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Empowerment

What is Victim Blaming?

Victim blaming occurs when an individual questions a person’s experience, such as their actions and how they could have prevented sexual violence. Examples of victim blaming include “what were you wearing,” “why didn’t you say anything earlier,” or “you were sending mixed signals.” Victim blaming is implying that a person deserved what occurred to them, which is not okay. The reality of sexual violence is that it occurs because someone chose to take advantage and cause harm. Victim blaming discourages survivors to speak out about their experiences. Victim blaming allows perpetrators to get away with their actions. It is important to stand up to victim blaming comments. Show your support to survivors by stating that you believe them. You validate their experience and empower that individual. 

 

 RAINN provided important statistics highlighting sexual violence. 

  • Someone is sexually assaulted in America every 68 seconds. 
  • 1 out of 6 women have been the victim of attempted or completed rape. 
  • 1 out of every 10 rape victims are male. 
  • Those in Indigenous communities are twice as likely to experience rape/ sexual assault compared to all races. 
  • Sexual violence occurs in the military and often goes unreported. 
  • Sexual violence affects thousands of prisoners across the country. 

For more information, please see RAINN.org

Below I have attached a great video that provides more information and scenarios to understand victim blaming. 

 


Written by Denisse Ochoa, BA Sociology Candidate at University of Wisconsin-Parkside, ZCenter Outreach Intern 

ZCenter aims to end sexual violence, mobilize and educate the public, and support survivors of sexual assault. Our blog addresses issues related to ending oppression and violence, since all oppression and violence are intersectional with sexual violence. All ZCenter blog posts are written by state certified staff, interns, and volunteers. For questions on authorship or content, please email info@zcenter.org.

 

Stress and Anxiety

Identifying stress and anxiety can help you find the necessary tools needed to stay healthy. Stress is caused by an external trigger while anxiety is the persistence of worries. Stress and anxiety are normal responses from the body to danger. The cause of stress is in response to a recognized threat. Anxiety may not always have an identifiable trigger. While stress is short-term, anxiety is a long-term experience. Sometimes stress can turn into anxiety. Stress is the body’s reaction to a threat. Anxiety is the body’s response to stress. I have attached a great chart created by Georgia Hope that provides the similarities and difference between anxiety and stress. 

Ways to help cope with stress and anxiety are: journaling, downloading relaxation apps, sticking to a regular sleep schedule, avoiding drinking caffeine, and reaching out to family or friends. Journaling can help you not only express your feelings but can help you identify when you are feeling stress or anxiety. There are great applications to help guide you to relaxation. Sticking to a regular sleep schedule can help you tackle stress. If you don’t get a good night’s sleep you are more irritable and less patient. That being said, most adults need 7 to 9 hours of sleep. Avoiding caffeine is important because when you drink caffeine you elevate your cortisol levels. Cortisol is the primary stress hormone in the body. Lastly, reach out to your family and friends. A strong support system is important as they can reduce our stress and uplift our moods. You should seek out help if you are having difficulty doing normal daily activities. 

 

For more information on stress and anxiety, please see the following resources:


 

Written by Denisse Ochoa, BA Sociology Candidate at University of Wisconsin-Parkside, ZCenter Outreach Intern 

ZCenter aims to end sexual violence, mobilize and educate the public, and support survivors of sexual assault. Our blog addresses issues related to ending oppression and violence, since all oppression and violence are intersectional with sexual violence. All ZCenter blog posts are written by state certified staff, interns, and volunteers. For questions on authorship or content, please email info@zcenter.org.

 

What Is Dating Violence?

There are many different types of dating violence such as physical violence, sexual violence, psychological abuse, economic abuse, and stalking. Dating and relationship violence is a pattern of coercive and abusive tactics that are done by one person in a relationship to gain power and control over another person. It is okay to say no to sex during a relationship. If you are forced to any sexual activity, it is sexual abuse. 

 

LGBTQ+ Relationship Violence

Lesbian, gay, bisexual, transgender, and queer individuals can experience slightly different dating violence. It can be a bit different because it can involve outing a person’s sexual orientation. It can also include reinforcing fears that no one will help the individual because of their sexual orientation. They can also question the individual’s commitment to the relationship. 

