Part Three
APPENDIX
FOR SCHOOL ADMINISTRATORS
What sorts of things do you think students learn about sex at school? In particular, what do girls learn?
How are sex-related issues currently addressed in your school? What needs to be addressed in a more effective way, and what needs addressing at all?
If abstinence is in your school’s sex education curriculum, is it aimed primarily at girls? What is the message connected to abstinence at your school?
Are cultural messages and cultural expectations exposed inside your school’s sex-education curriculum?
Are school counselors trained in how to deal with sex and relationship issues among the students?
SUGGESTED SEX-EDUCATION EXERCISES
Students should find examples of expectations for girls in their culture. They will likely find them in commercials, ads, magazine articles, and other media.
Next, students write up sentences: According to [the ad, the article], I need to be ______________ to get/have ______________.
Have students work in groups to design their own ad campaign to support girls’ self-esteem. Point to some of the ad campaigns already in existence—one example is Nike, or the Dove Real Beauty Campaign.
Have students design hypothetical organizations that they feel girls could use, such as ones that encourage girls in sports or science.
Students then should start over but go through the exact same process for boys.
Students write questions for a teen sex-advice column. They can be real questions they have or questions they would expect to see in such a column. Put the questions into a hat and have them each choose one. Then, they work in twos to answer each question as though they were Ms. X. Finally, discuss their Ms. X answers as a class, encouraging them to pay attention to the question, What about girls’ desire?
SUGGESTED TRAINING CURRICULUM FOR SCHOOL COUNSELORS DEALING WITH SEX AND RELATIONSHIP ISSUES
Discuss what counselors see from girls versus boys regarding sex and relationships.
Explore examples of what girls versus boys are taught via the prevailing culture (use magazine ads, round- ups of television shows, and so on).
Discuss in small groups adults’ own assumptions about teenage girls’ sexual desires and desires about relationships. Open this up to the larger group to share discoveries.
Share worksheets for dealing with loose-girl feelings and handling loose-girl behavior.
Hand out two or three cases of loose-girl behavior from a student and have counselors role-play how they would respond to the student and address the behavior.
FOR PARENTS AND CARETAKERS
Use simple, straightforward language. Know that your adolescent is intelligent, probably savvy, and well aware when someone is being dishonest or circumspect. Respect your teen as emotionally intelligent. Trust that she knows what she wants. You are only there to help her safely get what she wants.
Don’t assume heterosexuality. Actually, don’t assume anything about your teen when it comes to sex.
Avoid “the talk”—a onetime conversation—and instead continue to be available for open communication about sex with your teen. This means being open to questions, asking her questions when you feel concerned, and talking regularly about the cultural messages in media that your teen sees and absorbs each day.
Learn about warning signs for as many issues as you can. In particular, know how to identify depression, anxiety, sex abuse, and self-harming sexual behavior. If you see enough signs to feel concerned, step in immediately. The sooner you acknowledge issues and get help, the better chance she will have.
Talk about safe sex—both physically and emotionally. Educate your teen about contraception. Take her to a gynecologist. But also talk about the fact that sex can create feelings you don’t expect.
Talk minimally about your own experiences. Always consider before sharing a story whether the story will truly help her. In general, err on the side of silence when it comes to your own sexual experiences. It’s a rare instance that your daughter needs to know anything about your past sex life.
Model self-care. Make yourself as conscious as you can of your sexual and relational behavior. Do your own therapy. Spend some time examining yourself. How much do you need, chase, and respond to male attention? How careful are you with your sex-related choices? What is your relationship with your partner? In other words, what are you teaching your daughter about intimacy? Do you have the sort of relationship you wish for your daughter? How do you treat the females in your world? What are you showing to your daughter about how she should feel about herself as a female—about what makes her worthwhile?
FOR COUNSELORS AND THERAPISTS AND SELF-HELP FOR POTENTIAL LOOSE GIRLS
Do you often use sex to get something—such as long-term love or a sense of worth—from your sex partner?
Do you use other aspects of male attention to gain a sense of worth or desirability?
Have you often avoided all else in your evening out, your work, your life, in pursuit of that attention?
Do you feel that you are needy?
Do you feel that your neediness makes you unlovable?
Do you hold fantasies that romantic interests will “save” you from deep-seated pain?
Have you more than a few times had sex with someone you didn’t want to have sex with simply because he wanted to?
Do you need every romantic encounter you have—sexual or not—to turn into long-term love, as opposed to consciously thinking about and making choices about whether the person is someone with whom you’d actually
