have higher rates of poor sexual health than the wider population 2. This results in sexual health inequalities 3. This risk is further concentrated within vulnerable and marginalised communities 4. These risks and outcomes vary hugely 5. This inequalities exist as a result of a diverse, complex and interlinking set of systemic factors Department of Heath, 2013. A Framework for Sexual Health Improvement in England
working with young people and their sexual health: 1. Talking about sex can be fun, exciting and also challenging 2. Working together improves outcomes for young people and professionals 3. Young people want us and need us to be there 4. Building relationships is important 5. Never underestimate the importance of conversations
Sexual Health Services (DISHS) offer: 1. Integrated Sexual Health Clinics 2. Online screening options 3. DISHS Sexual Health Promotion Team 4. Outreach Work 5. Accredited Providers (Derbyshire only) of G.Ps and Pharmacies 6. Sub Contracting of specialist prevention work 7. C-card and Chlamydia Screening Scheme 8. Sexual Health Promotion Campaigns and Networking Events
and Sexual health 3. Background to sex-positive and 'pleasure' ... so far 4. Why? Rationale 5. How & what? recent experience in school 6. Ways forward? Outline
∗ what are healthy sexual relationships? and what are they not? (Ingham & Hirst 2010) ∗ what is SRE / RSE and 'good' sexual health - 'sexual competence' (Hirst 2008) Let's talk about sex ..
to justify (cf other subjects: maths, German, PE, geog) ∗ 'Traditional', 'sex negative', gender binaries, not LGBT+ inclusive, little/no regard for patriarchy, race, ethnicities, dis/abilities, history/eugenics ∗ 'Too little, too late' ∗ Adversarial / resistant social attitudes ∗ 'New' issues can undermine confidence: 'sex', gender fluidity, porn, 'sexualisation' ∗ Teachers: ITT specific training, CPD? willing but un-confident Formal contexts for SRE & Sexual Health .. to date
'pupil safety' amid ‘increasing concerns around child sexual abuse and exploitation and the growing risks associated with growing up in a digital world’ (DfE, 2017: 2)
3rd ed. pending) - mixed response ∗ Masturbation: the Myths & Facts booklet (2011) - mixed response ∗ Pornography booklet - shredded ∗ Series of 2 day training courses on Pleasure (CHIVSH 2009-15) ∗ Evaluation of experiences of sexual health services (Hirst 2015) ∗ Evaluation of 'pleasure project' (Hirst et al 2017a; Wood & Hirst 2018) ∗ Pleasure Revisited 10 years on: conference exploring pleasure within sexual health and education #pleasure10 (Sept 2017) ∗ Research: Hirst 2004, 2005, 2008, 2013a, 2013b, 2014a, 2014b, 2015: Ingham & Hirst 2010; Hirst et al 2017a, 2017b; Wood, Hirst et al (2018); Formby et al, 2016, Formby 2014 Sex-p0sitive & 'Pleasure' so far (CHIVSH, Hirst, Ingham)
long history (temperance movement, prohibition, 'bodily pleasure as a disease of the body & mind', HIV rhetoric on drugs and MSM etc - all failed) ∗ Not about 'doing it right', giving or getting an orgasm/climax (not always pleasurable); focusing on pleasure , can increase pressure ∗ Rather: ∗ Harm reduction through pleasure, self-determination & care (Operaista 2012) ∗ Space for new ideas, identities and practices ∗ What is 'sex'? Why? do I want sex (with another person/s), at all, with that person, in that place, at that time, for those reasons .....? ∗ What forms might pleasure take? Doesn't have to include 'sex' ∗ Talking about boundaries - what is ok / not ok ∗ Upping the bar on what willing to accept #pleasure10
∗ Why have sex? workshop ∗ What? ∗ inclusive (gender & sexuality fluid, women, disabled people, ethnicity, religion, class) ∗ not only biology and reproduction ∗ anatomy & dispelling 'ideal' body ∗ repertoires (including non-penetrative) ∗ informal & digital sources of learning inc. porn ∗ Want or don't want? ∗ rights ∗ consent ∗ communication ∗ coercion, exploitation, force, 'sharing' images .... Living without judgement, stigma, shame or censure (within a framework of information and open-ness) Not underestimating inequalities & poverty #pleasure10
UN Convention on the Rights of the Child to which UK is a signatory; Equality Act 2010 2. Evidence based - young people's expressed needs 3. Sexual competency - wellbeing and relationships e.g. Brook, Good Sex Project; 'Do ..' SRE for schools (Hirst 2008) 4. Inclusive: LGBT+ (Formby 2017), challenge gender and sexual stereotypes, heteronormativity, binaries, [dis]abilities, faith / religion, gendered assumptions about pleasure and desire 5. Talking about pleasure can enhance communication about choice, power, safety, safer sex, safeguarding and consent (Hirst 2008, 2013) 6. In parallel with digital sources (Atwood 2007, Ringrose 2018, 2005, Harvey et al 2013, Albury 2013) .. including porn #pleasure10 Why? ... rationale
