# TASCC > Talking About Sexuality in Canadian Communities ### Posts #### ‘Cripping’ sexuality education in Canadian schools Why is this research important? Canadian schools often miss out on addressing the needs of disabled students in sex education discussions. This article highlights this big gap. While lots of people argue about what should be taught and when, the unique challenges of disabled students get ignored. The main issue is that disabled students aren't being heard in sex education discussions as their needs are under-researched and under-funded. The debates are increasingly politicized meaning the real needs of these students get overlooked. This isn't just a school problem; it's also a human rights issue. Many Canadian provinces' sex ed lessons aren't following international rules about treating everyone fairly. Additionally, the current lessons don't consider the different experiences of disabled students, especially those who might also identify as LGBTQ+. These students face double the challenges and often feel left out. This research calls for a change, so all students' experiences and backgrounds are considered in sex education. The writers use the term 'cripping' to suggest ways to dismantle current sexuality education barriers that exist in curricula and systems, emphasizing that students are limited by ableism. Research Findings Key findings from the article identified: Inadequate Human Rights Protection: Current sexuality education fails to ensure the human rights of disabled students, including the right to accessible and inclusive education. Discrepancy with International Agreements: Despite Canada's international commitments to human rights, there is a noticeable gap in implementing these principles, especially in sexuality education for disabled students. Debates Creating Divisions: Debates surrounding sexuality education often prioritize parental concerns over the specific needs of disabled students, resulting in the marginalization of this group. Exclusion Due to Societal Barriers: Disabled students face exclusion from comprehensive sexuality education due to societal barriers such as stigma, ableist discrimination, and segregation. Lack of Inclusion in Curricula: Provincial sexuality education curricula typically do not address disability or its intersection with sexuality and gender, leaving disabled students without tailored educational content. Vulnerability to Sexual Health Risks: The absence of comprehensive sexuality education makes disabled students more vulnerable to sexual health risks due to a lack of knowledge and tools. Rigid Notions of "Normal": Schools often adhere to narrow definitions of "normal," unintentionally excluding disabled LGBTQ+ students and hindering their sense of belonging and acceptance. Practical Implications Canadian schools must take proactive steps to include disabled students, their parents, and advocates in shaping inclusive sexuality education programs. This involves ongoing teacher training on disability and sexuality to ensure that every student receives an inclusive education. Creating a safe and open learning environment is crucial, supported by provincial and local governments investing in research and tailored resources for inclusive sexuality education. To continually improve, schools should employ feedback mechanisms like surveys and collaborations with organizations knowledgeable in disability rights and sexuality. Recognizing and addressing the unique challenges faced by disabled LGBTQ+ students is vital, and educational materials should reflect positive diversity while challenging stereotypes. Incorporating topics on disability, sexuality, and gender in sex education is not just a curriculum requirement but a fundamental human right. Teachers should have the necessary resources for effective delivery, and opportunities for refinement should be embraced, even in the face of challenges like the COVID-19 pandemic. Ultimately, the goal is comprehensive sex education that respects the needs and rights of all students, with a particular focus on disabled learners. REFERENCES Davies, A.W.J., Bryan, M.K., Martin, T., Shay, B., Akers, T., Soud, R., Neustifter, R. (2023). Dismantling barriers to access: The necessity of cripping sexuality education in Canadian schools. The Canadian Journal of Human Sexuality 32(1), 1-19. https://www.muse.jhu.edu/article/895199. doi.org/10.3138/cjhs.2022-0031 19 Dismantling barriers to access © #### Are healthcare providers and young people talking about sexuality? Why is this research important? This review asked the question, are youth with disabilities and their healthcare providers (HCPs) talking about sexuality? Studies involving youth under 21 and their HCPs were examined to identify themes including what was talked about, how often and the barriers to conversations. Talking about sexuality is more than just the basics of biology; it's also about feelings, relationships, and how society views these topics. For young people, understanding their sexuality can be tricky, and it's even harder for those with health problems or disabilities. This is where doctors and other healthcare workers can really help. They can offer advice, answer questions, and be a source of support. But there's a problem. Many times, these important talks aren't happening as much as they should. And when they do happen, they might not cover everything the young person wants to know. It's not just about "the birds and the bees" but also about feelings, relationships, and facing challenges. There are many reasons why these talks might be missing the mark. Maybe the doctor isn't trained to discuss these topics, or perhaps they feel uncomfortable talking about them. It's crucial to find ways to get past these hurdles. When young people have the right information, they can make better choices and feel more confident. Also, it's essential to remember that young people with disabilities or ongoing health issues might have specific questions or worries. They need talks that fit their situation, so they don't feel left out. To sum it up, we need to do a better job at having these sexuality talks. Everyone deserves to have the right information and support, especially when it comes to such an important part of life. Research Findings Key findings from the review included: Content of Sexuality Conversations: Majority of the discussions fall under biological topics, with a focus on STIs, birth control, sexual behaviors, and pubertal development. Less emphasis is placed on psychosocial topics like sexual attraction, orientation, romantic relationships, and body image. Prevalence of Sexuality Conversations: There's a discrepancy between what Health Care Providers (HCPs) report discussing and what youth recall being discussed. While many HCPs reported discussing sexuality, fewer youth remember such conversations. Barriers to Discussing Sexuality: Personal Barriers: Both HCPs and youth are uncertain about who should initiate the conversation, feel personal discomfort around the topic, and are concerned about being judged. Systemic Barriers: Concerns about maintaining confidentiality, structural constraints like time limits, HCPs' inadequate training, and lack of organizational guidance were identified as systemic barriers. Focus on Youth with Disabilities or Chronic Conditions: Only a few articles specifically addressed this group. Sexuality discussions with these youth are infrequent and brief. Practical Implications Discussing sexuality goes beyond its biological aspect; it encompasses emotions and societal perspectives. To enhance these conversations, it's important to address the challenges hindering open discussions between youth and healthcare providers. Sexuality significantly impacts our health and self-perception, necessitating better training for healthcare professionals. Presently, there's a lack of guidance on addressing sexuality with young individuals, particularly those with disabilities or health issues. More research is crucial to cater to their unique needs. Collaboration between researchers, doctors, and the youth can create improved strategies and resources. Ultimately, refining our approach to discussing sexuality with the young in medical contexts is imperative, especially considering the current conversational shortcomings. References Lung, S. L. M., Wincentak, J., Gan, C.,Kingsnorth, S., Provvidenza, C., & McPherson, A. C. (2021). Are healthcare providers and young people talking about sexuality? A scoping review to characterize conversations and identify barriers. Child: Care, Health and Development, 47(6),744–757. https://doi.org/10.1111/cch.12892 #### Barriers to Health and Social Services for Street-Involved Youth in Canadian Settings Why is this research important? Risky behaviours, like sharing syringes or unprotected sex, increase a person’s risk of developing HIV or hepatitis C. A common belief is that these behaviours are personal decisions. Understanding how health and social services are responsible for these health outcomes is important. Accessible services for street-involved youth can create more opportunities for these youth to make healthier choices. These services are especially useful for youth who use drugs. Currently, the demand for these types of services are not being met. The authors look at the reasons why street-involved youth have difficulty accessing these services. Difficulties accessing the services are defined by the following: • The service doesn’t exist or is unavailable, and • The service is not accessible due to opening hours, waiting times or an unwelcoming atmosphere. Research Findings 1    EACH BIRTHDAY MEANS MORE DIFFICULTIES ACCESSING SERVICES — Youth services are usually unavailable for young adults ages 21 – 24. This means the young adults are introduced to services for adults of all ages. But addiction counselling services for adults focus on older generations that have been using drugs for much longer. A variety of services for different age groups among adults can benefit the youth transitioning between services. 2    HAVING A HOME MEANS LESS DIFFICULTY ACCESSING SERVICES — Homeless youth are less likely to access health and social services. But providing safe and secure housing for all street-involved youth can improve personal health outcomes. This can be done by using a ‘housing first’ strategy where age-appropriate housing is provided, regardless of drug or alcohol use. Other research found this can decrease substance abuse, improve mental health and quality of life, and strengthen community actions. 3    MORE RESEARCH IS NEEDED FOR ABORIGINAL STREET-INVOLVED YOUTH — The authors found Aboriginal street-involved youth report less difficulty accessing health and social services. This suggests the services for Aboriginal youth are effective and more easily accessible. But the accuracy of the statement is debatable. Aboriginal youth tend to believe current services are not needed. So the barriers to accessing the services are not relevant. Complex social and cultural issues indicate the need for further research. Practical Implications Providing health and social services for street-involved youth can improve their health outcomes. A priority of public policy should aim to limit problems to accessing these services. Introducing age-appropriate housing and services that are for street-involved youth can improve their chances to make healthier decisions. Reference Barker B, Kerr T, Ngyuyen P, & Wood E, DeBeck K. (2015). Barriers to health and social services for street-involved youth in a Canadian setting. Journal of Public Health Policy, 36(3), 350 – 363. #### Dating and romantic relationships of adolescents with disabilities Why is this research important? This research explored understandings and experiences of romantic relationships in adolescents with intellectual and developmental disabilities (IDD). Such youth are at high risk for sexual exploitation, making understanding of these individual’s knowledge, understanding, and experience of relationships and what is appropriate within them especially important.  Adolescents and their parents were surveyed relative to a number of factors, including knowledge of romantic relationships, sexual behaviours, and initiating relationships. 31 adolescents with IDD aged 16-19 were surveyed, 12 of whom were also diagnosed with autism. Through gaining a better understanding of the existing knowledge held by adolescents with intellectual and developmental disabilities, better educational programs may be created to help support youth as in developing safe and healthy relationships. Research Findings 1  UNDERSTANDINGS OF DATING AND ROMANCE — The research found a lot of variation in the understanding of dating and romance held by adolescents with IDD. Unlike typically developing youth, who see romantic relationships as based on passion, the surveyed youth reported seeing romantic relationships as based on companionship and commitment. Similar to typically developing peers, the adolescents surveyed reported participating in dating members of the opposite sex, though such behaviour was found to occur at a later age. The surveyed youth, aged 16-19, presented with behaviours similar to those seen in typically developing adolescents aged 9-14 years. Formal sex education experiences were not found to increase adolescents’ understandings of romantic awareness. Instead, learning from peers and the media were seen as key forms of learning about relationships for youth with IDD. 2  THE INFLUENCE OF PARENTS — Adolescents with IDD tend to be sheltered by their parents and, partly because of this, have fewer social opportunities. Despite this, the level of independence among youth was not found to be associated with level of romantic awareness. Surveyed adolescents noted a significant level of disagreement with their parents when it came to dating which may be especially important when it comes to things such as expectations around dating. It was also found that parents are the means by which most adolescents with IDD learn about romantic relationships. When parents discussed romantic relationships with their child with IDD, this did not necessarily lead to a change in dating behaviours. Rather, youth were seen to hold serious ideas about romantic relationships based on ideas of companionship and commitment. 3 FOR THOSE WITH AUTISM — The research found that youth with IDD demonstrated both better social competence and understandings of romantic relationships than did their peers with autism. As social competence is crucial in developing healthy relationships, this draws attention to the unique struggle youth with autism may face in pursuing romantic relationships. Practical Implications This research emphasises the importance of romantic relationships to youth with IDD and the need to provide appropriate learning opportunities to these individuals. This highlights the need for dialogue and education among youth with IDD as well as their parents, educators, and clinicians. Adolescents with IDD learn from peers and the media, so ensuring that appropriate resources and models are provided is of key importance. Equally, parents are a significant source of learning about romantic relationships, so ensuring that they are well prepared for such teaching remains significant. References Heifetz, M., Lake, J., Weiss, J., Isaacs, B., Connolly, J. (2020). Dating and romantic relationships of adolescents with intellectual and developmental disabilities. Journal of Adolescence, 79(1), 39-48. doi:10.1016/j.adolescence.2019.12.011 #### Formal Sex Education and Contraceptive Use for Adolescent Women Living with a Disability Why is this research important? This study explored the impact formal sex education had on contraceptive use during first sexual intercourse for women with disabilities.  Data was used from the 2011-2017 National Survey of Family Growth. 2861 women participated. They were between the ages of 18-24 and experienced first voluntary sexual intercourse with a male partner. This data was used to estimate the indirect effect of formal education and contraceptive use at first intercourse. Sexuality education provided by schools or in the community is considered a vital strategy to promote sexual and reproductive health. This includes using contraceptives. There are gaps in sexual education that exist for women living with disability, specifically intellectual disabilities (ID) thus creating barriers to contraceptive use. Research Findings The findings revealed: Lack of formal sex education for women with disabilities Women with ID received instruction on fewer sexual health topics (e.g., saying no to sex; birth control methods; access to birth control; using a condom; sexually transmitted infections; HIV prevention) overall in comparison to women without disabilities. It is clear that there are barriers to accessing formal sex education for women with ID. Differences in contraception use at first intercourse Adolescent women with ID are less likely to use contraceptives at first intercourse in comparison to adolescent women without ID. Earlier first intercourse It was found that adolescent women with an ID often experience first sexual intercourse earlier than their peers without ID. Intercourse was less likely to be with a steady romantic partner. Practical Implications Through this study it is clear that sexual health education programs must be assessed to determine if they are comprehensive and inclusive of all students including those with ID. Receiving formal sex education at an earlier age is important for individuals living with a disability because many will experience first sex at an earlier age than their peers. Additionally, given the relationship between the receipt of formal sex education and increased contraceptive use at first intercourse, ongoing efforts to increase access to formal sex education for adolescent women living with disabilities is crucial. It is evident that adult women living with a disability are more likely to experience involuntary first sexual intercourse, and it is often earlier. Therefore, it is important to strengthen opportunities and means of delivering formal sex education, including education in health care, community and school settings to teach about contraceptive use. References Namkung, E. H., Valentine, A., Warner, L., & Mitra, M. (2021). Contraceptive use at first sexual intercourse among adolescent and young adult women with disabilities: The role of formal sex education. Contraception, 103(3), 178-184. doi:10:1016/j.contraception.2020.12.007 #### Seeking Safer Sexual Spaces: Queer and trans young people labelled with intellectual disabilities and the paradoxical risks of restriction Why is this research important? Understanding sexual experiences, knowledge and needs of lesbian, gay, bisexual and transgender (LGBT) youth labelled with intellectual disability is a new area of research. The authors of the article found a need to understand how social and environmental factors influence the sexual health and well-being of these youth. The term “labelled with intellectual disability” is used because people are given the label by another person and may not see themselves as intellectual disabled. Two common myths that are challenged in this research about people labelled with intellectual disability are that: They don’t have sexual needs and desires. They don’t identify as LGBT. Research Findings 1    RULES AND RESTRICTIONS LIMIT THE OPPORTUNITY TO EXPLORE SEXUAL DESIRES — Like everyone else, LGBT youth labelled with intellectual disability crave sexual and romantic relationships. However, their living arrangements typically have rules and routines to follow. These rules are set by parents and service providers assisting in the youths’ residence. So, the youth have limited personal space and time to explore their sexual desires alone or with a partner. 2    RULES AND RESTRICTIONS CAN LEAD TO FEWER OPPORTUNITIES FOR SAFE SEX — LGBT youth labelled with intellectual disability felt most comfortable and safest having sex in their or their partner’s place of residence. However, the rules typically do not allow for this. Instead, the youth were having sex in bathhouses, streets, parks, and a variety of public spaces. Enforcing restrictions can contribute to risky sexual behaviours. Leading to less physical safety during sex, limited opportunity to make healthy decisions, less privacy, and less opportunity for safe sex behaviours. 3    RULES AND RESTRICTIONS WON’T STOP SEX AND SEXUAL DESIRES — Despite the restrictions on their sexual desires, the LGBT youth labelled with intellectual disability stated they will continue to have sex and explore their sexual identities. The restrictions that are meant to protect and guide the youth seem to be having the opposite effect. Practical Implications Supporting LGBT youth labelled with intellectual disability to take control over their lives is a key message. Focusing on sex-positive messages and being respectful of the youth and their relationship choices could lead to safer sex behaviors in safer environments. Improving training and resource material for support workers, social workers, and residential group home staff could improve sexual health behaviors and outcomes for LGBT youth labelled with intellectual disability. Reference McClelland, A., Flicker, S., Nepveux, D., Nixon, S., Vo, T., Wilson, C., Marshall, Z., Travers, R., & Proudfoot., D. (2012). Seeking safer sexual spaces: Queer and trans young people labeled with intellectual disabilities and the paradoxical risks of restriction. Journal of Homosexuality, 59 (6), 808-819. #### Sex Education for Youth With Intellectual Disabilities Why is this research important? The purpose of the qualitative pilot study was to develop an understanding of the experiences of sexuality education from the perspective of adolescents with intellectual disabilities (ID). The intent of the research is to inform future sexuality education activities and assist educational staff working in special education schools. Interviews were conducted with adolescents with ID attending senior high “special education” schools in Sweden. The sample included 16 students, nine females and seven males between 16 – 21 years of age with varying degrees of ID. Three outcomes were assessed including: the students’ experiences with sex education; how relationships and sex education should be taught or communicated and who should provide the information; and various factors determined by the students with ID that influence the adequacy of sex education. Research Findings 1  STUDENTS ' EXPERIENCES WITH SEXUALITY EDUCATION   The research found several students had a limited understanding of sex and relationships, and were unaware if they received sex education at school. Despite the differing abilities and different schooling locations, the students were consistent in describing their experiences with the sex education they received. Shared aims were identified in the youths’ desire to achieve a greater understanding of sexual topics such as contraception, reproduction, pregnancy, STIs, relationships, loneliness, bullying, and love and friendships to increase their self-esteem. Many students wanted to know how to establish an intimate relationship, how to find a girlfriend or boyfriend, and how to flirt. 2   HOW SEXUALITY EDUCATION SHOULD BE TAUGHT OR COMMUNICATED Establishing positive perceptions of sexual health matters and using appropriate delivery methods was found to be highly important by the students. The importance of information being repeated throughout development was highlighted. However, introducing some topics of sexuality and sexual health too early also needs to be considered. Some effective and enjoyable methods of learning sexual health and sexuality were stated by the participants to include listening to the teacher or another student read related material aloud in class and/or theatrical performances. In addition, some preferred separate gender learning sessions, while other preferred mixed, and some enjoyed both. Around half of the students wanted to receive sexuality education from someone familiar to them within the school, while the other half wanted instruction from someone unknown to them, from outside the setting. Researchers identified effective planning and goal-orientated learning that was constantly evolving, as strengths of sex education in the special schools, compared to other non-special schools. 3   FACTORS INFLUENCING THE ADEQUACY OF SEXUALITY EDUCATION  The curriculum, learning materials, social activities, and teacher attitudes or values can be more inclusive towards lesbian, gay, bisexual, transgender and intersex students with ID. Practice Implications Youth with ID want to learn about sexuality and relationships. Service providers working with these youth are well positioned to teach them. Youth want factual information on a variety of topics. They want the information delivered creatively and repeated often. Reference Lofgren-Martenson, L. (2011). “I Want to Do it Right!’’ A Pilot Study of Swedish Sex Education and Young People with Intellectual Disabilities. Sexuality and Disability, 30(2), 209 – 25. #### Social media and Youth with Intellectual Disabilities Why is this research important? This research took a closer look at existing findings regarding young people with intellectual disabilities (ID) and social media. There is limited existing knowledge concerning people with ID and the internet, especially considering youth and social media. Young people with ID may experience unique risks in using the internet, for example bullying or threats, so it is important to understand how best to support these individuals. It seems that most young people with ID use social media in their day-to-day lives, making this specific area one of important consideration. These researchers identified and reviewed 12 recent articles and examined them for common themes that are important to consider regarding youth with ID and social media. The selected articles were published between 2001 and 2017 and considered individuals aged 11 through 31.  Research Findings 1 OPPORTUNITIES   — The internet was found to provide unique opportunities for socialising. Young people with ID use social media to meet people similar to themselves, to expand their social circles, and to keep in touch with friends. Such opportunities may allow these individuals to present without mentioning their ID and participate more fully than they may be able to in other parts of their life. 2   RISK & VULNERABILITY — The research found a number of risks for youth with ID using social media, including financial and sexual exploitation as well as cyberbullying. There are relationships between cyberbullying and self-esteem, depressive feelings, and the frequency with which one uses a computer. 3  SEXUALITY — When it comes to sexuality, youth with ID present with concern about not finding partners on the internet. Parents and professionals, however, were found to be more concerned with risks. Parents of youth with ID tended to be concerned about loneliness and social isolation, while professionals working with you with ID tended to be concerned about things like pornography and the risk of meeting strangers. 4  IDENTITY — Youth with ID can explore themselves online, especially because this environment does not constrain these individuals to their disabilities. There is an ability to remain anonymous online, to present as a new person, or to try out multiple identities. Social media offers a unique environment for individuals with ID to develop their identities. 5   BARRIERS   — Barriers exist for youth with ID accessing social media. For example, these individuals may struggle to read and understand information, which may impact their participation online. The way society tends to treat youth with ID regarding sexuality may also present a barrier, as positive attitudes toward sex in this population are rare. The authors of this study highlight the role of parental support to help in addressing such barriers and supporting youth with ID to use the internet and social media. 6   SUPPORT   — The support of parents and professionals may be of particular importance for youth with ID as they navigate social media. This may include discussion of topics such as sexuality and to approach this area with a mind-set of positive risk-taking, where opportunity for potential failure exists within a supportive and safer environment. Programs addressing cyberbullying may be helpful, as might training in self-determination. These researchers also identify that feeling supported by professionals and parents can help to reduce the negative impacts of cybervictimization, emphasising the importance of a supportive environment for youth with ID. Practical Implications Positive risk-taking may be an effective strategy in supporting youth with ID to use social media. Shared decision making and risk management may be part of such an approach. Shared decision making refers to youth with ID working together with parents or professionals to identify positive and negative aspects of social media use. Risk management refers to steps that may be taken to reduce risk and keep youth with ID safer. As part of such approaches, it is important that parents and professionals do not hold overprotective attitudes toward youth with ID. Increasing dialogue and discussion around social media use, identifying potential risks and benefits, and finding ways to handle risks are all important aspects of supporting youth with ID to more safely navigate social media use. References Borgström, Å., Daneback, K., & Molin, M. (2019). Young people with intellectual disabilities and social media: A literature review and thematic analysis. Scandinavian Journal of Disability Research, 21(1), 129-140. doi:10.16993/sjdr.549 #### The Importance of intimate relationships for people with disabilities Why is this research important? This research explored the intimate relationships of people with disabilities, for example intimate friendships and romantic relationships. Intimate relationships: increase ones’ quality of life, help to reduce stress,  increase self-worth and emotional well-being, and  are associated with positive mental health. Knowing what helps such relationships to form is especially important. Those with disabilities may face unique barriers in creating and maintaining intimate relationships. This study aimed to learn more about factors and supports that were associated with intimate relationships. This research surveyed over 1400 adults with disabilities, a majority of whom had intellectual or developmental disabilities and had 24-hour support. Interviewers asked participants a number of questions relating to their intimate relationships, such as “who is there for you when you need to talk?” and “who are you closest to?” while taking into account factors such as where participants lived, marital status, and how much support they received. Research Findings 1  FACTORS ASSOCIATED WITH INTIMATE RELATIONSHIPS   — The research found that certain factors were associated with people with disabilities having intimate relationships. These included aspects such as living arrangement and marital status. Living alone, being married or in a civil union, and not being in a relationship by personal choice were all associated with having higher odds of having intimate relationships. 2 FACTORS NOT ASSOCIATED WITH INTIMATE RELATIONSHIPS — The research found that certain factors made it less likely for people with disabilities to have intimate relationships. Having behaviour support, living with host families or in a group home, being single or never married, or not being in a relationship but wanting to all decreased the odds of having intimate relationships. It was also found that as the number of housemates increases, the less likely it was for people with disabilities to have intimate relationships. 3  INFLUENCE OF ORGANIZATIONS ON INTIMATE RELATIONSHIPS — Organizations play a key role in increasing the odds of adults with disabilities having intimate relationships. When organizations know one’s preferences, support one in their relationships, help one to make choices and address barriers, and ensure appropriate, individual supports are in place, people with disabilities are more likely to have intimate relationships. Practical Implications There is great value in intimate relationships and those with disabilities may face a lack of opportunity to form intimate bonds. Segregated settings can limit community inclusion. Ensuring those with disabilities are given opportunities to form intimate relationships is of paramount importance. It is crucial that those that work with people with disabilities, as well as disability service organisations, assist those with disabilities in exploring and making choices about their intimate relationships, while supporting relationships, addressing barriers, and providing individualized support. References Friedman, C. (2019). Intimate relationships of people with disabilities. Inclusion, 7(1), 41-56. doi:10.1352/2326-6988-7.1.41 #### Using Perspectives of People with Intellectual Disabilities to Create Targeted, and Meaningful Sex Education Programs Why is this research important? Current sexual health education programs have failed to involve people with intellectual disabilities (ID) in the creation of these programs. Not including perspectives of individuals with IDs lowers the likelihood that the sexual education program will be effective at reaching them. This study aimed to assess the perspectives of youth living with ID by interviewing 20 individuals on specific sexuality topics such as sex education, relationships, sex, social media, parenthood, and support. Ten males and ten females participated. Their average age was 28.9 years. Participants were recruited through organizations that provide services to people that are diagnosed with having an ID. These semi-structured interviews identified gaps that exist in sex education programs for these youth. This article explores the importance of a “needs based assessment” through including perspectives of youth with ID in order to adequately fill the gaps that exist in today’s sex education programs. Research Findings Analysis of interviews revealed the following themes: 1. Low frequency of sexual education programs All participants recalled receiving sex education once or twice in their lives. Most suggested that partaking in sex education was interesting, fun and nice. Many expressed that they would not be able to relay what they had been taught in previous sex education programs. 2. Knowledge regarding sexual education was limited to safer sex, contraception and sexually transmitted infections (STI) When asked about safer sex, participants indicated that it meant having sex with a condom. The understanding of safer sex related to preventing pregnancy and disease. Some participants mentioned the birth control pill, but few mentioned female condoms, intra-uterine devices, and contraceptive injections. Participants were aware of STIs such as HIV and AIDS, but less frequently identified STIs such as Chlamydia, Herpes, Gonorrhea and Genital Warts. Through the interviews, it was obvious that there were gaps in understanding of broader sexual health topics like relationships, social media, parenting, and support. 3. Participant knowledge of safer sex does not always translate to safer sex behavior Although participants were able to identify that safer sex involved sex with a condom, the understanding of “safer sex” was superficial. Incorrect or incomplete knowledge about contraceptives was present. Many participants were unsure whether the pill also provided STI protection and if a condom protects against STIs. Participants were also unsure whether a condom was necessary if a girl was on birth control or on her period. Some participants believed that you could only get an STI from a girl who slept with many boys. There was a gap in understanding of where people can get tested for STI and when a person should get tested. 4. Importance of relationships Through the interview responses, it was clear that all participants expressed the importance of relationships. Many participants were already involved in relationships. Participants met their partners through the organization at which they live, at a discotheque, through a friend or family member, or online. Participants expressed interest in doing fun things with their partners, and in their partner’s personal traits rather than physical appearance or attraction. Many participants suggested that having a relationship was important to them mainly because they did not want to be alone. They wanted someone to share a life with and to be there for one another for support. Although some participants reported having had sex with partners, it was not always the most important part of having a relationship. Participants focused on the importance of love and respect in a relationship. 5. Gaps in knowledge of parenthood, social media, and where to get support The majority of participants expressed the desire to have children. A few believed that they would be good parents. Some participants expressed concern regarding their ability to take care of a child. The majority of participants used social media networks to connect and socialize with friends. Some used social network sites in attempts to find a partner. Some participants received negative messages or no response to messages. All participants received some form of professional support. Some participants felt comfortable discussing questions about sexual health with their support provider, while others felt less comfortable. Some participants felt that they were not given enough privacy to have alone time with a partner in the presence of their support provider. Practical Implications There is a clear need for high quality sex education that is developed with target groups in mind, especially when it comes to sex education programs for people with ID. This study and other literature suggests that completing a needs-based assessment by incorporating theory and evidence based frameworks, like “Intervention Mapping,” can help to address gaps in sexual health education topics like parenthood, social media, support, safer sex, and relationships. When programs are developed based on learner needs, and are frequently taught, it can lead to a more thorough understanding of sexual health and allow individuals with an ID to experience sexuality in a positive way. References Schaafsma, D., Kok, G., Stoffelen, J. M. T, & Curs, L. M. G. (2017). People with intellectual disabilities talk about sexuality: implications for the development of sex education. Sexuality and disability, 35(1), 21-38. DOI 10.1007/s11195-016-9466-4 #### Why Working with Pediatric Health Care Providers can Support Healthy Sexuality for Youth with Disabilities Why is this research important? Youth and families living with disabilities often have inadequate education and guidance regarding sexual health development. In our current world, youth with and without disabilities are getting more sexual health information from media than through formal education or health care providers. This report aims to prove the important role that pediatric health care providers play in supporting healthy sexual development for youth with disabilities. It is important for all individuals to achieve healthy sexuality regardless of physical, cognitive or socio-emotional limitations. In this article, healthy sexuality is a state of physical, emotional, mental, and social wellbeing in relation to sexuality. 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.  Pediatric health care providers can be used as a tool to eliminate barriers to sexual health for youth living with disabilities. Research Findings Families or caregivers of a child living with disabilities may be reluctant to acknowledge their child's potential as a sexual individual and may shelter them from the routine pre-sexual social experiences or underestimate their interest in sex. Education should be designed based on specific needs, be developmentally appropriate, and be culturally responsive. The article suggests that pediatric health care providers provide support and resources for both youth and caregivers through: Teaching about Puberty and Development The timing and onset of puberty for a child with a disability may be different from that of a typically developing child. Pediatric health care providers can ensure children receive formal education or consultation about pubertal changes before the ages of 8-9 to help children cope with the changes they will experience. Teaching about menstrual manipulation and suppression There are many concerns that primary caregivers and individuals with a disability face when beginning a menstrual cycle. Some include hygiene issues, worsening seizures, worsening behavioral problems, discomfort, coping at school, and caregiver discomfort dealing with menses. Teaching both youth and caregivers about menstruation can help foster independence and teach how to manage menses or seek appropriate help. Part of the education process is about promoting shared decision making and giving the individual living with disability the power to make decisions that are best for them. Sexually transmitted infection (STI) and pregnancy prevention. Research has shown that youth with disabilities are more likely to engage in unsafe sex practices. Confidential counselling from a pediatric health care provider about family planning, barrier protection, and long acting reversible contraceptives can help to lower sexual risks for youth living with disabilities. As well, starting at age 9, pediatric health care providers can promote the HPV vaccine and administer the full course of vaccines. This is especially important for survivors of sexual abuse or violence. Counselling regarding genetic reproductive risk Pediatric health care providers or genetic counsellors can discuss best contraceptive options and reproductive risks based on specific needs and genetic makeup. It has been found that youth living with disability are three times as likely to be sexually abused. Those with intellectual disabilities face even greater risk. This is based on factors like desire to please others, a lower ability to resist attack, and dependence on others. Pediatric providers are encouraged to monitor often in developmentally appropriate ways and to provide resources. Analyzing typical and problem sexual behaviors Typical and developmentally appropriate sexual behaviors can provide teachable moments for health care providers. People with autism spectrum disorder may extend the ages of sexual exploration - therefore a pediatric health care provider can provide appropriate education and counselling and help work with caregivers to assess and create interventions to prevent or redirect problem sexual behavior. Sexuality and health care transition Health care providers must provide for and integrate healthy sexuality for all youth, especially youth with disabilities. This includes confidential conversations, appropriate genital examinations, openness to sexual and gender diversity, being sensitive, and reporting sexual assault and violence. The pediatric health care provider can work with caregivers and youth to have discussions about boundaries and consent rules. Practical Implications This article demonstrates the important role that pediatric health care providers play in promoting healthy sexuality for youth living with disabilities. A pediatric health care provider can be used as a tool to achieve physical, emotional, social, and spiritual sexual well-being. Caregivers and schools must collaborate with pediatric health care providers to ensure that individuals living with disabilities are receiving support and education specific to their needs both developmentally and physically. References Houtrow, A., Elias, E. R., Davis, B. E., Kuo, D. Z., Agrawal, R., Davidson, L. F., ... & Kuznetsov, A. (2021). Promoting healthy sexuality for children and adolescents with disabilities. Pediatrics, 148(1). https://doi.org/10.1542/peds.2021-052043 ### Pages #### About Us About UsHistory of TASCC TASCC was first launched in 2011. It was developed for service providers working with high risk youth, such as those street-involved. TASCC was relaunched in 2016 to contain information for parents and service providers of youth with disabilities. In 2020, TASCC was redesigned with information for youth with disabilities. It also includes accessibility features and a learning management system, with online courses. TASCC was made possible through funding by the Maternal Newborn Child and Youth (MNCY) Strategic Clinical NetworkTM (SCNTM) and PolicyWise for Children & Families. Purpose of TASCC The purpose of TASCC is to provide a venue for youth, parents and service providers to access current resources and information that reflects best practice in sexual health education and promotion. TASCC offers practical tools and strategies for high risk youth and youth with disabilities. TASCC is a platform for online learning, a vehicle for knowledge transfer, and a sexual health resource for parents, service providers, and youth. Why develop TASCC?Sexuality is an important part of the overall wellness of all people. Although all Canadians have a right to sexuality education not all people receive it. For Youth with DisabilitiesYouth with disabilities who do not receive sexuality education that is inclusive to their needs, are vulnerable to abuse, sexual exploitation, sexually transmitted infections (STIs), HIV, social isolation, and lower quality of life.1 In a study of parents and service providers of youth with disabilities, participants stated education opportunities and resources (e.g., interactive activities, games) are needed to support youth in their learning about sexuality.2 Learn MoreSupporting Youth with DisabilitiesYouth with disabilities need support and understanding from their families and caregivers to transition through healthy development.1 However, it may be difficult for families and caregivers to fill this role, when they themselves need support. In a needs assessment of Calgary parents and service providers of children and youth with disabilities, respondents said they need more information about sexuality to better support their children and youth. Learn MoreSupporting High Risk YouthMost “mainstream” youth receive sexuality education in their home and/or school. High risk youth, such as street-involved youth, do not have this opportunity because many drop out of school or have no contact with their parents.3 It is important that those who provide direct services to youth outside of traditional school settings have the ability to address their sexual health concerns, or at the very least, refer them to somebody who can.   In a qualitative study of Calgary service providers working with high risk youth, participants said they need more information, resources and support to better assist the youth they work with.4 Learn MoreDefinitionsThroughout this website, you will see various terms. Here we provide some definitions of those terms: SEX Categories (male, female) to which people are typically assigned at birth based on physical characteristics. SEXUALITYSexuality5 is “a central aspect of being human throughout life, which encompasses sex, gender identity and role, sexual orientation, eroticism, pleasure, intimacy and reproduction. Sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs, attitudes, values, behaviour, practices, roles and relationships. While sexuality can include all these dimensions, not all of them are always experienced or expressed. Sexuality is influenced by the interaction of biological, psychological, social, economic, political, cultural, ethical, legal, historical, religious and spiritual factors.” For more information, see the sexuality wheel.SEXUAL HEALTH Sexual health5 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.” SEXUALITY EDUCATIONSexuality Education6 is “the process of equipping individuals, couples, families and communities with the information, motivation and behavioural skills needed to enhance sexual health and avoid negative sexual health outcomes. Sexual health education is a broadly based, community-supported process that requires the full participation of educational, medical, public health, social welfare and legal institutions in our society. It involves an individual’s personal, family, religious, social and cultural values in understanding and making decisions about sexual behaviour and implementing those decisions. Effective sexual health education maintains an open and nondiscriminatory dialogue that respects individual beliefs. It is sensitive to the diverse needs of individuals irrespective of their age, race, ethnicity, gender identity, sexual orientation, socioeconomic background, physical/cognitive abilities and religious background.”The Sexuality WheelThe Sexuality Wheel shows how broad the concept of sexuality really is. Each spoke of the wheel represents one part of who we are, all connected and influenced by each other. The spokes on the left show who we are by nature. The ones on the right show who we are taught to be. When all of the wheel’s spokes are in good shape, the wheel moves freely and smoothly; when all parts of our self are healthy, our sexuality is healthy. Values A set of ideas that people see as most important, a set of assumptions of how things are. Healthy sexuality is about consistency/congruence between values and actions. Relationships The way people are connected and how they act to each other. The ability to have healthy relationships in general can translate into the ability to have healthy sexual relationships. Experiences What people have done, gone through, or been exposed to may be understood differently by different people. Personal experience forms the basis for values. Personality Qualities that make a person’s character uniquely theirs. Personality is the filter through which other aspects of a person’s sexuality filters through. Gender Identity A person’s internal sense of identity as female, male, both or something else, regardless of sex assigned at birth. Communication How people connect and share information. Healthy communication is critical to sharing goals and ideas, setting boundaries and limits, and creating understanding. Gender Expression How a person presents their gender. This can include appearance, name pronoun, behaviour, voice or body characteristics. Socialization Learned behavior including culture, norms and behaviours that are acceptable to society. Sexual Orientation A person’s emotional and/or sexual attraction to others. It can be fluid and may or may not reflect sexual behaviors. Body Image The image a person has of their own body and how they feel about it. A positive body image often leads to healthier personal decisions. Sex Categories (male, female) to which people are typically assigned at birth based on physical characteristics. Self Image What a person thinks of who they are. When a person has confidence and comfort with themselves, their bodies, other people and sex, they are more likely to have healthy sexuality overall. Theoretical ModelsThe three main models used to inform this website are the Information-Motivation-Behavioral Skills Model, the Population Health Promotion Model, and the principles of primary health care. Information-Motivation-Behavioral Skills ModelPopulation Health Promotion ModelPrinciples of Primary Health CareInformation-Motivation-Behavioral Skills ModelThe Information-Motivation-Behavioral Skills (IMB) model is commonly used to guide the development of sexual health programming.7 According to Fisher & Fisher,8 there is evidence that information, motivation, and behavioral skills are linked to performing sexual health behaviors. The IMB model proposes that information regarding sexual health, motivation to take action on this information, and behavioral skills for taking action are essential influencers of the initiation and maintenance of “healthy” behaviors. According to the model,8 an “individual’s information and motivation work primarily through [their] behavior skills to affect behavior.” The IMB model suggests that pertinent, practical, age and developmentally appropriate information that is relevant to the life circumstances of an individual is needed for implementing and maintaining healthy sexual practices.8 The IMB model affirms that motivation to take action on healthy behaviors rests upon three factors: personal, emotional and social motivation. The first factor, personal motivation, is the attitudes and beliefs one holds related to healthy behaviors. The second factor, emotional motivation, is the positive and negative emotions related to healthy behaviors. The third factor, social motivation, is the beliefs regarding social norms or social support for healthy behaviors.8 Although applicable information and motivational aspects are significant components in the adoption of healthy behaviors, possessing appropriate behavior skills is needed to ensure healthy behaviors actually occur. Behavior skills consist of both objective abilities to induce healthy behaviors (e.g., correct condom use) and the self-efficacy for implementing those behaviors.8 For additional information on the IMB model and how to apply it, see The Canadian Guidelines for Sexual Health Education: http://sieccan.org/sexual-health-education/ GOOD TO KNOW A low income 16 year old sexually active female can lower her risk for STIs and pregnancy by using condoms. In terms of information, the youth needs age and developmentally appropriate information regarding what a condom is, how to use a condom correctly and where to access free or low cost condoms. She may also need some basic information regarding anatomy and physiology, STI and pregnancy. Positive personal motivation for condom use may include that she believes that the condoms will prevent STI. Negative personal motivation for condom use may include that she believes condoms will take the spontaneity out of intercourse and they will detract from sexual pleasure. Additionally, she secretly may want to get pregnant so that she has someone to love and someone who will love her back. Positive emotional motivation for condom use may include feeling good about preventing STI. Whereas negative emotional motivation may include feeling embarrassed to access condoms or being afraid to speak with her partner about using condoms. Positive social motivation may include having a support of peers who use condoms; whereas negative social motivation may include having a partner that doesn’t like using them. Behaviour skills may include developing the skills through applying the knowledge of where to access the condoms (e.g., actually going to the store), applying the knowledge of how to use a condom (e.g., practice opening the package and practicing applying one correctly), practicing how to broach the topic with her partner, and practicing condom negotiation.Population Health Promotion Model The overall goal of the Population Health Promotion Model9 is to improve the health of the population through a comprehensive approach. Population health is an approach that addresses the entire range of factors that determine health and, by so doing, affects the health of the entire population. Health promotion is commonly defined as a process for enabling people to take control over and improve their health. Population Health Promotion explains the relationship between population health and health promotion. It shows how a population health approach can be implemented through action on the full range of health determinants by means of health promotion strategies. Action needs to be taken on the full range of health determinants which include: income and social status, social support networks, education, working conditions, physical environments, biology and genetics, personal health practices and coping skills, healthy child development, health services, gender, and culture. 9 A comprehensive set of action strategies needs to be used to bring about the necessary changes. Action needs to be taken at various levels of society in order for change to be effective and accomplished. 9 For more information on the Population Health Promotion Model, see: https://www.canada.ca/en/public-health/services/health-promotion/population-health/population-health-promotion-integrated-model-population-health-health-promotion/developing-population-health-promotion-model.html Principles of Primary Health CarePrimary health care10 is… “essential health care based on practical, scientifically sound and socially acceptable methods and technology made universally accessible to individuals and families in the community through their full participation and at a cost that the community and country can afford to maintain at every stage of their development in the spirit of self-reliance and self-determination”   There are five principles of primary health care:          Health promotion and disease/illness prevention.         The use of appropriate knowledge, skills, resources, and technology.         Individual and community participation.         Accessible health services.         Partnerships with various disciplines and sectors.   These principles are at the heart of public health practice and paramount to promoting the sexual health of high risk groups. ACKNOWLEDGEMENTSWe thank PolicyWise for Children and Families for funding this website as part of two research projects. We also thank the Maternal Newborn Child and Youth (MNCY) Strategic Clinical NetworkTM (SCNTM) for funding this website as part of a quality improvement project.  We also thank: The service providers and parents who shared their perspectives regarding the information they need in order to better support their youth. The service providers from the PREP Program, Janus Academy and New Heights School who supported this project. The sexual and reproductive health promotion specialists, nurses and community educators with Alberta Health Services Sexual & Reproductive Health (Calgary Zone) for their commitment and hard work in preparing the content for this web site. The parents/guardians, educators, public health nurses, and other service providers who focus tested the website and provided their feedback. The Faculty of Nursing at the University of Calgary for guidance and support of this project. We would particularly like to acknowledge the support of Dr. Sandra Reilly. Creative Elements Consulting Inc. for their creativity. Their contribution on the website design and accessibility features made our website vision become a reality. DISCLAIMER The TASCC.ca web site is for educational use about topics related to the sexual health of high risk youth and youth with disabilities. The site presents a broad range of information in order to facilitate the ability of users to make knowledgeable choices.  By using TASCC.ca, you acknowledge that you understand and agree that the information contained in or provided through this website is intended for general understanding and education only. This website is not intended to be and is not a substitute for professional medical advice.   DISCLAIMER FOR RESPONSIBILITY REGARDING LINKS TO OTHER SITES Users are able to link from TASCC to many other sites that present information on sexual health. Although these links have been carefully selected, TASCC does not necessarily endorse the content of these sites, nor does it assume any liability for any information on those sites. The content of linked sites may change periodically and without notice. REPRODUCTION OF INFORMATION As a user of this website, you have permission to use (display or print) the information for your own professional, non-commercial use, provided the information is not modified. If you reproduce any material, please request permission from TASCC. REFERENCES 1Public Health Agency of Canada (PHAC). (2013). Questions & Answers: Sexual health education for youth with physical disabilities. Retrieved from http://librarypdf.catie.ca/pdf/ATI-20000s/26289_B_ENG.pdf  2Lokanc-Diluzio, W., Cobb, H., & Reilly, S.M. (In Progress). Training parents and service providers to promote healthy sexuality and relationships among youth with diverse abilities. 3Lokanc-Diluzio, W., & Reilly, S.M. (in press). Enhancing the personal skills of service providers to promote the sexual health of street-involved youth. In A. R. Vollman, E.T. Anderson, & J. McFarlane (Eds.) Canadian community as partner: Theory & multidisciplinary practice (5th ed.). New York: Wolters Kluwer Health. 