Tuesday, 7 July 2026

Hot Flashes: What Can I Do?



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Hot flashes, a common symptom of the menopausal transition, are uncomfortable and can last for many years. When they happen at night, hot flashes are called night sweats. Some women find that hot flashes interrupt their daily lives. Research has shown that there can be different patterns of when women first experience hot flashes and for how long, and that African American and Hispanic women have hot flashes for more years than white and Asian women.

You may decide you don't need to change your lifestyle or investigate treatment options because your symptoms are mild. But, if you are bothered by hot flashes, there are some steps you can take. Try to take note of what triggers your hot flashes and how much they bother you. This can help you make better decisions about managing your symptoms. You can also visit My Menoplan, an evidence-based tool developed by NIA-funded researchers, to identify treatment and coping strategies best suited for you.



Lifestyle changes to improve hot flashes

Before considering medication, first try making changes to your lifestyle. If hot flashes keep you up at night, lower the temperature in your bedroom and try drinking small amounts of cold water before bed. Layer your bedding so it can be adjusted as needed and turn on a fan. Here are some other lifestyle changes you can make:Dress in layers that can be removed at the start of a hot flash.
Carry a portable fan to use when a hot flash strikes.
Avoid alcohol, spicy foods, and caffeine. These can make menopausal symptoms worse.
If you smoke, try to quit, not only for hot flashes, but for your overall health.
Try to maintain a healthy weight. Women who are overweight or obese may experience more frequent and severe hot flashes.
Explore mind-body practices. Some early-stage research has shown that hypnotherapy and mindfulness meditation could help with management of hot flashes.

Find more facts about hot flashes in this fact sheet (PDF, 146KB) provided by the NIH-funded Study of Women’s Health Across the Nation.
Nonhormonal medications to treat hot flashes

If lifestyle changes are not enough to improve your symptoms, nonhormone options for managing hot flashes may work for you. These may be a good choice if you are unable to take hormones for health reasons or if you are worried about the potential risks.

The U.S. Food and Drug Administration (FDA) has approved the use of paroxetine (Brisdelle), selective serotonin reuptake inhibitor (SSRI) antidepressant, to treat hot flashes associated with menopause. Researchers are studying additional antidepressants that could be prescribed for off-label use to treat this symptom. People who take an antidepressant to help manage hot flashes generally take a lower dose than people who use the medication to treat depression or other psychiatric conditions.

FDA has also approved a medication called fezolinetant (Veozah) to help treat moderate to severe hot flashes caused by menopause. Fezolinetant is a type of drug known as a neurokinin 3 (NK3) receptor antagonist. It works in the part of the brain that regulates body temperature.

When considering any medication, talk with your doctor about whether it is the right medication for you and how you might manage any possible side effects.
Buyer beware: Unproven, nonscientific 'treatments' for hot flashes

You may have heard about black cohosh, DHEA, or soy isoflavones to treat hot flashes. These products are not proven to be effective, and some carry risks such as liver damage.

Phytoestrogens are estrogen-like substances found in some cereals, vegetables, and legumes (like soy), and herbs. They may work in the body like a weak form of estrogen, but they have not been consistently shown to be effective in research studies, and their long-term safety is unclear.

Always talk with your doctor before taking any herb or supplement. Currently, it is unknown whether these herbs or other "natural" products are helpful or safe to treat your hot flashes or other menopausal symptoms. The benefits and risks are still being studied.
Using hormones to treat hot flashes and night sweats

Some women may choose to take hormones to treat their hot flashes or night sweats. A hormone is a chemical substance made by an organ like the thyroid gland or ovary. During the menopausal transition, the ovaries begin to work less effectively, and the production of hormones like estrogen and progesterone declines over time. It is believed that such changes cause hot flashes and other menopausal symptoms.

Hormone therapy steadies the levels of estrogen and progesterone in the body. It is a very effective treatment for hot flashes in women who are able to use it. They can also help with vaginal dryness, sleep, and maintaining bone density.

Hormone treatments (sometimes called menopausal hormone therapy, or MHT) can take the form of pills, patches, rings, implants, gels, or creams. Patches, which stick to the skin, may be best for women with cardiac risk factors, such as a family history of heart disease.

