Fox on Sex-Ed
This column on the Fox web site seems to be generating a good amount of discussion around the Internets.
I guess "Lis on Law" is a regular feature ...? They say she's a law professor at the New York Law School.
Yes, and we're right in the middle of it.
I hate the idea that these two approaches have to oppose one another. It must be possible to come up with some way to bring the two sides together.
Ah, I just remembered why that won't happen. Never mind.
Oh, so that is what they mean by "winning." The abstinence-only side is winning like we're "winning" the war on terror.
Funny, so far I can't tell which way she's going with this. It is Fox, and I can hardly believe she's going to make the point that kids should be taught facts... so far she hasn't tipped her hand.
Yeah, who cares what a bunch a dumb ol' scientists and professors think? They're not on our side, they're not going to give us the answers we want.
Really, it's unbelievable that she was able to get somebody to say something like this. It's like this Family Blah Blah guy is the one wearing the "I'm Stupid" shirt.
Don't you love the way she compares California to America? That's just fun.
But the point in that last paragraph is important. Despite our phobia/obsession with sex, or probably because of it, we have a mess on our hands. We just can't figure out how to let sex be part of life, without going flat-out insane about it.
C'mon, people, simmer down a little bit.
Well, hey, cool -- good for Fox.
We are currently working on a new curriculum. Montgomery County schools are some of the best in the country, and this should be a flagship program. We can't cut corners, we can't mamby-pamby this. We need to stare it right in the face and do what's right.
Students need to be given facts so they can make good decisions. It's as simple as that.
I guess "Lis on Law" is a regular feature ...? They say she's a law professor at the New York Law School.
One in five teens report having sex before they turn 15.
In fact, nearly half of American teens ages 15 to 18 are sexually active, the Centers for Disease Control and Prevention found in its 2005 Youth Risk Behavior Survey — and that number has been hovering around the 50 percent mark since at least 1991 when the biennial survey began.
But intercourse isn’t the only kind of sex kids are having. By the age of 18, 80 percent of males and 59 percent of females have masturbated; 75 percent have engaged in “heavy petting;” about 55 percent have had oral sex; and by age 19, 11 percent of have had anal sex.
It is against this backdrop that a fierce battle is being waged regarding how best to educate our nation’s children about sex. Lis on Law: Just Say 'No' — To Sex
Yes, and we're right in the middle of it.
On one side, there are proponents of “abstinence-only” education that does not include information about contraception or disease prevention. This side is currently being led by President Bush as well as citizens like Cindy Wright of Lubbock, Texas, who contend, "The Bible says you are supposed to get married before you consummate a relationship — I don't think teaching anything other than abstinence is right.”
On the other side, are those who favor a more comprehensive approach which includes information about contraception and disease prevention. This side is made up of every prominent American health organization, including the American Medical Association, as well as over 90 percent of American parents.
Nevertheless, by all accounts, the abstinence-only side is winning.
I hate the idea that these two approaches have to oppose one another. It must be possible to come up with some way to bring the two sides together.
Ah, I just remembered why that won't happen. Never mind.
Federally funded abstinence-only programs have been around since President Clinton, who amidst a swirl of criticism from his own party, placed his signature on the Republican Congress’ 1996 welfare reform bill. Though Clinton himself admitted the bill was "far from perfect," he offered, "We can change what is wrong. We should not have passed this historic opportunity to do what is right." (Among the law's most controversial features were several provisions promoting abstinence-only education.)
In the meantime, under President Bush, funding for abstinence-only programs has skyrocketed — going from $80 million annually by the last budget of the Clinton administration, to $170 million in 2005. "When our children face a choice between self-restraint and self-destruction, government should not be neutral," Bush has explained.
By contrast, no federal funds are dedicated to supporting programs that teach comprehensive sex education. In fact, to receive federal funds for sex education programs, grantees must offer curricula that have as their "exclusive purpose" teaching the benefits of abstinence.
Oh, so that is what they mean by "winning." The abstinence-only side is winning like we're "winning" the war on terror.
Even more troubling, a recent federal survey lambasted the erroneous information being propagated by several abstinence-only programs. One such claim, shamefully unrefuted by Senate majority leader (and medical doctor) Bill Frist (R-TN) on ABC’s "This Week," stated that HIV can be transmitted via sweat and tears. Another assertion was that condoms fail one in seven times — a statistic that is accurate only if people are counted who use condoms incorrectly or forget to use them at all.
So is the “just say no” approach working? As abstinence-only programs have become more common, rates of teenage pregnancy have indeed dropped — by one-third for girls ages 15-19 from 1991 through 2003. In addition, a study by the conservative Heritage Foundation concluded that girls who took the pledge were 12 times more likely to forgo premarital sex.
