Wednesday, April 23, 2008
Picture Citation
"Abstinence-Only Education." Issues & Controversies On File 11 Sept. 2006. Issues & Controversies. Facts On File News Services. 10 Apr. 2008 http://www.2facts.com.
Tuesday, April 22, 2008
FINAL DRAFT!!
Abstinence-focused Sex Education
On television, in the news, in magazines, and online, adolescents are immersed in a culture where sexuality and sexual images are commonplace. It seems that it cannot be a coincidence then, that teenage pregnancy and STD levels are shockingly high. With such a crisis occurring in the youth today, it is important that society takes a step back and examines how to solve the problem. The most obvious way of solving the teenage pregnancy and STD epidemic is prevention. Sex education is the best preventative measure, ensuring adolescents are informed enough to make responsible, healthy decisions about sexual activity. Even within the subject of sex education, there is great debate over the type of curriculum that should be used: an abstinence-only approach, which only advocates waiting until marriage, versus a comprehensive program, which provides students with information about contraceptives and STD prevention. There is, however, a middle ground; abstinence-focused education teaches the benefits of abstaining and encourages abstinence as the only sure way of protecting oneself from pregnancy and STDs, while also informing students about methods of birth control and STD prevention. This way, students can practice safer sex, should they choose to do so. Due to the alarming rates and consequences of teenage sexual activity and students’ need for a realistic, informative, and helpful approach, public schools should adopt an abstinence-focused sex education curriculum.
The abstinence-only approach is relatively new to the scene of sex education. This curriculum was first popularized in 1996, when Congress passed a welfare reform law allocating fifty million dollars annually to states offering abstinence-only sex education. These funds cannot be used to support curriculums that endorse birth control, but rather for programs that show that sex outside of marriage is likely to result in “harmful physical and psychological effects,” and that the avoidance of extramarital sex “is the expected standard” of human behavior. In May 2002, congress voted to extend this provision for an additional five years (“Abstinence-Only Education”). Prior to this act, most public high schools taught a comprehensive curriculum, educating their students on the risks of sexual activity, such as STDs, and how to protect themselves, specifically focusing on condoms not only as a method of birth control, but also as a means of preventing the spread of STDs (Schneider). However, the federal funding has encouraged many public schools to adopt abstinence-only curriculums, and yet the problems continue.
Teen pregnancy is much more prevalent in the U.S. than in any other industrialized nation; more than one million teenage girls become pregnant every year. Three million teenagers become infected with an STD each year, and gonorrhea and chlamydia are more common among teenagers than adults (Seagren). Society recognizes these problems and is seeking change. Public opinion supports educating students about the risks of sexual activity and offering ways to protect themselves: one study by the University of Pennsylvania found that “approximately 82% of respondents indicated support for programs that teach students about both abstinence and other methods of preventing pregnancy and sexually transmitted diseases.” The study summarized that “abstinence-only programs, while a priority of the federal government, are supported by neither a majority of the public nor the scientific community” (“Results”). It seems that parents want their children to be informed about the risks of sexual activity and the ways to protect themselves against these risks, so that teenagers can make knowledgeable decisions and be held accountable for the results.
Simply put, teaching abstinence-only sex education is unrealistic. Abstinence is not something that can be forced upon a person. When the time comes, students will have to make their own decision about whether to engage in sexual activity. And students are choosing to have sex. Adolescents are becoming sexually active at increasingly younger ages. In a survey conducted by the CDC in 1993, “more than 43% of ninth grade boys and more than 31% of ninth-grade girls report having had sexual intercourse” (“Sex Education: Statistical Update”). Therefore, it is unrealistic to ignore the teaching of safe sex practices and the consequences associated with sexual activity. By doing so, we are only endangering the lives of the many students who choose not to abstain. Instead, by offering information about how to protect against unwanted pregnancy and STDs, an abstinence-focused program allows students to make safe, smart decisions about sexual activity, while also learning about the many physical, emotional, and mental benefits of abstinence (Brody). Tamara Kreinin, president of the Sexuality Information and Education Council of the United States, notes the inevitability of the presence of sex in the lives of adolescents: “Young people are going to learn about sex and our question has to be where do we want them to learn? From the media? From their friends? Or do we want them to learn from an educated, responsible adult?” (Masland). Clearly, Kreinin supports a curriculum of sex education that meets the needs of a youth immersed in a culture filled with sexuality and helps them to make responsible decisions based on factual information. An abstinence-focused program is tailored to meet the needs of all students. For those who do choose to abstain, they learn the many benefits associated with this decision. For those who are already having sex or will choose to engage in premarital sexual activity, information regarding pregnancy and STD prevention will help them to make smart decisions about their own sexual health (Weiten).