porn..' ∗ Got to cover it in SRE .. ∗ Issues with phones ∗ phones are informal sources of teaching & learning ∗ opposite to biological and formal sex education ∗ can't / difficult to control ∗ makes young people's sexual & social relations visible ∗ women and sex/gender diverse more vulnerable to being shamed, 'shared', stigmatised (if not consented) ∗ Focus not on what YP look at but on what they do with porn & why ∗ I wouldn't show porn in school (would I be allowed? Law? Teachers feel equipped?) #pleasure10
sense of sexual repertoires and be inclusive - Non-binary genders & sexualities (LGBT+ not add on) - Ableism - Touch? taste? smell? - Oral, non-penetrative, masturbation (avoid smears!) 2b. Rank 'safer' practices How can we use pleasure to frame delivery on a range of SRE topics? Examples from recent sessions in school
money, why not etc 4. Vintage STI posters (history, gendered, raced, disability, nuclear family) 5. Negotiate use of dental dam, femidom or condom without mentioning STIs or pregnancy (role play) 6. Pornography: not what but why and how 7. Sexual harassment, consent, sexting: law; why? what you do with images? 8. Sex work 8. Body image (self-esteem) via celebrity culture and consumption 9. Body anatomy and variability (clitoris size) 10. Student requests: toxic masculinity, more discussion, more sessions
Good Sex Project; 'Do ..' SRE for schools ∗ @BISHUK.com ∗ Sex Education Forum ∗ Sexpression ∗ SRE Forums ∗ Hirst, J. (2014) ‘Get some rhythm round the clitoris’. Addressing sexual pleasure in sexuality education in schools and other youth settings Other sources
RSE & Relationships curriculum: time, training, confidence ∗ Cuts in budgets & resources ∗ Resistant social attitudes / not acknowledging YP as sexual subjects with rights ∗ Protectionism / moral panics e.g. 'sexualisation' = safeguarding? ∗ Lack of support from senior management Tensions in implementing initiatives underpinned by pleasure (Hirst et al 2017)
(trig without Math, Formby) ∗ Know policy & research evidence (rationale) - why, how & what • Network of allies (colleagues, parents, young people): ‘the general public and parents and carers can be a real voice and a proactive place to offer support’ ∗ Clarify what's agreed on & nature of resistances ∗ Resources and on-going training (a budget!) ∗ Trained teachers for 2019 & beyond? Ways forward?
connected (local network?) ∗ Be gentle - ignorance / resistance ∗ Don't have to have all the answers ∗ Young people want discussions and small group work Round up - thoughts
important to talk with young people about sexual pleasure, as well as the risks, of sexual relationships • Provide a few tools and techniques to introduce pleasure into Relationships and Sex Education work with young people
can often focus on the negatives of infection, risks of pregnancy, exploitation and violence. But this is not a positive, honest or realistic place to start from. • RSE can also have more of a focus on sex for reproduction but the young people you are educating will probably be aware that most of us have sex because it is pleasurable!
Ryan and Natalie - two young people struggling through their first sexual encounter, and having to deal with each other's expectations, a shiny trumpet and way too many cats. • It's ideal for opening up discussion about consent, peer pressure and the internet's influence on relationships. • It comes with a Key Stage 4 lesson plan • Sign up is free through www.truetube.co.uk
agreed to by everyone involved. One way to make sure this is always the case is to ask for and give enthusiastic consent. This means saying 'yes', freely and without being forced and by using body language which shows the other person that you are enjoying yourself and happy. • If you say 'no', or if someone else says 'no', through words or through body language, you must always respect their wishes. Respecting a 'no' is a bare minimum. • Getting enthusiastic consent is important as it makes sure that everyone involved wants to engage in the sexual act and are free and happy to do so. If you’re not sure that the other person is consenting, just pause and ask them – it’s a good habit to get into.
we allow young people to be stereotyped as promiscuous and irresponsible yet at the same time deprive them of the vital information they need to make safe and healthy choices? • If you’d prefer to live in a world which is more open and honest about sex and relationships, celebrates sexuality and embraces individuality then support the Sex:Positive campaign. • Brook’s young volunteers have created Sex:Positive to take a stand and challenge society’s negative attitudes about sex.
