WEEK 4: Lecture 4 - Van de Bongardt et al. - Naezer & Van Oosterhout

Question 1

L4a: Question: What are the four levels of the social environment influencing young people’s sexuality?

Answer 1

Answer: Micro (family, peers), meso (school, neighborhood), exo (media, local government), macro (cultural ideologies).

Question 2

L4a: Question: How do general parenting factors influence young people’s sexual behavior?

Answer 2

Answer: General parenting factors such as relationship quality (support, warmth) are protective against early sexual initiation and promote consistent use of contraception.

Question 3

L4a: Question: According to Van de Bongardt et al., what is the relationship between communication about safe sex and sexual intentions in adolescents?

Answer 3

Answer: Communication about safe sex does not increase sexual intentions; longitudinal studies suggest it may even decrease intentions.

Question 4

L4a: Question: What are the three types of peer norms that influence adolescent sexual behavior?

Answer 4

1. Descriptive norms: what is the majority doing? Most common (peer sexual behavior)
2. Injunctive norms: what is appropriate, how should one behave? (peer sexual attitudes)
3. Peer pressure: parents communication can be a buffer against this

Question 5

L4a: Question: How do parents act as a buffer against peer influence on adolescent sexual behavior?

Answer 5

Answer: Parent-adolescent communication about sex diminishes the association between peer norms and adolescent sexual behavior.

Question 6

L4a: Question: What does cultivation theory propose regarding the impact of media on youth attitudes towards sexuality?

Answer 6

Answer: Cultivation theory suggests that exposure to one-sided and frequent sexual content in media can override other sources of information, shaping young people’s beliefs and attitudes about sex.

Question 7

L4a: Question: According to Bandura’s social cognitive theory, under what conditions does modeling behavior from sexual media occur?

Answer 7

Answer: Modeling occurs when the observed behavior is relevant, the observer identifies with the model, the model is attractive, and the behavior is rewarded.

Question 8

L4a: Question: How does the differential susceptibility media effects model explain the influence of media on youth attitudes and behaviors?

Answer 8

Answer: This model emphasizes that individual factors (disposition, development, social context) interact with media content to influence attitudes and behaviors related to sexuality.

Question 9

L4b: Question: What does the term “Double Dutch” refer to in the context of sex education?

Answer 9

Answer: Double Dutch denotes the simultaneous use of both condoms and hormonal contraceptives (often the contraceptive pill) to protect against both pregnancy and sexually transmitted diseases (STDs).

Question 10

L4b: Question: What are some explanatory factors influencing teenage pregnancies according to the lecture?

Answer 10

Answer: Explanatory factors include demographic (e.g., poverty rates), economic (e.g., access to contraceptives without parental consent), and social factors (e.g., availability of free STI testing).

Question 11

L4b: Question: Describe the key principles of the Dutch approach to sexuality education.

Answer 11

Answer: Dutch sexuality education emphasizes starting young, positive and rights-based approaches, focusing on competence and internal control, tailoring to specific risk groups, and ensuring comprehensiveness through consistent messaging.

Question 12

L4b: Question: What regulations exist regarding sex education in the Netherlands?

Answer 12

Answer: Since 2012, Dutch schools are mandated to address sexuality and diversity in their curriculum, though there are no specific guidelines provided, particularly for primary and lower secondary education.

Question 13

L4b: Question: What are the preferences of adolescents regarding sex education based on Cense et al.?

Answer 13

Answer: Adolescents prefer sex education that continues into higher grades, covers topics beyond biology (e.g., dating, sexual pleasure), integrates sexual and gender diversity, and fosters a safe and sensitive class environment.

Question 14

L4b: Question: Why is it important to include pleasure in sex education?

Answer 14

Answer: Including pleasure in sex education is crucial to protect young people from negative experiences and sexual violence, reduce gender inequality (e.g., orgasm gap, pain during sex for women), and promote a positive view of sexuality.

Question 15

L4b: Question: What are the key takeaways regarding sex education from the lecture?

Answer 15

Answer: Key takeaways include its contribution to young people’s sexual health, the need for continual improvement in the Netherlands’ sex education, and the importance of emphasizing pleasure to combat negative experiences and reduce gender inequality.

Question 16

L4b: Question: According to the lecture, what are the main reasons for prioritizing pleasure in sex education?

Answer 16

Answer: Prioritizing pleasure in sex education helps protect against negative experiences and sexual violence, addresses gender inequality (such as the orgasm gap and pain during sex for women), and promotes a healthy and positive understanding of sexuality.

Question 17

vdBongardt: Question: According to Van De Bongardt et al. (2015), what developmental perspective is advanced regarding romantic relationships and sexual behaviors?

Answer 17

Answer: They advance a developmental perspective that spans from early adolescence through young adulthood, emphasizing the importance of understanding these stages for parental and peer influences.

