scholarly journals A Rights-Based Approach to Youth Sexting: Challenging Risk, Shame, and the Denial of Rights to Bodily and Sexual Expression Within Youth Digital Sexual Culture

2019 ◽  
Vol 1 (4) ◽  
pp. 298-311 ◽  
Author(s):  
Emily Setty
Keyword(s):  
Young People ◽  
New Media ◽  
Sex Education ◽  
Cultural Context ◽  
Educational Interventions ◽  
Theory Approach ◽  
Sociocultural Context ◽  
Roles And Responsibilities ◽  
South East England ◽  
Grounded Theory Approach

Abstract Educational interventions on youth sexting often focus on individual sexters or would-be sexters, and are driven by the aim of encouraging young people to abstain from producing and sharing personal sexual images. This approach has been criticised for failing to engage with the complex sociocultural context to youth sexting. Drawing upon qualitative group and one-to-one interviews with 41 young people aged 14 to 18 living in a county in south-east England, I explore young people’s perceptions and practices surrounding sexting. By taking a grounded theory approach to the research, I reveal how young people’s shaming of digitally mediated sexual self-expression shaped and was shaped by a denial of rights to bodily and sexual autonomy and integrity. This denial of rights underpinned harmful sexting practices, including violations of privacy and consent, victim blaming, and bullying. I conclude that responses to youth sexting should attend to this broader youth cultural context, emphasise the roles and responsibilities of bystanders, and encourage a collectivist digital sexual ethics based upon rights to one’s body and freedom from harm (Albury, New Media and Society 19(5):713–725, 2017; Dobson and Ringrose, Sex Education 16(1):8–21, 2015).

‘It’s always just there in your face’: young people’s views on porn

Sexual Health ◽  
2015 ◽  
Vol 12 (3) ◽  
pp. 200 ◽  
Author(s):  
Shelley Walker ◽  
Meredith Temple-Smith ◽  
Peter Higgs ◽  
Lena Sanci
Keyword(s):  
Grounded Theory ◽  
Young People ◽  
Public Debate ◽  
Unexpected Finding ◽  
Theory Approach ◽  
Health Providers ◽  
Purposive Sampling ◽  
Initial Interviews ◽  
Grounded Theory Approach ◽  
Depth Interviews

Background Young people’s exposure to pornography has increased, as has the violent and sexist nature of mainstream porn. Contemporary content means young people are exposed to violent porn whether they like it or not, and it is no longer a question of whether they will be exposed, but rather when. Methods: Using purposive sampling, 33 in-depth interviews were conducted with young people aged 15–20 years in 2010–11, to explore the phenomenon of sexting. During initial interviews, participants raised the topic of pornography exposure as a secondary, unexpected finding. Discussions highlighted an important link between sexting and pornography. The inductive nature of the research meant this new and important area of inquiry was able to be explored. Results: Data was thematically coded and analysed using a grounded theory approach. Findings highlight that many young people are exposed to porn both intentionally and unintentionally. Furthermore, they are concerned about gendered norms that reinforce men’s power and subordination over women. A link between porn exposure, young men’s sexual expectations and young women’s pressure to conform to what is being viewed, has been exposed. Conclusions: Results are significant given this is one of few recent qualitative Australian studies to explore the issue of pornography exposure from the perspective of young people. Important implications for educators, parents and health providers have been revealed, including the need to create opportunities for young people to challenge the messages expressed in porn, and for their views to be heard in academic and public debate.

scholarly journals Good sex matters: Pleasure as a driver of online sex education for young people

2020 ◽  
Vol 3 ◽  
pp. 1480
Author(s):  
Lindsay van Clief ◽  
Elianne Anemaat
Keyword(s):  
Young People ◽  
New Media ◽  
Sexual Health ◽  
Empirical Evidence ◽  
Health Information ◽  
Sex Education ◽  
Sexual Experience ◽  
Positive Approach ◽  
Sexual Health Information ◽  
The Difference

