10. PORN CONSUMPTION

1. KEY POINTS

• Smartphones and Internet access are two factors that have increased the availability of pornography to young people in particular, and to adults in general.
• Access to pornography among young people is sometimes involuntary, but it can also be voluntary on many other occasions. The frequency of pornography use is higher among LGTBQ+ people.
• One of the reasons for voluntary access to pornography is the search for information, mainly among young people who do not receive communication about sexuality or sexual and relationship diversity from their parents, or when sex education is not included in school curricula.
• The negative effects that early pornography use can have on young people, especially those without proper sexuality education, are wide-ranging, affecting their perception of sexual relationships, their relationships with peers and their mental health, among others.
• Sex education by families and schools is considered essential to prevent or mitigate the adverse effects that pornography can have.

2. INTRODUCTION

Two events have marked humanity’s way of life in recent decades. On the one hand, the widespread use of the Internet at speeds that allowed optimal real-time video viewing (thanks to 4g) and, on the other hand, the invention and spread among the population of smartphones, which have since become a privileged mediator for all kinds of communication, entertainment, productivity, and other activities. Such activities include the viewing of pornography, which has led to an unprecedented change in this type of content. Pornography can be defined as a form of sexually explicit material that is intended primarily for the purpose of sexual arousal (Paton, 2013).

In this sense, we could differentiate between two types of pornography. Traditional pornography was based on printed images or films, distributed mainly by magazine distributors, sold in sex shops or in shops selling various products (press and video, in particular), or rented in the adult sections of video clubs. The difficulty of access, as well as their cost and the exposure of the purchaser, limited their impact on young people in particular, and adults in general. Online pornography overcomes many of the limitations observed, introducing changes in four specific areas: 1) Improvements in image quality, 2) Affordability, as much of it is free, 3) Variety, with an almost unlimited offer, and 4) Interaction, ranging from simple video viewing to contact with people through portals such as Onlyfans.

The online form of pornography has made it easier for young people and adolescents to access its content, and at increasingly younger ages. A study of US youth aged 10-17 found that 42% had been exposed to online pornography in the previous year, and that 34% of those exposed wanted to view such pornography (Wolak, Mitchell, & Finkelhor, 2007). Other research has obtained similar data. In this context, families are asking themselves to what extent early pornography use may affect their children and how they can best deal with the issue with their children. At national level, the role of schools in the sexuality education of young people has also been questioned, with different measures being taken in different countries.

In schools in countries such as Sweden, Belgium, Austria, the Netherlands and Estonia, sexuality education on the physical, cognitive, emotional, social, and interactive aspects of sexuality is provided, starting in early childhood, and progressing through adolescence (Ketting & Ivanova, 2018). Consequently, in these nations between 76% and 93% of young people report that they consider school as a source of information about sexuality and only between 0.2% and 3.4% consider pornography as their main source of information about sex (Ketting & Ivanova, 2018).

In the United States, however, schools take a different approach. In 2020, 39 of 50 US states mandated sex and HIV education in school, but only 17 states required that sex education be medically accurate, and 19 states required that young people be taught repressive messages, such as that partnered sexual activity is only appropriate within marriage (Guttmacher Institute, 2020). It is therefore not surprising that many young Americans seek information about sex from sources other than school, including pornography.

With regard to LGTBQ+ people, previous research finds a higher frequency of pornography consumption compared to heterosexual people. It may be assumed that higher rates of lifetime prevalence of pornography use can be observed among LGBTQ+ adolescents than among heterosexual adolescents (especially among LGBTQ+ boys) (Luder et al., 2011; Mattebo, Tydén, Häggström-Nordin, Nilsson, & Larsson, 2016) presumably due to the information seeking and the sexual identity-related roles of pornography use (Arrington-Sanders et al., 2015; Bradford et al., 2019; Vandenbosch & van Oosten, 2018). This information seeking, also present in heterosexuals, seems to occur to a greater extent among LGTBQ+ youth.

3. DEVELOPMENT OF THE TOPIC

3.1. Effects of pornography use in youth people

The effects of early access to pornography on adolescents are diverse. On the one hand, in several studies pornography use appears to be associated with increased unsafe sexual practices and more sexual partners (Harkness, Mullan, & Blaszczynski, 2015; Morgan, 2011), as well as an increased likelihood of condomless sex among men who have sex with men (e.g., Schrimshaw, Antebi-Gruszka, & Downing, 2016). However, in a longitudinal study examining the effects of pornography use on sexual risk behaviours (Peter & Valkenburg, 2011), pornography use was not associated with adolescents’ sexual risk behaviours over time and sexual orientation did not have an effect on this association.

