Youth and sexuality – Summary
Content
Week 1.................................................................................................................................... 2
1b - Growing minds, sensitive questions: Young people’s psychosexual
development and how we study it responsibly.................................................2
Week 2.................................................................................................................................... 8
From TikTok to toxic masculinity: biological and social perspectives on young
people’s sexuality..........................................................................................8
Week 3.................................................................................................................................. 19
3a – From home to hashtags: the impact of parents, peers and the media.......19
3b – Why today’s youth start having sex later................................................24
Week 4.................................................................................................................................. 29
4a – Sexual consent: 50 shades of ‘yes’.........................................................29
4b – Sexual abuse during childhood...............................................................36
Week 5.................................................................................................................................. 40
5a – Sexual and gender diversity in adolescence............................................40
5b – Intersectionality....................................................................................48
Week 6.................................................................................................................................. 52
6a – Sex education: beyond the birds and the bees........................................52
1
, Week 1
1b - Growing minds, sensitive questions: Young people’s
psychosexual development and how we study it responsibly
Sexual health is multidimensional
Sexual health is a state of physical, emotional, mental and social well-
being in relation to sexuality; it is not merely the absence of disease,
dysfunction or infirmity. Sexual health requires a positive and
respectful approach to sexuality and sexual relationships, as well as
the possibility of having pleasurable and safe sexual experiences, free
of coercion, discrimination and violence. For sexual health to be
attained and maintained, the sexual rights of all persons must be
respected, protected and fulfilled
Sexual development Is also a lifelong process. Sexuality can develop and be
expressed in many different ways, meaning there is no single ‘normal’
pathway. Instead, sexuality may follow different trajectories depending on
personal, social, cultural and relational factors.
Research on youth and sexuality is often considered controversial.
It is sensitive due to two reasons:
1. Developmentally sensitive – young people are still developing
cognitively, emotionally, socially and physically. This means
researchers must consider whether questions are understandable, age-
appropriate, non-harmful and ethically justified
2. Morally and politically sensitive – sexuality education and sexuality
research are often surrounded my misinformation, fear and ideological
debates.
An important concept that relates to this is the ‘myth of the innocent
child’, which assumes children are naturally asexual and that exposure to
sexuality related information destroys their innocence.
Seeing children as inherently ‘innocent’ is dangerous in the context of
sexuality, 4 reasons for this:
1. It impedes education, because adults may avoid talking about bodies,
boundaries, consent or abuse prevention
2
, 2. It makes children vulnerable, because children who do not have
language for body parts, privacy, or inappropriate behavior may find it
harder to disclose abuse. In relation to this, it can protect abusers,
because silence and taboo create opportunities for secrecy.
3. It can produce victim-blaming, because children may be judged for
curiosity or behavior that is actually developmentally normal
4. It overlooks developmental reality: children do develop ideas, emotions
and behaviors related to bodies, gender, relationships and affection
Another important point is that children do not grow up outside society. They
absorb social norms and stereotypes from an early age, including harmful
stereotypes about gender roles, behavior and sexuality.
See video example in lecture 1 slides: research on racism in children,
research on stereotypes in gender roles
Psychological stages of sexual development
These stages should not be seen as rigid or identical for everyone! They are
developmental patterns that help us understand age-related needs:
1. Infants: birth to age 2 – sexual development is linked to bodily
exploration, bodily sensations, boundaries, language development, and
early gender socialization. Infants explore body parts, may experience
genital pleasure, begin to learn boundaries, learn names for body
parts, and start to receive messages about expected behaviors for
boys and girls
This is not adult sexuality! It is early embodied development.
Children learn through touch, care, naming, routines and adult
responses. How caregivers respond can shape whether bodies
are treated with openness, shame, secrecy or respect
2. Toddlers: age 3-4 – toddlers become mobile, verbal, imaginative and
curious. They become aware of gender and body differences and may
ask questions such as where babies come from. They may copy adult
behaviors, including ‘playing doctor’ and they develop a clearer sense
of gender identity.