By educating students about the risks of sexual activity, abstinence-focused education can help to lower the pregnancy and STD rates among adolescents. For example, many abstinence-based sex education programs focus on proper condom use to prevent STDs and pregnancy (Wetzstein). A study by the CDC found that when condoms are used properly and consistently, there is only a 2% failure rate. However, in order to reduce the risks and achieve this 2% failure rate, students must be aware of the necessity of the condom’s use as well as informed on how to properly use it (Seagren). A January 2007 study by the CDC showed 86% of the decline in teen pregnancies between 1995 and 2002 could be accounted for by contraceptive use, while only 14% was attributable to teens abstaining from sex (“Update: Teen Pregnancy”). Informing teenagers about proper use of contraceptives makes a difference and can help lower teen pregnancy rates. Also, by presenting abstinence as a risk-free alternative to safe sexual activity, abstinence-focused sex education can contribute to the number of teenagers who do choose to abstain. A third of all teenagers who do get pregnant choose to have abortions, but perhaps, if adolescents were properly educated about how to prevent pregnancy, the need for abortions could be greatly reduced (“Update- Teen Pregnancy”). In fact, “people on both sides of the abortion debate agree that educating adolescents on preventing unwanted pregnancy is a major step toward reducing the need for abortions” (“Sex Education”). By supplementing information about safer sex practices with a focus on abstinence as the only guarantee against STDs and pregnancy, students can make the most informed decision possible and take accountability for their actions as well as the results.
Adolescents who are taught an abstinence-only curriculum are not properly educated about the risks of sexual activity and the ways in which to protect themselves. Students who are taught a comprehensive sex education program are informed about their sexual health, but may not be aware of the many physical and emotional benefits of abstaining from sexual intercourse. In both cases, this lack of knowledge is downright dangerous, and the effects are enormous: up to a million teenage pregnancies annually and three million cases of sexually transmitted diseases (Seagren). As teenagers begin to have sex earlier and earlier, it is unrealistic and harmful to their health to teach them only about abstinence. By educating students about the risks of sexual activity and ways to lessen these risks, as well as providing the totally risk free and beneficial alternative of abstinence, students can make informed decisions about their own sexual health, which, given the sex-crazy culture today’s adolescents are forced to grow up in, is all that can realistically be asked.
Works Cited
“Abstinence-Only Education.” Issues & Controversies on File. 11 Sept. 2006. Issues & Controversies. Facts on File News Services. Cooper Lib., Clemson U. 31 Mar. 2008.
Brody, Jane E. “Abstinence-Only: Does It Work?” New York Times Jun. 2004:F7. ProQuest Historical Newspapers The New York Times. Cooper Lib., Clemson U. 12 Apr. 2008
.
Masland, Molly. "The Sex Education Debate: An Overview." At Issue: Sex Education. Ed. Kristen Bailey. San Diego: Greenhaven Press, 2005. Opposing Viewpoints Resource Center. Gale. Cooper Lib., Clemson U. 9 Apr. 2008.
“Results of recent studies reported by University of Pennsylvania, U.S.”Biotech Business Week. (2007): A07. LexisNexis. LexisNexis. Cooper Lib., Clemson U. 4 Apr. 2008..
