adc&rft.type=webpage&rft.title=Decolonising%20Contraception%20%7C%20Challenging%20you%20to%20think%20differently%20about%20sexual%20%26%20reproductive%20health&rft.description=Challenging%20you%20to%20think%20differently%20about%20sexual%20%26%20reproductive%20health&rft.identifier=https%3A%2F%2Fdecolonisingcontraception.com%2F&rft.language=en-US"></span></span></div><div class="csl-bib-body" style="line-height: 2; margin-left: 2em; text-indent: -2em;">
<span style="font-family: arial;"><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=report&rft.btitle=Young%20people's%20RSE%20poll%202018&rft.au=undefined&rft.date=2018"></span></span></div><div class="csl-bib-body" style="line-height: 2; margin-left: 2em; text-indent: -2em;">
<span style="font-family: arial;"><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=report&rft.btitle=Delivery%20is%20just%20as%20important%20as%20content%20in%20sex%20and%20relationship%20education&rft.aufirst=Pandora&rft.aulast=Pound&rft.au=Pandora%20Pound&rft.au=Rona%20Campbell&rft.date=2017&rft.language=en-GB"></span></span></div><div class="csl-bib-body" style="line-height: 2; margin-left: 2em; text-indent: -2em;">
<span style="font-family: arial;"><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adc&rft.type=videoRecording&rft.title=Tea%20and%20Consent%20-%20YouTube&rft.identifier=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DpZwvrxVavnQ&rft.au=undefined&rft.au=undefined&rft.au=undefined&rft.date=2015"></span></span></div><div class="csl-bib-body" style="line-height: 2; margin-left: 2em; text-indent: -2em;">
<span style="font-family: arial;"><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adc&rft.type=videoRecording&rft.title=Have%20A%20Word&rft.identifier=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3Dqbk3iJqmjNU&rft.au=undefined&rft.date=2022-03-14"></span></span></div><div class="csl-bib-body" style="line-height: 2; margin-left: 2em; text-indent: -2em;">
<span style="font-family: arial;"><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_id=urn%3Aisbn%3A978-1-913218-36-2&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Sex%20Was%20Rude%20Now%20It's%20Real%3A%20Sexual%20Education%20for%20Wiser%20Decisions&rft.publisher=Biddles%20Books&rft.aufirst=Isabel%20Bullon&rft.aulast=Benito&rft.au=Isabel%20Bullon%20Benito&rft.date=2019-08-01&rft.tpages=284&rft.isbn=978-1-913218-36-2&rft.language=English"></span></span></div><p><span style="text-indent: -2em;"><span style="font-family: arial;"><br /></span></span></p><div class="csl-bib-body" style="line-height: 2; margin-left: 2em; text-indent: -2em;">
<span style="font-family: arial;"><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_id=urn%3Aisbn%3A978-1-351-18826-5&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Relationships%20and%20sex%20education%20(RSE)%20lesson%20ideas%20for%20the%2021st%20century&rft.place=London&rft.publisher=Routledge&rft.aufirst=Alice&rft.aulast=Hoyle&rft.au=Alice%20Hoyle&rft.au=Ester%20McGeeney&rft.date=2018&rft.isbn=978-1-351-18826-5"></span></span></div><div class="csl-bib-body" style="line-height: 2; margin-left: 2em; text-indent: -2em;">
<span style="font-family: arial;"><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adc&rft.type=film&rft.title=Consent&rft.identifier=https%3A%2F%2Fsignhealth.org.uk%2Fvideotags%2Fconsent%2F&rft.au=undefined&rft.date=2021&rft.language=en-GB"></span></span></div><div class="csl-bib-body" style="line-height: 2; margin-left: 2em; text-indent: -2em;">
<span style="font-family: arial;"><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=report&rft.btitle=Can%20I%20tell%20you%20what%20it%20feels%20like%3F%20Exploring%20the%20harm%20caused%20by%20child%20sexual%20exploitation%20(CSE)%20films&rft.aufirst=Jessica&rft.aulast=Taylor&rft.au=Jessica%20Taylor&rft.date=2018-02-13"></span></span></div><div class="csl-bib-body" style="line-height: 2; margin-left: 2em; text-indent: -2em;">
<span style="font-family: arial;"><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adc&rft.type=webpage&rft.title=Home%20%7C%20sexeducationforum.org.uk&rft.identifier=https%3A%2F%2Fwww.sexeducationforum.org.uk%2F"></span></span></div><p><i><b><span style="font-family: arial;">My RSE starter reading list </span></b></i></p><p><i><a href="https://www.blindfish.uk/2021/09/a-rse-reading-list.html"><span style="font-family: arial;">https://www.blindfish.uk/2021/09/a-rse-reading-list.html </span></a></i></p><p><br /></p><p><i style="background-color: white; color: #999999; font-family: arial;"><span style="font-size: x-small;">* Affiliate link. This post includes some affiliate links. These links do not impact the price you are offered but I may receive a small % of the sale. </span></i></p><i><br /></i><p></p><div class="csl-bib-body" style="line-height: 2; margin-left: 2em; text-indent: -2em;">
<span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_id=info%3Adoi%2F10.1001%2Fjamapediatrics.2019.1658&rft_id=info%3Apmid%2F31206151&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Association%20of%20Sexting%20With%20Sexual%20Behaviors%20and%20Mental%20Health%20Among%20Adolescents%3A%20A%20Systematic%20Review%20and%20Meta-analysis&rft.jtitle=JAMA%20pediatrics&rft.stitle=JAMA%20Pediatr&rft.volume=173&rft.issue=8&rft.aufirst=Camille&rft.aulast=Mori&rft.au=Camille%20Mori&rft.au=Jeff%20R.%20Temple&rft.au=Dillon%20Browne&rft.au=Sheri%20Madigan&rft.date=2019-08-01&rft.pages=770-779&rft.spage=770&rft.epage=779&rft.issn=2168-6211&rft.language=eng"></span></div><div class="csl-bib-body" style="line-height: 2; margin-left: 2em; text-indent: -2em;">
<span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=report&rft.btitle=Young%20people%2C%20Pornography%20%26%20Age-verification&rft.au=undefined&rft.date=2020-01&rft.language=en-GB"></span></div><div class="csl-bib-body" style="line-height: 2; margin-left: 2em; text-indent: -2em;">
<span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adc&rft.type=webpage&rft.title=Review%20of%20sexual%20abuse%20in%20schools%20and%20colleges&rft.identifier=https%3A%2F%2Fwww.gov.uk%2Fgovernment%2Fpublications%2Freview-of-sexual-abuse-in-schools-and-colleges%2Freview-of-sexual-abuse-in-schools-and-colleges&rft.au=undefined&rft.date=2021&rft.language=en"></span></div><div class="csl-bib-body" style="line-height: 2; margin-left: 2em; text-indent: -2em;">
<span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Good%20progress%20but%20more%20to%20do%20%3A%20teenage%20pregnancy%20and%20young%20parents.%20Case%20studies%20and%20practical%20examples&rft.jtitle=Local%20Government%20Association&rft.aulast=Local%20Government%20Association&rft.au=Local%20Government%20Association&rft.au=Public%20Health%20England&rft.date=2018"></span></div><div class="csl-bib-body" style="line-height: 2; margin-left: 2em; text-indent: -2em;">
<span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adc&rft.type=webpage&rft.title=BBC%20News%20%7C%20Health%20%7C%20Government%20pledges%20to%20cut%20teen%20pregnancies&rft.identifier=http%3A%2F%2Fnews.bbc.co.uk%2F1%2Fhi%2Fhealth%2F302149.stm&rft.au=undefined&rft.date=1999-03-24"></span></div>Gareth Cheesmanhttp://www.blogger.com/profile/02344656001803328758noreply@blogger.com0tag:blogger.com,1999:blog-7046899680318163034.post-75025761926431137292022-09-15T13:31:00.005+01:002022-09-16T16:46:10.298+01:00Faith and RSE reading list<p><span style="font-family: arial;">I have decided to put together another reading list. This time focusing on the specific overlap between RSE and faith. Including a link on this list is not an explicit recommendation of their full content but as examples of what is being written about the connections between the two field. </span></p><p><span style="font-family: arial;">(List is not yet complete and will be expanded) </span></p><p><span style="font-family: arial;"><i>Sadly some links to journal articles are behind a paywall. If you contact the article's author on <a href="http://www.researchgate.net">www.researchgate.net</a> you will often find them willing to email you a copy for free. </i></span></p><p><span style="font-family: arial;"><b>Websites and free downloads</b></span></p><p></p><ul style="text-align: left;"><li><span style="font-family: arial;"><a href="https://www.reonline.org.uk/leadership/resource-of-the-month/abrahamic-commentary-to-support-the-teaching-of-rse/" target="_blank">Abrahamic Commentary on the English DfE RSE Legislation</a> <br /><i>Jewish, Christian and Islamic notes on each learning outcome within the 2019 English RS(H)E statutory guidance for schools. </i></span></li><li><span style="font-family: arial;"><a href="https://schools.oxfordshire.gov.uk/cms/sites/schools/files/folders/folders/documents/healthyschools/Faith,%20values%20and%20SRE%20-%20Sex%20Education%20Forum%20Factsheet.pdf" target="_blank">Faith, values and sex and relationships education</a> (guidance from the sex education forum that is showing its age but still an interesting read)</span></li></ul><div><span style="font-family: arial;"><b>Books</b></span></div><div><ul style="text-align: left;"><li><span style="font-family: arial;"><a href="https://amzn.to/3UdMVmT" target="_blank">The Sex Thing: Reimagining conversations with young people about sex</a>* (A contemporary book discussing Christianity and talking about sex, including the potential harms of 'purity' culture) </span></li><li><span style="font-family: arial;"><a href="https://amzn.to/3UeezjU" target="_blank">Young, Woke and Christian: Words from a Missing Generation</a>* (An anthology of topics but a number of chapters look specifically at RSE related topics) </span></li><li><span style="font-family: arial;"><a href="https://amzn.to/3BLAyY5" target="_blank">4 Views on Pastoring LGBTQ Teenagers: Effective Ministry to Gay, Bi, Trans, Queer, and Questioning Students Among Us</a>*</span></li><li><span style="font-family: arial;"><a href="https://amzn.to/3qGR5Gu" target="_blank">Relatable: Exploring God, Love & Connection in the Age of Choice</a>* (Free on <a href="https://www.amazon.co.uk/kindle-dbs/hz/signup?tag=blindfishidea-21" target="_blank">Kindle unlimited</a>*) </span></li><li><span style="color: #999999; font-family: arial;"><i>more to come</i></span></li></ul></div><div><b><span style="font-family: arial;">Journal articles/Academic reports</span></b></div><div><b><span style="font-family: arial;"><br /></span></b></div><div><b><span style="font-family: arial;">UK</span></b></div><div><ul style="text-align: left;"><li><span style="font-family: arial;"><a href="https://faces.org.uk/research/" target="_blank">'They believe this’: Taking pupils’ religious beliefs into account in Relationships and Sex Education (RSE)</a></span></li><li><span style="font-family: arial;"><a href="https://discovery.ucl.ac.uk/id/eprint/10072639/1/Sell_10072639_Thesis_sig-removed.pdf" target="_blank">Faith, Relationships and Sex Education: Giving voice to young people of different faiths and none in regard to faith-sensitive relationships and sex education</a> (full thesis) </span></li></ul></div><div><b><span style="font-family: arial;"><br /></span></b></div><div><b><span style="font-family: arial;">International</span></b></div><ul style="text-align: left;"><li><a href="https://www.tandfonline.com/doi/full/10.1080/14681811.2018.1530650" style="font-family: arial;" target="_blank">Not by CSE alone... Furthering reflections on international cooperation in sex education</a><span style="font-family: arial;"> (not about a specific country but exploring the whole dynamic of European programmes being imported into countries with little attention to the local context)</span></li><li><a href="https://www.tandfonline.com/doi/pdf/10.1080/14681811.2014.1000454" target="_blank"><span style="font-family: arial;">Scaling up of Life Skills Based Education in Pakistan: a case study</span></a></li><li><span style="font-family: arial;"><a href="https://journals.sagepub.com/doi/abs/10.1177/1059840513506941" target="_blank">A Qualitative Study of Egyptian School Nurses’ Attitudes and Experiences Toward Sex and Relationship Education</a> (paywall)</span></li><li><span style="font-family: arial;"><a href="https://www.tandfonline.com/doi/abs/10.1080/14681811.2018.1553708" target="_blank">Islamic parents’ attitudes and beliefs towards school-based sexual and reproductive health education programmes in Oman</a> (paywall)</span></li><li><span style="font-family: arial;"><a href="https://www.tandfonline.com/doi/abs/10.1080/14681811.2020.1722624" target="_blank">Association between sources of sexuality education, sexual beliefs and behaviours in Lebanese young adults</a> (paywall)</span></li><li><a href="https://reproductive-health-journal.biomedcentral.com/articles/10.1186/s12978-019-0801-y" target="_blank"><span style="font-family: arial;">Perceptions and intervention preferences of Moroccan adolescents, parents, and teachers</span></a></li><li><a href="https://equityhealthj.biomedcentral.com/articles/10.1186/s12939-019-1023-1" target="_blank"><span style="font-family: arial;">Why teach sexuality education in school? Teacher discretion in implementing comprehensive sexuality education in rural Zambia</span></a></li><li><span style="font-family: arial;"><a href="https://www.utpjournals.press/doi/abs/10.3138/cjhs.2013.2199?journalCode=cjhs" target="_blank">Sexuality education in South Africa: Whose values are we teaching?</a> (paywall)</span></li><li><span style="font-family: arial;"><a href="https://journals.sagepub.com/doi/abs/10.1177/0017896913510426" target="_blank">Students’ attitudes towards school-based sex and relationships education in Tanzania</a> (paywall)</span></li><li><a href="http://sro.sussex.ac.uk/id/eprint/55657/1/Iyer_&_Aggleton_(2013)_'Sex_education_should_be_taught,_fine...'.pdf" target="_blank"><span style="font-family: arial;">‘Sex education should be taught, fine…but we make sure they control themselves’: teachers' beliefs and attitudes towards young people's sexual and reproductive health in a Ugandan secondary school</span></a></li><li><a href="https://academic.oup.com/her/article/35/6/553/6046287" target="_blank"><span style="font-family: arial;">Teachers' professional identities in the context of school-based sexuality education in Uganda—a qualitative study</span></a></li><li><a href="https://scholarworks.gvsu.edu/oapsf_articles/119/" target="_blank"><span style="font-family: arial;">"I'd rather beg for forgiveness than ask for permission": Sexuality education teachers' mediated agency and resistance. (USA)</span></a></li><li><a href="https://www.tandfonline.com/doi/abs/10.1080/14681811.2012.711247" style="font-family: arial;" target="_blank">Advocacy for school-based sexuality education: lessons from India and Nigeria</a><span style="font-family: arial;"> (Paywall)</span></li><li><a href="http://sro.sussex.ac.uk/id/eprint/55733/1/Iyer_&_Aggleton_(2014)_'Virginity_is_a_Virtue...'.pdf" target="_blank"><span style="font-family: arial;">‘Virginity is a Virtue: Prevent Early Sex’ – Teacher perceptions of sex education in a Ugandan secondary school </span></a></li><li><a href="https://www.tandfonline.com/doi/abs/10.1080/03323315.2018.1498234" style="font-family: arial;" target="_blank">The transformation of school-based sex education policy in the context of AIDS in Ireland</a><span style="font-family: arial;"> (Paywall)</span></li></ul><ul style="text-align: left;"></ul><ul style="text-align: left;"></ul><p><span style="font-family: arial;"><b>Podcasts</b></span></p><p></p><ul style="text-align: left;"></ul><p></p><a href="https://podcasts.apple.com/us/podcast/goodmuslimbadmuslim/id957244530" style="font-family: arial;" target="_blank"></a><ul style="text-align: left;"><a href="https://podcasts.apple.com/us/podcast/goodmuslimbadmuslim/id957244530" style="font-family: arial;" target="_blank"></a><li><a href="https://podcasts.apple.com/us/podcast/goodmuslimbadmuslim/id957244530" style="font-family: arial;" target="_blank"></a><a href="https://podcasts.apple.com/us/podcast/goodmuslimbadmuslim/id957244530" style="font-family: arial;" target="_blank">GoodMuslimBadMuslim podcast</a><span style="font-family: arial;"> (episodes 008, 014, 031)</span></li></ul><p><span style="font-family: arial;"><i><br /></i></span></p><p><i style="color: #999999;"><span style="font-family: arial;">* Affiliate link. This post includes some affiliate links. These links do not impact the price you are offered but I may receive a small % of the sale. </span></i></p><p><span style="font-family: arial;"><br /></span></p><p><span style="font-family: arial;"><br /></span></p><p><span style="font-family: arial;"> </span></p>Gareth Cheesmanhttp://www.blogger.com/profile/02344656001803328758noreply@blogger.com0tag:blogger.com,1999:blog-7046899680318163034.post-46755344464967007742022-04-04T16:06:00.008+00:002022-04-05T13:32:55.218+00:00Creating a physical RSE resource - See It Shout It<p><span style="font-family: arial;">I love making new relationships and sex education resources. "<a href="https://www.acet-uk.com/SeeItShoutIt" rel="nofollow" target="_blank">See It Shout It</a>", is the latest resource I have made to help young people grow in confidence to verbalise sex related words. I was asked how I choose the 31 icons that made the resource and I thought the creation process might be interesting to talk about. </span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: arial;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8nF7L8CE0NauQs7Tzfs5IKovaB-pyly7mbHTPQb1vyPVnAvSOyg8CJHXebeE7mUD7bQHuZMPcxyZ-giMDTV5Ec4NXO1pvHKxq8lEWJaptXlATdPA1xk9VMEK00bVC-P7aqNCrmF5KUkba4y_B2mmvHATZ6TrtBkn5uwDdhnWxHGwbk28bn5yTV08/s3707/blog%20header.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1896" data-original-width="3707" height="205" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8nF7L8CE0NauQs7Tzfs5IKovaB-pyly7mbHTPQb1vyPVnAvSOyg8CJHXebeE7mUD7bQHuZMPcxyZ-giMDTV5Ec4NXO1pvHKxq8lEWJaptXlATdPA1xk9VMEK00bVC-P7aqNCrmF5KUkba4y_B2mmvHATZ6TrtBkn5uwDdhnWxHGwbk28bn5yTV08/w400-h205/blog%20header.jpg" width="400" /></a></span></div><span style="font-family: arial;"><br /></span><p></p><div><span style="font-family: arial;">Normally I create activities that can be shared digitally and then printed out or used with a projector. But sometimes I am involved in creating physical products. The process is similar for both but there are a few extra steps with making a physical product to be sold. The barriers to start making your own high quality resources is lower then ever and new creators can always bring a fresh perspective to a topic. </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">I have worked in the sex education field for over 15 years and this topic is what I know best but I'm sure that the same basic process can be applied to many different subjects. I am going to share the process I went through creating "<a href="https://www.acet-uk.com/SeeItShoutIt" rel="nofollow" target="_blank">See It Shout It</a>" and explain some of my thinking at each stage. <br /></span><h3><b><span style="font-family: arial;">Identify the need and desired outcome</span></b></h3><div><span style="font-family: arial;">I always start from an identified need, For "See It Shout It" the primary need was simply, many young people feel unconfident in verbally saying out loud sex education related words. This low verbal confidence made it harder for young people to ask the questions they wanted. There are a few classic RSE activities to help with the issue but some of them have limits. </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">For example a classic option is getting learners to shout out "rude" words they know but the problem I have with this one is that it can turn into a competition between young people trying to say the "rudest" thing. It can break the ice, but for a young person who feels unconfident, seeing some of their peers shout out all these words, it can embarrass them and make them feel silly or immature for worrying about using the less explicit words they are nervous about. Equally sex ed versions of the party games <a href="https://amzn.to/3LBDc4G" target="_blank">Taboo</a>* <a href="https://amzn.to/3qXXE87" target="_blank">Scattergories</a>* and <a href="https://en.wikipedia.org/wiki/Just_a_Minute#Rules" target="_blank">Just a Minute</a>, can all work but they require people to be confident enough to be the centre of attention or risk being wrong. They can work great with building the confidence of adults staff during training but I find them less effective with young people. </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">So I wanted an activity which creates opportunities for lots of verbalisation but without the need for one person to be the centre of attention. And with the added bonus of being somewhat predictable for facilitators. It can be counter productive when an RSE facilitator starts an ice breaker activity that ends up going off into tangents and topics they did not expect or even feel personally uncomfortable discussing. I was looking for something that was a bit more predictable. </span></div><h3><b><span style="font-family: arial;">Research the field</span></b></h3><div><span style="font-family: arial;">Often great resources already exist for doing all kind of things and normally the problem is finding the resource you need. I always try and find if someone else has created a great resource I can just purchase and direct people to. No need to reinvent the wheel when great stuff exists. When I find something new that fits the bill the process is finished and I move one. </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">But sometimes nothing exists that ticks all the boxes you are looking for. Or if it does exist but maybe it is outside your price range or out of print. Whatever the reason sometimes I reach a conclusion that making something new and bespoke is a good option. Then research shifts gear from what else is available to what evidence exists around the need and possible responses. </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">It is not hard to find <a href="https://metro.co.uk/2015/08/18/being-too-embarrassed-to-say-vagina-is-putting-young-womens-health-at-risk-5348263/" target="_blank">news stories</a> talking about the long term problems young adults face with low confidence in saying words. There are journal articles (<a href="https://www.researchgate.net/publication/334226216_Labelling_the_labia_-_a_lesson_in_how_to_terrify_teachers_Pedagogical_obstacles_to_the_introduction_of_compulsory_Relationships_and_Sex_Education_RSE" target="_blank">Dobson 2019</a>) about how staff struggle to use correct words. And studies with young people consistently say that awkward atmospheres and embarrassment around sex hinder good sex education (<a href="https://www.sexeducationforum.org.uk/resources/evidence/young-peoples-rse-poll-2021" target="_blank">SEF 2022</a>, <a href="https://www.barnardos.org.uk/research/involve-us-respect-us" target="_blank">Barnardos 2018</a>, <a href="https://bmjopen.bmj.com/content/6/9/e011329.info" target="_blank">Young 2016</a> etc).</span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Verbal confidence in sex education terms is just one part of a much bigger issue. But the evidence seems to support the need I had anecdotally witnessed in my work with young people. </span></div><h3><span style="font-family: arial;">Generate your idea and create a prototype </span></h3><div><span style="font-family: arial;">During the research phase I searched for activities and games where young people regularly say out loud a variety of specific words, without a single person being the exclusive centre of attention. I love board games and think the overlap between board games, youth work activities and teaching resources is considerable. A board game that is very popular with youth groups that mechanically meets my needs was <a href="https://www.dobblegame.com/en/games/" rel="nofollow" target="_blank">Dobble</a>. If you have never played it I highly recommend buying a copy and playing it. Simultaneously, players attempt to match icons on cards and shout out the pair to win a card. </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Dobble is great fun and the game play is great fit for my needs. At this point it is worth explaining that games companies can not claim copyright for specific mechanics. They of course can claim copyright over specific images, terms and looks but gaming mechanics can not be claimed in the same way. This is evidenced by the large number of Dobble clones available online. It is important that we do not create a resources that looks like it is trying to succeed by borrowing the intellectual property of an existing product. If you are interested in the process of board game design I highly recommend the <a href="https://amzn.to/3JVtVEi" target="_blank">Kobold Guide to Board Game Design</a>*. It is a great guide to create your own games and much of the guidance applies to creating fun teaching resources. </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTRo18X65Zi67UJAWpV0nvjtt6PaFlaN74tiKo3prcSao-ffzNSgs98-vSoZ0KsQ0Fdyc4JRzkRPuPAjGM47Mjxfi3jAuudCtoJobCycp961L7FfRAFUibdgDNo2FWVg3J313kNh2J3zGU9_W9Kmq1D2Kwu9T5gqIk25nM4CzuGWZHPtlP-PVb-ZE/s3813/blog%201st%20test.