New Post!
Adapted from: Ron Kraybill, Conciliation Quarterly, Fall 1988.
Explanation
Loving Relationship. Relationship satisfaction in the beginning of a marriage is almost always
high. This is why people get married in the first place. They love each other and want to be
together. (If only things could stay this ways says Marriage Counseling Fort Myers FL).
Injury. At some point in time, an injury to the relationship occurs. If you the two of you live
long enough, this is bound to happen. There is a disappointment. There is a violation of trust.
There is a hidden secret revealed. Whatever it may be, conflict in the relationship emerges and
emotions, such as anger and sadness, come to the fore.At this juncture, the injured spouse may,
in fact, begin to verbally attack the other spouse.
Avoidance. One or both of the spouses begin to avoid one another. The pain of engagement, at
least at the moment, is too great. If the injury is a repeating one, emotional detachment may
begin. (Couples that are fighting and still engaged are easier to help then those couples who are
disengaged, says Marriage Counseling Bonita Springs FL).
Introspection. Doubt may enter the mind of one or both spouses as to the quality and long-term
viability of the relationship. “Did I marry the right person” is a common thought. At the same
time, the husband or wife may also come to see that their own words or actions have contributed
to the problem.
Internal Commitment to Working It Out. This may come quickly or after much deliberation, but
the point comes when each spouse, particularly the injured one, is ready to reengage. There is a
renewed commitment to work things out and get the relationship back on the right track.
Risking Reconnection. A conciliatory gesture would typically be made by the offending spouse.
If there has been an internal commitment to restore the relationship by both partners, the couple
will resume their relationship in peace. The injured spouse can also reach out with the same goal
of reconciliation in mind.
Points to Keep In Mind
1. Each spouse may be at different points in the circle, notes Marriage Counseling Naples FL.
Patience will be needed as they communicate with each other.
2. When our emotions flare up, our objective reasoning typically goes down. Nevertheless, our
emotions (“I feel…”) are spontaneous and natural and should be expressed early on as each
spouse tells his or her story.
3. Martial mediation is not only an effective process to resolve marital conflict, but it also holds
the promise of restoring our interpersonal relationships.
If you need help with your marriage and you live in SWFL, that is, Estero, Cape Coral, Punta
Gorda, Marco Island, Fort Myers, Naples, or Bonita Springs FL, contact Dr. Ken Newberger,
Ph.D., Conflict Analysis and Resolution. See his website: MarriageCounselingAlt.com or call
him direct for a free phone consultation at 239-689-4266.
The Cycle of Reconciliation Reconnecting Head and Heart (Makes Sense / Feels Right)
Are you facing troubles in your marriage? Does it look like you cannot live together anymore?
Or, is it becoming almost impossible to get through a day without fighting? It is hard to
compromise when you cannot agree on anything. But it is harder still to give up on a marriage
and separate your family.
Therefore, before you give up on the most significant relationship in your life, try Marriage
Counseling. You may arguing and fighting a lot, but it doesn’t have to be this way. Problems
can be successfully overcome through the skill of a conflict resolution specialist who is
experienced working with couples.
Lack of Communication
The lack of communication between a couple can be a primary problem in a marriage. Unless
you sit down together and talk about the issues with an open mind, these issues will remain
unresolved. Marriage counseling can help you communicate effectively with each other. With
the presence of a third party who guides the conversation, real progress can be made.
Sometimes, a spouse is unable to realize his or her own mistakes. Marriage counseling helps
husbands and wives in this regard by encouraging open-mindedness and empathy for their
partner. It can also create a place that is safe to be vulnerable and let guards down.
Marriage Counseling: A Pathway to a Happily Married Life
Sometimes things do not get better in relationships even when couples try to save their
marriage. Some of the problems that have a negative impact on the marriage are
communication problems, mental health issues, untimely death of a family member, sudden
physical health problems, substance abuse, infidelity, and issues with children. There are some
marriage problems that can be solved by Marriage Counseling, and then there are some that
are completely out of control of boththe couple and the couples counseling counselor.
How to Determine if You Need Marriage Counseling?
Marriage Counseling can become a firewall that will help save your marriage. Bending ending
the relationship for good, it is advisable to explore the possibility of your marital conflict being
resolved with the help of a marriage counselor. Don’t prematurely give up on your
relationship. Seek professional help from a marital conflict resolution practitioner.Couples
often feel that getting a divorce is the only way out. But the for the sake of everyone
concerned, all possible options for making the marriage work should be attempted. Getting
help from a professional Couples Counseling counselor typically increases the chance for
reconciliation. Do You Regularly Argue with Your Partner?