Schneider, Mary-Jane. Introduction to Public Health. 2nd ed. Boston: Jones and Bartlett, 2006.
Seagren, Alice. “Making a Case for Abstinence-Only Sex Education.” Contemporary Issues Companion: Teens and Sex. Opposing Viewpoints Resource Center. Gale. Cooper Lib., Clemson U. 31 Mar. 2008 .
"Sex Education." Issues & Controversies On File 5 Jan. 2001. Issues & Controversies. Facts On File News Services. Cooper Lib., Clemson U. 9 Apr. 2008.
"Sex Education: Statistical Update." Issues & Controversies On File 22 Mar. 2007. Issues & Controversies @ FACTS.com. Facts On File NewsServices. Cooper Lib., Clemson U. 31 Mar. 2008 .
"Update: Teen Pregnancy." Issues & Controversies On File 6 July 2007.Issues & Controversies @ Facts.com. Facts On File News Services. Cooper Lib., Clemson U. 31 Mar.2008 .
Weiten, Wayne. Psychology: Themes and Variations. 7th ed. California:
Thomson Wadsworth, 2007.
Wetzstein, Cheryl. "Sex-Ed Found to Prolong Teen Virginity: Two Studies Concur." The Washington Times 20 Dec. 2007. Lexis Nexis. Cooper Lib., Clemson U. 14 Apr. 2008.
On television, in the news, in magazines, and online, adolescents are immersed in a culture where sexuality and sexual images are commonplace. It seems that it cannot be a coincidence then, that teenage pregnancy and STD levels are shockingly high. With such a crisis occurring in the youth today, it is important that society takes a step back and examines how to solve the problem. The most obvious way of solving the teenage pregnancy and STD epidemic is prevention. Sex education is the best preventative measure, ensuring adolescents are informed enough to make responsible, healthy decisions about sexual activity. Even within the subject of sex education, there is great debate over the type of curriculum that should be used: an abstinence-only approach, which only advocates waiting until marriage, versus a comprehensive program, which provides students with information about contraceptives and STD prevention. There is, however, a middle ground; abstinence-focused education teaches the benefits of abstaining and encourages abstinence as the only sure way of protecting oneself from pregnancy and STDs, while also informing students about methods of birth control and STD prevention. This way, students can practice safer sex, should they choose to do so. Due to the alarming rates and consequences of teenage sexual activity and students’ need for a realistic, informative, and helpful approach, public schools should adopt an abstinence-focused sex education curriculum.
The abstinence-only approach is relatively new to the scene of sex education. This curriculum was first popularized in 1996, when Congress passed a welfare reform law allocating fifty million dollars annually to states offering abstinence-only sex education. These funds cannot be used to support curriculums that endorse birth control, but rather for programs that show that sex outside of marriage is likely to result in “harmful physical and psychological effects,” and that the avoidance of extramarital sex “is the expected standard” of human behavior. In May 2002, congress voted to extend this provision for an additional five years (“Abstinence-Only Education”). Prior to this act, most public high schools taught a comprehensive curriculum, educating their students on the risks of sexual activity, such as STDs, and how to protect themselves, specifically focusing on condoms not only as a method of birth control, but also as a means of preventing the spread of STDs (Schneider). However, the federal funding has encouraged many public schools to adopt abstinence-only curriculums, and yet the problems continue.
Teen pregnancy is much more prevalent in the U.S. than in any other industrialized nation; more than one million teenage girls become pregnant every year. Three million teenagers become infected with an STD each year, and gonorrhea and chlamydia are more common among teenagers than adults (Seagren). Society recognizes these problems and is seeking change. Public opinion supports educating students about the risks of sexual activity and offering ways to protect themselves: one study by the University of Pennsylvania found that “approximately 82% of respondents indicated support for programs that teach students about both abstinence and other methods of preventing pregnancy and sexually transmitted diseases.” The study summarized that “abstinence-only programs, while a priority of the federal government, are supported by neither a majority of the public nor the scientific community” (“Results”). It seems that parents want their children to be informed about the risks of sexual activity and the ways to protect themselves against these risks, so that teenagers can make knowledgeable decisions and be held accountable for the results.
