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Welcome!

January 15th, 2015

This is my beginning post: updated frequently with information about my recent and up-coming work. Check back frequently to stay up to date with my training and teaching schedule!

Are you a new reader? Scroll down to read my thoughts as a sex educator.

Are you a returning reader? Stay  here for a second to find out what I’ve been up to lately and what I’m doing soon! Maybe you’ll be able to join me!

Karen in January:

  • I am continuing work on editing the new upcoming edition of Streetwise to Sex-wise
  • I am also continuing work on the new upcoming curriculum Parents as Sexuality Educators for the Unitarian Universalist Association
  • I am returning to my work on my upcoming book, Breaking the Hush Factor
  • January 8 I will be presenting to the middle school parents at St. Stephen’s Episcopal School
  • January 27 – 29 I am training with the New York Department of Education Office of School Health

Karen in February:

Karen in March:

  • I will be spending two to three weeks in Zimbabwe in my work with the United Nations Population Fund
  • I am continuing work on my upcoming book, Breaking the Hush Factor

Karen in the rest of 2015:

  • I will be publishing my book, Breaking the Hush Factor
  • I am the chair for the National Sex Ed Conference this year, December 9 – 11, New Brunswick, NJ

More details and dates are coming soon! Check back for updates!

Breaking the Hush Factor: Rule #1

June 24th, 2015

Friends, it’s really happening, and I couldn’t be more excited and nervous and nervously excited. My book, Breaking the Hush Factor, is almost here.

This book is written to parents, but it applies to all people who talk about sexuality with young people, and lays out ten accessible and concrete rules for how to have those conversations. The ten rules all work together in a beautifully interconnected framework.

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Here’s Rule #1: Know yourself. Parents process through their own childhood emotions as their children grow and develop through childhood, and that doesn’t stop when children reach adolescence. Understanding yourself is a critical first step to engaging with your teenagers around sexuality.

Even more important is understanding the conceptual frameworks through which you, the parent or other adult, understand sexuality, adolescence, and adolescent sexuality. You will bring your ideas into your conversations with your teenagers and being able to parse out when they are appropriate and inappropriate will facilitate much more effective conversations.

I’ll be posting the next nine rules over the next few weeks as the book is launched, along with pieces of information about each of them. The book, of course, goes into much more depth about each of the rules and includes workbook questions to help you process, comics to make you laugh, and graphics that outline the interconnected nature of the rules.

The final proof will arrive on Friday, June 26, and assuming it looks just as beautiful as I expect it to, we’ll be fulfilling preorders next week and the book will be officially launched for mass purchasing love on Monday, July 13 through Amazon, Barnes and Noble, etc.

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So much more about my book!

May 27th, 2015

Did you know that I have a book coming out? I’ve been emailing and posting information, but I wanted to give you all a more in-depth reading of the theoretical approach I use as a groundwork for the book.

To that end, my friend and midwife Christy Tashjian and her wife Jenni Huntly interviewed me for her blog. What follows is a re-post of the interview.

Interview with Dr. Karen Rayne, Sexuality Educator and Author of “Breaking the Hush Factor: Ten Rules for Talking with Teenagers about Sex!”

Karen Rayne, PhD, sexuality educator, is publishing her first book!

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Breaking the Hush Factor: Ten Rules for Talking with Teenagers About Sex! will be released on June 14th. Karen has been teaching sex education with all ages for several years and is a great resource for helping parents work through our own thoughts, beliefs, and feelings around sex and relationships.

A few days ago, Karen come over to our house to chat about her book, we also fed her some delicious baked pears…it’s always nice to feed someone when you really want them to talk! The following is a paraphrased retelling of our conversation….

Jenni: Is the book an accumulation of teaching classes for middle school or is it more related to the individual counseling you do?

Karen: This book is not content oriented at all, it is really about helping parents become familiar with their own feelings around sex so that they can be open to discussions with their teens in an authentic way. I discovered there is much less information out there in the literature about practically addressing your (parents’) own issues.

Christy: My sense is that a parent’s ability to talk to their children and/or teens about sexuality depends mostly on relationship building throughout parenting. It is a gradual process of becoming more and more comfortable discussing things that feel very intimate.

Karen: The context of the relationship is really important and coming to the conversation without any of your own baggage around what is going to happen in the context of that conversation is very important. There are kids who actively come to a conversation about sex and want to engage with their parents and there are some kids who absolutely do not want to talk with their parents about sex. But the ways that the parent should approach each of these kids is within the same framework of honoring and trusting your kid to bring you what they need. They may bring you the need for lots of discussion about sex or none at all; the important thing is to remain open to the dialogue however much or little that is.