Do you and your spouse have disagreements when it comes to raising your children? Do you
both ignore each other more than you used to? Do you feel like love is absent from your
marriage? Has the romance in your marriage disappeared? If these are the problems that are
destroying your marriage, then it is definitely time to consider marriage counseling with an
experienced marriage counselor or other third party professional. Make every effort to save
your marriage before it is too late.
A Problem is a Problem and Ignoring it Won’t Make it Go Away
Most couples try to work out their differences in the initial stages but as time goes by, they
start to ignore the problem thinking that it will go away on its own. But that doesnot happen in
reality. Resentment turns into anger and ignorance turns into indifference.
In order to keep problems from escalating, get help from a marriage counselor to resolve your
marriage conflict. If both spouses make a genuine effort in marriage counseling, problems can
be addressed, worked through and resolved.
Are You the Only One in Need of Marriage Counseling?
Make no mistake about it. Marriage counseling is not about acting on relationship advice your
friends give you or finding information on the internet. It is about addressing problems
together as a couple with the help of a trained professional, such as a marriage mediator or
couples counselor.
Why is Marriage Counseling a Good Idea for a Bad Marriage?
RATIONALE
Personal and social development plays an essential role in the education of the pupils at St. Christopher’s. It forms an important part of the Waking Day Curriculum and underlies all aspects of school life. Development of an awareness of who you are, that you are different from others and how you stand in the world is essential to any learning. Equally important is the development of a sense of being part of a social group or community. The majority of our pupils need support in developing the ability to become aware of oneself as an individual and in being able to engage in an activity with others, adults and peers. Some pupils may need continuous support in developing a sense of self. An important part of this development is centred around Spiritual, Moral, Cultural and Social Education (SMCS) and this is part and parcel of the Waking Day Curriculum and therapeutic approach of the School. In both residential and school settings pupils are presented with a wide variety of experiences and opportunities to develop their sense of self and their social skills.
The school uses EQUALS Personal, Social, Health and Economic Education and Citizenship (PSHE&C) schemes of work and relevant units from Moving On to assist teachers in planning their PSHE curriculum. These schemes of work include five main areas (strands):
- Developing confidence and responsibility and making the most of their abilities.
- Knowledge and understanding about becoming an informed citizen
- Developing a healthy, safer life style
- Developing good relationships and respecting the difference between people
- Sex and relationships education.
The school also uses B-squared for PSHE assessment to plan targets to help develop each pupil’s independence skills. (Please see also Policy on Promoting Independence).
AIMS
The aim of this policy is to ensure that all pupils have access to a wealth of experiences and a breadth of opportunities to develop as individuals with high self-esteem and an appreciation of others. Its purpose is to give guidelines to all staff responsible for teaching and education on how to facilitate this learning consistently and appropriately.
By working with the above mentioned areas of the PSHE curriculum we aim to enable pupils to:
- develop an awareness of self and their own abilities as members of a community;
- develop self confidence and a positive self image;
- develop awareness of mutual responsibility and respect between people in the community they belong to;
- learn how to make, communicate and take responsibility for their own choices;
- learn to live a healthy, safe, fulfilling and enjoyable life;
- learn how to care, help; play/interact appropriately with others in different types of relationships;
- gain awareness, knowledge, understanding and skills in sexuality both physically and emotionally appropriate to each individual’s need.
DEFINITIONS
Personal, social, health and economic education
Personal, social, health and economic (PSHE) education is an important and necessary part of all pupils’ education. All schools should teach PSHE, drawing on good practice, and this expectation is outlined in the introduction to the proposed new national curriculum.
PSHE is a non-statutory subject. To allow teachers the flexibility to deliver high-quality PSHE we consider it unnecessary to provide new standardised frameworks or programmes of study. PSHE can encompass many areas of study. Teachers are best placed to understand the needs of their pupils and do not need additional central prescription.
However, while we believe that it is for schools to tailor their local PSHE programme to reflect the needs of their pupils, we expect schools to use their PSHE education programme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.
Schools should seek to use PSHE education to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle.