There are risks associated with taking hormones, including increased risk of heart attack, stroke, blood clots, breast cancer, gallbladder disease, and dementia. Women are encouraged to discuss the risks with their health care provider. The risks vary by a woman's age and whether she has had a hysterectomy. Women who still have a uterus would take estrogen combined with progesterone or another therapy to protect the uterus. Progesterone is added to estrogen to protect the uterus against cancer, but it also seems to increase the risk of blood clots and stroke.
Research on risks of menopause hormone therapy

In 2002, a study that was part of the Women's Health Initiative (WHI), funded by NIH, was stopped early because participants who received a certain combination and dosage of estrogen with progesterone were found to have a significantly higher risk of stroke, heart attacks, breast cancer, dementia, urinary incontinence, and gallbladder disease. This study raised significant concerns at the time and caused many women to become wary of using hormones.

However, research reported since then found that younger women are at less risk and have more potential benefits than was suggested by the WHI study. The negative effects of the WHI hormone treatments mostly affected women who were over age 60 and postmenopausal. Newer hormone formulations seem to have less risk and may provide benefits that outweigh possible risks for certain women during the menopausal transition. Studies continue to evaluate the benefit, risk, and long-term safety of hormone therapy.

Before taking hormones to treat menopause symptoms, talk with your doctor about your medical and family history and any concerns or questions about taking hormones. If hormone therapy is right for you, it should be at the lowest dose, for the shortest period of time it remains effective, and in consultation with a doctor.
You may also be interested inReading general information about menopause
Finding out more about sleep problems and menopause
Downloading or sharing an infographic with tips for staying healthy during and after menopause
For more information on treatments for hot flashes


National Center for Complementary and Integrative Health
888-644-6226
info@nccih.nih.gov
www.nccih.nih.gov


The Menopause Society
440-442-7550
info@menopause.org
www.menopause.org


SOURCE:

Educational psychology within the polycrisis


Dr Dan O’Hare and Dr Louise Edgington call for commitment and action.

28 January 2026


We are living in an existential moment for children, society, and our profession.

This is a time of deep rupture. Climate breakdown, biodiversity loss, ecological collapse, accelerating inequality, the extreme concentration of wealth and power, geopolitical instability, and rapidly advancing technologies such as artificial intelligence are not distant threats or abstract concerns. They are interconnected, mutually reinforcing crises, a polycrisis, and they are reshaping the conditions of childhood, learning, development, safety, and mental health. This polycrisis threatens the conditions that sustain human life and wellbeing

We were prompted to write this piece following the recent publication of the UK National Security Assessment that identifies ecological collapse as a major threat to national security. This was a frightening document to read. The National Security Assessment finds, with high confidence, that 'Every critical ecosystem is on a pathway to collapse – irreversible loss of function beyond repair'. The evidence for the crisis we are in is no longer contested. What is now in question is how institutions, including our own, choose to respond.

As a profession, Educational Psychology has been largely silent.

This silence is not neutral, it is a choice. And in the context of foreseeable, escalating harm to children and young people, it is an ethically and professionally dangerous one.

Educational Psychologists are explicitly trained to understand development within context – a professional strength which is often espoused. We know that children's wellbeing is shaped not only by individual factors, but by social, economic, political, technological, and ecological systems. When those systems are destabilising, the impacts on children are profound and unavoidable.

From a children's rights perspective, continued inaction is indefensible.

The UN Convention on the Rights of the Child affirms children's rights to life, survival and development (Article 6), to the highest attainable standard of health (Article 24), to education (Article 28), and to have their best interests treated as a primary consideration in all decisions affecting them (Article 3). Climate and ecological breakdown threaten all of these rights. No meaningful engagement with this reality means we are failing to uphold the principles that underpin our work.

Educational Psychologists are duty bound to prevent harm, promote wellbeing, and attend to the wider contexts shaping development. When systemic and scientifically established threats to children's futures are repeatedly evidenced and accelerating, professional silence cannot be framed as caution or neutrality. It indicates that our professional ethical obligations are not being met in practice.

It is alarming that Educational Psychology has failed to meaningfully engage with mitigation and adaptation, despite their centrality to the climate and ecological crisis.Mitigation involves acting to reduce the drivers of harm, including challenging systems, practices, and policies that exacerbate environmental destruction, inequality, and intergenerational injustice.
Adaptation involves preparing children, schools, communities, and services to live in a profoundly altered world dominated by instability, supporting psychological, social, and systemic resilience in the face of unavoidable disruption, loss, and uncertainty.

