නවයොවුන් ලිංගිකත්වය

නවයොවුන් ලිංගිකත්වය යනු නවයෞවනයන්ගේ ලිංගික හැගීම්, හැසිරීම් සහ මනෝලිංගික සංවර්ධනය ඇතුළත් කරගත් මානව ලිංගිකත්වයේ නිශ්චිත අවධියක් වේ. ලිංගිකත්වය නවයොවුන් දිවිය තුළ නිරන්තර ව සක්‍රීය භූමිකාවකට හිමිකම් කියන්නකි. ඔවුන්ගේ සංස්කෘතික වටිනාකම් සහ සමාජ සම්මතයන්, ඔවුන්ගේ ලිංගික දිශානතිය, සහ ලිංගික ව හැසිරිය හැකි අවම නෛතික වයස් සීමාව වැනි සමාජීය සීමාකිරීම් බොහෝ අවස්ථාවන්වල දී නවයොවුන් ලිංගිකත්වය කෙරෙහි බලපෑම් කරන සාධක ලෙස දැක්විය හැකි ය.

මානව විශේෂය තුළ සාමාන්‍යයෙන් පරිණත ලිංගික ආශාවක් ඇතිවනු දැකිය හැකිවන්නේ යෞවනෝදය උදාවීමත් සමග ය. ලිංගිකමය භාවයන් ස්වයං වින්දනය හෝ සහකරුවතු සමග ලිංගික හැසිරිම වැනි ස්වරූපයක් තුළ ප්‍රකාශ විය හැකි ය. වැඩිහිටියන්ගේ මෙන් ම නවයෞවනයන්ගේ ලිංගික රුචිකත්වයන් ද සෑහෙන විවිධත්වයකට හිමිකම් කියති. නවයොවුන් ලිංගික හැසිරීම් බොහෝවිට අනවශ්‍ය ගැබ්ගැනීම් සහ එච්. අයි.වී. ඇතුළු ලිංගික ව සම්ප්‍රේෂණය වන රෝග සමග බැඳී පවතී.  

නවයොවුන් ලිංගිකත්වය හා සබැඳි අවදානම් තත්ත්වයන් උත්සන්න වීමට ඔවුන්ගේ මොළය නියුරෝනමය ලෙස පූර්ණසංවර්ධිත නොවීම ද හේතු විය හැකි ය. ස්වයං පාලනයට, ආශාවන් මැඩගැනීමට සහ අවදානම් හැඳිනීමට වැදගත් වන ලලාට ඛණ්ඩිකාවේ මස්තිෂ්ක වල්කයෙහි සහ හයිපොතැලමසයෙහි ප්‍රදේශ කීපයක් මෙම අවධිය වන විට ද මුළුමනින් ම විකසනය වී නැත. වයස අවුරුදු 25ක් වන තුරු ම මිනිස් මොළය පූර්ණ ලෙස සංවර්ධනය නොවේ.මෙයට හේතුව වශයෙන් තරුණ අසරණ දරුවන්ට හොඳ තීරණ ගැනීමට සහ ලිංගික හැසිරීම් වල ප්රතිවිපාක අපේක්ෂා කිරීම සඳහා වැඩිහිටියන් සාමාන්යයෙන් අඩු මට්ටමක පවතී. යෞවනයන් තුළ මොළයේ හැසිරීම් සහ චර්යාවන්ට සම්බන්ධිත සම්බන්ධතා අධ්යයනයන් විවේචනයට ලක් නොකළ අතර ඒවාට හේතුවක් නොවන බව හා ඇතැම් විට සංස්කෘතික අන්තරායන් යළි තහවුරු කර ගැනීම සඳහා විවේචනයට ලක් කර ඇත.

## Development of sexuality
නවයොවුන් ලිංගිකත්වය ඇරඹෙන්නේ යෞවනෝදයෙනි. ලිංගික ව පරිණත වීමේ ක්‍රියාවලිය ලිංගික රුචියක් සහ චින්තාවලියක් ගොඩනංවයි. හයිපොතැලමසය සහ පූර්ව පිටියුටරි ග්‍රන්ථිය විසින් හෝර්මෝන ස්‍රාවය කිරීමත් සමග ලිංගික හැසිරීම් සඳහා අවශ්‍ය ජීවවිද්‍යාත්මක වෙනස්කම් සිදු වේ. මෙම හෝර්මෝන ලිංගික ඉන්ද්රියන් ඉළක්ක කරගනිමින් ඒවා පරිණත බවට පත්කිරීම සිදු කරයි.. Increasing levels of androgen and estrogen have an effect on the thought processes of adolescents and can be described as them being in the minds "of almost all adolescents a good deal of the time".