Funny, so far I can't tell which way she's going with this. It is Fox, and I can hardly believe she's going to make the point that kids should be taught facts... so far she hasn't tipped her hand.
But the big picture contains several caveats. Two prominent researchers of adolescent sexuality, Peter Bearman of Columbia and Hannah Brueckner of Yale found that while teenagers who took virginity pledges as part of abstinence-only programs were more likely to delay sexual activity (by about 18 months), they were just as likely to contract sexually transmitted diseases — and tended not to use contraceptives once they did become sexually active. Moreover, virginity pledgers are five times more likely to have oral or anal sex in the belief that such activities do not violate their pledges.
Ultimately, more data is needed in order to determine what, if any, positive effect abstinence-only programs have had. Unfortunately, many abstinence-only proponents are opposed to the kinds of surveys researchers rely on to gather such data because they include specific questions about sex. “Questions plant ideas,” warned Peter Brandt of the conservative Christian group Focus on the Family. "Individuals involved with condom programs shouldn't have a role in evaluating abstinence programs," he argues. "And who cares what those people think, anyway?"
Yeah, who cares what a bunch a dumb ol' scientists and professors think? They're not on our side, they're not going to give us the answers we want.
Really, it's unbelievable that she was able to get somebody to say something like this. It's like this Family Blah Blah guy is the one wearing the "I'm Stupid" shirt.
Interestingly, California (one of three states that refuse to accept federal sex-education funds and opt instead to provide a more comprehensive sex education) saw its teen pregnancy rate drop 40 percent between 1992 and 2000, well ahead of the national average during that period of 24 percent. And the Netherlands, which has long had a comprehensive sex education curricula has one of the lowest teen pregnancy rates in the world — just 8.1 per 1000 for girls ages 15-19.
Meanwhile, the U.S. has the highest rate of teen pregnancy in the developed world at 93 per 1000 — at least twice that of Canada, England, France, and Sweden, and 10 times that of the Netherlands. “As a direct result, abortion rates are twice or three times as high as European countries,” said Sharon L. Camp, president of the Guttmacher Institute, a non-partisan research organization. Moreover, one of every two young Americans will get a sexually transmitted disease by age 25, according to the Centers for Disease Control and Prevention.
Don't you love the way she compares California to America? That's just fun.
But the point in that last paragraph is important. Despite our phobia/obsession with sex, or probably because of it, we have a mess on our hands. We just can't figure out how to let sex be part of life, without going flat-out insane about it.
C'mon, people, simmer down a little bit.
So what’s the bottom line? Abstinence-only education is short-sighted, dangerous, and against the will of both health professionals and parents. In a country where 93 percent of men and 79 percent of women report having sexual intercourse prior to marriage, a federal policy that seeks to prevent its citizenry from obtaining the information it needs to protect itself is unconscionable. As Isabel Sawhill wrote for Brookings Institution, “Family and community values, not a federal mandate, should prevail, especially in an area as sensitive as this one.”
Well, hey, cool -- good for Fox.
We are currently working on a new curriculum. Montgomery County schools are some of the best in the country, and this should be a flagship program. We can't cut corners, we can't mamby-pamby this. We need to stare it right in the face and do what's right.
Students need to be given facts so they can make good decisions. It's as simple as that.
22 Comments:
Yes I would agree on one side you have abstinence-only and the other side you have NAMbLA. please tell me again where do you stand?
Anon, I'm gonna delete the next one like that.
JimK
Question Jim...
Exactly what is the federal govt's definition of an abstinence program that will qualify for federal funding....
As I and CRC have said many times, we are not against sex-ed.
Even my daugther's Catholic high school taught about birth control - iuds, the pill, that patch, condoms,etc. (in religon class interestingly enough). They put a lot of emphasis on the side effects of ever method. But they DID teach it - along with a very heavy emphasis on the emotional side effects of having sex too early - not to mention that of course it was a sin.
So, what's the definition that is being use for the abstinence programs... you can't discuss birth control at all, or you can discuss birth control but 50% of the discussion needs to be about abstinence... or...
Very curious to see that definition if you happen to have it.
Theresa -- that's a great question.
THIS SITE reviews the different "funding streams" for abstinence only education.
Here's what they say the federal government wants:
The Federal Definition of Abstinence-Only-Until-Marriage Programs
Section 510(b) of Title V of the Social Security Act, P.L. 104-193
For the purposes of this section, the term “abstinence education” means an educational or
motivational program which:
(A) has as its exclusive purpose teaching the social, psychological, and health gains to be realized by abstaining from sexual activity;
(B) teaches abstinence from sexual activity outside marriage as the expected standard for all school-age children;
(C) teaches that abstinence from sexual activity is the only certain way to avoid out of- wedlock pregnancy, sexually transmitted diseases, and other associated health problems;
(D) teaches that a mutually faithful monogamous relationship in the context of marriage is the expected standard of sexual activity;
(E) teaches that sexual activity outside of the context of marriage is likely to have harmful psychological and physical effects;
(F) teaches that bearing children out-of-wedlock is likely to have harmful consequences for the child, the child’s parents, and society;
(G) teaches young people how to reject sexual advances and how alcohol and drug use increase vulnerability to sexual advances, and
(H) teaches the importance of attaining self-sufficiency before engaging in sexual activity.