Simply put, teaching abstinence-only sex education is unrealistic. Abstinence is not something that can be forced upon a person. When the time comes, students will have to make their own decision about whether to engage in sexual activity. And students are choosing to have sex. Adolescents are becoming sexually active at increasingly younger ages. In a survey conducted by the CDC in 1993, “more than 43% of ninth grade boys and more than 31% of ninth-grade girls report having had sexual intercourse” (“Sex Education: Statistical Update”). Therefore, it is unrealistic to ignore the teaching of safe sex practices and the consequences associated with sexual activity. By doing so, we are only endangering the lives of the many students who choose not to abstain. Instead, by offering information about how to protect against unwanted pregnancy and STDs, an abstinence-focused program allows students to make safe, smart decisions about sexual activity, while also learning about the many physical, emotional, and mental benefits of abstinence (Brody). Tamara Kreinin, president of the Sexuality Information and Education Council of the United States, notes the inevitability of the presence of sex in the lives of adolescents: “Young people are going to learn about sex and our question has to be where do we want them to learn? From the media? From their friends? Or do we want them to learn from an educated, responsible adult?” (Masland). Clearly, Kreinin supports a curriculum of sex education that meets the needs of a youth immersed in a culture filled with sexuality and helps them to make responsible decisions based on factual information. An abstinence-focused program is tailored to meet the needs of all students. For those who do choose to abstain, they learn the many benefits associated with this decision. For those who are already having sex or will choose to engage in premarital sexual activity, information regarding pregnancy and STD prevention will help them to make smart decisions about their own sexual health (Weiten).
By educating students about the risks of sexual activity, abstinence-focused education can help to lower the pregnancy and STD rates among adolescents. For example, many abstinence-based sex education programs focus on proper condom use to prevent STDs and pregnancy (Wetzstein). A study by the CDC found that when condoms are used properly and consistently, there is only a 2% failure rate. However, in order to reduce the risks and achieve this 2% failure rate, students must be aware of the necessity of the condom’s use as well as informed on how to properly use it (Seagren). A January 2007 study by the CDC showed 86% of the decline in teen pregnancies between 1995 and 2002 could be accounted for by contraceptive use, while only 14% was attributable to teens abstaining from sex (“Update: Teen Pregnancy”). Informing teenagers about proper use of contraceptives makes a difference and can help lower teen pregnancy rates. Also, by presenting abstinence as a risk-free alternative to safe sexual activity, abstinence-focused sex education can contribute to the number of teenagers who do choose to abstain. A third of all teenagers who do get pregnant choose to have abortions, but perhaps, if adolescents were properly educated about how to prevent pregnancy, the need for abortions could be greatly reduced (“Update- Teen Pregnancy”). In fact, “people on both sides of the abortion debate agree that educating adolescents on preventing unwanted pregnancy is a major step toward reducing the need for abortions” (“Sex Education”). By supplementing information about safer sex practices with a focus on abstinence as the only guarantee against STDs and pregnancy, students can make the most informed decision possible and take accountability for their actions as well as the results.
Adolescents who are taught an abstinence-only curriculum are not properly educated about the risks of sexual activity and the ways in which to protect themselves. Students who are taught a comprehensive sex education program are informed about their sexual health, but may not be aware of the many physical and emotional benefits of abstaining from sexual intercourse. In both cases, this lack of knowledge is downright dangerous, and the effects are enormous: up to a million teenage pregnancies annually and three million cases of sexually transmitted diseases (Seagren). As teenagers begin to have sex earlier and earlier, it is unrealistic and harmful to their health to teach them only about abstinence. By educating students about the risks of sexual activity and ways to lessen these risks, as well as providing the totally risk free and beneficial alternative of abstinence, students can make informed decisions about their own sexual health, which, given the sex-crazy culture today’s adolescents are forced to grow up in, is all that can realistically be asked.
