THE CRUEL CREEPY KIWI BORN JOHN MONEY ‘THE TRAGEDY OF THE REIMER TWINS

In the mid-1960s, psychologist John Money encouraged the gender reassignment of David Reimer, who was born a biological male but suffered irreparable damage to his penis as an infant. Born in 1965 as Bruce Reimer, his penis was irreparably damaged during infancy due to a failed circumcision. After encouragement from Money, Reimer’s parents decided to raise Reimer as a girl. Reimer underwent surgery as an infant to construct rudimentary female genitals, and was given female hormones during puberty. During childhood, Reimer was never told he was biologically male and regularly visited Money, who tracked the progress of his gender reassignment. Reimer unknowingly acted as an experimental subject in Money’s controversial investigation, which he called the John/Joan case. The case provided results that were used to justify thousands of sex reassignment surgeries for cases of children with reproductive abnormalities. Despite his upbringing, Reimer rejected the female identity as a young teenager and began living as a male. He suffered severe depression throughout his life, which culminated in his suicide at thirty-eight years old. Reimer, and his public statements about the trauma of his transition, brought attention to gender identity and called into question the sex reassignment of infants and children.

Bruce Peter Reimer was born on 22 August 1965 in Winnipeg, Ontario, to Janet and Ron Reimer. At six months of age, both Reimer and his identical twin, Brian, were diagnosed with phimosis, a condition in which the foreskin of the penis cannot retract, inhibiting regular urination. On 27 April 1966, Reimer underwent circumcision, a common procedure in which a physician surgically removes the foreskin of the penis. Usually, physicians performing circumcisions use a scalpel or other sharp instrument to remove foreskin. However, Reimer’s physician used the unconventional technique of cauterization, or burning to cause tissue death. Reimer’s circumcision failed. Reimer’s brother did not undergo circumcision and his phimosis healed naturally. While the true extent of Reimer’s penile damage was unclear, the overwhelming majority of biographers and journalists maintained that it was either totally severed or otherwise damaged beyond the possibility of function. In 1967, Reimer’s parents sought the help of John Money, a psychologist and sexologist who worked at the Johns Hopkins Hospital in Baltimore, Maryland. In the mid twentieth century, Money helped establish the views on the psychology of gender identities and roles. In his academic work, Money argued in favor of the increasingly mainstream idea that gender was a societal construct, malleable from an early age. He stated that being raised as a female was in Reimer’s interest, and recommended sexual reassignment surgery. At the time, infants born with abnormal or intersex genitalia commonly received such interventions.

Following their consultation with Money, Reimer’s parents decided to raise Reimer as a girl. Physicians at the Johns Hopkins Hospital removed Reimer’s testes and damaged penis, and constructed a vestigial vulvae and a vaginal canal in their place. The physicians also opened a small hole in Reimer’s lower abdomen for urination. Following his gender reassignment surgery, Reimer was given the first name Brenda, and his parents raised him as a girl. He received estrogen during adolescence to promote the development of breasts. Throughout his childhood, Reimer was not informed about his male biology. Throughout his childhood, Reimer received annual checkups from Money. His twin brother was also part of Money’s research on sexual development and gender in children. As identical twins growing up in the same family, the Reimer brothers were what Money considered ideal case subjects for a psychology study on gender. Reimer was the first documented case of sex reassignment of a child born developmentally normal, while Reimer’s brother was a control subject who shared Reimer’s genetic makeup, intrauterine space, and household.

During the twin’s psychiatric visits with Money, and as part of his research, Reimer and his twin brother were directed to inspect one another’s genitals and engage in behavior resembling sexual intercourse. Reimer claimed that much of Money’s treatment involved the forced reenactment of sexual positions and motions with his brother. In some exercises, the brothers rehearsed missionary positions with thrusting motions, which Money justified as the rehearsal of healthy childhood sexual exploration. In his Rolling Stone interview, Reimer recalled that at least once, Money photographed those exercises. Money also made the brothers inspect one another’s pubic areas. Reimer stated that Money observed those exercises both alone and with as many as six colleagues. Reimer recounted anger and verbal abuse from Money if he or his brother resisted orders, in contrast to the calm and scientific demeanor Money presented to their parents. Reimer and his brother underwent Money’s treatments at preschool and grade school age. Money described Reimer’s transition as successful, and claimed that Reimer’s girlish behavior stood in stark contrast to his brother’s boyishness. Money reported on Reimer’s case as the John/Joan case, leaving out Reimer’s real name. For over a decade, Reimer and his brother unknowingly provided data that, according to biographers and the Intersex Society of North America, was used to reinforce Money’s theories on gender fluidity and provided justification for thousands of sex reassignment surgeries for children with abnormal genitals.