බොහෝ නවයෞවනියන්ගේ ලිංගික ව පරිණත විමේ ක්‍රියාවලිය සාමාන්‍ය සහ අපේක්ෂිත අන්දමින් සිදු වුවද  පහත සඳහන්  තත්ත්වයන් පිළිබඳ ව මවුපියන් සහ විශේෂඥයන් විශේෂයෙන් සැලකිලිමත් වේ.
* ආර්තවයේ දී වේදනාකාරී තත්ත්වයක් ඇතිවිම
* ශ්‍රෝණි ප්‍රදේශයේ දැඩි වේදනාවක් ඇති වීම
* ඔසප් රුධිරය මුළුමනින් ම බැහැර කළ නොහැකි වීම/අජිද්ර හයිමනයක් තිබිම
* වෙනත් ශරීරාභ්‍යයන්තර අපරූපීතාවන්

## Behavior
### Views on sexual activity
One study from 1996 documented the interviews of a sample of adolescent girls and boys. The girls were less likely to state that they ever had sex than adolescent boys. Among boys and girls who had experienced sexual intercourse, the proportion of girls and boys who had recently had sex and were regularly sexually active was the same. Those conducting the study speculated that fewer girls say they have ever had sex because girls viewed teenage parenthood as more of a problem than boys. Girls were thought to be more restricted in their sexual attitudes; they were more likely than boys to believe that they would be able to control their sexual urges. Girls had a more negative association in how being sexually active could affect their future goals. In general, girls said they felt less pressure from peers to begin having sex, while boys reported feeling more pressure.

### Birth control
In 2002, a survey was conducted in European nations about the sexual behavior of teenagers. In a sample of fifteen year olds from 24 countries, it found that most self-reported that they had not experienced sexual intercourse. Among those who were sexually active, the majority (82%) used contraception.  

Teenage girls who use the most common form of birth control pills, combination birth control pills with both estrogen and progestin, are 80% more likely to be prescribed an antidepressant than girls who were not taking them.  Girls who take progestin-only pills are 120% more likely.

After their first act of sexual intercourse, adolescent girls generally see themselves in one of the following ways: as a gift, a stigma, or a normal step in development. Girls typically think of virginity as a gift, while boys think of virginity as a stigma. In interviews, girls said that they viewed giving someone their virginity like giving them a very special gift. Because of this, they often expected something in return such as increased emotional intimacy with their partners or the virginity of their partner. However, they often felt disempowered because of this; they often did not feel like they actually received what they expected in return and this made them feel like they had less power in their relationship. They felt that they had given something up and didn’t feel like this action was recognized.
In terms of problems with sexual functioning mentioned by participants in this study, the most common problems listed for males were experiencing anxiety about performing sexually (81.4%) and premature ejaculation (74.4%). Other common problems included issues becoming erect and difficulties with ejaculation. Generally, most problems were not experienced on a chronic basis. Common problems for girls included difficulties with sexual climax (orgasm) (86.7%), not feeling sexually interested during a sexual situation (81.2%), unsatisfactory vaginal lubrication (75.8%) anxiety about performing sexually (75.8%) and painful intercourse (25.8%). Most problems listed by the girls were not persistent problems. However, inability to experience orgasm seemed to be an issue that was persistent for some participants. The researcher states that this may be because of society's pressure on girls to be "good girls"; the pressure to be "good" may make adolescent girls think they are not supposed to feel desire like boys do. Even when girls said they did feel sexual desire, they said that they felt like they were not supposed to, and often tried to cover up their feelings. This is an example of how societal expectations about gender can impact adolescent sexual functioning. Additionally, the idea of not conforming to typical male gender roles inhibited many boys from openly expressing their same-sex attraction. The worry of conforming to gender roles didn’t inhibit girls from expressing their same-gender preferences as much, because society is generally more flexible about their gender expression.

### In Brazil
The average age Brazilians lose their virginity is 17.4 years of age, the second lowest number in the countries researched (first was Austria), according to the 2007 research finding these results, and they also ranked low at using condoms at their first time, at 47.9% (to the surprise of the researchers, people of lower socioeconomic status were far more likely to do so than those of higher ones). 58.4% of women reported that it was in a committed relationship, versus solely 18.9% of men (traditional Mediterranean cultures-descended mores tend to enforce strongly about male sexual prowess equating virility and female quality being chastity and purity upon marriage), and scored among the countries where people have the most positive feelings about their first time, feeling pleasure and more mature afterwards (versus the most negative attitudes coming from Japan).