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="2608" data-original-width="3813" height="219" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTRo18X65Zi67UJAWpV0nvjtt6PaFlaN74tiKo3prcSao-ffzNSgs98-vSoZ0KsQ0Fdyc4JRzkRPuPAjGM47Mjxfi3jAuudCtoJobCycp961L7FfRAFUibdgDNo2FWVg3J313kNh2J3zGU9_W9Kmq1D2Kwu9T5gqIk25nM4CzuGWZHPtlP-PVb-ZE/s320/blog%201st%20test.jpg" width="320" /></a></div>So putting all my research together I drafted my ideas into a prototype. For this resource creating the prototype had three big jobs. Firstly, working out the maths for the cards, so that every card would have one icon in common with every other card in the deck. Secondly, choosing which words I wanted the players to be saying out loud and finally sourcing or creating the necessary icons. </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Working with young people regularly, I got them to help me create my list of words. From a focus group with young people they generated a list of words young people felt least confident to say out loud. The generated list included things like </span></div><div><ul style="text-align: left;"><li><span style="font-family: arial;">Vulva</span></li><li><span style="font-family: arial;">Anal sex</span></li><li><span style="font-family: arial;">Ejaculation</span></li><li><span style="font-family: arial;">Masturbate</span></li></ul></div><div><span style="font-family: arial;">I then added in extra words based on balance/completeness. For example whilst young people didn't specifically say "Oral" was a hard word to say, I added it along with "Anal" and "Vaginal" to role model a wider variety of sexual activity that can each be discussed specifically. An interesting addition came from young people discussing how to actually negotiate consent. Some young people told us they felt it was hard to verbally say No (or Yes) out loud when talking about specific sexual activities. </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Once I had the maths, the words and the icons I was able to create a prototype. Printed on card and cut up by hand I had my first version of the as yet unnamed "See It Shout It" resource. </span></div><h3><span style="font-family: arial;">Focus groups and piloting </span></h3><div><span style="font-family: arial;">When I am developing a new RSE resource my first test groups are adults. Friends and RSE educators I work with or am training. People who come on RSE training facilitated by me often get first looks at new ideas. Adults are more forgiving then young people of simple mistakes. They are great test beds for the resource mechanics and they can give rapid feedback on both how they found using the resource and how they would feel about using the resource with young people.</span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">I find the important thing at this stage is not to hold onto your ideas too tightly but be open to the view of other professionals. Let them rip apart your ideas and welcome their input. I usually test out a few different versions of the same activity at the same time. If I have 4 groups of trainees on the course. Each group might have a slightly different version of the same activity and I will let them compare and contrast their experience with the resource. Capturing their feedback, I quickly move into a cycle of improvement and iteration. Making changes based on this feedback. </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">The next stage of piloting is bringing the resource to young people. I normally start with a known group, often a youth group. If my RSE activity can compete with the fun of a youth group I trust it will likely be appreciated in a classroom. The piloting process repeats the same pattern of test it, get feedback, make changes and try it again. </span><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmTN6-A3PSvDZmHwBLrD6-r9B5vVmXAbJAv9rfMct-UbUISgJUBkdsVWw7mQGa2kg1vaoavlCfJ1cSBlwQ960s7z816jNpEwr-Q7y6PfPXrbiAsrHqwn0a_Yv3x4tN6cTLCAlTPTKPFQ94usAavlGzXLMh82vIVGJP5FgAdSixIDznUHC_r-MrtwU/s6000/blog%20symbol%20comparision.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="6000" data-original-width="3053" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmTN6-A3PSvDZmHwBLrD6-r9B5vVmXAbJAv9rfMct-UbUISgJUBkdsVWw7mQGa2kg1vaoavlCfJ1cSBlwQ960s7z816jNpEwr-Q7y6PfPXrbiAsrHqwn0a_Yv3x4tN6cTLCAlTPTKPFQ94usAavlGzXLMh82vIVGJP5FgAdSixIDznUHC_r-MrtwU/s320/blog%20symbol%20comparision.jpg" width="163" /></a></div></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">During the piloting of "See It Shout It" the inclusion of specific icons and words were regularly discussed and some interesting things emerged. For example, during testing some original icons were found to regularly elicit words I didn't plan for. The best example is the LGBT+ icon. Originally it was a pride rainbow flag. But I found many young people would say "rainbow" or "rainbow flag". Which would be fine as a game but as the resource was deliberately about growing confidence to verbalise words I switched to the current acronym logo. Then I found young people would actually say "LGBT+". So the icons in the resource are not chosen specifically as the best icon to represent each word but as the best icon found from testing that lead to the verbalisations I aimed for.</span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Keeping the educational aim of the resource at the front of my planning is very important. It is easy to get side tracked into making the game as fun as possible. Yes, I want it to be fun and engaging but as it intends to be an educational resource it needs to meet the educational aim as the priority, above pure fun. Practically this meant making decisions such as including some <i>easier</i> icons. The inclusion of these icons helped less confident young people to start engaging with the activity so benefitted the overall impact. Even if Love and Baby are not particularly awkward words for most young people to say, their inclusion has value. Equally, some <i>fun</i> icons that adults and older young people enjoyed saying (for example Vibrator) were cut from the final version as they proved to be a barrier for some young people and a distraction. </span></div><h3><span style="font-family: arial;">Repeat focus groups and revision process until it is ready </span></h3><div><span style="font-family: arial;">It is easier to stay in this stage for a long time (and some of the resources I have been developing are in the stage now despite me starting their development before "See It Shout It"). But at a certain point you need to move the resource on if you want to make it into a final version for other people to get access to. At this stage I often do two things. </span></div><div><span style="font-family: arial;"><br /></span></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyBI2P-_YHTWvVJn5cF2L5061tSvSMM2PZdln1z6VuXa_h1JLegtFBCER1asTf1TpcW4dJ6PS1fH1_oMQMViXeyI2ZIGmvL-wBS4ra6vxNU7q78SvatF80joUvOlAcYVn7hv0aI07Y4SqjOmftUHBx3SZn7tb_yiwvT2a-n9sXOdZGvM4aEO9Ehtc/s2634/blog%20buisness%20car%20version.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1886" data-original-width="2634" height="229" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyBI2P-_YHTWvVJn5cF2L5061tSvSMM2PZdln1z6VuXa_h1JLegtFBCER1asTf1TpcW4dJ6PS1fH1_oMQMViXeyI2ZIGmvL-wBS4ra6vxNU7q78SvatF80joUvOlAcYVn7hv0aI07Y4SqjOmftUHBx3SZn7tb_yiwvT2a-n9sXOdZGvM4aEO9Ehtc/s320/blog%20buisness%20car%20version.jpg" width="320" /></a></div><span style="font-family: arial;">Firstly, I create a prototype version that looks more like a professionally produced version and I stop using the print, cut and laminate versions. A cheapish way to create a small batch of a new card resource is to use a business card printing company. Many business card companies require you to order identical cards but <a href="https://refer.moo.com/s/blindfishideas" target="_blank">Moo</a>* lets you print a unique design on one side of each card. They are a great UK service to get a quick prototype made that looks professional. Young people instantly react different when a resource feels more professional. This step can create some important feedback about issues such as icon clarity, card feel and layout.</span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Secondly, I send the resource out to trusted educators I know for them to trial with young people. This step should not be skipped. It is really important to get feedback about how the resource works when you are not present to guide how it is used. I always ask my testers to provide written feedback on the resource and for this resource I sent them a table with each icon on it. This was to help collect feedback about each specific icon. To see if my piloting experiences are representative of how others might use the resource. </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">After all this piloting I reached a stage where I had a high level of confidence in the resource. The core mechanic of the resource is simple, tried and tested. So, the revisions centred mostly on the icons used. The icon selection does not necessarily reflect what young people think is most important in RSE. For example, I initially tried including an icon for Sexting, as that is an important issue. But young people don't use that word and secondly when they want to discuss the issue it is not usually a hard issue to verbalise in general. But instead they reported in lessons on the topic feeling less confident about naming specific body parts in a photo. So I made sure Bum, Breasts, Vulva and Penis all had specific icons in the resource.</span></div><div><span style="font-family: arial;"><br /></span></div><h3><span style="font-family: arial;">Finalise design, publish and start thinking about future editions. </span></h3></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiW0NrBczv0WOL8kuPctdXRsBkY5LVpYmpss0sBfkpMxbeIOw-a2zH4Sq41Qr8YbwleLNEnYR-d4shpT9DG10FnE4PQOYrci292fSNsbmRJSi-QjhT2w_TcBcMqWoyJ1Sv-AUfO6ruGv72uwt2nGVOalGHRtOBDqu9V2-pWUlZyMZcs7AeO1LsYiRE/s3625/blog%20final%20version.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="2409" data-original-width="3625" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiW0NrBczv0WOL8kuPctdXRsBkY5LVpYmpss0sBfkpMxbeIOw-a2zH4Sq41Qr8YbwleLNEnYR-d4shpT9DG10FnE4PQOYrci292fSNsbmRJSi-QjhT2w_TcBcMqWoyJ1Sv-AUfO6ruGv72uwt2nGVOalGHRtOBDqu9V2-pWUlZyMZcs7AeO1LsYiRE/s320/blog%20final%20version.jpg" width="320" /></a></div><span style="font-family: arial;">The final stage is sourcing a production company that can produce the resource at a cost effective unit price. Depending on your situation distribution can also be a significant hurdle. For this resource both of these steps went quickly as acet UK already operated an online shop that would be the primary distribution channel and is linked with printing company we have worked with before. </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">The final step is getting the word out there. The scope and scale of this depends on your aims<br /> and needs. I highly recommend finding groups of people who already have an established interest in the subject field. A youth worker or teacher who hates RSE is not likely to spend their limited budget on a new RSE resource. But RSE enthusiasts and experts in the field are more likely to want to test out your idea. If your resource is well received hopefully they will tell other people about it and word of mouth can be a very powerful. </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">But for me the process does not finish there. As soon as a "final" version is agreed I start thinking about how the resource could be expanded or improved on in the future. If my first print run sells out would a 2nd edition change anything? Could the resource be developed with an expansion pack? Or an alternative edition? For example I am already tempted to create a 18+ version of "See It Shout It" where the icon selection can go in some different directions. Another thing to think about is could the resource work in a different form. Larger, smaller, digital, more complex or maybe more tactile. There are lots of options. </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">If you have made it this far through this long post, I hope you have found it helpful and if you have any questions about this specific resource or how I create resources please find me on twitter <a href="https://twitter.com/blindfishideas" target="_blank">@blindfishideas</a>.</span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;"><i>By Gareth Cheesman</i></span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="color: #999999; font-family: arial;"><i>*indicates this is either an affiliate or referral link. These links do not impact the price you are offered but I may receive a small % of the sale. </i> </span></div><div><b><span style="font-family: arial;"><br /></span></b></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFyGfx5Ub2xJO6oY7c2S_X9CXbzvrlbpseJBKqyVGJhE3xy6OC9mzWK1H7Lu1mzZIig0QYOdUar-rGO_PSCMxwOugLrVTl4J0uXvAw4TBaLLvmEIgWEjHhFfEx7jDP3lhI6jaWW9gSDPc2uTFX4QWieeTMEbjuu31tpatqWaM3Bi6vcjpAqMMjx1k/s3728/blog%203%20versions.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2056" data-original-width="3728" height="352" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFyGfx5Ub2xJO6oY7c2S_X9CXbzvrlbpseJBKqyVGJhE3xy6OC9mzWK1H7Lu1mzZIig0QYOdUar-rGO_PSCMxwOugLrVTl4J0uXvAw4TBaLLvmEIgWEjHhFfEx7jDP3lhI6jaWW9gSDPc2uTFX4QWieeTMEbjuu31tpatqWaM3Bi6vcjpAqMMjx1k/w640-h352/blog%203%20versions.jpg" width="640" /></a></div><br /><div><br /></div>Gareth Cheesmanhttp://www.blogger.com/profile/02344656001803328758noreply@blogger.com0tag:blogger.com,1999:blog-7046899680318163034.post-77413101891051830522021-09-04T16:20:00.036+01:002023-03-22T09:49:54.738+00:00A RSE reading list<span style="font-family: arial;"><i>Sometimes people ask me what reading I recommend around RSE, so I thought I would put together a bit of a list. <div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-RxNhmZryLkDH5OxIfI8Bwhyphenhyphen3Dcy27n4Jn3O4Th7ba_aRiAuVPagaUTq7RBRxL8OyUcyLIeui7Ip7kGRsVTjBUisi1Th4GpWYFT9qtDUkO_631ND081tuWWjPo6XX0xMuS3fdrdyx9N4/s1280/books-5899470_1280.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="876" data-original-width="1280" height="219" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-RxNhmZryLkDH5OxIfI8Bwhyphenhyphen3Dcy27n4Jn3O4Th7ba_aRiAuVPagaUTq7RBRxL8OyUcyLIeui7Ip7kGRsVTjBUisi1Th4GpWYFT9qtDUkO_631ND081tuWWjPo6XX0xMuS3fdrdyx9N4/w320-h219/books-5899470_1280.jpg" width="320" /></a></div></i></span><div><span style="font-family: arial;"><br /></span></div><h3 style="text-align: left;"><span style="font-family: arial;"><b>Key (free) articles and reports </b></span></h3><div><div><ul style="text-align: left;"><li><span style="font-family: arial;"><a href="https://www.sexeducationforum.org.uk/resources/evidence/young-peoples-rse-poll-2018">Young people’s RSE UK poll</a> Sex Education Forum (2018)</span></li><li><a href="https://doi.org/10.1093/eurpub/ckx203 " style="font-family: arial;" target="_blank">RSE outcome variations due to facilitator differences</a><span style="font-family: arial;"> Young et al (2018)<br /></span></li><li><span style="font-family: arial;"><a href="https://bmjopen.bmj.com/content/6/9/e011329.info" target="_blank">What do young people think about their school-based sex and relationship education? A qualitative synthesis of young people's views and experiences</a> Pound et al. (2016)</span></li><li><span style="font-family: arial;"><a href="https://www.gov.uk/government/publications/review-of-sexual-abuse-in-schools-and-colleges/review-of-sexual-abuse-in-schools-and-colleges" target="_blank">Review of sexual abuse in schools and college</a>s Ofsted (2021)</span></li></ul><h3 style="text-align: left;"><span style="font-family: arial;">National and International RSE Guidance </span></h3><ul><li><span style="font-family: arial;"><a href="https://unesdoc.unesco.org/ark:/48223/pf0000260770" target="_blank">UNESCO international guidance on RSE</a> UNESCO (2018)</span></li><li><span style="font-family: arial;"><i>England</i> <a href="https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education " target="_blank">Department for Education full guidance on statutory relationships education, relationships and sex education (RSE) and health education</a> Department for Education (2019)</span></li><li><span style="font-family: arial;"><i>Wales</i> </span><span style="font-family: arial;"><a href="https://gov.wales/curriculum-wales-guidance-and-code-relationships-and-sexuality-education-rse" target="_blank">Curriculum for Wales guidance and code for Relationships and Sexuality Education (RSE)</a> (Consultation stage) Welsh Government (2021) </span></li><li><span style="font-family: arial;"><i>Scotland </i><a href="https://www.gov.scot/publications/conduct-relationships-sexual-health-parenthood-education-schools/documents/" target="_blank">Guidance for teachers on the conduct of teaching relationships, sexual health and parenthood education</a> Scottish Government (2014) </span></li><li><span style="font-family: arial;"><i>Northern Ireland </i></span><span style="font-family: arial;"><a href="https://ccea.org.uk/learning-resources/relationships-and-sexuality-education-guidance-post-primary" target="_blank">Relationships and Sexuality Education Guidance An Update for Post-Primary Schools Northern </a></span><span style="font-family: arial;"><a href="https://ccea.org.uk/learning-resources/relationships-and-sexuality-education-guidance-post-primary" target="_blank">Council for the Curriculum</a> Examinations and Assessment (2019)</span></li></ul></div><h3 style="text-align: left;"><span style="font-family: arial;"><b>Some RSE teaching resources not written by me</b></span></h3><div><ul style="text-align: left;"><li><span style="font-family: arial;"><a href="https://amzn.to/3h5d7OG" target="_blank">Great Relationships and Sex Education: 200+ Activities for Educators</a> Hoyle and McGeeney (2019)* </span></li><li><span style="font-family: arial;"><a href="https://learning.nspcc.org.uk/research-resources/schools/relationships-health-and-sex-education-resources" target="_blank">NSPCC RSE lesson plans and materials</a> NSPCC (2018+)</span></li><li><span style="font-family: arial;"><a href="https://campaignresources.phe.gov.uk/schools/topics/mental-wellbeing/overview" target="_blank">Better Health, every mind matters</a> Public Health England (2017+)</span></li></ul></div><h3 style="text-align: left;"><b style="font-family: arial;">Recommended longer reads and background issues connected to RSE</b></h3><div><ul style="text-align: left;"><li><a href="https://amzn.to/3jM29j7" target="_blank"><span style="font-family: arial;">Understanding sex and relationships education, youth and class</span></a><span style="font-family: arial;"> Elley (2013)*<br /><i>(It is out of print so look out for second hand copies for the best price) </i></span></li><li><span style="font-family: arial;"><a href="https://amzn.to/3jFFlkW" target="_blank">Pedagogy of the Oppressed</a> Freire (2017 reprint) (<a href="https://www.amazon.co.uk/hz/audible/mlp/mfpdp/B07J1TLZCW?actionCode=AMN30DFT1Bk06604291990WX&tag=list-rse-21" target="_blank">Audiobook edition</a>)* <br /><i>(Not specifically about RSE but a great book about the ethos I think is needed for the best RSE) </i></span><br /></li><li><span style="font-family: arial;"><a href="https://amzn.to/2WWTnGj" target="_blank">Medical Apartheid: The Dark History of Medical Experimentation on Black Americans from Colonial Times</a> Washington (2008)*<br /><i>(USA focused but a powerful exploration of how racism impact medicine including sexual health) </i></span></li><li><span style="font-family: arial;"><a href="https://amzn.to/3yP1pO9" target="_blank">Bad Science</a> Goldacre (2009) (<a href="https://www.amazon.co.uk/hz/audible/mlp/mfpdp/B003DVPR8I?actionCode=AMN30DFT1Bk06604291990WX&tag=list-rse-21" target="_blank">Audiobook edition</a>)* <br /><i>(Really useful book to help you read research better and cut through media hype)</i></span></li><li><span style="font-family: arial;"><i><div style="font-style: normal;"><span style="font-family: arial;"><a href="https://shop.brookes.ac.uk/product-catalogue/oxford-centre-for-staff-learning-development/books-publications/ebooks/learning-by-doing-a-guide-to-teaching-and-learning-methods-by-graham-gibbs-ebook " target="_blank">Learning by Doing: A guide to teaching and learning methods</a> Gibbs</span> (2001) Free eBook</div></i></span></li><li><div style="font-style: normal;"><span style="font-family: arial;"><a href="https://amzn.to/3BMsuDU" target="_blank">Doing It: Lets talk about sex!</a> Witton (2017) (<a href="https://www.amazon.co.uk/hz/audible/mlp/mfpdp/B06XCXXC3V?actionCode=AMN30DFT1Bk06604291990WX&tag=list-rse-21" target="_blank">Audiobook edition</a>)*</span></div></li><li><div style="font-style: normal;"><span style="font-family: arial;"><a href="https://www.brook.org.uk/brook-learn/" target="_blank">eLearning from Brook about some RSE topics</a> (some free, some paid for)<br /><br /></span></div></li></ul></div><h3 style="text-align: left;"><span style="font-family: arial;"><b>YouTube content related to RSE</b></span></h3><div><ul style="text-align: left;"><li><span style="font-family: arial;"><a href="https://youtube.com/playlist?list=PLg3ISyIIul8c94xKFfWoYDFPX4YHvBpZv" target="_blank">Hannah Witton sex education playlist</a></span></li><li><span style="font-family: arial;"><a href="https://youtu.be/RFDatCchpus" target="_blank">Crash Course anatomy course (4 vids on reproductive system)</a></span></li><li><span style="font-family: arial;"><a href="https://www.youtube.com/user/sexplanations" target="_blank">Sexplanations channel</a></span></li><li><span style="font-family: arial;"><a href="https://www.youtube.com/c/amazeorg" target="_blank">Amaze.org channel</a> (videos mainly for younger students)</span></li></ul></div><div><span style="font-family: arial;"><b><br /></b></span></div><h3 style="text-align: left;"><span style="font-family: arial;"><b>Academic articles </b></span><b style="font-family: arial;">around RSE </b><span style="font-family: arial;">(some behind a paywall)</span></h3><div><i style="font-family: arial;">Open access</i></div><div><ul style="text-align: left;"><li><span style="font-family: arial;"><a href="https://www.researchgate.net/publication/334226216_Labelling_the_labia_-_a_lesson_in_how_to_terrify_teachers_Pedagogical_obstacles_to_the_introduction_of_compulsory_Relationships_and_Sex_Education_RSE" target="_blank">Labelling the labia – a lesson in how to terrify teachers: Pedagogical obstacles to the introduction of compulsory Relationships and Sex Education (RSE)</a> Dobson (2019) </span></li><li><span style="font-family: arial;"><a href="https://www.sexeducationforum.org.uk/sites/default/files/field/attachment/Statutory%20RSE%20-%20are%20teachers%20in%20England%20prepared.pdf " target="_blank">Statutory RSE: Are teachers in England prepared?</a> Sex Education Forum (2018)</span></li><li><a href="https://www.bristol.ac.uk/policybristol/policy-briefings/sex-education/" style="font-family: arial;" target="_blank">Delivery is just as important as content in sex and relationship education</a> <span style="font-family: arial;">Pound and Campbell (2017) </span></li><li><span style="font-family: arial;"><a href="https://reproductive-health-journal.biomedcentral.com/articles/10.1186/s12978-018-0564-x" target="_blank">Acceptability and stakeholders perspectives on feasibility of using trained psychologists and health workers to deliver school-based sexual and reproductive health services to adolescents in urban Accra, Ghana</a> </span><span style="font-family: arial;">Tabong et al. (2018)</span></li><li><span style="font-family: arial;"><a href="https://www.ippf.org/sites/default/files/2016-10/Putting%20Sexuality%20back%20into%20Comprehensive%20Sexuality%20Education_0.pdf" target="_blank">Putting sexuality back into Comprehensive Sexuality Education: Making the case for a rights-based, sex-positive approach</a> International Planned Parenthood Federation (2016)</span></li><li><a href="https://www.barnardos.org.uk/sites/default/files/uploads/involve-us-respect-us.pdf" style="font-family: arial;" target="_blank">Involve us, respect us: Engaging young people in relationships and sex education</a><span style="font-family: arial;"> Barnardos (2018)</span></li><li><span style="font-family: arial;"><a href="https://doi.org/10.3310/phr09010" target="_blank">A school-based social-marketing intervention to promote sexual health in English secondary schools: The Positive Choices pilot cluster RCT</a> Ponsford et al. (2021)</span></li></ul><div><span style="font-family: arial;"><i>Behind a paywall</i></span></div><ul style="text-align: left;"><li><span style="font-family: arial;"><a href="https://www.publish.csiro.au/sh/SH18121" target="_blank">Comprehensive sexuality education in Thailand? A nationwide assessment of sexuality education implementation</a> Boonmongkon et al. (2019)</span></li><li><span style="font-family: arial;"><a href="https://www.tandfonline.com/doi/abs/10.1080/14681811.2012.727083" target="_blank">Factors associated with middle school students’ perceptions of the quality of school-based sexual health education</a> Byers (2013)</span></li><li><span style="font-family: arial;"><div class="csl-bib-body" style="line-height: 2; margin-left: 2em; text-indent: -2em;"><span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_id=info%3Adoi%2F10.1111%2Fjosh.12036&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Barriers%20to%20Providing%20the%20Sexuality%20Education%20That%20Teachers%20Believe%20Students%20Need&rft.jtitle=Journal%20of%20School%20Health&rft.volume=83&rft.issue=5&rft.aufirst=Marla%20E.&rft.aulast=Eisenberg&rft.au=Marla%20E.%20Eisenberg&rft.au=Nikki%20Madsen&rft.au=Jennifer%20A.%20Oliphant&rft.au=Renee%20E.