Christy: I have been amazed over the years when I didn’t think my kids were listening, I later learned they were taking everything in and remembering it!

Karen: That’s something I do talk about it in the book a lot, about how much your kids do listen to you and how well they do know you. By the time they are teenagers, they really know you AND your reactions very well. Now it is your time, as the parent, to listen and get to know them really well. It’s important to spend a lot of your time listening and really hearing what they are saying, being a sounding board for them to process and assess where they are, thus helping them move forward in beautiful ways.

Christy: What came to me listening to you just now is that we can and should give our kids credit for knowing more and being capable of figuring things out more than we might think.

Karen: It’s a transition, right. When our kids were three, we clearly knew more things about their bodies and how they work and what their needs might be, but as they get older it’s a process of them learning and knowing their own needs; the adolescent years are when this self knowing and transfer of power happens most dramatically. In many ways our culture sees it as a lack of innocence if you know about sex, and even if you don’t buy into that it can be a little bit shocking when your kids start to talk about sex.  Cards Against Humanity is a really interesting point of discussion around this. Most of my high school students have played it and some of my middle school students have.

Christy: I feel like middle school age is a little inappropriate for playing Cards Against Humanity but I actually think it would have been a great game for me to play in high school. I was so naïve and broadening my world would have been helpful, I think; shocking and a little embarrassing, but helpful. So I have not tried to stop my high schooler from playing it, but I have encouraged my middle schooler to wait till she gets a little older.

Brief digression here but moving on….

Karen: Kids do generally think their parents are stricter than they are. And I think this comes from a place of kids really, really caring what their parents think. Especially with something like sex, kids may think their parents are particularly less open-minded than they are. Take my classes for example, some of my students say, “my parents would never be OK with me talking about this.” And I say, “well, your parents know the entire curriculum for this class and they pay me a lot of money to discuss this stuff with you!”  And they say, “ooo….”

It’s like an impulse or reflex that the students respond this way to some of the things we talk about in class.  So what I am trying to do with the book is to help parents help their kids get out of that reactionary place by suggesting that they [the parents] stay interested in what their kids are saying and engaged with their kids at whatever level the kids are bringing the conversation to. This will help the kids understand that their parents really want to be there with them, listening to their thoughts, emotions, and feelings, considerations and worries, instead of the parent leading the conversation. It’s a definite conversation power shift that helps kids discover their own sexual paths.

Jenni: That speaks to the individuality of sexuality, that we are all dramatically different from each other, so that makes a lot of sense to me.

Karen: I think there is an element of kids needing to separate from their parents in some way, and sometimes they tell the parent and sometimes they don’t. Every kid in my class talks about their parents. It’s like their parents are over their shoulder, there with them. Sometimes the kids are arguing with them, sometimes agreeing, sometimes trying to figure their parents out, but they are always there, figuratively present with the kid.  It’s about how as a parent to be supportive of their kids finding their own identity, whether this matches what the parents want or expect.

Jenni: Even when you may not have figured it out for yourself… (laughter)

Karen: Yes, and that’s what the first four chapters in the book are about, the parent figuring themselves out enough to be present in the conversation about sex with their kids.

Please check out Karen’s indiegogo campaign and think about buying her book, especially if you have teenagers 1200x900-testimonial-book-gina

Seeing as we are midwives who get lots of questions about sexuality and relationships, our discussion with Karen moved along to sex during pregnancy and the postpartum months. She facilitated one of our group prenatal sessions last year, and talking about that experience is where this conversation picks up again…and then organically moves back to talking with kids, very cyclical….

Christy: People expect their sexuality and sex drive to remain the same in pregnancy and postpartum and most often it does not. That change can be pretty sudden and can catch both partners off guard.

Jenni: And then there is this notion that when people become pregnant they have to put aside their sexuality and/or some people have trouble figuring out how to be a parent and a sexual being at the same time.

Christy: Yes, when one has a lot of different hats to wear it’s hard switching back and forth between them quickly.

Karen: What’s normal? What’s right? I think that is where people’s questions really are. People have a fear of cross-mingling sex and babies/children.