As a profession we have not seriously interrogated what mitigation or adaptation mean for our theories, training, ethical frameworks, leadership, or day-to-day practice. We have not asked how Educational Psychology must change in a future marked by climate anxiety, displacement, ecological grief, disruption to education, and repeated systemic shocks. We have not sufficiently questioned how our current models risk pathologising children's entirely rational emotional responses to a world in crisis.

Critically, these challenges cannot be addressed at the individual level alone.

The polycrisis demands multi-level action:At the individual level, supporting children and young people without individualising or medicalising systemic harm.
At the group and school level, helping educational systems to adapt their cultures, curricula, and practices in psychologically informed ways.
At the community level, strengthening collective resilience and mutual care.
At the national and policy level, using psychological expertise to influence preventative, ethical, and rights-based responses to systemic risk.

To continue focusing predominantly on individual adjustment, while the wider conditions of childhood deteriorate, is not only inadequate, it is professionally obsolete.

History will not judge our profession on whether this work felt comfortable or aligned neatly with existing frameworks. It will judge whether we acted when the evidence was clear that the stakes were existential. We are at a crossroads: either Educational Psychology evolves to meet the realities children are inheriting, or it continues to operate as if those realities are peripheral to its remit, ushering in its own obsolescence.

We further recognise that in times of existential crisis, reliance on parliamentary or institutional processes alone have repeatedly proven insufficient. History shows that transformative change has been driven by collective resistance including grassroots struggle, community organising, and acts of civil disobedience that disrupt harmful norms. These are predictable and often necessary expressions of collective distress. Educational Psychology cannot meaningfully engage with the polycrisis while ignoring the psychological and social power of collective action as a route to change.

There are already good examples of educational psychologists taking the matter into their own hands and shifting the focus of their work to acknowledge and confront the realities of the polycrisis. EcoEdPsychs, a grassroots community group, has worked to ensure that there is explicit reference to the climate and ecological crisis in the accreditation standards for trainee educational psychologists. This work has at its core an explicit recognition of the interconnected nature of climate justice, social, political, health, technological and economic concerns. Individual EPs have contributed to work with the Department for Education to sharpen their focus and understanding of issues relating to climate breakdown, sustainability, inequality and the psychological effects this has on children and teachers. Individual EP work has also been used by the UK Health Security Agency to synthesise the evidence base relating to climate change and mental health. Educators and schools are increasingly seeking out climate-aware EPs to help them understand how to support young people with the challenges we face.

Work by individual EPs or small groups is essential, but the polycrisis is fundamentally systemic and cannot be solved through individual efforts alone. To find solutions to these interconnected problems at the level of individual practice obscures the scale of the challenge and the need for collective action. Organisational statements and commitments can often appear symbolic, but they are not inconsequential. Statements and commitments from our professional leadership bodies establish legitimacy, signal priorities, offer a starting point for accountability and determine what work is considered permissible and valued within the profession.

Organisational commitments that are not followed through, with actions that rest on proper resourcing, risk running counter to any efforts. We have both been part of the British Psychological Society's Climate and Environmental Action Coordinating Group for the past three years. The members of this group represent dedicated climate, environmental and psychological experts in their respective fields. We have experienced the passion, energy and commitment of those members in every meeting. We have also watched in dismay as resourcing for the already voluntary group has dwindled, creating what has felt like a purposeful organisational limbo. In the context of the polycrisis this seems confusing at best. Such a group needs increased status, organisational clout and firm resourcing commitments over a number of years.

We need, and would urge, our professional leadership bodies, The Association of Educational Psychologists, The British Psychological Society, The National Association of Principal EPs, The Health and Care Professions Council, and The Department for Education, to act urgently and decisively commensurate with this moment.

Specific actions that we would see as important in this context are:The immediate convening of emergency, cross-sector discussions and professional CPD addressing the implications of the polycrisis for children, education, mental health, and educational psychological practice.
A profession-wide re-evaluation of the role of Educational Psychologists, explicitly engaging with climate and ecological breakdown, inequality, technological risk, and global instability.
The development of ethical, practice, and policy frameworks that explicitly address mitigation and adaptation across individual, community, and systemic levels.
Clear public leadership and time-bound commitments, recognising that delay itself constitutes harm.