I have proposed, for the MCPS health curriculum, a definition from 4parents.gov -- the site that, you might remember, Teach the Facts and hundreds of other organizations signed a petition against last year. Their definition, found HERE, says:
For the purposes of this document, "abstinence" is defined as the avoidance of voluntary intimate sexual contact (oral, anal, genital, or intimate skin-to-skin).
The following activities are NOT consistent with true abstinence:
* Oral sex is often called a "safe" sexual practice. However, all sexually transmitted diseases can be transmitted this way.
* Anal sex is a sexual activity that many believe they can engage in without causing pregnancy. However, this is one of the easiest ways of spreading STDs.
* Intimate skin-to-skin contact, through activities such as mutual masturbation, can spread disease.
You will have read the proposed curriculum, I imagine, and noticed that it gives a very vague dictionary definition, that abstinence is not doing something, e.g., sex, alcohol ... well, I think you have to tell them what they're not supposed to do, even if it means saying unpleasant things. I am not wedded to this definition, but at least it's concrete enough that kids won't think they can have anal or oral sex and still be "abstinent."
JimK
Lis Wiehl opines,
So what’s the bottom line? Abstinence-only education is short-sighted, dangerous, and against the will of both health professionals and parents.
"...and parents"??? Obviously she has not done her homework.
URL,
http://www.heritage.org
/Research/Welfare/bg1722.cfm
Yes, it is true that parents are generally supportive of sex ed, but they are far more supportive of teaching children, school children (yes, including those in high school) that sex is about more than two persons (but hey, why place any limit?) going at as if "a beast with two backs".
Dogs do it when they are in heat...do we want to teach our children that that is fine for them too, so long as they use protection and make sure they have the consent of their partner?
Oh, and keep in mind that for every dollar spent on abstinence education, $12 is spent on teaching the kiddies how to copulate...albeit safely.
In addition to items A-H Jim cited, there are additional requirements programs must meet in order to be funded by the federal government.
"Required Content:
A curriculum must contain material consistent with the A-H elements.
ACF will evaluate all proposed curricula, supplemental materials, and proposed or anticipated modifications to the curricula to assure compliance with the 13 themes outlined below. This review will include a content analysis to determine whether at least 70 percent of the material directly relates to the 13 themes and that each theme is adequately addressed.
-No one theme should be over- or under-represented in the entire curriculum.
-Curriculum must not contain any material inconsistent with any of the A-H elements.
-Material must not promote contraception and/or condom use (as opposed to risk elimination).
-A curriculum must not promote or encourage sexual activity outside of marriage.
-A curriculum must not promote or encourage the use of any type of contraceptives outside of marriage or refer to abstinence as a form of contraception.
-Curriculum must be age-appropriate with regard to the developmental stage of the intended audience. Graphic images of genitalia for purposes of illustrating the effects of sexually transmitted diseases (STDs) are inappropriate for certain age groups, especially if classes are not gender separated.
Additional Guidance Regarding Curriculum Content:
-Abstinence curricula must have a clear definition of sexual abstinence which must be consistent with the following: "Abstinence means voluntarily choosing not to engage in sexual activity until marriage. Sexual activity refers to any type of genital contact or sexual stimulation between two persons including, but not limited to, sexual intercourse."
-The curriculum must have a clear message regarding the importance of student abstinence from sexual activity until marriage and must emphasize that the best life outcomes are more likely obtained if an individual abstains until marriage.
-The term "resources" must refer to all materials to be used in the submitted curriculum.
-Throughout the entire curriculum, the term "marriage" must be defined as "only a legal union between one man and one woman as a husband and wife, and the word 'spouse' refers only to a person of the opposite sex who is a husband or a wife." (Consistent with Federal law)
-The curriculum must teach the psychological and physical benefits of sexual abstinence-until-marriage for youth.
-The curriculum must teach the importance of marriage, commitment, responsible parenthood, especially fatherhood, and the potential harm of out-of-wedlock childbearing to all racial, socioeconomic, geographic, age, gender and ethnic groups.
-Information on contraceptives, if included, must be age-appropriate and presented only as it supports the abstinence message being presented. Curriculum must not promote or endorse, distribute or demonstrate the use of contraception or instruct students in contraceptive usage.