Christy: I also think one thing pregnant people are really surprised by is how low their libido is in pregnancy and/or the postpartum months. Some people worry, I think it’s a common fear, that they will never feel like having sex again in the way they did before having a baby. I think it is totally normal and it’s a helpful thing to point out that they may not have sex for a very long time but that the desire will come back. Of course, some people have a very high libido in pregnancy and enjoy it very much! I want to help people understand that libido is very fluid over a life span; sex drive varies greatly at different times in people’s lives. That’s something I don’t remember hearing about or talking about when I was pregnant or just postpartum: that sexual desire is so up and down over one’s lifespan.

Karen: I think that is one thing that is really missing in abstinence-only sex education. So when we are talking about abstinence in my classes with young people, I always say to them that there are times over their entire lifespan that they will be deciding not to have sex, for a variety of reasons — maybe they don’t have an appropriate partner, they or their partner may have some kind of STI, they may have other physical health concerns, maybe they’ve just given birth to a baby, there are lots of reasons, they may be on a spiritual journey where refraining from sexual contact is what seems best at the moment… During their life, whether they’re married or not, whether they have a partner or not, there will be times in their life when they will choose to refrain from having sex… Really honoring the space that abstinence provides is something not just for teenagers; because, firstly, I think that teenagers can hear it more easily if it’s something for everyone, and also they are then able to carry that into their future lives where they are able to respect a decision or feeling inside themselves to refrain from sexual activity. It’s important for people to know that choosing abstinence at all different times in their life is a respectable decision and a respectful decision as part of the life process.

Christy: I think that the common approach to abstinence only birth control does teenagers a big disservice.  This description you give providers a more holistic view of what abstinence can look like in an empowering way.

Karen: When coming to a conversation with your kids about sex, the key is to identify your own issues so that even if you don’t resolve them, you at least know what they are, and if your kid starts to mention something [difficult for you], you know where the trigger is coming from. This will help you know when to take a break in the conversation, because you’re having a reaction that’s about you and not about them. But part of that process is ideally learning to just sit with where you are sexually at any given moment. It may be a time of a lot of arousal, and a lot of desire, and a lot of sexual activity, and a lot of orgasms, or it may be just a place of a lot of desire, but not a lot of arousal or sexual activity. There are a lot of variables at play here, and I think that just letting your body whisper to you where you are and following it and respecting it, and not feeling the need for it to be different is a huge gift to yourself and for your kids. The painful parts of sexuality are when you end up with sexual activity and even orgasm, without the arousal or the desire. That’s what we really want to avoid.

Jenni: And that can be tricky if you are partnered, with all the potential discrepancies between partners. And often, as a parent, I imagine you are trying to figure out where you are at, and that’s influenced by your current relationship or non-relationship. So then it’s influenced by your partner’s desire or interest in sex.

Christy: So, it could be that the sexual desire of both partners could go for long periods of time never matching up; that kind-of stinks. And then they have to navigate that within the relationship.

Jenni: I can imagine that affects the conversation with your kids; trying to figure out what to say to them when you are figuring out your own relationship makes it much more complicated.

Karen: So much more complicated! And if you have all these emotional reactions to sex because of what’s going on in your relationship right now, then talking to your kids about it, without having any of your own emotional reaction around the topic influencing the conversation, is really, really hard.

[Pause in conversation, which is unusual for us]

Karen: That’s how it can be talking to kids. It is a process of trying to negotiate your response, because in some ways that is a public face, rather than a private face. Your private sexual life is not about your child and they don’t need to have any part of it or know anything about it, in terms of concrete details for sure. But how do you negotiate your public face in those conversations while still being authentic, because if you’re lying your kids are going to pick up on it.  You have to be honest to a degree, saying things such as “You know this conversation is really hard for me right now, but I know it’s important so we’re going to have it anyways.” Owning up to that weirdness is important. One of the things that I cover in my book is that [as a mature adult] you use the other adults in your life to talk with about sex or other issues before you talk to your kids. Work through some of your own stuff with your peers, or a therapist, or whomever is appropriate for you.

Christy: I think that’s a good place to end it, especially since our kids are such great mirrors of ourselves, helping ourselves ultimately helps them.

I’m looking for a dreamy manager to tell me what to do…

April 26th, 2015

But not in a sexy way. Just professional. That’s all.

