The war between abstinence and sex. Abstinence and satisfaction of needs.



The war between abstinence and sex

The war between abstinence and sex

Should we teach only abstinence in sexuality education? Why all the fuss? The question is not whether education about sexuality belongs in the schools there is well nigh universal accord on this score ,1 but rather, how to approach the topic. Abstinence-only approaches include discussions of values, character building and refusal skills, while avoiding specific discussions of contraception or safer sex.

Comprehensive sexuality education begins with abstinence but also acknowledges that many teenagers will choose to have sex and thus need to be aware of the consequences and how to protect themselves. Such programs include instruction in safe sex behavior, including use of condoms and other contraceptives.

By this reasoning it follows that schools should either ignore the issue or discuss sexuality only in terms of fear and disease. The casualties in this war are teenagers themselves, denied information about how to prevent pregnancy or sexually transmitted diseases in the highly likely event that they have sexual intercourse. Some expect to use it only for children in early grades or for media campaigns, a strategy which avoids putting a teacher in the position of being unable to answer a question about birth control or barrier methods of protection from high school students.

Abstinence-only curricula typically seek to encourage abstinence from sexual activity until marriage. In support of this goal, abstinence proponents use arguments that fly in the face of both science and human experience. The federal abstinence provisions include the statement: Few could argue with a near exclusive focus on abstinence for young children. For older teens, sexuality education needs to be relevant for the substantial share of adolescents who choose to have sex.

The sex education debate sometimes grows so heated as to lose a sense of proportion. Great expectations are heaped on school-based programs. Most teaching is assessed by measuring its impact on knowledge rather than behavior outside of the classroom. Classroom instruction must be factored into the conflicting mix of influences from peers, parents, churches and a media barrage of pro-sex messages.

But for most, risk taking is part of a constellation of internal and external influences. The best sex education begins with abstinence as a starting point, both encouraging it for young people who are not ready for sex and supporting those who choose it for whatever reason.

Clearly, the best sex education programs address more than the biology of sex and risk although kids are owed the basic facts on how their bodies work and how to protect themselves against unintended pregnancy and sexually transmitted diseases. So far, abstinence-only programs have failed to meet scientific tests of proven effectiveness. A recent review found only six published studies in the peer-reviewed literature examining abstinence-only programs.

If the federal government is going to fund approaches absent any proof of significant program effects, state officials who accept federal dollars should insist that the programs be thoroughly and rigorously evaluated. The new quarter billion dollar federal program for abstinence-only teaching furthers a religious and political, not a public health agenda.

It is not enough to agree on what adults would like young people to hear. Delivery of politically palatable-rather than effective-curricula may serve the interest of adults, but will cheat many young people.

For all their antipathy, abstinence-only advocates and comprehensive sexuality education proponents share common goals: A number of comprehensive sex education curricula examined in rigorous studies have achieved modest delays in sexual intercourse, reductions in number of partners, and increases in contraceptive use.

A national review outlined a variety of elements of effective programs: Credible, objective evidence about the ability of specific programs to achieve their goals is essential. Decision makers need to separate value questions from questions of effectiveness in sex education, and find the common ground.

National Institutes of Health. Consensus Development Conference Statement. For more information, contact: Sex education that teaches abstinence wins support. Centers for Disease Control and Prevention. Youth risk behavior surveillance-United States , Morbidity and Mortality Weekly Report. The Alan Guttmacher Institute. National Center for Health Statistics. Reducing HIV risk behaviors among runaway adolescents. Journal of the American Medical Association. National Campaign to Prevent Teen Pregnancy; Our view of adolescent sexuality-a focus on risk behavior without the developmental context.

American Journal of Public Health.

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Sex And The Swastika (World War 2 Documentary)



The war between abstinence and sex

Should we teach only abstinence in sexuality education? Why all the fuss? The question is not whether education about sexuality belongs in the schools there is well nigh universal accord on this score ,1 but rather, how to approach the topic.