4Lokanc-Diluzio, W. (2014). A mixed methods study of service provider capacity development to protect and promote the sexual and reproductive health of street-involved youth: An evaluation of two training approaches. (Doctoral dissertation). Available from http://hdl.handle.net/11023/1507 5World Health Organization (WHO). (2020). Sexual and reproductive health. Retrieved from http://www.who.int/reproductivehealth/topics/sexual_health/sh_definitions/en/ 6Public Health Agency of Canada (PHAC). (2008). Canadian guidelines for sexual health education. Retrieved from http://www.phac-aspc.gc.ca/publicat/cgshe-ldnemss/index-eng.php 7SIECCAN. (2019). Canadian Guidelines for Sexual Health Education. Toronto, ON: Sex Information & Education Council of Canada (SIECCAN). 8Fisher, W.A., & Fisher, J.D. (1998). Understanding and promoting sexual and reproductive health behavior: Theory and method. Annual Review of Sex Research, 9, 39-76. 9Hamilton, N., & Bhatti, T. (1996). Population health promotion: An integrated model of population health and health promotion. Retrieved from https://www.canada.ca/en/public-health/services/health-promotion/population-health/population-health-promotion-integrated-model-population-health-health-promotion.html 10World Health Organization (WHO). (1978). Declaration of Alma-Ata. Retrieved from http://www.euro.who.int/__data/assets/pdf_file/0009/113877/E93944.pdf #### Accessibility Statement TASCC Accessibility Statement Updated: May 2020. General TASCC strives to ensure that its services are accessible to people with disabilities. TASCC has invested a significant amount of resources to help ensure that its website is made easier to use and more accessible for people with disabilities, with the strong belief that every person has the right to live with dignity, equality, comfort and independence. Accessibility on TASCC TASCC makes available the UserWay Website Accessibility Widget that is powered by a dedicated accessibility server. The software allows TASCC to improve its compliance with the Web Content Accessibility Guidelines (WCAG 2.1). Enabling the Accessibility Menu The TASCC accessibility menu can be enabled by clicking the accessibility menu icon as shown here that appears on the corner of the page. After triggering the accessibility menu, please wait a moment for the accessibility menu to load in its entirety. This is what the icon looks like: Disclaimer TASCC continues its efforts to constantly improve the accessibility of its site and services in the belief that it is our collective moral obligation to allow seamless, accessible and unhindered use also for those of us with disabilities. Despite our efforts to make all pages and content on TASCC fully accessible, some content may not have yet been fully adapted to the strictest accessibility standards. This may be a result of not having found or identified the most appropriate technological solution. Here For You If you are experiencing difficulty with any content on TASCC or require assistance with any part of our site, please contact us and we will be happy to assist. Contact Us If you wish to report an accessibility issue, have any questions or need assistance, please contact either: Heather Cobb BSc., PGCE Alberta Health Services, Sexual & Reproductive Health Email: Heather.Cobb@ahs.ca Phone: 403-955-6519 Or Wendi Lokanc-Diluzio, RN, MN, PhD Alberta Health Services, Sexual & Reproductive Health Email: wendi.lokanc@ahs.ca Phone: 403.955.6373 #### Ages & Stages Ages and Stages All parents, including parenting youth, have questions about healthy child development and want to guide their children to become responsible, happy adults. This involves parents having discussions with their children about sexuality at an early age and as they grow. Parenting youth often need support to do this. Service providers are well positioned to provide this support.   Sexuality is not just sexual intercourse or activity. Sexuality includes: Gender roles, identities and sexual orientation. Body image. Relationships with others. How we grow and change over the years. Our bodies and how we reproduce. Personality, communication, expression, and values. Sexuality is not static; it changes as an individual grows and moves through different life stages. Children develop their sense of gender identity as they observe others around them and begin to learn about relationships and boundaries. As they grow and enter puberty their sexual development plays an important role as they move into adulthood. Adults all express and experience their sexuality differently through their relationships. Parenthood brings changes and challenges of helping children become healthy and happy with their sexuality. JADE’S STORY… I don’t know whether to be mad at my daughter or mad at the daycare. It’s hard to hear that your four year old has asked to look at her friend’s penis, but isn’t that normal curiosity? The day care said that the behaviour was inappropriate and gave her a really hard time. I’m sure they think I’m not a good parent, being a teen mom, but I try really hard. Makes me wonder how I can talk with her about sex and if not having her dad or another man around in her life is an even bigger problem. Sexual Development in ChildrenMost children go through the stages of sexual development in a similar pattern, but may be at different rates. Parents can talk to a health care provider like a doctor or public health nurse about a child or youth’s physical development or sexual behaviour .Ages birth to 2 years  Children learn about love and trust through touching and holding. Become responsive to physical touch and pick up nonverbal/verbal messages that begin to shape the child’s understanding of their own sexuality. Children explore their own body parts. Children have growing awareness of bodily functions e.g., toileting and the messages from parents and others about these functions. As speech and communication is learned, children can develop language to use correct names for body parts including their genitals.  Children can experience genital pleasure. Ages 3 to 4 years  Gender identity develops (e.g., children begin to identify a sense of being male, female, both or neither). Body exploration with peers is common (e.g., playing doctor). Children may touch their own genitals for pleasure. Tip  Typical sexual development for young children can include curiosity about the body with peers. To help young children develop healthy boundaries it’s important to talk with them about safety and privacy (e.g., your body is private and so is everyone else’s). Ages 5 to 7 years  Children are establishing a foundation of their gender identity shown by how they look, the name they use and the roles they explore through play. Body exploration is common. Children are aware of sex differences and reproduction e.g., if a family member is pregnant, they may want to know where babies come from. The media, as well as family members, influence their understanding of sex and gender. Ages 8 to 12 years  Children begin to notice the physical changes of puberty (e.g., pubic hair, breast development, menstruation). Peer group has an increased influence on child’s self-image including their understanding of sexuality. Main attachments are still often to members of their own gender. May masturbate. May begin to menstruate (have periods). May start to have nocturnal emissions (wet dreams). Children begin to separate from parents wanting more independence. Good to know  Some children masturbate (touch their genitals for pleasure); some do not. Both can be normal. They may do it because it feels good or for stress relief. Parents and professionals can provide messaging about masturbation that includes positive messaging about getting to know one's body, safety and healthy boundaries. E.g. "It's ok to touch your genitals. It can feel nice and can help you get to know your body. It's important to do it in private only." Then, be sure to help identify a safe, private place. Tip  For advice on how to manage sexuality in the media, see the pamphlet Sexuality and the Media: A Guide for Parents and Caregivers. Ages 13 and older Production of sex hormones lead to continued physical and emotional changes. Greater interest in sexuality, experiencing sexual thoughts and feelings. Teens experience sexual fantasies as a way of preparing for and understanding their sexual roles. May masturbate. May have sexual attraction or experience with someone of any sex or gender as sexual orientation is explored. What Children and Youth Need to KnowFor children and youth to develop healthy relationships and boundaries, they need to know the following: Correct names of body parts (penis, testicles, anus, scrotum, vulva, labia, vagina, clitoris, uterus, ovaries). This is a critical step to respecting the body, normalizing sexual health and building self-care skills. Where babies come from (e.g., a sperm cell joins with an ovum/egg through sexual intercourse). A baby grows in the uterus and is born through the vagina (or C-section if needed). Practical knowledge (e.g., “Where are your private parts?”). This knowledge is needed as soon as possible because this can potentially protect children from sexual abuse. Personal boundaries (e.g., “My body is mine and my body is private. I do not ask to look at others’ private parts and I do not show mine to others”). Not to pick up condoms. Family and cultural beliefs and values about sexuality (e.g., what age to start dating, and the rationale for this). Basics about menstrual periods, erections and wet dreams (nocturnal emissions) as normal and healthy processes. Continued support building and maintaining personal boundaries, such as when to share information. Introduction of how their bodies develop and change during puberty. How peers, media and culture impact self-image and sexuality. Safety rules about using the internet, such as social media sites. Information about birth control and sexually transmitted infections (STIs) and how to access sexual health services. How to recognize dating relationship problems and end unhealthy relationships safely. Good to know  Research shows that children and teens value what adults have to say about sexuality. Parents sometimes feel uncomfortable talking about sexuality with their children because of myths that suggest the more children know about sexuality the more they will experiment.  Research has shown that when parents talk openly with their children and teens about sexuality, it leads to less risky behaviour, less conformity to what they think others are doing, and helps them to view their parents as good sources of information.1,2,3 Practical Strategies for Talking about SexualityTip To stay connected with children and teens and to be an approachable, "askable" adult, consider using humour. This helps normalize talking about sexuality, helps children feel that their adult is really interested and can help maintain strong relationships. Speak to children and teens regularly - about sexuality and other topics. Don't feel discouraged if children and youth say they don't want to learn about sexuality. Keep trying. Provide correct information. Sharing false or made up information to 'protect' children is not helpful, reduces trust and means more explaining later! Be practical, concrete and honest. Tell children what they want to know, using words they can understand. Along with facts, talk about feelings and relationships.  Use teachable moments (e.g., TV shows, music or social media as a way to start talking). Look for answers to questions at the library or on the internet - with the child or youth. Help children learn from both good and bad experiences. REFERENCES 1Frappier, J.Y., Kaufman, M., Baltzer, F., Elliott, A., Lane, M., Pinzon, J., & McDuff, P. (2008). Sex and sexual health: A survey of Canadian youth and mothers. Pediatrics & Child Health, 13(1), 25-30.  2Saskatchewan Prevention Institute. (2017). Parents as sexual health educators for their children: A literature review. Retrieved from https://skprevention.ca/resource-catalogue/sexual-health/parents-as-sexual-health-educators/  3Breuner, C. C., Mattson, G., & Committee on Psychosocial Aspects of Child and Family Health. (2016). Sexuality education for children and adolescents. Pediatrics, 138(2).  #### All Posts OUR POSTS ‘Cripping’ sexuality education in Canadian schools ‘Cripping’ sexuality education in Canadian schoolsJuly 24th, 2024| Why is this research [...]Read More Are healthcare providers and young people talking about sexuality? Are healthcare providers and young people talking about sexuality?December 18th, 2023| Why is this research [...]Read More Formal Sex Education and Contraceptive Use for Adolescent Women Living with a Disability Formal Sex Education and Contraceptive Use for Adolescent Women Living with a DisabilityApril 22nd, 2022| Why is this research [...]Read More Why Working with Pediatric Health Care Providers can Support Healthy Sexuality for Youth with Disabilities Why Working with Pediatric Health Care Providers can Support Healthy Sexuality for Youth with DisabilitiesMarch 28th, 2022| Why is this research [...]Read More Using Perspectives of People with Intellectual Disabilities to Create Targeted, and Meaningful Sex Education Programs Using Perspectives of People with Intellectual Disabilities to Create Targeted, and Meaningful Sex Education ProgramsFebruary 23rd, 2022| Why is this research [...]Read More Social media and Youth with Intellectual Disabilities Social media and Youth with Intellectual DisabilitiesJune 7th, 2020| Why is this research [...]Read More 12Next #### Ask a Question Ask a Question If you have a question about sexual health, then we can help! Here are some ways to ask your question: Telephone TelephoneIf you live in the Calgary Area, you can contact us by calling:Sexual and Reproductive Health at (403) 955-6515 OR if you live in Alberta, callAlberta Health Link at 811Good to know This is a Canadian based web site. If you live in the USA, you can submit your question to: www.goaskalice.columbia.edu. If you live outside of Canada and the USA, contact your local health authority.  Remember, if you (or your client) have urgent or ongoing health-related concerns it is important to go to a health care provider. #### Birth control Quick linksNatural MethodsHormonal MethodsIntrauterine ContraceptionBarrier MethodsSpermicidal MethodsBirth Control InformationBirth Control Birth control, also called contraception, is what people do to prevent pregnancy. Using a reliable method of birth control can be challenging for youth because they may not have the knowledge, money and transportation to access health care1 Street involved youth may face additional challenges using reliable contraception because: addressing basic needs often takes priority over preventing pregnancy even greater challenges with access some might want to become pregnant because they see it as a way to get off of the streets2 REILLY’S STORY… There's so many birth control choices - I don’t know where to begin. My boyfriend says it’s up to me. I’m happy using condoms, but we don’t always have them when we need them. Besides, he doesn’t like them at all. My friend says the IUD's the most effective, but it costs too much. Maybe I don’t need to worry about birth control 'cuz maybe I can't get pregnant? I haven't gotten pregnant yet... How Pregnancy Happens Risk Factors for Unintended Pregnancy Pregnancy is when an egg that’s been fertilized by a sperm implants into the uterus' lining. This usually happens through vaginal sex It can happen anytime a penis or semen come in direct contact with the vaginal area It can also happen from a medical procedure at a fertility clinic Age of less than 30 years old Frequent intercourse Lifestyle (e.g., street involvement) that make correct and consistent use of birth control difficult Known use of alcohol and/or other substances Previous contraceptive failure For more information on pregnancy, click here. Good to know In one year, 85% of people with a uterus will get pregnant if having unprotected sex.3 Youth do not need parental consent to access birth control, but may need support accessing health services and advocating for free birth control supplies. Choosing and Getting Birth Control Having accurate, comprehensive information about a variety of birth control methods can help youth make birth control choices that are right for them. Youth may need support accessing birth control or advocating for free supplies. How Birth Control Works People have different values about birth control. Understanding how any given birth control works can help youth choose a birth control that is effective and fits within their value system. Birth control works one of these ways: stopping the ovaries from releasing an egg stopping the sperm from fertilizing an egg stopping a fertilized egg from implanting in the uterus Methods that use more than one of these actions are often more effective. Tip  For help choosing a method of birth control, try the birth control selection tool at: sexandu.ca How to Get Birth Control Youth do not need to be a certain age or to get parental consent to get birth control. Different types of birth control methods are accessed in different ways. They can be: bought off the shelf like condoms and some types of emergency contraception available by prescription that you get from a doctor, fill at a pharmacy and then take yourself like the birth control pill, patch or ring available by prescription and then given to you by a health care provider like the IUD, implant or birth control injection Birth control can be available for free.  Alberta youth can get free birth control and safer sex supplies: Alberta Health Services Sexual and Reproductive Health Clinics through other community agencies Youth living outside of Alberta may find free birth control and other sexual health services here:  https://www.actioncanadashr.org/resources/services If they ask, people may also be able to get free, or "compassionate" birth control from their doctor or walk-in clinic. Good to know For non-judgmental, inclusive, youth friendly sexual health services, including no-cost birth control and safer sex supplies, youth can go to an Alberta Health Services Sexual and Reproductive Health Clinic. Talking to Youth about Choosing Birth Control When supporting youth think about choosing birth control, ask youth about: how often they want to think about and use it how complicated it is to use their values about how methods work when and if they want periods what has and hasn't worked for them before their health conditions and medical history what they're interested in using when and if they ever want to get pregnant their STBBI risk Good to know The only birth control methods that offer protection from STI are condoms, which offer good protection, and abstinence, which offers excellent protection. Other birth control methods only offer protection from pregnancy. To learn more about STI, click here. Tip  Help youth access non-judgmental health care and encourage them to be forthcoming with health care providers about lifestyle, substance use, sexual behaviors, living situation and medical history. These all can affect the safety and effectiveness of various types of birth control. Key messages to share with youth about choosing birth control: abstinence is the only 100% effective birth control method the most effective method of birth control is one that can be used correctly and consistently long acting birth control is usually more effective than shorter acting methods that require youth to frequently think about and use them dual protection (using a condom plus another type of birth control) gives better protection from pregnancy AND gives protection from STBBI emergency contraception is a birth control option after unprotected sex Types of Birth ControlBasic information about some of the more common methods of birth control can be found below. Some are methods that are readily available to and effective for youth. Other types listed may be are ones they've heard of or are interested in.  For detailed information on birth control methods, see:  My Health Alberta, and search “birth control.”  Contraceptive Methods Booklet. Natural MethodsNatural methods of birth control use behavior, not medication or devices, to prevent pregnancy. Effectiveness of these methods requires willingness to consistently engage in the behavior and specific understanding of one's body, fertility and the method. Abstinence means not doing something. To prevent pregnancy, abstinence is not doing anything where a penis or semen come in direct contact with the vaginal area (e.g. vaginal or anal sex).  To lower STI risk, people abstain from a broader range of activities. For more on abstinence as STI prevention, click here. Withdrawal is when the penis is pulled out of the vagina before ejaculation. There are live sperm in pre-ejaculatory fluid at the tip of the penis throughout an erection, so, withdrawal is about 78% effective.4  Fertility Awareness Based (FAB) methods are about having sex when a person is least likely to be fertile. The most effective FAB methods are taught by experts and rely on a variety of fertility indicators like temperature, cervical mucous and menstrual cycle charts. Lactation Amenorrhea (LAM) is when someone doesn't get a period while breastfeeding. Sometimes, this means they're not releasing eggs. People need instruction from a health care provider to use LAM effectively. For more information about natural methods: https://www.sexandu.ca/contraception/natural-methods/ Short Acting Hormonal ContraceptionHormonal methods of birth control contain hormones, or body chemicals, that are similar to a person's natural ones. They are very effective when used correctly and consistently, but effectiveness diminishes significantly with inconsistent or incorrect use. Good to know Most short acting hormonal birth control can be used safely for a long time. People can get pregnant right away after stopping most types of birth control. The birth control injection may delay return to fertility for some people. Combined hormonal contraception (CHC) contains 2 hormones, estrogen and progesterone. They stop a person from releasing an egg. Some types of CHCs can be safely used to stop periods, manage period symptoms and treat acne. Birth control pills (Combined oral contraception or COC) are swallowed every day as directed by the health care provider. Taking the pill at the same time every day is important. Birth control patch is worn on the skin and changed once a week. If the patch comes off, it's important to talk with a pharmacist or health care provider to find out if a replacement is needed. Birth control ring is inserted by the person into their own vagina. It is replaced by the person after 3 weeks. When inserted properly, the person can't feel the ring in their vagina. Progestin Only Pills (POPs), also called the mini-pill contain only one hormone. This means that this type of birth control often can be used by people who can't take estrogen. They stop the sperm from reaching the egg, change the uterine lining to make implantation difficult and sometimes top the ovaries from releasing an egg. Taking the pill at the same time is very important. Birth control injection, also called the shot or by it's brand name, Depo-Provera, contains only one hormone that is injected by the health care provider. It stops the sperm from reaching the egg, change the uterine lining to make implantation difficult and sometimes top the ovaries from releasing an egg. This birth control lasts 12 weeks before another injection is needed. For more information about hormonal IUDs: https://www.sexandu.ca/contraception/hormonal-contraception/#tc4 Long Acting Reversible Contraceptives (LARCs)LARCs are very effective because of how they work and how easy they are to use. When given information and access, LARCs tend to be the preferred birth control choice for most youth. Good to know  The Canadian Pediatric Society recommends that long acting reversible contraception, like the IUD, be considered a first-line contraceptive method for youth.5 Long acting means that these types of birth control can last at least a year. Reversible means that a person can stop the birth control and their fertility returns.  Intrauterine devices (IUDs), are medical devices that are inserted into the uterus by a health care provider. Before inserting an IUD, the health care provider will make sure the person isn’t pregnant and doesn’t have a vaginal infection. Hormonal IUDs slow sperm so they don’t meet the egg, changes the uterine lining so a fertilized egg doesn’t implant and may stop ovaries from releasing an egg. They can stay in up to 5 years. Copper IUDs kill sperm and changes the lining of the uterus so a fertilized egg doesn’t implant. Depending on the type, copper IUDs can stay in up to 10 years. Tip  The cervix is softer during a periods, so IUDs are easier to insert during periods. Birth control implant is a medical device that is inserted under the skin on the bottom side of a person’s upper arm. It works by slowing down sperm so they don’t meet the egg, changing the lining of the uterus so a fertilized egg doesn’t implant and may stop a person from releasing an egg. It can stay in up to 3 years. For more information about hormonal IUDs: https://www.sexandu.ca/contraception/hormonal-contraception/#tc4 Barrier MethodsBarrier methods involve a device that blocks the sperm from reaching an egg. Some require spermicides for effective use. Even with perfect use, barrier methods are not as effective as many other methods. Tip  Although spermicides are part of how the sponge and diaphragm work, condoms do not need spermicides to work effectively. In fact, condoms containing spermicides do not contain enough spermicide to increase their effectiveness. Condoms - the only birth control method that also provides good STI protection to those who are have sex. For detailed information on condoms, click here Sponge - a firm foam-like device containing a spermicide. It’s put into the vagina before sex and left in for several hours afterwards. Diaphragm -silicone or plastic devices put into the back of the vagina before sex. They are usually used with a special spermicidal cream.  For more information about barrier methods, see: https://www.sexandu.ca/contraception/non-hormonal-contraception/ Spermicides Spermicides are chemicals that are intended to kill sperm. They might be found in Canada as a foam or film that's put in the vagina before sex. On their own, spermicides are not particularly effective. Nonoxynol-9 is the active ingredient in many spermicides. Spermicides can cause irritation. Irritation increases the risk of infections, including STI.  Permanent Birth Control Surgical procedures provide birth control by surgically blocking the sperm and egg from meeting. This birth control is considered permanent and reversing it can be difficult, costly and is not always effective. Vasectomy blocks the vas deferens so sperm does not get ejaculated in the semen.  Tubal ligation (getting tubes tied) blocks the fallopian tube so the egg and sperm do not meet.  Emergency Contraception (EC) Emergency contraception is birth control that is taken after sex but before a pregnancy occurs. EC does NOT end pregnancy. It is used in case of emergencies like: incorrect use of another method of birth control (e.g. missed birth control pills) condom breaking sex without a condom or other reliable method of birth control sexual assault Good to know  Emergency contraception is available at no cost from any AHS Sexual and Reproductive Health clinic. It may be available at no cost from some medical and walk in clinics and hospitals - call that clinic to find out. Levonorgestrel (e.g. Plan B, Contingency 1) is an emergency contraceptive pill that can be bought at any store with a pharmacy. It doesn't need a prescription. It works best if taken in the first 24 hours after sex, but can be used up to 5 days. Ulipristal acetate (e.g. Ella) is an emergency contraceptive pill that is available by prescription. It is equally effective up to 5 days after sex. Copper IUD can be used as emergency contraception up to 7 days after sex. It is prescribed and inserted by a health care provider. It's important to contact the clinic to find out if they offer this service. For more information on ECs, click here. Tip  If a period doesn't start within 3 weeks of using emergency contraception, or if the period is much lighter than usual, it's important to take a pregnancy test. REFERENCES 1Elliot, A. (2013). Meeting the health care needs of street-involved youth. Paediatrics and Child Health, 18(6), 317-321. 2Lokanc-Diluzio, W. (2014). A mixed methods study of service provider capacity development to protect and promote the sexual and reproductive health of street-involved youth: An evaluation of two training approaches. (Doctoral dissertation). Available from http://hdl.handle.net/11023/1507 3Hatcher, R.A., et al. (2011). Contraceptive Technology (20th Ed.). Ardent Media: New York. 4MyHealth.Alberta.ca. (2019). Withdrawal (pulling out). Retrieved from, https://myhealth.alberta.ca/HealthTopics/sexual-reproductive-health/Pages/withdrawal.aspx 5Canadian Pediatric Society. (2019). Contraceptive care for Canadian youth. Retrieved from, https://www.cps.ca/en/documents/position/contraceptive-care #### Building friendships Building friendships  Healthy friendships play an important role as children grow into teens and strive for more independence. Friendships can teach important life skills such as learning to share, compromise and set boundaries.  Learning to make friends and when to end a friendship are skills that can build as a child moves into adulthood where they may have more intimate relationships.   Being sociable and getting along with people are seen as important social skills. Most children learn the social skills needed for friendships by watching others around them. Some youth with disabilities may not pick up or practice these skills in the same way. Their social opportunities may be limited to a few situations and parents may worry that their child does not have friends. However, there can be lots of ways to encourage healthy relationships and some help and support can assist children and youth with making friends. JO’S STORY… Jo is 12 years old and goes to the local school. She has lived in the same community all her life. Her parents love that she knows her way around, although the neighbourhood kids don’t really come around or ask Jo to hang out. Now Jo is becoming a teenager they wonder when she will start to make some friends. She has been with the same group of students at school in the assisted learning program all her school years and doesn’t really get the chance to socialize with lots of different teens. What makes a good friend?Friends usually have something in common, such as attending the same school or being similar in age. It is important to help children and youth learn that their teachers, caregivers, and even family members are not friends. These people may be special to them, but they play a different role in their world. There will probably be a difference in age but most importantly there is a difference in power and responsibility.Children and youth can learn that good friends are:   Respectful Kind Safe Honest and trustworthy Patient Good listeners Service providers can help by emphasizing the difference between being “friendly” and having friendships. Parents can remind youth that service providers are there to help and guide them, but not as friends.  Tip Parents and service providers can use books, TV shows and movies to highlight examples of good friendships, especially for youth who do not have friendships of their own to use as an example. Talk about how the characters treat each other. Be sure to point out when someone is not being a good friend. Building skills for healthy friendshipsYouth may need support building skills to develop friendshipUseful questions to discuss include:  How do you know if a person wants to be your friend? Can you tell if someone does not want to be your friend? How can you ask a friend to spend time with you? What types of things can you do together? How do you know if this is a good friendship? How do you want to be treated? What can you do and say if a friend starts to be unkind and the relationship is not healthy? Parents can help arrange time for youth to get together outside of schools and clubs. Perhaps youth can go to a movie, spend time at someone’s house or even take a trip to the mall. For healthy friendships lesson plans on teachingsexualhealth.ca, click here. Tip Practice makes perfect! Some children and youth will benefit from practicing what they need to say and do when making friends. Role playing a situation by acting it out can be fun. Choose a character and then have the child or youth respond as if you were that character (e.g., you play the role of a person your child would like to be friends with). They can also write it down to practice if that is helpful. RESOURCES For more information and tips about youth and technology, click here.  Questions & Answers: Sexual Health Education for Youth With Physical Disabilities  #### Contact Us Contact UsFeel free to get in touch with us for questions or feedback related to TASCC. URLThis field is for validation purposes and should be left unchanged.Name* First Last Email* Message* For support questions, you can check all the information we have for youCHECK OUR FAQsask a question #### Cookie Policy Cookie Policy Effective Date: 25-Sep-2024 Last Updated: 25-Sep-2024   What are cookies? This Cookie Policy explains what cookies are and how we use them, the types of cookies we use i.e, the information we collect using cookies and how that information is used, and how to manage the cookie settings. Cookies are small text files that are used to store small pieces of information. They are stored on your device when the website is loaded on your browser. 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Chrome: https://support.google.com/accounts/answer/32050 Safari: https://support.apple.com/en-in/guide/safari/sfri11471/mac Firefox: https://support.mozilla.org/en-US/kb/clear-cookies-and-site-data-firefox?redirectslug=delete-cookies-remove-info-websites-stored&redirectlocale=en-US Internet Explorer: https://support.microsoft.com/en-us/topic/how-to-delete-cookie-files-in-internet-explorer-bca9446f-d873-78de-77ba-d42645fa52fc If you are using any other web browser, please visit your browser’s official support documents.   Cookie Policy Generated By CookieYes - Cookie Policy Generator. #### Courses Courses The information in this course is meant for a variety of youth and abilities. Some youth may be able to look at this material on their own. Others may need the help of a trusted adult. In case something upsets you during this course or you feel distressed, you can call these numbers: Distress Centre: 24-Hour Crisis Line: 403.266.4357 Kids Help Phone: 1-800-668-6868 Connect Family & Sexual Abuse Network: 1.403.237.5888 Enrolled Course 5: Social Media Continue Study Enrolled Course 4: Relationships Continue Study Enrolled Course 3: SOGIE Continue Study Enrolled Course 2: Boundaries Continue Study Enrolled Course 1: Self-Care Continue Study Not started Course 4: Introduction See More Not started Course 4 – Lesson 1: Relationships See More Not started Course 4 – Lesson 2: Dating See More Not started Course 1: Introduction See More Not started Course 1 – Lesson 1: Your Changing Body See More Not started Course 1 – Lesson 2: Hygiene See More Not started Course 1 – Videos See More Not started Course 4 – Video See More Course 1 – Video: Visiting the Clinic See More Not started Course 4: Final See More Not started Course 1: Final See More Not started Course 5: Introduction See More Not started Course 5 – Lesson and Quiz: Social Media See More Not started Course 5 – Video See More Not started Course 5: Final See More Not started Course 3: Introduction See More Not started Course 3: Final See More Not started Course 2: Introduction See More Not started Course 2: Final See More Not started Course 3 – Lesson 1: SOGIE See More « ‹ › » page 1 / 2 #### Dating & Intimacy Dating and intimacy  Having “someone special” and dating can be exciting.  Experiencing new emotions and feelings towards others is a big part of puberty and growing up. It is normal for youth to want to have a dating relationship, but it is important for them to realize that some people don’t date during their teen years and some people never date at all.    It is possible to have good friendships without dating. There are no rules that say one must date, but some youth will feel pressure from their friends or the media. Others feel that dating will make them happier. ALI’S STORY… All Ali can talk about at dinner is Juan! She is absolutely and completely head over heels crushing on her classmate at school. They are both in the same senior high program and also ride the bus to school together. Ali’s family wonders if this is just a phase. There is a school dance coming up for Halloween and Ali says that this will be the night they kiss. Does Juan feel the same way about Ali? Does Ali know that kissing is only ok if the other person wants to do it too? Dating is serious stuff and Ali’s family doesn’t know where to start. Parent Tip It is normal for parents to feel protective of their children and nervous about the idea of dating. Parents may feel that their children are too young to date and will try to shelter them. A Swedish study of youth with intellectual disabilities found that they want to learn about relationships, love, friendships, how to establish an intimate relationship and how to find a boyfriend or girlfriend1. Share your concerns with your child and set boundaries and expectations. Some families do not allow dating and others set age limits. Choose what you feel is right for your family and share this with your child. CrushesMany youth have crushes where they develop strong romantic feelings for someone. It can be fun to have a crush, such as a celebrity crush for someone on TV or in a band.If the crush is on someone known by the youth, explain that the feelings do not need to be acted upon. It is ok to admire someone from a distance and simply dream of what it would be like to be with that person. It is important to teach that even when youth ask someone for a date, that person may say no. Be prepared to comfort your child/youth if they are rejected, and explain that dating is a choice and this is part of growing up and learning about relationships. Dating RelationshipsParents and families may set rules for dating and it is important for them to share these rules with their children. These rules can provide some boundaries for safety (e.g., only date in a public place) and may reflect family values (e.g., only date someone the family knows).Some families may want to chaperone the couple by supervising them on their date. Service providers can encourage discussions about dating and relationships by asking youth if they know what their families believe about dating. Just like friendships, dating relationships should be healthy. Youth can learn about what makes a relationship healthy by watching the relationships around them. Healthy dating relationships should be fun and positive, building self-esteem and confidence. If a relationship is unhealthy, youth may need support to recognize that the relationship is having a negative effect on them. They may need some help to end the relationship because they do not know what to say or are fearful.  To learn more about healthy and unhealthy relationships, click here  Tip Parents and service providers can use books, TV shows and movies to highlight examples of good dating relationships. Talk about how the characters treat each other. Be sure to point out when someone is not being a good date and how the relationship is not working. Highlight that a bad relationship can make someone very unhappy and sometimes the best thing is for that relationship to end. Intimate Relationships Talking about sexuality with children and youth can be uncomfortable. Parents and service providers play an important role in helping them make healthy choices about sexuality. Avoiding these discussions will not stop them from dating or being involved in an intimate relationship. Youth with disabilities report similar levels of sexual activity as those without disabilities and some studies suggest higher rates.2 Sex can mean different things to different people. Do not assume that youth know what sex is. Some may think that sex is kissing or when two people roll around on the bed. Sexual activities can range from kissing and touching to intercourse. Not having a clear understanding of what sex involves can put youth at risk as they may take part in activities without knowing the consequences. Consequences of a sexual relationship can include pregnancy, sexually transmitted infections (STIs), negative emotions, and changes in the way family and friends perceive someone’s reputation. Here are some important teaching points for youth: Sex is private and taking part in sexual activities in public is not only inappropriate, it is against the law. Abstinence, the decision not to take part in sexual activities, is the safest option for many youth. However, if one chooses to be sexually active, using protection can reduce the risk of pregnancy and STIs. To learn about safer sex for youth with disabilities click here . Every sexual activity should be consensual. Consent means both people give and get permission to take part in the sexual activity. Consent is not just verbal, body language can show someone that sex is unwanted (e.g., pushing someone away). Everyone has the right to change their mind at any time. Sex without consent is sexual assault. Good to know  The age of consent to sexual activity in Canada is 16 except if the: Other person is in a position of authority (e.g., teacher, coach, employer). Sexual activity is exploitative (e.g., pornography, prostitution, trading sex for safety).  Children under the age of 12 cannot give consent. Consent is needed for all sexual activity ranging from kissing and touching to intercourse. To learn more about consent, click here Tip If you suspect that a child or youth has been sexually assaulted, even if they are not able to explain or tell you clearly, there is help available. Call 811 or visit an urgent care center, emergency department, or see your doctor. It is important to listen, stress that you believe them, and offer support without judgment. If you or someone you know is experiencing or has questions about sexual abuse and sexual assault call the CONNECT Network: 403.237.5888 in Calgary or 1.877.237.5888 toll-free in Alberta. REFERENCES 1Frappier, J.Y., Kaufman, M., Baltzer, F., Elliott, A., Lane, M., Pinzon, J., & McDuff, P. (2008). Sex and sexual health: A survey of Canadian youth and mothers. Pediatrics & Child Health, 13(1), 25-30.  2Saskatchewan Prevention Institute. (2017). Parents as sexual health educators for their children: A literature review. Retrieved from https://skprevention.ca/resource-catalogue/sexual-health/parents-as-sexual-health-educators/  3Breuner, C. C., Mattson, G., & Committee on Psychosocial Aspects of Child and Family Health. (2016). Sexuality education for children and adolescents. Pediatrics, 138(2).  #### Events Inspired By Excellence & Innovation Recognised Qualifications Lorem ipsum minim mazim utroque mei ne. No sit ullum atomorum assueverit, altera ornatus per no. Has molestie cotidieque an, ne veri ludus vis. Read MoreInnovative Research Lorem no sit ullum atomorum assueverit, altera ornatus per no. Has molestie cotidieque an, ne veri ludus vis. Percipitur instructior ne me sit ullum noea. Read MoreOnline Applications Percipitur instructior ne mel, minim mazim utroque mei ne. No sit ullum atomorum assueverit, altera ornatus per no. Has molestie cotidieque an, ne veri ludus vis. Read MoreCourse Inspired Facilities We offer a wide range of high quality of teaching and extra-curricular activities. We offer a range of training packages in a range of subject areas and can offer blended learning opportunities to best meet your needs. If sitting in a room with a trainer and having the opportunity for discussion with other learners sounds good to you then we can offer this. STUDENT FEEDBACK “There are many variations of passages of Lorem Ipsum available, but the majority have suffered alteration in some form, by injected humour” EMERY BURNS, Science Student “There are many variations of passages of Lorem Ipsum available, but the majority have suffered alteration in some form, by injected humour” LEE MILLER, Biology Student “There are many variations of passages of Lorem Ipsum available, but the majority have suffered alteration in some form, by injected humour” LEE MILLER, Physics Student “There are many variations of passages of Lorem Ipsum available, but the majority have suffered alteration in some form, by injected humour” EMERY BURNS, Design StudentPlease add portfolio posts for them to display here.Student Inspired Events We offer a wide range of high quality of teaching and extra-curricular activities. If you prefer to study in your own time and at your own speed then one of our e-learning packages may be right up your street. There is a third option, which is you like the sound of both but perhaps can’t attend all training sessions, this is when blended learning comes into its own. Please add events for them to display here.Get in touch!Feel free to get in touch with us for questions or feedback related to TASCC. CompanyThis field is for validation purposes and should be left unchanged.Name* First Last Email* Message* #### Exploring values about sexuality Exploring values about sexuality - challenging assumptions Before discussing sexuality with children and youth, it’s important to reflect on your own values, beliefs, and assumptions. We all have personal values, a collection of beliefs and principles that guide decision-making and choices.  To provide youth and their families with the best possible care, it’s helpful to be aware of how personal values influence our work. Values activityWhether you are a parent or a service provider this exercise will help you to become more aware of your sexuality values and beliefs and how they may influence your communication about sexuality and relationships.Read the value statements and then think about how that statement makes you feel:   Do you agree with it?  Why? Do you disagree with it? Why? Are you unsure? What are your emotional reactions to the statement? Value statements Instructions: After thinking about the value statement, click on it for a brief explanation.  I am aware of my own sexual attitudes and beliefs when discussing sexual behaviour with children. You may not have thought too much about how you feel about sexuality. Many people did not receive sexuality education when they were young.  So the thought of talking about sexuality with others may be embarrassing. When you start talking, you may find that you have strong feelings about dating, relationships and how young is too young for teens to have sex! Take time to consider how you feel and how your values and beliefs affect this. I am uncomfortable raising issues of sexuality with children and teens. Children with disabilities are developing physically in the same way as their typically developing siblings and peers. It is OK to feel uncomfortable, but talking about the physical, social and emotional changes that are part of being a healthy teen will help them stay happy and safe. The more children and youth learn about sex, the more likely they are to be sexually active. According to the World Health Organization, there is no evidence to support that sexuality education encourages youth to be sexually active. In fact, youth are more likely to delay when they have sex (SIECCAN, 2010). A child’s parents are the only adults that should talk to them about sex. There are many ways that children learn about sexuality – from their family, friends, school and the media. Teachers, health care providers and support staff can all help children develop knowledge and skills to make healthy choices. GOOD TO KNOW: Parents will always be their child’s key sexuality educator and most important influence. My child will not live independently and have an intimate relationship so there is no need for them to learn about sex. Sex is more than having a sexual relationship. When a child learns about healthy sexuality they learn about body changes, personal hygiene, how to cope with sexual feelings how to make friends and have safe, healthy relationships. GOOD TO KNOW: Parents and service providers may be uncertain or uncomfortable about talking to children and youth with disabilities because: They fear that talking about sexuality will encourage youth to experiment. They aren’t sure what youth need to know. They aren’t sure how to adapt the information to fit the cognitive level of the person they care for.  Service providers may be worried that parents will feel these conversations are inappropriate.2  Talking to other parents and service providers may help you to feel more comfortable, certain and supported. Challenging Assumptions - MythsPeople with disabilities are not always given the opportunity to learn about sexual health because of some myths and misunderstandings. Below are some common myths.MYTH: Youth living with disabilities are childlike and sheltered. Many youth with disabilities will go on to have fully consenting sexual relationships and some studies found that they were more sexually active than their non-disabled peers.3 MYTH: Sex is private. There is a contradiction for people living with a disability and need help with personal care. On the one hand personal care involves allowing parents and caregivers to help with intimate care. On the other hand, youth are told that their sexuality is private (e.g., don’t talk about sex, don’t ask questions). Teach about private body parts, behaviours and places and help children understand that intimate care is part of hygiene, not sexual activity. Help them understand boundaries and when to ask for help or report a problem. MYTH: People with disabilities can’t have real sex. Definitions of sex are personal and include far more than the physical. Sex includes thoughts, feelings, attraction, sharing, being liked by others and how to give and receive affection.4 MYTH: People with disabilities don’t need sexuality education. Sexuality may not be a priority for families who feel frustrated that they must focus on their child’s major health problem or issue.2 However, children and youth who do not receive sexuality education that is inclusive to their needs, are at risk for abuse, sexual exploitation, sexually transmitted infections (STIs), HIV, social isolation, and lower quality of life.5 Parent Tip Parents are encouraged to share their family’s values and beliefs about sexuality with their children. Ideas about relationships, boundaries and family expectations are all important to share as children and teens grow into adults. Considerations Healthy sexuality includes physical, social and emotional development. Some youth with disabilities experience challenges in their social and emotional development compared to typically developing youth. Challenges may include: Their social opportunities may be limited to a few social settings such as special needs class in school; this isolation may result in parents believing their children do not require sexuality education.3 This may make it harder to develop friendships and relationships. “Life learning” may be limited due to a disability (e.g., a child with hearing impairment does not catch conversations or listen to music and TV that reflect popular culture). A youth with disability may not be able to get information due to a learning disability or visit a sexual health clinic confidentially because they need an adult to help them get there. They may be given a hard time over social mistakes – they may feel that they are living under a microscope (in comparison to a typically developing youth who makes a social mistake and can usually laugh off the situation). They may make inappropriate comments about sexual language and topics, repeating what they heard without understanding. This can lead to social isolation and even bullying. Talking about sexuality and disability with youth helps them to develop healthy boundaries, build skills and stay safe. Parent & Service Provider Tip As much as it is important for children and teens to understand the physical changes they will go through as they grow into adults (e.g., puberty changes, self-care and pregnancy prevention), the focus needs to be: Social skills, Negotiating relationships, Decision-making and assertiveness, Following social rules, and Coping with feelings and emotions. What do youth want to know? Focus on resiliency NOT risk! Youth with disabilities may be at more risk of abuse and assault, but they want to learn how to be safe and have healthy, fun relationships.A study done in Ontario, Canada with youth with physical disabilities3 found that youth want to: Talk about everything their mainstream peers do! Having a disability does not mean that they don’t want to know everything every other youth are interested in. Be given the opportunity to talk about sexuality including sexuality and disability in mainstream classes/programs. See more reference to people with disabilities in their sexuality education classes. Talk more about sex positive topics including intimacy, arousal and masturbation rather than just hygiene and disease. REFERENCES 1Sex Information and Education Council of Canada (SIECCAN). (2010). Sexual health education in the schools: Questions & answers (3rd ed.). Retrieved from http://www.sieccan.org/pdf/she_q&a_3rd.pdf 2McCabe, J., & Holmes, D. (2014). Nursing, sexual health and youth with disabilities: A critical ethnography. Journal of Advanced Nursing, 70(1), 77-86. 3East, L. J., & Orchard, T. R. (2014). Somebody else’s job: Experiences of sex education among health professionals, parents and adolescents with physical disabilities in Southwestern Ontario. Sexuality and Disability, 32(3), 335-350. 4Esmail, S., Krupa, C., MacNeill, D., & MacKenzie, S. (2010). Best-practice: Sexuality education for children and youth with physical disabilities-developing a curriculum based on lived experiences. Retrieved from http://en.copian.ca/library/research/ccl/best_practice/best_practice.pdf 5Public Health Agency of Canada (PHAC). (2013). Questions & Answers: Sexual health education for youth with physical disabilities. Retrieved from http://librarypdf.catie.ca/pdf/ATI-20000s/26289_B_ENG.pdf #### Exploring values about sexuality Exploring Values about Sexuality: Challenging Assumptions We all have personal values, a collection of beliefs and principles that guide decision-making and choices. Before talking with children and youth about sexuality, it’s helpful for parents and professionals to reflect on their own beliefs, values and assumptions and to be aware of how those influence their work. Li’S STORY… As social worker, I like to think I do a good job of meeting clients where they are at. But today I’m not so sure. Katie came in, sobbing. She showed me a pregnancy test that she took. I looked at it and said “Katie, you can relax. This says you’re not pregnant. Let’s go to the sexual health clinic and get you some better birth control so you don’t have to worry about this again!” To my surprise, this just made her cry harder. Long story short, she ended up being upset about NOT being pregnant. This is a 15 year old street kid who has already had a baby taken away. She’s in an abusive relationship with a 19 year old drug dealer. How can she want to be pregnant? What is she thinking? Sometimes I think some people are better off not being allowed to get pregnant at all! Values activityThis exercise will help you to become more aware of your values and beliefs and how they may influence your communication about sexuality and relationships.Read the value statements and then think about how that statement makes you feel:   Do you agree with it?  Why? Do you disagree with it? Why? Are you unsure? What are your emotional reactions to the statement? After thinking about the values statement, click on it for a brief explanation   Value statements I am aware of my own values, beliefs and assumptions when discussing sexuality with youth.  When you aren’t aware of your own beliefs and values, it may put you at risk for assuming that your personal beliefs are facts.  People can have strong emotional reactions when their values aren’t in line with situations they encounter.  When a person is aware of their values, it’s less likely that those personal values will impact their interactions with youth. TIP It is important to avoid making assumptions about your clients. Assumptions to avoid: Youth would prefer to learn about sexuality from health professionals. Everyone has the same cultural and religious beliefs. Youth know how to access health services. People always understand the meaning of the slang they use. All people who are sexually active are having intercourse. All youth want to avoid pregnancy.  All sexual involvement is consensual. Everyone is heterosexual. Sexual behavior matches orientation. Sexual health professionals are better positioned than I am to talk about sexuality with youth. Service providers working with youth, play an important role in normalizing healthy sexuality and providing sexual health education. The relationships that form between service providers and youth create a trusting situation where teachable moments happen. Youth can be influenced by a person who offers consistent and caring support; this might be an outreach worker, staff at a youth-serving agency, or a teacher. I am uncomfortable discussing certain sexuality topics with youth. For many people, it’s normal to feel uncomfortable when talking to youth about sexuality.  Acknowledging awkwardness can make everyone feel more comfortable. TIP The use of slang terms by youth can make people uncomfortable; however it can be helpful to understand the language that youth are using.  If you’re unsure of meaning, don’t be afraid to ask. You can then turn the use of slang into a teachable moment by acknowledging the word, defining it, and then using the more accurate, objective term. Most of the youth I work with know more about sexuality than I do, so I might not have much to teach them. It’s important not to confuse sexual experience with sexual health knowledge.  Even youth who seem sexually experienced and knowledgeable, look to adults they trust for information and guidance. Many vulnerable youth have gaps in basic knowledge about decision making, bodies, health care, healthy relationships and safer sex.1 Setting boundaries to ensure that personal experience is not shared as objective facts is important to this process. The more youth know about sexuality, the more they are likely to experiment.Comprehensive sexuality education programs are designed to give young people the skills to make responsible sexual decisions. Research shows that this type of education results in postponement of first sexual intercourse, a decrease in the number of partners, and increases in condom use.2I sometimes make assumptions regarding the sexual orientation or gender identity of my clients or the people I work with. Our assumptions about sexual orientation or gender identity may be reinforced by personal experiences, but there are no “common” signs that let you know another person’s gender identity or sexual orientation. When we make assumptions about someone’s identity, we may marginalize sexual minorities. Discrimination, heterosexism and service providers’ lack of support for sexual minorities are reasons that youth do not access health services.3 When a service provider is able to overcome assumptions that lead to labels, they are able to provide better service.  