the LEAST intrusive and demanding of all methods of contraception, although many men in particular, don’t see this! Some kinds of condoms help increase pleasure, like extra headroom, textured dots on the inside. Putting a few drops of lube inside the condom before it goes on as well as some lube outside the condom makes a big difference with sensation and can make sex feel better, full-stop. • SPOILS THE MOMENT Having a partner put on a condom for you as part of the sex you’re having — rather than as an interruption — is something a lot of people find enjoyable and sexy. • REQUIRES BEING CAREFUL TO AVOID BREAKAGE If you’re engaged with someone’s genitals and treating them the way they need to be treated to avoid pain or injury, you’re already being just as careful as you need to be with condoms. • REQUIRES WITHDRAWING QUICKLY there is always the option of putting a new condom on and going back inside if that’s what the both of you want. • EMBARRASSING TO BUY Condoms are no more embarrassing to buy than tampons, haemorrhoid cream, denture cleaner : at least someone thinks you’re about to get lucky. That said, you always have the option of buying condoms online if you want. • DIFFICULT TO PUT ON They’re only difficult to put on if you don’t learn how. Practice makes perfect. • OFTEN COMES OFF DURING SEX They don’t come off often during sex unless you’re not putting them on properly, not adding lube when you need to and when you’re using a condom that is too big or too small for you. • EMBARRASSING TO DISCARD If it’s wrapped in a tissue in a bin, who on earth is going to see it anyway?! (a bin thief , that’s who…which is way more embarrassing!) • SHOWS YOU THINK PARTNER HAS STI AND/OR MAKES PARTNER THINK YOU HAVE STI Condom use does not say you think someone has a STI. What it says to a smart partner is that you have a head on your shoulders, you care about them and yourself and that you have the maturity to recognize that they shouldn’t carry the responsibilities of sex all by themselves.
contraceptive method that offers good protection against STIs 2. Easy to get hold of…on-line, sexual health clinics, pharmacies, shops, C- Card sites (under 24 year olds) 3. Either/both partners can take responsibility 4. No medical side effects 5. Only need to use when being sexually active 6. Can add to the pleasure...yes, really!
help you to get closer. Avoiding potentially sticky or difficult conversations doesn’t bring us closer: it keeps us apart. 8. Because bare backing isn’t as cool as you think. On top of risking your health, any social status you might get from being the person who’ll take big risks when other people don’t, is likely to be temporary and will also change very radically when you go to "The one who gave everyone HIV/Chlamydia/ Gonorrhoea " Not necessarily fair but realistic. 9. Because chances are good that eventually, you’re going to either have to use condoms or knowingly be putting partners or yourself at a high risk of infection. If you have sex with others without using condoms or other barriers correctly and consistently, you are likely to wind up with an infection at some point. And if you and your partner(s)then don’t get tested regularly, you — like most people with an STI — won’t even know you have one that you’re spreading around. 10. Because it pays to be a leader… Younger people are particularly prone to follow the leader. In other words, if you and yours don’t use condoms, your friends are also less likely to. And then so are their friends. And theirs. And all young people. Chose to be a leader. 11. Because it helps you learn to be truthful in and with your sexuality and about sexuality in general Let’s tell the truth right now. You don’t want to risk getting an infection. You don’t want to feel like you can’t ask to be cared for and treated with care with anyone you’re sexually intimate with. You don’t want to argue about condoms when you want to be sexual. You don’t want to have to risk your health to prove your love to someone else. 12. And if you’re all hung up on what’s sexy….Being open about all parts of sex, not just about what you might do to someone to get them off, is sexy in most people’s books. Assertiveness is sexy: look at who you and the world as a whole tends to find sexy and that’s obvious.
product • Rehearse your ‘script’ • Inject some humour • Invite audience participation … ask for next steps from the group! • Be confident – be seen as the expert in condom use…there are worse things to be known for!
well as making it safer – that’s what’s called a WIN, WIN situation! • It can prevent infections. Friction from lube-less sex causes heat which encourages bacterial growth and may cause skin tears of delicate internal membranes which can allow the transmission of STIs, so the less friction (and the more lube!) the better • Being made of latex, condoms can really dry you out so lube helps prevent that • Flavoured lube can make oral sex much more fun (and is safer than using whipped cream which is not safe to use with latex condoms) • Adding a touch of lube to the penis or inside the condom before putting the condom (gel-charging) on can help men enjoy sex more • Lube eliminates any delays between the onset of desire and actually doing it • If a man is well endowed, lube will make the experience more pleasant for their partner. No painful sex! • If you have any kind of vaginal dryness, lube is like a gift. Sex becomes so much easier with it • Speaking of less friction means you're less likely to break a condom, so lube can help prevent an "oops" moment later on • Because spit does not equal lube. Seriously!