-The following National Institute of Allergies and Infectious Diseases definition for STDs must be applied throughout the document:
"A sexually transmitted disease is any contagious disease that is transmitted through direct person to person sexual contact. Sexually transmitted diseases are contracted through exchange of semen, blood, or any other body fluids or by direct sexual contact with the affected body area of an individual who has a sexually transmitted disease."
Successful Abstinence Education Curriculum
A. It is essential that the abstinence education curriculum has as its exclusive purpose, teaching the social, psychological, and health gains to be realized by abstaining from sexual activity.
The curriculum must be consistent with the bulleted examples.
Examples may include, but are not limited to:
-has as its exclusive purpose to teach abstinence. Every element, goal, and objective of the curriculum must be consistent with the abstinence-until-marriage message. The curriculum must teach abstinence in preparation for marriage throughout.
-Teaches the social gains realized by abstaining from non-marital sexual activity. (Included in themes D1, D2, F1, and F2.)
-Teaches the psychological gains realized by abstaining from non-marital sexual activity. (Included in themes B1, B2, D1, D2, and E1.)
-Teaches the health gains realized by abstaining from non-marital sexual activity. (Included in themes B1, B2, C2, and E2.)
B. It is critical that the abstinence education curriculum teaches abstinence from sexual activity outside marriage as the expected standard for all school-aged children:
The curriculum must adequately address each of the themes below and be consistent with the bulleted examples.
Theme B1. Teaches that abstinence from sexual activity is the expected standard for all school-age children.
Examples may include, but are not limited to:
-Teaches that abstinence from sexual activity is the expected standard for school-age children.
-Teaches that pursuing the expected standard of abstinence serves to establish an understanding of and respect for others.
-Teaches that committed caring relationships require respect for others, their feelings and their bodies.
-Teaches that abstinence reflects qualities of personal integrity and is honorable.
Theme B2. Teaches, in an age-appropriate manner, the topic of returning to abstinence, that teens who have engaged in non-marital sexual activity may abstain from further non-marital sexual activity, thereby reducing potential negative psychological, health, and social consequences.
Examples may include, but are not limited to:
-Teaches that teens who have been sexually active may choose to return to abstinence.
-Teaches that teens who choose abstinence, even after they have been sexually active, are likely to improve their future well-being.
C. Abstinence education curriculum must teach that abstinence from sexual activity is the only certain way to avoid out-of-wedlock pregnancy, sexually transmitted diseases, and other associated health problems.
The curriculum must adequately address each of the themes below and be consistent with the bulleted examples.
Theme C1. Teaches, in an age-appropriate manner, that abstinence is the only certain way to avoid out-of-wedlock pregnancy.
Examples may include, but are not limited to:
-Teaches that contraception may fail to prevent teen pregnancy and that sexually active teens using contraception may become pregnant.
-Teaches the published failure rates associated with contraceptives relative to pregnancy prevention, including "real use" versus trial or "laboratory use," human error, product defect, teen use and possible side effects of contraceptives. (References for information must be provided with the curriculum.)
-Does not promote or encourage the use or combining of any contraceptives in order to make sex "safer."
Theme C2. Teaches, in an age-appropriate manner, that abstinence is the only certain way to avoid the sexual transmission of STDs and related health problems. Teaches the harmful physical effects of infection by STDs that may result from sexual activity outside of the context of faithful marriage. Teaches the physical health gains realized by abstaining from sexual activity. (This theme is limited to STDs; the physical effects of out-of-wedlock pregnancy are covered in themes F1 and F2.)
Examples may include, but are not limited to:
-Teaches the epidemiology of STDs in the U.S., e.g., infection rates, modes of transmission, existence of incurable and potentially fatal STDs. (References for information must be provided with the curriculum.)
-Teaches the limitations of contraception to consistently prevent STDs.
-Teaches that sexually active teens increase the risk of contracting an STD with each additional sex partner.
-Teaches the adverse physical, emotional and socio-economic consequences associated with contracting an STD.
-Teaches that acquiring an STD may potentially impact future relationships.
-Teaches that abstinence decreases the potential for experiencing other associated health problems (e.g., infertility, chronic pelvic pain, liver disease, certain reproductive organ cancers, HIV/AIDS).
-Teaches the increased biological susceptibility to STD infection associated with earlier age of initiation of sexual activity.
D. It is required that the abstinence education curriculum teaches that a mutually faithful monogamous relationship in the context of marriage is the expected standard of human sexual activity.
The curriculum must adequately address each of the themes below and be consistent with the bulleted examples.
Theme D1. Teaches that the expected standard for sexual activity is within the context of a mutually monogamous marriage relationship between a man and a woman. Teaches that healthy human sexuality involves enduring fidelity, love and commitment; human happiness and well-being are associated with a stable, loving marriage. Teaches that non-marital sex can undermine the capacity for healthy marriage, love and commitment. Teaches that abstinence is beneficial in preparation for successful marriage and significantly increases the probability of a happy, healthy marriage.