Contrary to Money’s notes, Reimer reports that as a child he experienced severe gender dysphoria, a condition in which someone experiences distress as a result of their assigned gender. Reimer reported that he did not identify as a girl and resented Money’s visits for treatment. At the age of thirteen, Reimer threatened to commit suicide if his parents took him to Money on the next annual visit. Bullied by peers in school for his masculine traits, Reimer claimed that despite receiving female hormones, wearing dresses, and having his interests directed toward typically female norms, he always felt that he was a boy. In 1980, at the age of fifteen, Reimer’s father told him the truth about his birth and the subsequent procedures. Following that revelation, Reimer assumed a male identity, taking the first name David. By age twenty-one, Reimer had received testosterone therapy and surgeries to remove his breasts and reconstruct a penis. He married Jane Fontaine, a single mother of three, on 22 September 1990.

In adulthood, Reimer reported that he suffered psychological trauma due to Money’s experiments, which Money had used to justify sexual reassignment surgery for children with intersex or damaged genitals since the 1970s. In the mid-1990s, Reimer met Milton Diamond, a psychologist at the University of Hawaii, in Honolulu, Hawaii, and academic rival of Money. Reimer participated in a follow-up study conducted by Diamond, in which Diamond cataloged the failures of Reimer’s transition.

In 1997, Reimer began speaking publicly about his experiences, beginning with his participation in Diamond’s study. Reimer’s first interview appeared in the December 1997 issue of Rolling Stone magazine. In interviews, and a later book about his experience, Reimer described his interactions with Money as torturous and abusive. Accordingly, Reimer claimed he developed a lifelong distrust of hospitals and medical professionals. With those reports, Reimer caused a multifaceted controversy over Money’s methods, honesty in data reporting, and the general ethics of sex reassignment surgeries on infants and children. Reimer’s description of his childhood conflicted with the scientific consensus about sex reassignment at the time. According to NOVA, Money led scientists to believe that the John/Joan case demonstrated an unreservedly successful sex transition. Reimer’s parents later blamed Money’s methods and alleged surreptitiousness for the psychological illnesses of their sons, although the notes of a former graduate student in Money’s lab indicated that Reimer’s parents dishonestly represented the transition’s success to Money and his coworkers. Reimer was further alleged by supporters of Money to have incorrectly recalled the details of his treatment. On Reimer’s case, Money publicly dismissed his criticism as antifeminist and anti-trans bias, but, according to his colleagues, was personally ashamed of the failure.

In his early twenties, Reimer attempted to commit suicide twice. According to Reimer, his adult family life was strained by marital problems and employment difficulty. Reimer’s brother, who suffered from depression and schizophrenia, died from an antidepressant drug overdose in July of 2002. On 2 May 2004, Reimer’s wife told him that she wanted a divorce. Two days later, at the age of thirty-eight, Reimer committed suicide by firearm. Reimer, Money, and the case became subjects of numerous books and documentaries following the exposé. Reimer also became somewhat iconic in popular culture, being directly referenced or alluded to in the television shows Chicago Hope, Law & Order, and Mental. The BBC series Horizon covered his story in two episodes, “The Boy Who Was Turned into a Girl” (2000) and “Dr. Money and the Boy with No Penis” (2004). Canadian rock group The Weakerthans wrote “Hymn of the Medical Oddity” about Reimer, and the New York-based Ensemble Studio Theatre production Boy was based on Reimer’s life.

 

Sources

Carey, Benedict. “John William Money, 84, Sexual Identity Researcher, Dies.” New York Times, 11 July 2016.

Colapinto, John. “The True Story of John/Joan.” Rolling Stone 11 (1997): 54–73.

Colapinto, John. As Nature Made Him: The Boy who was Raised as a Girl. New York: HarperCollins Publishers, 2000.

Colapinto, John. “Gender Gap—What were the Real Reasons behind David Reimer’s Suicide.” Slate (2004).

Dr. Money and the Boy with No Penis, documentary, written by Sanjida O’Connell (BBC, 2004), Film.

The Boy Who Was Turned Into a Girl, documentary, directed by Andrew Cohen (BBC, 2000.), Film.

“Who was David Reimer (also, sadly, known as John/Joan)?” Intersex Society of North America. http://www.isna.org/faq/reimer (Accessed October 31, 2017).

Gaetano, Phil, “David Reimer and John Money Gender Reassignment Controversy: The John/Joan Case”. Embryo Project Encyclopedia (2017-11-15). ISSN: 1940-5030 http://embryo.asu.edu/handle/10776/13009. Show full item record

Publisher- Arizona State University. School of Life Sciences. Center for Biology and Society. Embryo Project Encyclopedia.

Sexual and Gender Disorders; Money, John, 1921-2006; Reimer, David, 1965-2004; Reimer, Brenda, 1965-2004; Reimer, Bruce, 1965-2004; Sex change; Sex reassignment; Gender identity; Psychology; Gender; Concept

https://embryo.asu.edu/pages/david-reimer-and-john-money-gender-reassignment-controversy-johnjoan-case

David Reimer and John Money Gender Reassignment Controversy: The John/Joan Case. By: Phil Gaetano Published: 2017-11-15

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SEXUALUALISING POLITICING OUR CHILDREN Blog Posts View all Categories

AFTER BOTCHED SURGERY HE WAS RAISED AS A GIRL ‘GENDER EXPERIMENT’ NO THANKS TO NZ SEXOLOGIST’