In another research, leading the international ranking, 29.6% of Brazilian men lost their virginity before age 15 (versus 8.8% of women), but the average is really losing virginity at age 16.5 and marrying at age 24 for men, and losing virginity at age 18.5 and marrying at age 20 for women. These do not differ much from national figures. In 2005, 80% of then adolescents lost their virginity before their seventeenth birthday, and about 1 in each 5 new children in the country were born to an adolescent mother, where the number of children per women is solely 1.7 in average, below the natural replacement and the third lowest in independent countries of the Americas, after Canada and Cuba.

A 2013 report through national statistics of students of the last grade before high school, aged generally (86%) 13–15, found out 28.7% of them already had lost their virginity, with both demographics of 40.1% of boys and 18.3% of girls having reduced their rate since the last research, in 2009, that found the results as 30.5% overall, 43.7% for boys and 18.7% for girls. Further about the 2013 research, 30.9% of those studying in public schools were already sexually initiated, versus 18% in private ones; 24.7% of sexually initiated adolescents did not use a condom in their most recent sexual activity (22.9% of boys, 28.2% of girls), in spite of at the school environment 89.1% of them receiving orientation about STDs, 69.7% receiving orientation of where to acquire condoms for free (as part of a public health campaign from the Brazilian government) and 82.9% had heard of other forms of contraceptive methods.

### In Canada
One group of Canadian researchers found a relationship between self-esteem and sexual activity. They found that students, especially girls, who were verbally abused by teachers or rejected by their peers were more likely than other students to have sex by the end of the Grade 7. The researchers speculate that low self-esteem increases the likelihood of sexual activity: "low self-esteem seemed to explain the link between peer rejection and early sex. Girls with a poor self-image may see sex as a way to become 'popular', according to the researchers".

### In India
In India there is growing evidence that adolescents are becoming more sexually active. It is feared that this will lead to an increase in spread of HIV/AIDS among adolescents, increase the number of unwanted pregnancies and abortions, and give rise to conflict between contemporary social values. Adolescents have relatively poor access to health care and education. With cultural norms opposing extramarital sexual behavior "these implications may acquire threatening dimensions for the society and the nation".

;Motivation and frequency:
Sexual relationships outside marriage are not uncommon among teenage boys and girls in India. By far, the best predictor of whether or not a girl would be having sex is if her friends were engaging in the same activities. For those girls whose friends were having a physical relationship with a boy, 84.4% were engaging in the same behavior. Only 24.8% of girls whose friends were not having a physical relationship had one themselves. In urban areas, 25.2% of girls have had intercourse and in rural areas 20.9% have.  Better indicators of whether or not girls were having sex were their employment and school status.  Girls who were not attending school were 14.2% (17.4% v. 31.6%) more likely and girls who were employed were 14.4%(36.0% v. 21.6%) more likely to be having sex.

;Contraceptive use:
Among Indian girls, "misconceptions about sex, sexuality and sexual health were large. However, adolescents having sex relationships were somewhat better informed about the sources of spread of STDs and HIV/AIDS."  In comparison, in the documentary, ''Let's Talk About Sex*, a photographer named James Houston travels from Los Angeles to D.C. and to the Netherlands.  In the Netherlands, he contrasts European and American attitudes about sex. From the HIV rates to the contemplations of teen parenthood in America, Houston depicts a society in which America and the Netherlands differ.

Most Dutch parents practice vigilant leniency, in which they have a strong familial bond and are open to letting their children make their own decisions.

*Gezelligheid* is a term used by many Dutch adolescents to describe their relationship with their family. The atmosphere is open and there is little that is not discussed between parents and children.

Amy Schalet, author of *Not Under My Roof: Parents, Teens, and the Culture of Sex* discusses in her book how the practices of Dutch parents strengthen their bonds with their children. Teenagers feel more comfortable about their sexuality and engage in discussion with their parents about it. A majority of Dutch parents feel comfortable allowing their teenagers to have their significant other spend the night.