Works Cited
“Abstinence-Only Education.” Issues & Controversies on File. 11 Sept. 2006. Issues & Controversies. Facts on File News Services. Cooper Lib., Clemson U. 31 Mar. 2008.
Brody, Jane E. “Abstinence-Only: Does It Work?” New York Times Jun. 2004:F7. ProQuest Historical Newspapers The New York Times. Cooper Lib., Clemson U. 12 Apr. 2008
Masland, Molly. "The Sex Education Debate: An Overview." At Issue: Sex Education. Ed. Kristen Bailey. San Diego: Greenhaven Press, 2005. Opposing Viewpoints Resource Center. Gale. Cooper Lib., Clemson U. 9 Apr. 2008.
“Results of recent studies reported by University of Pennsylvania, U.S.”Biotech Business Week. (2007): A07. LexisNexis. LexisNexis. Cooper Lib., Clemson U. 4 Apr. 2008
Schneider, Mary-Jane. Introduction to Public Health. 2nd ed. Boston: Jones and Bartlett, 2006.
Seagren, Alice. “Making a Case for Abstinence-Only Sex Education.” Contemporary Issues Companion: Teens and Sex. Opposing Viewpoints Resource Center. Gale. Cooper Lib., Clemson U. 31 Mar. 2008 .
"Sex Education." Issues & Controversies On File 5 Jan. 2001. Issues & Controversies. Facts On File News Services. Cooper Lib., Clemson U. 9 Apr. 2008.
"Sex Education: Statistical Update." Issues & Controversies On File 22 Mar. 2007. Issues & Controversies @ FACTS.com. Facts On File NewsServices. Cooper Lib., Clemson U. 31 Mar. 2008 .
"Update: Teen Pregnancy." Issues & Controversies On File 6 July 2007.Issues & Controversies @ Facts.com. Facts On File News Services. Cooper Lib., Clemson U. 31 Mar.2008 .
Weiten, Wayne. Psychology: Themes and Variations. 7th ed. California:
Thomson Wadsworth, 2007.
Wetzstein, Cheryl. "Sex-Ed Found to Prolong Teen Virginity: Two Studies Concur." The Washington Times 20 Dec. 2007. Lexis Nexis. Cooper Lib., Clemson U. 14 Apr. 2008.
Tuesday, April 15, 2008
Rough Draft!
Teenage pregnancy and STD levels are at an all time high. With such a crisis occurring in the youth today, it is important that society takes a step back and examines how to solve the problem. The most obvious way of solving the teenage pregnancy and STD epidemic is prevention. Sex education is the best preventative measure that can be taken in order to ensure that adolescents are informed enough to make responsible, healthy decisions when it comes to sexual activity. Even within the subject of sex education, there is great debate over the type of curriculum that should be used: an abstinence only approach, which only advocates waiting until marriage, versus a comprehensive program, which provides students with information about contraceptives and STD prevention. There is, however, a middle ground; abstinence focused education teaches the benefits of abstaining and encourages abstinence as the only sure way of protecting oneself from pregnancy and STDS while also informing students about methods of contraception and STD prevention, so that they can practice safer sex, should they choose to do so. Due to the alarming rates of teenage sexual activity and the negative results associated with it, as well as the need to address this problem in a way that is realistic, informative, and helpful to students, public schools should adopt a comprehensive sex education curriculum with a strong focus on abstinence as the only sure way to prevent STDS and pregnancy.