Silence is no longer tenable and incrementalism is not sufficient. The conditions of childhood are changing rapidly, and our profession must change with them.

Dr Dan O'Hare

Dr Louise Edgington

SOURCE:

How to find hope in a polycrisis


We’re living in a time of multiple, distinct yet overlapping crises and threats. Our journalist, Ella Rhodes, asks if psychology can help us to find a way to understand our strange new world and foster positive change.

03 July 2026

By Ella Rhodes




Every generation has lived through frightening times. Ancient civilisations rose and fell, modern history is pockmarked by wars, pandemics, genocide, inequality and struggle. But our current time feels distinct – we're more aware than ever of what is happening to our climate, conflict rages across the globe, and we are still struggling with the fallout from the Covid pandemic. Yet even in this backdrop of existential threat, we have little choice but to carry on with our normal lives – finding work, keeping our families housed and fed, paying the bills. Is it any wonder most of us feel powerless in the face of the polycrisis?

The World Economic Forum's 2023 Global Risks Report defines the polycrisis as situations where crises interact in a way where their overall impact 'far exceeds the sum of each part'. Like many, I often wonder what can help us to live in a time like this. So, I asked psychologists focusing on these current threats for their thoughts.
The climate crisis

According to UK government surveys, around 80 per cent of people say they are very or fairly concerned about climate change. This is a pattern seen across the globe, with wide support for taking action. Our concern also impacts our behaviour – Whitmore-Williams Professor of Psychology Susan Clayton from The College of Wooster in Ohio tells me that distress about the climate impacts people's decision-making in all areas of life, including careers, education, housing and finances. Sometimes, this distress can feel so all-consuming that we freeze.

'People are overwhelmed by the multiple existential threats we seem to be facing, and one response is just to tamp down on their emotional response and avoid thinking about the issues,' says Clayton. 'Of course, in the long run, avoidance is not an effective strategy'.

But, if we feel powerless to do anything about it, and the crisis is being caused by structural and global stressors, surely, as individuals, there's nothing we can do but avoid?

'Individual behaviour alone will not stop climate change,' agrees Clayton, but she says there is evidence that working together to campaign for systemic change can help give us more sense of control. 'There are ways of communicating about climate change which can help people to take action. Feeling our core values are at risk, having activist role models, and communicating in a way that emphasises personal risk can also help to drive people to work towards change. It's also important not to dismiss anger', adds Clayton. It can be a 'powerfully energising emotion'.
Crisis of community

If, as Clayton states, anger can promote positive action, is there a downside to us collectively drawing on this resource to demand change? According to Aleksandra Cichocka, Professor of Political Psychology at the University of Kent, there is.

'Feeling out of control and frustrated about the state of social affairs can make people cling to other things that make them feel more positively about themselves, at least in the short term,' she tells me.

'For example, they may want to invest in a strong positive image of their own country.' This concept is known as 'collective narcissism', explains Cichocka – it's a belief that one's own country is superior, exceptional and deserving of privileged treatment. Cichocka has found that frustrations surrounding our fundamental needs can be related to higher collective narcissism, with people feeling the need to emphasise their country's strength and independence.

However, high levels of collective narcissism are not necessarily related to building a sense of community or supporting others who live in their country, Cichocka tells me. 'We have found that people were willing to support policies that would make their country look good in the international arena, even if they might hurt fellow citizens. One example was Donald Trump's proposal to slow down testing for COVID-19. Our research found people high in collective narcissism would support that policy even if they were aware that it meant the virus would be more difficult to contain, simply because it would mean the US would look better in terms of infection rates.'

So how do we emerge from the paradoxical state where the building of community, belonging, and connection that could help people restore a sense of control is threatened by collective narcissism? Perhaps we start by looking at those in power.

Cichocka explains that some political leaders, and those leading social movements, are particularly skilled at making people feel more disadvantaged than they truly are.