DfE Guidance, September 2013
https://www.gov.uk/government/publications/personal-social-health-and-economic-education-pshe
Curriculum Guidance - Position of PSHE education in the national curriculum
In September 2013, the DfE published a new National Curriculum that is due to take effect in September 2014, a brief overview of the National Curriculum is also available on the gov.uk website. Many schools are already beginning to plan for its introduction and this briefing is intended to support Governors, school leaders and PSHE co-ordinators in developing PSHE education as part of their wider school curriculum from September 2014.
Whilst PSHE education remains a non-statutory subject, section 2.5 of the National Curriculum framework document states that:
‘All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice.’
Along with the National Curriculum framework, the DfE also published a guidance document on PSHE education, which states that the subject is: ‘An important and necessary part of all pupils’ education’
(…)
PSHE education is a non-statutory subject. However, in order to fulfil its duties relating to SMSC, behaviour and safety, and to provide a broad and balanced curriculum which meets pupils’ needs and prepares them for the challenges and opportunities of adult life, a school’s best approach is to ensure that a comprehensive programme of PSHE education is in place.
The benefits to pupils of such an approach are numerous as PSHE prepares them to manage many of the most critical opportunities, challenges and responsibilities they will face growing up. It also helps them to connect and apply the knowledge and understanding they learn in all subjects to practical, real-life situations while helping them to feel safe and secure enough to fulfil their academic potential.
https://www.pshe-association.org.uk
PSHE EDUCATION – PLANNING
St. Christopher’s School adopts a Waking Day Curriculum. Therefore, Personal, Social, Health and Economic Education is a subject that is taught in all settings. Planning follows a multi-disciplinary approach with input from Education, Health and Care professionals in the school.
It is the class teacher’s responsibility to ensure pupils have a variety of lessons and cover all five strands of the PSHE Curricula. This can be done as a specific Main Lesson, Topic Lessons, as part of Morning Circle/ Social Time or on a cross curricular basis. Due to our pupils’ severe and complex learning difficulties it may be appropriate to repeat/choose content from earlier Key Stages. The teachers need to take into consideration and respect the pupils’ developmental age, chronological age and dignity. It is important to emphasize a need for maintaining, reinforcing, consolidating and generalising early PSHE knowledge, skills and attitudes during taught lessons and in everyday practical situations throughout the day.
Teachers need to prepare term-planners when teaching PSHE as a main lesson/Equals unit. All pupils also have PSHE targets as part of their IEP/ILP. There is particular focus on developing independence and community skills as part of the pupils life as residents at St. Christopher’s.
NOTE:
- SEX AND RELATIONSHIPS EDUCATION
Sex and Relationships Education can only be introduced to pupils once parental consent is given. The Pupils’ Administrator ensures that written consent is given and kept on the pupils’ files. Sex and Relationships Education can be delivered as part of a lesson topic or as part of specific programmes for individual pupils. Planning for Sex and Relationships Education draws on relevant professionals as part of the school’s multi-disciplinary approach. The content, resources and approaches to teaching and learning for Sex and Relationships Education are carefully planned in order to meet the chronological (age appropriateness) and developmental stages (levels of understanding and ability) of our pupils.
(for more detail refer to Sex and Relationship Education Schemes of Work)
- DEVELOPING A HEALTHY, SAFER LIFE STYLE
Developing a Healthy, Safer Life Style covers Drug and Alcohol Education. This includes supporting our pupils to develop an understanding of medication and its benefits. The content, resources and approaches to teaching and learning about Alcohol and Drugs are carefully planned in order to meet the chronological (age appropriateness) and developmental stages (levels of understanding and ability) of our pupils.
(for more detail refer to guidance from Mentor-ADEPIS.org and EQUALS – PSHE Schemes of Work)
PSHEE - CURRICULUM
- Developing confidence and responsibility and making the most of their abilities
Equals PHSE & C Curriculum.
Refer to Schemes of Work 1.1, 2.1, 3.1, 4.1,
Equals Moving on Adventurer, Vocational Studies, Careers Education & Guidance/ Post School Planning, Preparing a one page profile, Setting Personal targets, Potential after school placements.
Equals Moving on Explorer, Vocational Studies, Careers Education & Guidance/ Post School Planning, Valued student choices, Self presentation, and Personal careers action plan.
Equals Moving On Voyager, Independent Living, PSHE Advocacy and Self Expression.
Equals Moving On Voyager, World Studies, Humanities, Family History.
Equals Moving On, Globetrotter, Independent Living, Leisure and Recreation, Joining a Club.