This type of inclusive practice creates safer spaces for LGBTQ2S+ youth. REFERENCES 1Lokanc-Diluzio, W. (2014). A mixed methods study of service provider capacity development to protect and promote the sexual and reproductive health of street-involved youth: An evaluation of two training approaches. (Doctoral dissertation). Available from http://hdl.handle.net/11023/1507 2Sex Information and Education Council of Canada (SIECCAN). (2010). Sexual health education in the schools: Questions & Answers (3rd ed.). Retrieved November 24, 2010, from http://www.sieccan.org/pdf/she_q&a_3rd.pdf 3Logie, C. H., Lys, C. L., Dias, L., Schott, N., Zouboules, M. R., MacNeill, N., & Mackay, K. (2019). “Automatic assumption of your gender, sexuality and sexual practices is also discrimination”: Exploring sexual healthcare experiences and recommendations among sexually and gender diverse persons in Arctic Canada. Health & social care in the community, 27(5), 1204-1213. #### FAQs Frequently Asked Questions (FAQs)Please go through our FAQs, you can also ask a question or check other posted answers I’ve read that people living with disabilities do not need sexuality education as they’re unlikely to have intimate relationships. Unfortunately this myth often means that children and youth with disabilities do not receive any sexuality information and education. People with disabilities are sexual beings like everyone else. They can give and receive love, have sexual relationships and have children. Assuming that your child/youth will not grow up to be sexually active can be harmful. This can lead to them being abused or involved in unhealthy relationships because they do not know how to look after their bodies and deal with relationships. Sexuality education should be considered a life skill just like skills for everyday living such as hygiene or healthy eating. My child has a physical disability. We have so many areas of everyday living to deal with so sexuality isn’t a priority. Parenting a child with a disability every day can be a challenge! Parents who’ve decided to add sexuality education to the life skills they teach their children are often surprised at how well it goes. It’s very tough if you are trying to navigate basic skills such as toileting and then you have to add on teaching that same child about menstruation. However, it’s not something that can be ignored; it won’t just go away. You are not alone and can turn to professionals and family/friends for guidance and help. Talk to other parents in the same situation about techniques and strategies that work for them. My youth has a severe learning disability. How can I expect her to understand something as complex as sexuality? As a parent or service provider of a youth with a disability, you are probably already very creative. Try to choose material that will suit your youth. You may need to use flash cards, videos, cartoons and in lots of cases hands on learning (e.g., teaching about hygiene during puberty). Don’t assume that they don’t want to learn about growing up, relationships and dating. I have two children without a disability. How will my child with a disability deal with sexuality differently? Will his development be different? Children and teens in general learn about sexuality from the world around them – TV, movies, music, and overheard conversations on the school bus. Sometimes children with disabilities do not have the same opportunities to engage in the social world. They may stay with the same group of peers for many years and not really experience much diversity. Therefore you can’t assume what they will know. In terms of sexual development, this will depend upon the child. Some conditions/syndromes/diseases may advance or delay puberty changes. It’s important that you speak with your doctor about when to expect secondary sexual characteristics such as menstruation so that you can prepare your child. You may not get the same kinds of clues that puberty changes are occurring (e.g., mood swings, etc.) but remember that every child is different. Puberty usually occurs over several years and comes in phases. How much should children know? Pre-school children should know the correct names for body parts and that there is a difference between the digestive and reproductive systems (e.g., babies grow in the uterus, not the stomach, and are born through the vagina). They can also learn that their bodies are private. School aged children should be prepared for puberty before it starts so that they are not taken by surprise. They should be aware of the physical, emotional and social changes that will occur. Puberty does not happen overnight, each child is different and they may struggle with the fact that their friends are ahead of them. The issues surrounding puberty should be discussed into the teen years and support about relationships and dating should be included, even if you are not ready for them to date. Teens do need to have information about abstinence, contraception and STIs, healthy and unhealthy relationships and how to look after their sexual health. My child will openly use the names of his private body parts in front of our friends and family causing some red faces. How do I explain that this material is private without dissuading him from using the correct terminology? It can be confusing for children to have cute names for some of their body parts and not others. Children do not naturally understand social boundaries, so it’s important to gently tell them that talking about our bodies with others can cause embarrassment to some people. Explain that they can use the terminology when at home using the bathroom or bathing, for example, but not in front of everyone at a family birthday party! It may also be helpful to talk to friends and family about how important it is to you and your family to use the correct names for all body parts. My ten-year-old daughter masturbates often and recently she has started to do it in public. How do I deal with this? Rubbing or touching the genitals (masturbation) can create exciting and pleasurable feelings. Masturbation usually starts early in life when an infant discovers that touching the genital area can produce pleasurable feelings. It is natural for people of all ages to be curious about their bodies and find genital stimulation pleasurable.  How a parent reacts to a child’s masturbation may affect how the child will come to feel about their body. Parents (and grandparents) can help children to understand that rubbing or touching one’s genitals is not ‘bad’ or ‘abnormal’, but that it has its proper place. For example, rubbing the genitals is okay when done in a private place such as the bedroom. For some teens, masturbation can be a good release of sexual tension and this can be difficult for parents to accept. My child is overly affectionate to everyone and I feel this may put them at risk. How do I teach my child about safe boundaries? This is often a problem and of course we don’t want to dissuade a child from showing affection, just give them some guidance on what is socially appropriate and physically and emotionally safe. Unfortunately children with disabilities, especially as they get older, “live under the microscope” and are given a hard time for social mistakes. Children will need very clear examples, nothing too vague. You may need to make up a pictorial guide of people that they can be affectionate with. It can take time to establish a new habit and much longer in many cases so you will need to give lots of positive reinforcement. Be sure to tell others who work with your child what you are doing and have them work on this also.  For more information, click here . My student thinks that every girl is his girlfriend in a romantic way and this is beginning to cause problems. How do I help him navigate friendships and dating? It is important to discuss and work on the distinction between friendship relationships and romantic relationships/love. Explain that romantic relationships are much more serious and encompassing. Talk about people in your own lives and the different types of relationships. You can also use examples from TV shows. Who can I contact if I am worried about my child’s sexual development or sexuality? Some parents feel uncomfortable approaching a health professional about their child’s sexual development, but they shouldn’t. Often times a parent simply needs to have their mind put at rest. If your child has a disability or health condition, you may need to seek out specialist information about the physical changes of puberty. It is most important to accept that your child is a sexual being and needs to understand their body, emotions and relationships. Accept the role of sexuality educator – you can make a huge difference! I feel uncomfortable talking to the youth I work with about sexuality. Should I leave it to the parents? It is common for providers to feel uncomfortable as they may feel that they will upset parents and families if they talk about sexuality. Research shows that comprehensive sexuality education is most effective when children learn from the people around them at home, at school, through their church, or in the community.  If parents specifically say that their child cannot join in with discussions about sexuality this must be respected; school boards have guidelines that must be followed allowing parents to opt their children out of sexuality education. Staff can work together to plan for sexuality education in their agencies to cover material about friendships, dating, puberty and personal boundaries.  For more tips and strategies for providers on talking about sexuality, click here #### For Youth with Disabilities Welcome to TASCC!This part of the website is for youth. You might need the help of a trusted adult to look at this or you might be able to look at it on your own  Are you a youth with a disability? Do you have questions about…    Growing up   Taking care of yourself    Dating  Sexuality    Social Media   Sexual Orientation    Gender Identity  Gender Expression If you answered “yes” then this website is for you! Everyone is different and learns in different ways. Some people have not had a chance to learn about sexuality in school or from their families -- and that’s OK. We want you to have correct information that will make it easier for you to grow into an adult that has safe and happy relationships. Self-careYou can learn about taking care of your body as you change from a child to a teenager to an adult. Find out the best way to manage your hygiene every day and where you can go to get sexual health check-ups. Personal BoundariesPersonal boundaries help us all stay safe. Some things are private and it might not be a good idea to share these things with just anyone. Learn about public and private information, spaces, and what to do if someone’s personal boundaries are confusing. Relationships and DatingDating and relationships can feel exciting. You don’t have to date if you don’t want to, but if you do, we can help you learn about how to be safe and know if your relationship is healthy. Sexual Orientation, Gender Identity and ExpressionYou might have questions about gender and sexual orientation, including learning what LGBTQ2S+ means and how to get support to be you. Social MediaSocial media can be fun but there are some rules to follow that can help you make the most of it. Watch the ‘Disability and Sexuality’ video to learn why everyone can learn about sexuality and relationships. For privacy reasons YouTube needs your permission to be loaded. For more details, please see our Privacy Policy.I Accept #### FREE Online Sexual Health Courses ("Start Here" page) FREE Online Self-study Sexual Health Courses Are you a child or youth (ages 12-24) with an intellectual disability? OR Are you a parent/service provider of a youth (ages 12-24) who has an intellectual disability? Do you and/or your youth want to learn more about any of the following topics? Self-care Boundaries Sexual orientation, gender identity and expression Relationships and dating Social media Please contact us for login information. #### Healthy Boundaries Healthy Boundaries Children and youth who understand healthy boundaries are more likely to develop skills for self-control and individual responsibility. This in turn will help them show respect for others and develop personal safety rules. Everyone deserves respect and to feel safe. Talking about boundaries can include: Understanding the difference between public and private, including spaces, behaviors and topics of discussion. Personal space and touch; “okay” touch and “not okay” touch. The concept that “my body is private” and only certain people can touch my body, for certain things (e.g., visiting the doctor, or assistance in the washroom). What to do and who to tell when touching is not appropriate. AMREET’S STORY… Amreet is 11 years old and uses limited verbal communication. Recently he has been very affectionate towards his younger siblings and classmates wanting to hug, hold hands, and kiss. Sometimes it’s welcome but more often than not, he gets the cold shoulder. His 8 year old sister gets embarrassed when they are at school and has told her parents that other students laugh at Amreet. As Amreet is turned away by the children at school he is becoming more upset and aggressive and is facing many time-outs at home and school. Good to know Parents are often more concerned about the risks of abuse when their children and youth have disabilities. Research suggests that youth with disabilities, both physical and intellectual, are more likely to be abused and exploited (Davis, 2011; PHAC, 2013). The good news is that talking and teaching about healthy touch and boundaries can reduce this risk considerably. As Byers, Nicholas, Voyer and Reilly (2013) suggest, providing positive messages with regards to sexuality at an early age, individuals with intellectual disabilities “will have the opportunity to develop a positive sexual self-view, build confidence and self-knowledge, avoid potentially dangerous situations for themselves and others, and seek the sexual well-being that best meets their needs and desires” (p. 13). Public and PrivateThe terms public and private are often misunderstood when boundaries are discussed. It is easy for people to blur the lines when they share information and personal details. Something that is public can usually be shared with other people (e.g., the public library or the swimming pool). Private means not for sharing, such as keeping personal details private or private body parts covered.Is it public or private?Body and Personal SpacePUBLIC Shaking hands, high five, or fist bump Touching someone on the arm Hugging people who are identified as safe people to hug (e.g., family) PRIVATEPRIVATE Parts of body covered by underwear/bathing suit should be covered in public places The mouth No one can touch your body without your permission You do not show your private body to anyone who does not want to see it You do not ask to look at others’ private body parts Spaces/RoomsPUBLIC Public washrooms including school, library, mall, or rec centre Shared bedrooms Family room, kitchen, or basement rooms PRIVATEPRIVATE Bathroom at home with the door closed Private bathroom stall in public washrooms Bedroom at home with the door closed Behaviours/ ActivitiesPUBLIC Hugging Touch for sports and games (e.g., tag, dance, or pushing each other on the swings) PRIVATEPRIVATE Masturbation Taking clothes off Using the washroom (unless personal care help is needed) Information Sharing/ Topics of ConversationPUBLIC Address, telephone number, email address when permission is given by family to share for business reasons (e.g., at the doctor’s office) PRIVATEPRIVATE Computer passwords and pin numbers Private family information Personal body information (e.g., sharing information about menstrual period) Good to know There are exceptions to some of the rules about public and private when considering community helpers such as doctors, therapists, police officers and fire fighters. Although strangers, these people may need to know personal information and may come into personal space that involves touch but only to do their job. These touches may seem scary or hurtful (e.g., giving a needle), but they are necessary to keep youth healthy. Someone who needs help with personal care, such as using the washroom, may also feel that their private space is limited. It is important to help them understand that although they need assistance, this is provided as a task, not as an act of intimacy. Touch and Personal Space Touch and personal space are very personal. Some people enjoy hugs and touch, others shy away. Some children and youth with disabilities have particular sensory needs that make it very hard for them to interact with others either because certain touch irritates them or they are overly affectionate with touch. Learning who is appropriate to touch is a very important lesson and will be different for family versus providers.Children may spend lots of time with their teachers and support staff but there are boundaries about touch (e.g., full body hugs are not OK but a side hug is). Different families and providers have different rules about touch and personal space. These rules should be in place to avoid any confusion and to help everyone feel safe.  If a child is overly affectionate, and they touch others in a way that makes others feel uncomfortable, other methods of communication and ways to meet that sensory need should be considered. Completely taking all touch away could result in them acting out and showing aggression or completely withdrawing. Parents and providers can work together to share examples of what works for the child as this will help with consistency. Good touch Good touch helps us feel safe. Sometimes we may want a hug and can ask for one. Some examples of safe touch include hugs, high fives, fist bumps or holding hands. Unsafe Touch Unsafe touch is anything that makes us feel uncomfortable, embarrassed, angry or upset. Some examples include hitting, kicking, slapping, biting, poking, asking to see private body parts, any touch to the “swimsuit area,” “pantsing” (pulling down someone’s pants), or giving a “wedgie.” Confusing Touch Confusing touch is when we are confused about the touch. It is confusing touch if:  We don’t want to do it or think it’s not ok, but someone we trust is telling us to or that it’s ok  It feels bad but someone is pressuring us to do it or says it feels good It’s touching private parts and it feels nice but it also feels bad or wrong or against our limits We want attention but it feels like the wrong kind of attention or can lead to bad feelings We are told to keep it a secret and we are not supposed to keep secrets about touch Parent Tip Children and youth can be taught that their personal space can feel like having a “bubble” or force field around them. Sometimes you might want someone to come into your bubble for a hug or back rub, but when someone comes in and you don’t like it, you feel uncomfortable having your bubble burst. It’s OK to say that you don’t like someone bursting your bubble. It doesn’t mean that you never want a hug, just not now. Touch is personal and all about choice. Help children and youth understand that they have the power to say no to touch. For more detailed examples of how to teach skills for healthy boundaries, see lesson plans on Teaching Sexual Health. Staying Safe Key MessageWhen a child or youth is touched in a way that is not safe, is hurtful, or makes them feel scared, there are skills they can use to stop the touch and ask an adult for help. Sometimes it is easy to tell if something does not feel right. Talk about how our body can give us signals (e.g., crying, hands sweating, nervous tummy, trembling with fear). When we listen to these signals we can do something about them. When touch is inappropriate or unsafe, teach these rules: Your body is yours, your body is private. No-one should ask to look at your private parts, ask you to look at their private parts, or show you photos of private parts (e.g., on a computer). Secrets about touching should never be kept; someone may try to bribe, trick, force or embarrass you into touching. This is never OK. Say NO, STOP or I DON’T LIKE THAT either in a loud voice or with body language (e.g., put hands up in front as if to send someone away). Practice this often and find a way for the child or youth to say or show no. Move away from the situation (e.g., if someone is pushing in the hallway, move away). Tell an adult you trust and keep on telling until an adult asks how they can help. Talk about who the child or youth can trust as a safe adult. Service Provider Tip How are you modelling touch with other staff and colleagues? Children and youth will get mixed messages if you have a rule about only handshakes and high fives, yet they catch you hugging each other. Set boundaries and be sure to show how you follow them. MasturbationThe topic of masturbation can be embarrassing to talk about, but setting rules and dealing with concerns is very important. Masturbation in public or in front of someone without their permission is against the law and can also place children and youth in a vulnerable position. Unfortunately sexual predators may target someone who shows sexual behaviours or interest in sexual behaviours in public.For some families, masturbation is very offensive and is not talked about. This can make it very difficult when a child shows the behavior outside of the home as the family may not want to work with teachers and support workers to improve the situation. Some things to talk about when discussing masturbation include: Masturbation is when someone touches their private parts to make them feel good. Masturbation is normal. Some people choose to do it and others choose not to. Masturbation is not harmful unless it interferes with being involved with daily activities (e.g., youth misses school to stay home to masturbate). Masturbation is OK if it is done in private (e.g., alone in the bathroom or bedroom at home with the door closed). Be sure to identify the private places at home. Teach that even when alone in the family room, that space is not private. It may help to set some guidelines about how to clean up after. Parent and Service Provider Tip Some children and youth who masturbate may find it difficult to stop. This can lead to the behaviour being carried out in inappropriate/unsafe places. It may become a habit and can also be used as a way to soothe or relieve anxiety. Families and providers will need to work closely together to support the child or youth to masturbate only when it is appropriate. Trying to stop a child or youth completely is very difficult and may lead to aggressive behaviours. Protecting children and youth Everyone has the right to be touched in a safe and respectful way. Adults have a responsibility to keep children safe.  If you are ever concerned that a child or youth is being touched inappropriately (any type of touch that is not healthy and oversteps boundaries) it’s important to stay calm. If a child tells you something has happened, praise them for telling you and let them know that you believe them. Explain that you’re sorry this has happened and that you will help them with the problem. Ensure the child is safe and seek medical attention if necessary. Sexual abuse and assault is against the law. Call your local children’s services office to report. Good to know If you or someone you know is in immediate danger, call 911. If you or someone you know is experiencing or have questions about sexual abuse and sexual assault, call the CONNECT Network: 403.237.5888 in Calgary or 1.877.237.5888 toll free in Alberta. If you or someone you know is experiencing or have questions about domestic and relationship abuse call the CONNECT Network: 403.234.7233(SAFE) in Calgary or 1.866.606.7233 toll free in Alberta. RESOURCES Teaching Sexual Health: Differing Abilities Lesson Plans  Teaching Sexual Health: Differing Abilities  For resources and information on abuse visit CONNECT REFERENCES 1Davis, L.A. (2011). People with intellectual disabilities and sexual violence.  Retrieved from http://www.thearc.org/document.doc?id=3657 2Public Health Agency of Canada (PHAC). (2013). Questions & Answers: Sexual health education for youth with physical disabilities. Retrieved from http://librarypdf.catie.ca/pdf/ATI-20000s/26289_B_ENG.pdf 3Byers, E. S., Nichols, S., Voyer, S. D., & Reilly, G. (2013). Sexual well-being of a community sample of high-functioning adults on the autism spectrum who have been in a romantic relationship. Autism, 17(4), 418-433.   #### Home SUPPORTING HEALTHY SEXUALITY IN OUR COMMUNITIESProviding practical tools and strategies for parents, service providers and youth with disabilitiesFor Youth with Disabilities Learn MoreFor Adults with Disabilities Learn MoreSupporting Youth with Disabilities Learn MoreSupporting High Risk Youth Learn MoreFOR YOUTH WITH DISABILITIESSUPPORTING YOUTH WITH DISABILITIESSUPPORTING HIGH RISK YOUTHADULTS WITH DISABILITIESWelcome to TASCCWe are a group of interdisciplinary professionals representing Alberta Health Services – Sexual & Reproductive Health (Calgary Zone); the University of Calgary, Faculty of Nursing; and the Alberta Society for the Promotion of Sexual Health (ASPSH). We are committed to supporting healthy sexuality in Canadian communities and promoting healthy sexuality throughout the lifespan. We acknowledge that our work takes place on historical and contemporary Indigenous lands, including the territories of Treaty 6, Treaty 7, and Treaty 8, and the homeland of the Metis Nation within Alberta and eight Metis Settlements. We recognize the many diverse First Nations, Metis, and Inuit people whose ancestors walked this land before us, and whose land we share today. We make this acknowledgement as an act of reconciliation and gratitude, and strive to build strong, positive and healthy relationships moving forward. “Service providers really need current, up-to-date, basic information. Particularly about STIs… The basic overview – what’s normal, what’s abnormal, where you should go, how you should get treated, what kind of follow-up you need to have in the area of STI.” Anne, Service Provider “Although the issue (of sexual health) is vital for all children and youth with intellectual disabilities, it is especially important for youth transitioning from teenagers to adults as it provides them with self-care and safety skills necessary for healthy relationships in adulthood.” Mary, Guardian “It’s pretty hard when you’re a youth, right? Like I was raised in foster care… I was never taught anything about sex, and I had to learn on my own, which is really hard… There’s a lot of confusion with that, you know?” Carlos, YouthHow TASCC can helpThe purpose of TASCC is to provide a venue for youth, parents and service providers to access current resources and information that reflects best practice in sexual health education and promotion. TASCC offers practical tools and strategies for high risk youth and youth with disabilities. TASCC is a platform for online learning, a vehicle for knowledge transfer, and a sexual health resource for parents, service providers, and youth. Information TASCC provides information about sexual development, relationships, puberty, self-care, healthy boundaries, pregnancy, birth control, STIs, sexual diversity, and more. Resources The information and web links will help you to find clinical and education resources. CHECK RESOURCESSupport TASCC provides support through our online question box and extensive collection of FAQs. CHECK the faqs“It’s important to tell children about the changes that are taking place in their body and it’s important that parents and staff are aware of how to help children understand.” John, Dad Latest News FREE Online Self-study Sexual Health Courses Are you a child or youth (ages 12-24) with an intellectual disability? Are you a parent/service provider of a youth (ages 12-24) who has an intellectual disability? Do you and/or your youth want to learn more about any of the following topics? Self-care; boundaries; sexual orientation, gender identity and expression; relationships and dating; social media view coursesLatest News Posts ‘Cripping’ sexuality education in Canadian schools ‘Cripping’ sexuality education in Canadian schoolsJuly 24th, 2024|Read More Are healthcare providers and young people talking about sexuality? Are healthcare providers and young people talking about sexuality?December 18th, 2023|Read More Formal Sex Education and Contraceptive Use for Adolescent Women Living with a Disability Formal Sex Education and Contraceptive Use for Adolescent Women Living with a DisabilityApril 22nd, 2022|Read More 12NextGet in touch!Feel free to get in touch with us for questions or feedback related to TASCC. CommentsThis field is for validation purposes and should be left unchanged.Name* First Last Email* Message* #### Hygiene Hygiene Puberty changes bring new challenges for all children and youth. They may notice that overnight they have oily hair, smell bad, and start getting pimples. Hygiene is important for health (e.g., teeth cleaning to prevent cavities and gum disease) but also for social reasons such as smelling and looking good. Good hygiene and self-care is considered a positive social quality and can help us feel good about ourselves. Children and youth with disabilities may need extra support to follow hygiene rules and routines. They may struggle reading social cues and knowing when to fix a hygiene issue such as smelly breath. Also, if a youth has a physical disability they may need extra help with personal care.  Although parents are likely the main educators when it comes to hygiene and self-care, service providers can make a difference when they reinforce the messages given by parents. Service providers are in a unique position to support both parents and children/youth through the process of puberty. Consistent messages from both parents and service providers can make great impact when it comes to the management of hygiene and self-care. HAYLEY’S STORY… Hayley is 10 years old. Her parents have recently noticed that she is beginning to show signs of puberty including body odour, underarm hair, and some signs of breast growth. They are worried as they have to give Hayley lots of support and reminders with very basic self-care, such as cleaning her teeth and brushing her hair. Hayley has not received any sexuality education, so has not been introduced to the concept of puberty and the changes that will be happening soon, such as menstruation. PARENT TIP Practice works! Hygiene and taking care of yourself takes time to learn. Help your child develop basic hygiene skills as early as possible like teeth cleaning, hair brushing and hand washing. As they get closer to puberty, start to introduce new skills before they need them. Help your child know where hygiene supplies are kept at home. Make a place in the bathroom to keep products such as shampoo, shower gel, deodorant and menstrual supplies. Managing Hygiene and Self-CareParents and service providers can work with children and youth to teach them how to take care of their body during puberty. It’s helpful for them to hear the same messages from different people.  Here are some key tips for self-care as they relate to different parts of the body. Hygiene Diagram Hover a body part definition for more info Face Wash face morning and night as skin gets oily during puberty; use a mild soap or face wash. If pimples and acne are a problem, visit a doctor for advice. Facial Hair Males grow facial hair during puberty. It can be shaved with shaving gel/foam and razor or electric razor. Underarms Hair grows under arms during puberty. Armpits get sweaty, so wash and use deodorant or antiperspirant to smell fresh. Be sure to wear a clean shirt. Some people may choose to shave under their arms. If they do, they should ask for help. Legs Leg hair is normal and does not need to be removed although some people do not like to have hairy legs. Ask for help before removing leg hair. Razors and gel/foam, waxing and creams should be used carefully. Feet Wash feet and change socks every day. Use nail clippers (you may need help using them) to cut toenails and fingernails. Pubic Hair Pubic hair is normal and does not need to be removed. Ask for help before removing pubic hair. Razors and gel/foam, waxing and creams should be used carefully. Genitals Penis – Wear cotton underwear as this allows the skin to breathe and keeps moisture away from the body. Change underwear every day. If the penis is not circumcised (small flap of skin has not been removed), pull back the foreskin gently to wash. It is normal to have erections where the penis gets bigger and hard. Erections can be embarrassing when they happen in front of people. You can sit down if this happens, so that the erection is less noticeable. A wet dream is when a small amount of sticky white fluid comes out of the penis while sleeping; this is normal. Vagina and vulva – Wear cotton underwear as this allows the skin to breathe and keeps moisture away from the body. Keep this area clean by showering or bathing every day or so. Use mild soap to keep this area healthy. During menstruation use pads or tampons and change them every few hours. Bleeding will last several days every month. It’s very important to shower or bath every day during this time. Breasts Females wear bras to be comfortable as breasts grow. Males may notice some breast growth during puberty but this is usually temporary. Teeth Brush teeth at least twice a day, use toothpaste and floss. Visit the dentist at least once a year for a check-up. Nose Use a tissue to blow your nose. Don’t forget to wash your hands after. Hair Wash hair using shampoo in either the shower or bath. Some people wash their hair every day, some less often. Brush hair morning and night to keep it looking good. Good to know Children and youth who do not identify with the sex they were given at birth may find puberty very difficult. Although they may not identify as male or female (sex assigned at birth) the body changes they experience will follow a typical path of development. They will need support recognizing that their changing body needs care no matter which gender they identify with or their gender expression. Hygiene Routine ChartUsing a hygiene routine chart can help your youth stay on track and make healthy habits. Make a chart (like the one below) that shows the tasks. Put them in the order that works best for your family. Some families find the morning too busy for bathing, so showers are taken in the evening. Use pictures or photos as visual reminders of what comes next and check them off as they are completed.Download Our Stay Clean and Healthy Plan Tip  Learning healthy habits takes time and practice. As your youth grows they may not want to have help from adults in the shower or bathroom. Both parents and service providers can take time to review hygiene with them and develop ways to check if those routines are being followed. Patience may be needed if they do not meet all of the tasks all of the time. Managing menstruation Girls may begin to have periods as early as 8 years old, up until age 16. Managing menstruation can be difficult for girls with a disability and they may have fears about how to cope, whether or not it will hurt, and who to talk to.Here are some practical tips for parents and service providers to support youth through the process. Talk about having a period as a normal and healthy part of growing up. Explain why females have periods: “your body is getting ready to change into a woman.” Use simple language: “the blood flows out of your vagina, the opening between your legs. It is similar to the blood when you cut your finger or have a nose bleed.” Show what to do including where to find the pads, how to use them, and dispose of them in the garbage. Practice with lots of different products and give choices about the type of pads. Explain what to do if blood gets on underwear or pants. For example, “keep back up underwear or clothes in your backpack just in case you get blood on your underwear or pants.” Talk about fears and concerns. Mention that different types of emotions (e.g., sadness or moodiness) are normal. Talk about feelings and discuss coping strategies (e.g., listening to music, doing some gentle stretching, or getting extra sleep). Discuss other practical strategies for managing menstruation, for example, “don’t wear white clothing when your period is due as this can lead to embarrassment if bleeding starts.” Good to know Having a period is a normal and healthy part of growing up. However, for some, periods can be painful and difficult to manage. Many people have cramping. If that cramping interferes with everyday life, such as going to school, it is important to talk to a doctor. On average about 2-3 tablespoons of blood are lost during a period. Many people think they lose more. If bleeding seems to be very heavy (a maxi pad is soaked in less than an hour) talk to a doctor. Tip Be aware of your child’s cycle and help them prepare. For example, have pads and clean underwear in a cosmetic purse to keep at school. (You may need to let other caregivers, teachers, etc. know also.) There are apps that you can download for free to track the cycle or use a calendar. Self-Care and Sexual Health beyond pubertyAs youth get older they may move from the care of a pediatrician to a family doctor. Regular check-ups and screening are important as they transition into adulthood. Healthcare providers may perform a pelvic exam to examine a female’s reproductive organs. To learn more about having a first pelvic exam, see  SexualityAndU.ca.  A Pap test checks for changes in the cells of the cervix. If any cell changes are found, they should be followed closely. If needed, cell changes can be treated so that cancer does not develop. Current guidelines recommend a Pap test for females who are 25 years of age or 3 years after first sexual activity, whichever is LATER. All breasts have a certain amount of ‘lumpiness’ so people should know what feels normal for them and if something does not feel right, talk to a healthcare provider. A clinical breast exam performed by a healthcare provider can help detect changes early. RESOURCES For more detailed examples of how to teach hygiene skills, see lesson plans on teachingsexualhealth.ca. For more detailed examples of how to teach about menstruation, see lesson plans on teachingsexualhealth.ca. #### LGBTQ2S+ LGBTQ2s+ Creating welcoming, affirming and inclusive community, school, home and health care environments for lesbian, gay, bisexual, transgender, queer or questioning and two-spirit (LGBTQ2S+) youth makes spaces safer for everyone.  About 2-10% of North Americans identify as LGBTQ2S+.1 A growing body of research demonstrates that LGBTQ2S+ youth in supportive, inclusive and safer environments maintain a high level of physical, emotional, academic and social health.  In the absence of these affirming environments, LGBTQ2S+ youth face a number of increased social, mental health, educational and physical concerns. It is not being LGBTQ2S+ that increases these risks. Rather, it is the lived experience of stigma, discrimination, isolation and prejudice that result in these challenges. LGBTQ2S+ youth are more likely to:1,2,3,4 have mental health concerns like depression and suicide attempts have problematic substance us, use illegal drugs have high-risk sexual encounters, contract HIV and sexually transmitted infections (STIs) experience interpersonal violence like assault, dating violence, sexual assault, bullying and discrimination be street involved or homeless KYLE’S STORY… I thought I was getting it together and now this. I was close to telling my friends I’m gay, but then I hooked-up with some girl at a party, and now I’m as confused as ever. I was sure that I was gay and that I like guys, but I’ve never had sex with a guy yet. When I told my aunt I was gay, she wasn’t surprised and even said that it’s all in the genes- I probably caught being gay from my uncle. Is it OK to like both guys and girls? What’s wrong with me? SAMMY’S STORY… A date beat me up last night. Gotta make some money you know. How else am I going to get my own place? Funny, they pay extra to get a girl like me, but then they get pissed off about it, like they’re worried that they’re gay or something. Maybe I deserve it, you know? Still better than my own dad being the one to punch me and call me lady-boy while my mom just stands by and watches him throw me out. She could have said something. I’d rather be here on the street than there…what kind of parents are they? I’m just sick of all of this. Sexual and Gender DiversitySexual and gender diversity are broad terms that include all of the ways a person’s sexuality is uniquely their own including assigned sex, reproductive biology, sexual orientation, gender identity and gender expression. These broad terms are sometimes expressed as acronyms like: LGGBTTTQQAAAIP - lesbian, gay, gender queer, bisexual, transsexual, transgender, Two-Spirit, queer, questioning, asexual, ally, androgynous, intersex, pansexual LGBT or GLBT - lesbian, gay, bisexual, transgender LGBTQ+ - lesbian, gay, bisexual, transgender, queer and other identities not listed LGBTQ2S+ - lesbian, gay, bisexual, transgender, queer, Two-Spirit and other identities not listed SOGIE - sexual orientation and gender identity and expression When people are talking about sexual and gender diversity, they are talking about: Sex: categories (male, female) to which people are typically assigned at birth based on physical sex characteristics. This is also called assigned sex or sex assigned at birth. This label typically appears on proof of identity documents, unless a person has documentation changed. People may also be intersex. Sexual orientation: a person’s emotional and/or sexual attraction to others. It can be fluid and may or may not reflect sexual behaviors. Sexual orientation and gender identity are not the same thing. Gender/gender identity: a person’s internal sense of identity as female, male, both, or neither, regardless of sex assigned at birth. It is not visible to others. Gender expression: External and public presentation of a person’s gender. This can include appearance, name, and pronouns. If a person is cisgender, it means their identity conforms to the cultural expectations of their assigned sex. If a person is transgender, it means that their identity differs from the cultural expectations of the sex they were assigned at birth.  Tip  LGBTQ2S+ Organizations such as PFLAG Canada or PREVNET have resources to support LGBTQ2S+ youth and their allies. Click here to learn more about sexual orientation, gender identity and gender expression.TermsIt can be helpful to have a basic understanding of terms related to sexual and gender diversity. This can support people to use inclusive language and better meet the needs of LGBTQ2S+ children, youth and families.  Language is fluid. Some terms may have a negative meaning for some people and other terms go out of favour. Terms change and new terms become more accepted. Some words, like “queer” have been reclaimed by some members of the LGBTQ2S+ community; others find these words hurtful and offensive.  Some words that were once commonly used, like “homosexual” or “hermaphrodite” are now generally considered offensive. Definitions of commonly used terms:5Scroll mouse over each term for more information. AGENDER AGENDER A person who does not identify with a specific gender or have recognizable gender expression. ASEXUAL ASEXUAL A person who does not experience sexual attraction; may or may not experience emotional/romantic attraction. ALLY ALLY A person who advocates for human, civil and sexual rights for sexual minorities and who challenges discrimination and heterosexism. BISEXUAL BISEXUAL A person who has emotional and/or sexual attraction to people of any gender or sex; also a person who has sexual attraction to males and females. CISGENDER/CIS CISGENDER/CIS A person whose identity conforms to the cultural expectations of the sex assigned at birth. GAY GAY A person who has emotional or sexual attraction to people of the same sex or gender. Often used for a male who has emotional or sexual attraction to males. GENDER BINARY GENDER BINARY This is the classification of sex and gender into two distinct and disconnected states of masculine and feminine. It describes a social boundary that discourages people from crossing or mixing gender roles. GENDER GENDER Social and cultural expectations of roles and presentations. GENDER IDENTITY GENDER IDENTITY A person’s internal sense of identity as female, male, both or something else, regardless of sex assigned at birth. GENDER EXPRESSION GENDER EXPRESSION How a person presents their gender. This can include appearance, name, pronoun, behaviour, voice or body characteristics. GENDER FLUID GENDER FLUID The gender identity, behaviors and appearance of a person moves along a gender spectrum and/or challenges gender restrictions and norms. Related terms can include gender queer, gender non-conforming, gender neutral, pangender, tri-gender, agender, non-binary gender, or gender independent. HETEROSEXISM HETEROSEXISM Discrimination based on the assumption that all people are heterosexual and cisgender and that these are the normal and/or superior sexual orientation and gender identities. HETEROSEXUAL (STRAIGHT) HETEROSEXUAL (STRAIGHT) A self- identifying term for someone who is physically and/or emotionally attracted to people of the opposite sex or gender, to their own. HOMOSEXUAL HOMOSEXUAL A dated and potentially offensive term for a person who has emotional and/or sexual attraction to people of the same sex. HOMO/BI/TRANS PHOBIA HOMO/BI/TRANS PHOBIA A fear and/or hatred of homosexuality/bisexuality/transgender shown by prejudice, discrimination or acts of violence. INTERSEX INTERSEX A person’s reproductive, sexual or genetic biology is unclear, not exclusively male or female or otherwise does not fit with traditional definitions of male or female. LESBIAN LESBIAN A female who has emotional and/or sexual attraction to females. PANSEXUAL PANSEXUAL A person who has emotional and/or sexual attraction to people of any gender or sex. POLYAMORY POLYAMORY Having more than one sexual loving relationship at the same time with consent of all partners involved. QUEER QUEER A reclaimed term used by some people who identify as a sexual minority and also used as a positive collective term to describe communities and social movements. QUESTIONING QUESTIONING A person who is exploring, or is unsure of, their sexual orientation or gender identity. SEX SEX Categories (male, female, intersex) to which people are typically assigned at birth based on reproductive biology and genetics. The term is also used to refer to sexual activity. SEXUAL ORIENTATION SEXUAL ORIENTATION A person’s emotional and sexual attraction to others. It can be fluid and may or may not reflect sexual behaviors. TRANSGENDER (TRANS, TRANS-IDENTIFIED) TRANSGENDER (TRANS, TRANS-IDENTIFIED) An umbrella term for people whose gender identity and/or gender expression do not fit conventional expectations of sex assigned at birth. Not all people identity as transgender and some people may describe themselves using one or more of a wide variety of terms. TRANSITION TRANSITION A process of change that refers to activities that a transgender person may undertake to affirm their gender identity. This may include physical, legal and social changes. TRANSSEXUAL TRANSSEXUAL A transgender person expressing their self-identified gender through transition which could include medical intervention. TWO-SPIRIT TWO-SPIRIT A cultural term used by some Aboriginal people to mean a person has both male and female spirit which may include concepts of spirituality, sexual orientation and gender identity. Tip Always reflect the language the person is using and avoid using terms to label people. If a person uses a term to identify themselves, it can be useful to check understanding and ask “can you tell me more about what that means?” Coming OutComing out is the process of revealing one's identity. Recognizing one's own identity is to come out to oneself. People may also come out to others. When a person comes out, it is important to show supportive behaviors to help build greater well-being and self-esteem and lower risk of mental, social, physical and academic problems. Rejecting behaviors increases risk. Supportive behaviors create safety and include:  supporting the youth's LGBTQ2S+ identity and gender expression talking about the youth’s LGBTQ2S+ identity using active listening and  encouraging, positive body language  welcoming the youth's LGBTQ2S+ friends and partners bringing youth to LGBTQ2S+ organizations or events, connecting them with LGBTQ2S+ role models advocating for a youth when they are mistreated working to make a faith community supportive of LGBTQ2S+ members or find a supportive faith community that welcomes LGBTQ2S+ youth and their families, taking actions to be an ally. Rejecting behaviors, on the other hand, are harmful and may include: Expressing disappointment when youth come out, Discounting or ignoring LGBTQ2S+ youth, Physical or verbal abuse, Excluding youth, Blocking access to LGBTQ2S+ friends, events and resources, Blaming youth if they are discriminated against, Pressuring youth to be more or less masculine or feminine, and Telling youth that God will punish them because they are LGBTQ2S+. Good to know Understanding child development in the context of sexual and gender diversity is important to building the knowledge needed to create safer spaces. In early childhood, people are usually aware of their gender identity.6 Gender expression and understanding of gender identity may shift over time.  In childhood, people often experiment with gender roles as part of typical development. If a child has consistent mild to severe discomfort, confusion or stress about their genitals, gender roles and expectations of their assigned sex and the sex they've been assigned, they may be transgender. In adolescence, people go through a time of experimentation and curiosity. It's common for youth to have crushes and relationships. These early experiences do not necessarily indicate sexual orientation. Children’s Hospital of Eastern Ontario [CHEO] & Fedoroff, 2014).7 How to Support LGBTQ YouthStrategies used to support LGBTQ2S+ youth create safer, more inclusive spaces for everyone. Focus on the youth and their needs not their sexual orientation or gender identity. Avoid making assumptions about gender, sexual orientation, sexual behaviors/practices, family structures, or relationships. Communicate as respectfully about people as you do to people. People recognize when these are not consistent. Express willingness to learn about individual needs. Listen to what someone is saying, both in their words and in non-verbal communication. Acknowledge and apologize for mistakes and slip-ups without dwelling on the issue. Protect the confidentiality of all information. This includes not revealing gender identity or sexual orientation to others, even those who may be present at an appointment or session between the client and service providers. Create safer, inclusive spaces. (see below) Use inclusive language (see below) and be aware of non-verbal communication such as facial expression, body language and tone of voice. Creating Safer, Inclusive Spaces Provide all-gender bathrooms and change rooms. When possible, avoid separating people according to sex. When separation is required, consideration needs to be given to the client’s gender identity. Include images of sexually and gender diverse people and families in posters, literature, and resources. Create a non-discriminatory policy and code of conduct outlining the expectations and responsibilities of staff and clients. Post a non-discriminatory statement that equal service will be provided to all clients regardless of age, sex, race, gender identity, gender expression, sexual orientation and religion. Consider displaying LGBTQ2S+ welcoming symbols such as the rainbow flag. Tip Do a visual scan of your workplace to check to see if the space is inclusive. Start with the front entrance and include waiting spaces, common areas, offices, bathrooms, staff spaces. Do posters, handouts, signs, resources and other images reflect sexual and gender diversity? Are there all-gender inclusive bathrooms? Does your workplace display a rainbow flag? Good to know Bathroom harassment can be common for people with gender expressions and identities that do not reflect societal gender norms. Historically, public bathrooms have been separated according to class, race, ability and gender – all based in myths and stereotypes. A common myth is that women and children will be put at risk if men are allowed in the same bathroom. This myth adds to stereotypes about men as predators. Having all gender bathrooms allows safe spaces for everyone and can break down stereotypes. Inclusive LanguageWhen service providers find ways to make their language inclusive, ALL clients and colleagues are recognized and included. Heterosexist and heteronormative (see definitions) culture is often reflected in even the most common communication. For example: Teachers calling their classes to attention by saying “OK boys and girls;” or Admission forms asking to identify as either female or male. It is important to avoid: Joking or teasing about biological sex, gender identity or sexual orientation (such as, “you throw like a girl” or “that’s so gay”), or Using derogatory slang (such as, homo or tranny). Using inclusive language strategies, such as those listed below, create safer, more welcoming service.8 Situation Strategy When talking with people Avoid assuming gender identity. Avoid using Mr., Ms., Mrs., Sir or Ma’am unless the person has requested it. Listen and then REFLECT the clients’ language when describing relationships, gender and sexual orientation. During intake or when meeting client for the first time Introduce yourself and your pronouns Ask what a client would like to be called and document it for future reference and for other staff. Ask the client’s pronouns and document it for future reference and for other staff. Use the name people go by and their pronouns and ensure others do the same. When talking about clients Use the name people go by and their pronouns. If pronouns are unknown, use gender neutral pronoun such as “they” or just use their name. When asking about relationships Avoid assuming relationships based on sex, gender or age. Use gender neutral terms such as parent, sibling, spouse, partner, or youth. Avoid assuming youth have two parents, opposite sex parents or that parents are active in their life. If gender or name shown on file doesn’t match youth’s representation Respond respectfully and ensure confidentiality and privacy. If a client “comes out” to staff Respond with respect and ensure confidentiality. If staff makes a mistake or assumption Acknowledge the mistake, politely apologize and move on. Avoid blaming the client for the mistake. When gathering information Only ask for information necessary to do your job. Ask self: What do I need to know? Why do I need to know that? How can I ask this in a sensitive way? Avoid asking clients questions just to satisfy your curiosity or to learn about sexual diversity. REFERRALS In addition to using the tips provided above, service providers can offer support by referring youth to these community services: Crisis phone numbers Peer chat or phone support Social support Mental health services and resources Addiction treatment STI testing and treatment Sexual health clinical services Anti-bullying information and advocacy Victims of violence support Domestic, dating and intimate partner violence education, prevention and safety planning Housing first initiatives GOOD TO KNOW Did you know Alberta Education has many resources on supporting students and creating safe schools? Click here to see more.   RESOURCES To learn more about support, resources, inclusive practice and sexual diversity, see here: http://egale.ca/   http://www.ismss.ualberta.ca/ http://www.tesaonline.org  http://pflagcanada.ca/ http://www.rainbowhealthontario.ca/ ahs.ca/lgbtq2s http://familyproject.sfsu.edu/ http://librarypdf.catie.ca/pdf/ATI-20000s/26289E.pdf  http://librarypdf.catie.ca/ATI-20000s/26356.pdf http://www.sexandu.ca/lgbttq/ REFERENCES 1Government of Canada. (2014). Questions and answers: Sexual orientation in schools – What do we know? Retrieved from, https://www.canada.ca/en/public-health/services/infectious-diseases/sexual-health-sexually-transmitted-infections/reports-publications/questions-answers-schools/questions-answers-sexual-schools.html  2Ryan, C. (2009). Supportive families, healthy children: Helping families with lesbian, gay, bisexual and transgender children. San Francisco: San Francisco State University. 3Gaetz, S. (2004). Safe Streets for Whom? Homeless youth, social exclusion and criminal victimization. Canadian Journal of Criminology and Criminal Justice, 423-455. 