## Sexually transmitted infections
Adolescents have the highest rates of sexually transmitted infections (STIs) when compared to older groups. Sexually active adolescents are more likely to believe that they will not contract a sexually transmitted infection than adults. Adolescents are more likely to have an infected partner and less likely to receive health care when an STI is suspected. They are also less likely to comply with the treatment for an STI. Coinfection is common among adolescents. Only 9% of the sex scenes on 1,300 of cable network programming discusses and deals with the negative consequences of sexual behavior. The Internet may further provide adolescents with poor information on health issues, sexuality, and sexual violence.

A study on examining sexual messages in popular TV shows found that 2 out of 3 programs contained sexually related actions. 1 out of 15 shows included scenes of sexual intercourse itself. Shows featured a variety of sexual messages, including characters talking about when they wanted to have sex and how to use sex to keep a relationship alive. Some researchers believe that adolescents can use these messages as well as the sexual actions they see on TV in their own sexual lives.

The results of a study by Deborah Tolman and her colleagues indicated that adolescent exposure to sexuality on television *in general* does not directly affect their sexual behaviors, rather it is the *type'' of message they view that has the most impact. What really affected adolescents was what type of societal gender stereotypes they were seeing enacted in the sexual scenes they saw on TV.

Girls felt they had less control over their sexuality when they saw men objectifying women and behaving as if commitment wasn’t important. The consequences of this kind of influence are not minuscule. Young girls become surrounded by women that influence sexual objectification and show that it is okay to be weak and answer to men all the time. However, girls who saw women on TV who refuted men’s sexual advances usually felt more comfortable talking about their own sexual needs in their sexual experiences as well as standing up for themselves. They were comfortable setting sexual limits and therefore held more control over their sexuality. Findings for boys were less clear; those who saw dominant and aggressive men actually had less sexual experiences. Perhaps there were less effects on boys because this Heterosexual Script does not affect them as deeply as it does girls.  Furthermore, according to US government health statistics, teens have delayed the onset of sexual intercourse in recent years, despite increasingly amounts of sexual media.

A 2008 study wanted to find out if there was any correlation between sexual content shown in the media and teenage pregnancy. Research showed that teens who viewed high levels of sexual content were twice as likely to get pregnant within three years compared to those teens who were not exposed to as much sexual content. The study concluded that the way media portrays sex has a huge effect on adolescent sexuality.

## Teenage pregnancy
Adolescent girls become fertile following the menarche (first menstrual period), which occurs in the United States at an average age of 12.5, although it can vary widely between different girls. After menarche, sexual intercourse (especially without contraception) can lead to pregnancy. The pregnant teenager may then miscarry, have an abortion, or carry the child to full term.

Pregnant teenagers face many of the same issues of childbirth as women in their 20s and 30s. However, there are additional medical concerns for younger mothers, particularly those under 15 and those living in developing countries; for example, obstetric fistula is a particular issue for very young mothers in poorer regions. For mothers between 15 and 19, risks are associated more with socioeconomic factors than with the biological effects of age. However, research has shown that the risk of low birth weight is connected to the biological age itself, as it was observed in teen births even after controlling for other risk factors (such as utilisation of antenatal care etc.).

Worldwide, rates of teenage births range widely. For example, sub-Saharan Africa has a high proportion of teenage mothers whereas industrialized Asian countries such as South Korea and Japan have very low rates. Teenage pregnancy in developed countries is usually outside of marriage, and carries a social stigma; teenage mothers and their children in developed countries show lower educational levels, higher rates of poverty, and other poorer "life outcomes" compared with older mothers and their children. In the developing world, teenage pregnancy is usually within marriage and does not carry such a stigma.

## Legal aspects of adolescent sexual activity
  Sexual conduct between adults and adolescents younger than the local age of consent is illegal, and in some Islamic countries any kind of sexual activity outside marriage is prohibited. In many jurisdictions, sexual intercourse between adolescents with a close age difference is not prohibited. Around the world, the average age-of-consent is 16, but this varies from being age 12 in Angola, age 16 in Spain and Canada, and age 16-18 in the United States.  In some jurisdictions, the age-of-consent for homosexual acts may be different from that for heterosexual acts. The age-of-consent in a particular jurisdiction is typically the same as the age of majority or several years younger. The age at which one can legally marry is also sometimes different from the legal age-of-consent.

Sexual relations with a person under the age-of-consent are generally a criminal offense in the jurisdiction in which the crime was committed, with punishments ranging from token fines to life imprisonment. Many different terms exist for the charges laid and include statutory rape, illegal carnal knowledge, or corruption of a minor. In some cases, sexual activity with someone above the legal age-of-consent but beneath the age of majority can be punishable under laws against contributing to the delinquency of a minor.