ARTICLE LOS ANGELES TIMES ‘AFTER BOTCHED SURGERY HE WAS RAISED AS A GIRL ‘GENDER EXPERIMENT’ (David Reimer Aged 38 years) Author Elaine Woo 13th May 2004. David Reimer, the Canadian man raised as a girl for most of the first 14 years of his life in a highly touted medical experiment that seemed to resolve the debate over the cultural and biological determinants of gender, has died at 38. He committed suicide May 4 in his hometown of Winnipeg, Canada. At 8 months of age, Reimer became the unwitting subject of “sex reassignment,” a treatment method embraced by his parents after his penis was all but obliterated during a botched circumcision. The American doctor whose advice they sought recommended that their son be castrated, given hormone treatments and raised as a girl. The physician, Dr. John Money, supervised the case for several years and eventually wrote a paper declaring the success of the gender conversion. Known as the “John/Joan” case, it was widely publicized and gave credence to arguments presented in the 1970s by feminists and others that humans are sexually neutral at birth and that sex roles are largely the product of social conditioning. But, in fact, the gender conversion was far from successful. Money’s experiment was a disaster for Reimer that created psychological scars he ultimately could not overcome. Reimer’s story was told in the 2000 book “As Nature Made Him,” by journalist John Colapinto. Reimer said he cooperated with Colapinto in the hope that other children could be spared the miseries he experienced.

Reimer was born on Aug. 22, 1965, 12 minutes before his identical twin brother. His working-class parents named him Bruce and his brother Brian. Both babies were healthy and developed normally until they were seven months old, when they were discovered to have a condition called phimosis, a defect in the foreskin of the penis that makes urination difficult. The Reimers were told that the problem was easily remedied with circumcision. During the procedure at the hospital, a doctor who did not usually perform such operations was assigned to the Reimer babies. She chose to use an electric cautery machine with a sharp cutting needle to sever the foreskin. But something went terribly awry. Exactly where the error lay — in the machine, or in the user — was never determined. What quickly became clear was that baby Bruce had been irreparably maimed. (The doctors decided not to try the operation on his brother Brian, whose phimosis later disappeared without treatment.). The Reimers were distraught. Told that phallic reconstruction was a crude option that would never result in a fully functioning organ, they were without hope until one Sunday evening after the twins’ first birthday when they happened to tune in to an interview with Money on a television talk show. He was describing his successes at Johns Hopkins University in changing the sex of babies born with incomplete or ambiguous genitalia. He said that through surgeries and hormone treatments he could turn a child into whichever sex seemed most appropriate, and that such reassignments were resulting in happy, healthy children.

Money, a Harvard-educated native of New Zealand, had already established a reputation as one of the world’s leading sex researchers, known for his brilliance and his arrogance. He was credited with coining the term “gender identity” to describe a person’s innate sense of maleness or femaleness. The Reimers went to see Money, who with unwavering confidence told them that raising Bruce as a girl was the best course, and that they should never say a word to the child about ever having been a boy. About six weeks before his second birthday, Bruce became Brenda on an operating table at Johns Hopkins. After bringing the toddler home, the Reimers began dressing her like a girl and giving her dolls. She was, on the surface, an appealing little girl, with round cheeks, curly locks and large, brown eyes. But Brenda rebelled at her imposed identity from the start. She tried to rip off the first dress that her mother sewed for her. When she saw her father shaving, she wanted a razor, too. She favored toy guns and trucks over sewing machines and Barbies. When she fought with her brother, it was clear that she was the stronger of the two. “I recognized Brenda as my sister,” Brian was quoted as saying in the Colapinto book. “But she never, ever acted the part.” Money continued to perform annual checkups on Brenda, and despite the signs that Brenda was rejecting her feminized self, Money insisted that continuing on the path to womanhood was the proper course for her. In 1972, when Brenda was 7, Money touted his success with her gender conversion in a speech to the American Assn. for the Advancement of Science in Washington, D.C., and in the book, “Man & Woman, Boy & Girl,” released the same day. The scientists in attendance recognized the significance of the case as readily as Money had years earlier. Because Brenda had an identical male twin, they offered the perfect test of the theory that gender is learned, not inborn. Money already was the darling of radical feminists such as Kate Millett, who in her bestselling “Sexual Politics” two years earlier had cited Money’s writings from the 1950s as proof that “psychosexual personality is therefore postnatal and learned.”

Now his “success” was written up in Time magazine, which, in reporting on his speech, wrote that Money’s research provided “strong support for a major contention of women’s liberationists: that conventional patterns of masculine and feminine behavior can be altered.” In other words, nurture had trumped nature. The Reimer case quickly was written into textbooks on pediatrics, psychiatry and sexuality as evidence that anatomy was not destiny, that sexual identity was far more malleable than anyone had thought possible. Money’s claims provided powerful support for those seeking medical or social remedies for gender-based ills. What went unreported until decades later, however, was that Money’s experiment actually proved the opposite — the immutability of one’s inborn sense of gender. Money stopped commenting publicly on the case in 1980 and never acknowledged that the experiment was anything but a glowing success. Dr. Milton Diamond, a sexologist at the University of Hawaii at Manoa, had long been suspicious of Money’s claims. He was finally able to locate Reimer through a Canadian psychiatrist who had seen Reimer as a patient.