The good news is that my work is growing, which is so exciting! The bad news is that I can’t quite keep up. Unless that’s good news because it means YOU are the perfect person to come and work with me!
I’ve thought about what kind of support I need, exactly, and it isn’t quite an assistant and it isn’t quite a boss, so I’ve landed on the term manager.
What this comes down to is that I have so many things to do, and I can’t do all of them. Which pieces a manager might pick up will depend on their individual skill set, I just can’t keep doing it all myself! Here are the pieces of what I do that someone else will – I hope! – help me with starting soon.
  • Calendar/travel Management
  • Client Management
  • Project Management
  • Social Media Management
  • Publicity and outreach to schools and non-profits
  • Small amounts of simple graphic design work
  • Writing
  • Other projects as they arise

A few non-negotiable things that my manager will have to have:

  • High comfort level talking about sex all. the. time.
  • Personally excited about and dedicated to sex ed and, specifically, the framework I base everything on (take a look here for more info: http://karenrayne.com/this-i-believe/)
  • Fun to work with. I laugh a lot while I’m working. I can’t imagine doing anything else.
  • Good financial sensibility.
  • Super organized. I hope my manager will know what I need to do next before I’ve started wondering what to do with myself.
  • While it would be bonus-points-cool if you live in Austin, I’m happy to work with someone remotely.

This is a paid position, but it’s not going to pay your mortgage unless you live in a really, really tiny undesirable house in the middle of nowhere in one of the Dakotas. My hope is that we’ll work together, my business will grow, and your income will grow along with it.

Identity in the online world, or Dr. Alice Dreger Live Tweeting Sex Ed

April 20th, 2015

I’m sure that last week many of you followed the sex ed story of the week that went massively viral about @AliceDreger, the mother who live tweeted her son’s sex ed class. I first saw the story on Vox.

This story was pretty fantastic, I have to admit. I followed along, read with the tweets. They are both horrifying and enlightening. And, coming from Texas, I’ve heard so many stories like this before.

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So there they are. Two of them, at least. Live, bold, and in person.

This story has gone dramatically viral. Even USA Today is in on the story.  I think that the best place to read about the experience is at The Stranger where Dreger writes about it herself.

One of the reasons I prefer to read about this at The Stranger than one of the zillion other places I could read about it is that The Stranger doesn’t immediately label Dr. Dreger as a mother. Because that’s not her primary role in life as it relates to sexuality education. Dr. Dreger is a well-known and respected speaker and author. (Her book, Galileo’s Middle Finger: Heretics, Activists, and the Search for Justice in Science has been on my to-read list since it was recently published. I just bought it and can’t wait to dive into it.)

So what’s the deal? Why are all of these media outlets focusing on Dr. Dreger’s parenting and kinda leaving out why she is qualified to talk about issues in sex ed classrooms in the first place? Some of the articles about Dr. Dreger’s live-tweeting experience did, once you got deep enough into the text, mention that she has professional credentials, but many of them left out that piece entirely.

I see two issues with our cultural perspective that has landed us here, ignoring a professional woman’s knowledge and skills that provides her with content expertise on the topic she is speaking on:

  1. Education, and particularly sex education, is not a career or a profession that has unique insight and understanding, but rather is seen as something that parents are more qualified to weigh in on than trained professionals.
  2. Women’s roles are primarily based in the home and the family rather than their professional lines of work. This means that the mother-role is more important than the professional-role and should be mentioned first.

Dr. Dreger did go into the classroom because of her parental relationship with one of the students in the classroom. (In The Stranger piece linked to above, she talks about her embarrassment that she neglected tales of horrific sex ed in her local schools until her own son was in the class.) But it was both things – not only her parenting role – not only her professional role – that gave her unique insight and engagement with that classroom’s content.

I’ve worked in education for a long time. I haven’t ever, really, done anything outside of this field. And I’ve heard the jokes: “Those who can’t do, teach. Those who can’t teach, teach teachers.” They’re wrong, they’re insulting, they’re exhausting. They make me so angry. There is content expertise and then there is pedagogical expertise, and they are both important to a high quality learning environment. Dr. Dreger has both. And so we need to – we must! – listen to what she has to say about topics that are relevant to her areas of expertise. Not just because she is a parent. It seems that because adults spent a huge chunk of their lives in classrooms, as students, that they think they are experts about what it means to be in a classroom as a teacher. That is just not true. (Incidentally, the same is true of sex. Because most people have sex, most people erroneously consider themselves experts on it. But that is a post for another time, because I have a meeting I have to get to.)

But she is a parent. And that is relevant to the story; she was in the classroom because of her parenting role. It is worth mentioning, but it is not the entirety of the story! We cannot let women’s professional roles outside the home fall second fiddle to their parenting roles inside the home. This is an issue that permeates our society and is deeply divided along gender lines. Hillary Clinton was recently taken to task in the press for having her family along with her during campaign stops – it was suggested she was too much of a mother, not enough of a president. Male presidential candidates take their families along with them on political campaigns all the time and are encouraged, lauded for their dedication! But women? They’re either all-family or all-work, without an understanding of the contextualization that happens in an individual’s identity that not only leaves room for both, but actively incorporates both. This is true for all people along the gender spectrum.