Warning Signs of Abusive Behaviors

  • Exhibits jealousy when you talk to others
  • Consistently accuses a partner of flirting or cheating
  • Tries to control where you go, whom you go with, what you wear, say, do, etc.
  • Attempts to isolate you from loved ones
  • Uses force, coercion, or manipulation in sexual activity
  • Degrades or puts you down

Resources for Learning More about Intimate Partner Violence

 

 

 

 

 

Dating Violence and Abuse, Office on Women’s Health

Dating Violence, U.S. Department of Justice

Preventing Teen Dating Violence, Centers for Disease Control and Prevention

Power and Control: Break Free From Abuse, National Domestic Violence Hotline

 


Written by Denisse Ochoa, BA Sociology Candidate at University of Wisconsin-Parkside, ZCenter Outreach Intern 

ZCenter aims to end sexual violence, mobilize and educate the public, and support survivors of sexual assault. Our blog addresses issues related to ending oppression and violence, since all oppression and violence are intersectional with sexual violence. All ZCenter blog posts are written by state certified staff, interns, and volunteers. For questions on authorship or content, please email info@zcenter.org.

April is Sexual Assault Awareness Month

Please click below for a pdf version with all links needed for registration:

ZCenter SAAM Events 2022

*Standing Silent Witness at our Dempster Street location has been cancelled for 4/22/22, due to rain.

* Please note that the webinar for 4/20, Talking about Safety with Kids, has been cancelled.

 

 

 

AirTag Safety

As an advocate for the rights of sexual assault and sexual harassment survivors, I wanted to share some important information on AirTags and how to be aware of this device. 

First, let’s look at how the AirTag works. AirTag sends out a secure Bluetooth signal that can be detected by nearby devices in the Find My network. AirTags were created to help find personal objects such as keys or bags. These devices send the location of your AirTag to iCloud then you can go to the Find My app and see it on a map. 

While technology continues to advance, it is important to be safe. Reports have been made that the Air Tags can also be used to track people unsuspectingly. It can be slipped into a purse or attached to a car, raising questions about privacy and safety. Apple states that it has incorporated features in the AirTags to discourage unwanted tracking. Some of these features include audible alarms and messages about nearby tags that pop up on iPhones. A notification pop-up will state “AirTag found moving with you.”  The Apple site says to follow the on-screen instructions to disable the AirTags. If you feel your safety is at risk, please contact your local law enforcement. It is also encouraged to look through your belongings to try and find it. In order to disable the AirTag to stop sharing your location you can twist counterclockwise on the back of the device by the Apple logo and take the battery out. The person tracking on the other end will no longer be able to see your location.

 

Please see the following resources that provide further information. 

Apple AirTags: How to Protect Yourself From Being Tracked, cnet.com

AirTags: Apple’s Item Trackers – Everything We Know, macrumors.com

 


Written by Denisse Ochoa, BA Sociology Candidate at University of Wisconsin-Parkside, ZCenter Outreach Intern 

ZCenter aims to end sexual violence, mobilize and educate the public, and support survivors of sexual assault. Our blog addresses issues related to ending oppression and violence, since all oppression and violence are intersectional with sexual violence. All ZCenter blog posts are written by state certified staff, interns, and volunteers. For questions on authorship or content, please email info@zcenter.org.

Campus Sexual Harassment

Sexual violence affects millions around America. The problem with reporting is that though many women and men experience harassment, many are reluctant to notify officials because they worry they won’t be believed. It is important for schools to report accurately to encourage students to report sexual harassment and violence. 

Title IX legislation eliminates sex-based discrimination to ensure all students both female and male have access and quality education. It offers protection from athletics and admission to housing and sexual harassment. Every public school that receives federal funding is required to report this information. According to the American Association of University Women, “Yes. Title IX covers all forms of sexual harassment, and sexual violence is considered a form of sexual harassment. Sexual harassment under Title IX includes any unwelcome sexual conduct, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Sexual violence refers to physical sexual acts perpetrated against a person’s will or where a person is incapable of giving consent. Title IX also prohibits sex-based harassment, which may include acts of verbal, nonverbal, or physical aggression, intimidation, or hostility based on sex or sex-stereotyping, even if those acts do not involve conduct of a sexual nature.”

According to RAINN sexual violence statistics, women age 18-24 are at higher risk of sexual violence; 13% of students experience rape or sexual assault; 21% of transgender, genderqueer, and gender non-confirming students have been sexually assaulted. Sexual harassment affects health. It can cause loss of appetite, depression, anxiety, post-traumatic stress disorder, and suicidal thoughts. 