In an article published in the Archives of Pediatric and Adolescent Medicine in 1997, Diamond and the psychiatrist, Dr. H. Keith Sigmundson, showed how Brenda had steadily rejected her reassignment from male to female. In early adolescence, she refused to continue receiving the estrogen treatments that had helped her grow breasts. She stopped seeing Money. Finally, at 14, she refused to continue living as a girl. When she confronted her father, he broke down in tears and told her what had happened shortly after her birth. Instead of being angry, Brenda was relieved. “For the first time everything made sense,” the article by Diamond and Sigmundson quoted her as saying, “and I understood who and what I was.” She decided to reclaim the identity she was born with by taking male hormone shots and undergoing a double mastectomy and operations to build a penis with skin grafts. She changed her name to David, identifying with the Biblical David who fought Goliath. “It reminded me,” David told Colapinto, “of courage.”

David developed into a muscular, handsome young man. But the grueling surgeries spun him into periods of depression and twice caused him to attempt suicide. He spent months living alone in a cabin in the woods. At 22, he prayed to God for the first time in his life, begging for the chance to be a husband and father. When he was 25, he married a woman and adopted her three children. Diamond reported that while the phallic reconstruction was only partially successful, David could have sexual intercourse and experience orgasm. He worked in a slaughterhouse and said he was happily adjusted to life as a man. In interviews for Colapinto’s book, however, he acknowledged a deep well of wrenching anger that would never go away.  “You can never escape the past,” he told the Seattle Post-Intelligencer in 2000. “I had parts of my body cut away and thrown in a wastepaper basket. I’ve had my mind ripped away.” His life began to unravel with the suicide of his brother two years ago. Brian Reimer had been treated for schizophrenia and took his life by overdosing on drugs. David visited his brother’s grave every day. He lost his job, separated from his wife and was deeply in debt after a failed investment. He is survived by his wife, Jane; his parents, and his children.

Despite the hardships he experienced, he said he did not blame his parents for their decision to raise him as a girl. As he told Colapinto, “Mom and Dad wanted this to work so I’d be happy. That’s every parent’s dream for their child. But I couldn’t be happy for my parents. I had to be happy for me. You can’t be something that you’re not. You have to be you.”

https://www.latimes.com/archives/la-xpm-2004-may-13-me-reimer13-story.html

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TRANS WEALTH AND OUR CHILDRENS HEALTH AND WELLBEING.

The trans movement and the wealth that supports and promotes this evil cultism that is intent in sexualizing, grooming, indoctrination, coercion of children. The trans movement has expanded at huge speed throughout the world to the point that is described as a transgender revolution. Biden and his ‘Trans Visibility’ agenda is being promoted across the world. The Transgender day of Visibility Aotearoa is documented as March 31st. Gender diversity was originally  seen to be Gay and Lesbians but now the trans community are something quite different. Most Gay and Lesbian people just want to quietly get on with their lives, not like the trans aggression that happening all around the world today.

Gender Minorities Aotearoa is a nationwide transgender organization supply materials and resources to s schools. In 2017 the PPTA published a report on sexual and gender diversity which recommended, among other things, gender-neutral school toilets and uniforms. NZ Govt report In 2017 the PPTA published a report on sexual and gender diversity which recommended, among other things, gender-neutral school toilets and uniforms. ‘Transition’ is a term for the steps taken by some people to be recognised by others as their gender, rather than the gender assigned to them at birth.

Transition may include social elements such as changing one’s name, hair, or clothing, and medical treatments such as hormone therapy and sometimes surgeries. It may also include legally changing the sex marker on their birth certificate, passport, and other documents.

Carmen Rupe (Ngāti Maniapoto, Ngāti Hauā, Ngāti Heke-a-Wai) was one of 13 children in a King Country farming family. She became the first Māori drag-queen performer in the 1950s, and later opened a series of late-night coffee bars, brothels and a strip club. She ran for mayor of Wellington in 1977.

The traditional Māori term ‘takatāpui’, which originally referred to a close companion of the same sex, fell out of use for many decades, but since the 1980s has been reclaimed as an inclusive term used by gay, lesbian, transgender, bisexual and intersex Māori women and men. It is a term that encompasses Māori spirituality and culture as well as sexuality.  The contemporary te reo Māori word for transgender people is ‘irawhiti’. This can be used by transgender women, transgender men, and those with non-binary genders. ‘Ira kore’ is the term used by those who don’t identify with any gender. (I would be interested as to any comments on this by those people with Maori blood- Carol Sakey)

John William Money born in Morrinsville NZ, psychologist and sexologist he pioneered theories of intersex identity and treatment during his career at Johns Hopkins University. He gained an international reputation for his work on intersexuality and invented the now widely used terms ‘gender identity’ and ‘gender role’.  (You won’t get the Trans community publicly talking about John Money he is known for his cruel experiments on the identical twins- Bruce and Brian Reimer.