Equals Moving On Globetrotter, Vocational Studies, Careers Education and Guidance, Post School
2. Knowledge and understanding about becoming an informed citizen
Equals PHSE & C Curriculum.
Refer to Schemes of Work 1.2, 2.2, 3.2, 4.2
Equals Moving on Adventurer, Independent Living, Citizenship, The emergency services, Local Current affairs, and Local Environmental issues.
Equals Moving On, Explorer, Independent Living, Citizenship, Mini Enterprise financial planning, National Current Affairs, National environmental issues.
Equals Moving On, Traveller, Independent Living, Citizenship, Community project, International Current Affairs, International environmental issues.
Equals Moving on Traveller, Vocational Studies, Work Related Learning, Mini Enterprise, Work experience in the community, Risk assessments.
Equals Moving on Traveller, Vocational Studies, Careers Education and Guidance/ Post School Planning, Interviews, Role of transitions staff, Progress File.
Equals Moving On Voyager, Vocational Studies, Careers Education and Guidance, Post School
Equals Moving On Voyager, Vocational Studies, Careers Education and Guidance, Post School
Equals Moving On Globetrotter, Independent Living, Citizenship, Democracy: Rights and Responsibilities.
3. Developing a healthy, safer life style
Equals PHSE & C Curriculum.
Refer to Schemes of Work 1.3, 2.3, 3.3, 4.3
Equals Moving on Adventurer, Independent Living, PHSE, Road safety, Personal Hygiene
Equals Moving On Adventurer, Independent Living, Leisure and Recreation, Dance
Equals Moving on Adventurer, Independent Living, Daily Living Skills, Preparing snacks, Cleaning Routines.
Equals Moving on Adventurer, Vocational Studies, Work Related Learning, Safety in school
Equals Moving on Explorer, World Studies, Technology, Healthy soups.
Equals Moving on Explorer, Independent Living, PSHE, A healthy lifestyle.
Equals Moving On Explorer, Independent Living, Leisure and Recreation, Swimming.
Equals Moving on Explorer, Independent Living, Leisure and Recreation, Hydrotherapy/gym
Equals Moving on Explorer, Independent Living, Daily Living Skills, Using cleaning products.
Equals Moving on Traveller, Independent Living, PSHE, Financial responsibility.
Equals Moving on Traveller, Independent Living, Leisure and Recreation, Using the community for leisure, Team sports, Physio therapy/sensory environments.
Equals Moving On Voyager, Independent Living, PHSE, Personal Safety
Equals Moving On Voyager, Independent Living, Leisure and Recreation, Sports in the Community.
Equals Moving On Globetrotter, Independent Living, PHSE, Personal Care and Presentation.
Equals Moving On, Globetrotter, Independent Living, PHSE, Using Local Facilities for Health.
Equals Moving On, Globetrotter, Independent Living, Leisure and Recreation, Heath Action Plan.
Equals Moving On, Globetrotter, Independent Living, Leisure and Recreation, Competitive Sports.
Equals Moving On Sex & Relationships Education Unit 2.1 and 2.2
- Developing good relationships and respecting the difference between people
Equals PHSE & C Curriculum.
Refer to Schemes of Work 1.4, 2.4, 3.4, 4.4,
Equals Moving On Explorer, Independent Living, PSHE, Family and Friends.
Equals Moving On, Traveller, Independent Living, PSHE, Emotions, and Relationships.
Equals Moving On Voyager, Vocational Studies, Careers Education and Guidance, Post School
Equals Moving On Adventurer, Vocational Studies, Work related learning, Team work at school.
Equals Moving On Globetrotter, Vocational Studies, Careers Education and Guidance, Post School
Equals Moving On Traveller, Life Skills, PHSE, Emotions
Equals Moving On Traveller, Life Skills, PHSE, Relationships
Equals Moving On Sex & Relationships Education Unit 1.1 and 1.2
- Sex and relationships education
St. Christopher’s School Sex Education Schemes of Work
Equals PHSE & C Curriculum.
Refer to Schemes of Work 1.5, 2.5, 3.5, 4.5,
Equals Moving on Adventurer PSHE Sexuality, reproduction.