Examples may include, but are not limited to:
-Teaches that non-marital sex in teen years may reduce the probability of a stable, happy marriage as an adult.
-Teaches that healthy human sexuality involves enduring fidelity, love and commitment.
-Teaches that teen abstinence may increase the probability of a healthy marriage.
-Teaches that teen non-marital sex may not evolve into an intimate enduring relationship.
-Teaches that sex can be fulfilling when practiced within the intimacy, love and commitment of marriage.
Theme D2. Teaches that human sexuality includes deep emotional and psychological aspects and is not merely physical in nature.
Examples may include, but are not limited to:
-Teaches that mutual faithfulness, intimacy and commitment within marriage can lead to increased human happiness.
-Teaches that premarital sexual activity can create a pattern of relationship instability.
-Teaches the difference between love and sex.
-Teaches the stages of emotional intimacy and bonding.
-Teaches that sexual activity exclusively within marriage usually serves to promote healthy emotional bonding.
-Teaches that the lack of commitment associated with non-marital sex may increase the potential for emotional harm.
-Teaches that males and females may view sex, intimacy, and commitment differently.
-Provides an understanding that non-marital teenage sexual activity may harm others.
-Teaches the short-term and unstable nature of many teen sexual relationships.
E. It is essential that the abstinence education curriculum teaches that sexual activity outside of the context of marriage is likely to have harmful psychological and physical effects.
The curriculum must adequately address each of the themes below and be consistent with the bulleted examples.
Theme E1. Teaches the harmful psychological effects of sexual activity outside the context of marriage. Teaches the psychological gains realized by abstaining from sexual activity.
Examples may include, but are not limited to:
-Teaches the potential psychological effects (e.g., depression and suicide) associated with adolescent sexual activity.
-Teaches that abstinence can increase the freedom to fulfill age-appropriate, psycho-social, developmental stages.
-Teaches the harmful psychological effects that can be associated with experiencing relationship failure, especially if sexual intimacy was experienced before marriage.
-Teaches that abstinence may increase the freedom to enjoy emotional health by lessening the likelihood of experiencing the negative emotions that can be associated with a decision to become involved in premarital sexual activity.
Theme E2. Teaches that teen sexual activity may have harmful effects in addition to the effects previously mentioned in C1, C2, and E1. Teaches that abstinence can help youth to avoid these potentially harmful effects.
Examples may include, but are not limited to:
-Teaches that teen sexual activity is associated with decreased school completion, decreased educational attainment, and decreased income potential.
-Teaches that teens who are sexually active are also more likely to engage in other risk behaviors such as: smoking, alcohol abuse, drug abuse, violence, and crime.
F. It is critical that the abstinence education curriculum teaches that bearing children out-of-wedlock is likely to have harmful consequences for the child, the child's parents, and society.
The curriculum must adequately address each of the themes below and be consistent with the bulleted examples.
Theme F1. Teaches that sexual activity outside of marriage may result in non-marital pregnancy. Teaches, in an age-appropriate manner, that bearing children out-of-wedlock may have harmful consequences for the child. Teaches that by abstaining from non-marital sexual activity, teens will have increased potential to form healthy marriages that will benefit their future children.
Examples may include, but are not limited to:
-Teaches that teen sexual abstinence will decrease the probability of out-of-wedlock child bearing and improve preparation for stable marriage.
-Teaches that marriage may greatly improve the well-being of children.
-Teaches that a healthy marriage will significantly decrease the likelihood that one's children will experience: physical, sexual, and/or emotional abuse or neglect; welfare dependence; poverty; drug or alcohol abuse; emotional and behavioral problems; academic failure; and incarceration.
-Teaches that the earlier the initiation of non-marital sexual activity, the greater the probability of out-of-wedlock pregnancy and birth.
Theme F2. Teaches the potential beneficial effects of marriage to the well-being of adults and society. Teaches, in an age-appropriate manner, that bearing children out-of-wedlock is likely to have harmful consequences for the child's parents and society as a whole.
Examples may include, but are not limited to:
-Teaches the multi-faceted benefits of healthy marriage to our society (e.g., increased life span; higher standards of living; higher levels of sexual satisfaction).
-Teaches that bearing children out-of-wedlock increases the likelihood that a mother will live in poverty, become dependent on welfare, and/or experience significant delays in or interference with achieving desired life goals.
-Teaches that adults who are married are less likely to be involved in illegal activity, abuse substances or spend time in prison.
-Teaches that bearing children out-of-wedlock is associated with increased rates of depression, domestic violence, and failed relationships.
-Teaches that bearing children out-of-wedlock can result in an increased potential for government expenditures and can have negative effects on society (e.g., increased services for non-marital parents and children, higher medical costs, higher rates of crime, incarceration and/or academic failure).