%20Sieving&rft.date=2013&rft.pages=335-342&rft.spage=335&rft.epage=342&rft.issn=0022-4391"></span></div><a href="https://doi.org/10.1111/josh.12036" target="_blank">Barriers to Providing the Sexuality Education That Teachers Believe Students Need</a> Eisenberg et al. (2013)</span></li><li><a href="https://doi.org/10.1080/10410236.2017.1353867" style="font-family: arial;" target="_blank">Occupational Stigma Communication: The Anticipatory Socialization of Sex Educators</a><span style="font-family: arial;"> Selzer et al. (2018)</span></li><li><a href="https://doi.org/10.1080/14681811.2019.1697661" style="font-family: arial;" target="_blank">Exploring the content and delivery of relationship skills education programmes for adolescents: A systematic review</a><span style="font-family: arial;"> </span><span style="font-family: arial;">Janssens et al. (2020)</span></li></ul></div><div><h3 style="text-align: left;"><span style="font-family: arial;"><b><br /></b></span><span style="font-family: arial;"><b>RSE topics </b></span></h3></div><div><i style="font-family: arial;">Biology </i></div><div><ul><li><span style="font-family: arial;"><a href="https://www.unaids.org/en/resources/fact-sheet " target="_blank">HIV global statistics</a> </span><span style="font-family: arial;">UNAIDS</span><span style="font-family: arial;"> (2021 regularly updated)</span></li><li><span style="font-family: arial;"><a href="https://committees.parliament.uk/committee/81/health-and-social-care-committee/news/104551/sexual-health-figures-mask-serious-trends-and-inequalities/" target="_blank">UK Sexual health figures mask serious trends and inequalities</a> UK Health and Social Care Committee (2019)</span></li><li><span style="font-family: arial;"><a href="https://www.local.gov.uk/sites/default/files/documents/15.7%20Teenage%20pregnancy_09.pdf" target="_blank">Good progress but more to do : teenage pregnancy and young parents. Case studies and practical examples</a> Local Government Association, & Public Health England (2018)</span></li></ul></div><div><span style="font-family: arial;"><i>Relationships</i></span></div><div><ul><li><span style="font-family: arial;"><div><a href="https://static1.squarespace.com/static/5b7c56e255b02c683659fe43/t/5bd51a0324a69425bd079b59/1540692500558/mcc_the_talk_final.pdf " target="_blank">The Talk, How Adults Can Promote Young People’s Healthy Relationships and Prevent Misogyny and Sexual Harassment</a><span> </span>Weissbourd et al. (2017)<i><br />(What young people want help with understanding about relationships)</i></div></span></li><li><span style="font-family: arial;"><a href="https://amzn.to/3BMiY3z" target="_blank">Can We Talk About Consent?</a> Hancock (2021)*</span></li><li><span style="font-family: arial;"><a href="https://doi.org/10.1080/00380253.2017.1331716" target="_blank">When and Why Women Regret Sex in Hookups More Than Men Do: An Analysis of the Online College Social Life Survey</a> Uecker & Martinez (2017) </span></li></ul></div><div><span style="font-family: arial;"><i>Emotional wellbeing</i></span></div><div><ul><li><span style="font-family: arial;"><a href="https://digital.nhs.uk/data-and-information/publications/statistical/mental-health-of-children-and-young-people-in-england/2020-wave-1-follow-up" target="_blank">Mental Health of Children and Young People in England, 2020: Wave 1 follow up to the 2017 survey</a> NHS (2020)</span></li></ul></div><div><span style="font-family: arial;"><i>Technology</i></span></div><div><ul style="text-align: left;"><li><a href="https://www.rsph.org.uk/our-work/campaigns/status-of-mind.html " style="font-family: arial;" target="_blank">Royal society of public health report examining the positive and negative effects of social media on young people’s health</a> <span style="font-family: arial;">RSPH (2017)</span></li><li><span style="font-family: arial;"><a href="https://www.gov.uk/government/publications/sharing-nudes-and-semi-nudes-advice-for-education-settings-working-with-children-and-young-people" target="_blank">Sharing nudes and semi-nudes: advice for education settings working with children and young people</a> UK Department for Digital, Culture, Media & Sport and UK Council for Internet Safety (2020)</span></li><li><a href="https://www.revealingreality.co.uk/work/young-people-pornography-age-verification/" style="font-family: arial;" target="_blank">Young people, Pornography & Age-verification</a><span style="font-family: arial;"> Revealing Reality & British Board of Film Classification. (2020, January)<br />(Some great data on when, how and why young people encounter porn in the UK)</span><span style="font-family: arial;"></span></li><li><span style="font-family: arial;"><a href="https://amzn.to/2WN35uX" target="_blank">The Dark Net</a> Bartlett (2015) (<a href="https://www.amazon.co.uk/hz/audible/mlp/mfpdp/B00NW4DTL8?actionCode=AMN30DFT1Bk06604291990WX&tag=list-rse-21" target="_blank">Audiobook Edition</a>)*</span></li></ul></div><div><span style="font-family: arial;"><i>RSE and disability focused resources </i></span></div><div><ul style="text-align: left;"><li><span style="font-family: arial;"><a href="https://enhancetheuk.org/sex-and-disability">#UndressingDisability, a campaign aiming to raise standards in sexual health and sexual awareness for disabled people</a> Enhance the UK</span></li><li><span style="font-family: arial;"><a href="http://www.bodysense.org.uk/modelsinuse.shtml" target="_blank">Anatomically correct models Desmond and Daisy</a> Bodysense <br />(a small organisation that has a strong reputation in producing physical RSE teaching resources that are accessible for learners with intellectual or physical disabilities.) </span></li><li><span style="font-family: arial;"><a href="https://www.mencap.org.uk/sites/default/files/2019-02/Sexuality%20and%20Relationships%20Resources%20Mencap_0.pdf" target="_blank">Recommended resources for people with a disability around relationships and sex</a> Mencap</span></li><li><span style="font-family: arial;"><a href="https://reachoutasc.com/wp-content/uploads/2020/09/Autism-and-SRE-article.pdf" target="_blank">Supporting pupils with autism through sex and relationships education</a> Reachout ASC </span></li><li><span style="font-family: arial;"><a href="https://www.youtube.com/playlist?app=desktop&list=PLeUi8x-Rc2ej94Cd3adPdnfRtcE8NXe8f&pli=1">A collection of short videos using British Sign Language covering a range of RSE topics</a> Sign Health and Brook </span></li><li><span style="font-family: arial;"><a href="https://www.scarleteen.com/article/disability/a_disabled_persons_guide_to_talking_with_your_partners_about_sex" target="_blank">A Disabled Persons Guide to Talking with Your Partner(s) About Sex</a> Carrie Kaufman writing for Scarleteen</span></li><li><span style="font-family: arial;"><a href="https://youtu.be/blPqze8gkcQ" target="_blank">Misconceptions About Sex & Disability</a> and a <a href="https://youtu.be/AvGNiwR57iI">Roundtable discussion about disability and sex</a> Hannah Witton</span></li><li><span style="font-family: arial;"><a href="https://personal-eyes-education.com/swrnir" target="_blank">Sex was rude, but now its real</a> Benito (2019)<br /></span><span style="font-family: arial;">(Resources and information targeted for working with autistic people but I have heard back from some workers that some of the content was useful for working with people with a wide range of needs.)</span></li><li><span style="font-family: arial;"><a href="https://amzn.to/3nkONMM" target="_blank">Providing Relationships and Sex Education for Special Learners: An Essential Guide for Developing RSE Provision</a> Bray (2021)*</span></li></ul></div><h3 style="text-align: left;"><span style="font-family: arial;">Physical teaching resources I recommend</span></h3></div><div><div><i><span style="font-family: arial;">In person teaching</span></i></div><ul style="text-align: left;"><li><span style="font-family: arial;"><a href="https://healtheducationuk.com/store/home/1873-compact-contraception-kit.html" target="_blank">Compact contraception display kit</a> Health Education</span></li><li><span style="font-family: arial;"><a href="https://healtheducationuk.com/store/home/1734-o-cube-female-condom-demonstrator.html" target="_blank">O-Cube</a> Health Education</span></li><li><span style="font-family: arial;"><a href="https://amzn.to/3u2M5gm" target="_blank">Condoms bulk buy</a> Pasante* <br /><i>(The cost of condom demonstrations can quickly add up so always look out for the big boxes usually called "clinic packs". Also flavoured condoms can help young people feel more confident to touch condoms in a classroom demonstration)</i></span></li><li><span style="font-family: arial;"><a href="https://amzn.to/3lU3ELI" target="_blank">Condom Demonstrators</a>*, <a href="https://healtheducationuk.com/store/index.php?id_product=1346&controller=product" target="_blank">Another</a> <a href="https://www.fpa.org.uk/product/fpa-condom-demonstrator/" target="_blank">and another</a><br /><i>(For education I recommend buying a few different ones, different shapes and sizes and colours to emphasize that variation is normal and the same condoms can fit on all of them)</i></span></li><li><span style="font-family: arial;"><a href="https://exscondoms.com/products/exs-oral-dams" target="_blank">Sexual Dams</a> EXS</span></li></ul></div><div><br /></div><div><span style="color: #999999; font-family: arial;"><i>* Affiliate link. This post includes some affiliate links. These links do not impact the price you are offered but I may receive a small % of the sale. </i></span></div><div><br /></div>Gareth Cheesmanhttp://www.blogger.com/profile/02344656001803328758noreply@blogger.com1tag:blogger.com,1999:blog-7046899680318163034.post-28526599529847226222015-08-10T14:21:00.001+01:002015-08-10T14:21:57.378+01:00Review of Channel 4's Sex in Class<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: Trebuchet MS, sans-serif;">Review of Channel 4's Sex in Class from a relationship and sex educator's perspective.</span></h2>
<span style="font-family: Trebuchet MS, sans-serif;">In this review I will try and bring my perspective as a relationship and sex educator to look at Channel 4's one off show <a href="http://www.channel4.com/programmes/sex-in-class/on-demand/59856-001" target="_blank">Sex In Class</a>. The show is about a Belgian sexologist <a href="https://twitter.com/goedeleliekens" target="_blank">Goedele Liekens</a> testing out her approach to relationship and sex education for 15-16 year olds at a Lancashire school. You can read some great overall reviews from <a href="http://www.simonatbrookcharity.blogspot.co.uk/2015/08/sex-in-class-brook-view.html" target="_blank">Jules Hillier at Brook</a> and <a href="http://www.theguardian.com/tv-and-radio/2015/aug/07/sex-in-class-review-goedele-liekens?CMP=share_btn_tw" target="_blank">Sam Wollaston at the Guardian </a> of the show. In this blog I am trying to focus specifically on my my perspective as a relationship and sex educator on Goedele's content and approach. </span><br />
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<a class="article__img-container js-gallerythumbs" data-is-ajax="" data-link-name="Launch Article Lightbox" href="http://www.theguardian.com/tv-and-radio/2015/aug/07/sex-in-class-review-goedele-liekens#img-1" style="background: rgb(255, 255, 255); color: #005689; cursor: pointer; font-family: 'Guardian Text Egyptian Web', Georgia, serif; line-height: 24px; text-decoration: none;"></a><span style="background-color: white; color: #333333; font-family: 'Guardian Text Egyptian Web', Georgia, serif; line-height: 24px;"></span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXB7OSeqX1i1AQ4KMCrqi-HhE9cWkk6cd-b6UFLdh_eA41Llr39Jxe_WLfzpmyhc3TWqvH7QxZ3DY3Tvb9rY9oG0wcTiRpRlibnuf5ZasJE3rXneCwEDvHQd9gn5YSEhiGx85ewt1kxD4/s1600/Sex+in+Class+publicity+shot.jpeg" imageanchor="1" style="background-color: transparent; margin-left: auto; margin-right: auto; text-align: center;"><img border="0" height="384" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXB7OSeqX1i1AQ4KMCrqi-HhE9cWkk6cd-b6UFLdh_eA41Llr39Jxe_WLfzpmyhc3TWqvH7QxZ3DY3Tvb9rY9oG0wcTiRpRlibnuf5ZasJE3rXneCwEDvHQd9gn5YSEhiGx85ewt1kxD4/s640/Sex+in+Class+publicity+shot.jpeg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="background-color: white; color: #767676; font-family: 'Guardian Text Sans Web', 'Helvetica Neue', Helvetica, Arial, 'Lucida Grande', sans-serif; font-size: 12px; line-height: 16px; text-align: left;">Goedele Liekens with her charges in Sex in Class. Photograph: Matt Squire</span></td></tr>
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<span style="font-family: Trebuchet MS, sans-serif;">The show starts with a pretty unsurprising statistic of "</span><span style="font-family: 'Trebuchet MS', sans-serif;">83% of kids have seen porn by the time they are 13" (source not cited) and goes on to show how teachers at this school don't think current RSE is good enough and also gives some quotes from young people involved. Such as </span><span style="font-family: 'Trebuchet MS', sans-serif;">"It [porn] doesn't give you a lot of information it tells you how to do it" and </span><span style="font-family: 'Trebuchet MS', sans-serif;">"you just watch it to see what other people are up to"</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">We quickly get into Goedele's first lesson with 13 students who volunteered to be a part of the project. I was intrigued that the group was so small, in previous channel 4 shows about sex education they often involve entire year groups. I am unsure if this decision was driven by filming constraints, school limitations, a request from Goedele for a small group or a lack of volunteers. What ever the reason a group of just 13 students from a school year who volunteered to be on TV is a very different group to work with then what most relationship and sex educators work with on an average day. However, I was keen to see what I could learn from her sessions. I wanted to very delibratly think seperately about Goedele's content and approach.</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><b>Content - key difference</b></span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Overall if I had to say what the main difference in content between Goedele's sessions and the majority of UK RSE I have seen and been involved with I would say the focus on pleasure is what stands out. Now pleasure is not something UK based RSE workers ignore, in fact it was the focus of a <a href="http://srestuff.blogspot.com/2014/09/esteem-resource-network-update-event.html" target="_blank">workshop</a> I lead last year at the Esteem Resource Network Conference and people like the fpa have been talking about it since at least <a href="http://www.fpa.org.uk/sites/default/files/sexual-wellbeing-policy-statement.pdf" target="_blank">2011</a>. But unlike Goedele I believe it is usually brought in as a part of RSE not the core subject which the rest of the materials are built around. This core theme of pleasure came up throughout the show. Apart from making pleasure so central everything she covered is covered by good Relationship and sex educators working in the UK today. For me I have always built my work around the concept of healthy relationships. Pleasure is a part of this but is not the only measure. I finished the show wondering if we need to bring pleasure more into the centre? </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><b>Approach - key difference</b></span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Goedele is very direct and blunt. But her approach goes beyond just being blunt. I felt Goedele got much more personal with the students views and experiences (however, she seemed to have toned her approach down for the UK, in Belgium she says she would sometimes give out sex toys at the the end of a course). I saw this personal focus both in the way she interacted with the young people and the type of homework she sets. I rarely see this kind of personal direct questioning in the UK. In fact I have often gone the other way, encouraging students to make situations and questions abstract as a way to encourage the students to be more honest in their questions and responses. Goedele flips this on its head. Using an example from the show Goedele got the boys to choose from a large number of photos which vulva they personally found most attractive but if I had planned that activity I would have been more likely to ask "Which of these vulvas do you think most boys your age find attractive?" This approach was repeated through out the show. Goedele directly asks a girl about a porn scene the group wrote which ended with the guy ejaculating onto the females face. Goedele asked Beth "you said, 'That's the ideal situation, that's how I would love to..'?" She makes the question personal to Beth. It becomes a question about if Beth would enjoy a male cumming on her face personally. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Some of the homework is equally personal, she instructs the males in the group to shave all their pubic hair off every day for a week. It is a personal experiential learning assignment to literally help the boys understand how many girls feel. She gives them the shaving foam and razor to complete the homework. I wonder at w</span><span style="font-family: 'Trebuchet MS', sans-serif;">hat age would I be comfortable setting this? </span><span style="font-family: Trebuchet MS, sans-serif;">For the females in the group the personal homework was to give out hand mirrors with the instructions to look at their own vulvas to better understand their own bodies. Now the advice to make use of hand mirrors can be found in many books and pamphlets about puberty. But does this advice become more personal when it becomes set as homework. Goedele further instructs the group </span><span style="font-family: 'Trebuchet MS', sans-serif;"> </span><span style="font-family: 'Trebuchet MS', sans-serif;">"If you have the courage to feel with a finger inside, please do. You don't have to do anything that really makes you feel uncomfortable. If you feel too bad about it whilst you are trying it you can stop of course. But you have to know your own body."</span><span style="font-family: 'Trebuchet MS', sans-serif;"> We see at least one father ringing to complain about this homework and the school's teaching staff seem undecided on the homework. </span><span style="font-family: 'Trebuchet MS', sans-serif;">"Would I be happy with them having that..set them as a homework? Do you know? I can't honestly say. I'm undecided. If it works why not?" </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">I really want to know what the impact of this personal approach had to the young people's own learning. By the end of the show both the males and the females seemed to be expressing that their attitudes and emotions around sex had improved. Did Goedele's sessions have an impact on attitudes because of the personalisation or the material or was the content transformative on its own? This was the biggest question I left the show with, I would love to hear what other people think. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><b>Other bits that stood out to me as an educator. </b></span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">In the 2nd lesson Goedele says to the class "if you watch pornography you know there is a lot of lies and stupid things." This statement caught me by surprise, in the first activity we saw about pubic hair it seemed like most of the boys didn't understand how porn misrepresents what is "normal". But she acts like everyone in the room agrees porn is misleading and I wonder how many young people really believe this. This may have been a deliberate phrasing of a statement to get the group to quickly accept a (possibly) new opinion. There is subtle flattery in this statement, "you know this", "you're smart" "it obvious" that may help people to accept this statement unchallenged. Therefore, the following exercises build on the premises of porn lying. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">We hear some of the school's teachers commenting on this lesson about porn especially when the boys started acting up to what you could call very laddish stereotypes. One teacher said</span><span style="font-family: Trebuchet MS, sans-serif;"> </span><span style="font-family: 'Trebuchet MS', sans-serif;">"It is difficult as a teacher to see the lesson, Your kind of automatic response is to tell them off, 'No, don't do that, don't do that,' 'No, you're wrong thinking that.' Every part of me wanted to go in and kind of tell those lads to be quiet, and get more of a balance." and another teacher commentated </span><span style="font-family: Trebuchet MS, sans-serif;">"she didn't challenge what they said". This opens up a fascinating aspects of RSE, how much do we need to be open to views we might think are wrong or unhelpful. When is the right moment to question a statement and when is is it right to let something be expressed. I think Goedele did a good job of getting a balance but its a thin line. Letting young people express themselves is very important but some of the comments could have made it harder for other members of the group to express their opinions. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">The lesson on vulva and vagina is split by gender. This seems to really help the female group grow in confidence to ask questions and share ideas. I was briefly worried the males would not get the same lesson but thankfully they soon showed the boys going through teh same material. I completely agreed with this approach. By default I think the interactions between male and female students in lessons can lead to some great revelations and discussions. But now and then groups can benefit from single sex groups. The same material may be delivered to both but the discussion and focus shifts with the group</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">The show finishes with all 13 students sitting a mock relationship and sex GCSE. Goedele confidently states "you can see that they really want to do well, that they think it's important to have good grades. So, an exam is the way to have them take it seriously." I'm still not sure what I think about this idea. Most of the time I feel our school system racks up too much pressure with exams and constant grading. That constant pressure having a negative emotional impact on many young people. So would another exam just add to that burden. Or would an exam help to raise up the importance of RSE in the minds of pupils and teachers. The show clearly showed it was possible to grade some of the students knowledge and possibly some of their attitudes. But could a grade really express what we are aiming RSE to achieve. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><b>Conclusion </b></span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">I could write a load more but that is probably enough for today. This was another thought provoking show that highlights the need for better RSE across all schools for all pupils. For these 13 pupils Goedele's approach seemed to work at the end of the show 2 comments stood out to me. </span><span style="font-family: 'Trebuchet MS', sans-serif;">Male in the group "The most important thing is respect" </span><span style="font-family: 'Trebuchet MS', sans-serif;">Female in the group "I'm already putting what I've learnt into practice. I'm already more confident". I am still undecided how much of this positive outcome was due to the content or the approach or maybe a mixture of both. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">I think we have a lot to learn from other approaches to RSE around the world. Some things may be culturally relevant and appropriate just to a specific location but other ideas and approaches need to be shared. Whilst coverage is patchy the quality of some RSE in the UK is very high. We need to hope we can help spread the good practice to every corner of the UK and always be ready to learn more ourselves. </span></div>
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<span style="font-family: 'Trebuchet MS', sans-serif;"><b><i>Other quotes from the show</i></b></span><br />
<span style="font-family: 'Trebuchet MS', sans-serif;"><i><br /></i></span>
<span style="font-family: 'Trebuchet MS', sans-serif;"><i>About males watching porn "they get all these images in their head, and expect girls like us to be that certain way and do stuff that certain way"</i></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><i><br /></i></span>
<span style="font-family: Trebuchet MS, sans-serif;"><i>About pubic hair "I would leave a girl if she had a hairy fanny". </i></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><i><br /></i></span>
<span style="font-family: 'Trebuchet MS', sans-serif;"><i>Goedele observed that "What was happening in the classroom was what happens in porn, male domination"</i></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><i><br /></i></span>
<span style="font-family: Trebuchet MS, sans-serif;"><i>Female talking about the boys comments about sex and porn "We were quite shocked at what they were saying"</i></span><br />
<span style="font-family: 'Trebuchet MS', sans-serif;"><i><br /></i></span>
<span style="font-family: Trebuchet MS, sans-serif;"><i>Boy "Cos most girls get jizzed on their face or in their mouth, so I don't think they will be bothered" Goedele challenged this stating clearly that most females don't enjoy this</i></span><br />
<span style="font-family: 'Trebuchet MS', sans-serif;"><i><br /></i></span>
<span style="font-family: 'Trebuchet MS', sans-serif;"><i>Boy "If she gives me consent to shag her I'm sure I can come on her face" Other boy "I reckon you should clarify it with them first before you do it."</i></span><br />
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<span style="font-family: 'Trebuchet MS', sans-serif;"><i>Update on shaving homework, "I've been itchy all day"</i></span><br />
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<span style="font-family: 'Trebuchet MS', sans-serif;"><i> "We know the influence of porn is there so we need a counterbalance" Goedele</i></span></blockquote>