Equals Moving On Explorer. Life Skills, PSHE, Body awareness and physical changes
Equals Moving On Voyager World Studies, Science, the Human Body
Equals Moving On Voyager, World Studies, Humanities, Family History
Equals Moving On Sex & Relationships Education Unit 3.1, 3.2, 3.3, 3.4, 3.5 3.6 and 4.1
Additional Resource s
Kylie’s Private World by Life Support Productions, booklet and DVD
Jason’s Private World by Life Support Productions, booklet and DVD
Living and Growing Unit2 and 3 Resource Book by 4 learning.
Healthy Hygiene and Sexual Education STARS model developed by Heighway and Webster modified by Frie Heyndrickx.
ADDITIONAL GUIDANCE
Why should alcohol and drug education be part of PSHEE?
Alcohol and drug education is currently a statutory part of the national science curriculum. But is the science curriculum enough to provide our pupils with a comprehensive education about alcohol and drugs?
Alcohol and drug use is only one among the many risks that young people may encounter as they grow up, and it is often related to other social, personal and cultural risk factors.
Addressing risks by topics, such as addressing specific substances within the science curriculum without reflecting on related life experiences, risk and protective factors, does not give young people the opportunity to explore the interconnections between these issues.
This is why alcohol and drug education should be included as a consistent and fundamental part of the Personal, Social, Health and Economic (PSHE) curriculum. PSHE has been defined as “the curriculum that prepares young people for life” through the provision of relevant information, knowledge and skills required to face issues we all experience in our daily lives. PSHE helps young people to develop their values and skills and to reflect on their place in society.
When informing pupils about risks associated with alcohol and drugs we cannot forget about the social skills, values and assertiveness needed to make informed choices. Alcohol and drug education cannot exist outside the context of PSHE education.
The National Institute for Health and Clinical Excellence (NICE) investigative review of PSHE education in schools has provided evidence that social development programmes, especially if started at an early age and carried out throughout different Key Stages, can not only increase the attachment to school (therefore improving academic performance) but also improve social skills and reduce aggressive or disruptive behaviour (which could consequently reduce risk factors associated with risky behaviours and drug misuse).
The ADEPIS quality standards for alcohol and drug education have been produced to be used within the context of a well-planned PSHE programme. The standards, used in conjunction with Ofsted and PSHE Association frameworks, enable assessment of a whole school’s approach to alcohol and drug education and PSHE, as well as building on existing skills in a school to develop an ethos promoting health, well-being and positive social norms.
https://www.Mentor-ADEPIS.org - Alcohol and Drug Education Prevention Info rmation Centre
Personal, Social, Health and Economic Education Policy (Including Sex and Relationships Education)
INTRODUCTION
Pornography disempowers women. It is a billion-dollar industry that teaches people that violence against women is acceptable and encouraged. It teaches that sexual stimulation is about the power and control by men over women and children.
STATISTICS
Pornography (hardcore sexual videos, peep shows, live sex acts, adult cable programming, computer pornography and sex magazines) is an $8 billion/year industry in the U.S. The size of the pornography industry dwarfs the conventional movie industry and exceeds the revenues of the rock and country music industries combined.[1]
Altogether, magazines, movies, websites, sex toys, phone lines, and strip clubs account for somewhere between $4 billion and $10 billion annually.[2]
In 2002, there was a net of $4.04 billion in adult video rental and sales.[3]
Hardcore video rentals increased from 75 million annually in 1985 to 490 million in 1992, and to 665 million in 1996.
In 1978, 100 hard-core films were released.
In 1996, 8,000 hard-core films were released.
In 2002, 11,300 hard-core films were released, compared with 470 Hollywood features.[4]
Phone sex came about in the 1980s; by 1996, Americans spent close to $1 billion on sex calls alone.[6]
Mainstream companies are the major profiteers of the sex industry; including AT&T, Time Warner AOL, and major hotel chains that provide pornographic films in their rooms.[7]
SPECIAL ISSUES
AGE OF EXPOSURE
The average age at which an adolescent first views a pornographic magazine is 13½. Their first pornographic film or video is usually viewed at age 14½. 46% of junior high school students had viewed one or more X-rated movie; 66% of 6th graders had seen cable TV programs with heavy sexual content.[8]
Another survey found that all of the high school males surveyed had looked at a Playboy or other soft-core magazine, and the average number of issues seen was 16.1. 84% of high school students of both sexes had seen X-rated films, a higher percentage than the adults surveyed.[9]
Among the 95% of all 15-17 year olds who have ever gone online, 70% have accidentally stumbled across pornography online, 23% “very” or “somewhat” often.[10]
INTERNET
In 2003, there were 1.3 million pornography websites.[11]
More than 32 million unique individuals visited a pornography site in September of 2003.[12]
More than 20,000 images of child pornography are posted on the Internet every week.[13]
According to one study of almost a million “adult” websites:
· 84% of digitized images stored on Usenet groups were pornographic.