Abstinence-only approaches include discussions of values, character building and refusal skills, while avoiding specific discussions of contraception or safer sex.

Comprehensive sexuality education begins with abstinence but also acknowledges that many teenagers will choose to have sex and thus need to be aware of the consequences and how to protect themselves. Such programs include instruction in safe sex behavior, including use of condoms and other contraceptives.

By this reasoning it follows that schools should either ignore the issue or discuss sexuality only in terms of fear and disease. The casualties in this war are teenagers themselves, denied information about how to prevent pregnancy or sexually transmitted diseases in the highly likely event that they have sexual intercourse.

Some expect to use it only for children in early grades or for media campaigns, a strategy which avoids putting a teacher in the position of being unable to answer a question about birth control or barrier methods of protection from high school students.

Abstinence-only curricula typically seek to encourage abstinence from sexual activity until marriage. In support of this goal, abstinence proponents use arguments that fly in the face of both science and human experience. The federal abstinence provisions include the statement: Few could argue with a near exclusive focus on abstinence for young children.

For older teens, sexuality education needs to be relevant for the substantial share of adolescents who choose to have sex. The sex education debate sometimes grows so heated as to lose a sense of proportion. Great expectations are heaped on school-based programs. Most teaching is assessed by measuring its impact on knowledge rather than behavior outside of the classroom. Classroom instruction must be factored into the conflicting mix of influences from peers, parents, churches and a media barrage of pro-sex messages.

But for most, risk taking is part of a constellation of internal and external influences. The best sex education begins with abstinence as a starting point, both encouraging it for young people who are not ready for sex and supporting those who choose it for whatever reason. Clearly, the best sex education programs address more than the biology of sex and risk although kids are owed the basic facts on how their bodies work and how to protect themselves against unintended pregnancy and sexually transmitted diseases.

So far, abstinence-only programs have failed to meet scientific tests of proven effectiveness. A recent review found only six published studies in the peer-reviewed literature examining abstinence-only programs.

If the federal government is going to fund approaches absent any proof of significant program effects, state officials who accept federal dollars should insist that the programs be thoroughly and rigorously evaluated.

The new quarter billion dollar federal program for abstinence-only teaching furthers a religious and political, not a public health agenda. It is not enough to agree on what adults would like young people to hear. Delivery of politically palatable-rather than effective-curricula may serve the interest of adults, but will cheat many young people. For all their antipathy, abstinence-only advocates and comprehensive sexuality education proponents share common goals: A number of comprehensive sex education curricula examined in rigorous studies have achieved modest delays in sexual intercourse, reductions in number of partners, and increases in contraceptive use.

A national review outlined a variety of elements of effective programs: Credible, objective evidence about the ability of specific programs to achieve their goals is essential. Decision makers need to separate value questions from questions of effectiveness in sex education, and find the common ground.

National Institutes of Health. Consensus Development Conference Statement. For more information, contact: Sex education that teaches abstinence wins support. Centers for Disease Control and Prevention.

Youth risk behavior surveillance-United States , Morbidity and Mortality Weekly Report. The Alan Guttmacher Institute. National Center for Health Statistics. Reducing HIV risk behaviors among runaway adolescents. Journal of the American Medical Association. National Campaign to Prevent Teen Pregnancy; Our view of adolescent sexuality-a focus on risk behavior without the developmental context. American Journal of Public Health.

The war between abstinence and sex

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2 Comments

  1. Sex-education programs are simply too new for social scientists to draw any hard conclusions.

  2. And yet few people seem aware of the coordinated effort to achieve all this that the ACLU and Planned Parenthood have undertaken working in conjunction with such local groups as Advocates for Youth and the Sexuality Information and Education Council of the United States. Sadly, many will contract an STI but not realize it until years later. Classroom instruction must be factored into the conflicting mix of influences from peers, parents, churches and a media barrage of pro-sex messages.

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