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Summary Gender and Sexual Development in Adolescence
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Summary of the mandatory articles and lectures
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Lecture 1. Pubertal DevelopmentPaper 1. Transitions in Body and Behavior - Baams et al.
The article explores how pubertal timing and pubertal status relate to sexual (risky) behavior.
They included sex at birth, age and ethnicity as factors. Earlier pubertal timing and more
advanced pubertal status was linked to more sexual behavior and riskier. The links were
stronger for girls than for boys and for younger adolescents, but did not find consistent links for
ethnicity. The findings argue for targeted sexual health education and support, especially for
those entering puberty early.
Lecture.
Categories of diversity are ethnicity, culture, religion, age etc. Minority groups are usually
disadvantaged or even discriminated against, they can be a minority in size of group or in terms
of power (women). Adolescence (acc. to WHO) = from 10 to 18 years based on physical,
neurodevelopmental and psychological changes. The onset of adolescence is around 9-12
years and you can recognize it via rapid physical growth, voice/body changes or behavioral
changes. The end of it is less clear, components are more independent, identity or greater use
of cognitive control skills. Two different perspectives on adolescence: 1. Storm and stress or 2.
Window of opportunity (more positive).
Puberty is often seen as a turning point when sexual interests turn outward, but the relationship
is not one-on-one. Pubertal development can be divided into status, timing and tempo with
many individual differences. There are positive and negative correlates (biological,
psychological, familial).
Lecture 2. Perspectives on Sexual Development
Paper 1. A Sex-Positive Framework - Harden
Harden proposes a new view on adolescent sexuality, one that views the activities as
developmentally normal and potentially healthy. It conflicts with the current risk perspective.
Evidence suggests that engaging in sexual activities does not typically cause worse
psychological functioning. Cross-cultural data indicates that adolescents can have the
developmental capacity to regulate health risks associated with sexual activity, despite high
rates of negative health consequences among U.S. teenagers. Harden argues that
understanding adolescent sexuality can be enhanced by considering sexual well-being.
Paper 2. Normative Sexuality Development - Tolman & McClelland
This article also highlights a shift in viewing sexuality in adolescence as a normative
development instead of risky. Adolescents typically follow a progressive sexual trajectory, from
non-genital behaviors to sexual intercourse. They emphasize on the fact that what is considered
“normative” is influenced by cultural and social norms. The article calls for a more nuanced
, understanding that considers both positive and risk developmental aspects. It introduces the
concept of sexual well-being as a multidimensional construct, including factors like sexual
self-efficacy, self-esteem, and satisfaction.
Paper 3. Youth’s Sexual Relationships - Van den Bongardt
Van de Bongardt investigated youth's self-reported socio-sexual competences within their most
recent sexual partnerships, exploring differences between romantic and casual relationships.
Being in love and sexual activity frequency were significant confounders for associations
between partnership type and socio-sexual competence levels. For many adolescents, being in
a dating relationship is a crucial factor in deciding to initiate sexual intercourse. Van de Bongardt
advocates for using a dynamic systems (DS) approach to improve our understanding of youth's
sexual relationships and development. This approach considers the complex, interrelated
factors that influence adolescent sexual development over time.
Paper 4. Intellectual Disabilities Males - Verbeek et al.
The article examines the sexual development and risk factors among male adolescents with
mild intellectual disabilities (MID). The study found that male adolescents with MID generally
follow a similar pattern of sexual development as their peers without intellectual disabilities.
However, they often have their first sexual experiences at a later age and are less
knowledgeable. Therefore they are at risk of undesirable sexual experiences. Providing
appropriate support from education and parents can help mitigate the risks and promote positive
sexual health outcomes for this population.
Lecture.
For a long time sexual behavior was viewed as risky. It was to be avoided and abstinence was
the only solution. Then we moved on to a more normative perspective where it is viewed as part
of your development. This however puts some pressure on adolescence, cause what if they do
not engage in sexual development? That can lead to a negative personal view. WHO focuses
on the emotional presence when defining sexual and reproductive health. It is about
understanding that there are risks, but we have to teach about them. From a normative
perspective we are moving on to a positive one, focused on pleasure, satisfaction and consent.
Studies found that engaging in early sexual behavior did not predict lower psychological
well-being and vice versa. Sexual autonomy was related to more positive and less negative
sexual emotions.
Adolescent sexuality development interacts with other developmental facets. It is shaped by
complex interplay between environments. The role of social contexts is multifaceted, complex
and dynamic = Dynamic Systems Approach.
There are different types of sexual rights:
a. Conduct or practice-based: rights to engage in a wide range of interpersonal sexual
activities and practices (freedom to do so without interference).
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