Dr. Dreger’s story is one example of the ways that we fall culturally short in our understandings of both sexual and educational expertise and the ways that we conceptualize motherhood. So while I’m thrilled that poor sexuality education is part of the current national conversation, I’m disappointed in its shortfalls. Dr. Dreger is an expert. And, frankly, her book is awesome in so many ways. Everyone should put it on their to-read list.

Bodies and sex in the age of the profane

November 15th, 2014

profane bodiesI just this morning opened a new book, Sacred Economics: Money, gift & society in the age of transition by Charles Eisenstein. (You can read the entire thing online, as well as watch a video that I haven’t watched yet, on that website.)

Opening a new book like this – one that is outside of my professional purview – one that has come highly recommended (this time by Sam Killermann) – is always thrilling to me. There is a certain kind of intellectual dialogue that is rare to come across, in either book or person form. It feeds my soul, it reminds me that I am human, it engages me on a soul level.

I am often a little afraid when I start a new book with a little whisper of a hope that it will fit into this place in me. And so I delay. I carry the book around, unopened, for the weight of it in my hands and in my hopes. I wait for a breathless moment alone when I can start from the beginning. I am one who finds the introductions to books to be critical. They set the stage, provide a mindset. When done right, I relish them. This time I was not disappointed. From introduction, I am entirely compelled to share and discuss this quote:

For several thousand years, the concepts of sacred, holy, and divine have referred increasingly to something separate from nature, the world, and the flesh. Three or four thousand years ago the gods began a migration from the lakes, forests, rivers, and mountains into the sky, becoming the imperial overlords of nature rather than its essence. As divinity separated from nature, so also it became unholy to involve oneself too deeply in the affairs of the world. The human being changed from a living embodied soul into its profane envelope, a mere receptacle of spirit, culminating in the Cartesian mote of consciousness observing the world but not participating in it, and the Newtonian watchmaker-God doing the same. To be divine was to be supernatural, nonmaterial. If God participated in the world at all, it was through miracles-divine intercessions violating or superseding nature’s laws.

The connections to the body and sexuality are ones I have been talking about for some time in my work life. Why is it that sexuality is held as base, material, separate from the holy and divine? It used to be sacred, and I still consider it to be. My work, while incorporating humor and illness, physical pleasure and deep emotional pain, the depths and the heights of the human experience and everything in between, is ultimately a sacred professional path that I have been called to walk.

I marvel, confused, at the people who try to hide sexuality, to shame their children in it. It is one of the most sacred and important parts of being human – this capacity for such connection with the self and with others. Why would we be here on this earth if not, at least in part, for the very human connections that we can and should take part in? Sexual connection is a holy and sacred thing. But sexual connection is not just with another person – it is also with the self, with nature, with the divine. It has the potential for so much more, and we must respect it as such.

And so to Eisenstein’s point: While he was talking about money and finances, his point stands regarding sexuality and the body. The shift from describing the body as “a living embodied soul” into the “profane envelope” has left a deep rift in our capacity to see the holy – in the bodies we have now. The physical being is not about the degree of thinness, tallness, breastiness, etc., that we can achieve. It is about the elemental honoring of nature and spirit that is at all time within us and surrounding us.

In the same way that the ocean, mountains, moon, stars,
whatever part of nature it is that you find to be most elementally inspiring…
even the skyscrapers, the cell phones, the manmade fountains,
all things, are real, elemental, and maintain a whisper of truth and inspiration to them.
So, too, sexuality.

And this is what I hope my students walk away from my class having internalized. Not an overt description of sexuality as holy or sacred, because that is merely an internal respect externalized into somewhat faulty language. No, instead, I want them to find a respect of the sexual as beautiful, healing, life-giving. I want them to be able to look into themselves, first, and acknowledge that baseline of truth, and then eventually to look into others and see it there too. Imagine if that respectful, honoring, old English word thou were brought back as a way to refer to someone else’s sexuality. Suddenly it becomes truly theirs, to own and to love and to experience. It is something that must not be harmed because it commands the deepest respect. It is something that can be shared communally – it cannot be given or taken.