3. Childhood:
Ages 5-8 – children may be curious about pregnancy and birth,
begin to focus on peer groups styles of dress and speech, form
same-sex gender friendships, and become aware of sexual
orientation.
3
, Preteen 9-11 – puberty may begin, bringing bodily changes and
new questions
4. Early adolescence: age 12-14 – marked by insecurity, especially
questions like ‘am I normal?’. Young people may want more
independence, stay out later, take more risks, become involved in
romantic relationships, kiss or occasionally touch, and explore sexuality
related content on social media. Friends become more important, but
parents remain important too. Parents may need to take initiative in
conversations because adolescents often desire more privacy.
5. Middle adolescence: age 15-18 – physical changes continue, peer
pressure gradually decreases, appearance remains important, but
insecurity may lessen, relationships become more personal and
intimate, sexual orientation milestones may become important, and
sexual behavior often progresses step-by-step
6. Late adolescence/emerging adulthood: 19-24 – self-control
increases, young people are legally adults, many leave home, going
out and alcohol/drug use may become more relevant, serial monogamy
can occur, body satisfaction may increase, views of sex may become
more positive and sexual activity peaks. At the same times, problems
and risks also peak.
Conducting research on youth and sexuality
If we don’t know what is going on, we cannot improve young people’s health
and well-being. Therefore, research is necessary, but must be ethical.
The main ethical considerations are:
Age appropriateness – questions, methods and materials must fit
the developmental level of participants. What is appropriate for a 17-
year-olr may not be appropriate for a 10-year-old
Youth-friendly language – researchers should use language young
people understand, without making questions confusing, shaming or
overly adult-centered
Transparent consent procedures – consent is more than a formal
check. For minors, active parental consent is mandatory, but the
child’s own active consent is also required.
Active consent – parents must take action (e.g. signing a form)
Passive consent – consent is assumed unless parents opt out
4
Content
Week 1.................................................................................................................................... 2
1b - Growing minds, sensitive questions: Young people’s psychosexual
development and how we study it responsibly.................................................2
Week 2.................................................................................................................................... 8
From TikTok to toxic masculinity: biological and social perspectives on young
people’s sexuality..........................................................................................8
Week 3.................................................................................................................................. 19
3a – From home to hashtags: the impact of parents, peers and the media.......19
3b – Why today’s youth start having sex later................................................24
Week 4.................................................................................................................................. 29
4a – Sexual consent: 50 shades of ‘yes’.........................................................29
4b – Sexual abuse during childhood...............................................................36
Week 5.................................................................................................................................. 40
5a – Sexual and gender diversity in adolescence............................................40
5b – Intersectionality....................................................................................48
Week 6.................................................................................................................................. 52
6a – Sex education: beyond the birds and the bees........................................52
1
, Week 1
1b - Growing minds, sensitive questions: Young people’s
psychosexual development and how we study it responsibly
Sexual health is multidimensional
Sexual health is a state of physical, emotional, mental and social well-
being in relation to sexuality; it is not merely the absence of disease,
dysfunction or infirmity. Sexual health requires a positive and
respectful approach to sexuality and sexual relationships, as well as
the possibility of having pleasurable and safe sexual experiences, free
of coercion, discrimination and violence. For sexual health to be
attained and maintained, the sexual rights of all persons must be
respected, protected and fulfilled
Sexual development Is also a lifelong process. Sexuality can develop and be
expressed in many different ways, meaning there is no single ‘normal’
pathway. Instead, sexuality may follow different trajectories depending on
personal, social, cultural and relational factors.
Research on youth and sexuality is often considered controversial.
It is sensitive due to two reasons:
1. Developmentally sensitive – young people are still developing
cognitively, emotionally, socially and physically. This means
researchers must consider whether questions are understandable, age-
appropriate, non-harmful and ethically justified
2. Morally and politically sensitive – sexuality education and sexuality
research are often surrounded my misinformation, fear and ideological
debates.