-Teaches the importance of marriage to economic well-being and prosperity and the importance of abstinence in the teen years to long-term healthy and happy marriages.
-Teaches the association between healthy marriage and adult happiness.
-Teaches the relationship of abstinence before marriage and fidelity in marriage to responsible parenthood.
-Teaches the importance of marriage to responsible fatherhood.
-Teaches that males who father children out-of-wedlock may face substantial child support payments for the next 18 years and other legal obligations.
G. Abstinence education curriculum must teach young people how to reject sexual advances and how alcohol and drug use increase vulnerability to sexual advances.
The curriculum must adequately address each of the themes below and be consistent with the bulleted examples.
Theme G1. Teaches the importance of goal setting and future-oriented thinking as a means of promoting sexual abstinence. Teaches the importance of personal character in deciding to remain sexually abstinent. Teaches the value of building and maintaining healthy relationships that are free from sexual involvement.
Examples may include, but are not limited to:
-Teaches that sexual desires are natural and controllable and that individuals are capable of making choices to abstain from sexual activity.
-Teaches the value of building and maintaining healthy relationships that are free from sexual involvement.
-Identifies role models for success and examples of healthy sexual values.
-Teaches that being sexually active does not prove one is mature, successful or popular.
-Teaches the importance of personal character and self-discipline in deciding to remain sexually abstinent.
-Teaches skills for improving risk assessment, healthy decision making, refusal skills and self-discipline concerning sexual activity.
-Enhances future orientation, helping the young person who has chosen abstinence to develop and implement long-term life goals for themselves as individuals.
-Enhances a sense of personal efficacy, creating a strong personal understanding that significant life goals are personally attainable and that current conduct can lead to goal attainment.
-Teaches that abstinence is a means of developing discipline, self-awareness, and goal-setting behaviors.
-Teaches that the expected standard of abstinence provides guidelines for decision-making and/or goal-setting behaviors.
Theme G2. Teaches techniques and skills to help young people reject sexual advances and maintain the expected standard of abstinence.
Examples may include, but are not limited to:
-Enhances sense of personal efficacy in students that they can, as individuals, adhere to abstinence standards.
-Teaches examples of verbal and non-verbal responses designed to stop sexual advances.
-Provides skills for maintaining independent personal standards regarding abstinence and for resisting negative peer influences.
-Teaches how to set and communicate boundaries and avoid settings and circumstances commonly associated with an increased likelihood of sexual advances (e.g., staying out late, being alone with a date in an unsupervised setting, attending parties where sexually active peers are likely to attend).
-Teaches how to avoid settings that involve potential interaction with pornography (e.g., explicit movies, TV, magazines, Internet).
-Provides understanding of media influence on sexual behavior and skills for resisting negative media influences.
-Teaches students to ask for help from parents and adults who can support and reinforce abstinence-until-marriage decisions.
Theme G3. Teaches that the use of drugs or alcohol can increase one's vulnerability to sexual advances (including sexual exploitation or violence). Teaches skills for avoiding high-risk situations where sexual activity is more likely.
Examples may include, but are not limited to:
-Teaches that alcohol and/or drug use can decrease self-control, lower levels of inhibitions, and adversely influence decisions regarding sexual behavior.
-As a means of promoting sexual abstinence, encourages participation in age-appropriate activities that do not involve the use of alcohol and/or drugs.
-Teaches techniques for refusing to participate in alcohol, tobacco and drug use.
-Teaches that abstinence increases the potential of avoiding other high-risk behaviors, e.g., drug abuse, alcohol abuse, tobacco use and sexual violence.
-Explains how situations or circumstances associated with alcohol, drug abuse or other high-risk behaviors can contribute to the increased likelihood of encountering sexual advances.
H. It is required that the abstinence education curriculum teaches the importance of attaining self-sufficiency before engaging in sexual activity.
The curriculum must be consistent with the bulleted example.
-Teaches the relationship between self-sufficiency and abstinence-until-marriage. Teaches that the delay of the initiation of sexual activity until marriage can significantly improve life outcomes, financial well-being and marital stability. Included in themes B1, B2, D1, D2, F1, and F2.
D. Other Program Requirements
Grants under this program shall be made to entities which agree that, with respect to an adolescent to whom the entities provide abstinence education under such grant, the entities will not provide to that adolescent any other education regarding sexual conduct, except in the case of an entity expressly required by Federal law to provide health information or services [42 U.S.C §710(b)(2)(A) (2000)]. Each adolescent shall not be precluded from seeking health information or services from the entity in a different setting - either in time or place - than the setting in which abstinence education was provided. Nothing shall preclude entities that have a public health mandate from discussing other forms of sexual conduct or providing services, as long as this is conducted in a different setting - either in time or place - than where and when the abstinence-until-marriage course is being conducted. ACF requires applicants to prepare, sign and submit with their applications a document of assurance that speaks to this separation of Federal abstinence education services and private abstinence and/or sex education services. An example of an acceptable statement of assurance is provided in Appendix B.