We cannot walk through life without grappling with sexuality, but we absolutely have the choice for the level on which we choose to grapple. And this is my choice: I will bow and honor each person’s sexuality and identity, because they deserve my respect and love.

Condom Week: Buying condoms with teenagers

June 6th, 2014

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I know I’m not the only one out there doing this. But I know that most young people don’t ever access contraception until they need it – right then! That’s not a time or a place to try and do something as different and unusual and potentially scary as buying condoms.

I take groups of, mostly, middle school students to buy condoms at pharmacies. My students are usually very nervous about the process. Here are the issues they tend to bring up:

  • What if they see someone they know?
  • What if the clerk won’t sell to them?
  • What if someone asks them what they’re doing with the condoms?
  • What if buying condoms is against the law at their age?
  • How will they locate the condoms in the store? What if they can’t find them?
  • What if their…parents find out? (Their parents have all given specific permission for this excursion.)

Buying something as overtly sexual as condoms just feels wrong to young people. And thus the difficulty buying them for the first time when they really need them. The hurdles are already there – raising above them when the stakes are high is even harder.

Talking young people through the legalities of buying condoms (fully legal, at any age) and how to navigate the store is empowering for them. Pointing out that they can just put the condoms down somewhere and walk away from them if they see someone they know, that they can lie to people who are inappropriately inquisitive about why they’re buying condoms or what they are going to do about them can make a huge difference.

Pointing out that I am outside the store, fully ready to support them in any way they need and that their parents are fully aware of the trip also helps.

But do you know what makes the biggest difference? Actually buying condoms.

I’ve had, overwhelmingly, my students experience the following: Loads of giggles on their part and clerks who don’t bat an eye at them. Except, sometimes, after the twelfth or fifteenth middle schooler comes through their line in an hour they’ll ask whether a class is happening or something. My students are often surprised (and sometimes disappointed) at what a non-issue it actually is.

I have, once, had a clerk who desperately tried to avoid selling my students condoms. She flat out refused the first one. Because of our talk beforehand about how to handle this sort of situation (“It’s legal, it’s none of your business.”), my student knew how to respond. The clerk called her manager over and protested. The manager told her she had to sell the condoms, that it wasn’t her choice. The clerk harassed all 17 of my students, one at a time, as they went through her cash register. My students were amazing. After the first one, of course, they knew what was coming. Two of the boys bought their condoms while holding hands. Another student bought a six pack of Red Bull at the same time. The clerk demanded that my last student through put the condoms back and not buy them. He asked her, “Why not?” She shook her head, glazed-eyed, and said, “I don’t know.”

My students learned that they can stand up for their own sexual health that day. What better lesson is there, really?

 

I’ve decided that it’s Condom Week around here at Unhushed. Melissa White over at Lucky Bloke recently asked if I wanted to provide content for her new safer sex education website, and of course I was delighted! But when I went back to look through my blogging archives (both here and at www.unhushed.net/blog), I found that I had written terrifyingly little about condoms. So here I am, rectifying that problem with Condom Week, on both sites. Here at KarenRayne.com I’ll be writing about teachers and other educators’ issues about condoms in the classroom. At Unhushed.net I’ll be writing about parental concerns about condoms. Interested in receiving KarenRayne blog posts as they happen? Sign up here. You can sign up to receive Unhushed blog posts here.

Condom Week: “But then she/he will think…”

June 5th, 2014

karens_condoms2Tying back in, somewhat, with Monday’s post on debunking theoretical myths about condoms, let’s talk about that pervasive issue: the people (who you rarely actually have in your classroom) who think that if their partner (who you do have in your classroom) requests a condom, it means that the partner is cheating. Or that they suspect the person of cheating. The issue, of course, is that this isn’t just a myth, it’s far too real for far too many young people.

I wish I could tell you that you can tell your students the real answer: That if a partner or a potential partner is pulling you away from health (emotional, physical, sexual, any kind of health), then they aren’t respecting you and you should summarily dump them. I wish telling your students that would work.

I wish telling your students that they must wear condoms would work too. And that if you told them that

they had to brush their teeth and follow the true voice in their heart and not let it be corrupted by any of a wide number of influences that would work.

I wish that I had a recipe of language and activities that could take the pain out of your students’ lives, sexual and otherwise.

But I don’t. And nor do you. It is the reality of the sexuality educator that we must sit with our students in their sexual and relationship based pain. Aside from the occasionally humorous, “Can I just show you this picture of my penis/vulva/breast so you can tell me what I should do about it?”, students come to us because they don’t know where else to go.