Even this article authored by NZ Govt describes the ‘sex rehearsals, sexual play that John Money demanded the boys took part in in from of an audience of academics and genital inspection. When the boys refused to obey Money would get loud and aggressive towards them, the boys were only 6 years old. The experiments finished when they were about 11 years old. Both the twins suicided in their late thirties, suffered terrible depression and suicidal thoughts at the age of 13yrs old. (The NZ Govt know this but promote transgender in schools.

Transgender people can make a statutory declaration to have their passports changed to reflect their gender, or to have an ‘X’ (denoting gender-diverse), rather than ‘Male’ or ‘Female’.

June 2023 the  Gender Self Identification Process is being introduced in NZ. This means that an individual can amend their birth certificate multiple times, change their name, gender and sex. How difficult is it Sperm=Male.. Egg = Female. FULL STOP. In some states in America protestors are storming these Drag Queen Story Times. In Texas the Senate voted to defund libraries where Drag Queens story time events are supported and promoted.

Libraries across New Zealand are promoting, supporting Library Drag Queen Story time. Drag Queens are adult entertainment.

RNZ reported  13th June 2022 there was an online backlash to drag queen performers the community was shocked. On a New Plymouth District Council Facebook post promoting the Puke Ariki and Waitara Library appearances, the pair were a. Facebook threads read “ children are being  indoctrinated children by the Rainbow community. They are being manipulated, people don’t see the children are being groomed, being taught to trust their abusers.

“Between the ages of 1 and 7 a child’s brain is the most vulnerable … but of course you already know this … this is the time children soak up all the information that they see, it has everything to do with how they grow as a person, that’s why this is so dangerous… I don’t care what you do, but leave the kids out of it.”

 

TIME TO TAKE THESE POLITICIANS TO TASK. TIME TO TAKE THE LOCAL GOVT TO TAKS (COUNCILS).. CHURCHES, SCHOOLS THAT PROMOTE THIS EVIL PRACTICES IN OUR SCHOOLS.

 

 LINK https://teara.govt.nz/en/gender-diversity/page-3

 

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‘STANDING UP AGAINST THE SEXUALIZING,  GROOMING OF OUR CHILDREN IN NZ SCHOOLS.

THE FOLLOWING IS TAKEN FROM’ TEACHER GUIDANCE AND LEARNING’ TEACHING CHILDREN AND YOUNG PEOPLE IN SCHOOLS IN NEW ZEALAND (Ministry Of Health-Govt) With a couple of comments from me. This is only a smidgen of the sexualizing of our children in schools in NZ.

NZ RAINBOW COMMUNITY: Handsomely funded by the government for years to teach gender and identity ideology, teaches entire classes, teachers and staff also parents/caregivers. Teachers in schools have become obedient to NZ Education Dept (Govt) as they are allowing children to dress, name change use what are so called preferred pronouns. Through Teachers Trade Union codes of practice advisory materials prepared by the Ministry of Education and other Gender Diversity material through organisations eg Inside-Out, whom have been given extensive funding to extend their influence of transgenderism in schools and paid training courses,  I question are parents in New Zealand really aware of what their children are being taught in schools in NZ??

THE GOVERNMENT IS USING YOUR TAXPAYER MONEY TO GROOM CHILDREN, YOUNG PEOPLE: Its my opinion, belief children are being sexually groomed in schools.  GOVERNMENT FUNDING: The Government funds in 2020 went to creating Rainbow Inclusive Schools. Events open to school staff, students, Pink Shirt Day.  Inside-Out  projects. Workshops focusing on rainbow inclusive primary and intermediate schools

TEACHING UNION CODES OF PRACTICE: Materials, resources and other materials used a teaching resources from trans-organizations. Health and Physical Education in Schools. Sexuality and Relationship Resource Materials to support sexuality and relationship education planning. Effective practices showcases consist of 6 video’s and accompanying questions

POLITICIZING, SEXUALIZING, INDOCRINATION, COERCION AND GROOMING. These RSE programs are embedded throughout individual classes within the school curriculum, not just one class. RSE programmes are what are called a part of a broader health education programme. (UNESCO (UN) has implemented this Sexuality teaching right across the world). INFLUENCING SCHOOL STUDENTS WITH PORNOGRAPHY Students critically examine the influence of pornography on personal identity, relationships with others, and the wider wellbeing of people in society. Lesson Plan Activities (Ministry of Education):-

CHANGE THE KERERO FOR ZINE:Engaging with materials that supports educators to change conversations around sexual relationships and the role of pornography plays in the lives of rangtahi. Navigating a range of relationships must include a critique of pornography  (3) Educators fight find the website ‘INTHEKNOW.co.nz’ useful. This offers answers and info to questions about porn, nudes, sexual experiences. Conversations with students to promote shared learning and involve conversations.