Background There are few documented examples of online sex education platforms that make an impact on young people’s sexual health and wellbeing, yet research shows that new media has enormous potential to be harnessed in this way. The same is true for a pleasure-positive approach to sex education curricula and programmes. This research provides empirical evidence from the Love Matters' websites in Mexico, Kenya, Nigeria, Egypt, and India to highlight the prevalence and importance of talking about pleasure-related topics with young people. Methodology Love Matters is an online sex education platform targeting seven countries and attracting 30 million website visits in 2018. We analysed data through Google Analytics to explore the difference between sex education-focused content and pleasure-focused content and how young people engage with different types of sexual health information on the Love Matters platforms. Results Pleasure-focused content is 1.5 times more popular than sex education-focused content across all platforms. However, education-focused content attracts more organic traffic, suggesting young people purposefully search for sexual health information online. Users generally spend longer on the site engaging with sex education-focused content than pleasure-focused content. Conclusion This research provides empirical evidence from five countries in the Global South to support the notion that young people are actively looking for sexual health information that covers the full scope of sexual experience and pleasure, including – but not limited to – the reduction of health risks. This paper furthers the efforts to adopt a pleasure-positive approach to both online and offline sex education interventions.

scholarly journals How do they do it? : perspectives on being an educational assistant in an Ontario classroom

2021 ◽  
Author(s):  
Patricia Marie Hodgson
Keyword(s):  
Qualitative Study ◽  
School System ◽  
Power Structure ◽  
Major Influence ◽  
Complex Nature ◽  
Theory Approach ◽  
Roles And Responsibilities ◽  
Educational Assistants ◽  
Grounded Theory Approach

This qualitative study examined the roles and responsibilities of educational assistants from their own perspectives. Five educational assistants kept written journals and each participant was interviewed once. Findings were interpreted through a critical lens which allowed an examination of the relationships within the hierarchical power structure of the school system and where the educational assistants were situated. A grounded theory approach explained the factors which influenced the perspectives of the participants on being an educational assistant in an Ontario classroom. These factors were identified and organized in five major categories: 1) roles and responsibilities, 2) relationships, 3) communication, 4) changes, and 5) training. The interrelationships between these categories highlighted the complex nature of the role of the educational assistant. This study concluded that relationships and communication had a major influence on the perspectives of the educational assistants.

“But the boss here is my wife”: Japanese fathers reflecting on their parental (in)competence and child maltreatment

2020 ◽  
Author(s):  
Yasuko Hososaka ◽  
Kimiko Kayashima ◽  
Terry Goez ◽  
Maki Rooksby
Keyword(s):  
Data Analysis ◽  
Child Maltreatment ◽  
Middle Class ◽  
Cultural Context ◽  
Theory Approach ◽  
School Aged Children ◽  
Support Programmes ◽  
Japanese Mothers ◽  
Grounded Theory Approach ◽  
Middle Class Families

In Japan, many fathers consider their spouse to be their children’s primary parent while casting themselves in a supporting role. Yet, in the majority (>70%) of reported child maltreatment cases in Japan, the child’s father is recorded as the perpetrator. The present study qualitatively examines fathers’ experiences of parenting anxiety, focussing on those relevant to maltreatment. Eleven fathers from low-risk, middle-class families with pre-school aged children were interviewed on their experiences as a parent, particularly about times when they felt anxious, stressed or challenged. Data analysis followed a grounded theory approach. It revealed that fathers wish to contribute to the lives of their children in a supportive and nurturing way. However, participants felt incompetent as caregivers and experienced social pressure to be less involved as a parent than they would like. The fathers reported that they were more likely to maltreat their children, especially boys, in situations which triggered anxiety and frustration. Anxiety was particularly heightened when they feared public embarrassment. These findings are discussed with reference to the Japanese social and cultural context, and contrasted with previous research into the parenting experiences of Japanese mothers. The findings indicate that fathers may benefit from tailored support programmes which strengthen their self-efficacy before building resilience for the challenging situations they may encounter as fathers.

scholarly journals Good sex matters: Pleasure as a driver of online sex education for young people

2019 ◽  
Vol 3 ◽  
pp. 1480 ◽  
Author(s):  
Lindsay van Clief ◽  
Elianne Anemaat
Keyword(s):  
Young People ◽  
New Media ◽  
Sexual Health ◽  
Empirical Evidence ◽  
Health Information ◽  
Sex Education ◽  
Sexual Experience ◽  
Positive Approach ◽  
Sexual Health Information ◽  
The Difference