'Consider societal groups that have traditionally been more privileged, such as men. Even though they may have lost some status, they still enjoy a privileged position in our society. Yet certain messages may make them feel like their status is threatened and that could make them feel vulnerable, even if this is objectively not the case. National populist leaders, for example, are skilful at changing the narrative to make people feel at a disadvantage. This isn't to say that actual, objective threats don't influence people's attitudes and behaviours, but it is often about how people perceive them. Around 20 years ago, we saw fewer differences between Republicans and Democrats in the US, for example, in terms of how they viewed national identities. Now, the way they construct identity and wider societal issues is diverging. In this way, certain threats and issues are seen as more suitable to be concerned about depending on your political affiliation… and obviously, political leaders give cues with respect to which of them are worth your attention, and then motivated processes kick in. People might, for example, downplay certain statistics in favour of others.'
The misinformation crisis

As Cichocka points out, if those in charge are making decisions about the information we consume and how it is shaped, how do we keep ourselves safe in such a minefield of misinformation?

Professor of Social Psychology at the University of Cambridge, Sander van der Linden, is the ideal expert to turn to on the subject. He is known for his work on approaches to providing psychological 'vaccination' against misinformation. I ask him how we can cope when information about these crises is coming at us constantly.

Humans tend to have a 'finite pool of worry', he explains. 'In surveys that ask people to rank the most important threats, what you see is that when there are things going on in people's lives that affect them in a very visceral way, whether it's unemployment or a pandemic, issues like climate change get replaced by shorter-term threats. People can't be fully engaged with long-term risks when there are short-term disasters happening too. The finite pool of things that people can worry about differs from person to person, but psychologically, people cope by parking certain threats or crises.'

Van der Linden agrees that when regimes take over popular media and education systems, it makes it incredibly difficult to think critically for ourselves. 'In the US, this issue becomes more and more relevant every day, and what's going on there in terms of authoritarianism is also spilling over to the UK.
'When people are manipulated, they make choices they wouldn't have made otherwise'

Across the world, there is decreasing freedom of the press. In the UK, much of the media is owned by a small number of companies, which makes the infrastructure more vulnerable to takeovers. There aren't just issues with trust in the media… it spills over to scientists and experts in so many areas. Trust in each other is the fabric of democracy. I'd say the polycrisis impacts human interaction on many different dimensions in quite negative ways.'

One main concern van der Linden points to is the democratic backsliding we see across the globe. He stresses that authoritarian regimes aim to create political apathy. 'It's a way for regimes to gain soft power. If we've learnt any lessons from history and standing up to authoritarianism, it is not to engage in anticipatory obedience or not capitulate to what an authoritarian government is expected to demand. The idea is people should not think "well, this is going to happen anyway, so we may as well sacrifice ourselves in advance, to control what we're giving up a little bit before they take it all away."'

Speaking about his main area of misinformation research, van der Linden says the proliferation of false and misleading information in the media and online limits people's agency. 'When people are manipulated, they make choices they wouldn't have made otherwise. Some people suggest that intervening in misinformation restricts people's freedom, but I don't think that can be the case when people's choices and environments are polluted by false information which they don't know about.'

Van der Linden's work has made him the target of harassment from hostile actors, and his colleagues have faced physical threats due to their research. 'That's why I'm doing more of this than ever,' he says, 'talking about the value of science and why we should trust it, and why science matters for policy. I think it's important for scientists and psychologists to speak about these things, so the public has a better idea of the value of their tax money being spent on science.'
Collective action

We've heard that social processes can push people apart. But what, if anything, can we do to bring us further together? At the core of Dr Sara Vestergren's (from the University of Reading) research is looking at the power of collective action, including protests and activism. 'We do know that taking action collectively is beneficial psychologically,' she explains. 'First of all, there is shared identity – helping to build a support system where you support others and they support you, which is empowering. Having relationships and bonds and feeling social connectedness makes you feel good.

'As well as improving our psychological wellbeing, collective action is pretty much behind every social change, including getting votes for women, and improving equality. Gaining equality has some way to go, but collective action has helped us to step closer to it.'

Vestergren explains that there is an over-reliance on targeting individual behaviour as a way to affect social change. 'It's an easy way out. If you put the responsibility on the individual, then the system doesn't need to change. For example, it's a lot easier to tell people they need to recycle to help with the climate crisis, but there's a lot of other things that require bigger changes and support from the government.'