THE TEACHER ( EDUCATOR) BECOMES THE FACILITAOR:.. rather than the expert holder of knowledge. Focusing on dialogue, purposely questioning linking ideas into coherent lines and thinking and linking of ideas into coherent lines and thinking, encouraging further student deeper enquiring, conversations, a strong focus on encouraging students.  Teacher (Educators) to challenge what children are taking for granted.  (Note the Teacher becomes to groomer no longer an educator- My opinion Carol Sakey)

WHAT DO THE SCHOOL STUDENTS THINK, HOW DO THEY FEEL ABOUT PORN: Explore what school students think and feel about porn and the reasons they may view it, how it influences peoples ideas about sex and relationships. Brainstorm messages that porn may give people about sex and relationships. Teacher (Educator) to use  deeper thinking skills- for example “You don’t have to ask  for consent. It just happens and everyone is up to it.”

TEACHERS MAY RESPOND TO A CLASS: So it sounds like there is a wide range of messages that porn sends to young people and sex and relationships. .What do you think? The teacher/educator can summarise”- Some of the key thing you have told me that, on one hand, porn can help young people relieve the anxiety around how to have sex and show different types of sexualities. On the other hand porn can make people feel bad about their bodies, it can make people want to try stuff that maybe their partner does not want to do, and sends confusing messages about consensual sex. So lets watch a video about what young people say about Porn and the impact of Porn. After watching the video we can then think about the messages we did not consider, and what we need to change to enhance the wellbeing of young people and their relationships

CHALLENGING ASSUMPTIONS:: Using language and symbols, texts.. using data to reflect the impact of porn. Socio-ecological perspectives. Exploring how pornography influences relationships and identity. Investigate and describe how messages surrounding porn influence wellbeing and relationships. Describe a range of strategies that can be used to manage uncomfortable feelings connected to seeing pornographic material

CREATING A ZINE: (Never heard of the word ZINE on before in my research- Carol Sakey). This is breaking down gender stereotypes portrayed in porn. .They call this critical thinking to challenge assumptions and promote social justice.

CRITIQUING HOW PORNOGRAPHY PERPETRUATES…. gender stereotypes and impacts on the wellbeing of self and others. Developing a sense of social justice. Using the term ‘Social Justice’ to critique the influence of porn, inclusiveness. Students to critically examine the influence of pornography on personal identity, relationships with others (people in society)

Included in the RSE resource aims to support young people to critically examine the influence of pornography on personal identity, relationships with others, and the wider wellbeing of people in society.

Lesson Plans include Activities

  • What we GET and what we WANT. Fantasy vs Reality  3 It just makes me think and feel.  4 Are you Okay with is?  5 Changing the Kerero  6. Crreeatiiing a zine
  • Engaging with materials that supports educators to change conversations around relationships and sexuality education and the role pornography plays in the lives of rangatahi. Navigating a range of relationships must include a critique of pornography.
  • Educators might find the website INTHEKNOW.co.nz useful. It offers answers and info to questions about porn, nudes and online sexual experiences. Conversations should promote shared learning and involve more than just conversations. The educator becomes the facilitator rather than the expert holder of knowledge. Focusing on dialogue, purposeful questioning, linking of ideas into coherent lines and thinking, a strong focus on encouraging further student inquiry. Be involved in what the school students know, and challenge taken for granted assumptions .
  • Explore with the class the reasons they think people might view porn. The Educatior: Today we are going to analyse how pornography can influence peoples ideas about sex and relationships . Lets brainstorm all the messages that porn might give people about sex and relationships
  • Educator uses a deeper thinking skills, Eg used : You don’t have to ask for consent..It just happens, and everyone is up to it.
  • Students build up their ideas and chain them into cpherent lines of thinking and enquiry. Educator may respond to a class : So it sounds like there is a wide range of messages that porn sends to young people and sex and relationships..What do you think?
  • The Educator may summarise. Some of the key thing you have told me that, on one hand, porn can help young people relieve the anxiety around how to have sex and show different types of sexualities. On the other hand porn can make people feel bad about their bodies, it can make people want to try stuff that maybe their partner does not want to do, and sends confusing messages about consensual sex. So lets watch a video about what young people say about Porn and the impact of Porn. After watching the video we can tghen think about the messages we did not consider, and what we need to change to enhance the wellbeing of young people and their relationships

Intended learning outcomes include Challenging assumptions, supporting others, using language and symbols, texts.. using data to reflect the impact of porn. Socio-ecological perspectivesp Exploring how pornography influences relationships and identity. Investigate and describe how messages surroungding porn influence wellbeing and relationships. Describe a range of strategies that can be used to manage uncomfortable feelings connected to seeing pornographic material

Creating a zine is breaking down gender stereotypes portrayed in porn.. called critical thinking to challenge assumptions and promote social justice. Critqueing how pornography perpeturates gender stereotypes and impacts on the wellbeing of self and others. Developing a sense of social justice.

Use principles of social justice to critique the influence of porn (Fairness, inclusiveness, non-discrimiation)

 

LINKS:

https://hpe.tki.org.nz/planning-and-teaching-resources/resource-collections/relationships-and-sexuality-education-guidelines-resource-collection

1 PAGE PDF https://hpe.tki.org.nz/assets/healthpe/pdfs/J000765-MoE-RSE-Planning-tool-2.0-EG.pdf

Relationships and sexuality education key learning and the underlying concepts of health and physical education Relationships and sexuality education key learning and the underlying concepts of Health and Physical Education Resource for Teachers

 The explanation of the underlying concepts in this document expands the understanding of the key learning in the Relationships and Sexuality Education guides. https://hpe.tki.org.nz/assets/healthpe/pdfs/J000765-MoE-RSE-Key-learning-2.0-EG.pdf Resource for Teachers.