your table and an assessor. • The volunteer is to go through the condom demonstration with the added input from the rest of the group. • The assessor does not take part- they use the checklist to tick each point on the checklist which is covered by the group. • The facilitator will call time and scores calculated at that point to select a winning table.
for you to learn your stuff. • A condom teach checklist to follow and use to develop your own script • A condom quiz and answer sheet • A condom education resource sheet for you to be able to find the necessary resources to replicate this session • Look out for our forthcoming condom teach video on our YouTube channel: Your Sexual Health Matters
CSE Models of CSE grooming Putting CSE in context Recognising and Responding to CSE We take regular breaks but start again promptly, please be punctual Please keep phones on silent but engage in lots of noisy chatter with your group members
a list of words, phrases, terminology and ideas about CSE. These could be your ideas or the ideas of others. You have 5 minutes for this warm up exercise. SAFEANDSOUNDGROUP.ORG.UK @SAFESOUNDGROUP
is a form of child sexual abuse. It occurs where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person under the age of 18 into sexual activity (a) in exchange for something the victim needs or wants, and/or (b) (b) for the financial advantage or increased status of the perpetrator or facilitator. The victim may have been sexually exploited even if the sexual activity appears consensual. Child sexual exploitation does not always involve physical contact; it can also occur through the use of technology. DfE, 2017
research and therefore the statistics about prevalence change constantly. A lot of statistics come from reports, charges and convictions. SAFEANDSOUNDGROUP.ORG.UK @SAFESOUNDGROUP The child realises they are being exploited The child discloses to somebody trusted That person understands CSE and knows how to pass the information on The authority or police force correctly categorise the concern as CSE The case appears in statistics for that area
of maltreatment • RESPOND– including dealing with disclosure, reporting and recording information Keeping Safe in Education Sept 2016 DfE We all have a responsibility to: SAFEANDSOUNDGROUP.ORG.UK @SAFESOUNDGROUP
Recluse – live alone 14-16 years old Aggressive and nasty character White/British Criminal e.g. drug dealer Rebellious Asian Choose to sell themselves ‘child prostitutes’ 25-40 years old Looked after child High sex drive SAFEANDSOUNDGROUP.ORG.UK @SAFESOUNDGROUP
‘CSE and Gangs’, 2013 SAFEANDSOUNDGROUP.ORG.UK @SAFESOUNDGROUP Relationship Model Inappropriate Relationship Model Network or Organised Crime Model Gangs Model
IS BEING, OR IS AT RISK OF BEING, SEXUALLY EXPLOITED. • Frequently going missing from home or school • Going out late at night and not returning until morning • Being picked up in cars by unknown adults • A significantly older boyfriend, girlfriend or friend • Unexplained money, possessions, mobile phone credit or a new mobile phone • Changes in behaviour, for example becoming secretive or aggressive • Increased use of mobile phone and/or internet activity • Involvement in criminal activity • Regularly going out and drinking alcohol and/or taking drugs SAFEANDSOUNDGROUP.ORG.UK @SAFESOUNDGROUP
• Taking risks • Experimenting with alcohol, drugs and sexuality • Rebelling against parents/carers • Staying out later • Meeting new people • Ignore good advice • Reject authority • Vulnerable to flattery • Secretive • Peer pressure • Internet Use Some Additional Vulnerabilities • Feeling isolated • Looked after children • Bullied • Poor parenting/protection • Unstable family/friend networks • Previously experienced abuse • Go missing a lot • Homeless/sofa-surfing • Existing dependency • Learning disabilities • Exploring sexuality/ gender identity • Difficult life experiences SAFEANDSOUNDGROUP.ORG.UK @SAFESOUNDGROUP
sexual) and mental health and well being • Education and training= future employment • Family relationships • Friends and relationships as children and adults • Relationships with own children in the future Child Sexual Exploitation. Definition and a guide for practitioners DFE 2017
naked or semi-naked images or videos of themselves or others, or sends sexually explicit messages. • They can be sent using mobiles, tablets, smartphones, laptops - any device that allows you to share media and messages.
because they think that ‘everyone is doing it’ • boosting their self-esteem • flirting with others and testing their sexual identity • exploring their sexual feelings • to get attention and connect with new people on social media • they may find it difficult to say no if somebody asks them for an explicit image, especially if the person asking is persistent
to give us your feedback on today’s session Your feedback helps us to constantly update and improve our training courses Your Trainer today has been: Sheila Isles From Safe and Sound Our website for further training: www.safeandsoundgroup.org.uk/cse-training-courses/ Our phone number for advice and guidance about a young person: 01332 362120 Our email for bespoke training, resources and consultancy enquiries: [email protected] SAFEANDSOUNDGROUP.ORG.UK @SAFESOUNDGROUP
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