All grantees must send at least one key staff person to attend one grantees' meeting per year of three days each in Washington, D. C. The initial meeting is expected to be held shortly after the official award date."
OK fine, Anon, you're a better Googler than me, or more patient. Could you give us a link to the source of all that?
By the way, we aren't federally funded in Montgomery County and are not affected by these federal rules. This is an academic exercise only.
JimK
http://www.acf.hhs.gov/grants/open/HHS-2006-ACF-ACYF-AE-0099.html
The Heritage Foundation paper Orin cited interpreted results from a December 2003 nationwide Zogby poll of 1004 parents with children under 18. It listed one reference from the National Campaign to Prevent Teen Pregnancy, one from the Kaiser Family Foundation, and four from within the Heritage Foundation in the footnote section. There is no bibliography nor any link to the specific Zogby poll cited.
The paper states:
"Most parents not only want vigorous instruction in abstinence, but also want teens to be taught basic biological information about contraception. Such information is not contained in abstinence curricula themselves but is frequently provided in a separate setting such as a health class. "
I find it interesting that the Heritage Foundation thinks that abstinence curricula are separate from health class. Maybe that because our federal government requires abstinence program lessons to be separate in time or space from lessons containing basic biological information about contraception in order to receive funding.
The executive summary of the paper states:
"The new poll shows an apparent divergence between abstinence education and parental attitudes in only one area: Some 75 percent of parents want the schools to teach teens about both abstinence and contraception. Abstinence curricula in general do not teach about contraceptive use, except to explain contraceptive failure rates."
That's why the vast majority of parents want abstinence based comprehensive sex education in our public schools. They want teens to get both the abstinence message and the information to necessary to protect themselves should they decide to become sexually active. Most parents do not want their teens to view contraceptives only as failure rates because they know a sexually active teen is safer using a condom than not. Instead, most parents want their teens to learn the proper way to protect themselves from unplanned pregnancy and STDs because they know about half of them will become sexually active before they graduate from high school.
This poll that indicated 75% of parents want both abstinence and contraception taught was nationwide. I am certain that here in progressively liberal Montgomery County, Maryland the percentages of parents who want both messages for their teens is even higher.
Aunt Bea
"Despite our phobia/obsession with sex, or probably because of it, we have a mess on our hands."
A little misleading. The mess is not really new. It's been going on since the introduction of valueless sex ed in the 70s. That can't be corrected overnight but the stress on premarital abstinence has started to make a dent.
"We just can't figure out how to let sex be part of life, without going flat-out insane about it."
It's not that hard to figure out. Our institutions need to support societal norms. Sex is part of life everywhere. Always has been.
"C'mon, people, simmer down a little bit."
Maybe you should try some self-reflection here.
"So what’s the bottom line? Abstinence-only education is short-sighted, dangerous, and against the will of both health professionals and parents. In a country where 93 percent of men and 79 percent of women report having sexual intercourse prior to marriage, a federal policy that seeks to prevent its citizenry from obtaining the information it needs to protect itself is unconscionable. As Isabel Sawhill wrote for Brookings Institution, “Family and community values, not a federal mandate, should prevail, especially in an area as sensitive as this one.”"
There is a consensus in America that teens should be taught restraint until marriage. The federal mandate supports it. It's a family and community value, which has prevailed.
"Well, hey, cool -- good for Fox."
Yeah, man, ...far out!
"We are currently working on a new curriculum. Montgomery County schools are some of the best in the country, and this should be a flagship program."
Absolutely. We can show the rest of the country how to teach the sanctity of marriage. This will save lives in the long run. The new video is a good start if we can just get a wedding band on that hand.
"We can't cut corners, we can't mamby-pamby this. We need to stare it right in the face and do what's right."
If you want to do what's right, we need to rethink how we try to keep moral values out of our schools and resist religious conviction.
"Students need to be given facts so they can make good decisions. It's as simple as that."
It really is. We need to let them know the benefits of delaying sexual activity until marriage.
"This poll that indicated 75% of parents want both abstinence and contraception taught was nationwide. I am certain that here in progressively liberal Montgomery County, Maryland the percentages of parents who want both messages for their teens is even higher."
Since the polls also show that parents (and kids) want traditional morality taught, the obvious implication is that they want contraception taught within a marital context. It's really the best of both worlds. The rebellious and foolish kids will figure out that the same stuff can be used in premarital sexual activity and our institutions will still support healthy societal norms without sending mixed signals.
And you and Andy and Opie can still sit on the front porch every night, drinking soda pop and making fun of Barney and Goober.