On the other hand, reactions such as decreased sexual satisfaction, a tendency to engage in behaviours observed in pornographic scenes – with distortion of the image of women (Knudsen, Löfgren-Mårtenson, & Månsson, 2007) -, increased risk behaviours related to sexual and reproductive health (such as not using condoms in both heterosexual and homosexual relationships) (e.g., Wingood, DiClemente, Harrington, Davies, & Hook, 2001), increased likelihood of committing sexual assault, addiction to consuming pornographic material (e.g., Wright & Bae, 2016), and even links between pornography viewing and mental health problems (Lim, Carrotte, & Hellard, 2015).

Pornography use has also been found in at least five different longitudinal studies to be associated with reduced academic performance in men (Beyens, Vandenbosch & Eggermont, 2015), increased likelihood of early sexual intercourse, and other sexual behaviours (e.g., Brown & L’Engle, 2009). Although the effects found are shared by both sexes, evidence shows that adolescent boys have greater contact with pornography, are also exposed at younger ages than girls, view more extreme images (Sabina, Wolak, & Finkelhor, 2008), and are more likely to be involved in sexting situations (e.g., Stanley et al., 2016). There are no studies using LGTBQ+ samples that have examined whether there are differences in these factors based on sexual orientation.

Developmental needs determined by sexual urges, such as sexual arousal, and the onset of masturbation, which are directly influenced by androgens (Wierckx et al., 2011) may be some of the reasons that lead boys to a higher consumption of pornography. In contrast, girls tend to seek pornography in the context of romantic relationships (Sevcíková, & Daneback, 2014) and curiosity is the most common reason for seeking pornography (Wallmyr, & Welin, 2006).

3.2. Common myths

Viewing pornography at a young age is often associated with little experience and knowledge. As a result, a number of myths from pornography can affect beliefs about sex, relationships and even perceptions of self-image.

The most common myths are as follows:

1. Unsafe sexual practices: nobody uses condoms
2. Body image: a sexy woman is slim and curvy
3. Body image: a good partner has a big penis
4. Both men and women are ready to have sex in seconds
5. The longer the sex lasts, the better
6. Only genitals are used for sex
7. Sex = penetration
8. No talking during sex
9. Sex always ends with (simultaneous) orgasm or with male ejaculation

3.3. Sex education

Sex education by parents and schools has a positive effect on the behaviours of those young people who view pornography at an early age, reducing, among others, the influence of myths on the development of young people’s sexuality. Moreover, it has been found that when adolescents perceive that they have had a helpful conversation with their parents about sex recently, they are less likely to report viewing pornography as a useful source of information about how to have sex. It also found that when parents had discussed about sex in the past year, adolescents were half as likely to report that pornography was the most useful source of information about how to have sex. When the most recent parental talk about sex occurred more than a year earlier, the percentage of adolescents who perceived pornography as the most useful source of information about how to have sex doubled (Andrie, Sakou, Tzavela, Richardson, & Tsitsika, 2021).

Some families try to delay access to pornography through restrictive measures such as the inclusion of filters, parental controls, access bans or similar on their children’s devices. However, such measures have not proven to be effective if they are not accompanied by adequate information about what pornography is. In fact, in many cases, the effect of using restrictive measures alone is often the opposite, with children/adolescents accessing pornography through other children’s devices without such filters, or through their parents’ own smartphones. Sex education in this regard is therefore essential.

One perspective that is currently being promoted within sexuality education is called porn literacy. Porn literacy has been defined as “a framework from which young people can critically examine and make sense of the sexual images they see” (Hutchings, 2017, p. 292). Youth who acquire media literacy skills have been shown to have greater capacity to deconstruct media messages and the intentions behind their presentation than those who do not (Austin et al., 2006). There is a clear need to support youth to develop the competence to distinguish positive and negative models of sexual health and relationships from the pornography that they watch, and porn literacy seems to be useful in equipping them with sufficient skills in this regard.

4. SITUATIONS OF DISCRIMINATION RELATED TO THE TOPIC

1. In a discussion not directly related to the topic, it comes up that some of the students watch pornography. The teacher tells the rest of the class that they should not do this and asks who exactly the students are who watch pornography. This makes the students feel that their privacy is threatened, and they prefer not to share their experiences. Recommended action: see best practices.

2. A student in class goes to their teacher and raises some questions related to the viewing of pornography and sexuality as they are trying to figure out their sexuality. A classmate overhears them and starts laughing/mocking them. Recommended action: see best practices.

3. A. wants to send a pornographic video to J., but accidentally sends it to C. C. tells other friends who start “laughing” at A. in front of the rest of the class. Recommended action: see best practices.