“My partner choked me until I passed out, but I liked the choking, but I wish he’d stopped when I passed out, but he didn’t and I fell through glass, but I love him, so don’t tell me to break up with him, so what do I do?”

“I can’t handle hormonal birth control, but my partner won’t use condoms, but I have to have sex with him or he’ll break up with me, but I love him, so don’t tell me to break up with him, so what do I do?”

It is not always a boy who is the one who is being physically or emotionally manipulative, not by far. These are just two recent stories from students, and they happen to be about boys.

So you sit and you listen and you listen and you listen. That’s really where one of our greatest potential influences comes from. If we are blessed with the sort of job that allows us to listen hard enough, long enough, students sometimes learn to listen to themselves. That is the greatest breakthrough, really. Too many young people have never been listened to. And without that, how would they ever learn to listen to their own thoughts, feelings, and needs?

Until then we include in our classroom conversations that yes, if someone doesn’t have your highest degree of sexual health in mind, they’re probably not ready to be sexual with you yet. If whatever you find to be important, they aren’t willing to be supportive of, they’re not ready for a physical connection as potentially beautiful and potentially painful as sex.

It is a stop-gap measure, this classroom message, and sometimes the best we have to offer. I wish we had more.

 

I’ve decided that it’s Condom Week around here at Unhushed. Melissa White over at Lucky Bloke recently asked if I wanted to provide content for her new safer sex education website, and of course I was delighted! But when I went back to look through my blogging archives (both here and at www.unhushed.net/blog), I found that I had written terrifyingly little about condoms. So here I am, rectifying that problem with Condom Week, on both sites. Here at KarenRayne.com I’ll be writing about teachers and other educators’ issues about condoms in the classroom. At Unhushed.net I’ll be writing about parental concerns about condoms. Interested in receiving KarenRayne blog posts as they happen? Sign up here. You can sign up to receive Unhushed blog posts here.

Condom Week: The KuKluxKlan, meth labs, and AK-47s

June 4th, 2014

karens_condoms2While we’re on the topic of condoms, I want to take a moment to address the issue of public perception. Sexuality education and sexual health are both often relegated to the back room of a red light district sex worker studio. Not that there’s anything wrong with the back room of a red light district sex worker studio, but it’s clearly not a place for children and not something you’re going to chat about in most company. Sexuality education and sexual health, however are absolutely topics that children need to be exposed to and should be discussed in most company.

When I first started in sex ed, my grandmother was pretty embarrassed about it. She would tell people that I was a psychology professor, which, while true, neglected some key details. She asked me why I had to focus “on THAT” when I could do so many good things with my life. In the subsequent years, after learning from me how many college students have zero knowledge about the basics of reproduction, for example, she has become a stalwart supporter. We now talk openly about sexuality education and sexual health, and it’s a beautiful thing.

So what, you may ask, does all of this have to do with the KuKluxKlan, meth labs, and AK-47s? Twitter considers condoms (a key component of both sexuality education and sexual health) to be part of the same category as:

  • Hate content and violence.
  • Drugs and drug paraphernalia.
  • Weapons and weapon accessories.

I could go on and on about the bizarre propensity in our society to conflate sexuality and violence, particularly in movies. How is it possible that the kind of violence that exists in movies is considered appropriate for children? The new X-men movie for example? Not appropriate for children. It’s gore-filled, fast paced, all sorts of things that elevate the audience’s anxiety levels. When children grow up with constantly heightened anxiety levels, they become accustomed to that and they can’t ever really, fully relax. You know what doesn’t raise the audience’s anxiety level? Nipples. It might arouse the audience, depending on a number of variables, but arousal levels go up and down naturally, they don’t get caught in the same hardcore, over-stimulated cycle as anxiety.

And do you know what does good for people? Saves lives rather than ends them? Condoms.

So what’s the deal, Twitter? You should stop perpetuating this particularly craziness.

Want to tell Twitter? Sign this change.org petition: https://www.change.org/petitions/dick-costolo-dickc-twitter-ceo-keep-your-users-truly-safe-please-remove-condoms-from-twitterads-blacklist
and then tell all your friends to sign too!

And then dress up like a giant condom and hangout on the street! Because condoms need to be part of our public discourse. End of story.