Before the disco 70s, we had the shotgun weddings of the 50s followed by the divorce explosion of the 60s. Did you like those better?
"Before the disco 70s, we had the shotgun weddings of the 50s followed by the divorce explosion of the 60s. Did you like those better?"
Are you saying that the ambivalent attitude toward societal norms within our public schools, which was associated with a tremendous increase in teen pregnancy in the 70s, was an attempt to prevent divorce? As far as shotgun weddings, I don't think they were as common as portrayed in the popular media but I do hope you support male responsibility.
No, I'm saying unless you go back to the days of marriage at or soon after puberty, there will be premarital sex.
Ok, so thanks to whomever found that definition.
I like that definition and it is consistent with the way my daughter's school approached the subject.. drilling into their heads.. DON'T HAVE SEX. Contraceptives taught with an emphasis on how they can fail and the side-effects.
And Jim, I like their definition of abstinence, which does not call out "anal, oral, or vaginal sex". I don't object as much to the oral or vaginal description - I have a real problem with the anal sex description. I believe that might be described as an erotic method which is specifically prohibited by MD law. I do think they are quite a few kids (my daughter included) who don't know what anal sex is at age 12, and certainly don't need to be told by their school.
The condom video, of course, under this definition is specifically prohibited. But I am not sure that the rest of the sex ed curriculum is.
I really don't see what the problem would be with developing two parallel curriculums in MCPS - one paid for by the federal govt that would qualify for the federal funding, and another which could be comprehensive sex ed. And then just let the parents choose. And we can all stop fighting.
does abstinence ed make a difference ? I don't know, I would be very interested to see statistics on the premarital sex in the private religous schools who are going to tend to emphasize abstinence more and in the public schools.
Actually, come to think of it, I don't think my 12 year old knows what oral sex is either...
"I really don't see what the problem would be with developing two parallel curriculums in MCPS - one paid for by the federal govt that would qualify for the federal funding, and another which could be comprehensive sex ed. And then just let the parents choose. And we can all stop fighting."
I've said that from the beginning. I think the real problem is that they're afraid what would happen if parents had a choice.
They usually retort that parents must support the school's sex ed program because so few opt out and. thus, no one would sign up for the ab program. I know that when we opted out we were called several times by the health teacher to get us to change our mind and were told that they've never had anyone else opt out. Also, the opt out is a self-study course and this is not appropriate for all kids, making for a tendency for lower average grade for those who opt out.
"does abstinence ed make a difference ? I don't know, I would be very interested to see statistics on the premarital sex in the private religous schools who are going to tend to emphasize abstinence more and in the public schools."
Statistics in this area are a little difficult to interpret because the type of family the kids come from probably has more influence then the teaching of the schools. The abstinence programs that have shown success are those based on societal norms or religious convictions. The ab programs based on building self esteem don't seem to be much more successful than the valueless sex ed programs, which, of course, have been a disaster.
Comp sex ed combined with values discussions, like the ones you mentioned, are most likely to be successful in theory but have not really been tried or considered in public schools because of the fear that teaching morality is teaching religion.
"The abstinence programs that have shown success are those based on societal norms or religious convictions."
That's a nice general statement. But is it true?
Please name some abstinence programs based on religious convictions that have demonstrated success rates at preventing unplanned pregnancies and STDs and please direct us studies that show they were successful.
Theresa said "I like their definition of abstinence, which does not call out "anal, oral, or vaginal sex". I don't object as much to the oral or vaginal description - I have a real problem with the anal sex description. I believe that might be described as an erotic method which is specifically prohibited by MD law."
So you think anal sex is an erotic technique but you don't think oral sex and vaginal sex are? Interesting but TMI!
"Please name some abstinence programs based on religious convictions that have demonstrated success rates at preventing unplanned pregnancies and STDs and please direct us studies that show they were successful."
I threw in religious convictions as a type of societal norm- for those involved in that type of society. Maybe I was extrapolating a little too widely. I trust you're aware of the success of programs based on societal norms.
Theoretically, if it turned out religious programs were the most successful approach, what do you think the implication would be? I read recently of a county in Texas where a high school allowed a church group to come in and take over the after school tutoring program. The program was so successful, they're expanding it to the whole county.
"I trust you're aware of the success of programs based on societal norms."
No I'm not aware of any such programs. Please forgive my ignorance and inform me of the names of some abstinence programs based on "societal norms" that have been proven effective at reducing unplanned pregnancy and STDs.
"I read recently of a county in Texas where a high school allowed a church group to come in and take over the after school tutoring program."
After school tutoring program? Do they tutor teens in religious reasons and/or societal norms that might lead teens to be and remain abstinent? If so, has such tutoring been proven effective at reducing unplanned pregnancy and STDs?
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