4National Coalition for the Homeless. (2019). LGBT homelessness. Retrieved from http://nationalhomeless.org/issues/lgbt/ 5Alberta Health Services. (2017). Terms to know. Retrieved from, https://www.albertahealthservices.ca/assets/info/pf/div/if-pf-div-terms-to-know.pdf 6American Academy of Pediatrics. (2015). Gender non-conforming and transgender children. Retrieved from https://www.healthychildren.org/English/ages-stages/gradeschool/Pages/Gender-Non-Conforming-Transgender-Children.aspx 7Children’s Hospital of Eastern Ontario [CHEO], & Fedoroff, P. (2014). Gender identity and diversity. Retrieved from http://www.cheo.on.ca/en/genderidentity 8Alberta Health Services. (2017). Inclusive language, communication & information records management. Retrieved from, https://www.albertahealthservices.ca/assets/info/pf/div/if-pf-div-inclusive-language.pdf #### My Account Muh Ihsan Hadi Prabowo Edit profile Your Stats 5 Courses 0 Completed 0 Certificates 0 Points Your Courses Expand All Courses close Search Your Courses Course Name Course 5: Social Media Expand Course 5: Social Media Expand Course 5: Social Media Course Progress 0% Complete 0/9 Steps Course 3: SOGIE Expand Course 3: SOGIE Expand Course 3: SOGIE Course Progress 0% Complete 0/10 Steps Course 2: Boundaries Expand Course 2: Boundaries Expand Course 2: Boundaries Course Progress 0% Complete 0/11 Steps Course 1: Self-Care Expand Course 1: Self-Care Expand Course 1: Self-Care Course Progress 0% Complete 0/12 Steps Course 4: Relationships Expand Course 4: Relationships Expand Course 4: Relationships Course Progress 0% Complete 0/11 Steps #### Personal Boundaries This part of the website is for youth. You might need the help of a trusted adult to look at this or you might be able to look at it on your own. Personal Boundaries Have you heard people talk about ‘having boundaries’? Boundaries help people to stay safe and be responsible. There are different types of boundaries that act as a way to separate spaces, people, touch and trust. Walls and fences are boundaries that we can see. We also set rules about who can come into our physical space, who can get close to us and touch us. We use boundaries to set limits or rules, and understand what’s OK and not OK for us to do, say or take part in. This includes who we share personal information with, who we trust. You’re the owner of your body. You get to control your actions, body and words and this helps you to set boundaries. You can decide. Good to know An important part of taking care of your body is saying who can touch you and come into your personal space. Imagine your personal space like a bubble around you - this is your personal boundary. Sometimes we like people coming close to us and other times it doesn’t feel good. Some people like hugs, but others aren’t huggers. You don’t have to like touches and hugging, it’s a choice. What is public, what is private?Growing up includes learning what activities, behaviours and information are private. Public means you can share something with others; it also means that you are with others. Private means something is not for sharing; it also means that you are alone. PRIVATEPUBLICBody Boundary RulesPrivate body parts are parts that are covered by a bathing suit or underwear (including breast and chest area).Private body parts need to be covered when you're in public places e.g., school, work, shared spaces at home such as your family room.If you want to touch or scratch your private parts, wait until you're in a private place.No one can touch your body without your permission or without a health/care reason e.g., help with bathing, visiting a doctor. It’s OK to say no if you don’t want someone to hug or touch you. You can’t touch someone else’s body without their permission. No one can see your body without your permission. You can’t look at someone else’s private parts without their permission. Don't show your body to anyone who does not want to see it. Don’t keep secrets about touching; it’s not ok if someone tries to bribe or trick you to keep a secret; it’s not ok if someone asks you to keep secrets about touching. Watch the video ‘You get to Decide’ to think about what you would do to make sure your boundaries are safe For privacy reasons YouTube needs your permission to be loaded. For more details, please see our Privacy Policy.I AcceptFor more information on  personal boundaries, visit our page on Healthy Boundaries #### Posted Answers Posted AnswersDid you ask a question? Find your answer here! Just Answered Q: If I tested negative for chlamydia two months ago and I haven’t had any sex will it still be negative I retested today A - If you have not taken part in any sexual activities since you got the negative result that would put you at risk of sexually transmitted infections, it is very unlikely you will test positive for Chlamydia. Talk to your healthcare provider if you have any questions or you would like to get tested again. Q: What is the best way to masturbate? A - Everyone is different so there isn’t one best way to masturbate. Q: How long is normal to masturbate? Are there tips to last longer? A - When masturbating, it usually takes about 2-12 minutes before orgasm. If people take breaks, it may take longer. If someone orgasms before 2 minutes and that’s a problem for them, they can talk to a health care provider about lasting longer. If the person has a penis, it can be helpful to put on a condom made out of a thicker material than regular condoms (often called extended pleasure or extra strength condoms). Q: Is ok to be turned on by a 20 year old doing You Tube videos if you’re in your 30s? I feel guilty about it. I think I love her. A - People can get turned on by many things including other adults that are a different age from them. Many people feel strong crushes or strong feelings about people they don’t know like celebrities or You Tubers. This is different from love which is a real-life connection between people who know each other. If someone feels guilty about something that they’re turned on by, it can be helpful to talk with a counselor to figure out what to do. Q: Can people get pregnant from sex during their period? A - There’s a chance of pregnancy any time a penis or semen come in contact with the vaginal area. It can be possible to get pregnant from sex during a period. Learn more about pregnancy risk and birth control at https://myhealth.alberta.ca/sexual-reproductive-health/birth-control Q: How should people position their legs during sex? What about if it’s sex from behind? A - Because everyone is different, there is no position someone, or their legs, should be in to have sex. Talking to partners about what feels good can help you know what to do. Q: Do women feel it when a man ejaculates inside of them? A - Some people say they can feel it when someone ejaculates in the vagina. Many do not but they may feel the muscle contractions of their partner’s body. Sometimes people feel aroused when their partner ejaculates. Q: Does sex hurt girls for the first time? A - Sex usually feels good. If it hurts, it can be a sign of a problem like having sex before feeling ready, feeling pressured or when someone has an infection, injury or illness. Sometimes vaginal sex hurts the first time if the hymen (a piece of tissue that’s partially across the inside of the vagina) hasn’t stretched or worn away in childhood. In this case, the penis stretches the hymen when it enters the vagina and this can hurt a bit. If the sex is fast or forceful, it can tear the hymen which hurts and bleeds. The hymen is flexible so it doesn’t have to tear from first sex. Q:I recently walked in on my sister having sex with her bf. It was an accident and I left right away. I think she saw me, but we haven’t talked about it since. But now I think of my sister in a sexual way. Is it normal to masturbate thinking about a sister? A - When someone walks in on someone having sex, it’s a good reminder to do a better job of protecting and respecting privacy. This means locking doors and closing curtains/blinds when having sex or masturbating and always knocking and waiting for an answer before opening someone’s door. Because sex is private, it makes sense that you and your sister haven’t spoken about it since. To keep a healthy relationship with your sister, it’s important to think about something other than her when masturbating. Q: I have never had an orgasm or ejaculated. I have masturbated before. I also never had a wet dream before. What could be wrong with me? A - Some people don’t orgasm, don’t ejaculate and don’t have wet dreams. It doesn’t mean there’s something wrong. But not having an orgasm, especially with masturbation, can sometimes be the sign of a problem with the body, mind, relationships or feelings, so it can be a good idea to talk with a health care provider to make sure everything is ok. It's important to remember that: • Everyone has different things that feel best for them • Mental, emotional and relationship health affect sexual feelings and responses • Some sicknesses and medications can change how the body works sexually Q: How can is top myslef from making so much noise when I orgasm alsi is it normal for me to want to stand up when im approaching my orgasm I am a girl A - There are some parts of the sexual response cycle that are reflex actions which means people can’t control them. For example, if a penis is touched, it may get hard or if something is inserted into the vagina, it may make more lubrication. Making sounds during orgasm may be part of this reflex. People often learn to make noise during sex because they’ve seen it in media, they like it or their partners like it. In this case, people may be able to be quieter with practice, if they want to be quieter. Right before orgasm, people’s muscles tense up. For some people, the combination of this muscle tension and the good feeling of orgasm could lead them to want to stand. It could also be possible that if someone is getting close to orgasm but doesn’t want to orgasm, they may want to stand up to end the activity. Q: My girlfriend and I are confused about when an oral dam is nescassary. We know neither of us have any STIs, but have also heard that giving oral sex to a female unprotected can give them a yeast infection. Is this true, and if it is, how do I use an oral dam without it slipping or getting bunched up? Is there an alternative to oral dams that is easier to use? A - An oral dam is also called a dental dam and many people have questions about when and how to use one. It is a barrier made to stop the spread of STI during oral sex on the vulva or anus. Using a dental dam gives some protection from yeast infections by stopping the yeast from your mouth being passed to your girlfriend. But it may not prevent sex from triggering the yeast already around her vulva or anus from overgrowing. Using oral dams can also help prevent other STIs. Yeast infections are when the yeast already on the body overgrows and causes problems like itching, irritation and unusual discharge. Oral sex sometimes leads to yeast infections because: • There is often yeast in the mouth that can be spread to the other person • There is often already some yeast around the vulva or anus that sex can cause to overgrow To help stop dams bunching up or slipping as much, you can put a little bit of water based or silicone based sex lube on the side that is in contact with the vulva or anus. One of you can also hold it in place during the oral sex. Learn more about making and using dental dams here: • https://teachingsexualhealth.ca/teachers/resource/using-a-dental-dam/ • https://teachingsexualhealth.ca/app/uploads/sites/4/HIS_Dental-Dam_2024_English_105607.pdf Q: Is the other stuff that comes out with the period just a waste substance? A - Blood, tissue from the lining of the uterus and a special type of mucous come out during the period. Q: What does it mean if someone had unprotected sex on September 21 and 8 days later had a period with severe pain but light, jelly-like bleeding? A - Any time someone has an unusual period like at an unexpected time, with an unusual amount of pain or a big change in what the period blood is like, it’s important to talk with a health care provider to make sure everything is ok. September 21 is several weeks ago, so it would also be important to take a pregnancy test to find out if there is a pregnancy. Q: If someone had anal sex is there a chance of pregnancy if most of the semen didn’t go into the anus? A - Anytime there is contact between a penis or semen and the vaginal area, including the anal area, there is a chance of pregnancy. If someone doesn’t want a pregnancy and it’s within 5 days, they can use emergency contraception pills to prevent pregnancy. If it’s within 7 days, they could use a copper IUD as emergency contraception. If it’s been longer than that, it’s important to take a pregnancy test 2 weeks after the sex. Q: We've been getting many questions about the chance of pregnancy from different activities. If you have asked one of these questions, please look at past answers by scrolling down this page. You will find answers to questions similar to yours. A - There's a chance of pregnancy any time a penis or semen come in contact with someone's vaginal area, even if: - it was by accident - the semen was on a condom - they tried to wash it off - the person hadn't had sex before - the penis or other body part didn't go into the vagina Q: I gave a handjob to my boyfriend and we rubbed genitals, but always with a clothing barrier in between. He tested positive for chlamydia, is there a chance I could have it? We have never had sex, and I never gave him oral sex A - Chlamydia is a sexually transmitted infection (STI) that’s spread when infected semen, pre-cum or vaginal fluid comes in contact with another person’s body. Even though it’s unlikely for chlamydia to be spread through a handjob and even less likely through fabric, anytime you’re worried about having an STI, especially if a partner has one, it’s a good idea to get STI testing. Many people have erection problems from time to time. It can happen from things like being tired, distracted or unwell. If someone often has erection problems it can be the sign of another health issue, so it’s important to talk with a health care provider. Q: Will my penis erect during masturbation if i have erectile dysfunction. A - Erectile dysfunction is when someone's penis doesn't get or stay erect (hard) when it's expected to like during sex. Some people with erectile dysfunction still get and keep erections during masturbation and some don’t. Many people have erection problems from time to time. It can happen from things like being tired, distracted or unwell. If someone often has erection problems it can be the sign of another health issue, so it’s important to talk with a health care provider. Q: Why doesn’t my orgasms feel that good? It can feel nice since I find myself wanting to experience it again but at the same time it can be to intense from contractions or feeling dizzy will exercise make it feel better I tried exercising it still feels the same. Honestly the people that do have orgasms that feel amazing are lucky. It can feel nice its not one hundred percent bad so there definitely is Harmones that are released for me to enjoy it but it still doesn’t’ feel amazing I do have anxiety so that could affect how it feels. What can I do for the orgasm to feel better? A - Although everyone’s experience of orgasm is different, orgasms that are uncomfortable, painful or cause dizziness are the sign of a problem. Talk to your health care provider so you can get the right treatment for any underlying physical, emotional or psychological causes. Q: Hi! I'm a 31 y.o MALE. Do you have an explanation for why do I start to leak pre-cum/ejaculate whenever I speak to a Girl 'online'? it doesn't even matter if we're talking on the phone or we're just texting. It's just normal everyday gossip where we are sharing normal random things with each other about our day, etc. 100% non-sexual—not a hint of anything sexual at all—still I'd get awfully aroused without actually getting an erection BUT I get really really wet down there and then it just ruins everything for me. It's been happening for as long as I remember it. It's actually very frustrating. I can't even have a normal conversation with a Girl online without it making me really wet down there and it happens every single time!! It sucks!! I hate it! I'm honestly VERY sick and tired of it. There's gotta be something REALLY WRONG with my brain or genitals. Right?A - Sometimes people get aroused when talking with people they’re attracted to, even if they aren’t talking or thinking about anything sexual. If this is upsetting to you, you might consider masturbating in private before you start the conversation with them (if it fits with your value system) or take a moment to think about something very non-sexual. It could also be useful to talk with a counsellor to learn strategies to manage any thoughts and feelings that feel intrusive. When the penis is hard, a small amount of a fluid called pre-ejaculatory fluid (pre-cum) is brought to the tip of the penis. This is normal. Underwear made out of natural fibers like cotton or bamboo will soak up this small amount of fluid if it leaves the penis. It will be useful to speak with a doctor if: • You feel sexually aroused but don’t get an erection • You have any liquid coming from your penis when it isn’t hard (unless you are peeing) • You are peeing when you aren’t planning to, like when you talk to people • You become so sexually aroused talking to people you ejaculate when you don’t intend toQ: We had a question from someone about their confusion about relationships between straight women and gay men. Because it was written in language that could be considered hateful, we have reworded the question to: I see many straight men leaving their straight female significant others because the women developed relationships (possibly sexual) with gay men. Why would a straight woman want to leave her straight male partner for a gay man? It makes no sense to me. How could a woman be straight if she’s attracted to a gay man not a straight man?A - Sorting out the reasons behind relationship breakups can be complicated. It might be useful to understand that: • sexual orientation is about the sex or gender of people someone is sexually attracted to. For example, if a woman is sexually attracted to men, they might identify as straight, whether the men they are attracted to are straight or gay. • people of any gender and sexual orientation might develop emotionally and/or sexually intimate relationships with people of any gender and sexual orientation. For example, not all straight men only have sex with women; some have sex with men. Straight women may be attracted to gay men for any number of reasons including: they feel gay men may be more considerate of diversity, they’ve developed a close, trusting friendship with the person without an expectation of sex; they don’t feel objectified, they feel gay men look beyond their appearance or they enjoy being around men they feel are less tied to some of the stereotypical “male” attitudes and behaviors.Q: My boyfriend wants to pull on my underwear during sexual things. I’m happy to have him do it, but am concerned if there are any long term health affects? A - This question could be read 2 ways: the boyfriend pulls at the underwear the partner is wearing. If this is the question: as long as the activity is consensual and the underwear isn’t creating any irritation or injury, any health impacts are unlikely. 2. the boyfriend wants to put on (wear) their partner’s underwear during sex. If this is the question: Some men like to wear women’s underwear, either day-to-day, for sexual arousal or during sex. As long as you are both comfortable with this part of your sex life, any health impacts, long or short term are unlikely. In fact, exploring sexual interests together can help build your sexually healthy relationship. Q: I have a question for you let’s see how honest you are Have you ever fantasies about your mom like kissing her with a tongue and rubbing her vagina or smelling her vagina and biting her thighs.A - It can feel unsafe and uncomfortable to be asked personal questions about one’s own sexuality by someone you don’t know and without any consent conversation. To make sure that you don’t sexually harass people, it’s important to never ask about someone’s sexual fantasies without their consent. Some people have sexual fantasies about their parents. Sexual fantasies aren’t always consciously created and come from a variety of sources like previous experience (sexual and non-sexual) or something people saw, heard or dreamed.Q: Is sex good for your health? A - Yes, sex can be part of someone’s healthy lifestyle. It can have benefits to health like stress relief, physical pleasure and emotional intimacy. Of course, sex can also be bad for your heath if you get an STI that you don’t get treated or if you have sex you feel bad about after. Sex is more likely to be good for your health when: • It fits with the values of everyone involved • People use safer sex practices • The people having sex have a good body image and self esteem • The people involved are respectful, caring and honest and have clear communication Q: can your uterus fall out? A - Special muscles called pelvic floor muscles help keep the uterus and other organs in the body so they don’t fall out. If someone has damaged pelvic floor muscles like from a traumatic childbirth, or if their muscles are very weak from age or health condition, the uterus can push down into the vagina. This is called a uterine prolapse and is a problem that can be fixed by doctors. Q: Is it normal for boys to shave their armpits? A - Some boys shave their armpits; some don’t. No matter a person’s sex or gender, the choice to remove armpit hair is a personal one. In some faiths, removing armpit hair is an important part of the culture for people of all genders. Removing armpit hair is part of how some people prepare for some sports, like swimming. In some cultures, there are different norms about armpit hair based on gender stereotypes. Q: Is it gay if you’re a man and get pegged by a female? A - No. Pegging doesn’t make someone gay. Gay is a sexual orientation where someone is sexually attracted to people of the same sex or gender. Pegging is a sex act where someone straps a dildo (a penis shaped sex toy) to their body and then uses it to have anal sex with a partner. They type of sex someone has doesn’t say someone’s sexual orientation. Q: Is jelquing effective for a teenage boy? A - Jelquing is when someone tries to do penis stretching exercises to make their penis bigger. No. It is not effective and can injure the penis. Injury can make it temporarily swell up but it isn’t a lasting change and can cause permanent damage. The penis often grows throughout puberty and to the size right for that person. Trying to make a penis bigger with devices, drugs or “natural products” can cause serious health problems. Q: Why does it hurt when my husband touches my vagina but it doesn’t hurt when I touch myself? A - When people touch their own vagina and the area around it, they know where and how to touch in a way that feels best. Partners don’t automatically know this information so your husband may touch too roughly, in places that are too sensitive or use too much pressure. It may help to give your husband clear, open and honest directions about what feels good and what doesn’t. Sometimes people do sexual activities they don’t really want to but consent to do it to please partners. If you’re uncomfortable with your husband touching your vaginal area, it can cause your muscles to tense up and make the area more sensitive to pain. If this is the case, it may help to talk with your husband about what you are comfortable with and not comfortable with. Pain when the vaginal area is touched can be the sign of infection or injury, so it’s a good idea to talk with a health care provider to check for any problems. Q: I gave my bf a handjob thru his pants and when he finished some cum got onto his pants and made them wet. I touched it for a little bit by accident. After a while (probably 30 mins), I went to my room and touched myself after he left with the same hand without washing it because I forgot to and forgot I even touched it. Is there any chance of pregnancy through that? A - Cum is a slang term for semen and contains sperm cells. Pregnancy can only happen when sperm comes into direct contact with the vagina. If ejaculation happens with clothes on, there is no direct contact between the sperm and the vaginal area. This would not be considered a risk for pregnancy. Q: I have noticed that it feels good to rub my vagina and sometimes i do it with my friend who is a boy we say yes. why does my boy best friends penis get super big when he watches me rub my vagina. A -  Rubbing your vagina because it feels good is called masturbation, and it's a normal thing people do to learn about their bodies and what they like. If you're doing anything sexual with someone else, like touching, it's really important to make sure both people are okay with it. When a person with a penis sees someone touching their private parts, it can make them feel sexually excited or aroused, and their penis might get hard and bigger. This is a natural reaction called an erection. Q: I can't fully retract my foreskin is it called phimosis? If yes is it harmful for me? A -  The foreskin is the skin and tissue that covers the head of a soft (flaccid) penis and pulls back when the penis is hard (erect). Phimosis is a word doctors sometimes used when the foreskin doesn’t pull back fully. If you can't pull back your foreskin it could be the sign of a problem. A doctor can help you understand what is causing this to prevent further problems. Q: I gave a blowjob to my boyfriend. But he didn't cum in my mouth for sure. but I'm not sure about the pre cum, also at the same time I didn't feel any different taste or anything while giving the blowjob. after the blow job we kissed (not french kiss ) . and after around 15 mins he went down on me. is there any chance to get pregnant? A - Pregnancy can happen anytime a penis or semen comes in contact with someone’s vaginal-anal area. Sperm dies quickly outside of the penis and vaginal area. In the situation you describe, there’s not a risk of pregnancy. There is a risk of STI though, so it may be a good idea to get an STI test. Q: The condom broke and I don’t know if I should take a plan b. I’m on the pill and on my period A - Anytime a penis or semen touches the vaginal area there is a chance of pregnancy. Plan B is a type of emergency contraception that is used to prevent pregnancy and can work up to 5 days after unprotected sex. You say that you are taking the birth control pill which will protect from pregnancy when used correctly. If you are worried about pregnancy, consider taking a pregnancy test 2 weeks after the sex. You can talk with your health care provider, pharmacist or someone at the sexual health clinic to decide what’s right for you. As the condom broke, there is a risk of STIs so it’s a good idea to get testing. Learn more about pregnancy risk and birth control at https://myhealth.alberta.ca/sexual-reproductive-health/birth-control Q: I have a different smell in urine after intercourse . What is the reason? A: Sexual activity can change the chemical balance in the urinary tract which may lead to a change in urine smell. Urine can smell different for a variety of reasons including lack of hydration (strong smelling), eating certain foods or if there is an infection. The only way to know for sure if there is a problem is to visit a doctor or healthcare provider. Q: I'm male, not very sexually active and I don't masturbate. I have wet dreams occasionally. Is it possible to have a wet dream while sitting? I sleep while traveling (car passenger, airplane) and I'm worried about getting a wet dream.A: A wet dream, also known as a nocturnal emission, is when someone gets an erection (hard penis) and ejaculates (semen comes out of the penis) when they’re sleeping. Only about ½ teaspoon - 2 teaspoons of semen come out when someone ejaculates. Yes, it is possible to get a wet dream when you’re asleep sitting. If you’re worried about having a wet dream while travelling, you can: • Choose bottoms that don’t show wet spots • Wear baggy bottoms • Keep a blanket or jacket on your lap if you are going to napOlder Questions and Answers Q: My girlfriend and I were trying new things and we got a little too far and I penetrated her but I did not come close to ejaculating neither did I feel what I feel when I masturbate to reach climax, it was here rubbing and that was about it. Is there a risk of pregnancy? A: Any time a penis or semen come in direct contact with the vaginal area, there’s risk of pregnancy. Sperm are in pre-ejaculatory fluid, which is always at the tip of an erect penis. Q: During oral sex, there are times when my husband does not ejaculate. I always assumed that any man would always ejaculate when a woman performs orally on him. Am I wrong? If the woman was good sexually, couldn’t she always bring the man to ejaculation? A: Oral sex is when someone’s mouths touches another person’s genitals. Ejaculation is when semen comes out of the penis. People don’t always ejaculate from oral sex or any kind of sex. Talking to your partner during sex about what they like can make sex more pleasurable. Q: If someone does incest should they turn themself into the police or are they a bad person or a pervert? A: Incest is having sex with family members. In Canada, incest is against the law. It is important to talk to an adult you trust if you are having sex with any member of your family. If you are concerned about being a bad person, talk to a counsellor to help you work through the feelings. Q: I had my period on 6th July. On 21st July I was with a guy. We didn't have vagina penis intercourse as I got scared but during the process we grinded naked for few minutes without protection. I felt wet liquid on my lower thigh and thought he had ejaculated but he said that he was completely dry. It was my first time ever with a guy and I started to panic and didn't examine the liquid properly. I took an ipill (Emergency contraception pill) the next morning just to be safe. Day by day I started to have anxiety, I woke up with anxiety and fear. I took a pregnancy test on 2nd August it came out negative. On 5th August I started to bleed lightly. Usually on my first day I suffer from lower back pain and stomach pain a lot but this time I only had lower back pain for a while and nothing more. Next day I started to bleed more, red blood. It lasted for 5 days. I took 2 more tests after my bleeding stopped, it came negative. I was still anxious and various what ifs were running in my mind. On 26 august I again did the test and it came out negative. After few days around 3rd-4th September I again took 2 tests and it came out negative. Altogether i took 6 tests. On 5th September my lower back started to hurt and soon i was bleeding. My lower back and stomach hurt a lot so I took an Meftal. I bleed for 5 days and a bit on the 6th day. During all this incident even slight feeling of nausea, headache would give me a scare. Right now my breast is starting to hurt. I do not why it's hurting it's 8 day after my period started. Is there still chance of me being pregnant? I am extremely scared. A: You have many questions about periods and also about pregnancy. It is very important to visit a healthcare provider such as a clinic or doctor's office to ask questions and talk about your anxiety. If you are in Alberta you can call 811 to talk to a nurse. To learn more about pregnancy, see https://tascc.ca/supporting-high-risk-youth/pregnancy/ Q: How many times should a 14-year-old boy masturbate in a month?A: Masturbation is when someone touches their own genitals for pleasure. Some people do it, others don’t. Both are normal. It can be a healthy, safe way to learn about your body and sexuality. There isn’t really a limit on how many times people can masturbate in a month. Everyone is different including how many times they masturbate. When choosing to masturbate, people need to think about: • Their values • If it gets in the way of other activities or relationships • If it causes problems in other parts of their life • Safety and injuryQ: Today it will be 10 days since I missed my period and I had sex today. What will happened? A: People sometimes miss a period (or have a late period) for many reasons including stress, sickness, changes in hormonal birth control and pregnancy. Any time semen comes close to the vulva and vagina there is a chance of pregnancy. If you have had sex without using birth control, there is a chance you could be pregnant. The only way to know for sure is to take a pregnancy test. If someone is already pregnant when they have sex, it will not affect the pregnancy. Q: My girlfriend is 21, she was virgin but I saw blood while Extreme fingering and she said I didn't cut her or something so according to m hymen is broken. when we met for second time I tried to push my penis in second round ( I erected and released in first time by her blowjob and a lots of semen came out ) but I couldn't , I would say my penis were 70% erected but I felt there is a blockage or wall when I push penis. even while fingering, two fingers were hard to push, my penis 's tip is as big as 4 fingers. what is the reason? Why I can't get my penis inside her? I tried pushing my finger inside her butt hole but was unable to make place even for one finger. Please help A: Virginity means different things to different people, but often means when someone hasn’t ever chosen to have sex with another person. Fingering is a type of sex where someone’s fingers go into someone vagina or butt hole (anus). The hymen is a piece of tissue that’s partially across the inside of the vagina. If the fingering is fast or forceful, it can tear the hymen which may bleed. Because the hymen is flexible, it doesn’t have to tear from first sex but some people may find this uncomfortable. When someone is relaxed, comfortable and sexually aroused, vaginal muscles relax and the vagina gets wet, making sex comfortable. If the vagina is tight, it usually means the muscles are not relaxed. This is more common if the person: • is young and the vagina is not developed so they’re not ready for sex • is not sexually aroused so they’re not ready for sex • has strong emotions like embarrassment, fear or guilt so they’re not ready for sex If the hymen hasn’t stretched or worn away in childhood, the penis can stretch it during first sex, and this might feel tight. The anus doesn’t make much of its own lubrication and is not very stretchy so it’s important to use lots of lube and go slowly during anal sex. To lower the risk of injury during sex: • be sure everyone consents • be sure everyone is ready • use a lot of sex lube • go slowly • have lots of good communication • stop if something hurts Q: I Ejaculate every time within 1min and then next time time increases..is.everyday premature Ejaculation normal.A: Ejaculation is when semen comes out of the penis. Premature ejaculation is when semen comes out of the penis earlier than 2 minutes and it’s a problem for the person. Ejaculating within one minute sometimes, and longer the next time, can be normal especially if someone is really sexually aroused. The average ejaculation time is different from person to person and on sexual arousal and sex activity. It usually takes about 2 to 12 minutes for people to ejaculate. It can be a problem if someone has premature ejaculation every day. Talk to a doctor if this is a problem for you.Q: I'm thinking about trying anal sex is there anything I should worry about? Is the any preparation before? A: Anal sex is when someone’s penis goes into another person’s anus. It’s common for people to be a bit nervous or worried about trying anal or any kind of sex the first time. This is because there’s lots to think about when making sexual decisions like values, pleasure, safety and relationships. It may help you worry less and prepare for anal sex if you: • know your sexual values and make sure your actions match them • Only have anal sex when you and partners are ready and want to • learn about your body and what feels good for you by talking with your partner • Lower risks of STI or injury by using condoms, dental dams and lubricants. Q: Hi there, my question is about HPV transmission. I was sexually active with a new partner about 1 1/2 years ago. At the time, he mentioned that he had a hard bump on his penis, said it was nothing serious and that his ex wife had requested he have it removed but he refused. We had oral sex that night. And we were intimate a few times after that when I would visit his town. A friend was recently diagnosed with a form of cancer linked to HPV infection, which got me to thinking about my out of town friend/encounter and whether he might have had some form of genital warts (it wasn't a cluster. just one bump) I can't follow up with my out of town friend, since he passed away late last year. Over the 18 months when we would get together., the bump was a constant. Our first encounter happened about two weeks before I took my third and final dose of the Gardasil vaccine. Now, it's entirely possible the bump on the penis was something benign, but recent events have me questioning a lot of things. Would the two doses of Gardasil have given me enough protection in this instance? A: HPV (Human Papillomavirus), is a sexually transmitted infection (STI) that can cause genital warts and cancer. Gardasil is a brand of the HPV vaccine. It’s an injection medicine that protects against HPV. You need all 3 doses of the vaccine to be fully protected . Even though you have gotten all 3 doses of the vaccine, it is still important to talk to your doctor about having a routine pap smear/cervical cancer screening. The only way to know for sure that someone has an STI is to go for a STI testing. Learn more about STIs https://tascc.ca/supporting-high-risk-youth/stis/ Q: I was with my girlfriend 3 days before her period, we had sex without a condom, could she be pregnant? A: If not using birth control, it can be possible to get pregnant from sex 3 days before a period. Any time a penis or semen come in direct contact with the vaginal area, there’s risk of pregnancy. Taking a pregnancy test at least 2 weeks after sex is the best way to know if she’s pregnant.Q: I am aged 58 last two months I could not retract my foreskin it was closed fully some time itching on the skin is there, I do not have sex last 10years due to my wife's illness. My doubt is it will cause prostate cancer like any major problem? A: The foreskin is the skin and tissue that covers the head of a soft (flaccid) penis and pulls back when the penis is hard (erect). If you cannot pull back your foreskin and it is itching, it could be the sign of a problem. It is important to see a Healthcare professional to check what is causing this to prevent further problems. Q: Is it normal to feel horny when you are on your period? A: Horny is a term for being sexually aroused. Yes, it is normal for some people to feel sexually aroused during their period. This happens because of the changes in the hormonal level around the time of their period. Q: I had unprotected sex with my girlfriend one day after she jumped back on her combination pill. Should we be worried about her being pregnant? A: The combination pill is a birth control pill that contains 2 chemicals/hormones to prevent pregnancy. If someone starts the pill on the first day of their period, it works right away to prevent pregnancy. Any other day that it’s started, a backup method such as a condom needs to be used. Taking a pregnancy test two weeks after sex is the only way to know if someone is pregnant. Learn more about birth control here: https://teachingsexualhealth.ca/teachers/lesson-plans-resources/print-resources/birth-control-information-sheets/ Q: Hi there, I'm a virgin but i really want to try fingering myself. The thing is I'm afraid that I might bleed and don't know what to do. I have used tampons before once but I don't know. Is it possible that i will bleed even though i have used a tampon before? A: The term virgin is often used to describe someone who hasn’t yet chosen to have sex. Fingering is a type of masturbation where people put their fingers into their vagina or anus for pleasure. Some people masturbate and others don’t. A tampon is a product put in the vagina to absorb menstrual fluid before it leaves the body during a period. Masturbating with fingers or any object like a tampon should not cause bleeding. It’s important to talk to a health care provider if there’s bleeding from masturbation as it could be a sign of a problem. Q: I had sex without condom, so the first round I did the pull out method then used water to wipe my dick, then continued the second round also did pull out method but I’m still afraid. Will the girl get pregnant? A: The pull out method means withdrawing or pulling the penis out of the vagina before ejaculation. Yes, there’s risk of pregnancy with withdrawal. Sperm are in pre-ejaculatory fluid, which can be at the tip of an erect penis. Any time a penis or semen comes in direct contact with the vaginal area, there’s risk of pregnancy. If you are trying to avoid a pregnancy, emergency contraception pills, which are used to prevent pregnancy after unprotected, sex can be taken up to 5 days after sex. If it has been more than 5 days, talk to your health care provider. There is also the risk of Sexually Transmitted Infections. Testing and treatment is the only way to know for sure if there’s an STI. Learn more about STI risk at: https://www.catie.ca/safer-sex-guide-0#book-block-menu-13405 Learn more about birth control, including emergency contraception, at https://tascc.ca/supporting-high-risk-youth/birth-control/ Q: Why do boys need tissues ready when they rub their penises my friend says he uses a box a week I’m so confused? A: When people rub their penis, it's called masturbation. Masturbation is when someone touches their own genitals for pleasure. When people touch their penis, they might have an ejaculation. Ejaculation is when semen, a sticky white fluid, comes out of the penis. The tissue is used for cleaning the semen that comes out of the penis. Q: Due to excessive masturbation I have lack of concentration how to fix it A: Masturbation is when someone touches their own genitals for pleasure. It can be a healthy, safe way to explore sexuality. However, having a lack of concentration due to excessive masturbation can be a problem. Speak with a health care provider, like a counsellor, who can support you to have healthy sexuality. Learn more about finding mental health services in Alberta at: https://www.albertahealthservices.ca/amh/amh.aspx Learn more about masturbation at: https://www.plannedparenthood.org/learn/sex-pleasure-and-sexual-dysfunction/masturbation/masturbation-healthy#:~:text=Masturbation%20can%20actually%20be%20good,and%20make%20you%20feel%20good Q: If you are pregnant, what can you do? Can you have an abortion? A: If someone thinks they’re pregnant, it’s important to talk to a doctor about options and how to stay healthy. Pregnancy choices are: parenting, adoption & abortion (ending the pregnancy). An abortion is a medical procedure to end a pregnancy. Given by specially trained doctors, they’re legal and are safe. People don’t need to get anyone’s permission, they don’t need to be a certain age and the cost is covered by Alberta Health Care. For more information about abortion, see: https://myhealth.alberta.ca/Health/Pages/conditions.aspx?hwid=tw1040 Q: Is sex really like you see in porn? A: Porn, or pornography, is pictures or videos showing people who’re naked or doing sex acts that people often masturbate to. Real sex isn’t like porn. Like all media, porn can give people unrealistic expectations about sex, their bodies and relationships because it’s showing fantasy through actors, directors, scripts, make up and computer editing. In real life sex, people physically interact with all of the fun, joy, humour, care and awkwardness of any interaction. Learn more about pornography at: https://myhealth.alberta.ca/growing-up-online/online-pornography/facts-for-youth Q: Is masturbating once or twice daily bad for my health as a teenager? A: Masturbation is when someone touches their own genitals for pleasure. Some people do it, others don’t. Both are normal. It can be a healthy and safe way to explore sexuality. However, It can be harmful if there’s risk for infection or injury, if it gets in the way of other activities or relationships, or a person believes it’s bad and feels ashamed when they do it. Personal values tell a person what’s right or wrong for them. Talking to family, cultural and religious leaders can help people learn about their values.Q: I notice a small reddish outgrowth on my penis(very much like a pimple) at the base of my penis today. it is not painful. I have never had sexual intercourse, but I do masturbate occasionally and recently used a chocolate flavoured latex condom while masturbating. Is there a cause for concern and should I refrain from masturbating? A: The lump or bump may be an ingrown hair or irritation but the best way to know is to see a health care provider. If you have never had any sexual activity, there is no risk of STI. Masturbating can be a healthy, safe way to explore sexuality but if this is causing the irritation you may decide to stop for a while. Learn more about STI risk at: https://www.catie.ca/safer-sex-guide-0#book-block-menu-13405 Q: How could I stop mastarbation addiction A: Masturbation is when someone touches their own genitals for pleasure. Some people do it, others don’t. Both are normal. Some people who masturbate do it frequently, like every day or more; others do it less often. Masturbation can be a healthy, safe way to explore sexuality. If someone masturbates so often it stops them from doing other regular life activities or they do it at times or in places that are not private, it can cause serious problems. If this is the case, it’s important to speak with a health care provider, like a counsellor, who can support you to have healthy sexuality. Learn more about finding mental health services in Alberta at: https://www.albertahealthservices.ca/amh/amh.aspx Learn more about masturbation at: https://www.plannedparenthood.org/learn/sex-pleasure-and-sexual-dysfunction/masturbation/masturbation-healthy#:~:text=Masturbation%20can%20actually%20be%20good,and%20make%20you%20feel%20good Q: I'm a virgin. Never had sex before or given Oral sex even. But my boyfriend had masturbated himself and touched his pre-cum with his fingers. Which I licked after, (his fingers) With an existing cold sore in my mouth. Could I be getting an STI, even though we're also both negative? A: STIs, or Sexually Transmitted Infections, are sicknesses spread through sexual contact with someone who has an STI. If no one has an STI, there is not a risk of spreading STI. Often people think of traditional sexual activities like oral, anal and vaginal sex as being the only activities with STI risk, but any contact with someone’s genital area or genital fluid (pre-cum included) has some risk of STI. This risk is higher if you have a sore, like a cold sore, where you had the contact. If you notice any symptoms, talk with your health care provider to see if you need any STI testing. Learn more about STI risk at: https://www.catie.ca/safer-sex-guide-0#book-block-menu-13405 Learn more about STI testing at: https://myhealth.alberta.ca/health/pages/conditions.aspx?Hwid=abl3535 Q: Is it okay for me to have a vulva but want a penis A: Some people who are born with a vagina want to have a penis instead. Sometimes people who have this feeling identify as transgender. Being transgender is ok. It’s just how some people are. Anytime someone feels that their genitals (e.g. penis, vulva) doesn’t match who they are, it can be a good idea to talk to someone, like https://www.skippingstone.ca/ or your health care provider for ideas, support and resources. Q: Is it okay for me to ejaculate on my partners back as she says she like it a lot?A: When it comes to sexual activities that partners consent to, personal values tell a person what is okay or not okay for them. It's important to check-in with your partner every time as they could change their mind - if they decide they're not into it, it's not okay, even if you still want to do it. Anytime a person’s genitals or genital fluid (like semen) come in contact with another person’s body, there is risk of STI transmission.Q: I'm a male and have received the HPV vaccine. I'm dating a female who's informed me she has HPV. What's the risk of me receiving HPV if we use a condom during sex? What's the risk of me receiving HPV if we have unprotected sex?A: Without vaccination, about ¾ of sexually active people get HPV at least once in their lifetime. The HPV vaccine is highly effective (up to 90-100%) at preventing most HPV infections that cause problems. Using a condom lowers the risk further. It can be useful to talk with your health care provider to learn more about your specific HPV risk and ways to lower that risk.Q: What is squirting? How common is it? Does it make a big mess?A: Squirting is when fluid, made in the Skene’s gland, comes out of the urethra during a vaginal orgasm. There’s also more vaginal fluid that comes out during orgasm. Releasing fluid from the Skene’s gland during orgasm is common, but is usually such a small amount (under a teaspoon) that it isn’t noticed. If someone releases a large amount of fluid during sex, it can be a good idea to talk with a health care provider as some people have something called sexual incontinence which is when they lose control of their bladder and pee during sex.Q: Is it ok for me to use an app controlled vibrator in public?A: App controlled vibrators are sex toys that can be controlled by an app. They’re designed to be controlled by another person’s phone so people can share sexual activity together even when they are physically distanced. They can also be used for solo sex, just the person using the vibrator. Most app controlled vibrators would not be easily hidden in clothing. Because sex is private, doing sexual activities like masturbation in public, even if you think it is hidden, isn’t ok because it violates people’s boundaries and can cause harm.Q: What helps if I have premature ejaculation? A: Premature ejaculation means that someone ejaculates too early during sex, within a minute. Because premature ejaculation might be caused by a health problem, it can be a good idea to talk with a health care provider about it. It’s up to people and their partners to decide if this is a problem for them or not. If it is a problem, premature ejaculation may be helped by: • Using a condom made out of a thicker material like polyurethane • Changing sexual positions • Masturbating an hour or 2 before sex • Take breaks during sex to talk, breathe or think about something else Q: What can help if I have a hard time getting erections?A: Getting and keeping erections are linked to a healthy mind and body. It’s normal for people to have some changes in their erections. This can happen from: being tired, stress, mood, anxiety, aging, substance use, relationship problems, medicine, being distracted, illness, infection and injury. Because erection problems are sometimes the sign of serious health problems, it’s important to talk to a doctor if you’re worried about your erections. Erection problems may be helped by: • Regular exercise • Healthy body weight • Good nutrition • Enough sleep • Stress management • Healthy, happy relationships • Good mental health • Not smoking • Lowering alcohol intake • Not using street drugs • Not abusing prescription drugsQ: What’s the difference between pre-cum and ejaculation?A: Pre-cum, or pre-ejaculatory fluid, is a clear fluid that gently comes out of the penis when someone is sexually aroused and the penis is hard. It’s made by the Cowper’s gland and Glands of Littre. It lubricates the inside of the penis and makes it a good environment for sperm that’s in the semen that will be ejaculated. It contains some live sperm that was left in the vas deferens during the last ejaculation. Ejaculation is the process where semen comes out of the penis when someone orgasms. An orgasm is when the muscles in the genital area squeeze in a way that feels very good then there’s an intense feeling of relaxation. Semen is the fluid that comes out of the penis during ejaculation. It’s made up of sperm, water, sugars and minerals. The sperm are made in the testicles and stored in the epididymis. The water, sugars and minerals are made in the prostate gland and seminal vesicles.Q: Is it normal to have pre-cum when I’m talking to my girlfriend?A: Pre-cum, or pre-ejaculatory fluid, is a clear fluid that comes out of the penis while the penis is hard but before ejaculation. It lubricates the inside of the penis and makes it a good environment for sperm that’s in the semen to be ejaculated. If someone is sexually aroused when talking to someone, like their girlfriend, if the penis is hard, it may have some pre-cum at the tip. Sometimes people notice this as a drop of fluid, sometimes it makes the head of their penis wet and sometimes people don’t notice it as it can be inside the tip.Q: Is masturbation bad? Will it make me over-sexual? A: Masturbation is when someone touches their own genitals for pleasure. Some people do it, others don’t. Both are normal. It can be a healthy and safe way to explore sexuality. It can be harmful if there’s risk for infection or injury, it gets in the way of other activities or relationships, or a person believes it’s bad and feels ashamed when they do it. Masturbation does not make people over-sexual but people with anti-masturbation beliefs and those who haven’t masturbated for a long time might feel like masturbation has this impact. Q: Will watching porn in the early teens cause problems later on?A: Porn, or pornography, is pictures or videos showing people who’re naked or doing sex acts that people often masturbate to. Even though there are laws in Canada to protect teens from watching porn, many teens watch porn to explore and learn about their sexuality. Because porn often shows unrealistic, unhealthy and unsafe sex, bodies and relationships, watching it can: • change what people think is sexy • cause people to feel bad about sex, their bodies and their relationships • lead people to try things in real life sex that could lead to injury, unintended pregnancy, STI, and legal and relationship problems There is some evidence that using pornography in the teen years can change how their brain and body work together for sex and hurt their relationship skills. There are less likely to be problems with pornography use if people: • wait until adulthood to use porn • only look at porn that matches personal values and shows healthy and realistic sex, bodies and relationships, • remember porn is fantasy – real life sex does not feel like how porn makes it look • develop healthy real life face-to-face relationships • talk to a counsellor if they think there might be a problem with porn useQ: I have a tear on the underside of my frenulum. Its a full hole that you can see right through. There is no bleeding pus or anything like that, but it seems concerning. Will it heal closed or should I see a doctor?A: – Thank you for your question. Anytime someone feels concerned about an injury, it can be useful to talk with a health care provider. If you are unsure if you should see your doctor, you can call 811 and talk to a nurse who will help you decide what to do. The frenulum is an elastic band of tissue that connects a part of the body that moves to another part of the body. For example, the band of tissue connecting the bottom of the tongue to the mouth and the band of tissue connecting the foreskin to the head of the penis (glans) are both frenula. Although tears to the penis frenulum can heal on their own, it’s important to see your doctor because they can help you: • know if it’s serious or not • lower the risk of further injury, after all, its connected to a part of the body that moves around a lot • lower your risk of STI risk until it heals • prevent other infections while it heals • find out why it tore to begin with and can help make sure it doesn’t happen againQ: We had a question about someone who is having serious worries about the sexual health of their partner. A: – This online Q & A is not intended to provide health advice. Anytime you have serious concerns about your sexual relationship, your own sexual health or the sexual health of your partner, it is important to talk about it with your partner and with a health care provider like a doctor or therapist. Q: My teenage daughter who has a number of hidden disability’s and learning difficulties has recently started masturbating, I have provided a safe and welcoming environment for her to ask me any questions and concerns she may have around the subject. However we were recently out for a shopping trip she explained she needed the toilet but not because she needed to pee but I didn’t question she usually takes a while when using the toilet so I didn’t suspect anything when she was away for a bit, however when she came back to meet me it was visible she had masturbated. A: It’s important to continue to be an ‘askable’ adult for your daughter so she can come to with questions. Masturbation is typical and can be a way for people to explore their bodies and sexuality. Some people do it and others don’t. You can teach your daughter that it’s a private activity - private places where masturbation is safe are the bathroom at home and a private bedroom. Public bathrooms are not private as they are shared spaces. Talking with your daughter about private and public will help her to develop boundaries that will help keep her safe. Identify public and private areas in your home and in the community. Re-direct her if she suggests she may be intending to masturbate in a public space, reminding her of where you have agreed she can do it. For more information about personal boundaries including masturbation see: https://tascc.ca/supporting-youth-with-disabilities/healthy-boundaries/ Q: My wife & I have been married 36 years. We both enjoy sex a lot & have sex 4-6 times a week on average, many times more than once in a 24 hour day. I'll be 60 in a few months. I'm in great shape, going to the gym 5 days a week. I've never had a problem becoming physically aroused. Most times all it takes is to think about sex & I'm ready. The problem that has occurred more frequently in the past year is being able to finish. I will be both physically & mentally into it during sex & can feel the buildup to orgasm. Then suddenly I can feel my erection start to subside & almost immediately my desire is lost. I still 'want' to continue but I'm no longer 'focused' on continuing. No matter how hard I try, the session is over. Is there any type of condition that can cause this? A: Many people find that erections start to reduce in strength and duration as they age. It is important to see a healthcare provider to check if health problems such as diabetes, high blood pressure, depression or medications are leading to erectile dysfunction (ED). If physical issues are not the cause counselling or other therapies might be useful as there are treatments that can help. For more information about erection problems, see: https://myhealth.alberta.ca/health/pages/conditions.aspx?Hwid=hw112768 Q: Is it normal for fluid to come out of the vagina during sex or did I pee?A: Although it is possible for people with a vagina to pee during sex, when they’re sexually aroused, the pressure around the genital area usually makes it harder to pee. Usually the fluid that comes out during sex is vaginal fluid. If someone orgasms, Skene’s gland fluid may also be released from the urethra.Q: I have a learning difficulty. Me and my boy friend like to have sex and consent to it. Is it normal for me to moan when we have sex? A: Great job making sure everyone consents to sex. People might moan or make noise during sex because: • They just make sounds when they’re sexually aroused • It makes them more sexually aroused • They think it will make their partner more sexually aroused • They see it acted out in porn this way and think they’re supposed to Q: My and my friend like to have sex we consent to it. The last time I was rubbing her vagina and after she cum, she rubbed my penis and asked me to cum on her face is this normal?A: Great job getting consent before sex! Rubbing someone’s genitals is called hand sex. It’s hard to say if something during sex is “normal” or not – everyone is different! Sometimes pornography shows people cumming, or ejaculating, on people’s faces so they think this is what they are supposed to do. Remember, everyone gets to decide if they want to do something sexual or not. It can be useful to talk with your partners about what everyone wants to do during sex before sex happens so you can make those choices ahead of time.Q: Do girls need to clean up after rubbing there vulvas?A: Vulva is the genital area on the outside of the body of someone with a vagina. When a person rubs or touches their genitals for pleasure, it’s called masturbation. It is a good idea to wash hands before and after masturbating. Some fluid is always produced in the vagina. When people are sexually aroused, more fluid comes out of the vagina. If a person wants to, they can use a cloth and water to wipe away any extra vaginal fluid from around the genitals after masturbation.Q: Is it normal to get a hard penis and sticky stuff to come out of it when I put my mouth on someone’s privates? They say yes and seem to enjoy it. Also, is it normal for fluid to come out of their vagina? A: It is great that you make sure that people say yes before doing any type of sex! Putting a mouth on someone’s privates is called oral sex. People often get sexually aroused when they have sex: if they have a penis, it can get hard and if they have a vagina, it makes more fluid. If someone with a penis orgasms, a sticky fluid called semen comes out of the penis. If someone with a vagina orgasms, fluid comes out of their vagina and a small amount may also come out of their urethra. Q: I’m currently looking after my 14 year old sister has quite high functioning autism as our mom is away with work for a few weeks, she has recently started dating a boy in her class at school we have accepted him as he also has high functioning autism, he came over to our house last night, they were sat on the sofa and I noticed a lot of giggling and talking and I noticed my sister had her pants down, I asked her politely to put her pants back on and to be fair she did, after a few minutes I noticed sitting on the floor between her boyfriends legs and I noticed she was stroking his penis by the time I noticed he was experiencing his ejaculation she became quite confused as to her hands been sticky I told them it’s okay to do it as long they consent to it and next time to do it in a private place should I have done more to stop this. A – The response you gave your sister was respectful and kind. You let her know that everyone can have healthy sexual relationships. Understanding consent and boundaries can be hard, so it’s a good idea to check that your sister knows what this means. You want to help her learn that: • her body belongs to her • no-one gets to touch her or force her to touch them • that she can say no at any time. It sounds like the boy is the same age as your sister if they are in the same class but if the person was a lot older or in a position of power, like a respite worker, this could be breaking the laws about consent. Encourage your sister to let you know if anything happens that makes her feel scared or worried. Talk about where a private place might be – the family room at home is public and is not a safe space to do private things like sexual activities. Whenever a penis or semen could get close to the vaginal area, there’s a risk of pregnancy. Body fluids can also carry sexually transmitted infections (STI). Talk to your sister about getting birth control and safer sex supplies. She may want to have a support person to go along to a clinic with her. If it would be safe for you and your sister, you can encourage your sister to talk to your mom about this. Talking to parents can help people feel supported and give them information about family values. This website has information for youth about boundaries https://tascc.ca/for-youth-with-disabilities/personal-boundaries/ and relationships and dating https://tascc.ca/for-youth-with-disabilities/relationships-dating/ There is also