 

Ways anyone can work to end sexual violence on campus:

 

1. When someone you know is sexually assaulted or harassed, remember these three steps: believe, validate, and empower. I believe you can be the most powerful words that survivors hear. You can validate their trauma and pain with statements like “I’m so sorry this happened to you” or “You did nothing to deserve this.”  Empower the survivor to make their choice about next steps, giving them options such as a medical exam, a police report, or a visit to a rape crisis center.

2. Educate yourself on local resources and activism groups. RAINN can help you find your local rape crisis center. 

3. Consider joining the effort by volunteering for a hotline or activism events. You can sign up to be a volunteer at ZCenter here.

 4. Be an active bystander. Learn more here.

 

For more information, please see these important resources for statistics on sexual violence: 

Campus Sexual Violence, RAINN

Title IX, AAUW

 


Written by Denisse Ochoa, BA Sociology Candidate at University of Wisconsin-Parkside, ZCenter Outreach Intern 

ZCenter aims to end sexual violence, mobilize and educate the public, and support survivors of sexual assault. Our blog addresses issues related to ending oppression and violence, since all oppression and violence are intersectional with sexual violence. All ZCenter blog posts are written by state certified staff, interns, and volunteers. For questions on authorship or content, please email info@zcenter.org.

Write Poems/Heal from Trauma

What do Maya Angelou, Mary Oliver, Fiona Apple, Lady Gaga, Mary J. Blige, Carly Simon, Missy Elliott and Rupi Kaur all have in common? Besides being some of our most beloved poets and lyricists, each one is also a survivor of childhood sexual abuse.

Writing poems and songs can tap into a part of our brains that may be closed off by the symptoms of sexual trauma: dissociation, intrusive thoughts, hypervigilance, that feeling that something bad is about to happen. Especially if the trauma occurred in childhood, when our brains were still developing, we might find it helpful to soothe ourselves through the rhythm, repetition and routine of being creative.

In poetry, we can express ourselves — our grief, our anger, our hope, our defiance — through words in an intentional, healing way. Here are a few things to keep in mind.

Poems Don’t Have to Be Happy

Some survivors find relief in doing creative work that is honest and raw, not being pressured to tie the ends up nicely. Poems can help us explore all our feelings, even the ones we usually think of as negative. We can use words to capture the pain of a broken heart, the rage at a choice we didn’t get to make, the vulnerability of our worst moment. Poems don’t have to be happy to be beautiful.

Create a Sanctuary

Where to begin? Light a candle. Turn on a sound machine or some lo-fi hip hop beats. Make tea, wrap a warm blanket around your shoulders, and find a spot of sunlight on the kitchen floor. Make your creative writing time soothing for body, brain and soul.

Get Inspired

Invest in a copy of Mary Oliver’s Devotions, Rupi Kaur’s Milk and Honey, or do a search for any of Maya Angelou’s many written creations, including this ground-shaking one. Look for performance poetry on youtube, like this, and let anything Amanda Gorman has made inspire you. Check out Wild Writing, one of many online creative writing courses that are open to anyone. There are countless ways to express ourselves through words, and through playful experimentation and a commitment to the journey, we can find our own way through.

Seeing Our Words on a Page

It can be such a confidence booster to hold something in our hands and say, “I made this.” Writing poetry isn’t about getting published. It isn’t about creating a masterpiece or getting all the words just right. The words are ours — we control them. We own them. No one can take them from us. Making our healing work into something tangible, something we can feel, touch and see, is a way to regain strength and restore agency.

Always, Always Celebrate

When you write something you realize has captured your truest heart, your deepest feelings, capture that moment! Our brains release happy chemicals, most notably dopamine, when we take note of an accomplishment. Treat yourself to a set of colored pens. Ask a loved one if you can read your poem to them. Or print your written piece on pretty paper, stick it in a frame, and put it on your bedside table. Memorialize, in some big or small way, how far you’ve come.

Work with a Trusted Professional

Trauma work is always hard work, and you won’t want to do it alone. Zacharias Center has trained counselors that work with groups and individuals, serving children, youth and adults. Or, you may already have a relationship with a therapist, spiritual director, or social worker. Ask if you can share what you’re working on. Ask if creative, expressive work can be incorporated into your sessions.

We’d also love to see you at our upcoming poem-writing workshop (3/23/22 at 12 noon), which you can register for here: Free Webinar: Writing Poems to Process Trauma — ZCenter

 


 

Written by Courtney Coates, MSW Candidate at Loyola University, ZCenter Counseling Intern.