The abstinence only approach is relatively new on the scene of sex education. This curriculum was only popularized in 1996, when Congress passed a welfare reform law allocating $50 million annually to states offering abstinence only sex education. These funds cannot be used to support curriculums that endorse birth control, but rather for programs that show that sex outside of marriage is likely to result in “harmful physical and psychological effects,” and that the avoidance of extramarital sex “is the expected standard” of human behavior. In May 2002, congress voted to extend this provision for an additional 5 years. Prior to this act, most public high schools taught a comprehensive curriculum, educating their students on the risks of sexual activity, such as STDS, and how to protect themselves, specifically focusing on condoms not only as method of birth control but also as a means of preventing the spread of STDs. However, the federal funding has encouraged many public schools to adopt abstinence only curriculums, and yet the problems continue. Teen pregnancy is much more prevalent in the U.S. than any other industrialized nation, as more than one million teenage girls become pregnant every year. A third of all teenage pregnancies end in abortion, but perhaps, if adolescents were properly educated about how to prevent pregnancy, the need for abortions would be greatly reduced. Three million teenagers become infected with an STD each year, and gonorrhea and chlamydia are more common among teenagers than adults. Society recognizes these problems and is seeking change. Public opinion supports educating students as to the risks of sexual activity and ways to protect themselves: one study found that “approximately 82% of respondents indicated support for programs that teach students about both abstinence and other methods of preventing pregnancy and sexually transmitted diseases.” The study summarized that, “abstinence-only programs, while a priority of the federal government, are supported by neither a majority of the public nor the scientific community.”
Simply put, teaching abstinence only sex education is unrealistic. Adolescents are making their sexually debut at increasingly younger ages. In a survey conducted by the CDC in 1993, “more than 43% of ninth grade boys and more than 31% of ninth-grade girls report having had sexual intercourse” (Sex Education). Therefore, it is unrealistic to ignore the teaching of safe sex practices and the consequences associated with sexual activity. By doing so, we are only endangering the lives of students who are already chosen not to abstain. Instead, by offering information about how to protect themselves against unwanted pregnancy and STDs, an abstinence focused program allows students to make safe, smart decisions about sexual activity while also learning about the many physical, emotional, and mental benefits of abstinence. Tamara Kreinin, president of the Sexuality Information and Education Council of the United States, notes the inevitability of the presence of sex in the lives of adolescents: “Young people are going to learn about sex and our question has to be where do we want them to learn? From the media? From their friends? Or do we want them to learn from an educated, responsible adult?" Clearly, Kreinin supports a curriculum of sex education that meets the needs of a youth immersed in a culture filled with sexuality and helps them to make responsible decisions based on factual information. Enforcing the message about the consequences of premarital sexual activity, as well as the necessity of protecting oneself from these consequences, can only help prevent the teen pregnancy and STD epidemic in existence today. For example, many abstinence based sex education programs focus on the use of the condom to prevent STDs and as a form of birth control. A study by the CDC found that when condoms are used properly and consistently, there is only a 2% failure rate. However, in order to reduce the risks and achieve a 2% failure rate, students must be aware of the necessity of the condom’s use as well as informed on how to properly use it. Finally, by supplementing this type of information with a focus on abstinence as the only way to guarantee against STDs and pregnancy, students can make the most informed decision possible and take accountability for their actions as well as the results.
Finally, in deciding upon a sex education curriculum and exactly what information should be presented to students, it is necessary to consider the audience, and make the program appropriate and relevant to them. Douglas Kirby, director of research for ETR Associates, a California-based source of materials on sex education, makes a comment about tailoring sex education programs based on the audience when he says: “For younger, sexually inexperienced youth, an effective message is: ‘Wait until you are older to have sexual intercourse.’ For older kids: ‘Avoid unprotected intercourse--the best way to do this is abstinence; if you have sex, always use protection.’ For high-risk groups, most of whom are having intercourse, an effective message is: ‘Always use condoms; otherwise you might get AIDS.’” Clearly, it is unreasonable to teach only abstinence in an inner city high-risk classroom where the majority students have already engaged in sexual intercourse, many with multiple partners, and most without proper protection or information about the risks involved. By addressing different age and maturity levels, methods of dealing with sexual peer pressure can be addressed at an earlier age, thus preventing many early sexual experiences, and at the very least, providing information on how to make later sexual activity safer.