 

I’ve decided that it’s Condom Week around here at Unhushed. Melissa White over at Lucky Bloke recently asked if I wanted to provide content for her new safer sex education website, and of course I was delighted! But when I went back to look through my blogging archives (both here and at www.unhushed.net/blog), I found that I had written terrifyingly little about condoms. So here I am, rectifying that problem with Condom Week, on both sites. Here at KarenRayne.com I’ll be writing about teachers and other educators’ issues about condoms in the classroom. At Unhushed.net I’ll be writing about parental concerns about condoms. Interested in receiving KarenRayne blog posts as they happen? Sign up here. You can sign up to receive Unhushed blog posts here.

Condom Week: When hands-on is called for

June 3rd, 2014

karens_condoms2Being a sex educator with my face and my e-mail address out on the Internet sometimes means I get crazy notes from people. Last week I got a Facebook message that said this: “I want to practice sex with a female on the camera and gave him $ 500 to send the amount by Mister Naonio I swear to you I’m serious.” I mean, wow, right? I also had someone posing as a student e-mail me asking for details about my classes, suggesting he wanted to enroll in the fall. After several back and forths he wrapped up thusly: “Do professors ever assign hands on activities?” I said no, that hands-on activities don’t happen in college classrooms, but there are other places that offer hands-on instruction. He replied with: “There’s so much more I’d like to talk about but I can only imagine how busy you are!” I declined to respond.

But there are occasions when hands-on is the right way to go, and condom education is one of them.

A quick side note: There are many places where hands-on condom education just isn’t possible for political or other reasons. In many school districts around here, for example, teachers aren’t allowed to bring condoms into the school. If your teaching local has similar requirements, don’t beat yourself up over it or do something that might get you fired. I provide links to YouTube videos below that can stand in, when necessary, for doing the actual activity.

So many young people have their first experience with a condom when they are in the dark, trying to figure out how to use the silly thing, are fully aroused, trying not to be embarrassed, etc. It’s not the most conducive experience to figuring out something new, even something relatively un-complicated like a condom. To combat this, I like to provide students with an activity that will provide them with lots of opportunity to figure condoms out. I divide the class into four groups and then rotate them through four stations. In general, having one educator at the demonstration model and one educator to monitor the other three stations works well. However, having more than four or five people per group can become unwieldy, so you might benefit from adding anther station or providing two of each kind of station so you can have smaller groups. Provide a big pile of condoms at each station. If they can vary in kind, brand, color, size, etc., even better! The stations are as follows:

  1. Demonstration Station: I prefer to use a realistic looking dildo, but everyone has their own preference here. Taking students through all the steps – from checking the expiration date to taking the condom off after ejaculation – is important. Relevant YouTube video:
  2. Lubrication Station: “Wait, which kind of lube can’t you use on a condom?” The kind that gets all hot and breaks them when you rub it on. Nothing drives this point home further than trying out different kinds of lube and seeing what happens! Relevant YouTube video:
  3. Sensation Station: Even after saying that you can feel through condoms, many students either don’t believe it or end up believing someone else rather than trying it out for themselves. Get a few feathers (I use turkey feathers from the free-range turkeys in my yard…) and have students put the condom over their hand and see what the feather feels like when brushed over the condom-covered hand vs. the non-condom-covered hand. Telling them there’s no difference is silly, but letting them actually feel that there’s still substantial sensation is important. I couldn’t find a good YouTube video for this, but the other videos address it here or there.
  4. Maximization Station: How big can a condom get? This station, in particular, works better if you have a range of condom sizes on hand (so to speak) for the students to explore and discuss. The stated goal is for them to see how big they can get the condom. I’ve had students do all kinds of funny things, from putting condoms on their heads, feet, backpacks, and more. When they’re in a space that allows for it, they love filling them up with water. Relevant YouTube video:

Please note that the YouTube videos may or may not be available for your group of students, depending on the age you’re working with. There are lots of videos out there – if you go the video route, find one that is appropriate for the age and development of your students!

Engaging with condoms at this level helps to dispel additional condom myths, building on yesterday’s blog post, but in a very personal sort of way.

 

I’ve decided that it’s Condom Week around here at Unhushed. Melissa White over at Lucky Bloke recently asked if I wanted to provide content for her new safer sex education website, and of course I was delighted! But when I went back to look through my blogging archives (both here and at www.unhushed.net/blog), I found that I had written terrifyingly little about condoms. So here I am, rectifying that problem with Condom Week, on both sites. Here at KarenRayne.com I’ll be writing about teachers and other educators’ issues about condoms in the classroom. At Unhushed.net I’ll be writing about parental concerns about condoms. Interested in receiving KarenRayne blog posts as they happen? Sign up here. You can sign up to receive Unhushed blog posts here.