· 99% of Internet pornography consumers are men.[14]
Child pornography reports to CyberTipline, a congressionally mandated mechanism for monitoring child sexual exploitation, jumped 39 percent in 2004.[15]
Year Child Pornography Tips
1998 3,267
1999 7,736
2000 16,724
2001 21,611
2002 37,647
2003 76,178
2004 106,119
Based on interviews with a nationally representative sample of 1,501 youth ages 10 to 17 who use the Internet regularly during a year timeframe:[16]
· Approximately one in five received a sexual solicitation or approach over the Internet.
· One in four had an unwanted exposure to pictures of naked people or people having sex.
· One in seventeen was threatened or harassed.
· Fewer than 10% of sexual solicitations and only 3% of unwanted exposure episodes were reported to authorities such as a law-enforcement agency.
· About one quarter of the youth who encountered a sexual solicitation or approach told a parent. Almost 40% of those reporting an unwanted exposure to sexual material told a parent.
Law enforcement at all levels made an estimated 2,577 arrests during the 12 months starting July 1, 2000, for Internet sex crimes against minors.[17]
IMPACT
Studies have established a link between the viewing of sexually violent and violent media and the commission of sexually violent acts. It is generally believed that pornography alone does not cause rape or child sexual abuse, but it does lower inhibitions in men already inclined to committing sexual violence. Viewing violent pornography and general violence against women also promotes belief in rape myths and increased tolerance for violence. Pornography that does not include overt violence against women is less likely to encourage viewers to commit sexual violence, according to most studies.
There is evidence that pornography – particularly with sexually violent content – can lower inhibitions and encourage someone who wants to commit sexually violent behavior. According to Dr. Robert Freeman-Longo, “In essence, pornography says to the man: Here are the pictures; other people are doing it; the pictures are published; I can purchase them; so it must be okay to some degree.”[18]
Dr. Diana Russell has testified that pornography contributes to sexual violence because it supports the four preconditions for sexually violent behavior developed by David Finkelhor: [19]
· Someone must want to abuse.
· Internal inhibitions are undermined.
· Social inhibitions to acting out are undermined.
· The perpetrator must undermine or overcome the victim's ability to resist (by using pornography with victims).
Below are the results of studies which have been conducted on the effects of sexually violent media on men: [20]
· 5-30% of men who view sexually violent media identify with the rapist. After only ten minutes of exposure to aggressive pornography, men are much more willing to accept rape myths. Men also accept ideas that women are excited by force and aggressiveness.[21]
· A group of men who watched five minutes of a video in which a woman was being raped and shown to enjoy it gave these responses: 25% said women they know would enjoy being raped; 57% would commit a rape if they wouldn't get caught.[22]
· Media that depicts aggression against women but does not contain heavy sexual content affects rape-supportive attitudes in men. After viewing five violent videos in five days, men, but not women, became desensitized to the violence. Their attitudes toward rape victims were less sympathetic than those of a control group that viewed non-violent, sexually suggestive, or sexually explicit films.[23]
· In one study, three groups of men were shown the same film edited three different ways. Those who viewed a film showing violence against women showed the greatest acceptance of rape myths; those shown the film with both violent and sexually explicit content showed somewhat less acceptance of rape myths; and those shown the film with sexually explicit content showed the least acceptance of rape myths.[24]
· In one study, men began by viewing R-rated material, then viewed violent X-rated films, then viewed nonviolent X-rated films. The study found: “Subjects find less violence against women in these films over repeated exposure. They are just as sexually aroused .... They feel much less likely to censor the material, they are less offended by the material, they see it as less graphic and less gory, they look away less. What this means is on the first day when they saw women being raped and attacked it bothered them. By day five, it does not bother them at all – in fact, they enjoy it.”[25]
· In one study, a group of men who watched a series of "slasher" movies took part in a mock rape trial. These men were more likely than a control group to acquit and excuse the defendant, place responsibility on the victim, and question the victim's resistance.