ZCenter aims to end sexual violence, mobilize and educate the public, and support survivors of sexual assault. Our blog addresses issues related to ending oppression and violence, since all oppression and violence are intersectional with sexual violence. All ZCenter blog posts are written by state certified staff, interns, and volunteers. For questions on authorship or content, please email info@zcenter.org.

 

 

International Women’s Day

Happy International Women’s Day. Thank you to all the women who have contributed to make this world a better place. National Women’s Week began in 1980 by President Jimmy Carter. Below I have created a list of important women and a brief description of their accomplishments.

 

Ruth Bader Ginsburg- advocate to dismantle gender discrimination. Second Woman to serve for the Supreme Court. 

Dolores Huerta– One of the most influential labor activist in the 20th century and leader of the Chicano Civil Right movement. 

Winona Laduke– A Native American Activist, economist, author. She devoted her life to advocating for indigenous control of their homelands, natural resources, and cultural practices. 

Audre Lorde– Poet and author she wrote about being an African American lesbian. 

Margot Sanger- Margot founded the birth control movement and became advocate for women’s reproductive rights.

Sonia Sotomayor- First Hispanic and third women appointed to the Supreme Court Justice. 

Malala Yousafzai- An advocate for women’s education. 

Alice Wong- The founder and the director of the Disability Visibility Project which is an online community that fosters and amplifies disability media and culture. 

Susan B. Anthony- Most visible leader from Women’s Suffrage Movement 

Betsy Ross- credited for sewing the first United States flag.

 

If you would like more information on important Women History Figures please follow: 

Women’s History: Susan B. Anthony

Women’s History Month Facts

 

Important facts regarding women:

  • Every year, Women’s History Month has a theme. The theme for 2022 is “Women providing healing, Promoting hope.”
  • Wyoming Territory was the first place to grant women the right to vote.
  • The 19th Amendment did not allow all women the right to vote.
  • Women couldn’t get credit cards by themselves until 1974. 
  • More women are earning college degrees than men. 
  • The gender gap still persists.
  • Women make up 57.8% of the labor force. 

 

Written by Denisse Ochoa, BA Sociology Candidate at University of Wisconsin-Parkside, ZCenter Outreach Intern 

ZCenter aims to end sexual violence, mobilize and educate the public, and support survivors of sexual assault. Our blog addresses issues related to ending oppression and violence, since all oppression and violence are intersectional with sexual violence.

Pop Culture Representation of Sexual Education

More and more studies are coming out that show the importance of comprehensive sexual education. Earlier this year, our governing body (the Illinois Coalition against Sexual Assault) encouraged agencies to participate in Sex Education National Week of Action. The coalition views comprehensive sexual education as a form of sexual assault prevention education (for more information, please contact Sean Black). This may be as a result of more and more youth demanding that they receive adequate comprehensive sexual education and more and more people are lamenting the fact that they did not receive proper sexual education. 

On top of that, society is receiving more and more information about comprehensive sexual education via TV shows and movies. Not only that, but these pop culture moments are providing the evidence that comprehensive sexual education is important. Popular TV shows like Euphoria, Sex Education, and Big Mouth are diving into this previously taboo topic. And I, for one, would have loved to see this when I was in high school.

As stated by Anna Silman, “Teenage sexuality has hardly been absent from TV, but its depiction has tended to veer between one of two poles — either idealized, melodramatic romance that doesn’t come close to capturing the sloppy awkwardness of real life, or quasi After-School Specials replete with sexual assault, diseases, unwanted pregnancies, and all of intercourse’s worst consequences.”

If these are the two options that you have, you are gonna be left confused and disoriented. Left with questions like: What is the right way to go? Is there a middle ground? Or do I have to choose one way and just stick with that? This leads to a culture where words like prude, promiscuous, dirty, clean are thrown around and often directed at female and non-binary identity students. I would have loved to see myself referenced in the material that I was learning. Representation matters! Seeing yourself matters! Sexual education has long been focused around white, European, upper class values that have long commodified the bodies of People of Color. 

Comprehensive sexual education sets out to alleviate this divide. It does not advocate for the youth to be having sex whenever or however, but just like any other subject it gives students the tools and techniques they need when they are “out in the real world.” They might not experience sex in high school, but I also never used many of my calculus skills until I got out of high school and those were still taught to me during my time.

 

View this AWESOME explainer video:

 

Additional Resources:

 


Written by Cassidy Herberth, Prevention and Education Specialist.