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<span style="font-family: Trebuchet MS, sans-serif;">#SexInClass</span><br />
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Gareth Cheesmanhttp://www.blogger.com/profile/02344656001803328758noreply@blogger.com0tag:blogger.com,1999:blog-7046899680318163034.post-29347464267171132612015-03-31T12:20:00.001+01:002015-03-31T12:22:32.245+01:00The need to talk about porn and release all the data<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: Trebuchet MS, sans-serif;">Today childline launched a<span style="color: blue;"> <a href="http://www.childline.org.uk/Explore/OnlineSafety/Pages/fapz-fight-against-porn-zombies.aspx" target="_blank"><span style="color: blue;">new campaign (FAPZ)</span></a> </span>to help young people make sense of the powerful influence online porn can have on young people. I welcome any new or renewed effort to help tackle this issue. What ever adults personally think about adults consuming porn, it clearly is not meant for young people. Below is a tweet from Simon Blake (CEO of Brook)</span></div>
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Agree <a href="https://twitter.com/NSPCC">@NSPCC</a> we must talk about porn at home, school & community. Whatever you think about porn it is not place CYP should learn about sex<br />
— Simon Blake (@Simonablake) <a href="https://twitter.com/Simonablake/status/582821385602469888">March 31, 2015</a></blockquote>
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<span style="font-family: Trebuchet MS, sans-serif;">It is very worrying to hear Childline<span style="color: blue;"><u> <a href="http://www.nspcc.org.uk/fighting-for-childhood/news-opinion/sue-minto-we-cannot-shy-away-talking-about-porn/" target="_blank">reporting </a></u></span>high numbers of calls to their phone line where online porn is a key issue. And this will just be a tip of the iceberg of the influence porn is having. When I talk about Childline in high schools I have meet many young people who think its not for them because they aren't a child so they wont ring it. Such a shame. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">However, the NSPCC could strengthen their campaign by releasing the full details of the report they have been quoting statistics from. It is very alarming to read </span><br />
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<blockquote class="twitter-tweet" data-cards="hidden" lang="en">
One in ten 12 – 13 year olds think they are addicted to porn. Read the result of our survey: <a href="http://t.co/wVc6tG7T2o">http://t.co/wVc6tG7T2o</a> <a href="http://t.co/Vrs5P8dqyv">pic.twitter.com/Vrs5P8dqyv</a><br />
— NSPCC (@NSPCC) <a href="https://twitter.com/NSPCC/status/582817797190877184">March 31, 2015</a></blockquote>
<script async="" charset="utf-8" src="//platform.twitter.com/widgets.js"></script><span style="font-family: Trebuchet MS, sans-serif;">But for Relationship and Sex educators who are leading lessons on the topic and helping schools structure their curriculum we hunger for some more details. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">For example<u> <a href="http://srestuff.blogspot.co.uk/2012/01/teaching-14-15-year-olds-about-porn.html" target="_blank"><span style="color: blue;">since January 2012</span></a></u> I have been providing lessons on how the media (and especially porn) distort people's perception of sex. In most schools I normally deliver this lesson to 14-16 year olds. In conjunction with teaching staff we identified this as a target age where a high % of young people have seem explicit images. But maybe our perception is wrong and we need to start this lesson earlier. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">The Esteem Resource Network recently released a survey of<span style="color: blue;"><u> <a href="https://drive.google.com/file/d/0BwAOxpbnyhEdc2Z1NXpmQTdVbzQ/view?usp=sharing" target="_blank">1000 young people report on encountering explicit sexual media</a>. </u></span>I was involved with this survey and in this survey we found out some interesting things. Such as</span><br />
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<li><span style="font-family: Trebuchet MS, sans-serif;">67% of young people have encountered explicit sex scenes visually and 47% of young people have encountered explicit sex scenes in written form</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Internet videos are the most common medium through which young people see explicit sex scenes</span></li>
<li><span style="font-family: 'Trebuchet MS', sans-serif;">Young people’s definitions of what is classified as an explicit sex scene appears to change as they get older</span></li>
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<span style="font-family: Trebuchet MS, sans-serif;">This report had an age range of 12-16 and across the ages we see how exposure to internet explicit sexual media seems to rapidly increase with age but TV and film stays a lot steadier. This survey was undertaken because it can sometimes be hard to know what </span><span style="font-family: 'Trebuchet MS', sans-serif;">topics to focus on and what </span><span style="font-family: 'Trebuchet MS', sans-serif;">topics to tackle at what age. The more data we have the better our RSE can be. </span><br />
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Helpful Links <u><span style="color: blue;"> </span></u><br />
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<a href="https://drive.google.com/file/d/0BwAOxpbnyhEdc2Z1NXpmQTdVbzQ/view?usp=sharing" target="_blank"><span style="color: blue;">Esteem Resource Network report on young people encountering explicit sexual media. </span></a><br />
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<a href="http://www.romanceacademy.org/content/lets-talk-about-porn-roadshow" target="_blank"><span style="color: blue;">Romance academy Lets Talk About Porn roadshow</span></a><br />
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<a href="http://www.childline.org.uk/Explore/OnlineSafety/Pages/fapz-fight-against-porn-zombies.aspx" target="_blank"><span style="color: blue;">Childline FAPZ campaign</span></a><br />
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<u><span style="color: blue;">P</span></u>.S. Really intrigued who came up with the childline surnames of characters,<br />
<span style="background-color: white; font-family: arial, helvetica, sans-serif; font-size: 16px; line-height: 19.2000007629395px;">Professor Ophelia Balls, </span><br />
<span style="background-color: white;"><span style="line-height: 19.2000007629395px;"><span style="font-family: arial, helvetica, sans-serif;">Jack Sofalot, </span><span style="font-family: inherit;">(my favourite) </span></span></span><br />
<span style="background-color: white; font-family: arial, helvetica, sans-serif; font-size: 16px; line-height: 19.2000007629395px;">Faye Cummings </span><br />
<span style="background-color: white; font-family: arial, helvetica, sans-serif; font-size: 16px; line-height: 19.2000007629395px;">and Drew Peacock</span><span style="background-color: white; font-family: arial, helvetica, sans-serif; font-size: 16px; line-height: 19.2000007629395px;"> </span><br />
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Gareth Cheesmanhttp://www.blogger.com/profile/02344656001803328758noreply@blogger.com0tag:blogger.com,1999:blog-7046899680318163034.post-4648671871784261872015-02-16T16:07:00.000+00:002015-02-17T08:27:19.156+00:00Review of 50 Shades of Grey from a Relationship and Sex Educators perspective<div dir="ltr" style="text-align: left;" trbidi="on">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqsG-DaanHCnlMBbCJ70UGKLkWoVD7o8oMJDwsnQAl67jHuPNpRUhfaFuXGcYqXOg3WOjaF_NXfXsIkCMldHuukI_awabX-FfpEXur-TI3wX-g9Jmkm5VbzLG6V_DYg2fY2sfevZ8klkg/s1600/50+Shades+ticket.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqsG-DaanHCnlMBbCJ70UGKLkWoVD7o8oMJDwsnQAl67jHuPNpRUhfaFuXGcYqXOg3WOjaF_NXfXsIkCMldHuukI_awabX-FfpEXur-TI3wX-g9Jmkm5VbzLG6V_DYg2fY2sfevZ8klkg/s1600/50+Shades+ticket.jpg" height="317" width="320" /></a><span style="background-color: white; font-family: 'Trebuchet MS', sans-serif; font-size: 16px; line-height: 22.3999996185303px;"><span style="font-size: large;">Thoughts on how Relationship and Sex Educators may have to respond to the 50 Shades of Grey film with young people. </span></span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">2 and a half years ago I wrote a review of the 50 Shades of Grey book from a<a href="http://srestuff.blogspot.co.uk/2012/08/50-shades-of-grey-reading-by-sex-and.html" target="_blank"> relationship and sex educator perspective</a>. Today I saw the film adaptation with the aim to do the same for the film. <a href="http://www.esteemresourcenetwork.org/nearly-1-in-10-young-people-have-read-50-shades-of-grey/" target="_blank">1 in 10 young people have read </a>the novel and I am confident even more will try and see the film. This film (at least in the immediate future) will have an impact on young peoples perspective of sex and relationships and I am keen that people who work with young people equip themselves to respond to questions and concerns this film might raise. Imagine being asked by a young person "why do people enjoy spanking?" "What is fetish?" What is BDSM" "Explain 50 shades of grey?" are we ready to answer young peoples questions? This film raises issue of consent, healthy/unhealthy relationships, BDSM sex, boundaries, communication and value in sex. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">In the UK this film has an 18 certificate, which should stop under 18s seeing the film. However, we all know some under 18s will get to see it in the cinema. However, I am sure many more young people will end up seeing it online from an illegal site either bit torrent or online streaming. I was able to do a quick search and find both bit torrent and streaming services offering 50 Shades pirated from the cinema videos. Young people are better then me at finding full films online. So whilst this film is not meant for young people. Young people will find it and will watch it. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Overall the film has a mixture of positive and negative aspects compared to the book. Some issue I had with the book are down played in the film whilst over issues emerge. Please bare in mind this is not an attempt at a feminist, ethical, media studies, religious or any other type of review. This is focused on trying to imagine "What impressions of relationships and sex could a young person walk away from this film with?" It is not attempting to be balanced but to try and think what issues could this raise in my work as a relationship and sex educator. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><i>***SPOILER WARNING, if you hadn't guessed lots of spoilers below***</i></span><br />
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;"><b>Consent, Consent! Consent?</b></span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">One of the biggest issue I saw cropping up in this film is consent. How does the film portray consent and does the film explore what is a healthy application of consent. This is a central theme of the film. Does Anastasia consent to the BDSM relationship Grey is presenting. I left the cinema today with the impression that compared to the book Anastasia's character has been strengthen but I still feel concerns about the message it gives. I can now understand why actors and film crew have been so confident in their denial that their is a lack of consent. Almost every sex scene begins with a discussion about if Anastasia gives consent. At times she is portrayed as positively enthusiastic in her consent. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">However, I teach in my lessons that something is only genuine consent if both people have the option and confidence to say no. The premise of the film is that to have a relationship with Christian Grey Anastasia must consent to a BDSM relationship. I tried to imagine taking this premise down to a more common example away from the glamour of dating an eccentric millionaire. If a young person asked "My partner says I must provide oral sex if I want to start a relationship with them, what should I do?" What advice would we give? Would we see that this is an example of good practice consent as it is presented as a question not a demand. Or would we see this as an act of manipulation. It could be argued that Christian is not demanding specific acts because he is willing to negotiate on the specific acts in the contract. But he is not willing to negotiate on the basic set up of the sexual relationship. On the positive side at the end of the film when Anastasia gives a very firm no he does restrain himself from following her. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">In balance I believe this film does blur what healthy consent is. Young people could walk away from this movie with an expectation that it is fine to demand sexual behavior as a condition of a relationship. That worries me as I find young people all ready often struggle to identify accurately what consent is. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;"><b>Contraceptives</b></span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">In my review of the book one positive issue I highlighted from the story was the mentioning of contraceptives. Thankfully this film does include some contraceptives. Not many (I counted 4) but some is better then none. Sadly the 2 shots of Christian opening a condom package are so quick you could blink and miss them and the 2 mentions of the oral contraceptive pill are presented as a part of the BDSM relationship and not as simply good ideas by themselves. Whilst I would always want more contraceptives in more films, ideally portrayed as a part of healthy relationships and not as the gag in a comedy, this film does better then most romance films. Hopefully this film will at least not add to young people's reluctance to use contraceptives and possibly it might encourage the use of them. </span><br />
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<span style="font-family: 'Trebuchet MS', sans-serif;"><span style="font-size: large;"><b>Bad BDSM practice</b></span></span><br />
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<span style="font-size: large;"><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisMm3Y7pefDYMkvmG68a36OTx0E67cC06GxeSW7sJ0twQ7uDy3KdO8mNGgJPcwVuRyYYcv3j49ctY0J0o33qQdAqazBmF3fg-7UYYXJ76rMiMh06bv5PifsIJ5-GAkaD8dQeTHz_s4t-Y/s1600/1058367_73129660.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisMm3Y7pefDYMkvmG68a36OTx0E67cC06GxeSW7sJ0twQ7uDy3KdO8mNGgJPcwVuRyYYcv3j49ctY0J0o33qQdAqazBmF3fg-7UYYXJ76rMiMh06bv5PifsIJ5-GAkaD8dQeTHz_s4t-Y/s1600/1058367_73129660.jpg" height="214" width="320" /></a></b></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">A lot of media attention has been focused on the BDSM sex. In my book review I stated that.</span><br />
<blockquote class="tr_bq">
<span style="font-family: Trebuchet MS, sans-serif;">"</span><span style="background-color: white; font-family: 'Trebuchet MS', sans-serif; font-size: 16px; line-height: 22.3999996185303px;">Media which presents unrealistic or bad fetish sex is not good because people may believe it and then make dangerous mistakes. Especially as it is a form of sex that has intrinsic risk. Young people could end up getting hurt emotionally or physical if they only draw on bad media BDSM portrayals like this."</span></blockquote>
<span style="background-color: white; font-family: 'Trebuchet MS', sans-serif; font-size: 16px; line-height: 22.3999996185303px;">Sadly the film still contains what I understand to be bad portrayals of BDSM sex. For example cable ties are suggested as a method of </span><span style="font-family: Trebuchet MS, sans-serif;"><span style="line-height: 22.3999996185303px;">restraint which I believe to be strongly discouraged as they risk cutting off blood supply and are hard to remove. The contract also appears to be misused. It is presented originally as an essential step before starting a physical BDSM relationship. Then the film shows Christian spanking, restraining with leather cuffs, flogging, restraining with rope, cropping, restraining with ties, practicing slave positions and more with no contract signed. I am glad that the film does include details of what safewords are in theory but they don't role model Anastasia using them even during the final beating scene when it is abundantly clear she is not enjoying it. </span></span><span style="font-family: 'Trebuchet MS', sans-serif; line-height: 22.3999996185303px;">I fear young people will end up physically</span><span style="font-family: 'Trebuchet MS', sans-serif; line-height: 22.3999996185303px;"> and emotionally hurt from trying BDSM acts they have only learnt about from this film. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;"><b>Communication </b></span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Much of the films sexual tension and thrill is built up through the dialogue between Christian and Anastasia. Communication between them is modeled better then some films and Christian even says the words "We have to be honest with each other for this to work?". Great sentiment and I hope young people do what Christian says and not what Christian does. Christian's version of honesty is for Anastasia to reveal her feelings whilst he is closed off and strongly avoids discussion of his emotions and motives. The communication comes across as primarily one way. Christian has a desire to know Anastasia in a deeply personal and intimate way but for what reason is unclear. His interest could easily be seen as another aspect of him wanting to control her and not about genuine communication in relationships. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;"><b>Focus on Mr Grey </b></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgR37fwJduZK9GB794CJtFfuCKXCoGB3O7SxyD7knkqtjPQZcSdHJUSV1YxcDm9-dVZCslX7awYy5hbamjSZIIv3VawN9CEFlfqwpBpWHGroFRLHfOA6aE_lsApsYfXyzvryyzD3lUiaR8/s1600/602259_53725964.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgR37fwJduZK9GB794CJtFfuCKXCoGB3O7SxyD7knkqtjPQZcSdHJUSV1YxcDm9-dVZCslX7awYy5hbamjSZIIv3VawN9CEFlfqwpBpWHGroFRLHfOA6aE_lsApsYfXyzvryyzD3lUiaR8/s1600/602259_53725964.jpg" height="320" width="240" /></a><span style="font-family: Trebuchet MS, sans-serif;">Compared to the book I believe the film downplays Christian Grey's stalking and abusive controlling actions. For example, the film unlike the book does not make it clear that Christian uses his power in the telecommunication business to track Anastasia phone. Christian's obsession with controlling her eating habits are toned down and his jealousy and interference with Anastasia and José's friendship is not given much screen time. Overall I think this film adaptation has reduced some of the abusive elements in the book. But Mr Grey still portrays deeply worrying and unhealthy behaviours. For example at one point it Anastasia email Christian "It has been nice knowing you" this rebuff (which in the book is later explained as a joke but in the film this is not clear) is ignored by Christian who responds by getting into Anastasia house by means unknown but most importantly uninvited. He then ties her up, blindfolds her, stimulates her body, flips her over, slaps her bottom and has sex with her. I do not believe this shows a healthy response to a rebuff. He seems to treat it is a challenge, an opportunity to remind Anastasia what sex with him is like and a rejection is a reason to try and convince her to change her mind. At this point no does not mean no to Christian Grey. Again I worry that this could encourage young people to treat a rejection by a partner as a reason to try and forcefully convince them they are wrong. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Compared to the book this film also appears to focus on Mr Grey's pleasure over Anastasia's. We do get some close up of Anastasia's face in moments of enjoyment but this is very little compared to the books clear explanation of Anastasia's orgasms. The book celebrates what physical pleasure Anastasia is getting in the relationship whilst my viewing of the film suggests the focus of the camera is what Christian is getting from the sex and from the thrill of a new object to act upon. The film has none of Anastasia's inner monologue and without that viewpoint the focus moves more on Christian Grey. Possibly in an attempt to build up sympathy for a "damaged man" as a way to excuse his more distasteful behavior. For me I want to imagine what would a young person take away from this film. How will it impact their assessments of potential partners? Does this film feed into the fairy tale of a beauty taming a beast?</span><br />
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<span style="font-family: 'Trebuchet MS', sans-serif;"><span style="font-size: large;"><b>The ending?</b></span></span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">If you didn't know the book has 2 sequels and the film has already had a <a href="http://www.ibtimes.com/fifty-shades-grey-sequels-confirmed-fans-react-fifty-shades-darker-fifty-shades-freed-1807934" target="_blank">sequel confirmed</a>. This is a shame. Without the sequels the ending could be read as Anastasia finally coming to her senses and realising this man is dangerous, the relationship is unhealthy and she could do better. She leaves and is safe and to be extra generous we could read that Christian redeems himself (partly) by not following her into the lift after she says no. But there are sequels and that is not the ending of the story. Like the book the film ends with the 2 characters separated but it is presented as a separated for now situation. I honestly can't imagine how young people will respond to the ending especially if they haven't read the books. If any young people admit they have seen the film I will definitely ask what they think of the ending and what they think should happen next. </span><br />
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<span style="font-family: 'Trebuchet MS', sans-serif;"><span style="font-size: large;"><b>Rectify the situation </b></span></span><br />
<span style="font-family: 'Trebuchet MS', sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">The final theme I wanted to highlight was something that leaped from the screen for me this morning. I do not remember having the same reaction to the scene in the book but I was thoroughly depressed by Christian Grey saying lets "rectify the situation" after Anastasia admits to never having sexual contact with anyone before. I was enraged by the suggestion that someone not having had sex was presented as a situation, a problem to over come, something to be solved and as a negative thing. Looking at this from a young person perspective this could easily and powerfully reinforce the negative stereotype that to be a virgin is a bad thing. That someone may not even be fully complete or fully grown up until they have sex. Worst of all the film presents it as Christian Grey is doing her a favour. I hate to think of young people watching this film and having their own fears of being a virgin being a negative thing confirmed. I fear that some young people will also see it as validation that to have sex with a virgin is to do them a favour. Young people have so many pressure on them to be sexually active it can and does cause emotional distress and upset. These social pressures do influence people into making decisions they regret later. On this viewing of the film this was the single biggest issue that jumped out to me. </span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif; font-size: large;"><b>Conclusion </b></span><br />
<span style="font-family: 'Trebuchet MS', sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">Whilst I do not expect that every film must be educational to be permitted I do think it is a responsibility to label situations for what they are. We can watch and even enjoy films that have villains, monsters and complex characters. The dangers come in if we absorb unhealthy messages from films and apply them to our lives. I am passionate about equipping young people to navigate the media pressures. To help them deconstruct the lies and understand true meanings of healthy relationships and positive sexual expression. To be abundantly clear I do not think that BDSM is inherently abusive but in this presentation of a BDSM relationship I think we have a thoroughly unhealthy representation of both a relationship and BDSM lifestyle. Young people deserve to know this when they have questions or concerns after seeing this film. </span><br />
<span style="font-family: 'Trebuchet MS', sans-serif;"><br /></span>
<span style="font-family: 'Trebuchet MS', sans-serif; line-height: 22.3999996185303px;">After viewing this film I wonder if Relationship and Sex Education workers will start to be asked specific questions about fetish sex in lessons. Could RSE workers one day be asked to do lessons on safer BDSM, this might sound far fetched to many educators but I wonder how many educators 20 years ago expected to be doing lesson on young people creating pornography of themselves. Yet lessons on sexting are a common necessity. Personally I do not think we should be teaching 15 year olds how to tie each other up but I do think we need to be ready to answer questions in a helpful way. </span><br />
<span style="font-family: 'Trebuchet MS', sans-serif; line-height: 22.3999996185303px;"><br /></span>