information for families supporting a youth with intellectual or developmental disabilities to talk about healthy boundaries, dating and intimacy and safe sex https://tascc.ca/supporting-youth-with-disabilities/ Find a sexual health clinic near you at ahs.ca/srh Q: Shaving doesn’t actually make hair any thicker or coarser, but it does give the hair a blunt tip that can make it feel prickly when it starts to grow out. This feeling is usually less with other hair removal techniques, like sugaring or waxing or if someone just trims it a bit longer. A health care provider can talk to you about how to avoid injury and infection when removing or trimming pubic hair. How people choose to groom their pubic hair (hair in the genital area) is up to them. It’s important to remember that removing pubic hair doesn’t make someone cleaner. In fact, removing pubic hair can increase STI risk. A – Rubbing private parts is called masturbation. Some people masturbate, some don’t. Both are normal. People might masturbate because it feels good, relaxes them or helps them learn about their body. Masturbation is a private activity – that’s why your sister checked in that you were feeling ok. Now that you and your sister are getting older, having privacy rules can help you both feel safe. Privacy rules that are important include closing doors if one of you needs privacy, knocking on the door before going into your bedroom and not doing private things if the other one is there.Q:I am a woman and when I shave down there, after few days, there is thick short hair growth similar to that of a beard. When I have sex with this growth my partner complains that it is pricking and it causes him blisters on his inner thighs. Is this possible? He is suggesting me to try different methods of public hair removal. Can trying something else like waxing/trimming help in avoiding thick and coarse hair growth?A – Shaving doesn’t actually make hair any thicker or coarser, but it does give the hair a blunt tip that can make it feel prickly when it starts to grow out. This feeling is usually less with other hair removal techniques, like sugaring or waxing or if someone just trims it a bit longer. A health care provider can talk to you about how to avoid injury and infection when removing or trimming pubic hair. How people choose to groom their pubic hair (hair in the genital area) is up to them. It’s important to remember that removing pubic hair doesn’t make someone cleaner. In fact, removing pubic hair can increase STI risk.Q: I gave blowjob to my boyfriend and suddenly we kissed and after kissing each other he ate me up.... is there any chances to get pregnant?A – Blowjob is a slang term for oral sex on the penis. Although a pregnancy can happen anytime a penis or semen come in contact with the vaginal area, semen does not survive in or around the mouth and would die in the time between giving the blowjob, kissing and then oral sex on the vulva.Q: Can an orgasm achieved in regular sex with foreplay, oral and manual stimulation be as strong as an orgasm achieved with vibrators stimulation? (Woman i mean) A – An orgasm is when the muscles in the genital area squeeze in a way that feels very good, then there’s an intense feeling of relaxation. A vibrator is a sex toy used to stimulate the genitals that, as the name suggests, vibrates. Because everyone’s sexual experience is different, there isn’t one answer to your question. Many people find that vibrators make orgasm quicker, easier and stronger, especially during masturbation. Because sex requires communication and interaction with someone else and gives a different sensation than a vibrator does, orgasm through sex might take longer than through masturbation with a vibrator. Some people find that once they are able to work with their partners to find what feels best for them, their orgasms are as satisfying or more so than the ones they get with vibrator use. Q: Why do women try to cum kiss him after a bjA – BJ is short for blow job, a slang word for oral sex on a penis. After any type of sex, some people like to kiss to show or feel connection and care. Many people find kissing after oral sex sexy and others may feel that kissing after giving a blow job shows that their partner isn’t “grossed out” by it. Many people with a penis want to kiss their partner after a blow job to show their appreciation and care for the other person.Q: I am a 34-year-old and I recently got married. When erect, my penis size is 6 inches. My wife seem to enjoy sex but not ejaculate and demand more penis inside. Mostly she ask insert more deeper at the peak of sex, and she not much satisfied and ejaculate. She ejaculate only when she's on top. Is it because of my penis size? and some forums told me its because she's already had sexual experience with bigger one ??A – Thank you for reaching out to a reputable health resource with your question – forums can give a sense of community but the health information on them isn’t always true. Congratulations on your marriage. When people start a sexual relationship, they do a lot of learning about what they like, what their partners like and how to communicate that with each other. Here are a few things that might be good to know: • Many people enjoy sex whether or not they orgasm • Satisfying sex is about consent, talking and willingness to experiment with new positions or ways of having sex • The average penis is about 5 inches when erect – this means that a 6 inch penis is much larger than average • Penis size doesn’t matter when it comes to giving or receiving sexual pleasure • Having sex with someone with a large penis doesn’t make sex with someone with a smaller penis less pleasurable • The G-Spot, or Grafenberg Spot, is an area about 2-3” in the vagina just behind the front wall. For some people, touching this area may be very sexually arousing. • The clitoris is a sensitive part of the genitals located just above the vagina and urethra with parts branching out inside the body. Touching this area is generally sexually arousing, but everyone is different with what kind of touch feels best for them. • People with vaginas often orgasm through stimulation of the clitoris and/or the G-Spot rather than simple thrusting of a penis in and out of the vagina • Many women orgasm more easily when they are on top and some only orgasm this way – this may be because of how that angle stimulates the clitoris or the g-spot or how it gives her more control of the pressure, angle or rhythm Your wife demanding more penis during sex might be because she enjoys the feeling of fullness during vaginal sex – specific angles for sex or pressing hand gently on the lower abdomen during sex can help give this feeling. But, demanding more penis during sex might be how she uses ‘sexy talk’ to make her feel more sexually aroused. If it is because she likes sexy talk, it might be useful to let her know that demanding more penis is leading you to feel worried about your penis size and you can think together of sexy talk that would be sexier for both of you. It’s important to talk with your wife to see what you can do together to make sex even better for both of you.Q: I just found out I have hsv 1 genitally. I'm afraid to be around my nephew that's 10 months old because I don't want to infect him. He's got a fever and cold right now and I'm terrified it's because if me. I'm tripple washing my hands and doing the utmost to keep myself sanitary.A – HSV 1 is one of the kinds of herpes simplex virus. HSV on genitals is sometimes called genital herpes. Herpes passes through direct contact between the part of the body that’s infected with the virus and another person’s body. This means it’s very unlikely that it could have passed to your nephew. Because HSV can be very dangerous to newborns, people who get cold sores (HSV in or around their mouth) should not kiss a baby if they have a cold sore or feel like they're getting one. Regular handwashing after touching your genitals is one way to lower the spread of herpes. Other ways include talking to your doctor about medication, not having sexual contact when you have an outbreak (or feel like you’re getting one) and using condoms and dental dams.Q: Can you still get STIs while performing oral sex even if both the partners don't have STIs? Is there a possibility of getting STIs?A – STI, or Sexually Transmitted Infections, are sicknesses spread through sexual contact with another person’s genital area, semen or vaginal fluid. Sex doesn’t cause STI; it lets it spread. If no one has an STI, they can’t pass it to someone else. STI testing is the only way to know if you have an STI. You can never know for sure if sex partners have an STI or not.Q: We used a condom however after he cum he started fingering me then stuck his penis back in it wasn’t until I went to have a wee that I noticed the condom was in me my knickers were wet so I’m guessing it all leaked out straight on to my knickersA –Cum is slang for ejaculation or when semen comes out the penis. After ejaculation, the penis starts to get softer and smaller and condoms get loose. Anytime a condom is loose, or falls off, there is a risk of STI and pregnancy. If this happened within the last week, to prevent pregnancy, use either emergency contraception pills (work up to 5 days) or a copper IUD (works as emergency contraception up to 7 days). If it’s been longer than 7 days, it’s important to take a pregnancy test 2 weeks after the sex. Loose condoms and fingering are high risk for STI, so it’s also important to get STI testing.Q: So I am a virgin. My boyfriend and I hot heated in a moment. He tried to insert his to my opening but I’m too scared and it hurts. But then, when he tried for the second time, he has precum, and I felt that something tore inside but it didn’t bleed. Because I’m too scared, he decided to remove it so we didn’t have sex literally. He said it didn’t went in. But I felt someting tore. Can I get pregnant from this ? A –Anytime a penis or semen come in close contact with the vaginal area, there is a risk of pregnancy. This is because there is always pre-cum, or pre-ejaculatory fluid at the tip of a hard penis, even if someone doesn’t notice it, and that fluid has sperm in it. If this happened in the last few days, it might be a good idea to think about using emergency contraception. Learn more about emergency contraception here: https://myhealth.alberta.ca/sexual-reproductive-health/birth-control/emergency-contraception If it happened more than a week ago, it can be a good idea to take a pregnancy test 2 weeks after the activity to find out if there is a pregnancy or not. Learn more about pregnancy testing and options at: https://tascc.ca/supporting-high-risk-youth/pregnancy/ This activity is also a risk for STI, so it is also important to get STI testing. You can get STI testing at your doctor’s, a walk in clinic, an STI clinic or Sexual Health Clinic. Find a service near you at: https://www.albertahealthservices.ca/services/page13737.aspx You can learn more about virginity and the hymen at: https://amaze.org/video/healthy-relationships-puberty-virginity/ Q: I've got a small white pimple like bump on the head of my penis just where my skin folds over the head (uncircumsised) and its been there for about two months i think, was hoping it would ve dissapeared on its own. Doesnt hurt, doesnt itch just like a very small white head pimple. I havent had sex or any sexual interaction since may 2020 so i doubt its an STI. I tried looking it up online but i cannot find any real simmilar problems A – Lots of people hope that a genital bump goes away on its own. But, anytime someone notices a lump, bump, sore, spot or blister in the genital area, it’s important to see a health care provider as soon as possible. This is because: • There are many different causes for the type of bump you are describing and it’s hard to know what it is without seeing a doctor • Sometimes this type of bump can be serious so it’s important to know what it is and how to treat it • Sometimes this type of bump is contagious so it’s important to learn how to not spread it to others • Sometimes the bump is not serious or contagious and knowing that can take away some stress • Sometimes a bump will go away but the problem is still there Some sexually transmitted infections (STI) like genital warts can show up even long after the person had sex. Find a health care provider by calling HealthLink at 811 Learn more about Sexually Transmitted Infections at: https://myhealth.alberta.ca/sexual-reproductive-health/sexually-transmitted-infections Q: If a female hasn't had her first period yet and her hymen isn't broken and you came in her underwear can she get pregnant? A – Pregnancy is possible anytime semen or a penis come in close contact with the vaginal area. If the semen was inside of the underwear (you said “in” not “on”), there could be a chance of pregnancy. Sperm does not travel through clothing. The hymen does not make any difference whether or not a person can get pregnant or not. It doesn’t completely block the vagina and sperm can easily pass by it. People can get pregnant before their first period. Before the first period, the person’s ovary matures an egg and the lining of the uterus builds up. When the egg gets released, if it’s not fertilized by a sperm in the fallopian tubes, it dissolves and the lining of the uterus comes out as the person’s first period. If the egg is fertilized by a sperm, it travels to the uterus where it becomes a pregnancy. If someone hasn't had their first period they may be young and unable to consent to sex. In Canada, although there are specific “close in age” exceptions, the age people can consent to sex is 16. Learn more about consent at: https://myhealth.alberta.ca/Alberta/Pages/understanding-consent-for-sex.aspx#:~:text=In%20Alberta%2C%20anyone%20younger%20than,of%20the%20care%20or%20treatment Learn more about pregnancy risk, at: https://tascc.ca/supporting-high-risk-youth/birth-control/ Learn more about the hymen at: https://amaze.org/video/healthy-relationships-puberty-virginity/ Q; I have taken 3 morning after pills straight after each 3 intercourses in the span of 12 days and use condoms as well and my partner ejaculated outside each time. And after the first intercourse I had it was during my period and it stopped after intercourse then came back 4 days after. And also disappeared after the third intercourse I had. A week later after my third morning after pill or so I had one day of heavy bleeding then spotted for two days. I am waiting for my period to come and its been 6 days late. I have taken 6 pregnancy tests before and after my missed period days and all have been negative so far. When should I expect my period? A – The morning after pill is also called emergency contraception. Taking emergency contraception often, like 3 times in 12 days, can make your period irregular. This means that it can be hard to know when to expect your period. This might feel stressful if you are looking to your period to prove you are not pregnant. Pregnancy tests are usually accurate 2 weeks after sex. If it is negative, it can be a good idea to take another test a week later. Talk with a health care professional about pregnancy testing, birth control and your use of emergency contraception. Finding an effective, ongoing method of birth control can help save you stress, time and money. Find your closest AHS sexual and reproductive health clinic at: ahs.ca/srh Talk with a nurse or find health services near you by calling 811 Learn more about birth control, including emergency contraception, at https://tascc.ca/supporting-high-risk-youth/birth-control/ Q; My boyfriend and i had a foreplay and i was so wet ang he put the tip of his penis in ny opening trying to push in but id didn't really push in he said he doesn't had precum that time but I'm kinda scared maybe he's lying and i might get pregnant. A – Pregnancy may be a risk anytime a penis or semen touches vaginal area. Using emergency contraception can lower this risk, but will not end a pregnancy. • Levonorgestral emergency contraception pills are available off the shelf at stores that have pharmacies and at some clinics, hospitals and urgent care centres. These work best within the first day or so after sex, but can still up to 5 days after sex • Ulipristal acetate emergency contraception pills are available by prescription only and work equally well for 5 days after sex • Copper IUDs are the most effective method of emergency contraception, can be inserted up to 7 days after sex and can also be left in to act as ongoing birth control. If it has been more than 5-7 days so you can’t use emergency contraception, it’s important to get a pregnancy test 2 weeks after the sex. There is always pre-cum (pre-ejaculatory fluid) the entire time a penis is hard. People don’t feel pre-cum coming out. Sometimes people notice it as a drop of fluid at the tip of the penis or that their penis tip seems moist, but sometimes they don’t notice it at all. If someone wipes it away, more comes up. Pre-cum contains some live sperm. Learn more about pregnancy risk and birth control at https://myhealth.alberta.ca/sexual-reproductive-health/birth-control Learn more about emergency contraception at https://myhealth.alberta.ca/sexual-reproductive-health/birth-control/emergency-contraception Q; Can i get pregnant after swallowing semen, then i kiss my partner and he eats my vagina right after? A – It would be very unlikely for a pregnancy to happen from this situation, but anytime semen or a penis come in contact with the vaginal area, there is technically a risk of pregnancy. Using emergency contraception after sex where semen may have come into contact with the vaginal area can reduce this risk. This sexual activity would be a high risk for STI, so STI testing might be a good idea. Using an external condom on the penis lowers STI risk for oral sex on a penis. Using a dental dam on the vulva lowers the STI risk for oral sex on the vulva. Learn more about emergency contraception: https://myhealth.alberta.ca/sexual-reproductive-health/birth-control/emergency-contraception Learn how to use an external condom: https://teachingsexualhealth.ca/parents/resource/using-a-condom-video/ Learn how to use a dental dam: https://teachingsexualhealth.ca/parents/resource/using-a-dental-dam-video/ Q: How soon after cotracting an STI can you pass it on? For example, if I am infected on day 1 with chlamydia, am I infectious or likely to infect someone on day 2? Or does the incubation period need to take place? ThanksDepending on the STI, it can be possible to give it to someone else right away, even if there are no symptoms. Using condoms or dental dams, getting regular testing (and treatment if needed), limiting the number of partners, getting vaccinated against HPV and Hepatitis B and having good communication with sexual partners can all lower your risk of passing on an STI.Q: My bfs penis touch me om outer walls of my vagina and then we go for anal sex and it's ok day 12 of period cycle and then we had anal sex on day 30 will it leads to pregnancy as I m too worried about this ..?? A pregnancy can happen anytime a penis or semen come in physical contact with the vaginal-anal area including anal sex and touching the penis to the area around the vagina. If someone has had this contact and is worried about pregnancy, it’s important to take a pregnancy test to find out for sure. Pregnancy tests are usually accurate once it’s been at least 2 weeks after the activity. Using birth control lowers the risk of pregnancy and lowers the worry about becoming pregnant. Learn more about birth control here: https://tascc.ca/supporting-high-risk-youth/birth-control/ Learn more about pregnancy risk here: https://tascc.ca/supporting-high-risk-youth/pregnancy/ Q: my period is a week late and i have no symptoms no crumps no hurt in the breast area nothing . can i know the reason?A late period can be a sign of a problem so it’s important to talk with a health care provider. Some reasons a period might be late are pregnancy, stress, change in birth control and various health conditions.Q: I received oral sex from a girl 1 week ago. I have contracted urealplasma urealyticum i am not worried about this as am on medication for the condition. I am currently awaiting a hiv result for which the doctor says there is a 10% chance. Does this sound accurate, the doctor didn't speak great English. A: The risk of getting HIV from oral sex is very low. This risk might be a bit higher if there are sores in the mouth and on the genitals of the people involved. Learn more about HIV: https://safelinkalberta.ca/ Learn more about oral sex: https://www.catie.ca/sites/default/files/2021-08/catie-oralsex-en.pdf Q: Hello so I usually use pads because I struggle with tampons but today I want to try using a tampon so I attempted to put one in 2 times at an angle and It was in there but then I could still feel it so I tried to push it further but the feeling was to painful so an hour later my older sister tried to help me she helped me put it an angle and used lube to help get the tampon to slide in easier but it was still really painful and now it’s been hours and my vaginal opening and cervix still hurt and I’m not sure why. Sorry if I typed to much but I hope I can possibly get some help. A: It might seem like everyone can use tampons easily, but this isn’t always the case. It sounds like you’ve already considered a couple of the most common reasons it can be hard to put in a tampon – angle (aiming for the tailbone works better than aiming up towards the belly button) or vaginal dryness (using lube and being sure to not use a bigger tampon you need for your period flow than you need helps). Here are a couple of other reasons it can be hard to put a tampon in: • If you still have an intact hymen (a piece of tissue that stretches around the opening of the vagina) that isn’t very stretchy, putting in a tampon could be harder. With patience the hymen usually stretches out of the way. • Vaginismus is when the muscles of the vagina and pelvic floor involuntarily cramp up so tight that nothing can get into the vagina. This isn’t something someone can control, but it is something that can go away with treatment. It can be useful to talk to a health care provider about the trouble you are having using a tampon so they can help make sure that if there’s a problem, you can get treatment. For many people using a tampon gets easier over time. Learn more about Vaginismus: https://www.plannedparenthoodnlshc.com/uploads/1/0/0/3/100308324/vaginismus.pdf Q: What are the chances of the copper coil IUD moving? A: It is very rare for any type of IUD to move. Less than 1/1000 insertions result in perforation (the IUD pokes into the uterus wall) and 0.05-8% result in expulsion (the IUD comes out). This is most common in the first couple of months after it was put in, if there have been very strong contractions during your period, if you have a tilted uterus, you’re breastfeeding or the IUD was put in right after giving birth. Signs that it may have moved are: • not feeling the IUD strings with your fingers at your cervix • feeling the plastic of the IUD • a partner feeling the IUD during sex (not the strings but the actual IUD) • bleeding when not having a period • more cramping during periods than usual • lower abdomen pain • unusual vaginal discharge If you think your IUD has moved, call your health care provider. Do not try to put it back in yourself. Learn more about IUDs: https://www.albertahealthservices.ca/services/page13737.aspx Q: I want to now were i can do one pregnancy test A: People can get tested for pregnancy at their family doctor, a walk in clinic or a sexual and reproductive health clinic. These tests are either free or covered by Alberta Health Care insurance. It can be a good idea to get a pregnancy test done at a health clinic: this way, if someone is pregnant, the health care provider can help right away be as healthy as possible no matter what pregnancy option they choose. If they’re not pregnant and they don’t want to be, they can get birth control right away and if they’re not pregnant but do want to be, the health care provider can talk to them about fertility. Some community agencies may have free pregnancy tests available. People can buy pregnancy tests at any pharmacy, most grocery stores and even at some convenience stores. Find a sexual and reproductive health clinic: https://www.albertahealthservices.ca/services/page13737.aspx Q: Rubbing the penis in vagina can causes pregnancy?ejaculation happend. kindly let me know the answer. A: Yes, rubbing the penis in the vagina can lead to pregnancy. Pregnancy is a risk anytime a penis or semen come in close contact with the vaginal area. This risk is even higher when ejaculation happens because the semen that’s released from the penis contains millions of sperm. Using one of the three types of emergency contraception can lower the risk of pregnancy after sexual contact: • Off the shelf emergency contraception pills – you can buy these from stores that also have pharmacies. They’re usually kept on the shelf by the condoms or behind the pharmacy counter. These work best in the first 24 hours after sex, but can be somewhat effective up to 5 days after sex. • Prescription emergency contraception pills – you get a prescription for this type of emergency contraception from a health care provider and pick it up at a pharmacy. It works equally well to prevent pregnancy up to 5 days after sex. • Copper IUD – this device is inserted by a health care provider and works very well as emergency contraception up to 7 days after sex. It can also be left in as ongoing birth control. Learn more about emergency contraception, scroll to the Emergency Contraception section at https://tascc.ca/supporting-high-risk-youth/birth-control/. Q: Hi. My question: MY right testicle normally pain during ejaculation and after. No swollen testicle. I did a STI test and result came negative. Doctor gave me a dose of doxycycline but still the pain feel same. Why I am having a pain in right testicle? A: Thank you for your question. It was a good idea to get STI testing because STI are a common reason that testicles hurt during and after ejaculation. There are other health problems that can cause this type of pain. Because your STI tests were negative and treatment didn’t help you feel better, it’s important to talk to a doctor again as soon as possible so they can help find and solve the problem. When you talk to your doctor, be sure to talk about medications, any other symptoms and health conditions, even if you think they’re unrelated. Q: What does brown discharge mean?A: Discharge is fluid that comes out of the body. It’s important to see a health care provider anytime someone has discharge from any part of the body that’s different from what they normally have or if they also have other symptoms like pain or itching. Vaginal discharge is a fluid made by the vagina, cervix and healthy bacteria. It helps keep the vagina healthy. It’s different person to person and changes based on health, age and menstrual cycle. It can be clear and slippery, cloudy and sticky or creamy. Brownish discharge is common at the start or end of periods, but talk with a doctor if it happens any other time because it can be the sign of a problem. The only fluids that normally come out of the penis are pre-ejaculatory fluid during an erection, semen during ejaculation or urine (pee) when peeing. If any discharge from the penis is brownish, it’s important to talk with a doctor.Q: Hi there! It is this strong desire in me to show my genitals to women. I know it's bad but this tendency always lives with me. I have shown it already to my sister-in-law several times and after that when I go back to peace I realize that what a stupid job I've done. Please help me thank you so muchA: Showing genitals to someone without their consent is a form of sexual violence and is against the law. It hurts others. It can also be a medical disorder, so it’s important to talk to a doctor about this so that you can get the treatment you need.Q: I and my bf had lot of for plays and i was on 18th day of my periods (31/32 cycle)accidentally he puts his penis on anus area but not inside the anus and he ejaculted. It's seems that the some ejaculated fluid on my butts and also I washed it off suddenly. Will I get pregnant? A: Anytime a penis or semen touch anywhere around the vagina, including the anal (bum hole) area, there’s a risk of pregnancy. Washing any semen off quickly does not change this risk. There may be some days of the menstrual cycle that might be lower risk for pregnancy, but the days you say are high risk. To stay healthy, it’s important to know as soon as possible if you are pregnant or not. A pregnancy test taken 2 or more weeks after the activity is usually accurate. It can be useful to take the test at your doctor’s office or a sexual health clinic because: • If you’re not pregnant, you can talk with the doctor about birth control so you are not worried about pregnancy after every sexual activity • If you’re pregnant, the doctor can help you stay healthy no matter which pregnancy option you choose: parenting, adoption, abortion Find information about sexual health clinics in your area here: https://www.albertahealthservices.ca/services/page13737.aspx Find information about pregnancy and pregnancy options here: https://tascc.ca/supporting-high-risk-youth/pregnancy/ Learn more about emergency contraception here: https://myhealth.alberta.ca/HealthTopics/sexual-reproductive-health/Pages/emergency-contraception.aspx Q: How effective is morning after pill? A: The morning after pill is another word for emergency contraception (EC) pills. EC is a type of birth control that works to prevent pregnancy after sex if a person was unprotected (e.g. didn’t use a condom, missed pills, broken condom or sexual assault). Many types of birth control are more effective than EC. How effective it is depends on what type a person uses and when they use it. There are 2 types of EC pills: - Levonorgestral pill (E.g. Plan B, Contingency, and NorLevo) - this is available off the shelf in stores with pharmacies. This medicine works very well the first 12-24 hours and gets less effective over time, up to 5 days after sex. - Ulipristal acetate pill (Ella one) – this is a prescription medicine that is effective up to 5 days after sex. Copper IUD can also be put in by a health care provider as emergency contraception up to 7 days after sex. It is 99% effective which is more effective than EC pills. Learn more about emergency contraception here: https://myhealth.alberta.ca/HealthTopics/sexual-reproductive-health/Pages/emergency-contraception.aspx Q: How do you know when you’re fertile? A: Fertile means being able to make a pregnancy. Pregnancy happens when a sperm fertilizes (enters) an egg and that fertilized egg implants into (attaches to) the uterus. This usually happens through some type of sex where a penis or semen come in close contact with someone’s vaginal area. Once someone with testicles has started puberty, they can assume they are fertile (have live sperm in their semen and pre-ejaculatory fluid) unless a health care provider tells them otherwise. People can get pregnant after they ovulate (release an egg). People start ovulating during puberty and adults usually ovulate around every 21-35 days. Some people can estimate the time they ovulate by learning about their body patterns like temperature changes, vaginal fluid changes and knowing when their next period is due. It’s important to know that even though the egg only lives in the fallopian tubes 12-24 hours, sperm can live in the fallopian tubes 3-7 days. This means that someone could have sex early in the week, release an egg several days later and that egg get fertilized by a sperm. If someone is trying to create or avoid a pregnancy by using fertility awareness, it’s very important they learn about how to do that from a health care provider. Q: Can you get STI other ways than sex? A: STI, or Sexually Transmitted Infections, are sicknesses that are usually spread through sex including hand, oral, anal and vaginal sex or shared sex toys. Some STI can also be spread: - to a baby through pregnancy and delivery - through contact with an infected person’s breastmilk, blood, towels, bedding, rash, blister or sore. Q: Can you get COVID from sex? A: Current evidence shows COVID is very unlikely to be spread through semen or vaginal fluid. But, sex can lead to COVID infection because it generally creates the situations that are likely to spread COVID like: - When a person is closer than 2 meters away from someone with COVID and they breathe in tiny droplets that have the virus on them or those droplets land on their nose, mouth or eyes - When someone touches a surface that has tiny particles with COVID on them and then touches their face - Kissing or other contact with someone’s spit Click here to learn about lowering the risk of COVID when it comes to sex: https://www.albertahealthservices.ca/assets/info/ppih/if-ppih-covid-19-sexual-health.pdf Q: Can you get pregnant if there's contact with semen and the vagina during a period?A: Direct contact between a penis or semen and someone’s vaginal area can lead to pregnancy. There may be a lower chance of pregnancy during a period but it still may be possible. Taking a pregnancy test 2 or 3 weeks after the activity can help a person know for sure.Q: TASCC.ca has been getting a large number of questions about pregnancy risk from contact with clean hands, or indirect contact between pre-ejaculatory fluid (pre-cum) or semen, and the vaginal area such as through clothing or bedding. A: We encourage you to go through the answers below to find the information you need about pregnancy risk and indirect contact. Q: Can watery discharge be a sign of pregnancy?A: During pregnancy, many people notice changes to the amount and consistency of their vaginal discharge. This can include having more watery discharge. Whether or not someone is pregnant, it's important to talk with a health care provider about changes to vaginal discharge because some changes can be a sign of a problem. Pregnancy may be a risk anytime a penis or semen has direct contact with the vaginal-anal area. If pregnancy is a concern and it's been less than 5 days, you might consider using emergency contraception pill. If it's been less than 7, you can consider using a copper IUD as emergency contraception. Pregnancy tests are usually accurate once it's been at least 2 weeks since the sexual activity that may have led to pregnancy. To find a sexual and reproductive health clinic in Alberta, see: ahs.ca/srh For more information about signs of pregnancy, including early signs of pregnancy, see: https://tascc.ca/supporting-high-risk-youth/pregnancy/Q: me and my bf were doing a lot of foreplay and we were both horned up but we didn’t have any condoms cuz we decided to pause our sex till i get an IUD. Anyway, he suggested to put only the tip for like two seconds and i said yes. We were really careful about it though, so what we did was he wiped all of his precum and checked over and over again if there’s any leftover and i sucked his penis then he just put the tip for two or four seconds and then take it out and checked if there’s any precum (there wasnt any) but what i’m afraid is that in that short amount of time that he put it in maybe there was some precum and i have irregular periods too… please help ;-; A: Thank you for your question. We often hear from worried people who were going to "pause sex" while changing birth control but ended up having some sort of sexual activity. Because there was unprotected contact between the penis and vaginal area, there is a risk of both sexually transmitted infection (STI) and pregnancy. If it's been less than 72 hours, you can use the emergency contraceptive pill (morning after pill or ECP). You can get ECP at a pharmacy or a sexual and reproductive health clinic without a prescription. If it's been within 7 days, you could see a health care provider for a copper IUD as emergency contraception. It's also important to see a health care provider for STI testing, and treatment if needed. You mentioned you have irregular periods - because missed periods can be a sign of pregnancy, many people assume that missed periods are the sign to watch out for. But, because many people get some "break through" bleeding in early pregnancy and there are other reasons for missed periods, a pregnancy test taken at least 2 weeks after sex is the way to know for sure if there is a pregnancy or not. To find a sexual and reproductive health clinic in Alberta, see: ahs.ca/srh For more information about signs of pregnancy, including early signs of pregnancy, see: https://tascc.ca/supporting-high-risk-youth/pregnancy/ Questions about semen and cleanliness: Please note the questions have been made shorter and easier to read for our site.Q - Does semen stay on clothes or bedding after washing? A - Semen is the fluid that comes out of penis during ejaculation. It is made up of water, sperm, minerals and sugars. Sperm ejaculated outside of the body dies quickly. Semen washes out of clothing and bedding easily using cold water and laundry soap, especially if you use a laundry soap with enzymes (also called a biological detergent). Using hot water or leaving semen on items for a long time can create a stain, but the semen itself will be gone after washing. Q - How far can bits of semen get transferred through touching objects? A - If you don't wash your hands after directly touching semen, microscopic bits of dry semen can be transferred to other objects, although the sperm will have died within a few minutes outside of the body. Washing hands after touching semen prevents this. Q - How clean is semen compared to saliva and sweat? A - Cleanliness means different things to different people. All body fluids are part of healthy body processes. If a person has a contagious infection, depending on the germ, it could be in any body fluid. Semen is made up of water, sperm, minerals and sugars and is part of the reproductive process. Saliva contains water, mucous and chemicals like enzymes. It's part of the digestive process and helps your mouth stay clean and fight infections. Sweat is made up of water, minerals, sugars and some chemicals that are leftover from a variety of body processes. Sweat helps regulate body temperature and helps your body get rid of toxins. Q - Is semen sinful? A - Semen is a body fluid that comes out through ejaculation. Ejaculation is a normal body process. Body parts, fluids and processes are not choices. Sinful means an act that is morally wrong or against God. We are not able to speak about what is right or wrong for you. You can talk to a faith leader to learn about what actions are and are not considered ok in your religion. Q - Do we have to wash our hands after masturbation or touching semen? A - Washing your hands before and after masturbation and after touching semen can help you stay healthy and avoid infections. Q - If someone touches an item to their mouth that has touched something that had semen on it in the past, is it oral sex? A - Oral sex is when one person's mouth comes in contact with another person's genitals. The situation you describe is not oral sex. Q - What do other people do if they get an erection or even accidentally ejaculate semen in a public place like on a bus? A - Many people get erections (a hard penis) in public. When this happens, covering up the erection with an item of clothing, sitting down or thinking about something else helps the erection go away. When a penis is erect, it can produce a small amount of fluid called pre-ejaculatory fluid that sometimes people notice on their clothing. Ejaculation is when semen comes out of the penis. When a person is awake, people have control of their sexual arousal and can avoid accidentally ejaculating. If someone gets sexually aroused in a public place, it is important to not stimulate (touch) the genitals and to think about other things to avoid ejaculation. Q - What do other people do if they notice someone with an erection or ejaculating in public? A - To protect boundaries and privacy, it's important to try to hide an erection if you get one in public. If someone notices it, they usually feel embarrassed or threatened and look or move away. If someone notices another person ejaculating in public, they will feel extremely uncomfortable or unsafe and may call the police.. Q - Is it bad if my mother touches my clothing, bedding or other items that may have had my semen on it? A - Protecting parent-child/teen/youth boundaries is part of a healthy relationship. As soon as someone is able to do their own laundry, it's important for them to wash their own bedding and clothing if they have had a wet dream or have gotten semen on them. If someone happens to have touched those items inadvertently, that is unlikely to be a problem.Q: It's a bit silly but I'm super paranoid about it. Last month I had an absent period because I just got off the pill. But I got super paranoid because I had a bit of four play with my boyfriend. I then just decided to get a safe medical abortion despite knowing if I was pregnant or not. I bled after the first pill and bleed for 7 days. But 5 days before I took the pill I had an incident where my boyfriend had a spot of precum on his pants and he touched the wet spot then after a few minutes he fingered me with the same hand... Is it possible for me to be pregnant from this incident even after the medical abortion... I've done a pregnancy test the last being 20 days after the incident happened and it was negative. I also had an ultrasound 2 weeks after and there was nothing. A: Thank you for your question. A pregnancy is possible anytime sperm or penis have direct contact with the vaginal area. A medical abortion is a procedure that uses medicine to end a confirmed pregnancy. It can be done up to about 10 weeks of pregnancy. After a medical abortion, an ultrasound is done to make sure that the abortion worked. If an ultrasound showed no pregnancy, the person was not pregnant when the ultrasound was taken. Because it sounds like not being pregnant is very important to you, you might want to think about using a very effective method of birth control like an IUD or the birth control implant. For more information about abortion, see: https://myhealth.alberta.ca/Health/Pages/conditions.aspx?hwid=tw1040 For more information about birth control, see: https://tascc.ca/supporting-high-risk-youth/birth-control/ To find a sexual and reproductive health clinic in Alberta, see: ahs.ca/srh Q: Hi, Me and my boyfriend had intimate scene, He rubbed his penis to my vaginal area but ge never inserted it but he said he might have precum after that im got scared, Immediately i used pregnancy test within 1 week and it test negative, i have also a irregular period. What will i do. Can i get pregnant? How will i know. Please help me A: Because the situation you describe can lead to pregnancy, it's important to see a health care provider right away to find out for sure. If you are pregnant, they can help you decide which of the 3 pregnancy options (parenting, adoption or abortion) is right for you and help you be healthy whichever you decide. If you're not pregnant, they can help you make choices about birth control. Anytime a penis comes in close contact with the vagina, even if the penis doesn't go in and even if the person doesn't ejaculate (cum), there is a chance of pregnancy. This is because fluid called pre-cum, or pre-ejaculatory fluid, contains live sperm. Pre-ejaculatory fluid is made anytime a penis is hard. Pregnancy tests are usually accurate if they are taken at least 2 weeks after the risk activity. To find a sexual health clinic in Alberta, see ahs.ca/srh. For more information about pregnancy risk and options, see https://tascc.ca/supporting-high-risk-youth/pregnancy/. For more information about birth control, see, https://tascc.ca/supporting-high-risk-youth/birth-control/ Q: can someone be pregnant if he sucks his boyfriend’s private part but i was wearing pants and underwear, he was touching me also but didn’t touch his penis. when he touched it I made him sanitize his hands before retouching me, i was sitting next to him , NOT on him, he came in his hands , some of the sperm leaked to his legs , he sanitized his hands and leg , with hand gel and wet wipes.. now im missing my period, we dont have access to pregnancy tests and whenever i talk to my boyfriend abt this he gets angry because this is the only thing that we do . Nothing more A: Thank you for your question. Pregnancy is a risk anytime a penis or semen might have had direct contact with someone’s vaginal area. Based on what you have written, this may not be the case for you, but missed periods can be the sign of a problem. Anytime someone misses their period, it’s a good idea to talk with a health care provider. You can call your family doctor, a walk in clinic, 811 to talk to a nurse or go to ahs.ca/srh to find a sexual and reproductive health clinic near you. You said that your boyfriend gets angry when you talk to him about this. In healthy relationships, people feel safe to talk to their partners about their concerns. You can learn more about healthy relationships at: https://myhealth.alberta.ca/Alberta/Pages/Relationships-what-is-healthy-and-what-is-not.aspx If you are in an unhealthy relationship, you can find supports at https://www.alberta.ca/family-violence-find-supports.aspx Q: Is it bad to have a relationship just for sex? A: Everyone has different values, or different ideas of what is good or bad, when it comes to sex and relationships. Some people think that sex should happen only in long term, committed relationships; some people think that sex can be part of building relationships and some people think that it’s ok to have sex-only relationships. If you’re figuring out your own sexual values, it can be helpful to learn more about your family, faith and cultural values by talking to family members, cultural and faith leaders and peers. No matter what your values, a healthy relationship is based on clear communication, setting and respecting boundaries and mutual respect, care and safety. This is true for all relationships, including sex-only relationships. Q: Is it a good idea to end an unhealthy relationship even if the other person is pregnant? A: Unhealthy or abusive relationships can cause serious harm to a pregnancy and the baby. Anytime someone is in an unhealthy or abusive relationship, it’s important to get supports to either help the relationship get better or to safely end the relationship. If someone is in immediate danger, call 911 For 24/7 anonymous help, call 310-1818 For more information on family violence or dating violence support, go to https://www.alberta.ca/family-violence-find-supports.aspx Q: What do you do if you're pregnant and don't know what to do? A: As soon as someone thinks they’re pregnant, it’s important to talk to a health care provider like a family doctor or an AHS Sexual & Reproductive Health clinic nurse  about options, resources and how to stay healthy no matter what choice is made. A pregnant person has 3 options: parenting, placing a baby for adoption and abortion. Some non-profit pregnancy support/care centres have anti-abortion values, so they might best be accessed only if someone has decided they will stay pregnant. Find an AHS Sexual & Reproductive Health clinic at ahs.ca/srh Q: Can precum stay in finger if you wash your hands dry them and touch other things? A: Pre-cum is another name for pre-ejaculatory fluid. This is a liquid that is at the tip of the penis before semen is released. It's there anytime the penis is hard. There is live sperm in pre-ejaculatory fluid. It can also have germs, like STIs, in it. Washing and drying hands would wash away the pre-ejaculatory fluid and would kill the sperm. Q: I dry humped someone but saw my period a week late, now my period is being delayed a bit this month, I am scared and I feel like vomiting. I just finished treating malaria and typhoid recently. Please help me. A: We’re sorry you are feeling stressed. Pregnancy can only happen when sperm comes into direct contact with the vagina. If ejaculation happens with clothes on, there is no direct contact between the sperm and the vaginal area. This would not be considered a risk for pregnancy. If someone had their period following the sexual activity in question, this would be another sign that pregnancy is not a concern at this time. Different medications and illness can sometimes cause irregular periods. There is a chance the delayed period is related to the treatments. If you continue to have concerns please call 811 to get more direction. Q: How much less risk is oral sex, meaning for STI? A: STI, or Sexually Transmitted Infections, are sicknesses spread through sexual contact with another person’s genital area, semen or vaginal fluid. Oral sex is a high risk activity for many STI, including syphilis, Chlamydia, HPV and herpes. It’s a lower risk activity for HIV and Hep C. Q: What do you do if you don’t want to have sex but someone else does? A: It’s common to have one person who wants to have sex and the other person doesn’t. When this happens in healthy situations, both people to say what they want and don’t want, the limit’s respected and the other person accepts they won’t get what they want. It’s not ok to keep pressuring, pestering, bullying, manipulating or coercing someone to have sex when they don’t want to. It’s sexual assault to continue a sexual activity someone doesn’t want. If any of that happens, talk with a trusted adult. Q: Can precum go through clothing and get me pregnant? *** NOTE Tascc.ca has received several questions about semen passing through clothes*** A: Pregnancies can happen when sperm comes in DIRECT contact with the vaginal area. Sperm in pre-cum (pre-ejaculatory fluid) does not travel through clothing and cause pregnancy. If you are still worried about pregnancy, or are having any symptoms, call your family doctor or 811. Q: My periods give me really bad cramps and make me feel terrible. I don’t know what to do. A: Some people can feel pain and discomfort during menstruation (their period). They have bad cramps, heavy bleeding (having to change a pad or tampon every hour or 2), headaches or feel sick to their stomach. Because really bad periods can be a sign of a problem, it can be a good idea to talk with a healthcare provider. Doctors hear about periods all the time so don’t feel embarrassed. Make sure you get good rest, eat healthy food, drink enough water and exercise (even though you may not feel like moving lots, this can help). Don’t feel that you are alone. Talking with an adult you trust and/or a healthcare provider will help you come up with ways to make your periods better. Q: What do I do if my boyfriend shows my nude to his friends? A: In Canada, it’s against the law to share a sexual picture of someone without their consent (permission). This is a sign of an unhealthy relationship and is bullying. It’s a good idea to talk to a trusted adult or contact the police. Q: My friend told me that there are special washes for teens to keep their vaginas clean and smelling fresh. Should I use them? A: It’s not necessary to buy special washes to smell good. The genitals have their own smell which is normal to each person. It’s healthy to clean the outside of the genitals (the vulva) with water and mild products but the inside does the work for you. The vagina makes its own discharge to keep it healthy and in balance. This fluid gets rid of any unhealthy bacteria. So no need to use special washes. If you smell or see something that is different for you it’s important to speak with a healthcare provider. Q: I came in my girlfriend by accident while we were asleep we woke up having sex will she be pregnant from the one maybe 2 cream pies A: Came is slang term for orgasm. Cream pie is slang term for sperm ejaculated during sex without using a condom. Anytime a penis or semen come in contact with the vaginal-anal area, there is a risk for pregnancy. If someone might be pregnant, it is important they see a health care provider right away so they can be as healthy as possible. People cannot consent to sex when they are sleeping. Sex without consent is sexual assault. That means that if one person is awake enough to start sex, they need to make sure the other person is also awake and able to consent before any sexual contact. Many people orgasm during sex – this is often called having a wet dream. But, it's not typicl for healthy people to move for sex during sleep. If you think you might be having sex while you are sleeping, talk to a doctor right away because it can be the sign of a health problem. Q: My friend and her bf were dry humping. She had thin pants , panty and a sanitary pad on ( 5th day of period -23 day cycle she got ( however her bf did not have anything on ..he ejaculated too .. will sperm pass through and make her pregnant? She's been getting cramps and feeling nauseous? Pls help she's paranoid.A: It is unclear why your friend is experiencing cramps and nausea. Some people have cramps and nausea while they have their period. Pregnancy can only happen when sperm comes into direct contact with the vagina. If ejaculation happens with clothes on, there is no direct contact between the sperm and the vaginal area. This would not be considered a risk for pregnancy. If anyone is taking part in sexual activity where semen could get close to the vulva and vagina it is a good idea to use protection. This could be a condom or another type of birth control. That person may then feel that they are able to take control of their reproduction. It may be important to talk to a healthcare provider about choices. For more information about birth control including how pregnancy happens and how to get birth control, see https://tascc.ca/supporting-high-risk-youth/birth-control/ #### Pregnancy Pregnancy Although youth pregnancy rates may be declining in some parts of Canada, pregnancy among youth can have serious impacts on the health of both the youth and child. Pregnant youth need supports to make healthy decisions around pregnancy options and to meet the financial, academic, physical, mental and social challenges that arise from pregnancy. Approximately 50% of street involved youth become pregnant. Poverty is connected to a lack of family support, lack of food and limited prenatal care.1 The consequences of poverty on the health of children are numerous and can place a newborn at risk for a lifetime of health problems.2 Infants of poor mothers are at risk for premature birth, intrauterine growth restriction, and death. Later on, children are at risk for learning problems, behaviour problems, and poor school achievement.2 JESS’S STORY… I woke up this morning and saw I finally got my period. I’m pretty happy about that ‘cause I was starting to get worried. It’s very light, which is a good thing ‘cause I don’t have any cash to buy tampons. It’s been a rough couple of months and I’m so tired, sleeping on a different couch every night is starting to wipe me out. It’s not helping that I have to get up and pee during the night. I wonder if the free clinic can check me for a bladder infection. Confirming PregnancyLack of education and experience can make it hard for youth to notice the symptoms of pregnancy early on. This can be magnified for street involved youth because of the stress of unstable living and financial circumstances. Confirming a pregnancy early is important because it may: prompt people to seek early medical care support understanding and accessing pregnancy options enable people to take actions that benefit the health of the pregnancy like taking prenatal vitamins, avoiding alcohol and substances and eating a healthy diet  Service providers can ask these specific questions if pregnancy is suspected: When was your last period? Was it normal for you? Do you usually get regular periods (typical  is between every 23-36 days)? Are you sexually active? Do you use birth control (hormonal contraception and/or condoms)? Do you use your birth control correctly and consistently? (e.g., have you had any sex without a condom? Do you have any symptoms of pregnancy? Good to know  In practical terms, it's more likely that a pregnancy test will be positive if a client reports a missed period, forgetting or not using birth control or that they suspect they're pregnant. If someone reports pregnancy symptoms but a pregnancy test is negative, it's important they see a health care provider to check for other health concerns.  The most common signs and symptoms of early pregnancy are: A missed period, especially if it's been more than a week Nausea with or without vomiting (“morning sickness”), typically during the first 6-12 weeks of pregnancy and is often worse in the morning but can occur any time of day Breast tenderness, swelling, heaviness, tingling, or soreness Increased frequency of urination Irregular bleeding – some people have irregular bleeding on and off or bleeding around the time that one would expect their period Food cravings and food aversions Mood changes Lightheadedness Bloating Constipation Heartburn Lower back pain. Nasal congestion. Uterine cramping. Good to know  Bleeding in early pregnancy that is heavier than a typical period or accompanied by pain may be a sign of miscarriage or ectopic pregnancy. If this occurs, it is important that the person goes to a healthcare provider. Pregnancy Tests Pregnancy tests test for the pregnancy hormone, human choronic gonadotropin (hCG), which can be measured in blood or urine. Pregnancy can also be detected through ultrasound. The blood test is done at the laboratory. It can detect hCG as early as 6-12 days after ovulation and are are generally more sensitive than the urine test. Urine pregnancy tests can be done in the home, doctor’s office, or laboratory. A urine pregnancy test is usually done after missing a period. If the test is done too soon, the result may not be accurate. If the test is negative and the period does not come, the test should be repeated in one or two weeks. If a home pregnancy test is done, make sure to follow the instructions on the kit carefully and that it hasn’t passed its expiry date. Use a first-morning urine sample because that is when the level of hormone is highest. Good to know  If there has been unprotected sex (e.g., without a condom or birth control), using emergency contraception (EC) can help prevent pregnancy. EC will NOT end a pregnancy. It's important to take a pregnancy test if a period does not come within three weeks of using EC, or if the period is much lighter than normal. For more information on ECPs, click here. (https://myhealth.alberta.ca/HealthTopics/sexual-reproductive-health/Pages/emergency-contraception.aspx) Pregnancy OptionsOnce a pregnancy has been confirmed, a person has three options. Continuing with the pregnancy and choosing to parent Continuing with the pregnancy and choosing adoption Ending the pregnancy and choosing abortion ParentingThere are many resources that offer support to pregnant people choosing to go on to parent. In addition to maintaining a healthy pregnancy, responsibilities for those who choose to parent include: Planning for meeting the basic physical, emotional, medical, social, and developmental needs of the child Preparing for lifestyle changes such as changes to daily routine or recreational activities Learning about healthy parenting Choosing childcare options if the parent(s) will be in school or at work Accessing supports AdoptionAdoption is where a person continues the pregnancy then places the baby for adoption by another family. This is usually done through a licensed adoption agency. In Canada each province has its own rules and regulations regarding adoption. Often the pregnant person can be part of choosing the adoptive family and what type, if any, information is shared and contact with the baby and adoptive family is continued. In Alberta, more adoption information can be found at: https://www.alberta.ca/adoption.aspx AbortionAn abortion is a medical procedure to end a pregnancy. In Canada, abortions given by specially trained doctors are legal and are quite safe. Accessing abortion may differ between provinces. In Alberta, people can self-refer for abortion, they don’t need to get someone else’s permission for an abortion, they don’t need to be a certain age and the cost is covered by provincial health care. There are 2 types of abortion: Medication abortion (up to 9 weeks). Medicine stops development and makes the uterus squeeze. The pregnancy comes out through the vagina over the next day or so at home. Surgical abortion (up to 20 weeks). In a clinic, the person gets medicine to lessen discomfort and the doctor uses tools that remove the pregnancy. Most abortions happen during the first 12 weeks of pregnancy.  