An important concept that relates to this is the ‘myth of the innocent
child’, which assumes children are naturally asexual and that exposure to
sexuality related information destroys their innocence.
Seeing children as inherently ‘innocent’ is dangerous in the context of
sexuality, 4 reasons for this:
1. It impedes education, because adults may avoid talking about bodies,
boundaries, consent or abuse prevention
2
, 2. It makes children vulnerable, because children who do not have
language for body parts, privacy, or inappropriate behavior may find it
harder to disclose abuse. In relation to this, it can protect abusers,
because silence and taboo create opportunities for secrecy.
3. It can produce victim-blaming, because children may be judged for
curiosity or behavior that is actually developmentally normal
4. It overlooks developmental reality: children do develop ideas, emotions
and behaviors related to bodies, gender, relationships and affection
Another important point is that children do not grow up outside society. They
absorb social norms and stereotypes from an early age, including harmful
stereotypes about gender roles, behavior and sexuality.
See video example in lecture 1 slides: research on racism in children,
research on stereotypes in gender roles
Psychological stages of sexual development
These stages should not be seen as rigid or identical for everyone! They are
developmental patterns that help us understand age-related needs:
1. Infants: birth to age 2 – sexual development is linked to bodily
exploration, bodily sensations, boundaries, language development, and
early gender socialization. Infants explore body parts, may experience
genital pleasure, begin to learn boundaries, learn names for body
parts, and start to receive messages about expected behaviors for
boys and girls
This is not adult sexuality! It is early embodied development.
Children learn through touch, care, naming, routines and adult
responses. How caregivers respond can shape whether bodies
are treated with openness, shame, secrecy or respect
2. Toddlers: age 3-4 – toddlers become mobile, verbal, imaginative and
curious. They become aware of gender and body differences and may
ask questions such as where babies come from. They may copy adult
behaviors, including ‘playing doctor’ and they develop a clearer sense
of gender identity.
3. Childhood:
Ages 5-8 – children may be curious about pregnancy and birth,
begin to focus on peer groups styles of dress and speech, form
same-sex gender friendships, and become aware of sexual
orientation.
3
, Preteen 9-11 – puberty may begin, bringing bodily changes and
new questions
4. Early adolescence: age 12-14 – marked by insecurity, especially
questions like ‘am I normal?’. Young people may want more
independence, stay out later, take more risks, become involved in
romantic relationships, kiss or occasionally touch, and explore sexuality
related content on social media. Friends become more important, but
parents remain important too. Parents may need to take initiative in
conversations because adolescents often desire more privacy.
5. Middle adolescence: age 15-18 – physical changes continue, peer
pressure gradually decreases, appearance remains important, but
insecurity may lessen, relationships become more personal and
intimate, sexual orientation milestones may become important, and
sexual behavior often progresses step-by-step
6. Late adolescence/emerging adulthood: 19-24 – self-control
increases, young people are legally adults, many leave home, going
out and alcohol/drug use may become more relevant, serial monogamy
can occur, body satisfaction may increase, views of sex may become
more positive and sexual activity peaks. At the same times, problems
and risks also peak.
Conducting research on youth and sexuality
If we don’t know what is going on, we cannot improve young people’s health
and well-being. Therefore, research is necessary, but must be ethical.
The main ethical considerations are:
Age appropriateness – questions, methods and materials must fit
the developmental level of participants. What is appropriate for a 17-
year-olr may not be appropriate for a 10-year-old
Youth-friendly language – researchers should use language young
people understand, without making questions confusing, shaming or
overly adult-centered
Transparent consent procedures – consent is more than a formal
check. For minors, active parental consent is mandatory, but the
child’s own active consent is also required.
Active consent – parents must take action (e.g. signing a form)
Passive consent – consent is assumed unless parents opt out
4
