Sentences with phrase «communication in sexual relationships»

Tiger Lily, which works on the second chakra, nurtures communication in sexual relationships, as well as creativity.

Not exact matches

- Chronic conflict - Emotional affairs and infidelity - Communication issues - Sexual issues (sexless marriage, loss of intimacy, dissatisfaction)- Transition to parenthood - Relationship issues in same - sex couples - Substance abuse issues

BDSM is really no different than any other sexual relationship in that all require communication and trust.

Stacey J.T. Hust, associate professor in WSU's Edward R. Murrow College of Communication, and Kathleen Boyce Rodgers, associate professor in WSU's Department of Human Development, talked with more than 100 young people from across Washington state in focus groups about media and their romantic and sexual relationships.

«When I work with women reporting low libido, I explore the health of their relationship in terms of communication styles, if they're feeling satisfied by sexual interaction, and also individual factors such as stress indicators (work, family, life) if experiencing anxiety, depression, exhaustion, on any medications or have dietary changes and even dealing with young children.»

In fact, according to the Archives of Sexual Behavior study about long - term relationships, communication was one factor that had a positive influence on sexual satisfaction with the coSexual Behavior study about long - term relationships, communication was one factor that had a positive influence on sexual satisfaction with the cosexual satisfaction with the couples.

When sexual tension is taken out of the equation, we are forced to engage in a relationship strictly based on our core values of trust, communication, and integrity.

* Maintains regular and punctual attendance Summary of Experience Customer service experience in a retail or restaurant environment - 1 year Basic Qualifications * Maintain regular and consistent attendance and punctuality, with or without reasonable accommodation * Available to work flexible hours that may include early mornings, evenings, weekends, nights and / or holidays * Meet store operating policies and standards, including providing quality beverages and food products, cash handling and store safety and security, with or without reasonable accommodation * Six (6) months of experience in a position that required constant interacting with and fulfilling the requests of customers * Prepare and coach the preparation of food and beverages to standard recipes or customized for customers, including recipe changes such as temperature, quantity of ingredients or substituted ingredients * At least six (6) months of experience delegating tasks to other employees and / or coordinating the tasks of two (2) or more employees Required Knowledge, Skills and Abilities * Ability to direct the work of others * Ability to learn quickly * Effective oral communication skills * Knowledge of the retail environment * Strong interpersonal skills * Ability to work as part of a team * Ability to build relationships Starbucks is an equal opportunity employer of all qualified individuals; including minorities, women, veterans, and individuals with disabilities, and regardless of sexual orientation or gender identity.

- Chronic conflict - Emotional affairs and infidelity - Communication issues - Sexual issues (sexless marriage, loss of intimacy, dissatisfaction)- Transition to parenthood - Relationship issues in same - sex couples - Substance abuse issues

Specifically, research topics I have explored so far have included sexual quality, solutions to sexual problems, women's sexual health, sexual and relationship satisfaction, sexual desire, desire discrepancy, communication, maintaining satisfying sex in long - term relationships, and the effectiveness of integrating sexual pleasure into comprehensive sex education.

New research from Australian scholars shows that communication between partners about their sexual relationship can significantly increase sexual satisfaction in couples.

In an environment that fosters mutual collaboration, transparency, support, empowerment and respect, individuals and couples are able to address parenting, finances, communication, extramarital relationships, chemical and / or sexual addictions, compulsive behaviors, and unaddressed significant events that impact health and well - being that is productive and strengthens relationships.»

«I enjoy working with folks who need support in managing a wide variety of issues from self - esteem and identity concerns to the stress of dealing with multiple roles, relationships, and life demands (as students, partners, friends, parents, new professionals, family members, community activists, etc.) My clinical interests include multicultural and women's issues, racial / ethnic identity development (especially among biracial / multi - racial / ethnic / cultural individuals), sexual and gender identity development, adjustment and transition issues, and building healthy relationships through assertive communication and positive self - esteem.»

«I work with with clients with difficulty in the following areas: Communication and relationship problems in families and couples, Infidelity, Conflict Resolution, Sexual issues, Anxiety, Depression, and Low Self Esteem.

/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental vSexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental vSexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental vSexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental vsexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /

«Kristine Seitz, LSW, MSW, M.Ed is a sexuality educator and Licensed Social Worker who specializes in providing therapy to adolescents, adults, and young adults experiencing anxiety, communication and intimacy issues, depression, grief and loss, infidelity, relationship issues, sexual abuse, and trauma.»

Profile For: Dr. John Knight, PhD, LMHC Individual, Couples, Adolescent, Marriage and Family Counseling APA Certified Relationship Specialist - PhD emphasis in Family, Marital and Domestic Relations Counseling Dr.Knight has helped many couples find relief from relationship issues including poor communication, infidelity, intimacy and closeness, codependency, sexual intimacy, and cross-cultRelationship Specialist - PhD emphasis in Family, Marital and Domestic Relations Counseling Dr.Knight has helped many couples find relief from relationship issues including poor communication, infidelity, intimacy and closeness, codependency, sexual intimacy, and cross-cultrelationship issues including poor communication, infidelity, intimacy and closeness, codependency, sexual intimacy, and cross-cultural issues.

