{"title":"年轻人和性同意:在模棱两可和矛盾心理的“灰色地带”中将“沟通不端”置于语境中","authors":"Emily Setty","doi":"10.1080/14681811.2023.2259321","DOIUrl":null,"url":null,"abstract":"Educating young people about sexual consent aims to help them develop healthy relationships and prevent sexual harm. Yet, there remains no consensus on how to define consent nor the connection between consent and sexual harm. This article discusses findings from qualitative research conducted with young people in England that has explored issues of sexual consent. It engages with tensions around the so-called ‘grey areas’ and oft-critiqued ‘miscommunication model’ of consent and suggests that some form of ‘miscommunication’ may underpin some, albeit not all, experiences of sexual harm among young people. Young people may experience problems articulating and interpreting consent not because of malintent or substandard or disparate communication skills but because of interpersonal and sociocultural power dynamics that constrain the communication and operation of consent. Consent education needs, therefore, to support young people develop the socio-emotional skills and literacy required to navigate gendered and heterosexual (inter)personal pressures, expectations, and sexual scripts. It should involve active participation of young people whereby they identify the conditions in which sexual activity unfolds and the power dynamics that constrain the operation of consent.","PeriodicalId":47510,"journal":{"name":"Sex Education-Sexuality Society and Learning","volume":"57 1","pages":"0"},"PeriodicalIF":1.4000,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Young people and sexual consent: contextualising ‘miscommunication’ amid ‘grey areas’ of ambiguity and ambivalence\",\"authors\":\"Emily Setty\",\"doi\":\"10.1080/14681811.2023.2259321\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Educating young people about sexual consent aims to help them develop healthy relationships and prevent sexual harm. Yet, there remains no consensus on how to define consent nor the connection between consent and sexual harm. This article discusses findings from qualitative research conducted with young people in England that has explored issues of sexual consent. It engages with tensions around the so-called ‘grey areas’ and oft-critiqued ‘miscommunication model’ of consent and suggests that some form of ‘miscommunication’ may underpin some, albeit not all, experiences of sexual harm among young people. Young people may experience problems articulating and interpreting consent not because of malintent or substandard or disparate communication skills but because of interpersonal and sociocultural power dynamics that constrain the communication and operation of consent. Consent education needs, therefore, to support young people develop the socio-emotional skills and literacy required to navigate gendered and heterosexual (inter)personal pressures, expectations, and sexual scripts. It should involve active participation of young people whereby they identify the conditions in which sexual activity unfolds and the power dynamics that constrain the operation of consent.\",\"PeriodicalId\":47510,\"journal\":{\"name\":\"Sex Education-Sexuality Society and Learning\",\"volume\":\"57 1\",\"pages\":\"0\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2023-09-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Sex Education-Sexuality Society and Learning\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/14681811.2023.2259321\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Sex Education-Sexuality Society and Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/14681811.2023.2259321","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Young people and sexual consent: contextualising ‘miscommunication’ amid ‘grey areas’ of ambiguity and ambivalence
Educating young people about sexual consent aims to help them develop healthy relationships and prevent sexual harm. Yet, there remains no consensus on how to define consent nor the connection between consent and sexual harm. This article discusses findings from qualitative research conducted with young people in England that has explored issues of sexual consent. It engages with tensions around the so-called ‘grey areas’ and oft-critiqued ‘miscommunication model’ of consent and suggests that some form of ‘miscommunication’ may underpin some, albeit not all, experiences of sexual harm among young people. Young people may experience problems articulating and interpreting consent not because of malintent or substandard or disparate communication skills but because of interpersonal and sociocultural power dynamics that constrain the communication and operation of consent. Consent education needs, therefore, to support young people develop the socio-emotional skills and literacy required to navigate gendered and heterosexual (inter)personal pressures, expectations, and sexual scripts. It should involve active participation of young people whereby they identify the conditions in which sexual activity unfolds and the power dynamics that constrain the operation of consent.