<span style="font-family: 'Trebuchet MS', sans-serif; line-height: 22.3999996185303px;">At the start of this post I said. "</span><span style="font-family: 'Trebuchet MS', sans-serif;">Imagine being asked by a young person "why do people enjoy spanking?" "What is fetish?" What is BDSM" "Explain 50 shades of grey?"</span><span style="font-family: 'Trebuchet MS', sans-serif; line-height: 22.3999996185303px;"> " But in truth I have already been asked all those question by young people in the last 2 years. Young people have questions about 50 Shades of Grey, are we confident we are ready to answer them? </span><br />
<span style="font-family: 'Trebuchet MS', sans-serif; line-height: 22.3999996185303px;"><i><br /></i></span>
<span style="font-family: 'Trebuchet MS', sans-serif;"><span style="line-height: 22.3999996185303px;"><i>P.S. please forgive my atrocious spelling and grammar but let me know so I can change it</i></span></span><br />
<br />
<br /></div>
Gareth Cheesmanhttp://www.blogger.com/profile/02344656001803328758noreply@blogger.com0tag:blogger.com,1999:blog-7046899680318163034.post-87576978889050237462015-02-13T17:05:00.000+00:002015-02-13T17:05:42.406+00:00Nearly 1 in 10 young people have read 50 Shades of Grey <div dir="ltr" style="text-align: left;" trbidi="on">
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<b><span style="font-family: Trebuchet MS, sans-serif;">Nearly 1 in 10 young people have read 50
Shades of Grey say relationships and sexual health education experts.<o:p></o:p></span></b></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Esteem Resource
Network, a project of the charity ACET (AIDS Care, Education and Training) has
more than 25 years of experience in delivering workshops to young people on
issues related to self-esteem, relationships and sexual health.<o:p></o:p></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">As part of a larger study, to be released later this year, a survey
carried out by Esteem has found that almost 10% of young people report reading
an explicit sex scene from 50 Shades of Grey. <o:p></o:p></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Unlike the adult market, this anonymous survey shows that male
readership (12%) doubles that of than female readership (6%) amongst young
people.<o:p></o:p></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">More than 1,000 12-16 year olds were asked if, when and how they had
encountered written and visual explicit sex scenes. The preliminary findings of
the survey show that 67% of young people have seen explicit sex scenes, whilst 47%
have encountered them in written form. <o:p></o:p></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Gareth Cheesman, Project Development Officer at Esteem, who led the
study said, “With more young people seeing explicit sex scenes than reading
them, it raises the question as to how many young people will be seeking to
watch the 50 Shades of Grey film, despite the 18-certificate rating it has been
given in the UK, particularly when it becomes accessible online.” <o:p></o:p></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">50 Shades of Grey has brought alternative sexual activities into the
public eye and it remains to be seen if this will have an impact on young
people. It is significant that the book has been widely rejected by the BDSM (Bondage
and Discipline, Dominance and Submission, Sadism and Masochism) community as an
unrealistic and sometimes dangerous portrayal of alternative sexual activity. <o:p></o:p></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Crucially, the 50 Shades of Grey story includes some highly concerning
relationship dynamics which range from unhealthy to abusive. Many people feel
that Christian Grey’s coercive behaviours are glamorised as part of his sexual
fetish. There are concerns that some young people may see this story as
justification for the acceptance of abusive attitudes within relationships. <o:p></o:p></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">This week saw the publication of an NSPCC survey which disturbingly revealed
that 4 in 10 girls in England aged 13-17 years old have been coerced into
sexual acts.<o:p></o:p></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Sarah Smith, Project Director of Esteem said, “It is clear that with so
many girls being coerced into sexual activity they are not comfortable with,
and the added pressure on both boys and girls from written and visual media to
behave in a certain way sexually, more needs to be done to support young people
in developing skills to build healthy relationships, to challenge coercive
behaviours and to help young people critically analyse messages they are
surrounded by about relationships and sex.”<o:p></o:p></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">For more information about the survey contact Gareth Cheesman at <a href="mailto:gareth@esteemresourcenetwork.org">gareth@esteemresourcenetwork.org</a> or call 07732 427312<o:p></o:p></span></div>
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<b><span style="font-family: Trebuchet MS, sans-serif;">ENDS<o:p></o:p></span></b></div>
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<b><span style="font-family: Trebuchet MS, sans-serif;">Notes to Editors<o:p></o:p></span></b></div>
<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal"><span style="font-family: Trebuchet MS, sans-serif;">Esteem Resource Network is a project
delivering education to young people on self-esteem, relationships and
sexual health and training to youth workers, teachers, parents and health
professionals. It is a project of the charity ACET (AIDS Care, Education
and Training).<o:p></o:p></span></li>
</ul>
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<br /></div>
<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal"><span style="font-family: Trebuchet MS, sans-serif;">ACET (registered charity Number 299293)
is a practical and compassionate response to HIV/AIDS and works to support
the rapidly growing ACET International Alliance. The Alliance is a group of independent
organisations around the world working to reduce the rates of new HIV
infection, care for those affected by HIV / AIDS and support for AIDS
orphans. Visit <a href="http://www.acet-international.org/">www.acet-international.org</a> for more information.<b><o:p></o:p></b></span></li>
</ul>
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<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i><span style="font-family: Trebuchet MS, sans-serif;">Key points from
the study<o:p></o:p></span></i></div>
<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal"><span style="font-family: Trebuchet MS, sans-serif;">Young people are encountering explicit
sex scenes from a wide range of written and visual media<b><o:p></o:p></b></span></li>
<li class="MsoNormal"><span style="font-family: Trebuchet MS, sans-serif;">Internet videos are the most common
medium through which young people see explicit sex scenes<b><o:p></o:p></b></span></li>
<li class="MsoNormal"><span style="font-family: Trebuchet MS, sans-serif;">Published novels are the most common
medium through which young people read an explicit sex scene<b> <o:p></o:p></b></span></li>
<li class="MsoNormal"><span style="font-family: Trebuchet MS, sans-serif;">Young people’s definitions of what is
classified as an explicit sex scene appears to change as they get older<b><o:p></o:p></b></span></li>
<li class="MsoNormal"><span style="font-family: Trebuchet MS, sans-serif;">50 Shades of Grey has had an impact in
how young people encounter an explicit sex scene with almost 10% of young
people self-reporting that they have read explicit sex scenes from the
book<b><o:p></o:p></b></span></li>
<li class="MsoNormal"><span style="font-family: Trebuchet MS, sans-serif;">Contrary to popular opinion that for
adults the readership base of 50 Shades of Grey is predominantly women,
this survey shows a greater readership amongst boys (12%) than girls (6%)<b><o:p></o:p></b></span></li>
</ul>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: Trebuchet MS, sans-serif;"><i>Conclusion / Recommendations</i><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 42.0pt; mso-list: l2 level1 lfo3; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Trebuchet MS, sans-serif;">·<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Young people need support to learn how to make
sense of explicit sex scenes and the portrayal of unhealthy relationships they
encounter through both visual and written media<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 42.0pt; mso-list: l2 level1 lfo3; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Trebuchet MS, sans-serif;">·<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->Relationships and sex education is vital. Schools
need greater support in delivering relationships and sex education to meet the
needs of 21<sup>st</sup> century young people<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 42.0pt; mso-list: l2 level1 lfo3; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Trebuchet MS, sans-serif;">·<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]-->An in-depth academic research project into the
topic would help to clarify the issue further<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i><span style="font-family: Trebuchet MS, sans-serif;">Recommended resources<o:p></o:p></span></i></div>
<div class="MsoListParagraphCxSpFirst" style="margin-bottom: 10.0pt; mso-add-space: auto; mso-list: l3 level1 lfo4; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Trebuchet MS, sans-serif;"><span class="MsoHyperlink"><span style="color: windowtext;">·<span style="font-size: 7pt; font-stretch: normal;">
</span></span></span><!--[endif]-->Esteem
Resource Network delivers training on self-esteem, relationships and sexual
health issues for youth workers, teachers, parents and health professionals <a href="http://www.esteemresourcenetwork.org/">www.esteemresourcenetwork.org</a><span class="MsoHyperlink"><span style="color: windowtext;"><o:p></o:p></span></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: 10.0pt; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 115%; margin-bottom: 10.0pt; mso-add-space: auto; mso-list: l3 level1 lfo4; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Trebuchet MS, sans-serif;">·<span style="font-size: 7pt; font-stretch: normal; line-height: normal;">
</span><!--[endif]-->Romance
Academy has released a “Fifty Shades of Grey Youth Worker Resource” to equip
youth workers to run sessions that explore some of the issues raised by the
story <a href="https://www.youthscape.co.uk/store/product/fifty-shades-of-grey-romance-academy-youth-work-resource">https://www.youthscape.co.uk/store/product/fifty-shades-of-grey-romance-academy-youth-work-resource</a><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 115%; margin-bottom: 10.0pt; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 115%; margin-bottom: 10.0pt; mso-add-space: auto; mso-list: l3 level1 lfo4; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Trebuchet MS, sans-serif;">·<span style="font-size: 7pt; font-stretch: normal; line-height: normal;">
</span><!--[endif]-->The Sex
Education Forum has collated a body of evidence demonstrating the effectiveness
of relationships and sex education in schools <a href="http://www.sexeducationforum.org.uk/evidence.aspx">http://www.sexeducationforum.org.uk/evidence.aspx</a><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 115%; margin-bottom: 10.0pt; mso-add-space: auto;">
<br /></div>
<div class="MsoNormal">
<i><span style="font-family: Trebuchet MS, sans-serif;">Quoted surveys<o:p></o:p></span></i></div>
<div class="MsoNormal">
<span style="font-family: Trebuchet MS, sans-serif;">The NSPCC report on
40% of teenage girls pressured into having sex
<a href="http://www.nspcc.org.uk/fighting-for-childhood/news-opinion/40-percent-teenage-girls-pressured-into-sex/">http://www.nspcc.org.uk/fighting-for-childhood/news-opinion/40-percent-teenage-girls-pressured-into-sex/</a> <br />
<!--[if !supportLineBreakNewLine]--><br />
<!--[endif]--><i><o:p></o:p></i></span></div>
<div class="MsoNormal">
<br /></div>
<br />
<div class="MsoNormal" style="margin-left: 18.0pt;">
<br /></div>
</div>
Gareth Cheesmanhttp://www.blogger.com/profile/02344656001803328758noreply@blogger.com0tag:blogger.com,1999:blog-7046899680318163034.post-50594955559530851442014-09-02T09:59:00.002+01:002014-09-02T10:00:22.678+01:00Esteem Resource Network update event materials<div dir="ltr" style="text-align: left;" trbidi="on">
<div dir="ltr" style="text-align: left;" trbidi="on">
<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: Trebuchet MS, sans-serif;">This is just a quick update to share my powerpoint from the Esteem Resource Network </span><br />
<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: Trebuchet MS, sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWXlgumkP7-KeWPyEgptP8jbnmqjLGr3DmrWqG6vtn_sSsnNs-LbkGBsSVNfM6hWO2F_7wJzshtjPlu0ZI-Of61n_BvsUVm7HyssN_FT8scxoRlqrFR82BEEjI4zxCCmQdm2TE393qVqA/s1600/ERN+conference+2014c.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWXlgumkP7-KeWPyEgptP8jbnmqjLGr3DmrWqG6vtn_sSsnNs-LbkGBsSVNfM6hWO2F_7wJzshtjPlu0ZI-Of61n_BvsUVm7HyssN_FT8scxoRlqrFR82BEEjI4zxCCmQdm2TE393qVqA/s1600/ERN+conference+2014c.jpg" height="240" width="320" /></a></span></div>
<span style="font-family: Trebuchet MS, sans-serif;">update event and link to a few resources I looked at during my research. </span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br />
<a href="https://www.dropbox.com/s/6kmzn0ommbrwsy4/ERN%20conference%202014%20WEB.pptx?dl=0" target="_blank">PowerPoint Presentation </a></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br />
<a href="http://www.who.int/reproductivehealth/topics/sexual_health/sh_definitions/en/" target="_blank">WHO definition of sexual health</a></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br />
<a href="http://www.fpa.org.uk/sites/default/files/sexual-wellbeing-policy-statement.pdf" target="_blank">Fpa Sexual Wellbeing and Pleasure document</a></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br />
<br />
Youtube videos </span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br />
<a href="https://www.youtube.com/watch?v=SfZWFDs0LxA" target="_blank">50 Shades of Grey Trailer</a></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br />
<a href="https://www.youtube.com/watch?v=WIX9oREk8Fw" target="_blank">Home office rape prevention advert </a></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br />
<a href="https://www.youtube.com/watch?v=TD2EooMhqRI" target="_blank">Sex+ Consent video</a></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">Background reading</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;"><a href="http://www.amazon.co.uk/gp/product/B006DIMM9K/ref=as_li_tl?ie=UTF8&camp=1634&creative=19450&creativeASIN=B006DIMM9K&linkCode=as2&tag=resourcesama-21">Fetish Sex: A Complete Guide to Sexual Fetishes</a><img alt="" border="0" src="http://ir-uk.amazon-adsystem.com/e/ir?t=resourcesama-21&l=as2&o=2&a=B006DIMM9K" height="1" style="border: none !important; margin: 0px !important;" width="1" /></span>
<br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;"><a href="http://srestuff.blogspot.co.uk/2012/08/50-shades-of-grey-reading-by-sex-and.html" target="_blank">50 Shades of Grey reading by a Sex and Relationship Educator</a></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">and if you are super keen </span></div>
<span style="font-family: Trebuchet MS, sans-serif;"><a href="http://www.amazon.co.uk/gp/product/0099579936/ref=as_li_tl?ie=UTF8&camp=1634&creative=19450&creativeASIN=0099579936&linkCode=as2&tag=blindfishidea-21">Fifty Shades of Grey</a><img alt="" border="0" src="http://ir-uk.amazon-adsystem.com/e/ir?t=blindfishidea-21&l=as2&o=2&a=0099579936" height="1" style="border: none !important; margin: 0px !important;" width="1" /></span><br />
<br />
<span style="font-family: Trebuchet MS, sans-serif;">This is a very expensive but very useful collection of articles <a href="http://www.amazon.co.uk/gp/product/0415812267/ref=as_li_tl?ie=UTF8&camp=1634&creative=19450&creativeASIN=0415812267&linkCode=as2&tag=resourcesama-21">The Politics of Pleasure in Sexuality Education: Pleasure Bound (Routledge Research in Education)</a><img alt="" border="0" src="http://ir-uk.amazon-adsystem.com/e/ir?t=resourcesama-21&l=as2&o=2&a=0415812267" height="1" style="border: none !important; margin: 0px !important;" width="1" /></span></div>
</div>
Gareth Cheesmanhttp://www.blogger.com/profile/02344656001803328758noreply@blogger.com0tag:blogger.com,1999:blog-7046899680318163034.post-60293174693161925662014-05-05T09:41:00.001+01:002014-05-05T09:41:25.167+01:00Plan for the adopted, abused, HIV+ and pregnant <p dir="ltr">When I write a new lesson plan or activity  I always ask myself "how would my lesson impact someone if they had... </p>
<p dir="ltr">- experienced sexual abuse <br>
- been pregnant <br>
- a member of their family or themselves  infected with HIV <br>
- been questioning their sexuality <br>
- never seriously considered sex before <br>
(and I've just added)<br>
- been through the fostering/adoption system "</p>
<p dir="ltr">When a write new material I am usually  writing something that I hope I could use multiple times with multiple groups and possibly over multiple years. So whilst statistically it is unlikely that every class will have people for all the above questions. It is an almost 100% certainty that most of the materials I write will at some point be delivered to all of the above.  </p>
<p dir="ltr">I believe we have to plan for the 20%, 1%, the 0.1% and the 0.01%. I may never happen but if it did I want to ensure all my materials have a positive impact for everyone regardless of what others pressures that may have on their life.  </p>
<p dir="ltr">I know I sometimes get this wrong, the language I use and even the style of activities and presentation may sometimes miss the mark. But it's worth the effort. Taking the time to always recognise and validate everyone's experience regardless of how common or rare it is.  </p>
<p dir="ltr">Asking myself those questions is a method to check that my own personal experiences are not damaging my work. Am I always taking the time to help all students especially those who may face difficult and complex situations. </p>
<p dir="ltr">I sometimes add more questions<br>
"how would my lesson impact someone who had...</p>
<p dir="ltr">- an addiction to pornography or erotica <br>
- been caught sending naked pictures of themselves to other students <br>
- been dumped just before the lesson <br>
- a very positive enjoyable sexual experience yesterday <br>
- long term body image worries <br>
- Inherited genital herpes from their mum<br>
- Just had a contraceptive implant fitted "</p>
<p dir="ltr">Those are all good questions too but the top 6 are my must important. They are a method to help me critique my own work. These young people deserve for my lessons to help them not add extra pressure, what ever they have or are currently facing. <br></p>
<p dir="ltr"><i>Would </i><i>you </i><i>add </i><i>any </i><i>questions </i><i>to </i><i>my </i><i>list</i><i>? </i></p>
<div class="separator" style="clear: both; text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJ03wHaRFF81ySYGsRdU63YgE-RYdSeSl6lzAnBrBSLA3gWhcRL7FIRtj8tMCjAvk36BqutAguZ6l31ApylYSD2jBfV5CkWSahnS8zuMfsZuC_IMHVanIbNJ787RLg9MuoGBe0eQ2UR88/s1600/1124694_36489849.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"> <img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJ03wHaRFF81ySYGsRdU63YgE-RYdSeSl6lzAnBrBSLA3gWhcRL7FIRtj8tMCjAvk36BqutAguZ6l31ApylYSD2jBfV5CkWSahnS8zuMfsZuC_IMHVanIbNJ787RLg9MuoGBe0eQ2UR88/s640/1124694_36489849.jpg"> </a> </div>Gareth Cheesmanhttp://www.blogger.com/profile/02344656001803328758noreply@blogger.com0tag:blogger.com,1999:blog-7046899680318163034.post-69633212352325915062014-04-01T09:36:00.002+01:002014-04-01T09:36:50.157+01:00Update on Chester SRE work in 2013-14<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">Below is the Prezi I am using to give an update on my SRE work in chester this year. </span><br />
<iframe allowfullscreen="" frameborder="0" height="400" mozallowfullscreen="" src="http://prezi.com/embed/ssoihdzjvgqa/?bgcolor=ffffff&lock_to_path=1&autoplay=0&autohide_ctrls=0&features=undefined&disabled_features=undefined" webkitallowfullscreen="" width="550"></iframe></div>
Gareth Cheesmanhttp://www.blogger.com/profile/02344656001803328758noreply@blogger.com1tag:blogger.com,1999:blog-7046899680318163034.post-74574154860463756162014-02-11T11:30:00.000+00:002014-02-11T11:36:43.721+00:00Sexting Education Resource <div dir="ltr" style="text-align: left;" trbidi="on">
<div class="" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqNe5eH-6hIE5UzYDkjWRsgKQXlCZv82-nJkem0PIZQM7wfrQ80mVLYih3fUAiasEGMsFRmlXN0QXnVQqVX1gsHWuBaEyCM5_W4wukmNfrFEFYn7TqeRqq7GWRAWwsvyVEt7cbJAOaA88/s1600/clos+up+of+breasts.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: left;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqNe5eH-6hIE5UzYDkjWRsgKQXlCZv82-nJkem0PIZQM7wfrQ80mVLYih3fUAiasEGMsFRmlXN0QXnVQqVX1gsHWuBaEyCM5_W4wukmNfrFEFYn7TqeRqq7GWRAWwsvyVEt7cbJAOaA88/s1600/clos+up+of+breasts.jpg" height="180" width="320" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqNe5eH-6hIE5UzYDkjWRsgKQXlCZv82-nJkem0PIZQM7wfrQ80mVLYih3fUAiasEGMsFRmlXN0QXnVQqVX1gsHWuBaEyCM5_W4wukmNfrFEFYn7TqeRqq7GWRAWwsvyVEt7cbJAOaA88/s1600/clos+up+of+breasts.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: Trebuchet MS, sans-serif;"></span></a><span style="font-family: Trebuchet MS, sans-serif;"></span></div>
<div style="text-align: left;">
<span style="font-family: Trebuchet MS, sans-serif;">Today I am sharing a free resource I have made to help teenagers think about the type of images they are sharing online and by direct messages. I class this resource as in BETA, it is just my first attempt at making these images and I want to reshoot the photos. Get rid of the cluttered backgrounds and I need to find a male mannequin to use as well. You can find all the images I use at <a href="https://drive.google.com/folderview?id=0BwAOxpbnyhEdSE9IS0hOWlV3eDQ&usp=sharing" target="_blank">Sexting Images Resources</a></span></div>
<br />
<div class="" style="clear: both; text-align: left;">
<span style="font-family: 'Trebuchet MS', sans-serif;">I have tested these images in a number of lessons for 14-15 year olds. The way I use them is getting the young people into small groups and asking them to put them in order from most risky images to share to least risky. They create a continuum of risk. Then we talk through a number of follow up questions. </span></div>
<ul style="text-align: left;">
<li><span style="font-family: Trebuchet MS, sans-serif;">Which images would it be ok to share on social network?</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Which images might be ok to share by direct message, such as snapchat or MMS?</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Which images should we never share?</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Which images do you think could get people into trouble with the police?</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Which images would be embarrassing if they got passed around school?</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Which images would you worry about a stranger online getting hold of?</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Which images would you worry about you parents/carers seeing?</span></li>
</ul>
<div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3cL9UR1xxYRyeQqosC7w_cq_l74vdcgq7p43_TRWtZNmNTslHiO1IKsLdQnQi7A7TwNeAclmIbF-_9FEwvMgI4SzeCiJyUwIRUe5seUxLkYjNCci0I3IkES49iVnZSXuGEnrUTWDO_vk/s1600/Casual.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3cL9UR1xxYRyeQqosC7w_cq_l74vdcgq7p43_TRWtZNmNTslHiO1IKsLdQnQi7A7TwNeAclmIbF-_9FEwvMgI4SzeCiJyUwIRUe5seUxLkYjNCci0I3IkES49iVnZSXuGEnrUTWDO_vk/s1600/Casual.jpg" height="320" width="240" /></a><span style="font-family: Trebuchet MS, sans-serif;">Then a key part of the activity is asking the class to think about what is the motivation of taking or sharing an image. From my experience and from what other educators have told me, motivation is key. Young people can make more balanced (and hopefully safe) choices when they have thought about the underlying motivations. Especially the motivations of why people ask for these photos? what do they want them for? Are they likely to share it?</span></div>
<div>
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span></div>
<div>
<span style="font-family: Trebuchet MS, sans-serif;">Already I have found some problems with the photos. Firstly they are all female and I need to sort out some male photos. Second I need to improve the quality of the photos. Thirdly I need to add more photos, such as photos smoking/drinking/drugs or doing crazy stunts or breaking a law. These photos will help to widen the activity beyond the focus on sexting to include other online pitfalls. </span></div>
<div>
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span></div>
<div>
<span style="font-family: Trebuchet MS, sans-serif;">If you are a schools worker, youth worker or teacher and you would like to use the images, please feel free to download them and use them. The only request I have is to give me feedback. If you create any additional images I would love to see them. Like all my work on this site I have released it under a creative commons license. </span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span></div>
<a href="http://creativecommons.org/licenses/by-nc/3.0/" rel="license"><img alt="Creative Commons License" src="http://i.creativecommons.org/l/by-nc/3.0/88x31.png" style="border-width: 0;" /></a><br />
This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc/3.0/" rel="license">Creative Commons Attribution-NonCommercial</a>.