Vestergren says that Social Psychology can offer a lot by helping people to work together to effect change. 'There are three main variables that are important for getting involved in collective action. People need to have a feeling that a social movement is something they belong to, and it needs to align with our values. Then you might start getting involved and develop a shared identity, which is important for sustained collective action. There is also usually a perceived, preferably collective, injustice. The third variable comes from Resource Mobilisation Theory, and that's collective efficacy; you need to feel like you can achieve something.'

Despite the social change that comes about through collective action and the individual psychological and physical benefits, activists are judged in a negative way. 'There are barriers to collective action, often we don't think about what we've actually achieved in activism,' says Vestergren. She points to groups such as Insulate Britain, which blockaded UK motorways, ports and roads in London and were met with a less than favourable response in the UK press. However, what isn't as well documented is that a review of these protests, by the Social Change Lab, found this action raised a debate on UK home insulation and may have had a role in bringing about a £1 billion home insulation policy from the government.

While there are risks for getting involved in collective action – particularly in the form of protests – Vestergren says that collective action can take less physical forms. 'There are a lot of privileged people, including myself, who have a responsibility to act and support where others can't and provide opportunities to act.'
A route out of despair

So how do we navigate feelings of despair and hopelessness in these most difficult of times? Do the experts have any takeaways that can help us? Cichocka accepts 'there is no one simple solution'. While she used to believe education and information could be the answer, she is aware that information alone won't help if people are not motivated to hear it. 'I think we need to work across disciplines and sectors to develop better theories and interventions that would tackle issues more systematically', she says, 'but it has to go hand in hand with policy and structural changes.'

Van der Linden says his approach to tackling misinformation through inoculation was developed 'by the people, for the people'. He is hopeful that, 'If enough people are pre-bunked or vaccinated against misinformation, then that misinformation won't have a chance to spread. I think the way to do that is through interpersonal or social inoculation,' he says. 'People can help to inoculate their friends, neighbours and colleagues… just as we can pass on misinformation to others, we can pass on inoculation.'

Sara Vestergren emphasises the importance of collective action, not only because of its individual benefits, but also the broader societal changes it can bring about. 'Many peaceful protests go on, which aren't reported because there's no violence or headlines. People forget that signing a petition or sharing information on social media can also be collective.

If you look online for causes you'd like to get involved with, there will be groups in your community. If you want to do more, to join a group, there are lots of networks online. Get involved by educating yourself, because if you're educated, you're also likely to spread that knowledge.'
Taking back control

If I've learnt anything from the psychologists who spoke to me, not giving in to despair and regaining a feeling of control feels the most vital. Taking some control of how we cope with risks and focusing on really improving our communities, rather than clinging to false images of our countries as perfect and all-powerful, can help us move away from collective narcissism.

There is a silver lining, though. Each generation tends to believe that society marched steadily forward until quite recently, only to take a sudden turn for the worse. It's a pattern that shows up again and again: people look back on the past as a period of coherence, shared values, and steady improvement, while the present feels more fractured, uncertain, and off course. Tim Wildschut and Constantine Sedikides (University of Southampton) have studied this recurring perception and given it a name: declinism.

'Cultural shifts, new technologies, and changing norms can make the world seem unfamiliar, even destabilising, especially when they challenge what once felt fixed,' they told me. 'Memory also plays tricks, smoothing over past tensions and amplifying present anxieties, so that yesterday appears more orderly than it truly was. It's worth recognising this tendency and making a conscious effort not to let it influence our outlook more than it deserves.'

So, my closing message to you. Educate yourself about misinformation, refuse to spread it and support others to do the same: this can give us agency over both our information and our physical environments. And take action as a collective, through protest and activism, whether in real life or online, to help us affect the change we truly want to see in the world.


SOURCE:


Wednesday, 1 July 2026

Sex activities and risk



Find out about the risks of getting a sexually transmitted infection (STI) from different sexual activities.

In nearly every case, condoms will help protect you against this risk. Learn about the risks associated with various sexual activities.
Vaginal penetrative sex

This is when a man's penis enters a woman's vagina.

If a condom is not used, there's a risk of pregnancy and getting or passing on STIs, including:chlamydia
genital herpes
genital warts
gonorrhoea
HIV
syphilis

Infections can be passed on even if the penis doesn't fully enter the vagina or the man doesn't ejaculate (come). This is because infections can be present in pre-ejaculate fluid (pre-come) and some can be passed on when your genital area touches another person's genitals.