«I specialize in developing strategies for solving problems with communication, decisions about divorce, sexual difficulties, and other painful issues couples experience in their relationship.

Are you struggling in your relationship with communication, conflict resolution, sexual problems, infidelity, intimacy problems, or a potential separation or divorce?

I am experienced in working with a variety of personal and relational issues: communication, resolving marital or family conflict, intimacy in marriage, affair recovery, sexual issues, practicing forgiveness, parenting, preparing for marriage, developing healthier relationships, grieving loss through death or divorce, resolving / managing anger, anxiety, and depression.»

Specifically, she has been examining how feelings and beliefs about risk (e.g., sexual risk taking, communication problems) can be biased when in an intimate relationship.

Tina researches sexual communication in marital, dating, and family relationships with a current focus on sexual disclosures, consent, and apprehension.

PMP offers parents instruction and guidance in general parenting skills related to decreased sexual risk behavior among youth (e.g., relationship building, monitoring) and sexual communication skills necessary for parents to effectively convey their values and expectations about sexual behavior — as well as critical HIV, STD, and pregnancy prevention messages — to their children.

In line with family systems theory, 90 it is also possible that alternative parenting constructs, such as parent - adolescent relationship quality, parental monitoring, or the marital relationship itself, may interact with communication to predict sexual behavior among youth.39 Future work will benefit from in - depth analyses of the role that parental communication may play in adolescent sexual decision making within these multiple domains of influencIn line with family systems theory, 90 it is also possible that alternative parenting constructs, such as parent - adolescent relationship quality, parental monitoring, or the marital relationship itself, may interact with communication to predict sexual behavior among youth.39 Future work will benefit from in - depth analyses of the role that parental communication may play in adolescent sexual decision making within these multiple domains of influencin - depth analyses of the role that parental communication may play in adolescent sexual decision making within these multiple domains of influencin adolescent sexual decision making within these multiple domains of influence.

People who kept the spark alive were more likely to (1) spend time setting the mood, (2) practice sexual communication, (3) receive oral sex, (4) be happier with their relationship in general, and (5) engage in more acts of sexual variety.

So while open and honest communication is important in sexual relationships, you can't assume you partner is telling you the truth.

Sandra's teaching and research interests include qualitative methodology, communication and identities, and the relationships between culture, identities, and sexual talk in close relationships.

Dr. Tina Coffelt - Science of Relationships articles Website Dr. Coffelt researches sexual communication in marital, dating, and family relationships with a current focus on sexual disclosures, consent, and apprehension.

In fact, partners who engage in cybersex with each other have higher levels of sexual and relationship satisfaction.3 Cybersex with a relational partner can encourage honesty, openness, and sexual communication in a relationship, greater comfort with sexual desires and in some cases increased frequency of offline sexIn fact, partners who engage in cybersex with each other have higher levels of sexual and relationship satisfaction.3 Cybersex with a relational partner can encourage honesty, openness, and sexual communication in a relationship, greater comfort with sexual desires and in some cases increased frequency of offline sexin cybersex with each other have higher levels of sexual and relationship satisfaction.3 Cybersex with a relational partner can encourage honesty, openness, and sexual communication in a relationship, greater comfort with sexual desires and in some cases increased frequency of offline sexin a relationship, greater comfort with sexual desires and in some cases increased frequency of offline sexin some cases increased frequency of offline sex.4

Lucia's research centers primarily around sexual communication and decision - making among young people, sexual health, functioning, and changes in the roles and interactions defining the intimate relationships of adolescents and young adults.

Within two hours of engaging in sexual activity, participants completed an online questionnaire assessing the nature of their sexual activity, pillow talk (5 items assessing post-sex communication, e.g., «I expressed some positive feelings for my partner»), and feelings about the relationship.

Often, this new freedom brings unexpected jealousy, communication problems, resentment, and the fear that one partner may fall in love, especially when the excitement of a onetime sexual encounter may be off the charts when compared to the familiar intimacy of a long - term relationship.

If you are experiencing emotional outbursts, communication problems, arguing, addictions, behavior problems with children, conflict with parents, feeling you are doing all the work in your relationship, or sexual problems, you can benefit from therapy and move toward a happier life.»

During the training, participants will: explore specific lessons and activities in the curriculum on topics such as: abstinence, healthy relationships, goal - setting, decision - making, effective communication, STDs, barrier methods and pregnancy prevention increase their comfort level and demonstrate skills in delivering lessons on sexual health...

Some of the concerns that I often treat in my practice are: anxiety & depression, loss & grief, trauma, relationship issues, communication problems, sexual issues, affairs / infidelity, desire / intimacy in long - term relationships, as well as major life transitions such as getting married or adjusting to parenthood.