Question 18

vdBongardt: Question: What does Bronfenbrenner’s ecological model contribute to understanding romantic relationships and sexual behaviors in adolescence?

Answer 18

Answer: It emphasizes the interaction between various contextual systems (such as parents, peers, and partners) and how they influence developmental outcomes.

Question 19

vdBongardt: Question: How did the studies reviewed in the article contribute to research methods in the field?

Answer 19

Answer: They utilized innovative methods such as online questionnaires, daily diary assessments, and observations of dyadic interactions to collect data on romantic relationships and sexuality.

Question 20

vdBongardt: Question: How has the conceptualization of sexuality evolved in recent studies?

Answer 20

Answer: Recent studies have broadened the conceptualization of sexuality beyond heterosexual intercourse to include behaviors, skills, attitudes, and emotions related to sexual development.

Question 21

vdBongardt: Question: What are two changing perspectives identified by Van De Bongardt et al. (2015) regarding youth sexuality?

Answer 21

1. From viewing sexuality as individual risk behaviors to understanding them as normative developmental tasks
2. From focusing on individual factors to considering contextual influences.

Question 22

vdBongardt: Question: What are the main contributions of the reviewed articles to the literature on romantic relationships and sexuality?

Answer 22

Answer: They contribute by advancing developmental perspectives, integrating ecological models, using state-of-the-art research methods, and broadening the conceptualization of sexuality beyond traditional boundaries.
So: They help by improving how we understand development, using modern research techniques, considering the environment’s impact, and expanding our ideas about sexuality beyond old-fashioned views.

Question 23

vdBongardt: Question: What future research directions are suggested based on the findings of the reviewed articles?

Answer 23

Answer: Future research should explore positive aspects and outcomes of youth relationships, investigate bidirectional relations between social contexts and development, conduct more cross-country comparisons, and bridge gaps in existing literature.

Question 24

vdBongardt: Question: How do parents, peers, and partners influence the romantic and sexual development of adolescents according to the ecological perspective?

Answer 24

Answer: They interact across various social contexts (micro-level) and influence each other (meso-level), playing distinct roles in shaping young people’s romantic and sexual behaviors.

Question 25

N&O: 1. Question: According to Naezer and Van Oosterhout (2021), what critique do they present regarding current interventions against non-consensual sharing of digital sexual images?

Answer 25

Answer: They argue that focusing solely on potential victims discourages sexting without addressing the underlying issues and fails to acknowledge the role and accountability of perpetrators.

Question 26

N&O: 2. Question: How does the dominance of the stereotypical sexting script influence perceptions of non-consensual image sharing among youth?

Answer 26

It reduces understanding by hiding different situations and reasons, making it harder to see and understand what victims, perpetrators, and bystanders go through.

Question 27

N&O: 3. Question: What are some of the diverse motives identified by Naezer and Van Oosterhout (2021) for non-consensual image sharing among youth?

Answer 27

Answer: Motives include revenge, tension relief from sexual images, reinforcing friendships, regulating others’ sexual behavior, gaining popularity, and learning about sexuality.

Question 28

N&O: 4. Question: How do gendered sexual norms and taboos contribute to non-consensual image sharing among youth, according to Naezer and Van Oosterhout (2021)?

Answer 28

Answer: They exacerbate vulnerability for girls by intensifying scrutiny and judgment of their sexual images, leading to victim-blaming and slut-shaming, while perpetuating norms of boys’ entitlement and masculinity through image sharing.

Question 29

N&O: 5. Question: What role do gendered evaluations of sexual images play in the vulnerability of girls to non-consensual sharing?

Answer 29

Answer: Girls’ images are often judged harsher, viewed as more sexual, and thus considered more ‘interesting’ to share, increasing their susceptibility to victimization and societal backlash.

Question 30

N&O: 6. Question: How do present-day negative attitudes towards sexting facilitate non-consensual image sharing among youth?

Answer 30

Answer: They stigmatize sexting as shameful and immoral, making it easier to justify sharing others’ sexual images without consent and to blame the victim for their actions.

Question 31

N&O: 7. Question: According to the study, how do gendered sexual norms allow boys to justify non-consensual sharing of girls’ images?

Answer 31

Answer: Boys often use traditional perceptions of masculinity and heterosexuality to justify their actions as natural and uncontrollable, perpetuating a culture where such behavior is excused with phrases like ‘boys will be boys’.

Question 32

N&O: 8. Question: What conclusion do Naezer and Van Oosterhout (2021) draw regarding the nature of non-consensual image sharing based on their research findings?

Answer 32

Answer: They assert that non-consensual image sharing is a multifaceted issue influenced by diverse contexts, motives, and social norms, emphasizing the need for nuanced approaches to intervention and prevention.