## Society’s influence on adolescent sexuality
### Social constructionist perspective
The social constructionist perspective (see social constructionism for a general definition) on adolescent sexuality examines how power, culture, meaning and gender interact to affect the sexualities of adolescents. This perspective is closely tied to feminist and queer theory. Those who believe in the social constructionist perspective state that the current meanings most people in our society tie to female and male sexuality are actually a social construction to keep heterosexual and privileged people in power.

Researchers interested in exploring adolescent sexuality using this perspective typically investigates how gender, race, culture, socioeconomic status and sexual orientation affect how adolescent understand their own sexuality. An example of how gender affects sexuality is when young adolescent girls state that they believe sex is a method used to maintain relationships when boys are emotionally unavailable. Because they are girls, they believe they ought to engage in sexual behavior in order to please their boyfriends.

### Developmental feminist perspective
The developmental feminist perspective is closely tied to the social constructionist perspective. It is specifically interested in how society's gender norms affect adolescent development, especially for girls. For example, some researchers on the topic hold the view that adolescent girls are still strongly affected by gender roles imposed on them by society and that this in turn affects their sexuality and sexual behavior. Deborah Tolman is an advocate for this viewpoint and states that societal pressures to be "good" cause girls to pay more attention to what they think others expect of them than looking within themselves to understand their own sexuality. Tolman states that young girls learn to objectify their own bodies and end up thinking of themselves as objects of desire. This causes them to often see their own bodies as others see it, which causes them to feel a sense of detachment from their bodies and their sexualities. Tolman calls this a process of disembodiment. This process leaves young girls unassertive about their own sexual desires and needs because they focus so much on what other people expect of them rather than on what they feel inside. It is a double standard because the genders are behaving similarly, but are being judged differently for their actions because of their gender. An example of this can be seen in Tolman’s research when she interviews girls about their experiences with their sexualities. In Tolman’s interviews, girls who sought sex because they desired it felt like they had to cover it up in order (for example, they blamed their sexual behavior on drinking) to not be judged by others in their school. They were afraid of being viewed negatively for enjoying their sexuality. Many girls were thus trying to make their own solutions (like blaming their sexual behavior on something else or silencing their own desires and choosing to not engage in sexual behavior) to a problem that is actually caused by power imbalances between the genders within our societies.

Researchers found that having an older sibling, especially an older brother, affected how girls viewed sex and sexuality. Girls with older brothers held more traditional views about sexuality and said they were less interested in seeking sex, as well as less interested responding to the sexual advances of boys compared with girls with no older siblings. Researchers believe this is because older siblings model gender roles, so girls with older siblings (especially brothers) may have more traditional views of what society says girls and boys should be like; girls with older brothers may believe that sexual intercourse is mostly for having children, rather than for gaining sexual pleasure. This traditional view can inhibit them from focusing on their own sexualities and desires, and may keep them constrained to society’s prescribed gender roles. This sexual self-concept helps adolescents organize their past experiences, but also gives them information to draw on for their current and future sexual thoughts and experiences. Sexual self-concept affects sexual behavior for both men and women, but it also affects relationship development for women. An important part of sexual self-concept is sexual esteem, which includes how one evaluates their sexuality (including their thoughts, emotions and sexual activities). Another aspect is sexual anxiety; this includes one’s negative evaluations of sex and sexuality. Girls with a positive self-schema are more likely to be liberal in their attitudes about sex, are more likely to view themselves as passionate and open to sexual experience and are more likely to rate sexual experiences as positive. Their views towards relationships show that they place high importance on romance, love and intimacy. Girls who have a more negative view often say they feel self-conscious about their sexuality and view sexual encounters more negatively. The sexual self-concept of girls with more negative views are highly influenced by other people; those of girls who hold more positive views are less so. Boys are not divided into positive and negative sexual self-concepts; they are divided into schematic and non-schematic (a schema is a cluster of ideas about a process or aspect of the world; see schema). Boys who are sexually schematic are more sexually experienced, have higher levels of sexual arousal, and are more able to experience romantic feelings. Boys who are not schematic have fewer sexual partners, a smaller range of sexual experiences and are much less likely than schematic men to be in a romantic relationship. Because society expects adolescent boys to be assertive, dominant and in control, they are limited in how they feel it is appropriate to act within a romantic relationship. Many boys feel lower self-esteem when they can’t attain these hyper-masculine ideals that society says they should. Additionally, there is not much guidance on how boys should act within relationships and many boys do not know how to retain their masculinity while being authentic and reciprocating affection in their relationships. This difficult dilemma is called the double-edged sword of masculinity by some researchers.