Clearly, adolescents today are uneducated about the risks of sexual activity and the ways in which to protect themselves. This lack of knowledge is downright dangerous: causing up to a million teenage pregnancies annually and up to three million cases of sexually transmitted diseases. As teenagers begin to have sex earlier and earlier, it is unrealistic and harmful to their health to teach them only about abstinence. By providing knowledge about the risks of sexual activity and ways to lessen these risks as well as providing a totally risk free and beneficial alternative (abstinence), students can informed decisions about their own sexual health, which, given the sex-crazy culture of today’s world, is all we can really ask or hope for.
Working Works Cited:
“Abstinence-Only Education.” Issues & Controversies on File. 11 Sept. 2006. Issues & Controversies. Facts on File News Services. Cooper Lib., Clemson U. 31 Mar. 2008.
Brody, Jane E. “Abstinence-Only: Does It Work?” New York Times Jun. 2004:F7. ProQuest Historical Newspapers The New York Times. Cooper Lib., Clemson U. 12 Apr. 2008
.
Masland, Molly. "The Sex Education Debate: An Overview." At Issue: Sex Education. Ed. Kristen Bailey. San Diego: Greenhaven Press, 2005. Opposing Viewpoints Resource Center. Gale. Cooper Lib., Clemson U. 9 Apr. 2008.
“Results of recent studies reported by University of Pennsylvania, U.S.”Biotech Business Week. (2007): A07. LexisNexis. LexisNexis. Cooper Lib., Clemson U. 4 Apr. 2008.
Schneider, Mary-Jane. Introduction to Public Health. 2nd ed. Boston: Jones and Bartlett, 2006.
Seagren, Alice. “Making a Case for Abstinence-Only Sex Education.” Contemporary Issues Companion: Teens and Sex. Opposing Viewpoints Resource Center. Gale. Cooper Lib., Clemson U. 31 Mar. 2008 .
"Sex Education." Issues & Controversies On File 5 Jan. 2001. Issues & Controversies. Facts On File News Services. Cooper Lib., Clemson U. 9 Apr. 2008.
"Sex Education: Statistical Update." Issues & Controversies On File 22 Mar. 2007. Issues & Controversies @ FACTS.com. Facts On File NewsServices. Cooper Lib., Clemson U. 31 Mar. 2008 .
"Update: Teen Pregnancy." Issues & Controversies On File 6 July 2007.Issues & Controversies @ Facts.com. Facts On File News Services. Cooper Lib., Clemson U. 31 Mar.2008 .
Wetzstein, Cheryl. "Sex-Ed Found to Prolong Teen Virginity: Two Studies Concur." The Washington Times 20 Dec. 2007. Lexis Nexis. Cooper Lib., Clemson U. 14 Apr. 2008.
The abstinence only approach is relatively new on the scene of sex education. This curriculum was only popularized in 1996, when Congress passed a welfare reform law allocating $50 million annually to states offering abstinence only sex education. These funds cannot be used to support curriculums that endorse birth control, but rather for programs that show that sex outside of marriage is likely to result in “harmful physical and psychological effects,” and that the avoidance of extramarital sex “is the expected standard” of human behavior. In May 2002, congress voted to extend this provision for an additional 5 years. Prior to this act, most public high schools taught a comprehensive curriculum, educating their students on the risks of sexual activity, such as STDS, and how to protect themselves, specifically focusing on condoms not only as method of birth control but also as a means of preventing the spread of STDs. However, the federal funding has encouraged many public schools to adopt abstinence only curriculums, and yet the problems continue. Teen pregnancy is much more prevalent in the U.S. than any other industrialized nation, as more than one million teenage girls become pregnant every year. A third of all teenage pregnancies end in abortion, but perhaps, if adolescents were properly educated about how to prevent pregnancy, the need for abortions would be greatly reduced. Three million teenagers become infected with an STD each year, and gonorrhea and chlamydia are more common among teenagers than adults. Society recognizes these problems and is seeking change. Public opinion supports educating students as to the risks of sexual activity and ways to protect themselves: one study found that “approximately 82% of respondents indicated support for programs that teach students about both abstinence and other methods of preventing pregnancy and sexually transmitted diseases.” The study summarized that, “abstinence-only programs, while a priority of the federal government, are supported by neither a majority of the public nor the scientific community.”