To find a provider in Alberta, see www.ahs.ca/abortion. To find a provider in other places in Canada, see https://choiceconnect.ca/ or https://www.actioncanadashr.org/resources/services Healthy Pregnancy Supporting youth who remain pregnant have a healthy pregnancy can support healthy development of both the youth and the baby. To maintain a healthy pregnancy, a youth needs: Basic needs met like safety, food, clothing, housing, transportation, medicine, school, sleep Ongoing medical care including STI testing & treatment, prenatal vitamins, management of health challenges, including mental health concerns Safe, supportive relationships Supports to reduce tobacco use, abstain from alcohol and substance use Regular exercise Prenatal education Supports meeting their developmental tasks of adolescence RESOURCES For prenatal support, groups and classes see: https://www.birthandbabies.com/ (Calgary Zone) http://nrvcl.ab.ca/programs-and-services/pregnancy-beyond/(Airdrie and area) https://www.albertahealthservices.ca/findhealth/Service.aspx?id=1568 (Calgary) For a resource for those experiencing pregnancy and street involvement, see: http://streetworks.ca/pdfs/pregnancy-book-inside.pdf For more information about pregnancy, labour, birth and new parenting, see: http://healthyparentshealthychildren.ca/ www.myhealth.alberta.ca https://www.pregnancyinfo.ca/ For more information on adoptions, see:  www.adoption.ca For more information on abortion in Canada, see: http://www.nafcanada.org/  For information on abortions in Alberta, see: www.kensingtonclinic.com ahs.ca/abortion REFERENCES 1Shah, S., Bernstein, J., Moore, A. M., Thompson, G., Sohail, S., Ford-Jones, L., & Vandermorris, A. (2017). Three hundred babies born to underhoused mothers in Toronto—understanding the problem and how we can help. Paediatrics & child health, 22(5), 282-284. 2Larson, C. P. (2007). Poverty during pregnancy: Its effects on child health outcomes. Paediatrics & Child Health, 12(8), 673-677. #### Privacy Policy Privacy Policy Last Updated On 25-Sep-2024 Effective Date 25-Sep-2024 This Privacy Policy describes the policies of Alberta Health Services,1213 4 Street SW Calgary,AlbertaT2R 0X7,Canada,email: info.tascc@gmail.com,phone: +1-403-955-6500 on the collection, use and disclosure of your information that we collect when you use our website ( https://tascc.ca ). (the “Service”). By accessing or using the Service, you are consenting to the collection, use and disclosure of your information in accordance with this Privacy Policy. If you do not consent to the same, please do not access or use the Service. We may modify this Privacy Policy at any time without any prior notice to you and will post the revised Privacy Policy on the Service. The revised Policy will be effective 180 days from when the revised Policy is posted in the Service and your continued access or use of the Service after such time will constitute your acceptance of the revised Privacy Policy. We therefore recommend that you periodically review this page. Information We Collect: We will collect and process the following personal information about you: Name Email Mobile How We Collect Your Information: We collect/receive information about you in the following manner: When a user fills up the registration form or otherwise submits personal information Interacts with the website From public sources How We Use Your Information: We will use the information that we collect about you for the following purposes: Marketing/ Promotional Creating user account Testimonials Customer feedback collection Enforce T&C Support Administration info Manage customer order Site protection Manage user account If we want to use your information for any other purpose, we will ask you for consent and will use your information only on receiving your consent and then, only for the purpose(s) for which grant consent unless we are required to do otherwise by law. How We Share Your Information: We will not transfer your personal information to any third party without seeking your consent, except in limited circumstances as described below: Marketing agencies Analytics Data collection & process We require such third party’s to use the personal information we transfer to them only for the purpose for which it was transferred and not to retain it for longer than is required for fulfilling the said purpose. We may also disclose your personal information for the following: (1) to comply with applicable law, regulation, court order or other legal process; (2) to enforce your agreements with us, including this Privacy Policy; or (3) to respond to claims that your use of the Service violates any third-party rights. If the Service or our company is merged or acquired with another company, your information will be one of the assets that is transferred to the new owner. Retention Of Your Information: We will retain your personal information with us for 90 days to 2 years after users terminate their accounts or for as long as we need it to fulfill the purposes for which it was collected as detailed in this Privacy Policy. We may need to retain certain information for longer periods such as record keeping / reporting in accordance with applicable law or for other legitimate reasons like enforcement of legal rights, fraud prevention, etc. Residual anonymous information and aggregate information, neither of which identifies you (directly or indirectly), may be stored indefinitely. Your Rights: Depending on the law that applies, you may have a right to access and rectify or erase your personal data or receive a copy of your personal data, restrict or object to the active processing of your data, ask us to share (port) your personal information to another entity,withdraw any consent you provided to us to process your data, a right to lodge a complaint with a statutory authority and such other rights as may be relevant under applicable laws. To exercise these rights, you can write to us at info.tascc@gmail.com. We will respond to your request in accordance with applicable law. You may opt-out of direct marketing communications or the profiling we carry out for marketing purposes by writing to us at info.tascc@gmail.com. Do note that if you do not allow us to collect or process the required personal information or withdraw the consent to process the same for the required purposes, you may not be able to access or use the services for which your information was sought. Cookies Etc. To learn more about how we use these and your choices in relation to these tracking technologies, please refer to our Cookie Policy. Security: The security of your information is important to us and we will use reasonable security measures to prevent the loss, misuse or unauthorized alteration of your information under our control. However, given the inherent risks, we cannot guarantee absolute security and consequently, we cannot ensure or warrant the security of any information you transmit to us and you do so at your own risk. Third Party Links & Use Of Your Information: Our Service may contain links to other websites that are not operated by us. This Privacy Policy does not address the privacy policy and other practices of any third parties, including any third party operating any website or service that may be accessible via a link on the Service. We strongly advise you to review the privacy policy of every site you visit. We have no control over and assume no responsibility for the content, privacy policies or practices of any third party sites or services. Grievance / Data Protection Officer: If you have any queries or concerns about the processing of your information that is available with us, you may email our Grievance Officer atAlberta Health Services,1213 4 Street SW Calgary,email: info.tascc@gmail.com.We will address your concerns in accordance with applicable law. Privacy Policy generated with CookieYes. #### Puberty and sexual development This web page focuses on the emotional and social changes related to puberty and sexual development for children and youth with disabilities. For an overview of the physical changes, click here Puberty and sexual development Puberty is a life stage, not an event! Puberty is the process of growing from a child into an adult and happens to everyone starting as early as 8 years and ending between 17 and 20 years. Puberty changes come in waves – changes may seem to happen all of a sudden and then the changes slow down for a while. Kevin’s story shows that sexual behaviours can sometimes cause problems, but with some teaching and discussion, Kevin can learn some boundaries and how to cope with puberty changes. KEVIN’S STORY… Kevin is 13 years old and attends an ACCESS program at the local school. Recently, his parents have noticed signs that he is growing up. Kevin’s moods have been very up and down. Last week he was found in the school bathroom getting naked with another student from his program. School staff are trying to be sensitive, but want to know if family have noticed changes in Kevin and what they can all do to help him as he goes through puberty changes. Managing PubertyMost children and youth go through puberty following a predictable set of physical (body), emotional (feelings) and social (relationship) changes. The physical changes such as getting taller, growing breasts, starting periods and having body hair can be exciting but scary too.  For youth with disabilities the emotional and social changes can be very challenging as they learn how to cope with their growing body, mood swings and relationships.Parents and service providers can help youth by giving lots of support with:  Social skills Negotiating relationships Decision-making and assertiveness Following social rules Coping with feelings and emotions Good to know Healthy sexual development in children and youth:  Is age-appropriate and fits with the child’s developmental age. It’s typical for a 3-year-old to run around the house naked, it’s not typical or appropriate for a 13-year-old. Is about discovery and curiosity. Children will look at others’ bodies to see if their body parts are the same or different. Can be pleasurable. Children experience sexual feelings from a young age; self-touching and masturbation are healthy when privacy boundaries are followed. Parents and service providers can also help children and youth through education. Although children and youth with disabilities may have different levels of understanding, they need to know these basics to be sexually healthy and safe:Correct names for private body parts and ‘my body is private.’ This may help children stay safe as they can learn to tell an adult they trust if someone tries to touch them sexually.   Puberty changes that will happen so that they are prepared. Hygiene and self-care for menstruation will take practice so talking before the changes can make the transition smoother. For more information on puberty changes, click here. For more information on hygiene and self-care, click here.   How to make friends, be a good friend and how to end a friendship that is not healthy. This can include dating and sexual relationships. For more information on friendships, click here . For more information on dating and relationships, click here.    How to cope with sexual feelings and ideas. Teens may fantasize and daydream about relationships and sex. They may have a ‘crush’ and need help realizing that these feelings are natural but do not need to be acted upon.   Some youth may need to learn about pregnancy prevention and STI protection. For more information on pregnancy prevention and STIs, click here .   Youth who can be independent can learn how to use community services such as sexual health clinics. For information on sexual health clinics in Calgary, click here. When to get helpSometimes children and youth show behaviours that need to be looked into more. For example:  A behavior that continues even when asked to stop or rules have been put in place (e.g., masturbation in a public place).  A behavior that becomes compulsive (e.g., watching sexual images and content online or sending naked photos of themselves).  A behaviour that puts the child or other children at risk. Any time force, bribery, threats, coercion or manipulation is used (e.g., a child is bribed to show their genitals to another child). It’s helpful to talk with a health care provider to check that these behaviours are not harmful to the child or others. Small changes such as setting rules and boundaries or removing/distracting the child from the situation can help. #### Puberty changes Puberty Changes  When youth understand their sexual development they can build the confidence and motivation to learn skills and strategies that enhance their health. Healthy sexuality includes an understanding of how the body works and how to take care of it.   Puberty is the process of a child becoming an adult. Puberty changes are triggered by the increase in the production of hormones. It can start as early as age 8 and go until age 20. Everyone is unique and will follow the timeline set by their own body. REMMY’S STORY… Why does it all have to be so hard? I have so much on my plate right now after leaving home that it feels like I just can’t cope with all these other changes. My mood is still all over the place, my so-called friends are ignoring me and, to be honest, I’m just not sure everything is normal down there! I’m going to have to talk to someone but who will even listen? Tip Talking about anatomy, physiology and sexual development in terms of people, parts and processes is more accurate and clear than talking about it in terms of  assigned sex (female and male) or gender identity (girl and boy). For example, not everyone who gets periods is a girl, so saying "when someone gets their period" is more accurate than saying "when a girl gets her period." This also helps make sure that everyone is included in the discussion, including Trans, non-binary and intersex youth. Most Puberty Changes Happen to EveryoneWhen people think about puberty, they often focus on the changes that happen to the body. Though these may be easiest to recognize, the social and emotional changes are often the changes that youth need the most help understanding and the most support coping with.Social and Emotional Changes These changes are triggered by both physical development of the brain and body as well as changes in socio-cultural expectations. For example, mood swings might be caused by hormone changes, but they are also affected by changing parental expectations and changes in friendships. Some social and emotional changes include:  Wanting more independence  Having stronger feelings of wanting to feel liked and fit in Friendships become more important  Friends and friendship groups may change  Peers and media have greater influence on values and behaviors  Sometimes feeling lonely and confused Thinking more about appearance Becoming more self-conscious  Mood swings  May get crushes and become interested in having a romantic partner (boyfriend, girlfriend)  Expectations from and about parents and school may change  Thinking more about the future Managing Social and Emotional ChangesSupporting youth develop skills and knowledge to manage emotional and social changes is key to healthy adolescent development. Learning these skills builds the foundation for healthy adult relationships and mental health. It's important to support youth build these skills to ensure healthy socio-emotional development: Self-care and healthy living. Getting enough rest, good nutrition, regular exercise, avoiding substance use and adequate hydration support social and emotional health due to the connection between mind and body. How to build healthy self-esteem and body image. These skills are necessary to navigate relationships, build positive mental health, engage in health promoting behaviors and resist pressures to engage in unhealthy behaviors. Relationships, communication and boundaries. Learning about how to engage in mutually respectful, caring relationships and communication of all kinds creates a framework for relationships and communication in intimate, professional, family, community and friend relationships.  Values and identity development. This is a key developmental task of adolescence that is needed for healthy decision making and sense of self worth.  Emotional management and healthy thoughts. Understanding the interplay between thoughts and feelings and that they are within personal control builds resiliency to learn from challenges and barriers. Safer risk taking. This is another key developmental task that builds independence, confidence and competence.  Connecting to community and health supports. It is important that youth learn that to maintain physical, emotional and social health, people need to be supported by a variety of natural and external supports like mentors, health care providers, spiritual leaders and counselors and how to access those supports. Physical ChangesPhysical changes often impact the social and emotional well-being of youth so healthy management is important. As with the social and emotional changes of puberty, most of the physical changes happen to everyone, regardless of their assigned sex. These changes include: Growing taller Having temporary period of increased awkwardness/clumsiness Voice changes Skin and hair getting oily Pimples, blackheads, acne Increase in the amount and courseness of body hair (legs, underarms, chest, back) Genital hair growth (pubic hair) Increase in sweating, especially feet and armpits Changes to body odor Breasts changes (may include swelling, tenderness, temporary or permanent development) Good to know  Hormone fluctuations cause everyone to have some breast changes during puberty. For youth assigned male at birth, these changes are typically temporary. For those assigned female, some of the changes are temporary (tenderness, hardness under the areola) while breast size and shape changes are lasting. Both during and after development, it can be common for one breast to be a different size or shape from the other. Some Physical Changes are Based on Reproductive Anatomy People assigned male at birth will generally experience these changes in puberty: Increase in the amount and coarseness of facial hair Widening of shoulders Sperm production Penis and testicle growth Increase in erections, including unexpected erections Ejaculation of Sperm People assigned female at birth will generally experience these changes in puberty: Lasting breast development Hip widening Increase in vaginal fluid Vaginal development Ovulation Menstruation Good to know All youth, including those who are trans, non-binary and gender creative, need support accessing services to feel good about and take care of their body. Before puberty, bodies don’t have publicly visible differences based on assigned sex. Puberty changes can make gender expression and self acceptance more challenging for youth who identify as a gender other than their assigned sex. Some youth who are transgender may benefit from medical interventions that delay puberty changes because transitioning can be more difficult after the physical changes of puberty. trans or non-binary Managing Physical ChangesAn important part of becoming an adult is understanding anatomy and physiology, acquiring hygiene skills and learning about one’s own body. These also help youth successfully manage the physical changes of puberty.Self-Care and Screenings: As the body matures, it becomes more important for youth to get to know what is normal for all parts of their body and where to go if they notice changes. This includes getting to know what their breasts and genitals look like and checking them regularly. It is important to see a health care provider if a person has pain, unusual discharge, foul smell, sores, irritation, lumps or other concerning symptoms. Yearly check-ups continue to be an important part of healthy development throughout life. Puberty is a good time for parents and professionals to teach youth about: How to find health care services like a doctor, counselor, optometrist, and dentist. When and how to make an appointment. How to prepare for a health care appointment. How to ask questions and remember information at a health care appointment. The importance of carrying Alberta Health Care and other health insurance cards. How to get a copy of their Alberta Health Care card. Good to know  Different screenings start at different ages. Health care providers may begin doing regular testicular exams once someone is 15. Cervical screenings, or Pap tests, begin at age 25 or 3 years after first sexual contact with another person, whichever comes later. Tip  For ideas and suggestion on how to talk to a health care provider about sexual health, see: How to Talk about Sexual Health with Health Care Providers Skin, Hair and Body Odor Changes: Increased sweat and oil production as well as changing hormones can cause body, skin and hair changes. For adolescents to look and feel their best, it is important that they develop a healthy hygiene routine. Click here for more information about hygiene. Penis and Testicular Changes: Sperm Production: During puberty, testicles grow and begin to make to sperm. Sperm is stored in the epididymis, a tube-like structure at the back of the testicles. Penis Growth: The penis also grows during puberty and has an average size around 5” erect in adulthood. Many people wonder about penis size. Penises come in many shapes and sizes. Everyone is different, so a penis that is larger or smaller is still normal. Size isn’t related to sexual pleasure or fertility. Using pills, creams, or devices to enlarge the penis can cause serious harm and aren’t recommended for anyone, especially youth. Erections: An erection is when the penis fills with blood and becomes hard, allowing for some types of sex. Sometimes erections happen when a person has a sexual feeling, or the genital area is touched. Sometimes they happen unexpectedly, like at school or during sports. Baggy clothes, sitting down and wearing appropriate sports equipment can all help hide an erection. Staying calm and thinking about other things can help it go away. Ejaculation: Sometimes when a person has an erection, if they masturbate or have sex, they may ejaculate about a teaspoon of whitish fluid called semen from the penis. Wet dreams: People often get erections at night when they are sleeping. Many people have an erection when they wake up and will have to wait for the erection to go away before they can urinate (pee). Sometimes people ejaculate when they are sleeping. This is called having a wet dream or a nocturnal emission. If semen gets on bedding or pajamas during a wet dream, it’s important to wash them the next day. Learning how to do laundry can help with this. Good to know Circumcision is when the foreskin is removed from the penis. Some people are circumcised, others are not. Circumcision is a personal choice that parents make and is generally not considered medically necessary for health or hygiene. Circumcision is an important part of traditional practice or ceremony of some cultures and faiths. Good to know A youth can get pregnant before their first period. If someone is sexually active around the time of their first ovulation and a sperm fertilizes that first egg, it could result in a pregnancy instead of a first period. Some people ovulate a month or two before their first period. Vaginal, Uterine and Ovary Changes: Vaginal fluid: When puberty starts, the vagina starts to make more vaginal fluid. This normal body process helps the body keep the vagina clean and healthy. Vaginal fluid can be clear or whitish; slippery, sticky or a bit creamy. The amount and consistency changes slightly throughout the month. It’s important to talk to a health care provider if someone notices significant changes in color, smell, amount or texture because that can be the sign of a problem. When a person is having a sexual feelings, vaginal fluid increases.  Ovulation: People are born with all the eggs they’ll ever have stored in the ovaries. During puberty, hormones trigger the ovaries to mature a few of the eggs. While this is happening, the lining of the uterus builds up with blood and tissue. Once mature, the ovaries release one or more mature eggs into the fallopian tube. This is called ovulation. Menstruation: If the released egg is fertilized by a sperm, the fertilized egg travels to the uterus and implants into the built up lining, creating a pregnancy. If the egg isn’t fertilized, it dissolves in the fallopian tube and the uterine lining sheds and comes out the vagina. This is called having a period, or menstruation. From the first day of one period to the first day of the next is usually around 20-40 days. Each period lasts about 3-7 days. Increased vaginal discharge, breast changes and pubic hair growth mean someone is getting close to having their first period, so it’s a good idea to have a pad handy. Having a period is a normal part of growing up. Most people feel and act the same when they have their period as when they don’t have their period. People can exercise, shower/bathe, and go to school when they have their period. If they use a tampon or menstrual cup instead of a pad, they can swim during their period. Healthy living strategies like getting enough rest, hydration, nutrition, stress management and regular exercise can reduce uncomfortable period symptoms. For some people, periods can be painful and more difficult to manage. Painful periods can be a sign of a problem. Talk to a health care about periods if: Someone has severe headaches or nausea with periods. Periods last more than 7 days or are very heavy (need to change pad or tampon every hour or have lots of clots). There’s bleeding between periods. A sexually active person missed a period or someone who is not sexually active. missed several or missing several periods when not sexually active. Someone got their first period before age 8 or not having a period by age 16. Tip  Youth may worry about what to expect with their first period. Let them know that periods usually start slow, with the first sign being a small amount of blood on toilet tissue or underwear. Teach where to get menstrual products, how to use them, what to do if they don’t have one and to not flush them down the toilet. For more information on menstrual products, go to the Menstrual Supplies section of the “Puberty Kit.” Good to know Some youth use over the counter pain medication to manage menstrual cramps. It is very important to use any medication exactly as instructed by a health care professional or on the package. Over the counter pain medications are not always effective for some people. If a pain medication does not work at the recommended dose, increasing the dose doesn’t usually help and can cause serious health problems. #### Relationships Relationships To lead fulfilling, healthy lives, everyone needs to be able to have healthy relationships. Children and youth need support to learn about and develop these skills.  A relationship is healthy when it is mutually enjoyable, increases well-being, and meets the needs of everyone involved without causing harm to anyone. Relationships are connections between people. They can be close, like those between family members, friends and lovers, or more distant, like those between schoolmates and work colleagues.  Understanding relationships starts in the family when children are young. As people move outside the home into community and school, relationship circles grow wider to take in friends, peers, teachers, teammates, helping professionals. Good to know  If you or someone you know is in immediate danger, call 911.  If you or someone you know needs to talk about relationship abuse call:  403.234.7233 (SAFE) in Calgary or 1.866.606.7233 toll free in Alberta.  Sex without consent is sexual assault.  For more information on consent and sexual assault, click here.  If you or someone you know needs to talk about sexual abuse and sexual assault, call: 403.237.5888 in Calgary or 1.877.237.5888 toll free in Alberta. DYLAN’S STORY… I thought relationships were supposed to make you happy! I don’t know what to do. Do I say “yes” and hook up even though I feel like I’m just being used? I’m not saying that I’m being forced to have sex, but I know that Jayden’s put stuff on Snap that I’m not man enough. That makes me feel like loser, but I know that I want more than just sex. Now, Jayden is even following me around and wants to know where I am all the time, which just feels weird. Relationships and CommunicationHealthy communication is part of healthy relationships. This means being able to safely express and respect needs, goals and limits. Understanding communication styles can help people learn how to communicate in healthy ways.Tip Youth learn about communication in many ways. This includes being taught about communication, practicing skills and observing communication around them. When trusted adults, like community service providers and parents, use healthy communication to set their own boundaries, they are modelling the skills youth need to learn to set and communicate their own boundaries. There are four basic styles of communication:2   Aggressive: communicator tries to intimidate or threaten the other person using loud volume, angry tone, name-calling, “you” statements, profanity, threatening gestures, glaring eye contact or even stillness and low volume. The other person may feel unsafe. This often results in escalating conflict. Passive: communicator tries to avoid or escape conflict by using quiet volume, saying “I’m sorry,” shrinking body language and minimal eye. This often happens if the person is feeling unsafe but may escalate conflict. Passive-aggressive: communicator tries to manipulate someone by using a sarcastic tone, exaggerated gestures and facial expressions and saying one thing (such as an apology) and clearly meaning another. This is often used when the person is frustrated or angry but doesn’t know how to express it. This often escalates conflict. Assertive: communicator describes the situation and states feelings, needs, expectations and limits using even, calm volume, tone and body consistent with stated emotions and “I” statements. When youth are presented with a situation that is unsafe or uncomfortable, ideally, they would use assertive communication to REFUSE that situation.  However they can also DELAY or NEGOTIATE to avoid participating in an activity that is not right for them. Delaying gives the person time to think about other ways to respond to the situation (e.g., “I see my brother over there. He’s my ride, so I’ll let you know later”). Negotiating is when alternatives are provided to change the situation for the better (e.g., “How about we go to laser tag instead, my treat”). Refusing is when assertive communication is used to clearly set boundaries (e.g., “You are asking me to do something that I feel is not safe. I am not going to do that today”).3 Consent conversations are part of healthy relationships. This means being able to ask permission and accept the answer, even if it's not the answer they wanted. It also means being able to say yes or no.Consent is permission for something to happen or an agreement to do something.4  Consent is about respect and communication. It is important for people to learn about consent from an early age because it leads to better relationships with family, friends, peers and romantic partners.5 Consent includes knowing and respecting personal boundaries as well as the boundaries of others. Knowing what you and others are comfortable with can help keep relationships safe and healthy. Understanding consent means that you have the skills to leave a situation that does not feel comfortable and respecting those who wish to do the same.5  Sex without consent is sexual assault. For more information on consent and sexual assault, click here. Relationships can be healthy, unhealthy or abusive.To check to see if your relationship is healthy, unhealthy or abusive, click here. Healthy RelationshipsHealthy relationships make us happy and healthy. Both partners feel safe, communicate and work out disagreements respectfully and can set and respect boundaries; partners can spend time alone and there is no violence or threat of violence.1 Unhealthy RelationshipsUnhealthy relationships make us sick. Partners feel awkward and embarrassed when sharing ideas and feelings; there is jealousy, pressuring or possessiveness and disagreements turn into fights.1 Abusive RelationshipsAbuse impacts all areas of health and can be life threatening. A partner is harmed in the relationship; they are afraid to communicate feelings, boundaries or ideas because it could result in physical violence, forced sexual contact, threats, name-calling or other abuse. Abuse can be emotional, physical, sexual, financial, social or spiritual. Neglect is also a form of abuse.1 All abusive relationships are unhealthy, but not all unhealthy relationships are abusive. Tip Avoid making assumptions about the health of someone's relationships based on their demographic or appearance. People of every sexual orientation, gender identity, sex, faith, culture, socio-economic status or community can be in abusive relationships. Good to know Bullying is abuse. Bullying can be: Verbal - E.g., name-calling, put downs and threats Social - E.g., gossip, ganging up, excluding Physical - E.g. hitting, damaging property Cyber - E.g., using computer or social media to harass or threaten Bullying can happen at home, work, school or during sports. Recognizing and Responding to AbusePeople may wonder if someone they know is in an abusive relationship. Warning signs of abuse include: Personality changes such as becoming withdrawn, depressed, angry, fearful or overly cheerful. Behavior changes such as stopping regular activities, excessive apologizing, neglecting hygiene, or making excuses for others. Physical marks or injuries, attempts to hide injuries or excuses for injuries. Admitting to abuse or subtle hints at abuse.6 Relationships that are abusive tend to follow an abuse cycle that looks something like this:As the cycle repeats, the intensity and harm caused by each incident often becomes increasingly serious.  It is important to not be silent if you suspect abuse. However, it can be hard to know how to raise a concern about abuse and how to be a support for someone involved in an abusive relationship.   Some ways of bringing up a concern of abuse are:  Asking if violence or abuse is part of their life – they may say yes or no, but the more times a person is asked, the more chances that person has to disclose when they are ready. Talking about your observations and saying that these are sometimes indicators of abuse. Giving them information about available supports. Find supports in Alberta at: https://www.alberta.ca/family-violence-find-supports.aspx   Once someone has said that they are involved in an abusive relationship, they might choose to leave the relationship or they might choose to stay in it. In either case, people can be supported in creating a safety plan and learning about support services in their community. Good to know It can be hard to accept that some people feel it’s safer for them to stay in an unhealthy or abusive relationship than it is to ask for help or leave.  Some people stay in unhealthy relationships out of fear, the need to have somewhere to stay, or loneliness. RESOURCES For access to speak with a trained professional 24/7 via the telephone or online chat, click here  For more information about healthy relationships, see:  Kidshelpphone.ca https://readyornotalberta.ca/ready/healthy-mind-and-body/healthy-relationships/#3752 RedCross.ca Healthy-Relationships.pdf YwcaGirlSpace.ca For more information about types of abusive relationships, click here For more information about bullying, click here To learn more about recognizing abuse in others, see: ConnectNetwork.ca For more information about family violence, click here If you are supporting someone or are concerned about a relationship that is becoming abusive, click here Learn about Pet Safekeeping when you leave an abusive relationship at https://www.albertaspca.org/one-family-welfare/domestic-violence-checklist/ For more information about strategies for safety when supporting those involved in domestic violence, see: StrategiesForSafety REFERENCES 1MyHealth.Alberta.ca. (2020). Relationships: What is healthy and what is not. Retrieved from, https://myhealth.alberta.ca/Alberta/Pages/Relationships-what-is-healthy-and-what-is-not.aspx 2UK Violence Intervention and Prevention Center. (N.D.). The four basic styles of communication. Retrieved from, https://www.uky.edu/hr/sites/www.uky.edu.hr/files/wellness/images/Conf14_FourCommStyles.pdf 3Western Centre for Mental Health. (N.D.). Grade 9 physical and health education. Retrieved from https://youthrelationships.org/gr9_skillsparti. 4Merriam-Webster. (2016). Dictionary. Retrieved from http://www.merriam-webster.com/ 5Government of Ontario. (2015). Quick facts for parents. Learning about healthy relationships and consent. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/HPEconsent.pdf 6Connect Family & Sexual Abuse Network. (n.d.). Does someone you know need Connect? Retrieved from, http://connectnetwork.ca/does-someone-you-know-need-connect/ #### Relationships & Dating This part of the website is for youth. You might need the help of a trusted adult to look at this or you might be able to look at it on your own. Relationships and Dating As people grow from teenagers to adults, they may start to think more about friends and dating. It’s important that all our relationships are healthy. Relationships should make you feel good and safe. Relationships are connections between people. Relationships can be close, like between family members, and dates. Or they can be more distant, like between people who work together. You are at the centre of your relationships and everyone’s relationship circles look different. Here is an example of all the people you might have relationships with, from your family, to your support workers and teachers. RelationshipsWho do you have relationships with? Family Friends Peers (people the same age as you) People you work or volunteer with Teachers Service providers and staff (healthcare workers, respite workers, group home staff) When we meet someone new, they are a stranger. We don’t know them and can’t trust them. It takes time to get to know someone before they become part of our relationship groups. Why are healthy relationships important? Healthy friendships mean that you can be more independent (e.g., start to make your own choices about friends and activities) They can teach you important life skills like learning to share, working out problems, and boundaries They help you as you grow from a teen to an adult Learning to get along with other people for work and volunteering is important Are staff friends? If someone is your friend, you usually have something in common with them (e.g., you are part of the same club) Your teachers, coaches, caregivers, and support workers, are not your friends These people may be important to you but they have a different role in your life Healthy versus unhealthy relationshipsWatch the video ‘Healthy vs Unhealthy Relationships’ to learn how healthy relationship can help us feel good about ourselves and how to know if a relationship is unhealthy. For privacy reasons YouTube needs your permission to be loaded. For more details, please see our Privacy Policy.I AcceptBoyfriends, girlfriends and dating. Experiencing new emotions and feelings towards other people is a big part of puberty and growing up. It can be exciting. You may have romantic feelings for someone which means you think about love. A crush may mean that you have feelings for someone – or you really like them. You may have a celebrity crush (like a singer or actor) or a crush on a friend you know. You may feel giddy around them or you may be lost for words or embarrassed. You may daydream about them. However, you do not need to act on your feelings. You never have to ask them on a date if you don’t want to. Staring at someone you really like could be embarrassing for them. Staring is not a friendly type of communication and can make the other person feel bad. Watch the video ‘So You Wanna Date’ with Liam, Ali and Alisha as they talk having a date. For privacy reasons YouTube needs your permission to be loaded. For more details, please see our Privacy Policy.I AcceptQuestion Box How do you know if someone wants to be your girlfriend or boyfriend? You might notice signs that someone is romantically interested in you. They may try to spend more time with you, talk to you more, or go out of their way to be kind to you. But, they might just want to be better friends. To know for sure, ask if the person wants to be friends or if they want to have a romantic relationship. Watch the video ‘Deciding When You’re Ready’ as Emma and Alex chat about dating and sex. For privacy reasons YouTube needs your permission to be loaded. For more details, please see our Privacy Policy.I AcceptMoving from friendship to datingREMEMBER: You are still your own person, an individual with your own ideas, needs and things that you like. Just because you are dating doesn’t mean that you belong to the other person and do everything they say.  Asking someone out might make you feel nervous, so it helps to have some tips: Before you ask someone out, it’s probably good to talk to your family first because some families have rules for dating. Your family may want to meet your date first; they may want you to only date a family friend; or they may want to ‘chaperone’ you (go along with you).  Work out where you will go on your date (e.g., out for ice cream, to a sports event, to a movie). When you ask them, they can say YES or NO. It is their choice. If they say no, you may feel sad. You can’t follow your crush around or pester them to date. How old is the person you want to date? To keep relationships healthy, it’s best for the people who date to be similar in age, only a couple of years older or younger. This way they will have more in common with you and are more likely to share life experiences and goals. Watch the video Asking ‘Your Crush on a Date’ as Blair and Quinn talk about crushes and dating. For privacy reasons YouTube needs your permission to be loaded. For more details, please see our Privacy Policy.I AcceptConsent • Consent means giving someone permission – to hug, hold hands, kiss or touch • Your body belongs to you and you get to decide who touches you • You can say no to someone who wants to hug, kiss or touch you • This is the same for family, friends, other adults and someone you are dating • Consent is a BIG part of healthy relationships with everyone in your life Watch and learn about owning your body and giving consent in this short video. It was made for younger kids, but it's still fun to watch and has a good message. For privacy reasons YouTube needs your permission to be loaded. For more details, please see our Privacy Policy.I AcceptWhat about sex? What does sex mean?Sex can mean different things to different people. Some people may think that sex is kissing or when two people roll around on the bed Sexual activities can be  kissing and touching, rubbing genitals and  intercourse (contact with vagina, penis, anus, mouth) You don’t need to talk about sex or do any sexual things if you don’t want to Learn more about sexual relationships and activities Question Box My girlfriend bosses me around and tells our private relationship stuff to her friends. Is it still OK for me to date her? For relationships to be healthy, they need to make you feel good. If you are unhappy, this is a sign that the relationship might not good for you. Talk to an adult you trust about what you can do as it might be time for the relationship to end. Ending a relationship Sometimes it doesn’t work out and it’s time to end the relationship Maybe you move away, change schools or jobs or don’t have fun anymore If a relationships is unhealthy (e.g., name calling, bullying, stealing) or abusive (e.g., hitting, forcing you to do things you don’t want to) then it is best for it to end You may need help from an adult you trust to break off the relationship (especially if you are worried about your safety). It is important to be honest with the other person and tell them that it’s not working for you Learn more about dating and intimacy If you have questions on relationships and dating, contact kidshelpphone.ca. For more information on  relationships and dating, visit our pages on Building Friendships and Dating and Intimacy. #### Resources Quick linksHealth Clinics for YouthClinical Services LocationsSexual Assault Response TeamAbortion ServicesPrint ResourcesWeb ResourcesKitsVideosIf a youth under the age of 18 can understand the nature and consequences of the treatment/procedure and consent, they are considered to be a mature minor and can access medical care independently. We encourage you to have a support person with you in clinic.  Clinic, Education and Sexual Assault Services Sexual and Reproductive Health Clinics for Youth Please do not visit if you are unwell. Call the clinic for guidance. Sexual and Reproductive Health Services across Alberta and Canada For a list of Sexual Health Clinics and Education go to ahs.ca/srh. For a list of STI clinics and Sexual Health Centres go to https://sexgerms.com/getting-tested. For a list of Sexual Assault Response teams, go to ahs.ca/sart For a list of service providers across Canada go to Action Canada for Sexual Health and Rights. Calgary Area Sexual Assault Response Team Registered nurses, doctors and crisis counsellors offer medical treatment, emotional support and education about options for care and reporting for people who have been sexually assaulted in the past 4 days (96 hours). If you have been sexually assaulted within the past 7 days and you are: 14 years or older - go to the Sheldon M. Chumir Urgent care Centre or any emergency department or urgent care centre Under 14 years of age – go to the Alberta Children’s Hospital Emergency Department If you have been sexually assaulted OVER 7 days ago, medical care and support is important. Contact these organizations: Sexual & Reproductive Health Clinics Calgary Communities Against Sexual Abuse Health Link at 811 STI clinic A family doctor or a walk-in clinic Abortion Services  For information on abortion services go to ahs.ca/abortion Print ResourcesPrintable guides provide parents information about sexual development, what to expect at different ages and stages and tips for talking about sexuality and healthy relationships with children and youth. Tips for Parents and Caregivers: Talking to Children and Youth about Sexuality For Parents of Children For Parents of Teens Fact Sheets and Information Birth control methods Sexually Transmitted Infections Health Information Youth Sexuality: Stats and Trends Teen Risk-Taking Tips for Parents Sexting: Teens and Technology Sexuality and the Media: A Guide for Parents and Caregivers Understanding Age of Consent: What it means for you Publications Canadian Guidelines for Sexuality Education Questions and Answers: Sexual Heatlh Education in Schools and Other Settings Sexual Health Promotion with Autistic Youth toolkit resources Sexual Health Promotion with Disabled Youth toolkit resources Web Resources Disclaimer for Responsibility Regarding Links to Other Sites: Users are able to link from TASCC.ca to many other sites that present information on sexual and reproductive health. Although these links have been carefully selected, TASCC.ca does not necessarily endorse the content of these sites, nor does it assume any liability for any information on those sites. The content of linked sites may change periodically and without notice. These sites contain evidence based information on a variety of sexual health topics, including contraception, STI, HIV & AIDS, safer sex, healthy sexuality etc.   Abortion Services Alberta Health Services – Abortion Services Information about abortion (pregnancy termination) in Alberta. Kensington Clinic Clear and objective information and clinical services about abortion (pregnancy termination) in Central and Southern Alberta Comprehensive Sites Alberta Health Services – Sexual & Reproductive Health Information about contraception, sexuality and differing abilities, female sexual health, healthy sexuality, male sexual health, pregnancy, sexually transmitted infections, HIV & AIDS, sexual diversity, sexuality and aging, sexuality and disability/aging, sexual development. Information about clinical services within Calgary and area. Action Canada for Sexual Health and Rights Information on: Contraception STI Pregnancy Abortion Professional education Health promotion information Listing of clinical services in Canada Centre for Sexuality Information and counseling regarding relationships, decision making, sexual diversity, sexuality and aging, contraception, STI, pregnancy Go Ask Alice – Columbia University (USA) Question and answer site on a variety of general health topics including sexual health. Sometimes explicit questions and answers, suitable for older teens and up Holland Bloorview Disability and Sexuality Resource Hub Resources for youth, family members and healthcare providers SexandU.ca (Society of Obstetricians and Gynecologists of Canada) Youth and adult friendly interactive site with accurate and comprehensive information about a wide range of sexual health topics. SIECCAN (Sex Information and Education Council of Canada) Information on sexual health education, topics and resources International Information Engender Health International organization supporting access to sexual health around the world, especially in developing nations. Guttmacher Institute (USA) Sexual health resources, research, and education geared towards a professional audience Sexuality Information and Education Network of the United States (SIECUS) Information and counseling regarding relationships, decision making, sexual diversity, sexuality and aging, contraception, STI, pregnancy World Health Organization International information, projects, policies, guidelines and statistics regarding reproductive health. Menstrual Cycle and Menopause CEMCOR Information regarding all aspects of menstrual cycle and menopause, including online question and answer and tracking charts. Menopauseandu.ca The facts on menopause from Canada's experts Puberty Kids Health (USA) Easily accessible site for parents, professionals and young people on a variety of health topics, including puberty. Planet Puberty (AU) Information, games. videos and factsheets for parents of children with intellectual disabilities and autism Relationships, Consent, Interpersonal Violence and Sexual Assault Alberta Association of Alberta Sexual Assault Services Information and support about sexual assault and abuse including training for first responders including a list of sexual assault services across Alberta Calgary Communities against Sexual Abuse Education, information, counseling regarding sexual abuse HomeFront Support, information and intervention for those experiencing domestic violence. Child Advocacy Centre Support for children and families who have experienced child sexual abuse Sexual and Gender Diversity Calgary Outlink Support, education, outreach and referrals for LGBTQ2S+ community in Calgary EGALE Canada Advocacy and information on human rights regarding sexual orientation and gender identity. Holland Bloorview Becoming You Booklet exploring sexuality and disability for pre-teens PFLAG Canada Support, education, information and resources for parents, friends and LGBTQ community. Skipping Stone Connecting trans and gender diverse youth, adults and families with comprehensive and low barrier access to supports including community, mental health, medical and education services. Sexually Transmitted Infections Alberta Health Services – Sexually Transmitted Infection Clinic (Calgary) Clinical services, information on STIs, statistics and safer sex. Canadian Aboriginal AIDS Network Information, advocacy and health promotion on the topic of HIV & AIDS in aboriginal communities. HIV Community Link Community education for the public on safer sex practices to reduce the risk of getting or spreading HIV. Advocacy and support services for people affected by HIV and AIDS. Public Health Agency of Canada STI information and public health promotion for public and professionals. Slang Definitions Urban Dictionary May support professional staff to understand some slang terms for anatomy and sexual behaviors. Please note that many of the definitions on this site are very explicit and graphic. Teaching and Education Canadian Guidelines for Sexual Health Education A theoretical framework for teaching sexuality. Questions and Answers: Sexual Heatlh Education in Schools and Other Settings Sexual Health Education in Schools Questions and Answers Further explanation of the theory of comprehensive sexual health education in a Q & A format that offers answers to challenges to the framework. Sexual Health Promotion with Autistic Youth toolkit resources Sexual Health Promotion with Disabled Youth toolkit resources Sex Information and Education Council of Canada (SIECCAN) Ensures access for professionals to support and accurate, evidence-based information when teaching human sexuality. Teaching Sexual Health Website Comprehensive site for teaching professionals; lesson plans (including for students with diverse abilities), resources, videos, teaching strategies, activities etc. Includes parent information. Youth Serving Community Agencies City of Calgary Indigenous Support Resources Calgary Urban Project Society (CUPS) Hull Child and Family Services Inn From the Cold McMan Family and Youth Services The Alex Wood's Homes KitsPuberty The puberty kit is a tool that can be used to support teaching about puberty and personal hygiene. School, community agencies or families can use the list of contents included in the information below to put together their own kits.  Having actual products as a tactile object for youth to see and feel can enhance learning and familiarity.  If some items are hard to obtain, a photo or picture will work – please see the photos below. Puberty Kit InformationPuberty Kit PhotosBirth Control The birth control kit is a tool that can be used to help teach about contraceptives and STI protection. It can be used in a group or with individuals. Having the items available to see and touch helps people gain comfort and familiarity. Birth control kits can sometimes be borrowed from community health units or purchased from educational suppliers. Birth Control Kit InformationBirth Control Kit PhotosVideoscoming soon #### Safer Sex Safer Sex Talking about Birth Control and Sexually Transmitted Infections (STIs) It can be hard for parents to accept that their child may be involved in a sexual relationship. If parents cannot acknowledge that their child is in a sexual relationship, they likely will not talk about sexuality with them.   Talking to youth about sexuality is important because it can increase their ability to make healthy decisions, including whether or not to have sex. SARAH & JOSH’S STORY… Sarah and Josh met two years ago volunteering at Stampede. What started as friends turned into a dating relationship that they both had fun with. Recently Sarah’s group home coordinator Vic had a call from Josh’s parents asking if he could talk to the couple about safer sex. Josh told his parents that he loves Sarah and is ready to take the relationship to the next level. His parents are really happy that he had shared this with them and although they are worried, they know that at age 23 Josh wants to make his own choices. Vic feels comfortable talking about the topic with the couple, but where can he get the most up to date information and advice about birth control and STIs? When a relationship becomes intimate, it’s important that youth have the skills and knowledge needed to make healthy choices. Youth need to know:   The consequences of sexual activity including pregnancy and sexually transmitted infections (STIs). How to give and get consent to take part in sexual activity. How to talk about safer sex with a partner including negotiating use of condoms. Where to go for information about birth control and STIs. The goals of comprehensive sexual health education are: 1 To help all Canadians obtain positive outcomes (e.g., rewarding relationships, self-esteem, informed reproductive choices, non-exploitive sexual relations); and To help all Canadians avoid negative outcomes (e.g., unintended pregnancy, STIs, sexual coercion).  Abstaining from sexual activity is the only method that offers 100% protection from pregnancy and STIs.  This means not taking part in any sexual activity that involves exchanging body fluids, genital to genital contact, or skin to genital contact. If abstinence is not possible, then birth control and condoms should be used consistently and correctly. Good to know Research looking at sexual activity rates, birth control use and pregnancy rates found little difference between youth with physical disabilities and those without a disability.2 Parents and providers can help youth build skills to make healthy choices about sex and provide information about how to get birth control and STI testing. Consent from parents and guardians Visiting a clinic or doctor’s office to talk about birth control and sexual health is an important skill for healthy living. Youth may need support to connect with services that can help them. Health care professionals will assess whether or not the youth can understand the nature of their visit and make decisions about any drugs or treatment. Some youth with disabilities may need the consent of a parent or guardian to receive health care to help them with decision-making. Tip Even if the youth you care for can consent for their own care, they may want your support. Ask them if they would like you to come to the clinic with them. They may want your support to get to the clinic or they may want you to sit in the waiting room while they see the health care professional alone. Preventing Pregnancy Pregnancy is a significant risk of sexual activity and is a concern for many youth. An unintended pregnancy can have life changing consequences that can be considered even more challenging when a youth has a disability.  To learn more about pregnancy and pregnancy options, click here.What is birth control?  Birth control is also known as contraception and refers to methods used to prevent a pregnancy. Contraception works by either preventing the fertilization of egg by the sperm, or preventing the fertilized egg (embryo) from implanting in the uterus. No method of birth control is 100% effective and most do not give protection from STIs. There may be side-effects with some methods. The best birth control method is the one that will be used consistently and correctly. Methods of birth control are sometimes divided into categories:    Natural family planning – includes abstinence, fertility awareness and withdrawal (“pulling out”). These methods require planning and are not considered very effective since many people have a hard time using these methods correctly.  Hormonal – includes the pill, patch, vaginal ring, “the shot” (Depo-Provera injections), and hormonal IUD. These methods are very effective, but a visit to a health care provider is needed. The emergency contraception pill is a hormonal method that can be purchased at many pharmacies without a prescription, but this method is not designed to be used as someone’s regular birth control. Barrier – includes diaphragms and condoms. A prescription is needed for the diaphragm and it needs to be fitted by a healthcare provider. Condoms can be purchased at pharmacies or supermarkets. Some youth clinics have them available for free. If used consistently and correctly, condoms can be effective at preventing both pregnancy and STIs. Spermicidal – includes foams, jellies, film and sponge. These methods are less effective and usually need to be used with another method of birth control. Other – includes copper IUD and surgical methods (e.g., tubal ligation and vasectomy). Surgery is considered permanent and the IUD can be removed at any time. All are very effective but require a visit to a health care provider.   