TPC-Journal-V2-Issue1

The Professional Counselor \Volume 2, Issue 1 3 emphasizes that social norms play a significant role in governing college students’ processes of meaning-making regarding health information and subsequent health and sexual behaviors. This theory holds at its foundation the understanding that sexuality is borne from cultural norms and messages that define what is deemed sex and socially-appropriate responses in sexual situations and encounters (Frith & Kitzinger, 2001). In considering the impact of culturally-laden sexual norms and social sexual messages, one may infer that as oral sex has entered contemporary discourse, the social norms emerging from this discourse have impacted college students’ perceptions of and participation in oral sex. Understanding this process of social norm-belief-behavior interaction and possible consequences, including sexually transmitted infections (STIs), is critically important for sex educators, counselors and therapists working with the college-aged population, as these clients have intense levels of interactions with peers attuned to contemporary popular culture. Young Adults and Sexually Transmitted Infections Researchers also have found that young people are increasingly experiencing high rates of sexually transmitted infections (STIs) (Prinstein, Meade, & Cohen, 2003). According to the Centers for Disease Control and Prevention (2006), females who are 15–19 years of age reported the highest rates of all other demographic groups for chlamydia and gonorrhea. Of the 19 million STIs reported each year in the U.S., Weinstock, Berman, and Cates (2004) estimated that almost 50% occur in individuals who are 15–24 years of age. From these high rates of STIs in the young adult population, it can be inferred that more education around protection and safe sex engagement is necessary. Recent research has shown that young people also are concerned about the need for safety in sexual engagement and as such have turned to oral sex because they feel it presents fewer health risks (Halpern-Felsher, Cornell, Kropp, & Tschann, 2005). However, oral sex also presents risks of STIs. In a summary of research over more than 35 years regarding oral sex as a possible means of transmitting STIs, Edwards and Carne (1998a, 1998b) noted that oral sex may transmit viral and bacterial infections, including gonorrhea, chlamydia and herpes. Consequently, college students need to be educated about the risks of STI transmission through oral sex to minimize the harmful consequences. The Need to Explore Perceptions of Oral Sex In view of the various studies reporting the frequency and consequences of oral sex among young adults and college students, we emphasize the importance of educating this population about safe practices related to oral sex. A first step in this process is to assess the perceptions of this population in regard to oral sex. In short, though the research suggests that this population is engaging in oral sex (Prinstein, Meade, & Cohen, 2003), little is known about how they perceive the act and what meaning they attribute to the behavior in terms of their sense of self and sexual identity development. How do college students perceive oral sex? Do they perceive it to be real (i.e., intercourse) sex? How does it shape a young adult’s sense of self? Do college students feel that by engaging in oral sex and other non-coital behaviors that they are practicing a form of abstinence, that they are maintaining their virginity? Finding the answers to these questions may assist sex educators, counselors and therapists in developing comprehensive sexuality education programs incorporating resource awareness, prevention and health-focused knowledge for this population (Bay-Cheng, 2003). In an effort to begin to address these questions and process, this article presents the findings of a study exploring the perceptions and behaviors of college students regarding oral sex. The purpose of the research was to identify a profile of undergraduates who agree with the assertion oral sex is not sex . This profile can be used to identify college students who may be more likely to engage in oral sex, allowing clinicians and educators to plan and implement developmentally- appropriate measures in contexts most likely to reach this population. An exploration of the intersection of social norms, utilizing sexual script theory, with characteristics prevalent in the profile that emerged will be discussed, as well as the implications and limitations of the study. Sexual Script Theory and Perceptions of Oral Sex By exploring research focused on oral sex engagement, the college-aged population and prevalent social sexual scripts, one may make significant inferences regarding this population’s perceptions of oral sex and process of meaning- making related to this sexual act. Again, it is important that the authors note that sexual scripts are based upon individual