· Adolescent boys who receive no other sex education may be particularly vulnerable to the effects of sexually violent pornography.[26]
SEX OFFENDERS AND PORNOGRAPHY
Most experts believe that offenders utilize pornography to:
· serve a pre-existing disposition;
· meet emotional needs;
· facilitate and perpetuate the sexual assault cycle;
Pornography legitimizes abusive activity for men inclined to commit sexual assault. It may be used as part of the preparation for committing sexual assault. It helps offenders to depersonalize and objectify potential victims.
Eighty percent of prostitution survivors at the WHISPER Oral History Project reported that their customers showed them pornography to illustrate the kinds of sexual activities in which they wanted to engage.[29]
Two-thirds (67%) of offenders who committed any of the types of Internet sex crimes against minors possessed child pornography:[30]
· 83% of these possessors had images of children between the ages of 6 and 12.
· 80% had images explicitly showing sexual penetration of minors.
In one survey, offenders at an outpatient treatment clinic used highly explicit pornographic material more often than non-offenders. 83% of the rapists, 67% of the pedophiles, 53% of the incest offenders, and 29% of the non-offenders used pornography.[31]
· 14% used commercial child pornography.
· 16% took photographs of children for personal use.
· 49% used adult pornography to seduce child victims.
· 49% used adult pornography for personal use.
87% of offenders who abuse girls and 77% of offenders who abuse boys admitted to regular use of hard-core pornography.[34]
Between 25 and 30% of male college students selected at random admitted that there is some likelihood they would rape a woman if they could be assured of getting away with it. The proportion of potential rapists increases to 57% after the young men are exposed to sexually violent images, especially those of women shown as enjoying being raped.[35]
88% of convicted rapists said they were regular users of pornography, with the majority admitting direct imitation of pornographic scenes in the commission of their sexual crimes.[36]
· 68% of the abusers sexually assaulted and/or beat the victim after viewing pornography.
· 58% of the abusers pointed out pornographic pictures or articles to their victims.
· 47% of the victims were upset that the abuser attempted to get them to act out a pornographic scene.
· 14% of abusers took pornographic pictures of their victims.
A Minnesota survey of more than 2,000 sexual assault victims and offenders found that the majority of abusers viewed pornography prior to physically and/or sexually assaulting their victims, and many utilized pornographic materials in their attacks, pointing out pictures to their victims or pressuring the victim to act out activities in the pornographic materials.[38]
RESPONSE
LEGAL ASPECTS / CURRENT LAW
Adult Pornography
In Miller v. California, 413 U.S. 15, 24 (1973), the U.S. Supreme Court defined “obscene materials” as those that: “depict or describe sexual conduct. That conduct must be specifically defined by the applicable state law...A state offense must be limited to works which, taken as a whole, appeal to the prurient interest in sex, which portray sexual conduct in a patently offensive way, and which, taken as a whole, do not have serious literary, artistic, political or scientific value.”
Child Pornography
In New York v. Ferber,458 U.S. 747 (1982), the U.S. Supreme Court found that there is clear harmfulness demonstrated in the production of child pornography. Because a child cannot consent to a sexual act, sexual abuse – a criminal offense – occurs during production of child pornography. According to the law, the protection of children is more important than free speech, and so child pornography is not protected by the First Amendment.
The MacKinnon / Dworkin Ordinance
In 1984, feminist scholars Catharine MacKinnon and Andrea Dworkin developed language for an anti-pornography ordinance that addressed pornography as a violation of civil rights. This ordinance, presented to the Minneapolis City Council, stated that pornography, because it discriminates against women, is a form of sex discrimination. Because pornography silences women and denies them freedom of speech, it is therefore not subject to protection by the First Amendment. Pornography, MacKinnon wrote, “undermines sex equality, a compelling state interest and legitimate concern of government, by harming people, differentially women.” She cited group libel, privacy, child pornography and obscenity laws as legal precedents. The ordinance was vetoed by the Mayor of Minneapolis on the grounds of being too broad and vague.
The City of Indianapolis, Indiana passed a version of the MacKinnon/Dworkin anti-pornography ordinance. The U.S. District Court struck it down, ruling that the interest in prohibiting sex discrimination did not outweigh the interest in free speech. The U.S. Court of Appeals upheld this ruling on the basis that the ordinance was so vague that any work of art that portrayed women as submissive or dominated could lose the protection of the First Amendment. The Court stated that the Constitution forbids “a state to declare one perspective right and silence opponents.” The U.S. Supreme Court affirmed the appeal court's ruling in 1986.