Sex therapy can help address a number of issues such as: lack of knowledge regarding sexual health; sexual issues related to religion / spirituality, family values, culture, and / or ethnicity; communication barriers related to sexual intimacy; sexual and relationship issues related to an affair and / or differences in sexual pleasure preferences; sexual health related to medical factors; female orgasmic disorder; female sexual interest / arousal disorder; erectile disorder (premature ejaculation); pain experienced during penetration; vaginismus; male hypoactive sexual desire disorder; issues related to sexual orientation and / or gender identity; lacking knowledge or relationship issues related to a sexually transmitted infection and / or safer sex practices; risky sexual behavior related to substance use; sexual issues or relationship issues related to history of sexual abuse; and interest and / or lacking knowledge regarding BDSM, kink, and / or other sexual lifestyles.

Whether it is the issue of communication in the relationship or the problems related to infidelity or sexual dissatisfaction, couple counselling along with the medical support, wherever needed, can help in dealing with these issues in a very scientific and proven manner.

You can use counseling to help you make thoughtful decisions about your relationship and gain a better understanding of your partner in general or to work on specific issues such as anger, substance abuse, sexual problems, communication problems, divorce and infidelity.

So in a nutshell, while sexual intimacy is an important part of any relationship, it is also important to maintain good communication.

Many couples participating in long term counseling at Novus have been able to heal their relationships from the effects of poor communication, hurtful arguments, infidelity as well as sexual and pornography addiction.

The subsequent breakdown in communication, emotional and sexual intimacy and shared positive experiences together (often including any sense of feeling appreciated by their partner) can lead one or both members of the couple to think that divorce might be the only solution to an «emotionally dead» relationship.

«I specialize in the evaluation and evidence - based treatment of a variety of mental and behavioral health difficulties, including: mood disorders; anxiety and trauma; women's health (e.g., pregnancy, postpartum); sexuality, sexual health, and sexual orientation; gender identity and expression; interpersonal relationships, communication, and infidelity.

Jennine assists couples in navigating all of the complicated areas of love relationships: financial, sexual, verbal and non-verbal communication, interpersonal dynamics, and more.

I am a licensed Marriage & Family Therapist and a Sex Therapist, my expertise is in helping individuals, families, and couples with various types of, Anxieties: from daily stress to panic attacks, agoraphobia, and PTSD; Relationship Distress: from depression, resentment, poor communication, jealousy, infidelity, poor boundaries; Sexual Dysfunctions: from rapid ejaculation, low or high sexual desire, erectile dysfunction, painful intercourse, boredom in bedroom and so Sexual Dysfunctions: from rapid ejaculation, low or high sexual desire, erectile dysfunction, painful intercourse, boredom in bedroom and so sexual desire, erectile dysfunction, painful intercourse, boredom in bedroom and so forth.

MacNeil and Byers (1997) speculate that perhaps sexual communication or sexual self - disclosure must take place in a long - term committed relationship, if it is to make a unique contribution to sexual satisfaction.

Dr. Martha Tara Lee: Clinical Sexologist since 2009 • Clinical Sexologist • Sex Coach • Sex Educator • Sex Expert • Sexual Healer Biography, Degrees and Certifications: Academic Qualifications Doctorate in Human Sexuality, Institute for Advanced Study of Human Sexuality, United States 2009 Masters in Public Policy and Management, York University, United Kingdom 2007 Bachelor of Arts (Communications), Monash University, Australia 1999 Other Relevant Training Level 2 Teacher, The Art of Feminine Presence 2014 Red Tent Women's Circles Facilitator, Star of Ishtar 2014 Certificate in Meditation and Holistic Human Development, Inner Voyage 2013 Urban Tantra Professional Training, Barbara Carrellas 2013 Professional Sex Coach, Sex Coach University and World Association of Sex Coaches 2012 Certified Laughter Yoga Leader, Laughter Yoga International, Singapore 2012 Diploma for Master Hypnotist, Banyan Hypnosis Center, United States 2010 Certificate in Life Coaching, Life Coach Academy of Australia, Australia 2010 Certificate in Sex Therapy, Florida Sex Therapy Institute, United States 2009 Certificate in Sexological Bodywork, Institute for Advanced Study of Human Sexuality, United States 2008 Reiki Master (Level 3) 2008 Certificate in Practical Counseling, Academy of Human Development, Singapore 2006 Affiliations Member, Relationship Coaching Institute (RCI) Certified Sexuality Educator, AASECT (American Association of Sexuality Educators, Counselors, and Therapists) Certified Sexologist, ACS (American -LSB-...]

MacNeil and Byers (1997) also found that disclosing ones» sexual preferences contributes to one's sexual satisfaction, over and above the advantages bestowed by non-sexual communication in long - term relationships.

This study examined the moderating role of timing of first discussion of sexual intercourse with mothers and fathers on the relationship between the amount of sexual communication and sexual risk - taking behaviors in late adolescence.

In Cupach and Comstock's (1990) study, the authors assessed the relationship between sexual communication satisfaction and sexual satisfaction, but did not assess the relationship between sexual communication and sexual satisfaction directly.

Sexual communication, communication satisfaction, and solidarity in the developmental stages of intimate relationships.