Background There are few documented examples of online sex education platforms that make an impact on young people’s sexual health and wellbeing, yet research shows that new media has enormous potential to be harnessed in this way. The same is true for a pleasure-positive approach to sex education curricula and programmes. This research provides empirical evidence from the Love Matters' websites in Mexico, Kenya, Nigeria, Egypt, and India to highlight the prevalence and importance of talking about pleasure-related topics with young people. Methodology Love Matters is an online sex education platform targeting seven countries and attracting 30 million website visits in 2018. We analysed data through Google Analytics to explore the difference between sex education-focused content and pleasure-focused content and how young people engage with different types of sexual health information on the Love Matters platforms. Results Pleasure-focused content is 1.5 times more popular than sex education-focused content across all platforms. However, education-focused content attracts more organic traffic, suggesting young people purposefully search for sexual health information online. Users generally spend longer on the site engaging with sex education-focused content than pleasure-focused content. Conclusion This research provides empirical evidence from five countries in the Global South to support the notion that young people are actively looking for sexual health information that covers the full scope of sexual experience and pleasure, including – but not limited to – the reduction of health risks. This paper furthers the efforts to adopt a pleasure-positive approach to both online and offline sex education interventions.

scholarly journals An Individual’s Gender Experience: Socio-Cultural Context

2014 ◽  
Vol 1 (4) ◽  
pp. 115-122
Author(s):  
Larysa Zahrai
Keyword(s):  
Young People ◽  
Identity Development ◽  
Gender Identity ◽  
Gender Role ◽  
Cultural Context ◽  
Sociocultural Context ◽  
Cultural Experience ◽  
Gender Schemas ◽  
Cultural Schemas

The article highlights gender experience development in an individual. The sociocultural context of gender identity development is addressed from the perspective of socialconstructivism. The author describes the mechanism of constructing gender schemas and normswhich reflect socio-cultural experience. Drawing on poststructuralist ideas, the author explorescultural texts which encode assumptions and concepts that serve as schemas for perceiving andunderstanding reality, for reflecting the processes of an individual’s development as a discursivebeing in his or her interpretation of socio-cultural experience. The article also analyzes masculinityand femininity models shaped by socio-cultural schemas and explores gender role expectationsamong the young people in Ukraine

Playing the game: How young people moderate influences in accommodating asthma in their lives

2018 ◽  
Vol 22 (3) ◽  
pp. 309-316
Author(s):  
Mary Hughes ◽  
Eileen Savage ◽  
Tom Andrews
Keyword(s):  
Grounded Theory ◽  
Young People ◽  
Social Influences ◽  
Theory Approach ◽  
Social Culture ◽  
Classic Grounded Theory ◽  
One Year ◽  
The Impact ◽  
Grounded Theory Approach ◽  
Depth Interviews

This article presents moderating influences, one of the sub-core categories from the theory of accommodating interruptions. This theory emerged in the context of young people who have asthma, explaining how they develop behaviours in their everyday lives (Hughes 2014; Hughes et al., 2017). The aim of this research was to develop a theory on the behaviours of young people who have asthma, in relation to the impact of asthma on the lives and the issues affecting them. This research was undertaken using a classic grounded theory approach. Data were collected through in-depth interviews, participant diaries and clinic consultations with young people aged 11–16 years who had asthma for over one year. Moderating influence accounts for how social influences and social culture affect what young people who have asthma wish to achieve and how they want to be perceived by others. Young people moderate influences by their features or attributes in order to meet their own needs.

scholarly journals How do they do it? : perspectives on being an educational assistant in an Ontario classroom

2021 ◽  
Author(s):  
Patricia Marie Hodgson
Keyword(s):  
Qualitative Study ◽  
School System ◽  
Power Structure ◽  
Major Influence ◽  
Complex Nature ◽  
Theory Approach ◽  
Roles And Responsibilities ◽  
Educational Assistants ◽  
Grounded Theory Approach

This qualitative study examined the roles and responsibilities of educational assistants from their own perspectives. Five educational assistants kept written journals and each participant was interviewed once. Findings were interpreted through a critical lens which allowed an examination of the relationships within the hierarchical power structure of the school system and where the educational assistants were situated. A grounded theory approach explained the factors which influenced the perspectives of the participants on being an educational assistant in an Ontario classroom. These factors were identified and organized in five major categories: 1) roles and responsibilities, 2) relationships, 3) communication, 4) changes, and 5) training. The interrelationships between these categories highlighted the complex nature of the role of the educational assistant. This study concluded that relationships and communication had a major influence on the perspectives of the educational assistants.

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