Even shallow insertion of the penis into the vagina (sometimes called dipping) carries risks for both partners. Using a condom can help protect against infections.
Preventing pregnancy

There are many methods of contraception to prevent pregnancy, including the contraceptive injection, contraceptive patch, contraceptive implant and combined pill.

Bear in mind using condoms is the only method of contraception that protects against both pregnancy and STIs, so always use a condom as well as your chosen method of contraception.

Find out more about contraception, including the 15 different methods
Anal penetrative sex

This is when a man's penis enters (penetrates) his partner's anus. Men and women might choose to have anal sex whether they're gay or straight.

Anal sex has a higher risk of spreading STIs than many other types of sexual activity. This is because the lining of the anus is thin and can easily be damaged, which makes it more vulnerable to infection.

STIs and other infections that can be passed on during anal sex include: chlamydia
genital herpes
genital warts
gonorrhoea
HIV
syphilis
hepatitis C

Using stronger condoms designed for anal sex helps protect against STIs.

If you use lubricants, only use water-based ones, which are available from pharmacies. Oil-based lubricants such as lotion and moisturiser can cause condoms to break or fail.

Get tips on using condoms properly.
Oral sex

Oral sex involves sucking or licking the vagina, penis or anus.

There's a risk of getting or passing on STIs if you're giving or receiving oral sex. The risk increases if either of you has sores or cuts around the mouth, genitals or anus. Avoid brushing your teeth or using dental floss before oral sex because it can cause your gums to bleed.

Viruses and bacteria, which may be present in semen, vaginal fluid or blood, can travel more easily into a partner's body through breaks in the skin.

Generally, the risk of infection is lower when you receive oral sex than when you give someone oral sex. However, it is still possible for STIs to be passed on.

STIs and other infections that can be passed on through oral sex include:chlamydia
herpes – type 1 and type 2, which can cause cold sores around the mouth and herpes infection of the genitals or anus
genital warts
gonorrhoea
hepatitis A, hepatitis B and hepatitis C
HIV
syphilis

If you have a cold sore and you give your partner oral sex, you can infect them with the herpes virus. Similarly, herpes can pass from the genitals to the mouth.

The risk of passing on or getting HIV during oral sex is lower than anal or vaginal sex without a condom. However, the risk is increased if there are any cuts or sores in or around the mouth, genitals or anus.

You can make oral sex safer by using a condom as it acts as a barrier between the mouth and the penis.

Choose a condom that does not contain spermicide, because spermicide can increase the risk of passing on HIV. Also, make sure it has the CE mark or BSI kite mark, which means the condom meets high safety standards.
Fingering

This is when someone inserts one or more fingers into their partner's vagina or anus. It's not common for fingering to spread STIs, but there are still risks.

If there are any cuts or sores on the fingers, no matter how small, the risk of passing on or getting an STI increases.

Fingering can also spread small amounts of poo which can cause the STI shigella. Washing your hands after fingering can reduce the change of this.

Some people gradually insert the whole hand into a partner's vagina or anus; this is called fisting. Not everyone chooses to do this.

Again, the risk of infection is higher if either person has any cuts or broken skin that comes into contact with their partner. You can lower the risk by wearing surgical gloves.
Sex toys

This covers a wide range of items, including vibrators and sex dolls. Any object used in sex can be called a sex toy, whether it's designed for this use or not.

It's important to keep sex toys clean. If you're sharing sex toys, make sure you wash them between each use and always put a new condom on them each time.

Sharing sex toys has risks, including getting and passing on STIs such as chlamydia, syphilis and herpes. If there are any cuts or sores around the vagina, anus or penis and there's blood, there's an increased risk of passing on hepatitis B, hepatitis C and HIV.
Urine and faeces

Some people choose to urinate (pee) on a partner as part of their sex life. There's a risk of passing on an infection if the person who's being urinated on has broken skin.

Faeces (poo) carries more of a risk. This is because it contains organisms that can cause illness or infection, for example shigella. This is a bacterial infection of the intestine that causes severe diarrhoea and is often mistaken for food poisoning. It can be caught during oral-anal sex and giving oral sex after anal sex when even a tiny amount of infected poo can get into the mouth and cause infection.