ZCenter aims to end sexual violence, mobilize and educate the public, and support survivors of sexual assault. Our blog addresses issues related to ending oppression and violence, since all oppression and violence are intersectional with sexual violence. All ZCenter blog posts are written by state certified staff, interns, and volunteers. For questions on authorship or content, please email info@zcenter.org.

 

Comprehensive Sexuality Education

Education plays a large role in our understanding of the world. It can often lay a foundation for our perceptions of the world. Yet, at the same time, there can be considerable gaps in education that students look to fill. An example of this is within sexual education in high schools. Sexual education has long been a point of tension within school districts. For some districts, it is abstinent only sex education, where students are to refrain from sexual intercourse. Other districts focus on consent. The overall result of this tension point is that there is a gap between what students are learning and what they want to learn. This is demonstrated by the findings from Louisa Allen’s “Closing Sex Education’s Knowledge/Practice Gap: The reconceptualization of young people’s sexual knowledge,” which show that there are two ways that young people, ages 17-19 conceptualize sexual knowledge (Allen, 2001). The first way is information that comes from secondary sources, such as sexual education (Allen, 2001). The second way is from actual experiences with sex (Allen, 2001). Yet, students and young people are receiving their sexual education, not just in the classroom, but in multiple different ways.

The first step in understanding this gap is to understand that there had long been a debate about how sexual education should be taught. There is a debate about whether sexual education should emphasize the risks of sex or stating that teen sex is normal and ensuring it is taught to be safe and responsible (Gordon & Ellingson, 2006). According to the data from Planned Parenthood Action Fund, 37 states have laws requiring abstinence be included in lessons (Planned Parenthood). Only 18 states require educators to educate on the matters of birth control (Planned Parenthood). There is not a uniformed sexual education program throughout the United States, which means that students all over the country are learning different things about sex. The Sexuality Information and Education Council of the United States (SIECUS) has long been advocating the sexual activity focuses on the message that “sexuality is a joyful, integrative, and natural part of being human” (Gordon & Ellingson, 2006).

Yet, a majority of students are receiving what is known as “official sexual education.” This official sexual education focuses on risk mitigation, focusing on Sexual Transmitted Diseases and Infection prevention (Ollis, 2016). Overall, when students were asked about sex, they were not talking about “official sex,” such as Sexual Transmitted Infections or pregnancy prevention, but rather they are talking through their own experiences and what sex means to them (Allen, 2001). The ‘So What’s an Abstinence Anyway?’ lesson had the least variation in interpretation: 90% of the students determined that the danger messages were most dominant. Even in this case, however, the remaining 10% of participants were split between pleasure and equal/unbiased messages” (Gordon & Ellingson, 2006). The current forms of education that are valued when it comes to sexual education is that which “prescribes appropriate behavior rather than knowledge” (Allen, 2001). Even with teaching students every aspect of sexual intercourse, from risk mitigation to consent, students will often bring their own “interpretations based on gender, race, class, sexual orientation, and youth’ (Gordon & Ellingson, 2006). Yet, a well-rounded sexual education could prevent future beliefs in rape myths if done properly. The Sexual Education Forum encourages Sexualities and Relationship education that promotes sexual education that includes discussions on sexuality, emotions, sexual health and more (8). Santelli

According to the SIECUS, if students cannot articulate what they are looking for in a sexual relationship, then they will not be able to articulate consent or non-consent (Gordon & Ellingson, 2006).. This becomes especially prominent when analyzing the gap. This gap can be filled by family, their churches, their peers, their older siblings, and many more. Yet, the overwhelming majority of students are turning to pornography as a way to learn about the themes and topics that they are not learning about in the classroom. These themes include, sexual pleasure, sexual anatomy, and the mechanics of sex. A majority of people between 13 and 18 years old have limited knowledge of the basics of sexual reproduction, even though 95% of that population have been through some form of sexual education (Hesse & Pedersen, 2017). The knowledge that students want to know is not taught in the classrooms (Allen, 2001). 

Comprehensive Sexual Education is an important form of early intervention for Preventing Sexual Assault. These conversations with our youth are imperative in the fight to end sexual violence. 

For more information on comprehensive sexuality education services offered by ZCenter, please contact info@zcenter.org.