Relationships and sexuality education key learning and the underlying concepts of Health and Physical Education Resource for Teachers

Supporting the inclusion and wellbeing of students who identify as sex, gender, or sexuality diverse (SGSD).

A resource, focused on pornography within the broader context of Relationships and Sexuality Education, is for all educators, including teachers. The activities, reflective questions, and additional materials are designed to ensure flexibility for educators. Parents and whānau: You can ‘browse as guest’ and find the public version using the search tools. For educators: Login using your ESL or LMS login, you will see the course in the catalogue

Where to go for a key documents that support RSE Planning 5 pages Ministry Of Education  https://hpe.tki.org.nz/assets/healthpe/pdfs/J000765-MoE-RSE-Where-do-I-go-to-for-2.0-EG.pdf

https://hpe.tki.org.nz/

insideout.org.nz/projects/creating-rainbow-inclusive-schools-workshops/]

Learning progressions are tools that illustrate the significant steps that ākonga take as they develop their learning expertise  https://hpe.tki.org.nz/assets/healthpe/pdfs/J000765-MoE-RSE-Progression-2.0-EG.pdf

https://hpe.tki.org.nz/assets/healthpe/pdfs/J000765-MoE-RSE-Pedagogy-2.0-EG.pdf

https://www.publicgood.org.nz/2020/03/08/a-cautious-approach-is-needed-for-children-and-young-people-with-gender-confusion/

https://docs.google.com/forms/d/e/1FAIpQLSexqucvgN08C5BqcO7RWHYhD133T4CY5Ln3H38iz9p-9LaY6w/viewform?fbclid=IwAR2nS1NQMolODkIJzjMSUZzcIR5xmaM938v6fMGtHpDUxOtZrXv2OKSSdpI

https://training.education.govt.nz/pages/mediacontent.jsf?mediaId=1244287&catalogId=849811&menuId=112475&client=external

 

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LINKS TO THE HISTORY OF SEXUALIZING CHILDREN IN THE NZ SCHOOL CLASSROM

These links are reference to my last two video’s on this subject. 2020-2030 Global Sexualization of children (UN). UN Agenda 2030 Global Development Goals (SDGs). Documented in the UN Technical Brief of Anti School Bullying in Schools globally Studies and Surveys of schools students

LINK Several approaches were used for questioning students about themselves, in these UN Surveys, studies  March 2019 https://www.ohchr.org/sites/default/files/Documents/Issues/SexualOrientation/Data/UNESCO.pdf

Several approaches were used for questioning students about themselves, in these UN Surveys, studies  March 2019 https://www.ohchr.org/sites/default/files/Documents/Issues/SexualOrientation/Data/UNESCO.pdf

A first example is provided by the 2015 Youth Risk Behaviour Surveillance System (YRBS), conducted by the Centres for Disease Control and Prevention (CDC) in the USA.  Statistically analysed together with a sub-group of bisexual respondents, another subgroup identified ‘Not Sure: of gender.

Youth2000 survey in New Zealand. This is conducted among 9-13 year olds and, since 2012, has included a question about whether students self-identify as transgender. The sample for the most recent survey (2012) involved students being randomly selected from 91 schools that, in turn, were randomly selected from all eligible schools (those with at least 50 students) from across the country.

The resulting sample – of 8,500 respondents – proved large and representative enough for the implementers to find that 1.2% of students identify as transgender – a figure that is significant enough to enable statistical comparisons (Clark, et al., 2013).

UNESCO-supported study in four countries in Southern Africa, questionnaires used in schools referred to gender non-conforming students as ‘people who are seen as different in terms of gender (boys who look or act like girls; girls who look like or act like boys)’.

Auckland University Sample size 28,000. Conducted 2001, 2008, 2012  9-13 yr olds   www.fmhs.auckland.ac.nz/en/faculty/adolescent-health-research-group/youth2000-national-youth-health-survey-series.html

Source. http://cdc.gov/HealthyYouth/yrbs Global school-based student health survey Type: School-based survey. Country: Global. Population: Adolescents. Age: 13-17 year olds. Sample size: Unknown. Frequency: From 2018. Further information: https://www.cdc.gov/GSHS/

Source: Growing up today study 2 Type: Population-based survey. Country: USA. Population: Children of Nurses’ Health Study participants. Age: 10-17 year olds (2004). Sample size: 10,900. Frequency: Annually since 2004. Further information: www.gutsweb.org

https://www.samhsa.gov/data/data-we-collect/nsduh-national-survey-drug-use-and-health

From 2018. Further information: https://www.cdc.gov/GSHS/

http://www23.statcan.gc.ca/imdb/p2SV.pl?Function=getSurvey&SDDS=3226

Transgender Age: 14-18 year olds (Grades 9-12). Sample size: Varies. Further information: http://cdc.gov/HealthyYouth/yrbs

Age: 12-18 year olds (Grades 7-12). Sample size: 14,400. Frequency: 1994–2008 (longitudinal). Further information: http://cpc.unc.edu/projects/addhealth

School-based survey. Country: Global. Population: Adolescents. Age: 13-17 year olds. Sample size: Unknown. Frequency: 2018. Further information:https://www.cdc.gov/GSHS/

Respondents  were given a  range of gender identity options. EG., whether or not they self-identify as transgender. The following are two examples of best practice questions about gender identity.