Although faeces don't usually contain HIV (unless they contain blood infected with HIV), they can contain the hepatitis A virus. There's a chance of infection when faeces come into contact with broken skin, the mouth or the eyes.
Cutting

Some people choose to cut their own skin or their partner's skin as part of sex. This is also called piquerism. There's a risk of infections such as HIV, hepatitis B and hepatitis C being passed from person to person through broken skin.

No sexual contact is needed. Simply getting blood on a partner is enough to transmit these infections.

To lower the chances of infection, cutting and piercing equipment should be sterilised and not shared.

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New study highlights the day-to-day importance of autistic flow


Work by Daniella Wain and colleagues details a non-pathologising view of flow states in autistic individuals, and how they maintain wellbeing

03 March 2026

By Emily Reynolds


Flow state is typically described as the feeling of time falling away as we become completely absorbed in an activity. For autistic people, this kind of deep immersion ("autistic flow") can be especially intense — and, new research suggests, important for day-to-day functioning. Writing in Counselling and Psychotherapy Research, Daniella Wain and colleagues show that flow is not only pleasurable, but plays a crucial role in self-regulation, influencing how autistic people manage emotions, cope with overwhelm, and engage with the world.

To understand what it feels like to move into, be in, and come out of deep states of flow, the researchers interviewed ten UK-based autistic adults using open, flexible questions that allowed participants to describe their experiences in their own words. Participants were treated as experts in autistic flow through their own lived experience, and were later invited to review the team's interpretations to ensure they felt accurate and true.

Three main themes emerged. The first showed how enjoyable flow states can be, and how essential for wellbeing: participants described flow as a source of real relief from everyday stress, especially when compared to noisy, unpredictable, or socially demanding environments. Being in flow supported emotional regulation and a sense of connection to the self and others, with one participant noting that it helped them feel "more calm" and better able to understand their feelings when overstimulated.

The benefits of flow often extended beyond the activity itself, too. Some reported reduced anxiety and overwhelm long afterwards, with flow leaving them feeling more regulated and able to cope with daily life. As one participant put it: "Even when things get a bit noisier, everything still feels a little bit more muted. Kind of like I've got earplugs in."

The second theme focused on how autistic ways of being in the world can intensify experiences both in and out of flow. Participants described a characteristic depth of focus that helped them enter and sustain flow by filtering out distractions, often captured through metaphors such as "tunnel vision," "a bubble," or being "in the zone." This depth of focus could be deeply engaging.

At the same time, this "tunnel vision" meant that interruptions were especially disruptive. Sudden sensory changes could severely cut through focus, making it hard to switch tasks or divide attention. In some cases, deep absorption was dismissively misread by others as being "in a world of [their] own," rather than recognised as a meaningful or regulating state.

The final theme highlighted the importance of predictability. Participants described flow as something that required a sense of safety, closely tied to having control over their environment and knowing what to expect. Unexpected interruptions like sudden noise or changes in routine were often experienced as particularly intrusive and distressing, leading to emotional overload or difficulty returning to flow.

Even anticipating disruption could prevent people from entering flow at all, with some describing the state as "quite fragile" and easily broken. In response, participants developed deliberate strategies to increase predictability, such as choosing quiet times of day to focus, setting clear boundaries with others, or selecting environments with shared expectations around silence, allowing them to feel safe enough to immerse themselves fully.

The study was based on interviews with a fairly small group of autistic adults who used verbal communication, so the findings may not be universal. Many of the participants also had ADHD, meaning the findings may apply more broadly to neurodivergent experiences of flow rather than autism alone.

In light of their findings, the team suggests that autistic flow should be reconceptualised, away from a pathologising lens and towards something more positive and essential for wellbeing. For autistic people, flow may not be a sign of 'withdrawal' or escape, but a rewarding, adaptive way of regulating, coping, and connecting — with others, themselves, and the world.

Read the paper in full:
Wain, D., Williams, G., Charura, D., Hamilton, L. G., Milton, D., Wortman, D., & Heasman, B. (2026). Transitioning in and out of autistic flow: A qualitative study presenting a non‐pathologising approach to autistic well‐being and conceptualising autistic ways of being in clinical and therapeutic settings. Counselling and Psychotherapy Research, 26(1). https://doi.org/10.1002/capr.70073


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