1. A parent realises that their child has been watching pornography and immediately censure for viewing and prohibits them to use their mobile phone for the rest of the day (undesirable reaction). Recommended reaction: talk to your child and address their interests and concerns in a natural way. Try to understand why they were viewing pornography and guide them towards reliable sources. Talk to them about if they need help or information.

2. One parent tells another that they have installed a super-filter on their child’s mobile phone that prevents access to pornography. The filter does not only affect access to pornography, but also to other less “sensitive” searches, so their child has to search from other friends’ mobiles. This type of measure is not recommended on its own, because in the event that such measures were effective, probably the only thing that would be achieved would be not to find out where the child is watching pornography. The parent is probably forcing their adolescent child to engage in more risky practices: viewing pornography in cyber-cafes or on public computers (educational or cultural centres), viewing pornography with friends, obtaining other devices in a hidden way, etc. Recommended action: educate in the use of technology, not prohibit it if they are old enough to use it (Colom & Ballester, 2016). Also educate on what pornography is and what it is for.

3. A parent conveys the following message about pornography to their child: “Pornography is always the same, boring. It’s not worth your time to watch that kind of content. If you do, I’ll punish you”. Recommended action: Do not address your child in these terms if you see them viewing pornography. This kind of statement is not advisable because teenagers and young people usually have a completely different experience: it is very varied and diverse, showing very different practices, responding to all their demands, and offering them many possibilities. If this is not understood, it is not understood how a teenager can spend hours and hours watching pornography.

5. BEST PRACTICES (For teachers and for families)

1. Be familiar with the Teaching Council’s Code of Professional Responsibility:

• Under no circumstances can a teacher show or recommend students view pornography.
• It is not appropriate for teachers to disclose to their students that they watch pornography.

1. Talk with the guidance counsellor before any learning around pornography. They may have information (without naming names) of what to avoid and any students in vulnerable situations. By letting the Guidance department know ahead of time they are forewarned of the potential of some students wishing to disclose instances of sexual violence.
2. Bear in mind that some students may have been subject to sexual pressure or violence from other members of the class, which makes classroom discussion and activities highly problematic and potentially harmful for some students. If this becomes apparent, seek support from the school guidance counsellor or other trusted member of senior staff.
3. Plan ahead of time and give students notice of the activities that focus on issues related to viewing pornography.
4. Be clear about what kind of information is appropriate for the age group of students you are teaching.
5. Keep the teaching and learning focused on, and responsive to, identified learning needs.
6. It is important to leave students with clear, unambiguous messages about the unhealthy and healthy impacts of teenagers viewing pornography, especially for non-normative people as they have a chance to see the diversity in gender/practices/sexualities and not feel like outsiders or like something is wrong with them. Tread cautiously and maintain a clear sense of the learning purpose and curriculum learning outcomes.

The solution to children not watching porn is not a ban on going online, but rather an appropriate use of how to go online. Of course, advised in a process of sexual and affective education (Kornblit, & Sustas, 2014). Not censoring, but building critical capacity to understand what pornography means, dealing with the phenomenon of pornography from the perspective of maturing interpersonal relationships. Sometimes children between seven and eleven dare to ask questions, but if adults (parents, older siblings, educators) avoid talking about sexuality and they do not feel listened to, they will look for answers on the internet or from their peers, who will end up recommending that they look on the internet (Gathem, 2015).

The whole of society must be involved in this process, but especially the health and education services and, above all, families. Relationships within the family and with friends are key in the development of adolescents’ lifestyles and their social and emotional development. Parental style and the type of communication in the family moderate the type of consumption and impact the Internet has on adolescents. Positive intrafamilial relationships reduce the likelihood of problematic online behaviour (e.g., Ispa et al., 2013; Jiménez, & García, 2013; Wisenblit, Priluck & Pirog, 2013).

There are interesting resources on the Internet that families and educators can use to find out how to approach sex education for children according to their age. For example, we recommend accessing https://thepornconversation.org/ (which is a non-profit project by Erika Lust that offers free and easily accessible tools for families and educators to talk to young people about sex – beginning with the topic of porn literacy), or https://saferinternet.org.uk/online-issue/pornography, (website that provides information for parents and educators on issues related to sexuality, including pornography, that can help them talk to their children/students about these issues and ultimately help them to develop healthy and positive attitudes towards sex, relationships and their own body).

6. LINKS TO VIDEO GAME

There is a need to develop

7. REFERENCES

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Arrington-Sanders, R., Harper, G. W., Morgan, A., Ogunbajo, A., Trent, M., & Fortenberry, J. D. (2015). The role of sexually explicit material in the sexual development of same-sex-attracted black adolescent males. The Archives of Sexual Behavior, 44, 597–608.

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