<br />
<div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBS6ljt8NhiDMh1te4LHh_mHevCSRWyJ3I2yqBN-t_oYcZHV6YLCxUM8YR4nlXmPwPXGbaieMd8Jf0TUDqSgOmy-ZQdFfSLJqON4y7XyXNBIAtwVTwlpxad-PI2N9hbArubWaXBqPB7rk/s1600/Screenshot+2014-02-06+15.50.29.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBS6ljt8NhiDMh1te4LHh_mHevCSRWyJ3I2yqBN-t_oYcZHV6YLCxUM8YR4nlXmPwPXGbaieMd8Jf0TUDqSgOmy-ZQdFfSLJqON4y7XyXNBIAtwVTwlpxad-PI2N9hbArubWaXBqPB7rk/s1600/Screenshot+2014-02-06+15.50.29.png" height="214" width="320" /></a><span style="font-family: Trebuchet MS, sans-serif;">Today on BBC Three Counties Radio I heard an interview with 20 year old Grace talking about her experience of being pressured into watching pornography by her then boyfriend when she was 15 years old. She was incredibly honest and open about how she felt it had negatively impacted her. If you would like to listen to the interview it will be available for a week at the <a href="http://www.bbc.co.uk/programmes/p01q07xk" target="_blank">BBC</a>, skip to 1 Hour 7mins into the programme or you can read my typed up <a href="https://docs.google.com/document/d/1Zu-tNYFtRjtYnpdnj1C1PR6zvQ_BtLXdSiInTYdhXhg/edit?usp=sharing" target="_blank">complete transcript</a> of the interview. In this blog I want to pick out a few of things that Grace said. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">One of the first things Grace says is </span><br />
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<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">So the boy I was currently dating at the time, was obviously at that age where he had been watching it since about the age of 12 and he had heard from some of his friends that they watch it with their girlfriends. So he came up with a suggestion to me and I said no and I kept saying no and then he just kept on pushing, so I then said “well ok lets check this out, I’ve never looked at it before but lets have a look at it. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">The first thing that leaps out to me in this is that he nagged her into watching it, persistent pressure made her go against what she originally clearly said she wanted. To me coercion of any kind is never acceptable. It highlights how good quality Sex and Relationship Education must have a firm foundation of exploring what makes a healthy relationship. Beyond just encouraging the positives I feel the messages needs to be made explicit. It is never ok to force and pressure your partner to do something they do not want to do. At any age and on topic. The more 11-13 who hear, accept and put this into practice this the less problems we would have with 13+. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">The interview continues. and she says it was the first time she had ever seen any pornography and her first impression was that</span><br />
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<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">It seemed quite forced, that the women, it was kind of like [She was] just there to be used for it. No expression of love between them. And I think that was what was most shocking really. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Now obviously one person's experience can not be used to say everyone who watches porn will have the same reaction. However I do think it is a useful window into how some young people are encountering porn. A strong gender bias is evident in lots of mainstream pornography. Female objectification and degradation is a common observation. An adult might see this and feel outraged or appalled at the sexism. But i believe we should not assume the reactions from young people, without the framework of adult thinking, will be the same. Would a teenage male notice the sexism? Clearly this interview shows the 15 year old Grace noticed it wasn't what she liked and she can now reflect on why. i personally wonder if she had the same awareness as a teenager or just the emotional reaction. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">i don't think this is something we can ethically investigate in a formal study. Showing various types of porn to under 18 and trying to measure their emotional and cognitive reactions sounds very dodgy. So the question may remain unclear of what is the impact of porn on a brain that is still forming compared to the impact on an adult brain. My personal fear is that many of the sexual inequalities and violence common in much of the porn industry could be internalised and accepted by male and female young people exposed to it. Long term implications of this could be horrific. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Later in the interview the radio presenter asks</span><br />
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<span style="font-family: Arial; font-size: 15px; line-height: 1.15; white-space: pre-wrap;">So when you watched this pornography how did your boyfriend respond to it. </span></div>
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<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Grace replies</span></div>
<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Well obviously he wanted to try everything he had seen on it. and it just really freaked me out, it almost felt like he was a different person after watching it with him. It was almost like “am i not good enough in this relationship for you?"</span></span></blockquote>
<span style="font-family: Trebuchet MS, sans-serif;">I think this may be a common reaction and the boys desire to try out what he had just watched is something I have heard boys expressing in schools lessons. Lots of variations of "I just wanted to try it after it looked so good" or "I think porn helps me find new things to do to my girlfriend". Monkey see Monkey do? Yet without a deep understanding of the biology of porn sex many young people end up confused, in pain or injured. High quality SRE can help especially when we peel back how fake porn is and show how much preparation, stretching, warm up, lube etc is needed to film the scenes they do.</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Grace is also explaining how it immediatly put pressure on the relationship. Her view has be altered and damaged by the experience and particullary she is concerned about what the porn says about her boyfriends opinion of her is. </span><br />
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<span style="font-family: 'Trebuchet MS', sans-serif;">One question and answer did surprise me a little. </span><br />
<span id="docs-internal-guid-1387ada1-0803-e2fb-57ab-93d6afd2d9da"><blockquote class="tr_bq">
<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">JVS</span><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Did you talk to any of your friends at the time, any of your girl friends, to talk it through with them?</span> </blockquote>
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<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Grace </span><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Not at the time no but having spoken to them after a couple of years they were going through exactly the same thing as me. And even in some cases it was actually the girls that wanted to watch it and the boys were like “this is a bit weird why do you want to watch this with me, this is my personal kind of thing”. So it just affected all of us really in different ways.</span></blockquote>
</span><span style="font-family: Trebuchet MS, sans-serif;">I wish the interviewer had followed up this question asking why Grace thought the girls wanted to watch porn with their boyfriends. Was it because they were enjoying the porn? If so why was their experience of porn so different from Grace's. Was it because they just wanted to be involved with what their boyfriends enjoyed sexually? Was it curiosity? Was it trying to shame the boys into stop watching it? kind of like an ultimatum of "if you're too ashamed to watch it with me, should you really be watching it at all?" I just don't know but Grace did say that some of the boys at least find porn to be a very personal and private thing. Would an equivalent be a partner asking their girlfriend to read out loud passages from 50 Shades of Grey or some of the explicit One Direction fanfiction. Is privacy during teenage sexual development just a natural normal aspect of discovery and exploration. I'm certain many adults would be worried about their partner knowing every sexual thought that pops into their head. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Near the end of the interview Grace explains what impact she think the experience had on her. </span><br />
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<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">You kind of put yourself in the frame of mind that all boys want to do the same and it is definitely not the case. It is the case in some instances but you just get in this frame of mind that boys just want one thing and its so not true. But because I’ve seen that and I’ve heard of other things you kind of protect yourself a little bit and you don’t give yourself over as much. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Negative sexual experiences in someones teenage years are known to have long lasting impacts. I think it is impossible to protect young people from all negative experiences. Partly because what is negative for one person might be a positive for another. But I hope we can help give young people more tools to identify earlier warning signs and equip them to avoid some pitfalls. Overall I think a healthy level of resilience is needed amongst young people. It is misguided of adults to assume that what shocks us the most is what will damage young people the most. We have to listen to young people constantly to ensure the provision we offer help young people with their biggest issues not our biggest freak outs. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">The interview ends and they move into discussion with Jason Royce from the <a href="http://www.romanceacademy.org/" target="_blank">Romance Academy</a>. They discuss a lot of aspects of the issue and its well worth a listen (I didn't have the energy to transcript the whole thing). Jason does a great job of exploring the issue and offering so positive steps. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">I was very impressed with the BBC for doing this interview as it is such a sensitive and volatile topic. Grace's story shows how clearly we need to keep pushing for better Relationship and Sex Education in schools, youth clubs and at home. Many teenagers get caught up in situations they don't feel comfortable with and with people who don't take one "No" as an answer and think pestering coercion is acceptable. I think this emotional abuse needs to be a focus of SRE if we truly want to help people. Pornography doesn't look like it will be going any where soon and young people will continue to access it. So we must help give them the skills to navigate and avoid the unhealthy pressures it can create. </span></div>
Gareth Cheesmanhttp://www.blogger.com/profile/02344656001803328758noreply@blogger.com0tag:blogger.com,1999:blog-7046899680318163034.post-37695494654459927412014-01-18T11:33:00.001+00:002014-01-18T11:33:03.909+00:00Progress in updating government are guidance <p dir="ltr">This week we got news that finally Michael Give has consented to provide some government guidance on SRE issues like consent, sexting, porn and partner violence. </p>
<p dir="ltr">Michael is doing some thing very right consulting three key groups of the pshe association, Brook and the sec education forum. All three have a great appreciation of the key issues and I'm sure they will produce good recommendations. This guidance will be a great help to school. </p>
<p dir="ltr">But Gove is still saying that the 2000 guidance will remain and this new guidance will be more of a suggestion. With Gove's consistent claim we should leave it to the teachers to decide what they will teach. Putting aside the inconsistencies in provision for UK young people. This seems to be the opposite method Gove has been following for the rest of the curriculum. He has looked to standardise what all young people learn of academic subjects in an attempt to raise standards. A nobel cause, yet SRE does not appear to enjoy the same attention/approach as maths and English. </p>
<p dir="ltr">http://www.telegraph.co.uk/women/sex/better-sex-education/10575080/Porn-sexting-and-violence-against-women-schools-to-be-given-new-guidance-for-21st-century-sex-education.html</p>
<div class="separator" style="clear: both; text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2XqbwA_kBXId6kWWoOOxnTVCz3ygDNONwoSgGVjJB2pVN-kkO7CRD83FiSlWvvUqUbP5dM5eElMn5VPf1xpiYNqPJygMnsGyg61iW3DbbGXLpncorng3msSKeaiAebLvqFYJgsCDslvY/s1600/teachers_better_2663417c.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"> <img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2XqbwA_kBXId6kWWoOOxnTVCz3ygDNONwoSgGVjJB2pVN-kkO7CRD83FiSlWvvUqUbP5dM5eElMn5VPf1xpiYNqPJygMnsGyg61iW3DbbGXLpncorng3msSKeaiAebLvqFYJgsCDslvY/s640/teachers_better_2663417c.jpg"> </a> </div>Gareth Cheesmanhttp://www.blogger.com/profile/02344656001803328758noreply@blogger.com0tag:blogger.com,1999:blog-7046899680318163034.post-78633241802850313982014-01-03T10:59:00.001+00:002014-01-03T10:59:10.931+00:00New Year for Blogging <div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: Trebuchet MS, sans-serif;">New Year for Blogging </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">2013 was a bad year for my blogs, I barely posted. Not sure why. Maybe I was too distracted and busy but also I think I fell in to the trap of thinking every blog post needed to be a long post after lots of reading/research. Like this post in my SRE blog about <a href="http://srestuff.blogspot.co.uk/2012/08/50-shades-of-grey-reading-by-sex-and.html" target="_blank">50 Shade of Grey</a> in Aug 2012 or this one from my random blog about <a href="http://blindfishideas.blogspot.com/2012/02/fishkeeping-in-cambodian-rice-field.html" target="_blank">Cambodian Rice Paddy Fish Keeping </a>in Feb 2012. Both posts took over a week to write with all the reading I did for them. Both posts are some of the most popular post I have written. So Last year I got into a bit of a rut with always wanting to write long posts after lots of research. I started 3 or 4 different long posts that I never posted in the end.</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">So in 2014 I am aiming to post every week even if it is a short post, like this one. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Enjoy this </span><br />
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Gareth Cheesmanhttp://www.blogger.com/profile/02344656001803328758noreply@blogger.com0tag:blogger.com,1999:blog-7046899680318163034.post-73782375743686553332013-10-01T12:14:00.000+01:002013-10-05T22:27:41.461+01:00Porn on the Brain Channel 4 Documentary Review<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">My view of the channel 4 show "Porn on the Brain" which is all about how teenegers might be being impact by watching porn online.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicj3eRO-Du9vZw_Andl1AyyjHpISh3OAN8RyKZ6lk6fTrB_9FEsfdgGBXkImj2CfYduVCIXitPLgBX1ETTzJCKM5wo9av5eANWne0d5WMeoy_ukkztR4TI_aigiK6yDc8z81Qkzj3ZMt0/s1600/pornonthebrain.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicj3eRO-Du9vZw_Andl1AyyjHpISh3OAN8RyKZ6lk6fTrB_9FEsfdgGBXkImj2CfYduVCIXitPLgBX1ETTzJCKM5wo9av5eANWne0d5WMeoy_ukkztR4TI_aigiK6yDc8z81Qkzj3ZMt0/s320/pornonthebrain.jpg" width="240" /></a><span style="font-family: Trebuchet MS, sans-serif;">I have just finished watching <a href="http://www.channel4.com/programmes/porn-on-the-brain/4od" target="_blank">"Porn on the Brain" </a> (if you live outside UK <a href="http://www.google.co.uk/url?sa=t&rct=j&q=tunnelbear&source=web&cd=1&cad=rja&ved=0CDAQFjAA&url=https%3A%2F%2Fwww.tunnelbear.com%2F&ei=BJ1KUs6wOonR7Aaz7oHwAw&usg=AFQjCNFMzX4OA9jX_ppVfQZMrPut0no_QA&sig2=NaFtT4AkdUnoQC-akzGlcw&bvm=bv.53371865,d.ZGU" target="_blank">Tunnel Bear</a> can let you watch this) a Channel 4 British documentary by a previous editor of Loaded (lad mag) <a href="https://twitter.com/MartinDaubney" target="_blank">Martin Daubney</a>. In this documentary Martin looks to try and find out what is the situation of porn and teenagers. Now sometimes the show becomes a little sensationalist with phrases like "The internet brought about the end of innocence" but behind some hype is some interesting stuff. With Martin spending 15 years of his life dedicated to (soft core) pornography with his work in loaded his perspective on the porn industry is not naive, he describes himself as an "wanking expert". Early in the show he makes a judgment of how he views the changes in the porn industry. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><br /></span><span style="font-family: Trebuchet MS, sans-serif;">"Porn has lost its sense of humour and become something macabre" </span></blockquote>
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<span style="font-family: Trebuchet MS, sans-serif;">Don't let the alarmist sensationalist tone of this documentary distract you from the core message, below I have bullet pointed the key points from my watching I think this show makes. I finish with a couple of paragraphs on my views of these key points </span><br />
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<ol style="text-align: left;">
<li><span style="font-family: Trebuchet MS, sans-serif;">The type of porn being consumed by teenagers has drastically changed in the last 10 years. </span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Their study using a Functional MRI scan of 20 self declared porn addicts showed an identifiable addiction response similar to substance misuse disorder. </span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">The special nature of the teenage brain that makes it particularly vulnerable to addiction. </span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">If porn addiction is real teenagers are super sensitive/vulnerable to porn addiction due to brain development and natural hormonal levels of puberty. </span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Their is a longstanding difficulty in proving connection between porn use and a rise in sexual violence. </span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">No evidence that watching porn as a teenagers turns people into a sex offender. but clinically we are sure of a connection. </span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Internet filters always have holes, they are never perfect. They have some value to help parents reduce exposure but "we can't rely on filter" </span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Lots of young people turn to porn because their sex education doesn't meet their needs</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Parents of secondary school children need to have the "porn Chat" </span></li>
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<li><span style="font-family: Trebuchet MS, sans-serif;"><b>The type of porn being consumed by teenagers has drastically changed in the last 10 years. </b><br />I think this has been clearly evidenced when you look at the history of the porn industry. <a href="http://www.amazon.co.uk/gp/product/0807001546/ref=as_li_tf_tl?ie=UTF8&camp=1634&creative=6738&creativeASIN=0807001546&linkCode=as2&tag=blindfishidea-21" target="_blank">Porn Land</a><img alt="" border="0" height="1" src="http://ir-uk.amazon-adsystem.com/e/ir?t=blindfishidea-21&l=as2&o=2&a=0807001546" style="border: none !important; margin: 0px !important;" width="1" /> by Gail Dines (who is featured in the show) does a brilliant job of explaining the historical changes in the industry over the last 50 years. The Sex Education Show vs Pornography show (also by channel 4) showed the same. Teenagers are experiencing porn that over 25s have not even heard of or imagined.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;"><b>Their study using a Functional MRI scan of 20 self declared male porn addicts showed an identifiable addiction response similar to substance misuse disorder. </b><br />I have no reason to dispute the findings of this study showing that these 20 people showed an addictive brain response to hardcore pornography. However, the scientist in me must highlight that a study of 20 people is not a large scale investigation. It may be a true representation of a significant proportion of the UK population or these 20 individuals may represent a tiny % of uk population. In summary whilst the results of this study are interesting a larger scale study is needed to prove the hypothesis. In particular I think a study would need to look at people across the spectrum of porn use. Equally i would be interested to see if any such addictive response could be identified in consumers of written erotica or is this just a visual stimulation addiction.<br /><b><br /></b></span></li>
<li><b><span style="font-family: Trebuchet MS, sans-serif;">The special nature of the teenage brain that makes it particularly vulnerable to addiction. </span></b></li>
<li><span style="font-family: Trebuchet MS, sans-serif;"><b>If porn addiction is real teenagers are super sensitive/vulnerable to porn addiction due to brain development and natural hormonal levels of puberty. </b><br />This section builds on a much broader scientific base, looking at teenage brain development and the fact that young people develop their reward centre before their risk control department is widely accepted. From my study and experience I believe this is undeniable, young people are predisposed to take risks and therefore may risk engaging in more addictive behaviours. But to say that they are at greater risk of porn addiction does require the acceptance that porn addiction works the same as other addictions/risk taking. The shows study was not broad enough to make this concrete but I believe it is likely. Again more study is needed but ethical issues arise when trying to create a scientific study of the impact of porn on children.<br /><br /><b><br /></b></span></li>
<li><b><span style="font-family: Trebuchet MS, sans-serif;">Their is a longstanding difficulty in proving connection between porn use and a rise in sexual violence. </span></b></li>
<li><span style="font-family: Trebuchet MS, sans-serif;"><b>No evidence that watching porn as a teenagers turns people into a sex offender. but clinically we are sure of a connection. </b><br />I believe scientifically this is the weakest part of the show and the show resorts to anecdotal evidence and emotional stories. This is a real shame as it could be seen to undermine any scientific base the show was trying to build up. I believe the real difficulty with this topic is exploring what kind of connection exists. I think it would be hard to deny some form of connection, but is it a strong connection or weak. Key to this is the important scientific fact that causation and correlation are not the same thing. I believe their is a correlational link between violent porn and sexual violence but at this point I do not believe we can scientifically say that the link is also causational. It may well be but we have not yet proven this. If and when a causational relationship is proven we will still need further study to understand the scale and scope of porn's power. Are all consumers of violent porn on the path to becoming sexually violent and it is just a question of the timetable for when they become violent? Or are only a proportion of the population going to become sexually violent by watching violent porn? Sexual violence existed before internet porn and clearly this is a very complex issue. I am glad the show touched on this topic and was honest enough to say "No evidence that watching porn as a teenagers turns people into a sex offender." but equally we could be watching a growing problem emerge.</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;"><b>Internet filters always have holes, they are never perfect. They have some value to help parents reduce exposure but "we can't rely on filter" </b><br />It was a short section of the show but i am glad they made it very clear that whilst internet filters have some advantages, they are blunt tools that never work 100%. For example I am writing this in Starbucks who have an internet filter. That filter blocks out this blog, so I can post new blogs but cannot view my own website. However, it let me watch the complete channel 4 od show which included lots of nudity and porn (I was in a corner, no one could see my screen, I had headphones in and I had the show playing in a small window). Internet filters are dumb, blunt and full of holes. Therefore they should be used with caution and not presented as a magically technical fix for a technical problem. I fear the governments focus on ISPs making filters the default is more of a popularity stunt then a genuine help to most young people. It is a great way to look like you are tackling a problem without having to tackle the underlying issues of bad Sex and Relationship Education in schools and a lack of some parents helping young people make sense of sex and relationships. Its much more popular to blame the internet companies then look at our school system and parenting in the UK.<br /><b><br /></b></span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;"><b>Lots of young people turn to porn because their sex education doesn't meet their needs</b><br />This claim in the show lacks the scientific base of the shows beginning but it is such a constant reality of my work I can not help but agree. Outside of the show we do have significant evidence of the failings in the UK's Sex and Relationship Education. The <a href="http://www.sexeducationforum.org.uk/evidence.aspx" target="_blank">Sex Education Forum</a> does a great job of researching and collecting evidence of the true sex and relationship experience of most UK young people. It would have been great if the channel 4 show made reference to this body of evidence. I think it is telling that every sex educator I know actively tackling pornography has a common theme, BISH UK talks about how on <a href="http://bishtraining.com/index.php/planet-porn/" style="font-weight: normal;" target="_blank">Planet porn</a><span style="font-weight: normal;"> things are different than real life, on the show </span><a href="https://twitter.com/littlerubberhat" style="font-weight: normal;" target="_blank">Jonny Hunt </a><span style="font-weight: normal;"> talks about a skewed view of sex from porn and my own lesson is titled "distortions of the media". It's no coincidence that 3 sexual health educators have approached the topic the same way. From the ground there's a desperate need to give young people the tools to recognise Porn for what it is. a Blurred example and a bad teacher of happy healthy sex and relationships.</span></span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;"><b>Parents of secondary school children need to have the "Porn Chat" </b><br />I kind of agree with this point but dislike the attitude of having a single one off "Chat" instead I believe all parents need to be willing to have an ongoing frank sex and porn dialogue. It is not a one time hit and run job but a constant and consistent attitude of openness and honesty. Easy to say difficult in practice for many parents. </span></li>