Example 2: Question: Do you think you are transgender? This is a girl who feels like she should have been a boy, or a boy who feels like he should have been a girl. (e.g. Trans, Queen, Fa’faffine, Whakawahine, Tangata ira Tane, Genderqueer. New Zealand  www.fmhs.auckland.ac.nz/en/faculty/adolescent-health-research-group/youth2000-national-youth-health-survey-series.html

Intersex Human Rights Australia. (2012). Including intersex in research studies and surveys. Retrieved from https://ihra/org.au/20042/ on-requests-for-research/

Kann, L., Olsen, E. O., McManus, T., Harris, V. A., Shanklin, S. L., Flint, K. H., . . . al, e. (2016). Sexual identity, sex of sexual contacts and health-related behaviors among students in Grades 9-12 – United States and Selected Sites, 2015. MMWR Surveill Summ.

Patterson, J. G., Jabson, J. M., & Bowen, D. J. (2017, April 1). Measuring sexual and gender minority populations in health surveillance. LGBT Health, 82-105.

UNESCO. (2015). From insult to inclusion: Asia-Pacific report on school bullying, violence and discrimination on the basis of sexual orientation and gender identity. Paris and Bangkok: UNESCO.

UNESCO. (2016). Out in the open: Education sector responses to violence based on sexual orientation and gender identity/expression. Paris: UNESCO.

UNESCO. (2019). Behind the numbers: Ending school violence and bullying. Paris: UNESCO.

REFERENCE MADE TO UN AGENDA 2030 SDG 4.

https://www.ohchr.org/sites/default/files/Documents/Issues/SexualOrientation/Data/UNESCO.pdf

https://www.cbsnews.com/news/world-health-organization-removes-gender-dysphoria-from-list-of-mental-illnesses/

: Adolescents. Age: 13-17 year olds. Sample size: Unknown. Frequency: From 2018. Further information: https://www.cdc.gov/GSHS/

. Age: 14-18 year olds (Grades 9-12). Sample size: Varies. Further information: http://cdc.gov/HealthyYouth/yrbs

: School-based survey. Country: Global. Population: Adolescents. Age: 13-17 year olds. Sample size: Unknown. Frequency: 2018. Further information:https://www.cdc.gov/GSHS/

 

BIOGRAPHY: INCLUDED:-

Australian Government. (2013). Guidelines on the recognition of sex and gender. Barton: Commonwealth of Australia.

Clark, T. F., T., B. P., Crengle, S., Denny, S., Dyson, B., Fortune, S., . . . Rossen, F. (2013). Youth’12 Prevalence Tables: The health and wellbeing of New Zealand secondary school students in 2012. Auckland, New Zealand: The University of Auckland

Intersex Human Rights Australia. (2012). Including intersex in research studies and surveys. Retrieved from https://ihra/org.au/20042/ on-requests-for-research/

Kann, L., Olsen, E. O., McManus, T., Harris, V. A., Shanklin, S. L., Flint, K. H., . . . al, e. (2016). Sexual identity, sex of sexual contacts and health-related behaviors among students in Grades 9-12 – United States and Selected Sites, 2015. MMWR Surveill Summ.

Patterson, J. G., Jabson, J. M., & Bowen, D. J. (2017, April 1). Measuring sexual and gender minority populations in health surveillance. LGBT Health, 82-105.

UNESCO. (2015). From insult to inclusion: Asia-Pacific report on school bullying, violence and discrimination on the basis of sexual orientation and gender identity. Paris and Bangkok: UNESCO.

UNESCO. (2016). Out in the open: Education sector responses to violence based on sexual orientation and gender identity/expression. Paris: UNESCO.

UNESCO. (2019). Behind the numbers: Ending school violence and bullying. Paris: UNESCO.

REFERENCE MADE TO UN AGENDA 2030 SDG 4.

https://www.ohchr.org/sites/default/files/Documents/Issues/SexualOrientation/Data/UNESCO.pdf

.https://www.cbsnews.com/news/world-health-organization-removes-gender-dysphoria-from-list-of-mental-illnesses/

29TH May 2019.. video World Health Assembly updated 25th May 2019 ICD-11 updated for 21st Century reflects critical advances in science and medicine. Is reframed as Gender Incongruence NOT Gender Identity Disorder as previous. Is described by a marked incongruence between an individuals experienced/ expressed gender and the assigned sex in pre-pubertal children.

https://www.ohchr.org/sites/default/files/Documents/Issues/SexualOrientation/Data/UNESCO.pdf 20 PAGES

 

 

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