To learn more about methods of birth control, click here. Good to know If there has been unprotected sex or the birth control method fails (e.g. the condom breaks) in the last five days using emergency contraception (EC) can help prevent pregnancy. EC does not prevent against STI transmission and that person may need to see a health care provider to access STI testing. The two forms of EC are the copper IUD and emergency contraception pills (ECPs). ECPs work best if taken within first 24 hours after an unprotected sexual activity but can be used up to 5 days. Some ECPs can be purchased at a pharmacy without a prescription, while other ECPs do require prescription from a health care provider. The Copper IUD needs to be inserted into the uterus by a trained health care provider. The Copper IUD can be used as emergency contraception and serve as a long term reversible birth control method as well. Visiting a health care provider as soon as possible after unprotected sex can be helpful to assist in deciding which type of EC is the best considering the person and circumstances. A health care provider will also be able to assist in creating a more reliable birth control plan for next time and provide any STI testing and treatment. To find sexual health services in Alberta visit: www.ahs.ca/srh How to Access Birth ControlSome birth control methods can be purchased over-the-counter (e.g., condoms, emergency contraception pills, spermicidal foam). Other methods require a prescription (e.g., birth control pill, patch, ring, IUD). Some methods require insertion or fitting by a healthcare provider (e.g., IUD and diaphragms). Access for youth to no-cost birth control and prescriptions can be found at Alberta Health Services Sexual and Reproductive Health Clinics. Good to know  Not everyone can use all birth control methods due to individual health conditions or disability. For example:  Latex allergies and sensitivities are particularly common in people diagnosed with spina bifida. Even though condoms are commonly made from latex, there are non-latex condoms widely available and should be used if there is a latex allergy. Using condoms can be difficult for anyone with reduced dexterity. Hormonal methods, such as the pill (taken daily), may not be the best option for youth with learning disabilities who may have a hard time remembering to take it. Seizure medication reduces the effectiveness of the birth control pill.  The good news is that there are lots of different methods to choose from and there is something that will work for everyone, no matter the disability. Planning to use Birth ControlDeciding to use birth control is the first step. If youth are sharing that they plan to have sex or have been sexually active already, they are ready to talk about protection. Some Questions to ask Youth Include:  Are you truly ready to be sexually active? Do you trust the other person? Do you both give each other consent to have sex each time? Do you need a birth control method that gives protection from STIs? It is recommended that people use a condom (male or female) every time they have vaginal, anal and genital to genital contact in order to prevent STI transmission. Other birth control methods do not protect against STI transmission. To use a method of birth control AND condoms is called Dual protection. Dual protection (e.g., using a hormonal contraception plus a condom) greatly lowers the risk of unintended pregnancy and STI. Do we need to visit the doctor to talk about which method is best? What are the side effects? Where can we go to get birth control? This may take planning as some types of birth control will not work right away. What will you do if you do not like the type of birth control you choose? If someone has unpleasant side-effects or does not like using the chosen method, it is important to talk with a health care provider. Quitting a method suddenly can lead to unintended pregnancy. Good to know Hormonal contraception can be used to control menstruation by stopping periods or making them lighter and shorter. This is very helpful for those who have hygiene issues and heavy bleeding (caused by the use of certain medications) or for someone who finds it hard to cope with periods because of a physical or intellectual disability. Sexually Transmitted Infections (STIs) and Blood Borne InfectionsWhat are STIs and BBIs? Sexually transmitted infections (STIs) and blood borne infections (BBIs) are also risks of sexual activity. STIs are types of infections that are spread through sexual contact. STIs are sometimes called sexually transmitted diseases or STDs. There are many types of STIs. Some are easily cured with prescribed medication; others have no cure.3 BBIs are infections that are spread by the blood and other high risk body fluids such as semen, vaginal or rectal fluid. There are many myths about STIs and BBIs MYTH: Only people who have lots of different partners are at risk. FACT: Anyone who is sexually active can come into contact with STIs and it is possible to contract an STI during the first sexual experience. Do not assume that youth who are dating for the first time are not at risk. MYTH: It is easy to tell if someone has an STI just by looking at them. FACT: Having an STI is not like having the chicken pox. Many people show no symptoms and if there are any, they may not be visible. Testing is the only way to know for sure if someone has an STI and partners can only really know if they ask each other. Anyone can get tested at a sexual and reproductive health clinic, STI clinic, or doctors’ office. Testing and treatment is free. MYTH: STIs are only spread through sexual intercourse. FACT: STIs can be passed on through skin-to-skin contact, with no body fluids involved. Oral sex is a high-risk activity for STIs along with vaginal and anal sex without protection. Good to know Sexual contact means any intimate skin to skin contact in the genital area. This includes touching, oral, vaginal or anal sexual activity with a partner of either sex. Youth may need information that both giving and receiving oral sex carries risk for STIs. Types of STIs Sexually transmitted infections are classified as: Bacterial (e.g., chlamydia, gonorrhea, syphilis). Viral (e.g., HPV, genital herpes). Parasite (e.g., public lice, scabies).  If detected early, bacterial and parasite STIs are generally easy to treat. Viral STIs can be treated, but are more difficult to cure. Some viral STIs are not curable at this time. Untreated STIs can lead to damage to the reproductive system, which may cause problems with fertility later in life. Some types of BBIs are human immunodeficiency virus (HIV) and hepatitis B. HIV is a virus that attacks the immune system and makes it hard for the body to fight diseases and infection. There is no cure for HIV. However, with early diagnosis and treatment, people can live long, healthy lives. HIV can lead to a condition called AIDS.3 Hepatitis B is a liver infection caused by the hepatitis B virus and is more infectious than HIV. For more information on STIs and BBIs, click here. Good to know The most common symptom of STIs and BBIs is having NO symptom. If a person experiences any problems (e.g., unusual bleeding or discharge, pain, lumps, bumps, sores or rashes) they should see a healthcare provider ASAP. Prevention For those who choose not to abstain from sexual activity, condoms reduce the risk of STIs and BBPs. It is recommended that people use a condom (male or female) every time they have vaginal, anal, and genital to genital contact. Condoms or dental dams should be used during oral sex. Vaccination is another way to prevent STIs and BBIs.  HPV Gardasil vaccinations are routinely given to grade 6 students in Alberta. Hepatitis B vaccinations are routinely given to grade 6 students in Alberta. The vaccine may be given during the first year of life, if parents were born in an endemic area or if they are carriers of the disease. Talking with youth about condoms Safer sex means protection, from pregnancy and STIs. This includes using birth control, getting tested for STIs and using condoms. Talking about condoms and safer sex with youth can be difficult for parents and service providers, but when condoms are used correctly they are very effective.  Condoms can prevent pregnancy and STIs and the best time to talk about using them is before a youth starts to have sex. It is important to help them get familiar with what condoms look like and how to use them correctly but it is equally important to help them talk about and negotiate condom use with a partner. Tips for Talking about Condoms: Choose a time without distractions and prepare for some embarrassment and maybe giggles.  Not everyone can use latex condoms dues to allergies. Latex free condoms are available along with female condoms that do not contain any latex.  Be sure to show condoms inside packages and talk about where condoms can be bought and also picked up for free (e.g., sexual health clinics).  Explain that condoms, like medicines, have an expiry date and that it is best not to use the condom if that date has passed.  People with hand mobility challenges may find it difficult to use condoms as they require some fine motor skills. A partner can be encouraged to help and this makes condom use something that couples can talk about together.  Discuss setting limits about sex and condoms – no condom means no sex! Talk about what might happen if a couple wants to have sex but they don’t have a condom. What if one person does not like using condoms? For more tips about talking to a partner about condoms see STI high risk portal. To learn more about sexual health and decision making see this Easy Reading Brochure (Vecova) Sexual Health Where to get helpBirth control information, prescriptions, and safer sex supplies in Calgary:     Alberta Health Services Sexual and Reproductive Health Clinic.  Birth control information, prescriptions, and safer sex supplies in Alberta:     AlbertaHealthServices.ca/srh STI testing, treatment, information and support in Calgary:   Alberta Health Services Sexual and Reproductive Health Clinic or STI Clinic. STI testing, treatment, information and support in Alberta:   AlbertaHealthServices.ca/srh Sexual health services outside of Alberta: https://www.actioncanadashr.org/resources/services Youth can also get help at: Walk-in clinics, A family doctor, and Urgent care facilities. RESOURCES For Sexual Health Services in Alberta, click here REFERENCES 1SIECCAN. (2019). Canadian guidelines for sexual health education. Toronto, ON: Sex Information & Education Council of Canada (SIECCAN).  2Public Health Agency of Canada (PHAC). (2013). Questions & Answers: Sexual health education for youth with physical disabilities. Retrieved from http://librarypdf.catie.ca/pdf/ATI-20000s/26289_B_ENG.pdf 3Public Health Agency of Canada (PHAC). (2019). Canadian guidelines on sexually transmitted infections. Retrieved from http://www.phac-aspc.gc.ca/std-mts/sti-its/cgsti-ldcits/index-eng.php #### Self-care This part of the website is for youth. You might need the help of a trusted adult to look at this or you might be able to look at it on your own. Self-care Have you ever wondered why your body changes as you get older? The changes are called puberty which means growing from a child to an adult. It usually starts at around 10 years old and most people are finished puberty by the time they are 17 or 18. Learning about puberty, how your body works e.g., having periods or erections and hygiene are all part of self-care.   Watch the video ‘Let’s Talk about Puberty’ and learn about the top ten signs of puberty and growing up For privacy reasons YouTube needs your permission to be loaded. For more details, please see our Privacy Policy.I AcceptGood to know  Self-care is important to everyone. If you identify as a gender that doesn’t fit with your sex at birth, these changes may be more difficult. It might be hard to accept the way your body looks and feels. Talking to an adult you trust can help you figure out how to manage puberty changes in a way that’s best for you. To learn more about growing up trans, watch Puberty and Transgender Youth HygieneTaking care of yourself is part of growing up and this means understanding your body and learning hygiene skills to stay clean and healthy. Hygiene skills include brushing teeth, taking a shower and washing your hair. Puberty changes include body odour (sweating and smelling bad) and oily skin and hair. This can lead to pimples or zits. Looking good can make you feel good and many people like it when others look and smell nice. Will I get zits during puberty?Zits are also called pimples or acne caused by oily skin. Lots of people get acne during puberty but some don’t get any. Wash your face every day with a facecloth, water and an unscented soap. If your skin is uncomfortable or you feel bad about it, talk to an adult you trust. Do I need to shave my pubic hair?Most people get some pubic hair around their genitals during puberty. Shaving pubic hair is a choice. It’s healthy to have some pubic hair. Is it healthy to use deodorant? Getting sweaty means that you may smell under your arms - you might not be able to smell yourself, but others may smell body odour (BO). Using deodorant can help you smell clean. Be sure to wash every day and wear a clean shirt; just wearing deodorant is not enough. Self-care checklistThese are the activities you should do to take care of yourself Using a hygiene chart or checklist can help you stay on track. You may need to ask for help with some of the tasks e.g., cutting your nails. Asking for help is ok! Practicing these skills helps you build independence which can feel good. Print Self-Care ChecklistPeriods (menstruation)As your body grows, the sexual and reproductive body parts and the way they work change too. A period happens about every 4 weeks when a small amount of blood comes out of the vagina. Your body is getting ready to maybe one day make a baby. If you have a vulva and vagina, your body starts to release eggs. Just before this happens, you may start to see some discharge in your underwear (it’s clear and looks a little bit like egg whites). If it smells bad or changes colour, talk to an adult you trust. You will start to have periods, bleeding from your vagina, for about 4 or 5 days each month. You are not sick, this is a healthy part of growing up. Use pads, tampons or menstrual cups to catch the blood. It’s important to change them often. Be prepared by having supplies with you at school or work. It’s a good idea to shower or bathe every day to stay fresh. Erections and wet dreamsIf you have a penis and testicles, your body starts to make sperm. Sperm cells can come out of the penis in semen, a sticky white liquid. The penis gets big and hard (erect) before the semen comes out. This is totally expected and healthy. Erections can happen when you don’t expect them and might be embarrassing if it happens when you are around your friends and family. If this happens, sit down or place a sweater over your lap to cover the erection. Sometimes semen comes out during sleep. This is called a wet dream and is the body practicing to make semen. Some people have them and some don’t. If this happens, clean up by changing your underwear or pajamas and the bedding. Wet dreams are private and you don’t need to tell anyone that they happen for you. Visiting a Clinic Self-care includes knowing how to look after your body parts and how to visit a doctor or clinic. Checkups are important to make sure your body is healthy. If something with your body doesn’t feel right, visiting the doctor can help you find answers. For privacy reasons YouTube needs your permission to be loaded. For more details, please see our Privacy Policy.I AcceptFor more information on self-care, visit our pages on Hygiene and Puberty and Sexual Development  #### Sexual decision-making Sexual Decision Making Sexual decisions can impact all areas of a youth's life and all areas of a youth's life can impact their sexual decisions. Supportive adults can help youth develop the skills and knowledge needed to make healthy decisions that are right for them.  Youth are more able to make sexual decisions that are right for themselves when: They are provided with objective, factual, and up to date information. They have the opportunity to develop values and practice skills. ALEX’S STORY… I’m trying to put on a happy face, but I'm worried Taylor's gonna break up with me. She says she's sick of waiting for me to have sex, that we've been together long enough, that I did it with Jae so why not her? I guess that's fair. But, that was a long time ago. I didn’t even like it. If someone really loves you, won't they wait? What if time’s up? Maybe I should just get drunk and get it over with. I should probably like it now I'm older, right? I don’t know why I’m waiting anyway. Life circumstances impact decisions about sex.For example, some street involved or high risk youth have sex: Because they had sex with someone before and think they have to again. To feel safe. To avoid conflict. To keep a relationship. For money, drugs or a place to sleep. Healthy sex is about choice.People have the right to choose to: Have sex or not. Set personal boundaries and limits. Make sexual decisions sober. Talk to a partner about limits and safety. Good to know  Although people have the right to choose sex, sometimes that choice is taken away. Youth who are in an abusive relationships may be involved in a situation where setting a sexual limit, suggesting condoms or using birth control could put their safety at risk. For more information on relationships, click here. Ready for Sex?Being “ready for sex” is more than about feeling sexually aroused and having a person to have sex with. Sexual readiness is about physical, emotional, and relationship readiness.Here are some questions about emotional, social and physical readiness that can be useful for people to ask themselves when making sexual decisions. Keep in mind that the answers provide insight about sexual readiness, not a definitive answer as to whether or not someone should have sex: Questions about the body Are you healthy enough to have sex? Do you have an STI?  Does your partner?  Have you been tested? Have you talked about and accessed STI protection? If pregnancy is a concern, have you talked about and accessed contraception? Are you sober?  Are they? Can you handle an STI or pregnancy? Questions about emotions and values Do you really want to have sex? Do you have a positive self-image and good self-esteem? What do you think are the right reasons to have sex? What are your personal and family values about this activity? How does this activity fit with your religious and cultural values? How will you feel the next day? Questions about relationships Are you feeling pressured to have sex? Is everyone able to set, communicate and respect boundaries? Is there mutual trust, respect and care? Do you share similar values and goals about sex? How will this affect your relationship with this person? Will this affect your other relationships? Is this activity legal? To help youth make their own healthy decisions, service providers can: Provide up to date and factual information. Provide opportunities to build and practice skills and consider values. Offer resources. Ask questions. Avoid implying what youth “should” do. Recognize that having sex may be a healthy choice for some clients. Tip To make sure you are supporting youth make their own decisions based on their values and circumstance, supportive adults might find it useful to do their own values check first. You can do a values check here. Media and Sexual Decision MakingYouth make decisions about social media, sexting and pornography. In turn, social media, sexting and pornography influence their sexual decision making. It’s important to teach youth how to critically analyze media and understand how it influences their decisions.Social Media is any online, digital or mobile communication platform where users communicate with other users. Sexting is when people send or receive sexual pictures, messages or videos by cell phone or mobile device. Pornography is sexually explicit media showing genitals or sexual activity with the purpose of sexually arousing the viewer. Good to know Social media, sexting and pornography may have legal considerations such as:1,2 When people under 18 take or send nude pictures of themselves, it can be considered child pornography. If they send it someone under the age of 18, it can be considered providing children access to porn. Police may lay charges for cyberbullying harassment, hate speech and sharing sexual pictures of someone without their consent. Many youth use digital media, including porn, sexting and social media. Teaching media literacy can help youth make healthy media and sexual decisions. Media literacy includes understanding that: It’s normal to be curious about sexuality and to explore and express your sexuality. It’s important to set the same boundaries, communicate and treat other people the same way in the digital world as in the real world. What you do or see on the internet is public, even if you are alone and it feels private it can be seen and saved by others.  What you do on the internet is permanent; even if you think you have deleted it or it seems to disappear, it’s stored in the computer memory and a server. Even if you're embarrassed or think you'll get in trouble, tell a trusted adult if you see or read something on the internet or social media that upsets you. Real-life people aren’t like porn characters or social media celebrities. Sex cannot feel like porn looks because porn is fantasy story, told by actors playing roles and told using special effects and editing. Porn shows sexual fantasy. Sexual fantasy is fantasy because it’s not things that people usually do or like. Tips for talking to youth about media literacy can be found here. Good to know Youth use of pornography, especially by those without strong media and porn literacy may: 1,2 Impact self-image. Increase risky sexual behaviors. Cause people to see girls and women as sex objects and men as sexual aggressors. Lead to unrealistic or unhealthy attitudes and expectations about sex, relationships, bodies, and gender roles. Change how the brain and body work together for sex. Consent and Decision MakingSexual activity without consent is sexual assault. Youth may need adult support and modelling to ensure they understand consent and are able to set, communicate and respect sexual limits. Good to know In terms of consent laws, sexual activity means any sexual contact including hugging, kissing, touching and oral, anal, vaginal or hand sex. Consent is also needed before someone shows another person sexual images or words.  Tip It is important to use gender neutral language when discussing consent and sexual assault because people of any gender can be sexually assaulted and people of any gender can be perpetrators of sexual assault. Consent is: Needed for every sexual activity, every time. Everyone understanding what they are consenting to. Checking in with partners and accepting that people can change their mind at any time. People cannot give consent:3 if they're high or drunk. if they've been forced, threatened, bribed, intimidated, or offered rewards to do something sexual. through someone else. To learn more about consent laws in Canada, go to:  https://myhealth.alberta.ca/Alberta/Pages/understanding-consent-for-sex.aspx Youth need specific, concrete and practical information about consent. For example, you can: clearly explain what consent looks like in terms of language, body language, eye contact and non-verbal cues support youth to come up with scripts on how to respond to confusing messages like “I like and respect you. We can't do this until I'm sure I understand what you are ok with” Youth may come up with many "what if" scenarios when discussing consent, seemingly looking for loopholes to consent laws. This is especially common when consent is talked about only in relation to laws and punishment for breaking laws. It can be useful to focus on the positive, affirming aspects of consent such as fun and satisfaction.  To see a video that explains consent and many of these “what if,” scenarios through metaphor, click here. Not all youth have the cognitive ability to understand metaphor, so clear, simple discussion of consent will still be needed when discussing consent. Good to know If a youth under 18 is able to understand the treatment, consequences of treatment and consequences of not having treatment, they access many medical services, like birth control, STI testing and treatment and abortion, without parent permission.  Substance Use and Sexual Decision MakingSubstance use can impair all areas of decision making and can lead to unhealthy sexual decisions. Youth need support understanding substance use and it's impact on sexuality and sexual decision making. Risk taking is a normal part of adolescent development. The pleasure centre of the brain develops before the judgement centre, the result is increased teen risk taking. Healthy risks result in personal growth, increased self esteem and growing independence. Unhealthy risks can result in harm to self or others. For some youth, adolescent risk taking results in using substances. Using substances can impair the development of the judgement centre of the brain, further increasing high-risk behaviors. E.g. a significant number of youth report they used drugs or alcohol before they had sex the last time. Tip Because of legalization and marketing, some youth believe marijuana isn't harmful. Sharing research-based information about it can challenge assumptions and support youth with decision making.4 Because substances affect youth differently than adults, youth may experience more serious, longer-lasting or even permanent effects from use.  Substance use may result in:5 Reduced communication skills which impact the ability to set and understand sexual boundaries. Decreased fine motor skills and coordination which may impact correct condom use. Poor memory which may impact the ability to take the birth control pill at the right time. Sex at an early age and/or unprotected sex. Multiple sexual partners. Changes in sexual arousal, sexual function and sensation. Good to know  Despite what some youth believe, Viagra and similar products do not increase the sex drive or improve erections in those without cardiovascular disease. When taken by a person that was not prescribed the medication, or when taken by a person in a way other than prescribed, these medications can cause serious injury or even death.6 Good to know Alcohol and street drugs do not change how hormonal birth control works, but clients who use substances may find it difficult to use those products correctly. For example, for birth control pills to work properly, they need to be taken about the same time every day. This is not always realistic for some users. RESOURCES For more information on substance use, please visit: http://www.ccsa.ca/ https://www.healthyparentshealthychildren.ca/im-pregnant/overview-of-pregnancy/alcohol-tobacco-cannabis-and-other-drugs/ https://www.drugfreekidscanada.org/wp-content/uploads/pdf/Cannabis-Talk-Kit_EN.pdf For more information about sexual decision making, see: https://www.optionsforsexualhealth.org/sexual-health/sexuality/talking-about-sex For more information on consent and support, see: ConnectNetwork.ca https://www.sexandu.ca/consent/what-is-consent/ https://www.sexandu.ca/ REFERENCES 1Quadara, A., El-Murr, A., & Latham, J. (2020). The effects of pornography on children and young people. Research summary – December 2017. Retrieved from, https://aifs.gov.au/publications/effects-pornography-children-and-young-people-snapshot  2Owens, E. W., Behun, R. J., Manning, J. C., & Reid, R. C. (2012). The impact of internet pornography on adolescents: a review of the research. Sexual Addiction & Compulsivity, 19(1-2), 99-122. 3MyHealth.Alberta.ca. (2019). Understanding consent for sex: What it means for you. Retrieved from, https://myhealth.alberta.ca/Alberta/Pages/understanding-consent-for-sex.aspx 4DrugFreeKidsCanada.org. (2020). Cannabis is often one of the first drugs a teen is offered. Retrieved from, https://www.drugfreekidscanada.org/prevention/drug-info/cannabis/   5CDC. (2018). Substance use and sexual risk behaviors among youth. Retrieved from, https://www.cdc.gov/healthyyouth/substance-use/pdf/dash-substance-use-fact-sheet.pdf 6 Pfizer. (2015). How does Viagra work? Retrieved from https://www.viagra.com/learning/how-does-viagra-work #### Sexual Orientation, Gender Identity and Expression This part of the website is for youth. You might need the help of a trusted adult to look at this or you might be able to look at it on your own. Some of the words used in this section may be new to you and can seem hard to understand. It’s good to learn more as these words are used by more people. Sexual Orientation, Gender Identity and Expression (SOGIE) Growing up includes learning about yourself, what you want in your life and who you want to have relationships with. This includes learning about your identity. Part of your identity is about how you understand your SEX and GENDER. Understanding SOGIE Words When you were born, you were labelled as a girl or boy – this is your SEX (sometimes called sex assigned at birth). People born with a penis are male, people born with a vagina are female. As children grow up, their family, school and even the media show how to be a girl or a boy. This includes the clothes you wear, the toys you play with, or the jobs men and women should have. This is how people develop their GENDER as they feel like a girl/woman or boy/man. It’s Ok if you don’t identify with any sex or gender. This is called gender non-binary or non-conforming. Question Box What does intersex mean? When someone is born with genitals that are not clearly male or female, they may be identified as intersex. Most of the time, our sex at birth (the body parts) match how we feel. This is called being cisgender. But sometimes they don’t match. Some people grow up feeling that the sex they were labeled as does not fit with how they feel inside. Someone with a male’s body might feel like a girl. Someone with a female’s body might feel like a boy. When sex and gender don’t match – this is called transgender. To learn more about sex and gender, watch Sex assigned at birth and gender identity: what’s the difference? For privacy reasons YouTube needs your permission to be loaded. For more details, please see our Privacy Policy.I AcceptGood to know Pronouns are words we use to talk about people when we don't know their name. Using pronouns is a way people can show their identity. Some pronouns people use are she/he/they e.g., "she had a great time at the Pride Parade" or "he called KidsHelpPhone" or "they enjoyed the movie". When we ask someone their pronoun, we show respect. If someone uses the pronoun ‘they’ it does not mean they are trans. Whenever you meet someone new, think about introducing yourself with your pronouns. Never assume someone’s pronouns by the way they look or by the sound of their voice. Use ‘they’, ‘them’ or the person’s name when you don’t know their pronoun. Don’t just guess. Question Box Sometimes I get all the words messed up. I don’t want to hurt anyone’s feelings. What should I do if I say the wrong thing? Just say sorry and move on. You are trying and that’s what’s important. If someone uses the wrong pronoun for you, don’t get mad. Talk about why pronouns are important to you so that you can help them learn for next time. Have you seen the rainbow and trans flags? When you see the flags, it can show that the service is working to welcome everyone, no matter their sex, gender identity, the way they show their gender or their orientation. Have you ever wondered what the words for LGBTQ2S+ mean? Watch the video to learn about sexual orientation, gender identity and expression. For privacy reasons YouTube needs your permission to be loaded. For more details, please see our Privacy Policy.I AcceptWhat does LGBTQ2S+ mean?The letters LGBTQ2S+ are used to help people show their identity with different communities. Each letter means gender or sexual orientation: L LesbianFemale who has attraction and feelings for females G GayOften used for male who has attraction and feelings for males; also can be for people who are attracted to the same sex B BisexualPerson who has attraction for males and females T TransgenderSomeone whose sex does not match with their gender Q Queer or questioningA way to describe sexual and gender diverse communities; questioning means a person who is unsure of their sexual orientation or gender identity 2S Two-spiritSomeone who is Indigenous may use this term to describe their gender identity or orientation Yes, it’s a lot to know. Don’t worry about all the different words. Just know that you can identify however you want to and that you’re not alone. Feeling good about youGrowing up can be confusing and exciting. If you have questions about sex and gender, talk to an adult you trust. This might be your parents or family, if you feel safe. It could also be a teacher, support worker or community leader. There are services in your community that can also help including KidsHelpPhone Watch the video ‘Felling Good about being You’ as Alex and friends learn that it’s important to be who you want to be and show the world who you really are. For privacy reasons YouTube needs your permission to be loaded. For more details, please see our Privacy Policy.I AcceptIf you have questions on sexual orientation, gender identity and expression, contact kidshelpphone.ca #### Sitemap Pages About Us Accessibility Statement All Posts Ask a Question Contact Us Cookie Policy Courses Events FAQs For Youth with Disabilities Personal Boundaries Relationships & Dating Self-care Sexual Orientation, Gender Identity and Expression Social Media FREE Online Sexual Health Courses (“Start Here” page) Home My Account Posted Answers Privacy Policy Resources Supporting High Risk Youth Ages & Stages Birth control Exploring values about sexuality LGBTQ2S+ Pregnancy Puberty changes Relationships Sexual decision-making STIs Supporting Youth with Disabilities Building friendships Dating & Intimacy Exploring values about sexuality Healthy Boundaries Hygiene Puberty and sexual development Safer Sex Your Relationships Your Sexuality Courses Course 1: Self-Care Course 2: Boundaries Course 3: SOGIE Course 4: Relationships Course 5: Social Media #### Social Media This part of the website is for youth. You might need the help of a trusted adult to look at this or you might be able to look at it on your own. Social Media Do you have a tablet, laptop or phone? Even if you don’t, you might look at the devices your siblings or friends use. It can be fun to watch videos and look at photos and posts with a friend. Websites and apps like Facebook, Instagram, Tik Tok and Snapchat are SOCIAL MEDIA. Social media can be a useful tool for communicating with your friends and family. But there are also some risks. Social media can be fun, including using emojis. What do they all mean? Watch the video ‘What are they Saying’ to learn about some emojis people might use for social media.   For privacy reasons YouTube needs your permission to be loaded. For more details, please see our Privacy Policy.I AcceptStaying Safe OnlineHere are some rules to keep you and others safe while using social media. When you post something online, it’s not private. Some apps can show others where you are (your location), which might not be safe. Ask an adult to help you set privacy settings to keep you safe while you use social media. Passwords are private, don’t share them with your friends. Sometimes parents or another trusted adult can help you set up your passwords so that your information stays protected. Once you send something, you can’t get it back. Think carefully before you post something. Is it something that could embarrass you, your family, or your friends? Take some time to ‘think before you click’. Some people will say things online that they wouldn’t say to someone in real life. These things are often mean or embarrassing. This is not healthy communication. You can’t know if what you read or see online is true. How do you know that the new friend you made is really 15 years old? They might actually be an adult who is 50 years old, using social media to find out information about you. Sharing photos can be fun. But be sure to get permission before you share photos. Sending naked photos can be against the law and get you into trouble. If something happens on social media that makes you uncomfortable, talk to an adult you trust. You never have to reply to someone on social media. Question Box I’ve met a new person online and they want to meet me. Is this OK? This person is still a stranger who you can’t trust. They may be trying to trick you by lying about who they really are online, by saying nice things and making up stories. This is sometimes call ‘catfishing’. If someone you met online asks to meet you, tell an adult you trust. Porn (pornography)Porn is pictures or videos that show naked people or sexual fantasies. Some people watch porn to learn about their sexuality. Sometimes people masturbate (touching and rubbing penis, scrotum, vulva, clitoris, breasts for sexual pleasure) while watching porn.Real sex doesn’t feel like how sex in porn looks. Porn is about showing sexual fantasies with actors, scripts, special make up and computer editing. In real life, sex is about physically being with other people, with all of the fun and sometimes awkwardness of any relationship. Like all media, porn doesn’t show real people’s sex experiences. Sometimes it shows unsafe sex, bodies or relationships. This might give people ideas about sex that are confusing.  It might also make them feel bad about sex, their bodies or relationships. In real life, if people did the activities they see in porn, there could be damage to relationships and self-esteem. It might also put them at risk for STI (sexually transmitted infections), unintended pregnancy, sexual assault charges, and injury. Some porn is illegal and doing what is seen would also be illegal. Question Box Is Hentai, porn? Yes, Hentai, anime porn or manga porn are types of animated porn based on the style, characters or stories from anime or manga. As they are using animation, they can show much more unrealistic sex, bodies and relationships. Safety Tips Watching porn is a choice. No one can make you look at porn on a phone, computer or in a magazine. You should never pressure anyone to watch porn. Watching pornography should always be done in private – not on the bus, at school or at work. If pornography is making you feel bad, you should talk to someone you trust. Watch the video ‘Staying safe online’ to check what you know about using social media For privacy reasons YouTube needs your permission to be loaded. For more details, please see our Privacy Policy.I AcceptSextingSexting is when people send or receive sexual pictures, messages, or videos by cell phone or other wi-fi devices. Sexting is one way to communicate in a sexual relationship and explore sexuality.‘Nudes’ are naked pictures of someone. Never assume sexts will stay private or are temporary. In Canada, sexting can be considered porn, especially if it contains images or videos. It’s illegal:  for anyone under 18 to view/access/make/possess any porn to have, share or view porn if it shows people under 18 to share someone’s sexual image without their consent to show someone a sexual image without their consent Watch the video ‘Receiving a Sext’ to learn what Sam does when they are asked to sext with Charlie. For privacy reasons YouTube needs your permission to be loaded. For more details, please see our Privacy Policy.I AcceptQuestion Box What do I do if my boyfriend shows my nude to his friends? In Canada, it’s against the law to share a sexual picture of someone without their consent (permission). This is a sign of an unhealthy relationship and is bullying. It’s a good idea to  talk to a trusted adult or contact the police. If you have questions about social media, sexting, or pornography, contact https://kidshelpphone.ca/ #### STIs Sexually Transmitted Infections (STIs) Youth need information and services about sexually transmitted infections (STIs) because untreated infections can lead to serious health problems and increases risk for getting and spreading other infections, including HIV.4  Reducing stigma around STI testing, treatment and communication reduces barriers to accessing STI information and services. STBBI rates are often higher in youth than the general population. Rates are even higher in street-involved you who are more likely to engage in high risk behaviors like sex without a condom, sex with many partners, and the use of alcohol and drugs.1 For many of these youth, meeting the basic needs of life is more important than preventing possible health problems, so street-involved youth don't always take the actions needed to prevent STIs and BBIs.2 JEN’S STORY… Last week, on my way to work, I suddenly had really bad stomach pains. It was terrible — it honestly felt as though my guts were being squeezed out. My BF took me to the ER. The doctor said I had PID from chlamydia - I can't believe it! I had no symptoms up 'til then and we’ve been together for almost six months. My boyfriend says he doesn’t want to go to the doctor ‘cause he says the test really hurts for guys. What are STIs and BBIs?Sexually transmitted infections (STIs) and blood-borne infections (BBIs) are infections, or sicknesses, that people can catch from someone who has that infection. Together, STIs and BBIs are sometimes called STBBIs. Sexually Transmitted Infections (STIs) infections spread through sexual contact with the genital area, semen or vaginal fluid of someone who has that STI. They're sometimes called sexually transmitted diseases or STDs. There are many types of STIs. All are treatable. Some are curable.4 Blood Borne Infections (BBIs) infections spread through contact with the blood if someone who has that BBI. Some BBI are also spread through contact with semen, vaginal fluid, rectal fluid or breastmilk. All BBI are treatable. Some are curable.  Good to know Although some sexual activities may be lower risk for BBIs, they may still be high risk for STIs. Any skin to skin sexual contact with someone else's genital area, including hand, oral, vaginal and anal sex, is high risk for STIs. So is contact with another person's semen, pre-ejaculatory fluid, vaginal fluid or anal fluid. Types of STBBIsSexually transmitted and blood born infections are caused by microscopic organisms entering the person's body. Sometimes these infections are classified based on the type of organism causing the infection. Parasitic STIs caused by parasites (e.g. pubic lice/crabs, scabies, trichomoniasis) are usually easy to detect, treat and cure. Without treatment, they spread easily and cause uncomfortable symptoms like itchiness, rash and irritation. Bacterial  STBBIs caused by bacteria (e.g. chlamydia, gonorrhea, syphilis) may not always have symptoms, but can be detected through STI testing. They can be cured with medication. Untreated bacterial STI can cause very serious health problems. Viral STBBIs caused by viruses (e.g. herpes, HPV, Hep B & C, HIV) may not always have symptoms. Some can be difficult to detect while others can be detected through testing. All can be treated; some cured; some can be prevented with vaccine. Some untreated viral STBBI can cause very serious health problems. HPV and herpes (HSV) are the most common STBBI. For detailed information about specific STBBI, go to https://www.sexandu.ca/stis/ Good to know People cannot tell if someone else has an STBBI. They might not even be able to tell if they have it themselves, because the most common STBBI symptom is having no symptoms at all. Other STBBI symptoms include: rash, sores, lumps, bumps, itchiness or irritation at the site of sexual contact pain or bleeding during or after sex, orgasm or peeing; pelvic or genital pain. unusual discharge or smell in the genitals or area of sexual contact.  feeling unwell or fatigued. Testing and TreatmentAll STBBI are treatable: most are curable. But, many people who have STBBI don't know it because they don't have symptoms.7 The only way to know for sure if someone has an STBBI is to get tested. Regular STBBI testing is an important part of staying healthy for people who are sexually active. Good to know Pap tests screen for changes to the cells of the cervix caused by HPV infection as these can lead to cancer. Everyone with a cervix, regardless of sexual orientation or gender, needs a Pap test 3 years after first sex or at age 25, whichever is later. STI testing may be done by: urine sample blood draw swab visual exam skin or tissue sample People can get STI testing at: their family doctor's walk in clinic Sexual health clinic Teen clinic Sexually transmitted infection clinic If someone is sexually active, it's important to get STBBI testing: At least once a year Every 3 to 6 months if they have new partners or if their partners have other sex partners If there was sex without a condom or the condom broke If they or partners have symptoms If they are contacted by a health care provider to be tested If there was sex with someone known to have an STI.5 It's also important to be tested for STBBI after sexual assault. Good to know Some STBBI are "reportable". This means that when someone tests positive for the infection, it is shared with Public Health to help prevent and manage outbreaks of serious STBBI. Even if you have a reportable STBBI, your health information is kept private. To learn more about reportable STI and your privacy, click here. Tip Youth are more likely to go for STBBI testing when they know what to expect. Let youth know where to get tested (e.g. family doctor's, walk in clinic, sexual health, teen or STI clinics) and what to expect. Reassure youth that they can talk with the health care provider about what tests to expect, why those tests are needed and what they are comfortable with. All STBBI can be treated. Untreated STBBI can cause very serious health problems. Treatment is generally free. If cost might be a concern, supportive adults can help youth advocate for access to free treatment programs. Treatment for STBBI may include medicine that is swallowed, put on the skin or injected by a health care provider or surgical or freezing treatments. Sometimes people need to be tested again after treatment to make sure the treatment worked. Sometimes people need to not have sex for a certain amount of time during or after treatment to make sure they don't give the STI to someone else. For more information, see https://myhealth.albertahealthservices.ca/sexual-reproductive-health/sexually-transmitted-infections Tip Pregnant youth may need a variety of supports access medical care, including STBBI testing and treatment, and to follow the directions of the health care provider. STBBI can cause serious problems for a pregnancy and baby. Even with treatment, some STBBI can change what method of delivery (vaginal vs caesarean section) and feeding (breast or formula) is safe. PreventionThere are risks and benefits to every activity, sex included. STBBI is a risk that comes with having sex. When provided with comprehensive information about a variety of ways to eliminate or lower the risk of  STBBI, they're more able to make choices to reduce their risk of STBBI in their specific situation.3 Abstinence Abstinence means not doing something. When it comes to STBBI prevention, abstinence means not having sex - or more specifically, not having any contact with another person's genital area, semen, pre-ejaculatory fluid, vaginal fluid, anal fluid, blood and breastmilk. This is the only way to eliminate the risk of STBBI. People abstaining from sex might choose lower risk forms of sexual activity such as mutual masturbation, sensual massage, video sex or phone/text sex. For those who are sexually active, abstaining from vaginal, anal and rough sex can lower the risk of some STBBI. It also lowers the risk of STBBI infection if people abstain from sex: if partners have any STBBI symptoms until after all partners have finished STBBI treatment and the health care provider says it's ok to have sex again until all partners have tested negative for STBBI Tip  Many youth are used to hearing the word abstinence in a values based way and may "tune out" if they fear being judged if they are sexually active. Presenting abstaining from sex as one tool they can choose to lower their risk of STBBI can help youth feel respected and encourage them to engage in talking about STBBI prevention. Vaccination There are vaccines available to reduce the risk of HPV and Hepatitis B. In Alberta, these are part of the routine childhood vaccination program and are given in Grade 6.6 Adults can get these vaccinations, generally at a cost, through their health care provider at a cost - coverage may be available through private or group health insurance plans. For information on HPV vaccination, see: https://myhealth.alberta.ca/Alberta/Pages/immunization-human-papillomavirus.aspx For information on the Hep B vaccination, see: https://myhealth.alberta.ca/Alberta/Pages/immunization-hepatitis-b-vaccine.aspx Good to know Some youth may not have received their routine childhood vaccinations. Youth with access to their Alberta Health Care Insurance Card can call 811 to find out their vaccination history and may be able to get these vaccines at their local health unit at no cost. Avoid sharing sex toys. If sharing sex toys, cover with a new condom before contact with another person. Clean sex toys according to the manufacturer instructions before each use. Limit the number of sex partners.  Statistically, the lower the number of partners, the lower the risk of STBBI. It's important to remember that even if a person only has one partner, if that person has STBBI, there is a risk of getting it. Communication.  Communication with sex partners about sexual history, testing, treatment and STBBI protection can lower the risk of STBBI. This works best if the communication happens before sex starts. Communication with health care providers about sexual and medical history and sexual practices can help the health care provider provide good care and information to lower the risk of STBBI transmission and can support early detection and treatment. To learn more about healthy communication, click here. Avoid contact with someone else's blood. It's important for people to use their own separate drug works (needles, pipes, straws), toothbrushes and razors. If getting tattoos or piercings, choose licensed businesses that follow public health regulations and are regularly inspected. Regular STBBI testing.  Treatment if needed. Consider PrEP Pre-Exposure Prophylaxis is a medication that helps prevent HIV in people that are at high risk of getting it. It can be available for free for some people. People can get more information about PrEP and find out if it's right for them and how to get it here: prepalberta.ca Correct and consistent use of condoms and dental dams. Good to know Stigma is a negative attitude or judgment towards something. When a person experiences stigma, they may feel shame, have lower self esteem and avoid accessing services. STBBI is often stigmatized, as is youth sexual activity and substance use. When supportive adults reduce stigma, they increase youth engagement and can reduce the harms of any behavior. Supportive adults can help reduce stigma related to STBBI by not using the term "clean" to refer to those without STBBI, by talking about STBBI using matter-of-fact, inclusive language and by challenging myths and stereotypes. To learn more about reducing stigma, click here. Condoms and Dental DamsCondoms and dental dams offer very good protection from many STBBI. Condoms also offer protection from pregnancy. Condom use decreases with age.8 Becoming comfortable accessing, using and communicating about condoms and dental dams increases the chance that youth will continue to use them.  CondomsCondoms are thin pouches or tubes that stop the penis and semen from coming in contact with another person's body. Some condoms fit tightly to the penis. This type is usually just called 'condom', but are sometimes called 'external' or 'male' condom. Some condoms fit inside of the vagina and are held in place by the vaginal muscles. This type is called a 'vaginal', 'internal' or 'female' condom. Condoms come in a wide variety of condom styles, colors, features and materials.  Dental DamsDental dams are thin pieces of material that cover the vulva or anus during oral sex that stop the mouth from coming into contact with the other person's body, vaginal fluid or rectal fluid. Pre-made dental dams are rectangular and are made from latex. People can make dental dams by cutting condoms or surgical gloves. Tip  Youth may benefit from these reminders about using condoms and dental dams: use a new condom or dental dam for each sex act avoid doubling up on condoms or dental dams only use water based or silicone based lubricants with condoms and dental dams - oil based lubricants break down the material  avoid products made from animal skin or membranes as they do not protect from STBBI  Supportive adults can increase the likelihood that youth will use condoms and dental dams by reducing barriers to use and addressing common reasons for hesitancy. Reasons youth may have for not using condoms and dental dams include: embarrassment being on birth control so thinking condoms aren't needed not having one at the time a partner that doesn't want to use them substance use impairing the ability to get or use them thinking they're in a monogamous relationship so it's not needed being in an abusive relationship not knowing how to negotiate condom use  cost or lack of access For more tips on how to use dental dams, see MyHealth.Alberta.ca For more information on condoms, click here.  For a dental dam demonstration, click here. For a condom demonstration, click here. For a vaginal condom demonstration, click here.  Talking with Partners about Using ProtectionCommunication is an important part of STBBI prevention. Talking about STBBIs with partners is easy for some, more challenging for others. Access to information and communication strategies can help youth have these conversations.  Some people are embarrassed to start a sexual conversation. Others are intimidated by their partner, feel they need to comply in order to “keep” a partner (or the peace), or simply believe the excuse a partner gives for not wanting to use condoms. Strategies that can make talking about using protection easier: Set personal values and boundaries about condom use. Talk about your values, boundaries and protection before intimate activity begins Be willing to start the conversation Carry condoms Make sexual decisions when sober Be willing to walk away from the activity Have comebacks or suggestions ready for the most common reasons why people might resist using protection Example Comebacks Excuse: "I don't have a condom." Comeback: "Don't worry. I do!" Excuse: "It takes away from the fun." Comeback: "We can use it as foreplay!" Excuse: "It gets in between us and I want to be close to you." Comeback: "If we don't use one, there'll be even more space between us!" Excuse: "My penis is too big for condoms." Comeback: "I can fit a condom over my hand and arm. If your penis is that big, we shouldn't do this..." Tip  It's important to acknowledge that sometimes youth may not have the choice to use condoms and dental dams, or even to talk about safer sex. In abusive relationships, people may be directly or indirectly intimidated, threatened or coerced into not using protection or fear the loss of the relationship if they bring it up. Supportive adults can share resources about healthy relationships and remind youth that in healthy relationships, people can set limits and expect to be able to make choices that keep themselves safe. Good to know Some people find that latex condoms negatively impact their experience. People allergic to latex can choose non-latex condoms. For those that find condoms decrease sensitivity, using an ultra-thin condom or putting a small drop of water-based or silicone-based sex lube in the tip of the condom before application can help. The drop of sex lube in the tip before application can also help if the condom feels to small, as can using non-latex or vaginal condoms. WHERE TO GET HELP For STI testing, treatment, education and support in Calgary or Alberta, youth can go to an Alberta Health Services Sexual and Reproductive Health Clinic. For information on community resources, click here. (link to resources page).  For youth living outside of Alberta, to find a sexual health service: https://www.actioncanadashr.org/resources/services YOUTH CAN ALSO GET HELP AT: Walk-in clinics. A family doctor. Urgent care facilities. RESOURCES For information on STIs and BBIs, click here REFERENCES 1Lokanc-Diluzio, W., & Reilly, S.M. (in press). Enhancing the personal skills of service providers to promote the sexual health of street-involved youth. In A. R. Vollman, E.T. Anderson, & J. McFarlane (Eds.) Canadian community as partner: Theory & multidisciplinary practice (5th ed.). New York: Wolters Kluwer Health. 2Lokanc-Diluzio, W. (2014). A mixed methods study of service provider capacity development to protect and promote the sexual and reproductive health of street-involved youth: An evaluation of two training approaches. (Doctoral dissertation). Available from http://hdl.handle.net/11023/1507 3Public Health Agency of Canada. (2017). Summary of key findings from Y-Track: Phase 6 (2009-2012). URL= https://www.canada.ca/content/dam/phac-aspc/documents/services/publications/diseases-conditions/y-track-2002-2009/y-track-2009-2012-eng.pdf 4Public Health Agency of Canada (PHAC). (2020). Canadian guidelines on sexually transmitted infections. Retrieved from http://www.phac-aspc.gc.ca/std-mts/sti-its/cgsti-ldcits/index-eng.php 5Government of Alberta, & Alberta Health Services. (2013). Getting tested & treated. Retrieved from http://sexgerms.com/getting-tested 6 Lokanc-Diluzio, W., & Troute-Wood, T. (2019). Sexually transmitted and blood borne infections. In L. L. Stamler, L. Yiu, & A. Dosani (Eds.) Community health nursing: A Canadian perspective (5th ed.). Toronto: Pearson Education. 7Public Health Agency of Canada (PHAC). (2013). Human Immunodeficiency Virus: HIV screening and testing guide. Ottawa, ON: Author. Retrieved from http://www.phac-aspc.gc.ca/aids-sida/guide/hivstg-vihgdd-eng.php 8Rotermann, M. (2012). Sexual behaviour and condom use of 15- to 24-year-olds in 2003 and 2009/2010. Health Reports, 23(1). #### Supporting High Risk Youth Sexuality is an important part of the overall wellness of all people, including youthIntroduction to supporting high risk youth to talk about sexuality  The Canadian Guidelines for Sexual Health Education emphasize that all Canadians have a right to accessible sexuality education.1 High risk youth, such as street involved youth, do not always have access to sexuality education. “Many street-involved youth are not in school and do not have access to school-based sexual health education. They often experience significant barriers to health care and other supports. Community-based organizations may be the only available and accessible source of sexual health education for street-involved and vulnerably-housed people. People who use drugs and sex workers may avoid contact with traditional service agencies for fear of judgment.” (1, p.79) It is important for service providers working with high risk youth to provide ongoing sexuality education and support. Good to know Street involved youth face several challenges and are at risk for poor sexual health outcomes such as sexually transmitted infections (STIs), unintended pregnancy and violence.1,2 In a Canadian study3 of 1407 street involved youth, aged 15-24: Nearly 13% of youth tested positive for chlamydia. Around 2% of youth tested positive for gonorrhea. Almost 43% of females had experienced a pregnancy at least once. Around 5% of females and 2% of males stated that sex work was their major income source. A quick word about termsSexuality is not just sexual intercourse or sexual activity. Sexuality includes:  Gender roles, identities and sexual orientation. Body image. Relationships with others. How we grow and change over the years. How we reproduce. Personality, communication, expression, and values. For more information about what sexuality is, see the Sexuality Wheel. Good to know Even though high risk youth such as street-involved youth face many challenges, they have several strengths and are hopeful for a better life.2 It is important to acknowledge and build upon the strengths of these youth. In a study of street-involved youth and their service providers,2 one youth said, “It’s true, you learn a lot about yourself; your strengths and weaknesses when it comes to depending on yourself… I noticed that I learned a lot about myself when I was homeless because it puts you to the test. It’s like… are you gonna live or [are] you gonna starve or [are] you gonna ask for help? What are you gonna do? …You learn a lot depending on what choice you make…” – Jade, Youth Why develop TASCC?In 2009, in Calgary, in-depth interviews were conducted with nine street-involved youth and six service providers working with high risk youth. Participants said service providers need more information, resources and support to better assist the youth they work with.2,4 Specifically, 1. Service providers need knowledge of the sexual and reproductive health issues street-involved youth face, such as         Knowledge related to community resources.         