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<span style="font-family: Trebuchet MS, sans-serif;">In conclusion I think this show did a good job of raising an important issue. It was great to see some new scientific evidence (even though the study was small scale) of the nature of porn consumption and the brain. Lots of the arguments about greater SRE in schools have been repeated again from previous shows, news stories and the mouths of school based educators but they do not diminish by repetition. This message must be repeated and repeated and repeated until communities take it seriously. </span><br />
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Gareth Cheesmanhttp://www.blogger.com/profile/02344656001803328758noreply@blogger.com0tag:blogger.com,1999:blog-7046899680318163034.post-49706961225942731432013-08-30T11:05:00.000+01:002013-08-30T11:23:34.359+01:00Announcing the Lets Talk About Sex Roadshow coming to Chester<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: Trebuchet MS, sans-serif; font-size: x-large;"><a href="https://chesterltas.eventbrite.com/" target="_blank">Click here for EventBrite ticket </a></span></div>
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Gareth Cheesmanhttp://www.blogger.com/profile/02344656001803328758noreply@blogger.com0tag:blogger.com,1999:blog-7046899680318163034.post-61301590209226164412013-07-08T13:48:00.000+00:002013-07-09T19:36:02.254+00:00New National Curriculum from a SRE perspective<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: Trebuchet MS, sans-serif;">This is my initial thoughts in response to the governments launch of a <a href="https://www.education.gov.uk/consultations/downloadableDocs/NC%20framework%20document.pdf" target="_blank">new National Curriculum.</a> But before we get into the details its important to remember that not every school in the country will need to follow the curriculum, academies do not have to follow the curriculum. As with every curriculum their will also be a fair amount of school interpretation for any part of the curriculum that does not make it onto a test. So I believe this National Curriculum should be seen as the governments rough idea of what it thinks should be happening. I think locally things will be delivered differently depending on Head Teachers, Heads of Subjects etc. This is my quick skim through with a SRE perspective please correct me if I make any mistakes of miss something important. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">***UPDATE 09-07-13***</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">The Sex Education Forum has released this <a href="http://www.sexeducationforum.org.uk/policy-campaigns/sre-gets-attention-in-new-national-curriculum.aspx" target="_blank">short response </a> it does a great job of providing a clear summary of the key points, much more concise than my ramblings. It also says "the Sex Education Forum will issue a full statement shortly".</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">******</span><br />
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<span style="font-family: 'Trebuchet MS', sans-serif;">All the missing bits - <i>the really <b>Bad</b> news</i></span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Below I have listed all the words which are completely missing from this National Curriculum. As a SRE worker I believe all of these topics/words should be mentioned within the framework. In no particular order</span><br />
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<li><span style="font-family: Trebuchet MS, sans-serif;">HIV</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Consent</span></li>
<li><span style="font-family: 'Trebuchet MS', sans-serif;">Sexuality (or anything like Lesbian, Gay, LGBT etc)</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">STIs</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Abuse </span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Romance</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Contraceptives</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Porn</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Condoms</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Virus</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Infection</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Pregnancy</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Faithfulness </span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Sexting</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Marriage </span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Self Esteem</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Body Image</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">HPV</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Abstinence </span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Honesty</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Intercourse </span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">The Pill</span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Managing Risk (apart from financial risk) </span></li>
<li><span style="font-family: Trebuchet MS, sans-serif;">Love (of anything other then reading or cooking)</span></li>
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<span style="font-family: Trebuchet MS, sans-serif;">A long list that shows just how out of touch I feel this National Curriculum is. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">But som</span><span style="font-family: Trebuchet MS, sans-serif;">e Good Bits</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Page 4 </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">It is clearly stated that "All state schools are also required to make provision for</span><span style="font-family: 'Trebuchet MS', sans-serif;"> ... sex </span><span style="font-family: Trebuchet MS, sans-serif;">and relationship education to pupils in secondary education." I am very happy to read AND Relationship. Not just Sex education. Not something necessarily new but very happy to see it is in here. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Page 162 </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Within the science guidelines (Non-statutory) for year 5 (9-10 year olds) it says </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">"Pupils should find out about different types of reproduction, </span><span style="font-family: 'Trebuchet MS', sans-serif;">including sexual and asexual reproduction in plants, and sexual </span><span style="font-family: Trebuchet MS, sans-serif;">reproduction in animals." Because this is non-statutory we could find sexual reproduction in animals slipping lower on the agenda and by stating animals and not humans we could find lots of children hearing about fish, bird and lizard but ignore mammals especially humans. But the option is there and I trust some schools to teach human reproduction in this section. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Page 174</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">In science/biology curriculum for KS3 it states the following "Pupils should be taught about </span><span style="font-family: 'Trebuchet MS', sans-serif;">reproduction in humans (as an example of a mammal), including the structure and </span><span style="font-family: 'Trebuchet MS', sans-serif;">function of the male and female reproductive systems, menstrual cycle (without </span><span style="font-family: 'Trebuchet MS', sans-serif;">details of hormones), gametes, fertilisation, gestation and birth, to include the </span><span style="font-family: 'Trebuchet MS', sans-serif;">effect of maternal lifestyle on the foetus through the placenta." Great to see this here but sadly I know this can be taught in a very abstract way and give some clear medical biological details whilst leaving some huge gaps like "How many holes does a girl have?"</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Page 190 </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">In the computing section of the curriculum for KS3 it says pupils should "understand a range of ways to use technology safely, respectfully, responsibly and </span><span style="font-family: 'Trebuchet MS', sans-serif;">securely, including protecting their online identity and privacy; recognise </span><span style="font-family: Trebuchet MS, sans-serif;">inappropriate content, contact and conduct and know how to report concerns". I'm pretty confident this will be used as the time to teach about online safety around social networks etc and the term "recognise inappropriate content" could well be used as a way in to start the discussion about porn and sexual content online but equally a teacher could understand this to mean just online bullying and avoid anything about relationships or sex. This topic is repeated in KS4 but with the same possible problems and opportunities "understand how changes in technology affect safety, including new ways to </span><span style="font-family: 'Trebuchet MS', sans-serif;">protect their online privacy and identity, and how to report concerns." KS1 and 2 also make use of the term "</span><span style="font-family: Trebuchet MS, sans-serif;">use technology safely," with similar positives and negatives. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Some Worrying Bits </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Page 141 </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">within the science part of the curriculum for year 1 (5-6 year olds) it states "Pupils should be taught to identify, name, draw and label the basic parts of the human </span><span style="font-family: 'Trebuchet MS', sans-serif;">body and say which part of the body is associated with each </span><span style="font-family: Trebuchet MS, sans-serif;">sense" Some great teachers will use this time to also make sure all children understand correct vocabulary for their genitals and emphasis that these are private bits of our body. (read this <a href="http://www.nspcc.org.uk/help-and-advice/for-parents/keeping-your-child-safe/the-underwear-rule/the-underwear-rule_wda97016.html" target="_blank">NSPCC campaign</a>, Launched today, about how important it is for children to understand the concept of private body parts). But the government seems to have intentionally avoided this opportunity to protect children by giving the (</span><span style="font-family: 'Trebuchet MS', sans-serif;">Non-statutory</span><span style="font-family: 'Trebuchet MS', sans-serif;">) </span><span style="font-family: 'Trebuchet MS', sans-serif;">guidelines of what body parts should be named. "</span><span style="font-family: Trebuchet MS, sans-serif;">head, neck, arms, elbows, legs, knees, face, ears, eyes, hair, mouth, teeth" but not penis or vagina. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Page 146 </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Again within Science Curriculum for year 2 (6-7 year olds) in the guidelines about reproduction and growth we get this sentence. "</span><span style="font-family: 'Trebuchet MS', sans-serif;">They should also be introduced to the processes of </span><span style="font-family: 'Trebuchet MS', sans-serif;">reproduction and growth in animals. The focus at this stage should </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">be on questions that help pupils to recognise growth; they should </span><span style="font-family: 'Trebuchet MS', sans-serif;">not be expected to understand how reproduction occurs." Information on how reproduction occurs is core to helping children and young people stay safe. </span><br />
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<span style="font-family: 'Trebuchet MS', sans-serif;">Page 163</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Still in science Curriculum now up to year 5 (9-10 year olds). </span><span style="font-family: Trebuchet MS, sans-serif;">It says in the statutory side "Pupils should be taught to </span><span style="font-family: 'Trebuchet MS', sans-serif;">describe the changes as humans develop from birth to old </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">age." but I think they have sadly pushed the most important part of this for this age group into the Non-Statutory section. "They should learn about the changes </span><span style="font-family: 'Trebuchet MS', sans-serif;">experienced in puberty." If this isn't statutory some skills will miss it completely or cover it very badly. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Overall I'm disappointed. From an SRE perspective I think the Government has missed an opportunity to bring SRE into the heart of the curriculum. The best steps forward have been in recognising the need for online safety but even these sections are weak, failing to clarify the need to cover how the online world is shaping and influencing young people's view of sex and relationships. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">I wonder if now is the time for professionals in the SRE field to rethink our approach. With this curriculum and the growing number of academies who can just ignore this curriculum is statutory SRE in schools what we should be chasing? Should we take all the energy we have put into pushing for national high standards of statutory SRE and redirect that energy. Should we focus our energy on local SRE guideline. County wide or even school by school should we be offering to help shape the local agenda for SRE. Most school recognise the need for something but many just do a bad job (for many reasons). Should we focus all our energy on helping schools implement strong, holistic and evidence based SRE initiatives. Would this be a better use of our time and energy OR am I being defeatist? </span><br />
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Gareth Cheesmanhttp://www.blogger.com/profile/02344656001803328758noreply@blogger.com0tag:blogger.com,1999:blog-7046899680318163034.post-47045363662613500282013-07-05T14:28:00.002+01:002013-07-05T14:28:44.774+01:00Update on myMP opposing compulsory SRE<div dir="ltr" style="text-align: left;" trbidi="on">
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<i>After getting a brush off answer to start with I'm starting to get better response from my MP about why he does not vote for teaching young people about Consent. </i></div>
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<span style="font-family: Trebuchet MS, sans-serif;">This is just a short update on my previous post on my MP (</span><a href="http://chestermp.com/" style="font-family: 'Trebuchet MS', sans-serif;" target="_blank"><span style="color: blue;">Stephen Mosley</span></a><span style="font-family: 'Trebuchet MS', sans-serif;">)</span><span style="font-family: Trebuchet MS, sans-serif;"> voting against Clause 20 which would have made SRE compulsory and explicitly made it clear we need to educate young people about Consent. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">This sentence is at least a genuine answer, he is claiming their was not sufficient evidence and reasons. Now immediately after reading his reply I wanted to push all the evidence I could find at him so he could realise how wrong he was and how right it would have been to vote Yes and if wants more evidence I can direct him to loads. When tweeting about this the Sex education Forum replied offering help.</span></div>
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<a href="https://twitter.com/blindfishideas">@blindfishideas</a> sounds like you are preparing your reply... There is so much evidence that SRE works.... <a href="http://t.co/5mJyXiyKYN">http://t.co/5mJyXiyKYN</a><br />
— Sex Education Forum (@sex_ed_forum) <a href="https://twitter.com/sex_ed_forum/statuses/352544444169469954">July 3, 2013</a></blockquote>
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<span style="font-family: Trebuchet MS, sans-serif;">The Sex education forum even has collected evidence on specifically why making it compulsory is a good idea <a href="http://www.sexeducationforum.org.uk/policy-campaigns/hands-up-for-sre.aspx">http://www.sexeducationforum.org.uk/policy-campaigns/hands-up-for-sre.aspx</a>. But instead of flooding him with the vast array of evidence I have chosen to give him the benefit of the doubt. Maybe he has read and understood lots of the evidence. Maybe he thinks the current evidence is lacking? Or maybe the key is in the term "sufficient reasons". So this is my reply. </span><br />
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<span style="font-family: 'Trebuchet MS', sans-serif;">Dear Mr Mosley, </span></blockquote>
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<span style="font-family: Trebuchet MS, sans-serif;">Thank you for our second letter, it is a much clearer response to my question and I was happy to read a plain English answer. You do not believe their was "sufficient evidence and reasons" for Clause 20. Now I'm sure you can tell already from previous comment that I disagree. When I read your letter I was tempted to flood with you with a broad sweep of every drop of evidence I could find.</span></blockquote>
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<span style="font-family: Trebuchet MS, sans-serif;">However, I am hopeful that you have read lots of the evidence put forward by the Sex Education Forum, Brook, National Association of Headteachers (NAHT) and Mumsnet. But you seem to believe this evidence is not sufficient. Therefore, I would like you to tell me what evidence would you require before you would vote yes to making SRE compulsory and give the issue of consent the same level of importance within the statutory curriculum as HIV has been given? What evidence do you need? Do you need more evidence of the damage of non consenting sexual activity? Or do you need more evidence of the effectiveness of school based SRE? Or do you need more evidence of the need to make it compulsory? Please help us to help you find the information you need. On the issue of "sufficient reasons" can you clarify what reasons are you looking for in decisions about what should be included in the national curriculum?</span> </blockquote>
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<span style="font-family: 'Trebuchet MS', sans-serif;">Kind Regards</span></blockquote>
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<span style="font-family: Trebuchet MS, sans-serif;">Gareth</span><span style="font-family: Trebuchet MS, sans-serif;"><br /></span><span style="font-family: Trebuchet MS, sans-serif;"><br /></span><span style="font-family: Trebuchet MS, sans-serif;">P.S. </span><span style="font-family: Trebuchet MS, sans-serif;">I noticed in the letter you switched to the plural "We were therefore unconvinced". Can I ask was the vote of no decided as a group decision before you entered the debate? </span></blockquote>
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Gareth Cheesmanhttp://www.blogger.com/profile/02344656001803328758noreply@blogger.com0tag:blogger.com,1999:blog-7046899680318163034.post-23426028523061605872013-06-25T14:16:00.000+01:002013-06-26T11:57:32.769+01:00My MP doesn't explain why he opposes teaching consent in SRE<div dir="ltr" style="text-align: left;" trbidi="on">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrT6jNl-u719tr6tdlvkRI69a05NirsZNa9Jm0nKBGCK6K5QmLbwzMQFzmGjuVXYfG_t7OeCLFYiY9f4Oig6ZxRPmE2XD37FN4EOVGRGBVAk3jR066vbafUhowppm7TvJbUQ0ONkHhEiE/s1600/Whilst+every+answer+is+a+response,.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: Trebuchet MS, sans-serif;"></span></a><span style="font-family: Trebuchet MS, sans-serif;">On the 11th of June the commons voted against making Sex and Relationship Education a compulsory part </span><span style="font-family: 'Trebuchet MS', sans-serif;">of the national curriculum and specifically this amendment including the following</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">"(1) For the purposes of this Part, personal, social and health education (“PSHE”) shall include</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">sex and relationship education, including information about same-sex relationships, sexual</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">violence, domestic violence and sexual consent. "</span></blockquote>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrT6jNl-u719tr6tdlvkRI69a05NirsZNa9Jm0nKBGCK6K5QmLbwzMQFzmGjuVXYfG_t7OeCLFYiY9f4Oig6ZxRPmE2XD37FN4EOVGRGBVAk3jR066vbafUhowppm7TvJbUQ0ONkHhEiE/s1600/Whilst+every+answer+is+a+response,.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrT6jNl-u719tr6tdlvkRI69a05NirsZNa9Jm0nKBGCK6K5QmLbwzMQFzmGjuVXYfG_t7OeCLFYiY9f4Oig6ZxRPmE2XD37FN4EOVGRGBVAk3jR066vbafUhowppm7TvJbUQ0ONkHhEiE/s320/Whilst+every+answer+is+a+response,.jpg" width="240" /></a><span style="font-family: Trebuchet MS, sans-serif;">My MP for Chester, <a href="http://chestermp.com/" target="_blank"><span style="color: blue;">Stephen Mosley</span></a> was one of the MP who voted against this clause. You can read a good briefing on why this clause was so important <span style="color: blue;"><a href="http://www.sexeducationforum.org.uk/media/14936/sef_report_stage_briefing_-_new_clause_20.pdf" target="_blank">here</a> </span>by the sex education forum. This was a key opportunity to get SRE into the heart of what schools need to be providing. But MPs voted not to help young people on this issue and my MP was one of those who voted against. If you want to read more about the no vote, what it means and why it matters you can read <a href="http://www.brook.org.uk/index.php/campaigns/children-and-families-bill-and-pshe" target="_blank"><span style="color: blue;">Brook here</span></a> or read this <a href="http://adragonsbestfriend.wordpress.com/2013/06/11/compulsory-sex-and-relationship-education-in-schools-commons-vote/" target="_blank"><span style="color: blue;">blog post</span></a> exploring how the clause may still have life in it and the process that is needed.</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Today I am writing about my experince in trying to ask my MP why he voted no. It started on Twitter</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><a href="https://twitter.com/mp4chester">@mp4chester</a> can you please explain why you voted against helping young people get access to high quality SRE in all schools yesterday?</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">— GarethBlindfishideas (@blindfishideas) <a href="https://twitter.com/blindfishideas/statuses/344741184280875008">June 12, 2013</a></span></blockquote>
<span style="font-family: Trebuchet MS, sans-serif;">after a few more tweets, I got this reply</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><a href="https://twitter.com/blindfishideas">@blindfishideas</a> <a href="https://twitter.com/BrookCharity">@BrookCharity</a> - 140 chars doesn't allow me to give a full reply - please email stephen@chestermp.com + I will reply in depth</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">— Stephen Mosley MP (@mp4chester) <a href="https://twitter.com/mp4chester/statuses/344752725004808193">June 12, 2013</a></span></blockquote>
<span style="font-family: Trebuchet MS, sans-serif;">Notice how he says "I will reply in depth". So I sent the following email. (Personal details removed)</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; color: #222222;">Dear Stephen,</span><span style="background-color: white; color: #222222; font-size: 13px;"> </span><br />My name is Gareth Cheesman, I was the person tweeting you @blindfishideas about you voting against SRE. For your information you may be interested to know I work for a Christian charity called Chester Schools Christian Work. I regularly deliver Sex and Relationship Education lessons in the 6 high schools in Chester, we would go into more if we had more time/money. </span></blockquote>
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<span style="font-family: Trebuchet MS, sans-serif;">We deliver lessons on everything from Self Esteem, body image, puberty, healthy relationships (we wont work in schools if they do not want the relationship lessons), STIs, HIV, Contraceptives, Sexting, The distortion of the Media (including porn) and other topics by request. The sexting and porn lessons have gained national interest with over 10000 downloads of my lesson plans and interviews by The Times, The Guardian, TES, BBC Radio Merseyside, BBC radio 5 Live and BBC world service. </span></blockquote>
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<span style="font-family: Trebuchet MS, sans-serif;">We provide lessons for free to schools. Some of the above schools have had staff trained in SRE and found that this training did not give them the confidence to tackle the subjects themselves. Other schools have had no help in meeting the needs. So they have asked us for help. I am happy to explain more about my work if you have any questions. All my lesson plans are open to be viewed at <a href="http://www.srestuff.com/" style="color: #1155cc;" target="_blank">www.SREstuff.com</a> and the NHS supports the work providing free materials for our lessons. </span></blockquote>
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<span style="font-family: Trebuchet MS, sans-serif;"><b>Please can you explain why you voted against SRE being promoted in the new PSHE curriculum. Why did you think young people across the country did not deserve to be taught about <span style="line-height: 16.625px;"> "</span><span style="line-height: 16.625px;"> same-sex relationships, sexual violence, domestic violence and sexual consent." Why should they be denied a chance to learn about these topics?</span></b> </span></blockquote>
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<span style="font-family: Trebuchet MS, sans-serif;">Sadly our adult community has so many confusions about sex we can not rely on parents to equip young people to deal with this difficult subject. So why do you not want schools to tackle SRE? </span></blockquote>