Gordon, L. E., & Ellingson, L. (2006). In the eyes of the beholder: Student interpretations of sexuality lessons. Sex Education, 6(3), 251–264. https://doi.org/10.1080/14681810600836364

Lyndon, A. E., Duffy, D. M., Smith, P. H., & White, J. W. (2011). The role of high school coaches in helping prevent adolescent sexual aggression: Part of the solution or part of the problem? Journal of Sport & Social Issues, 35(4), 377–399. https://doi.org/10.1177/0193723511426292

Watson, M. A., & Smith, R. D. (2012). Positive porn: Educational, medical, and clinical uses. American Journal of Sexuality Education, 7(2), 122–145. https://doi.org/10.1080/15546128.2012.680861

Ollis, D. (2016). ‘I felt like I was watching porn’: The reality of preparing pre-service teachers to teach about sexual pleasure. Sex Education, 16(3), 308–323. https://doi.org/10.1080/14681811.2015.1075382

Hare, K. A., Gahagan, J., Jackson, L., & Steenbeek, A. (2015). Revisualising ‘porn’: How young adults’ consumption of sexually explicit Internet movies can inform approaches to Canadian sexual health promotion. Culture, Health & Sexuality, 17(3), 269–283. https://doi.org/10.1080/13691058.2014.919409

Sharma, M. K., Anand, N., Thamilselvan, P., Suma, N., John, N., Sahu, M., Thakur, P. C., Baglari, H., & Singh, P. (2019). Is porn use becoming a modality of sex education among teenagers? A case study. Asian Journal of Psychiatry, 45, 18–19. https://doi.org/10.1016/j.ajp.2019.08.001 

Hesse, C., & Pedersen, C. L. (2017). Porn sex versus real sex: How sexually explicit material shapes our understanding of sexual anatomy, physiology, and behaviour. Sexuality & Culture: An Interdisciplinary Quarterly, 21(3), 754–775. https://doi.org/10.1007/s12119-017-9413-2

Allen, L. (2001). Closing sex education’s knowledge/practice gap: The reconceptualisation of young people’s sexual knowledge. Sex Education, 1(2), 109–122. https://doi.org/10.1080/14681810120052542

Hare, K. A., Gahagan, J., Jackson, L., & Steenbeek, A. (2015). Revisualising ‘porn’: How young adults’ consumption of sexually explicit Internet movies can inform approaches to Canadian sexual health promotion. Culture, Health & Sexuality, 17(3), 269–283. https://doi.org/10.1080/13691058.2014.919409

Hirst, J. (2013). ‘It’s got to be about enjoying yourself’: Young people, sexual pleasure, and sex and relationships education. Sex Education, 13(4), 423–436. https://doi.org/10.1080/14681811.2012.747433

Rohrbach, L. A., Berglas, N. F., Jerman, P., Angulo-Olaiz, F., Chou, C.-P., & Constantine, N. A. (2015). A rights-based sexuality education curriculum for adolescents: 1-year outcomes from a cluster-randomized trial. Journal of Adolescent Health, 57(4), 399–406. https://doi.org/10.1016/j.jadohealth.2015.07.004

Santelli, J. S., Grilo, S. A., Choo, T.-H., Diaz, G., Walsh, K., Wall, M., Hirsch, J. S., Wilson, P. A., Gilbert, L., Khan, S., & Mellins, C. A. (2018). Does sex education before college protect students from sexual assault in college? PLoS ONE, 13(11).

deFur, K. M. (2012). Don’t forget the good stuff! Incorporating positive messages of sexual pleasure into sexuality education. American Journal of Sexuality Education, 7(2), 160–169. https://doi.org/10.1080/15546128.2012.681214

Peter, C. R., Tasker, T. B., & Horn, S. S. (2015). Parents’ attitudes toward comprehensive and inclusive sexuality education: Beliefs about sexual health topics and forms of curricula. Health Education, 115(1), 71–92. https://doi.org/10.1108/HE-01-2014-0003

Adeoye, H., & Odebowale, I. (2014). Sexuality education and contraception as correlates of sexual behaviour among university undergraduates. Gender & Behaviour, 12(1), 6125–6134.

Jeffries, W. L., Dodge, B., Bandiera, F. C., & Reece, M. (2010). Beyond abstinence-only: Relationships between abstinence education and comprehensive topic instruction. Sex Education, 10(2), 171–185. https://doi.org/10.1080/14681811003666317

 


Written by Cassidy Herberth, Prevention and Education Specialist.

ZCenter aims to end sexual violence, mobilize and educate the public, and support survivors of sexual assault. Our blog addresses issues related to ending oppression and violence, since all oppression and violence are intersectional with sexual violence. All ZCenter blog posts are written by state certified staff, interns, and volunteers. For questions on authorship or content, please email info@zcenter.org.

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