Basic knowledge related to pregnancy.         Basic knowledge related to STIs and HIV.         Basic knowledge related to safer sex and harm reduction (contraception and condoms).         Knowledge related to promoting healthy relationships/communication.         Knowledge related to substance use and sexual decision-making.         Knowledge related to sexual and gender diversity.         Basic knowledge related to anatomy and physiology.   2. Service providers want the opportunity to connect with one another.   3. Service providers need accessible and convenient resources and tools (e.g., an “online toolbox”) which includes accurate and user friendly information and teaching aids.2,4 Navigating TASCC When you make your way around the website, you will see highlighted some practical tips and strategies to use with your child or youth. You will also see good to know facts that will help you to understand what your youth may be experiencing.  Throughout this website, you will also see stories that encourage you to think about how the information can be used in real life. When you read the stories, we encourage you to think about the following:  How did you react to the story?  Why do you think you reacted that way?  How can you best support this person? Tips for talking about sexuality Avoid lecturing. Provide factual information without telling them what to do. Use open-ended questions (e.g., how do you feel about…? What do you need from me?). Consider your values and your unconscious bias. Answer questions without judgement. Know where and who to refer youth to. Use examples that de-personalize so that you do not assume or accuse. Use teachable moments (e.g., use a news story as a way to start talking about tough topics). Celebrate success. Let youth know you notice when they do things that show they are being responsible. REFERENCES 1SIECCAN. (2019). Canadian Guidelines for Sexual Health Education. Toronto, ON: Sex Information & Education Council of Canada (SIECCAN). 2Lokanc-Diluzio, W. (2014). A mixed methods study of service provider capacity development to protect and promote the sexual and reproductive health of street-involved youth: An evaluation of two training approaches. (Doctoral dissertation). Available from http://hdl.handle.net/11023/1507  3Public Health Agency of Canada. (2017). Summary of key findings from Y-Track: Phase 6 (2009-2012). Retrieved from,  https://www.canada.ca/content/dam/phac-aspc/documents/services/publications/diseases-conditions/y-track-2002-2009/y-track-2009-2012-eng.pdf 4Lokanc-Diluzio, W., & Reilly, S.M. (in press). Enhancing the personal skills of service providers to promote the sexual health of street-involved youth. In A. R. Vollman, E.T. Anderson, & J. McFarlane (Eds.) Canadian community as partner: Theory & multidisciplinary practice (5th ed.). New York: Wolters Kluwer Health. #### Supporting Youth with Disabilities Sexuality is an important part of the overall wellness of all people, including those with disabilitiesIntroduction to supporting youth with disabilities to talk about sexuality Although all Canadians have a right to comprehensive sexuality education, children and youth with disabilities do not always receive it. Children and youth with disabilities experience the physical, social and emotional changes that are part of growing into a healthy adult in similar ways to their typically developing or able-bodied siblings and peers. Sometimes, however, they miss out on learning about sexuality as parents and service providers focus on other life skills and don’t feel supported to talk about sexuality. ALEX’S STORY… Alex is 16 years old and one evening returns from bowling club with exciting news… she has a boyfriend! Alex is over the moon as she has said many times that she wants a relationship with a boy, someone to go on dates with and “hold hands.” She has also talked about getting married and having a baby, someone to love. Her older sister just had a baby and Alex is enjoying time helping to care for her new nephew. Once or twice she has said that having a baby would be the best thing in the world. DAD’S STORY… So Alex has a boyfriend? What does this even mean? Does Alex even know what having a boyfriend means and have they just held hands or is there more? Alex is not ready for a relationship, she struggles with others bullying her and has not even really had good friendships. Her disabilities mean that she is just not ready and she needs protecting. Having a boyfriend and getting married are completely out of the question, and having a child would be disastrous! SUPPORT WORKER’S STORY… So Alex has a boyfriend… but does she really? Alex has a few friends at school and maybe at bowling club, but struggles with boundaries and sometimes gets bullied. Alex has talked about having a boyfriend for over a year now, just like many other youth her age. Her family are probably very concerned and do not want her to be involved in any dating relationships. Alex is very excited and needs some help to set limits in a relationship. That way dating can be healthy, safe and fun. A quick word about termsSexuality Sexuality is not just sexual intercourse or sexual activity. Sexuality includes: Gender roles, identities and sexual orientation. Body image. Relationships with others. How we grow and change over the years. How our bodies work and how we reproduce. Personality, communication, expression, and values. For more information about what sexuality is, see the Sexuality Wheel. Disability Disabilities are unique, individual and often complex. According to Statistics Canada, in 2017, 13% of Canadian youth ages 15-24 were living with some kind of a disability (e.g., developmental, physical, or other).1 The World Health Organization2 considers the term disability; “an umbrella term covering impairments, activity limitations, and participation restrictions. An impairment is a problem in body function or structure; an activity limitation is a difficulty encountered by an individual in executing a task or action, while a participation restriction is a problem experienced by an individual in involvement in life situations.”Good to know Children and youth who receive sexuality education that focuses on their needs are less vulnerable to abuse and sexual exploitation and have healthier friendships and relationships. Why develop TASCC?We developed this website because Calgary parents and service providers of children and youth with disabilities told us they need more information to better support their children and youth. In a 2014 needs assessment of Calgary parents (n=7), 100% said they need more information about sexuality and relationships. One parent said, “It’s important to tell the children about the changes that are taking place in their body and it’s important that parents and staff are aware of how to make the children understand…” Main topicsParents identified several topics that they need more information on. These topics included: Hygiene and self-care 100%Female puberty and sexual development 86%Reproduction and birth 71%Personal boundaries 71%Sexually transmitted infections 71%Contraception and birth control 71%Friendships 57%Safer sex and condom use 57%Dating relationships 57%Male puberty and sexual development 29%In a 2015 needs assessment of Calgary service providers (n=60) working with children and youth with intellectual disabilities, service providers identified the need for more information on the following topics: Personal boundaries 90%Male puberty and sexual development 85%Female puberty and sexual development 78%Dating relationships 70%Hygiene and self-care 68%Friendships 67%Safer sex and condom use 42%Reproduction and birth 42%Sexually transmitted infections 38%Contraception and birth control 37%The goal of this website is to provide information that can be used with any child or youth with a disability, intellectual or physical, whatever their level of impairment.  Children and youth with disabilities require “support, acceptance, understanding and compassion from their families [and caregivers] to transition through healthy development.”3  We hope to provide parents, families and service providers with information and support to talk about sexuality with comfort and confidence to make this transition easier.  The TASCC Supporting Youth with Disability portal is designed to help anyone who cares for or works with a child or youth with disabilities. ParentsYou know your child best and this website will help you understand how to work with your child and prepare them for growing up, healthy friendships, and healthy dating relationships. Many of the tips and strategies we share can be practiced at home. Service ProvidersYou may be an educator, nurse, therapist, social worker or personal care assistant. This website is designed to help you to talk and teach about sexuality with the children and youth you work with and their parents. Many of the teaching approaches offered on this website can be practiced at school or in your agency and then worked on at home. If an issue comes up at school (e.g., around personal boundaries and touching), families can help their child to practice behaviours that show healthy boundaries at home. Sometimes the issue will need lots of time and reinforcement to change and having every adult involved will help with success. Tip Each child is unique in their strengths and challenges and will need individual strategies to meet their needs. The best sexuality education happens when families and service providers work together. Navigating TASCC When you make your way around the website, you will see highlighted some practical tips and strategies to use with your child or youth. You will also see good to know facts that will help you to understand what your youth may be experiencing.  Throughout this website, you will also see stories that encourage you to think about how the information can be used in real life. When you read the stories, we encourage you to think about the following:  How did you react to the story?  Why do you think you reacted that way?  How can you best support this person? Other features of this website include: Sexuality Topics Get the latest information about sexuality topics to use with your child/youth. Sexuality topics include stories that encourage you to think about how the information can be used with your child/youth. The stories highlight myths and common errors that can lead to misinformation about sexuality and sexual health. Contact us Send us your questions or feedback related to the TASCC website. Ask a question Got a question? Submit your question to the question box or take a look at our collection of frequently asked questions (FAQS). Resources The information and web links will help you to find sexual and reproductive health clinical and education resources. TASCC Talks Short video recordings that will give you ideas about how to talk about the important topics. About TASCC Learn more about the purpose of the TASCC website and the background to the project. Definitions of commonly used terms and some key theoretical models are explained. Tips for parents  Parents may find it helpful to: Use hands on examples to teach your child or youth at home and practice the information taught at school (e.g., figure out together where the private places in your home are and practice closing the door for privacy and safe boundaries). Involve your child’s teachers and caregivers and share skills you are developing. This way, service providers can share success and feedback on changes that need to be made. Talk about the rules and consequences of social media and technology. They may not have a phone or direct online access but their fiends might! Try to talk about sexuality and healthy relationships as a part of daily life – use teachable moments when they come up in your family, on the news, or songs on the radio. Choose times at home when your child is rested and free from distractions. Every discussion does not need to be the “big talk” and talking often helps your child know that you are there for them. Tips for Service Providers Service providers may find it helpful to: Teach skills that can be practiced at home (e.g., hygiene routines). Communicate with families to keep them updated on the skills and discussions you are having with youth. Be sure to share success as well as challenges. Link sexuality with other parts of health and wellness that can be connected to other school or agency programming (e.g., learning about healthy foods and exercise is a big part of puberty and growing up). Practice skills using role-play and problem-solving (e.g., when learning about personal space and boundaries, tour your facility with youth and figure out together which spaces are private and public). REFERENCES 1Morris, S., Fawcett, G., & Brisebois, L. (2018). Canadian Survey on Disability Reports. A demographic, employment and income profile of Canadians with disabilities aged 15 years and over, 2017. Retrieved from https://www150.statcan.gc.ca/n1/pub/89-654-x/89-654-x2018002-eng.htm  2World Health Organization. (2020). Health topics: Disabilities. Retrieved from http://www.who.int/topics/disabilities/en/ 3Public Health Agency of Canada (PHAC). (2013). Questions & Answers: Sexual health education for youth with physical disabilities. Retrieved from http://librarypdf.catie.ca/pdf/ATI-20000s/26289_B_ENG.pdf #### Your Relationships Your Relationships Relationships are the connections we have with other people. These connections might be with your family, friends, classmates, co-workers, support staff, romantic partners, or even people you meet online. Some relationships are close. Others are more casual. The most important thing is that your relationships make you feel safe, respected, and good about yourself. Why Relationships MatterHealthy relationships help us feel: Cared for Connected Safe Supported Happy What’s Healthy and What’s Not?Healthy Relationships Both people feel good about themselves People speak kindly to and about each other There’s honesty and trust You both take responsibility for your actions You feel safe sharing how you feel You’re allowed to say no and have your own space Problems are noticed and worked through together There is equal decision-making power Unhealthy Relationships One person controls or pressures the other There is name-calling, put-downs, or threats One person blames the other for everything You don’t feel safe being honest People ignore or avoid problems There is violence, manipulation, or guilt-tripping The relationship makes you feel bad about yourself Good to know How Relationships Can Change Over Time Your relationships may change throughout your life. You might: Move into a group home or live on your own Start new friendships or say goodbye to old ones Try dating Get married or form a long-term relationship Become a parent Have a relationship that ends These changes are normal. Some feel exciting. Some feel hard. You’re allowed to have all kinds of feelings—and support is always available. FriendshipsFriends are people you enjoy spending time with who aren’t your family or staff. A friend might be: A co-worker Someone from a club, sports team, or art group Someone from your place of worship Someone you met online (more on that below) Common Questions About FriendshipHow do I know if someone wants to be my friend? They might: Smile at you Ask questions to get to know you Invite you to do activities together Want to spend time with you Getting to know someone takes time. Doing something fun together—like a movie or game—can help friendships grow. What if someone doesn’t want to be my friend? If they don’t smile, don’t talk, or walk away when you try to connect, they may not be interested in friendship. That’s okay—not everyone will want to be close friends. You can move on and meet new people. What makes a good friend? A good friend is: Kind Honest Supportive A good listener Someone who makes you feel safe and happy Good to knowSupport workers, teachers, and staff are not your friends—even if they are friendly. Their role is professional, and they’re not allowed to date you. This boundary helps keep everyone safe.Scenario: What Would You Do?Emily wants to make new friends. Since leaving school, she’s had a hard time meeting people her own age. Her co-workers are all much older, and she doesn’t feel she has much in common with them.Q: How can Emily meet new friends?Emily could try joining a club or group for something she enjoys, like sports, games, or music. These activities are a great way to meet people with shared interests. Q: How does Emily get to know new people?She can ask simple, friendly questions like: “What do you like to do for fun?” “Do you like movies?” “What’s your favourite game or show?” Emily should avoid asking very personal questions right away. Q: How might Emily feel if someone doesn’t want to be her friend?Emily might feel sad or upset—but she also knows that not everyone will want to be friends, and that’s okay. Making friends takes time. Dating and Romantic FeelingsDating is when people with romantic or sexual feelings for each other spend time together. This might mean going out for coffee, a walk, or to the movies. Some people date. Some don’t. It’s always your choice.Common Questions About DatingWhat is a crush?A crush means having romantic or loving feelings for someone. You might: Think about them a lot Feel shy, excited, or giddy around them Daydream about dating them You don’t have to act on your feelings. You don’t need to ask them out if you’re not ready. You may be attracted to someone but remember, staring or following someone isn’t respectful—it can make others uncomfortable.How do people start dating? Sometimes dating starts as friendship You might have a crush and decide to ask the person on a date Some people meet through online dating or apps, including some made for people with disabilities What if someone says no when I ask them out? If someone says “no,” that’s their choice. You can’t ask again or follow them. You may feel sad or rejected—but it’s a normal part of dating. You deserve kindness, and so do they. Online Dating Tip: You choose how much you share about yourself. Stay safe by meeting in public and telling someone where you’re going. Scenario: What Would You Do?Joe has a crush! They met someone while working at the library, and now they feel excited—but also nervous. Joe’s family has told them dating isn’t safe and that family should come first.Q: Should Joe tell their family?If Joe feels safe, they can choose to share. Picking a calm time and writing their thoughts down first may help. Q: What if their family keeps saying no?Joe can explain that they want to try dating, and agree to check in often. Joe has the right to make their own choices in a safe and healthy relationship. Q: Who else can Joe talk to?Friends, a support worker, or a counsellor can help Joe figure out how to talk to their family and feel supported. Click here to learn more about relationships. Sexual Relationships and ConsentSome dating relationships become sexual relationships. Like any relationship, a healthy sexual relationship includes:Good to knowSex without consent is called sexual assault. If this happens to you, you get to decide what to do next. A doctor, counselor, or support line can help. Call or text 1-866-403-8000 for free, private help. Respect Shared decision-making Clear, honest communication Consent What is Consent?Consent means: Asking before doing something Waiting for a clear answer Getting a “yes” or “no” Accepting the answer You can change your mind at any time. If there’s no consent, it’s not safe or respectful. Watch Consent and Sexual Relationships: Sexuality and People with Developmental Disabilities to learn more about consent. Read more about Communicating Consent. How do I know if I’m ready for sex?You may be ready if you: Feel good about your body and boundaries Can talk openly with a partner Understand safer sex and birth control Can say/show “yes” or “no” with confidence Are in a healthy, respectful relationship If you’re unsure, talk to a trusted adult or health care provider. Online RelationshipsMany people make friends or start dating online. That’s okay—as long as it’s safe and respectful.Online Safety Tips Be kind, just like you would in person Don’t share private information too soon Always get consent before sending sexual pictures or messages Remember: online is not fully private, even if it feels like it If someone pressures or threatens you online, talk to a trusted adult or the police When Relationships EndNot all relationships last forever. That’s normal. Sometimes they change, or sometimes it’s best to end them.Signs a relationship is ending: You stop hearing from the person One of you moves away It stops being fun The relationship feels unhealthy or stressful Ending a Relationship How do I break up with someone? If it’s safe, talk in person Keep it short, kind, and clear Stay calm—even if the other person is upset It’s okay to feel sad. It’s also okay to feel relieved. Dealing with Rejection and LonelinessEveryone feels rejected sometimes. If someone doesn’t want to be your friend or date, that doesn’t mean something is wrong with you. It just means they made a choice—and you get to make choices too.You Deserve Healthy RelationshipsEvery person—no matter their age, ability, or experience—deserves relationships that feel safe, kind, and respectful. You have the right to: Set your own boundaries Choose who you spend time with Say yes or no to friendship, dating, or intimacy Ask questions and learn at your own pace Get support when something doesn’t feel right Relationships can bring joy, connection, and comfort. They can also be confusing or challenging at times. That’s okay. Learning about yourself, your needs, and what makes a relationship healthy is part of growing—and you’re doing that right now. Want to keep learning? Explore Healthy Sexuality – Learn more about your body, boundaries, and choices Learn About Consent – Understand how to give, get, and talk about consent Visit a clinic or calk to someone you trust – It’s okay to ask for support You are not alone on this journey. And there’s no “right” time or “perfect” way to learn.You’re allowed to take your time. You’re allowed to ask for help. And you’re allowed to choose what’s best for you. #### Your Sexuality Your Sexuality Learning about your body, your identity, and your relationships is an important part of understanding your sexuality. Everyone is different and learns in their own way. It's OK if you didn’t get a chance to learn about sexuality in school or from family. Learning about sexuality and building skills now will help you feel good about yourself and your relationships For Adults with DisabilitiesTip Want to learn more about relationships? Click here to go to the Relationships page. Good to know Sometimes parents, carers and teachers think that people with disabilities don’t need sexuality information or that not talking about it will keep people with disabilities safe. This is not true – Everyone deserves to learn about sexuality. Ableism is: Assuming things about someone because they have a disability Treating someone differently because they have a disability Deciding what’s right for a disabled person instead of asking them Ableism can make it harder for you to learn what you like and want for yourself and your relationships. What is Sexuality?The word "sexuality" means different things to different people. It's about: How you feel about yourself, your body and your relationships How you take care of your body Your relationships Sex and safety Healthy sexuality is about: Feeling comfortable with yourself and your relationships Appreciating and taking care of your body Having relationships that are fun and consensual (you give and get permission) Avoiding unintended pregnancies, STIs, and abuse Feeling good about your gender identity and expression To learn more about what sexuality can mean, watch What is Sexuality? AutonomyBody autonomy is making your own choices about your body, what you do with it, who touches it and what kind of touch that is. Everyone deserves body autonomy. You have the right to learn about sexuality and to make decisions about your body, feelings and relationships. This is called body autonomy. Healthy sexuality is about having the body autonomy and freedom to decide: What feels good (pleasure) What doesn't feel good What you like and want What you don't like and don't want How to make choices about relationships How to make choices about what to do with your partner(s) Good to know Consent is part of body autonomy. Consent means getting and giving permission before doing things like touching, hugging, holding hands, kissing or sex. Consent isn't just for sex... We use it every day! Before someone touches you to help you out or to take care of you, they need to get your consent. What is Sex?Sex is part of sexuality. Sex can mean:1. A label (male or female) given to a baby when it's born based on what their genitals (private parts) look like. 2. When part of someone’s body touches someone else’s genital area. This includes: Vaginal sex- Penis goes in the vagina Anal sex- Penis goes into the anus (bum hole) Oral sex- Someone's mouth touches someone else's genitals Hand sex- Someone touches someone else's genitals with their hands Some people have sex. Some don't. Both are OK. Q: Why do people call sex 'making love', 'doing it' or 'sexual intercourse' A: Some people feel uncomfortable or embarrassed talking about sex, so they use words for sex that are pleasant, slang or very formal. This can sometimes make it hard to know what people mean. It helps when everyone knows what people are talking about when we all use clear, accurate body science words for sex, body parts and processes. Sexuality Through Your LifeYour sexuality is part of who you are, no matter your age. You have a body, an identity and relationships at every age. Your sexuality changes as you go through different life stages. Even though everyone is different, understanding what to expect can help you feel ready for each stage.  As an adult, you might want to know more about the life stages you've just gone through and the one's you're in now or will be in later in life.Puberty (10–18): Puberty is the time when a child goes through body, feelings and relationship changes to become an adult. Puberty takes several years and happens sometime between age 10-18. People often see body changes like getting taller and growing pubic hair first. It can take a bit longer to see feelings and relationship changes like wanting more independence from family. Everyone goes through puberty at their own pace. Tip Even if you’re already an adult, you might want to know more about what happened during puberty. Visit the Puberty and Self-Care section to learn more. Good to know Once someone starts their period or begins making sperm, or become pregnant. Learning about birth control can help prevent pregnancy. Adulthood: Adulthood follows puberty. Everyone who is not a baby, child or teen is an adult. As an adult: Your body keeps changing You keep learning about who you are, your relationships and what feels good. You might also: Have sex Have a long-term partner Go through a breakup Get married Have children Q: Does everyone date, get married and have sex? A: No. Everyone is different. Some people date, get married and have sex. Some people don't date, get married or have sex. Both are OK. You get to decide what's right for you. Middle Age and Seniors (50+): Sexuality continues to be a part of your life as you grow older. People still have big life changes in their 50s, 60s and beyond. As an older adult: Your body keeps changing You keep learning about who you are, your relationships and what feels good You may notice that how your body responds to sex and sexual touch changes (e.g. it may take longer to get sexually aroused) You might also: Have sex Have a long-term partner, get married or divorced Have children, grandchildren or great-grandchildren Good to know If you have a uterus and ovaries, you will go through menopause. Menopause is when a person stops getting periods and can't get pregnant. This usually happens around age 45-55. If you have a penis and testicles, creating a pregnancy is possible at any age after puberty starts. For privacy reasons YouTube needs your permission to be loaded. For more details, please see our Privacy Policy.I AcceptGetting Sexual Health CareTaking care of your sexual health is an important part of your health—even if you’re not having sex. This is part of taking care of yourself.When it comes to healthcare, you have the right to: Understand what your healthcare provider is saying and doing Understand why your healthcare provider is doing something or why they want you to do something Ask questions and get help to understand your healthcare provider Be asked before a healthcare provider touches your body Make your own health decisions -- it's your body and it belongs to you For privacy reasons YouTube needs your permission to be loaded. For more details, please see our Privacy Policy.I AcceptMany people are nervous visiting a clinic to talk about sexual health. Knowing what to expect can help you feel more comfortable. Watch the video to learn about visiting a sexual health clinic. What Happens at a Sexual Health Check-Up?Whether at a sexual health clinic, walk-in clinic or your regular doctor's office, at a sexual health check-up a healthcare provider may check the body parts you have: Tip If you have questions about your sexual health, you don't have to wait for a special test. Talk to a healthcare provider as soon as you can. If you've had or are going to have oral, vaginal, anal or hand sex, your healthcare provider will also check for STIs through a pee test, blood test, and/or they will look at your genitals. Sometimes they will do a swab test, where they touch the place(s) you've had sex with a long cotton swab. They may also talk to you about birth control. Testicles (for people with testicles): By feeling them for changes that could lead to cancer.Cervix (for people with a cervix): By giving you a pap test where some cells are taken from your cervix to check for changes that could lead to cancer.Breasts: By feeling your breasts or having a machine look at your breasts (mammogram) to check for changes that could lead to cancer.Prostate (for people with a prostate): By taking a blood test or putting their finger in your bum to feel your prostate and check for any changes that could lead to cancer.Q: What if the doctor finds a problem at a sexual health checkup? A: If a healthcare provider finds a problem at a sexual health checkup, they will help you get treatment. Finding out about problems early can help make sure they don't cause too much harm. Sexually Transmitted Infections (STIs)STIs are sicknesses passed from a person who has one to another person through vaginal, oral or anal sex, sharing sex toys or touching someone's semen or vaginal fluid. When people have sex, they can get an STI. STIs make people sick. Taking care of your body is part of healthy sexuality. This includes learning about and getting tested for STIs.Important Things to Know About STIs: Most STIs can be cured; all STIs can be treated Sometimes STIs cause symptoms like rashes, irritation, bumps, sores, bad smell or pain or bleeding with sex or peeing Often, STIs don't have symptoms, so getting tested for STIs is the only way to know for sure if you have one STI testing is free and confidential You can get STI testing at any sexual health or STI clinic, a walk-in clinic or your regular doctor's office The medicine to treat STIs is usually free Tip If you have any changes or problems with a body part you've had sex with, see a healthcare provider for STI testing as soon as possible Q: How can I lower my risk of getting an STI? A: If you don't have any sexual contact, there's no risk of STI. If you are having sex, you can lower the risk of getting an STI by: Using condoms or dental dams Getting vaccinated against HPV and Hepatitis B Talking with your partner(s) and healthcare providers about testing and safer sex Learn more about STIsBirth Control Birth control is anything people do to stop a pregnancy from happening. Important things to know about birth control: When people have some types of sex, it can lead to a pregnancy There are many types of birth control Some need a prescription and can be bought from a pharmacy Some don't need a prescription and can be bought at a store Talk to a healthcare provider if you need birth control (many clinics, especially sexual and reproductive health clinics, can help you get free birth control) Some types of birth control, like condoms, start working right away Some types of birth control, like the pill, patch or ring might need a few days to start working Condoms protect against both pregnancy and STIs Emergency contraception is for times when people had sex without using birth control Good to know Not everyone can use some types of birth control because of individual health conditions or disability. For example: Latex allergies and sensitivities are common in people diagnosed with spina bifida. Condoms are often made from latex, but non-latex condoms are widely available. Non-latex condoms are safe for people with latex allergies. Using condoms can be difficult for anyone who finds it difficult to use their hands. Many seizure medications reduce how well the birth control pill works. Some types of birth control aren’t safe for people who get migraines. The good news? There’s something that will work for everyone—talk to a health care provider to find the right one for you. More Resources: Physically Disabled Youth Sexual Health Info Sheets – SIECCAN Reproduction, Pregnancy and Pregnancy Options Many people with disabilities make pregnancies. Some people believe that people with disabilities shouldn't or can't create a pregnancy or be parents. This is another example of ableism. You have the right to learn about reproduction, pregnancy and the pregnancy choices you have if you're pregnant. This can help you make decisions about: Having sex Birth control Creating a pregnancy Parenting For privacy reasons YouTube needs your permission to be loaded. For more details, please see our Privacy Policy.I AcceptGood to know The right to make your own decisions about sex, whether to have children or not and who to have relationships with is called reproductive rights or reproductive justice. Your rights should always be respected. Check out these myths and facts to learn more about reproduction: Myth or Fact?People with disabilities can’t make babies. MYTH Most people with disabilities can make babies. For example, it's a myth that people with Down Syndrome can't. Pregnancy only happens if sperm goes directly into the vagina. MYTH Pregnancy can happen any time sperm touches the area in or around the vagina People with disabilities can't take care of babies, so they shouldn't create a pregnancy MYTH With education and support, many people with disabilities can parent successfully. Assuming a person wouldn't be a good parents because they have a disability is ableism and takes away that person's reproductive rights. There are supports for people who are pregnant or parenting. FACT Many programs, support groups and health services help people through pregnancy and parenting. No one has to do it alone. There are ways to prevent pregnancy. FACT Birth control (like the pill, patch, IUD, implant, or condoms) helps prevent pregnancy. A healthcare provider can help you choose the birth control that's right for you. Click here to learn more about birth control It’s a good idea to talk to a healthcare provider before getting pregnant. FACT Talking with a healthcare provider can help people: know when a pregnancy would be safe get ready for a healthy pregnancy take care of any problems Pregnancy Options If someone is pregnant, they have choices about what to do. These are called pregnancy options. If you think you might be pregnant, it's important to find out for sure. Taking a pregnancy test at home or at a clinic lets someone know if they're pregnant or not. Pregnant people have 3 options:Option 1: Continue the pregnancy and choose to become a parentThere is support to help with: Staying healthy during pregnancy Learning how to parent Dealing with life changes that happen when people become parents Taking care of the baby’s needs Option 2: Continue the pregnancy and choose adoptionAdoption is when someone gives their baby or child to another family to parent. There is support to help with: Staying healthy during pregnancy Placing a baby up for adoption Deciding if you want to choose and stay in contact with the adoptive family In Canada, each province has its own rules about adoption. A social worker or adoption agency can explain how it works. Option 3: End the pregnancy and choose abortionAbortion is a medical procedure that ends a pregnancy. In Canada, when done by trained healthcare professionals, abortion is legal and safe You don't need anyone's permission to get an abortion You don't need to be a certain age to get an abortion Good to know People can make the choice to parent or place a baby up for adoption at any time during a pregnancy. Abortion is only available up to 20 weeks of pregnancy. Who Decides What to Do?Only you—the person who is pregnant—can decide what to do. You might want to talk to people you trust, but the final decision is your right to make. Some people or groups have strong opinions about pregnancy and abortion. That’s called bias. A healthcare provider at a sexual and reproductive health clinic can give you non-judgmental and unbiased support to help you understand your options. Q: Who gets to decide what to do if I'm pregnant? A: Only the person who is pregnant can decide what choice to make. Many people who are pregnant talk to people they trust to help them decide. Some people have strong ideas about what would be right or wrong based on their own values. Only you get to decide. Talking with a healthcare provider at a sexual health clinic can help you decide what the right choice is for you. What Would You Do?Let’s think about Mica and Alex.Mica and Alex have been dating for six months. They’ve done lots of fun things together like going to see movies, meeting each other's friends and joining a boardgame club at a local cafe They're getting good at sharing their feelings, which feels good. They want to do more, and they think that might include sex. They've heard sex is fun. They also know that there are things to think about like staying safe from STIs. Mica and Alex never got sexuality education in school, so even though they are feeling excited, they also feel nervous and have questions. Who can Mica and Alex talk to?Mica and Alex can talk with: Each other – to share their feelings and what they want A healthcare provider – for answers about relationships and safer sex A trusted friend or family member – to explore their thoughts, feelings, values and beliefs about sex A disability support group – to talk about how their disabilities can affect dating, sex and relationships Where can they find more information? A healthcare provider at a sexual health clinic, a walk-in clinic or their regular doctors offices Professionals like teachers, support workers, counselors or health educators Good to know Many people get health information online, but not everything online is true. Online health information is more likely to be true and up-to-date if it's from a public health agency, like Alberta Health Services, a university or a well-recognized hospital ### Media #### (No Title) URL: https://tascc.ca/your-sexuality/mature-african-american-man-talking-to-his-friend-at-cafe-2/ #### (No Title) URL: https://tascc.ca/your-sexuality/144627916_l/ #### (No Title) URL: https://tascc.ca/your-sexuality/gay-couple-walking-in-a-city-centre-lifestyle/ #### (No Title) URL: https://tascc.ca/your-relationships/happy-friends-are-posing-together-in-studio-over-pink-background/ #### (No Title) URL: https://tascc.ca/your-relationships/funny-portrait-playing-the-fool-couple/ #### (No Title) URL: https://tascc.ca/your-relationships/close-up-of-man-having-video-call-on-smartphone/ #### (No Title) URL: https://tascc.ca/your-relationships/213731214_l/ #### (No Title) URL: https://tascc.ca/your-sexuality/disabled-person-in-wheelchair-with-friends-on-summer-vacation-having-fun/ #### 150537824_l URL: https://tascc.ca/your-relationships/150537824_l/ #### 208550200-disabled-person-in-wheelchair-with-friends-on-summer-vacation-having-fun URL: https://tascc.ca/?attachment_id=6020 #### 24643-[Converted] URL: https://tascc.ca/24643-converted/ #### 320px-Gay_Pride_Flag.svg URL: https://tascc.ca/for-youth-with-disabilities/sexual-orientation-gender-identity-and-expression/320px-gay_pride_flag-svg/ #### 320px-Transgender_Pride_flag.svg URL: https://tascc.ca/for-youth-with-disabilities/sexual-orientation-gender-identity-and-expression/320px-transgender_pride_flag-svg/ #### AboutUs URL: https://tascc.ca/aboutus/ #### AccessibilityIcon URL: https://tascc.ca/accessibility-statement/accessibilityicon/ #### afro american man marriage proposal giving a ring to his redhaired ginger girlfriend.she sitting on wheel chair and surprised and amazed URL: https://tascc.ca/?attachment_id=6059 #### Afro-american boy leaning on fence, young refugee from dysfunctional family URL: https://tascc.ca/afro-american-boy-leaning-on-fence-young-refugee-from-dysfunctional-family/ #### Andrew-2 URL: https://tascc.ca/event/business-seminar/andrew-2/ #### Article 3_Social Media URL: https://tascc.ca/article-3_social-media/ #### Article_1 URL: https://tascc.ca/article_1/ #### Article_2 URL: https://tascc.ca/article_2/ #### ASk@1x URL: https://tascc.ca/ask1x/ #### ASPSH-logo-final-small-on-white URL: https://tascc.ca/aspsh-logo-final-small-on-white/ #### atom-alt-duotone URL: https://tascc.ca/for-youth-with-disabilities/atom-alt-duotone/ #### Birth Control_Kit_Description URL: https://tascc.ca/birth-control_kit_description/ #### Birth-Control-Kit_Photos URL: https://tascc.ca/birth-control-kit_photos/ #### Boy with Developmental Disability URL: https://tascc.ca/for-youth-with-disabilities/relationships-dating/boy-with-developmental-disability/ #### Business leadership working together with Special Needs woman URL: https://tascc.ca/for-youth-with-disabilities/relationships-dating/business-leadership-working-together-with-special-needs-woman/ #### Cell phone break up URL: https://tascc.ca/for-youth-with-disabilities/social-media/cell-phone-break-up/ #### Certificate URL: https://tascc.ca/certificate/ #### Certificate URL: https://tascc.ca/certificates/course-1-selft-care/certificate-2/ #### Certificate URL: https://tascc.ca/certificates/course-1-selft-care/certificate-3/ #### Check this out! 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https://tascc.ca/for-youth-with-disabilities/self-care/teenage-girl-talks-to-school-counselor/ #### Teenage girl talks to school counselor URL: https://tascc.ca/teenage-girl-talks-to-school-counselor-2/ #### tiktok URL: https://tascc.ca/tiktok/ #### top_About URL: https://tascc.ca/top_about/ #### Two sisters with down syndrome URL: https://tascc.ca/for-youth-with-disabilities/personal-boundaries/two-sisters-with-down-syndrome/ #### Two sisters with down syndrome URL: https://tascc.ca/for-youth-with-disabilities/relationships-dating/two-sisters-with-down-syndrome-2/ #### Unhappy young girl at the psychologist URL: https://tascc.ca/unhappy-young-girl-at-the-psychologist/ #### USE_Disabilities_Intro_banner URL: https://tascc.ca/use_disabilities_intro_banner/ #### USE_Disability_amreet URL: https://tascc.ca/use_disability_amreet/ #### USE_Disability_intro_01 URL: https://tascc.ca/use_disability_intro_01/ #### USE_Disability_intro_02 URL: https://tascc.ca/use_disability_intro_02/ #### USE_Disability_intro_story01 URL: https://tascc.ca/use_disability_intro_story01/ #### USE_Disability_safersex_001-e1452817000883 URL: https://tascc.ca/use_disability_safersex_001-e1452817000883/ #### USE_Disability_safersex_002 URL: https://tascc.ca/use_disability_safersex_002/ #### USE_Disability_safersex_002 URL: https://tascc.ca/supporting-youth-with-disabilities/safer-sex/use_disability_safersex_002-2/ #### USE_Disability_safersex_03-e1455293919737 URL: https://tascc.ca/use_disability_safersex_03-e1455293919737/ #### USE_Disablity_boundaries_amreet URL: https://tascc.ca/use_disablity_boundaries_amreet/ #### USE_Disablity_boundaries_intro URL: https://tascc.ca/use_disablity_boundaries_intro/ #### USE_Disablity_buildingfriendships_buildingskills2 URL: https://tascc.ca/use_disablity_buildingfriendships_buildingskills2/ #### USE_Disablity_buildingfriendships_josstory URL: https://tascc.ca/use_disablity_buildingfriendships_josstory/ #### USE_Disablity_buildingfriendships_wiredworld URL: https://tascc.ca/use_disablity_buildingfriendships_wiredworld/ #### USE_Disablity_datingrelationships_dating URL: https://tascc.ca/use_disablity_datingrelationships_dating/ #### USE_Disablity_datingrelationships_dating URL: https://tascc.ca/use_disablity_datingrelationships_dating-2/ #### USE_Disablity_datingrelationships_story URL: https://tascc.ca/use_disablity_datingrelationships_story/ #### USE_Disablity_datingrelationships_story URL: https://tascc.ca/use_disablity_datingrelationships_story-2/ #### USE_Disablity_exploringvalues_challenges URL: https://tascc.ca/use_disablity_exploringvalues_challenges/ #### USE_HighRisk_exploring_story URL: https://tascc.ca/use_highrisk_exploring_story/ #### USE_HighRisk_LGBTQ_03-768x1024 URL: https://tascc.ca/use_highrisk_lgbtq_03-768x1024/ #### USE_HighRisk_pregnancy_parenting-e1452633490245 URL: https://tascc.ca/use_highrisk_pregnancy_parenting-e1452633490245/ #### USE_HighRisk_puberty_jenstory-1024x908 URL: https://tascc.ca/use_highrisk_puberty_jenstory-1024x908/ #### USE_HighRisk_relationships_dylan-e1452704080454 URL: https://tascc.ca/use_highrisk_relationships_dylan-e1452704080454/ #### USE_TASCC_blog_sex_ed_disability URL: https://tascc.ca/use_tascc_blog_sex_ed_disability/ #### USE_TASCC_Youth_Disabilities URL: https://tascc.ca/use_tascc_youth_disabilities/ #### YES_Disablity_exploringvalues_intro URL: https://tascc.ca/yes_disablity_exploringvalues_intro/ #### YES_Disablity_exploringvalues_intro URL: https://tascc.ca/supporting-youth-with-disabilities/exploring-values-about-sexuality/yes_disablity_exploringvalues_intro-2/ #### YES_Disablity_hygiene_hayley URL: https://tascc.ca/yes_disablity_hygiene_hayley/ #### YES_Disablity_safersex_condom URL: https://tascc.ca/yes_disablity_safersex_condom/ #### YES_Disablity_safersex_condom URL: https://tascc.ca/supporting-youth-with-disabilities/safer-sex/yes_disablity_safersex_condom-2/ #### YES_Disablity_safersex_intro-e1452722550997 URL: https://tascc.ca/yes_disablity_safersex_intro-e1452722550997/ #### YES_Disablity_safersex_intro-e1452722550997 URL: https://tascc.ca/supporting-youth-with-disabilities/safer-sex/yes_disablity_safersex_intro-e1452722550997-2/ #### YES_Disablity_safersex_serious URL: https://tascc.ca/yes_disablity_safersex_serious/ #### YES_HighRisk_birthcontrol_story URL: https://tascc.ca/yes_highrisk_birthcontrol_story/ #### YES_HighRisk_development_5to7-e1452808872303-1024x814 URL: https://tascc.ca/yes_highrisk_development_5to7-e1452808872303-1024x814/ #### YES_HighRisk_LGBTQ_02 URL: https://tascc.ca/yes_highrisk_lgbtq_02/ ### Courses #### Course 1: Self-Care The information in this course is meant for a variety of youth and abilities. Some youth may be able to look at this material on their own. Others may need the help of a trusted adult. In case something upsets you during this course or you feel distressed, you can call these numbers: Distress Centre: 24-Hour Crisis Line: 403.266.4357 Kids Help Phone: 1-800-668-6868 Connect Family & Sexual Abuse Network: 1.403.237.5888 #### Course 2: Boundaries The information in this course is meant for a variety of youth and abilities. Some youth may be able to look at this material on their own. Others may need the help of a trusted adult. In case something upsets you during this course or you feel distressed, you can call these numbers: Distress Centre: 24-Hour Crisis Line: 403.266.4357 Kids Help Phone: 1-800-668-6868 Connect Family & Sexual Abuse Network: 1.403.237.5888 #### Course 3: SOGIE The information in this course is meant for a variety of youth and abilities. Some youth may be able to look at this material on their own. Others may need the help of a trusted adult. In case something upsets you during this course or you feel distressed, you can call these numbers: Distress Centre: 24-Hour Crisis Line: 403.266.4357 Kids Help Phone: 1-800-668-6868 Connect Family & Sexual Abuse Network: 1.403.237.5888 #### Course 4: Relationships The information in this course is meant for a variety of youth and abilities. Some youth may be able to look at this material on their own. Others may need the help of a trusted adult. In case something upsets you during this course or you feel distressed, you can call these numbers: Distress Centre: 24-Hour Crisis Line: 403.266.4357 Kids Help Phone: 1-800-668-6868 Connect Family & Sexual Abuse Network: 1.403.237.5888 #### Course 5: Social Media The information in this course is meant for a variety of youth and abilities. Some youth may be able to look at this material on their own. Others may need the help of a trusted adult. In case something upsets you during this course or you feel distressed, you can call these numbers: Distress Centre: 24-Hour Crisis Line: 403.266.4357 Kids Help Phone: 1-800-668-6868 Connect Family & Sexual Abuse Network: 1.403.237.5888 ### Lessons #### Course 1 - Lesson 1: Your Changing Body URL: https://tascc.ca/lessons/course-1-lesson-1-your-changing-body/ #### Course 1 - Lesson 2: Hygiene URL: https://tascc.ca/lessons/course-1-lesson-2-hygiene/ #### Course 1 - Video: Visiting the Clinic URL: https://tascc.ca/lessons/course-1-video-visiting-the-clinic/ #### Course 1 - Videos URL: https://tascc.ca/lessons/course-1-videos/ #### Course 1: Final URL: https://tascc.ca/lessons/course-1-final/ #### Course 1: Introduction URL: https://tascc.ca/lessons/course-1-introduction/ #### Course 2 - Lesson 1: Private and Public URL: https://tascc.ca/lessons/course-2-lesson-1-private-and-public/ #### Course 2 - Lesson 2: Personal Boundaries URL: https://tascc.ca/lessons/course-2-lesson-2-personal-boundaries/ #### Course 2: Final URL: https://tascc.ca/lessons/course-2-final/ #### Course 2: Introduction URL: https://tascc.ca/lessons/course-2-introduction/ #### Course 3 - Lesson 1: SOGIE URL: https://tascc.ca/lessons/course-3-lesson-1-sogie/ #### Course 3 - Video URL: https://tascc.ca/lessons/course-3-video/ #### Course 3: Final URL: https://tascc.ca/lessons/course-3-final/ #### Course 3: Introduction URL: https://tascc.ca/lessons/course-3-introduction/ #### Course 4 - Lesson 1: Relationships URL: https://tascc.ca/lessons/course-4-lesson-1-relationships/ #### Course 4 - Video URL: https://tascc.ca/lessons/course-4-video/ #### Course 4 – Lesson 2: Dating URL: https://tascc.ca/lessons/course-4-lesson-2-dating/ #### Course 4: Final URL: https://tascc.ca/lessons/course-4-final/ #### Course 4: Introduction URL: https://tascc.ca/lessons/course-4-introduction/ #### Course 5 - Lesson and Quiz: Social Media URL: https://tascc.ca/lessons/course-5-lesson-and-quiz-social-media/ #### Course 5 - Video URL: https://tascc.ca/lessons/course-5-video/ #### Course 5: Final URL: https://tascc.ca/lessons/course-5-final/ #### Course 5: Introduction URL: https://tascc.ca/lessons/course-5-introduction/ ### Topics #### Course 1 - Lesson 1: Your Changing Body URL: https://tascc.ca/topic/course-1-lesson-1-your-changing-body/ #### Course 1 - Lesson 2: Hygiene URL: https://tascc.ca/topic/course-1-lesson-2-hygiene/ #### Course 1 - Video: Let’s Talk About Puberty URL: https://tascc.ca/topic/course-1-video-lets-talk-about-puberty/ #### Course 1 - Video: Visiting the Clinic URL: https://tascc.ca/topic/course-1-video-visiting-the-clinic/ #### Course 1: Final Have any questions? Contact Us Need to talk to someone? See: https://kidshelpphone.ca/ You are nearly finished. Take the survey to complete the course. Remember, these questions will help Alberta Health Services to learn about the people we work with and find out how you think the course went. All of the answers will be kept private. If you are a youth, click here: Take SurveyIf you are an adult supporting youth, click here: Take SurveyFor more information, see https://tascc.ca/for-youth-with-disabilities/self-care/ (For Youth) https://tascc.ca/supporting-youth-with-disabilities/puberty-and-sexual-development/ (For Parents and Service Providers) https://tascc.ca/supporting-youth-with-disabilities/hygiene/  (For Parents and Service Providers) #### Course 1: Pre-Evaluation You are nearly ready to go. First we want to ask you a few questions. These questions will help Alberta Health Services to learn about the people we work with. All of the answers will be kept private. If you are a youth, click here: Take SurveyIf you are an adult supporting youth, click here: Take Survey #### Course 1: Welcome! Let’s Talk About Self-Care URL: https://tascc.ca/topic/course-1-welcome-lets-talk-about-self-care/ #### Course 2 - Lesson 1 Video: Understanding Public and Private URL: https://tascc.ca/topic/course-2-lesson-1-video-understanding-public-and-private/ #### Course 2 - Lesson 1: Private and Public URL: https://tascc.ca/topic/course-2-lesson-1-private-and-public/ #### Course 2 - Lesson 2 Video: You get to Decide URL: https://tascc.ca/topic/course-2-lesson-2-video-you-get-to-decide/ #### Course 2 - Lesson 2: Personal Boundaries URL: https://tascc.ca/topic/course-2-lesson-2-personal-boundaries/ #### Course 2: Final Have any questions? Contact Us Need to talk to someone? See: https://kidshelpphone.ca/ You are nearly finished. Take the survey to complete the course. Remember, these questions will help Alberta Health Services to learn about the people we work with and find out how you think the course went. All of the answers will be kept private. If you are a youth, click here: Take SurveyIf you are an adult supporting youth, click here: Take SurveyFor more information, see https://tascc.ca/for-youth-with-disabilities/personal-boundaries/(For Youth) https://tascc.ca/supporting-youth-with-disabilities/healthy-boundaries/ (For Parents and Service Providers) #### Course 2: Pre-Evaluation You are nearly ready to go. First we want to ask you a few questions. These questions will help Alberta Health Services to learn about the people we work with. All of the answers will be kept private. If you are a youth, click here: Take SurveyIf you are an adult supporting youth, click here: Take Survey #### Course 2: Welcome! Let’s Talk About Boundaries URL: https://tascc.ca/topic/course-2-welcome-lets-talk-about-boundaries/ #### Course 3 - Lesson 1: SOGIE URL: https://tascc.ca/topic/course-3-lesson-1-sogie/ #### Course 3 - Video: Feeling Good About You URL: https://tascc.ca/topic/course-3-video-feeling-good-about-you/ #### Course 3 - Video: What does LGBTQ2S+ mean? URL: https://tascc.ca/topic/course-3-video-what-does-lgbtq2s-mean/ #### Course 3: Final Have any questions? Contact Us Need to talk to someone? See: https://kidshelpphone.ca/ You are nearly finished. Take the survey to complete the course. Remember, these questions will help Alberta Health Services to learn about the people we work with and find out how you think the course went. All of the answers will be kept private. If you are a youth, click here: Take SurveyIf you are an adult supporting youth, click here: Take SurveyFor more information, see https://tascc.ca/for-youth-with-disabilities/sexual-orientation-gender-identity-and-expression/ (For Youth) https://tascc.ca/supporting-high-risk-youth/lgbtq2s/  (For Parents and Service Providers) #### Course 3: Pre-Evaluation You are nearly ready to go. First we want to ask you a few questions. These questions will help Alberta Health Services to learn about the people we work with. All of the answers will be kept private. If you are a youth, click here: Take SurveyIf you are an adult supporting youth, click here: Take Survey #### Course 3: Welcome! Let’s Talk About SOGIE URL: https://tascc.ca/topic/course-3-welcome-lets-talk-about-sogie/ #### Course 4 - Lesson 1 URL: https://tascc.ca/topic/course-4-lesson-1-presentation/ #### Course 4 – Lesson 2 URL: https://tascc.ca/topic/course-4-lesson-2/ #### Course 4 Video: Asking Your Crush Out on a Date URL: https://tascc.ca/topic/course-4-video-asking-your-crush-out-on-a-date/ #### Course 4: Final Have any questions? Contact Us Need to talk to someone? See: https://kidshelpphone.ca/ You are nearly finished. Take the survey to complete the course. Remember, these questions will help Alberta Health Services to learn about the people we work with and find out how you think the course went. All of the answers will be kept private. If you are a youth, click here: Take SurveyIf you are an adult supporting youth, click here: Take SurveyFor more information, see https://tascc.ca/for-youth-with-disabilities/relationships-dating/ (For Youth) https://tascc.ca/supporting-youth-with-disabilities/building-friendships/ (For Parents and Service Providers) https://tascc.ca/supporting-youth-with-disabilities/dating-intimacy/ (For Parents and Service Providers) #### Course 4: Pre-Evaluation You are nearly ready to go. First we want to ask you a few questions. These questions will help Alberta Health Services to learn about the people we work with. All of the answers will be kept private. If you are a youth, click here: Take SurveyIf you are an adult supporting youth, click here: Take Survey #### Course 4: Welcome! Let's talk About relationships URL: https://tascc.ca/topic/course-4-welcome-lets-talk-about-relationships/ #### Course 5 - Lesson and Quiz: Social Media URL: https://tascc.ca/topic/course-5-lesson-and-quiz-social-media/ #### Course 5 - Video: Receiving a Sext URL: https://tascc.ca/topic/course-5-video-receiving-a-sext/ #### Course 5: Final Have any questions? Contact Us Need to talk to someone? See: https://kidshelpphone.ca/ You are nearly finished. Take the survey to complete the course. Remember, these questions will help Alberta Health Services to learn about the people we work with and find out how you think the course went. All of the answers will be kept private. If you are a youth, click here: Take SurveyIf you are an adult supporting youth, click here: Take SurveyFor more information, see https://tascc.ca/for-youth-with-disabilities/social-media/ (For Youth) #### Course 5: Pre-Evaluation You are nearly ready to go. First we want to ask you a few questions. These questions will help Alberta Health Services to learn about the people we work with. All of the answers will be kept private. If you are a youth, click here: Take SurveyIf you are an adult supporting youth, click here: Take Survey #### Course 5: Welcome! Let’s Talk About Social Media URL: https://tascc.ca/topic/course-5-welcome-lets-talk-about-social-media/ ### Certificates #### Course 1: Self-Care Muh Ihsan Hadi Prabowo     completed the  on  #### Course 2: Boundaries Muh Ihsan Hadi Prabowo     completed the  on  #### Course 3: SOGIE Muh Ihsan Hadi Prabowo     completed the  on  #### Course 4: Relationships Muh Ihsan Hadi Prabowo     completed the  on  #### Course 5: Social Media Muh Ihsan Hadi Prabowo     completed the  on  ### Draw Attention #### Hygiene Diagram URL: https://tascc.ca/?da_image=disability-hygiene-diagram #### Sexuality Wheel URL: https://tascc.ca/?da_image=sexuality-wheel ### Avada Slides #### Resources URL: https://tascc.ca/slide/home/