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<span style="font-family: Trebuchet MS, sans-serif;">I look forward to your reply,<br /><br />Kind Regards</span></blockquote>
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<span style="font-family: Trebuchet MS, sans-serif;">I have put in bold what I consider the core paragraph of my letter. Why did he vote against this clause? I asked on twitter when I should expect a reply he said he aims for within 10 days. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Yesterday I received a letter from him dated 21st June, exactly 10 days after the vote. Sadly this letter falls short in answering the simple question why did he vote no. The letter goes to great length telling me all the good things the current government has done. Many of these I support and am very thankful for. But they are not an answer to the question why did Stephen Mosley vote against this new clause in the national curriculum. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Mr Mosley also makes some simple mistakes showing his lack of knowledge on the subject. For example Mr Mosley writes "As you may already know, sex and relationship education (SRE) is compulsory in maintained secondary schools". This shows how uninformed his information is. Some Sex Education topics are statutory within the Science National Curriculum but Sex <b>AND Relationship </b>Education is not afforded the same status. quoting from the Governments own website <a href="https://www.gov.uk/national-curriculum/other-compulsory-subjects"><span style="color: blue;">https://www.gov.uk/national-curriculum/other-compulsory-subjects</span></a></span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Some parts of sex and relationship education are compulsory - these are part of the national curriculum for science. Parents can withdraw their children from all other parts of sex and relationship education if they want.</span></blockquote>
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<span style="font-family: Trebuchet MS, sans-serif;">The<span style="color: blue;"> <a href="http://www.ncb.org.uk/media/385195/current_status_of_sre.pdf" target="_blank">Sex Education Forum</a></span> makes it crystal clear for anyone who makes the effort to do the research. </span></div>
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The most up-to-date legislation relating to sex and relationships education (SRE) are contained within the Education Act (1996) and the Learning and Skills Act (2000). The requirements are that:<br />
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<li>It is compulsory for all maintained schools to teach some parts of sex education i.e. the biological aspects of puberty, reproduction and the spread of viruses. These topics are statutory parts of the National Curriculum Science which must be taught to all pupils of primary and secondary age.</li>
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<li>There is also a separate requirement for secondary schools to teach about HIV and AIDS and sexually transmitted infections. </li>
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<span style="font-family: Trebuchet MS, sans-serif;">The government does make strong recommendations to also includes topics such as relationships but they are not given the same importance as HIV. To be clear, I am funded by a HIV charity and think it is key that we teach young people about HIV and devote an entire lesson to this one STI. However, in the UK the <a href="http://www.hpa.org.uk/webc/HPAwebFile/HPAweb_C/1317137200016" target="_blank"><span style="color: blue;">HPA believe</span></a> there are about 96,000 people with HIV, about 0.15% of the population. Yet "almost a third (29%) of 16-18-year-old girls say they have been subjected to unwanted sexual touching at school," (statistic from <a href="http://www.endviolenceagainstwomen.org.uk/2010-poll-on-sexual-harassment-in-schools#sthash.f3OwoMge.dpuf" target="_blank"><span style="color: blue;">EVAW</span></a>) but Stephen Mosley voted against making teaching about "<span style="line-height: 16.625px;"><b>sexual violence, domestic violence and sexual consent" </b>the same legal requirement as HIV. </span><br /><br />Strangely in the letter Mr Mosley says that "The Government does expect teachers to ensure that all pupils develop an awareness of the issues around physical violence and abuse as a part of SRE". If they Government expects that why not make that explicit in voting yes on this clause? His get out clause is "The Government believes that teacher's professional judgement should be trusted to do so appropriately". I would suggest that with the current Governments focus on Results Results Results few teachers will use their professional judgement to risk their jobs by devoting any time to a non statutory topic. A topic they feel under resourced and under supported to deliver. The fact that schools in Mr Mosley's constituency currently invite outside speakers (me and my team) to cover the statutory aspects, such as HIV, should be a clue. We need to have some statutory requirements if we are serious about helping young people. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">The debate about making SRE truly statutory for all young people (academies, free schools?) will rage on and whilst it is happening young people will suffer from not being given the chance to learn about and discuss these vital issues. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">What is most disappointing is that Mr Mosley did not give an answer to the simple question. Why did you vote no? I grew up watching Yes Minister and reading the letter sounds like a reading a speech by Sir Humphrey Appleby. Wading through the words, statistics, misdirections and self congratulations I find not an answer to a simple question but an attempt to avoid providing an answer. There are legitimate arguments against New Clause 20 but Mr Mosley did not offer a single argument or explanation. He just avoided the question. I am writing to Mr Mosley again today. Hopefully this time if I am concise I may get a concise reply, in 10 days of course. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Dear Mr Mosley, </span></blockquote>
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<span style="font-family: Trebuchet MS, sans-serif;"></span><span style="font-family: Trebuchet MS, sans-serif;">Please can you explain why you vote against New Clause 20 on the 11th June? </span><span style="font-family: Trebuchet MS, sans-serif;"><br /></span><span style="font-family: Trebuchet MS, sans-serif;"></span></blockquote>
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<span style="font-family: Trebuchet MS, sans-serif;">Kind Regards</span></blockquote>
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<span style="font-family: Trebuchet MS, sans-serif;">Gareth Cheesman</span></blockquote>
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Gareth Cheesmanhttp://www.blogger.com/profile/02344656001803328758noreply@blogger.com0tag:blogger.com,1999:blog-7046899680318163034.post-8857293988446986842013-05-20T09:06:00.002+01:002013-05-20T09:06:29.813+01:00Starbucks response about blocking Sex Education Websites<div dir="ltr" style="text-align: left;" trbidi="on">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYMRh5HOlV0w7NiSzd_Mv9BrNTuyiZhotRu2UVln2jvupCslKbAczbbJ_iDGLtsohXlekjYjgGO7wEAKwTqPVqmMIZ5pw9j4n83cFJTQ8vuGntrs4wIWTqnw3Y08RxsX6qqUm5jB9FGEQ/s1600/1185958_74052169.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="131" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYMRh5HOlV0w7NiSzd_Mv9BrNTuyiZhotRu2UVln2jvupCslKbAczbbJ_iDGLtsohXlekjYjgGO7wEAKwTqPVqmMIZ5pw9j4n83cFJTQ8vuGntrs4wIWTqnw3Y08RxsX6qqUm5jB9FGEQ/s200/1185958_74052169.jpg" width="200" /></a><span style="font-family: Trebuchet MS, sans-serif;">This blog is blocked in Starbucks free WiFi, I had a little poke around and found a few other SRE sites blocked (some of which now seem to have been unblocked). I sent an email to Starbucks about my concerns and today I received this reply. Always nice to get a reply but sadly it doesn't seem to actually say that much. Why is Sex and Relationship Education information blocked? Is the content of this blog a danger to young people?</span><br />
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<span lang="EN-GB" style="font-family: Calibri, sans-serif; font-size: 14pt;"><span style="font-size: x-small;">Dear Gareth,</span></span></div>
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<span lang="EN-GB" style="font-family: Calibri, sans-serif; font-size: 14pt;"><span style="font-size: x-small;">Thank you for contacting Starbucks.</span></span></div>
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<span lang="EN-GB" style="font-family: Calibri, sans-serif; font-size: 14pt;"><span style="font-size: x-small;">We appreciate you sharing your concerns regarding Wi-Fi in our stores and I would like to assure you that we have been working on a solution with our provider, BT, which means that customers get the right balance between the protection and the freedom they want and need online. We are close to implementing this solution and part of it will be to restrict access to sites which are not deemed appropriate to view in a busy public environment.<u></u><u></u><u></u></span></span></div>
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<span lang="EN-GB" style="font-family: Calibri, sans-serif; font-size: 14pt;"><span style="font-size: x-small;">BT has also shared the following information regarding this issue:</span></span></div>
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<span lang="EN-GB" style="font-family: Calibri, sans-serif; font-size: 14pt;"><span style="font-size: x-small;">“Wi-Fi at our partner sites has traditionally been a business service, largely paid for by credit or debit card and therefore limited to adult customers. Now that some retail premises like to offer Wi-Fi for free, the need for parental controls has developed. BT will be in a position to offer these to its site partners by the end of the year.”</span></span></div>
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<span lang="EN-GB" style="font-family: Calibri, sans-serif; font-size: 14pt;"><span style="font-size: x-small;">I can assure you that I have documented your feedback and forwarded it to the appropriate department in our corporate office for their attention.</span></span><div style="margin: 0in 0in 0pt;">
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<span lang="EN-GB" style="font-family: Calibri, sans-serif; font-size: 14pt;"><u></u><span style="font-size: x-small;">Thank you again for taking the time to contact us. We hope to welcome you back to your local store soon.</span><u></u></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Sincerely,</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Gretta</span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">customer service</span></div>
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Gareth Cheesmanhttp://www.blogger.com/profile/02344656001803328758noreply@blogger.com0tag:blogger.com,1999:blog-7046899680318163034.post-34789515457763713362013-05-07T12:23:00.000+01:002013-05-07T12:23:24.131+01:00Reflecting on training the trainers of Sex and Relationship Education<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: Trebuchet MS, sans-serif;">Over the last 2 weeks, for the first time I have taught a full Sex and Relationship Education trainer course. In the past I have helped out on someone elses course and have lead workshops on specific topics at events/conferences. This was the first time I took </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1Zz-BwLQ_w1qcSWkfae-0Qd27d72T67eC9KhEfhGxb5AvrVMGF3Aa3Cs3-RH5T-aYljLToqqIkgjxX7akkbHpzNRHtU1GP4l1NE78E86VZ_R0H4cmJnEaZqpCQwEwvjj3ThlU67FM3RE/s1600/logo_esteem.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1Zz-BwLQ_w1qcSWkfae-0Qd27d72T67eC9KhEfhGxb5AvrVMGF3Aa3Cs3-RH5T-aYljLToqqIkgjxX7akkbHpzNRHtU1GP4l1NE78E86VZ_R0H4cmJnEaZqpCQwEwvjj3ThlU67FM3RE/s1600/logo_esteem.png" /></a></span></div>
<span style="font-family: Trebuchet MS, sans-serif;">responsibility for an entire course. The course I taught is the 4 day <a href="http://www.esteemresourcenetwork.org/" target="_blank">Esteem Resource Network</a> course. This was the course I was originally trained in and 5 years and 500+ hours of classroom experience later I was now teaching the course. The course had 10 people and I loved opening up the wide field of Relationship and Sex Education to them. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">On the course I had 1 co worker, 1 local church based child and family worker, 2 third year youth work students (one who has been on placement with me) and a herd of 6 second year youth work students. So basically everyone was a youth worker or similar This helped me as it's the group of people I work with the most. I know how to relate to youth workers and know they will have some practical experience of what young people are facing today. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">So what did I learn by doing this course? Firstly it was fun, a lot of fun working with 10 people who obviously care about young people and want to learn new ways to help young people have happy healthy lives. Recognising that happy health relationships and sex can go a long way to helping this happen. I get a buzz from training and educating, I enjoy the process and I enjoy the result. It can be exhausting but I think all the effort you put in is worth it. Now I also have a passion for pedagogy and enjoy experimenting with various techniques/styles. I enjoy planning for groups and seeing when they fit into the tracks I have laid out. But I also love the chaos/opportunities when the groups goes off the tracks and the education is more reactive, informal and sometimes much more important. Having a good group is key. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">The second thing I learnt from leading the training was that I know more about SRE then I may realise. When asked question by the students I</span><span style="font-family: 'Trebuchet MS', sans-serif;"> knew the answer. Not because I had a session plan in front of me, not because the answer was obvious but because I have spent the last 4 years focusing 50% of my working life on SRE and from that I now know a lot of stuff that I was completely blissfully unaware of 8 years ago. I forget that it is not common knowledge (for most people) to know which STIs are a bacteria and which are a virus, or what the standard treatment is or why LARCs are so important. I treat these bits of facts as something that should be common knowledge but maybe I have a stronger "Curse of Knowledge bias" then I appreciate</span><span style="font-family: 'Trebuchet MS', sans-serif;">. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBDxi-Xhzls_deqYMTX3Wg_N3Zi4255gw_KGBb6avvAyErUd8_2f1oUtxkVwRzTtSQjZ_tzklIJJ_2jSUcNZbZnntADsdh07DFKgdUIH6wc5aH9sr3up8GI4iQOBhjz-IoPGKweRXgPyk/s1600/1013123_61450762.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="274" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBDxi-Xhzls_deqYMTX3Wg_N3Zi4255gw_KGBb6avvAyErUd8_2f1oUtxkVwRzTtSQjZ_tzklIJJ_2jSUcNZbZnntADsdh07DFKgdUIH6wc5aH9sr3up8GI4iQOBhjz-IoPGKweRXgPyk/s320/1013123_61450762.jpg" width="320" /></a></div>
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<span style="font-family: Trebuchet MS, sans-serif;">The training also exposed some gaping holes in my knowledge. At times I found myself saying a sentence and then silently hoping the group didn't ask me "Why?" Somethings I repeat because I have heard them so many times, maybe I have heard it so much I have forgotten the source, maybe I was never told the source. Maybe some facts are more experiences that are so common they look like facts. I still need to learn more about SRE myself. The more I know the more I recognise what I don't know. The difficulty is knowing what area to now focus on. Child development or public health theory? Parenting skills or more about midwifery? So many ways to broaden my knowledge and also always more depth to explore. If anyone reads this and has a suggestion on what they think a SRE trainer should study let me know. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Finally, I think I now believe everyone can be involved with SRE but some people stand out as extra keen/suitable for SRE work. Thankfully on this course I wouldn't hold back on recommending a single person from this group to a school. They all did great and I believe showed the ability to work well in schools in the future. My judgement may be completely off and some of them may surprise me (in a bad way) when I take them into a real school environment. However, out of the group a handful of people stood out as extra keen, extra motivated and extra interested in the topic. It wasn't just the loudest people in the group, it was about the depth of questions they asked. They awareness of the wider issues, from politics to media. An interest in the subject does not necessarily = an ability to educate young people about the subject but it helps. I will keep quiet about exactly who I noticed but I am curious if my mental list of people prove to be the most able in classrooms and future work. I suppose this raises the question are some people born to be Relationship and Sex Educators? </span><br />
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Gareth Cheesmanhttp://www.blogger.com/profile/02344656001803328758noreply@blogger.com0tag:blogger.com,1999:blog-7046899680318163034.post-5455719768866545312013-03-22T17:39:00.001+00:002013-03-22T17:39:57.504+00:00Sex and Relationship Education in Youth Work<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: Verdana, sans-serif;">Yesterday I was invited to speak on the Chester university Christian youth work course all about the importance of sex and relationship education, especially for youth worker. We got to cover lots of great stuff. I promised to post on here links to a couple of things I mentioned. If you are interested in attending the training I mentioned email me at Gareth@cscw.org.uk </span><br />
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<span style="font-family: Verdana, sans-serif;">The Sex Education Forum's <a href="http://www.ncb.org.uk/media/229344/delivering_sex_and_relationships_education_within_the_youth_service.pdf" target="_blank">guide to SRE within the youth service</a> </span><br />
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<span style="font-family: Verdana, sans-serif;">The Department of Health recently published </span><span style="font-family: Verdana, sans-serif;"><a href="http://www.dh.gov.uk/health/2013/03/sex-health-framework/" target="_blank">Sexual health improvement framework</a></span></div>
Gareth Cheesmanhttp://www.blogger.com/profile/02344656001803328758noreply@blogger.com0tag:blogger.com,1999:blog-7046899680318163034.post-88911724621035013762013-03-19T14:39:00.000+00:002013-03-19T14:39:02.381+00:00Stories from a Thai HIV orphanage <div dir="ltr" style="text-align: left;" trbidi="on">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6luayX8V9UhS5g8jcGFhPrRVzPZFo-z84BubHXqopD2ibnmcU6aXRVsd-2yaQ5S6rWsaX-dmq2L738Snq0zjyZVd14aB1Xg2hfemeKBJxrkNTy3oQ_qLbdCKj94eFjvtIGZG1j6yuNLg/s1600/Size_DSC00335.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="267" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6luayX8V9UhS5g8jcGFhPrRVzPZFo-z84BubHXqopD2ibnmcU6aXRVsd-2yaQ5S6rWsaX-dmq2L738Snq0zjyZVd14aB1Xg2hfemeKBJxrkNTy3oQ_qLbdCKj94eFjvtIGZG1j6yuNLg/s400/Size_DSC00335.jpg" width="400" /></a><span style="font-family: Verdana, sans-serif;">Today I wanted to share a few short insights into the everyday realities for children and young people living in a HIV orphanage in Thailand. I visited this orphanage, The House of Grace, in 2012 whilst travelling around South East Asia (read my post about it <a href="http://mandgtravel.blogspot.com/2012/06/aids-projects-in-thailand-house-of.html" target="_blank">here</a>). Like my work in UK this project is linked with <a href="http://www.acet-international.org/" target="_blank">ACET internationa</a>l. Today I received an email from the project and wanted to share a few snapshots of what it is like for children and young people in Thailand being supported in The House of Grace. Funded and staffed by Christians the project provides a hope and a home for alone, rejected and something sick young people victims of HIV. Kitisak is the pastor who has dedicated his life to supporting these children and running the House of Grace. These hopefully give a snapshot of the rough and the smooth. </span><br />
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<span style="font-family: Verdana, sans-serif;"><b><i>Arriving - Fah</i></b></span><br />
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<span style="font-family: Verdana, sans-serif;">Nine year old Fah is one of the most recent children to join the House of Grace family. One evening, towards the end of December last year, she found herself literally dumped at the gates of the House of Grace. There she stood crying, not a friend in the world, with just three plastic bags containing all her belongings. Kitisak’s staff found somewhere for her to stay that night. The next day they discovered that nobody wanted her, not even her grandmother who said that she no longer loved Fah and didn’t want her anymore. So Fah came to live at the House of Grace and fifteen year old Pakart was given the responsibility to be her special ‘big sister’. Wherever Pakart went Fah went too. We first met Fah at the Christmas/New Year party and could see that she was already beginning to feel at home.</span><br />
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<span style="font-family: Verdana, sans-serif;"><b><i>Seeing a way forward? - Dae</i></b></span><br />
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<span style="font-family: Verdana, sans-serif;">Dae, who will be twelve in July is another very precious child at the House of Grace. The other day Kitisak heard him counting slowly and aloud - “eleven… twelve … thirteen …” Why was this? What was he doing? He was counting the number of steps from the boy’s dormitory before turning left into the dining room! Dae’s is a long story but briefly here it is.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdhV2dLQLeMvBMjzJVCxnXAgL_92O9Nb6XAdiKkcZAGiSzRuXQkDeNwiVm4JWtm7B4I1Y-fcWKRZ_jrcfqzR1lCh2rJag6Xp7PklEPcO4AoxKLpMIpdZkDM784i9MBmDaf2VXpV6_HZDA/s1600/Size_DSC00254.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" height="214" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdhV2dLQLeMvBMjzJVCxnXAgL_92O9Nb6XAdiKkcZAGiSzRuXQkDeNwiVm4JWtm7B4I1Y-fcWKRZ_jrcfqzR1lCh2rJag6Xp7PklEPcO4AoxKLpMIpdZkDM784i9MBmDaf2VXpV6_HZDA/s320/Size_DSC00254.jpg" width="320" /></a></div>
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<span style="font-family: Verdana, sans-serif;">Eighteen months ago it was discovered that Dae was blind in his left eye and that sight in his right eye was deteriorating. In November 2011 he had surgery in Bangkok in an effort to try to save the sight in that eye. This proved effective for a year or so but now he appears to be almost completely blind in both eyes. The other night at evening prayers it was very moving to see his friends finding a chair for him to sit on and at the end of the meeting two other friends helped him, one to put his chair away and the other taking him by the hand and leading him off to his dormitory. </span><br />
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<span style="font-family: Verdana, sans-serif;">Early next month Papa Kitisak will take him to Bangkok to see if the surgeon can do any more for him. Kitisak is very concerned that if Dae were to lose his sight completely what would become of him. The House of Grace is not really equipped to give him the special care that he would need. </span><br />
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<span style="font-family: Verdana, sans-serif;"><b><i>Surprising Joy - Preow</i></b></span><br />
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<span style="font-family: Verdana, sans-serif;">Thailand is known as “the Land of Smiles” but what is behind the smiling face of two year old Preow? In June last year she came from the local provincial hospital to join the House of Grace family. She had been receiving treatment for cancer in her hip and there was no-one to care for her. It wasn’t long before she felt the love and warmth of her ‘siblings’ – everybody just loved her and wanted to hold her! Since then she has had chemotherapy several times but her smile is still so captivating! Last month when it was discovered that the cancer had spread to her lungs Papa Kitisak shared this news with all the</span><br />
<span style="font-family: Verdana, sans-serif;">children at the House of Grace and said, “However long dear little Preow lives with us let us make sure that her life is full of joy and happiness”.</span><br />
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<span style="font-family: Verdana, sans-serif;"><b><i>A Hope and A Future - Dom and Toey</i></b></span><br />
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<span style="font-family: Verdana, sans-serif;">The House of Grace started way back in 1997 when Kitisak and his wife welcomed two little children Dom and Toey into their family. As orphans from HIV they had been left abandoned, living in a little shack in a nearby village, to fend for themselves. From that moment on, life began to have hope and a future for them. Today Dom, now 21 is studying in a local university to become a teacher and Toey, 19 is gaining valuable work experience in his second year of a local apprenticeship scheme. Dom and Toey are just two of the 69 children at the House of Grace, of whom 38 are HIV+.</span><br />
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<span style="font-family: Verdana, sans-serif;"><i>There are hardships and problems, </i></span></div>
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<i><span style="font-family: Verdana, sans-serif;">but there is also hope and opportunities.</span></i></div>
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<span style="color: white; font-size: xx-small;">HIV, Thailand, Orphanage, The House of Grace, ACET, international, Why, </span></div>
Gareth Cheesmanhttp://www.blogger.com/profile/02344656001803328758noreply@blogger.com0