Hensel and colleagues conducted a study with 387 female participants between the ages of 14 and 17 and found that as the girls got older (and learned more about their sexual self-concept), they experienced less anxiety, greater comfort with sexuality and experienced more instances of sexual activity. Researchers state that these patterns indicate that adolescent sexual behavior is not at all sporadic and impulsive, rather that it is strongly affected by the adolescent girls’ sexual self-concept and changes and expands through time.

In Germany, sex education has been part of school curricula since 1970. Since 1992 sex education is by law a governmental duty. A survey by the World Health Organization concerning the habits of European teenagers in 2006 revealed that German teenagers care about contraception. The birth rate among German 15- to 19-year-olds is 11.7 per 1000 population, compared to 2.9 per 1000 population in Korea, and 55.6 per 1000 population in US.

According to SIECUS, the Sexuality Information and Education Council of the United States, in most families, parents are the primary sex educators of their adolescents. They found 93% of adults they surveyed support sexuality education in high school and 84%  support it in junior high school. In fact, 88% of parents of junior high school students and 80% of parents of high school students believe that sex education in school makes it easier for them to talk to their adolescents about sex. Also, 92% of adolescents report that they want both to talk to their parents about sex and to have comprehensive in-school sex education.

In America, not only do U.S. students receive sex education within school or religious programs, but they are also educated by their parents. American parents are less prone to influencing their children's actual sexual experiences than they are simply telling their children what they should *not* do. They promote abstinence while educating their children with things that may make their adolescents not want to engage in sexual activity.

Almost all U.S. students receive some form of sex education at least once between grades 7 and 12; many schools begin addressing some topics as early as grade 5 or 6.  However, what students learn varies widely, because curriculum decisions are quite decentralized. Two main forms of sex education are taught in American schools: comprehensive and  abstinence-only. A 2002 study conducted by the Kaiser Family Foundation found that 58% of secondary school principals describe their sex education curriculum as comprehensive, while 34% said their school's main message was abstinence-only. Some studies have shown abstinence-only programs to have no positive effects. Other studies have shown specific programs to result in more than 2/3 of students maintaining that they will remain abstinent until marriage months after completing such a program; such virginity pledges, however, are statistically ineffective, and over 95% of Americans do, in fact, have sex before marriage.

In Asia the state of sex education programs are at various stages of development. Indonesia, Mongolia, South Korea and Sri Lanka have a systematic policy framework for teaching about sex within schools. Malaysia, the Philippines and Thailand have assessed adolescent reproductive health needs with a view to developing adolescent-specific training, messages and materials. India has programs that specifically aim at school children at the age group of nine to sixteen years. These are included as subjects in the curriculum and generally involved open and frank interaction with the teachers. Bangladesh, Nepal and Pakistan have no coordinated sex education programs.

Some educators hold the view that sexuality is equated with violence. These educators think that not talking about sexuality will decrease the rate of adolescent sexuality. However, not having access to sexual education has been found to have negative effects upon students, especially groups such as adolescent girls who come from low-income families. Not receiving appropriate sexual health education increases teenage pregnancy, sexual victimization and high school dropout rates. Researchers state that it is important to educate students about all aspects of sexuality and sexual health to reduce the risk of these issues.

The view that sexuality is victimization teaches girls to be careful of being sexually victimized and taken advantage of. Educators who hold this perspective encourage sexual education, but focus on teaching girls how to say no, teaching them of the risks of being victims and educate them about risks and diseases of being sexually active. This perspective teaches adolescents that boys are predators and that girls are victims of sexual victimization. Researchers state that this perspective does not address the existence of desire within girls, does not address the societal variables that influence sexual violence and teaches girls to view sex as dangerous only before marriage. In reality, sexual violence can be very prevalent within marriages too. At the same time, sexual educators continuously tell girls to make choices that will lead them to safer sex, but don’t always tell them ‘how’ they should go about doing this. Instances such as these show the difficulties that can arise from not exploring how society’s perspective of gender and sexuality affect adolescent sexuality.

## See also
* Adolescent sexuality in Canada
* Adolescent sexuality in the United Kingdom
* Adolescent sexuality in the United States
* Age disparity in sexual relationships
* Romeo and Juliet laws
* Child sexuality
* Condom
* Family planning
* Sexual ethics

## References
## External links
* Support for teens