Simply put, teaching abstinence only sex education is unrealistic. Adolescents are making their sexually debut at increasingly younger ages. In a survey conducted by the CDC in 1993, “more than 43% of ninth grade boys and more than 31% of ninth-grade girls report having had sexual intercourse” (Sex Education). Therefore, it is unrealistic to ignore the teaching of safe sex practices and the consequences associated with sexual activity. By doing so, we are only endangering the lives of students who are already chosen not to abstain. Instead, by offering information about how to protect themselves against unwanted pregnancy and STDs, an abstinence focused program allows students to make safe, smart decisions about sexual activity while also learning about the many physical, emotional, and mental benefits of abstinence. Tamara Kreinin, president of the Sexuality Information and Education Council of the United States, notes the inevitability of the presence of sex in the lives of adolescents: “Young people are going to learn about sex and our question has to be where do we want them to learn? From the media? From their friends? Or do we want them to learn from an educated, responsible adult?" Clearly, Kreinin supports a curriculum of sex education that meets the needs of a youth immersed in a culture filled with sexuality and helps them to make responsible decisions based on factual information. Enforcing the message about the consequences of premarital sexual activity, as well as the necessity of protecting oneself from these consequences, can only help prevent the teen pregnancy and STD epidemic in existence today. For example, many abstinence based sex education programs focus on the use of the condom to prevent STDs and as a form of birth control. A study by the CDC found that when condoms are used properly and consistently, there is only a 2% failure rate. However, in order to reduce the risks and achieve a 2% failure rate, students must be aware of the necessity of the condom’s use as well as informed on how to properly use it. Finally, by supplementing this type of information with a focus on abstinence as the only way to guarantee against STDs and pregnancy, students can make the most informed decision possible and take accountability for their actions as well as the results.
Finally, in deciding upon a sex education curriculum and exactly what information should be presented to students, it is necessary to consider the audience, and make the program appropriate and relevant to them. Douglas Kirby, director of research for ETR Associates, a California-based source of materials on sex education, makes a comment about tailoring sex education programs based on the audience when he says: “For younger, sexually inexperienced youth, an effective message is: ‘Wait until you are older to have sexual intercourse.’ For older kids: ‘Avoid unprotected intercourse--the best way to do this is abstinence; if you have sex, always use protection.’ For high-risk groups, most of whom are having intercourse, an effective message is: ‘Always use condoms; otherwise you might get AIDS.’” Clearly, it is unreasonable to teach only abstinence in an inner city high-risk classroom where the majority students have already engaged in sexual intercourse, many with multiple partners, and most without proper protection or information about the risks involved. By addressing different age and maturity levels, methods of dealing with sexual peer pressure can be addressed at an earlier age, thus preventing many early sexual experiences, and at the very least, providing information on how to make later sexual activity safer.
Clearly, adolescents today are uneducated about the risks of sexual activity and the ways in which to protect themselves. This lack of knowledge is downright dangerous: causing up to a million teenage pregnancies annually and up to three million cases of sexually transmitted diseases. As teenagers begin to have sex earlier and earlier, it is unrealistic and harmful to their health to teach them only about abstinence. By providing knowledge about the risks of sexual activity and ways to lessen these risks as well as providing a totally risk free and beneficial alternative (abstinence), students can informed decisions about their own sexual health, which, given the sex-crazy culture of today’s world, is all we can really ask or hope for.
Working Works Cited:
“Abstinence-Only Education.” Issues & Controversies on File. 11 Sept. 2006. Issues & Controversies. Facts on File News Services. Cooper Lib., Clemson U. 31 Mar. 2008.
Brody, Jane E. “Abstinence-Only: Does It Work?” New York Times Jun. 2004:F7. ProQuest Historical Newspapers The New York Times. Cooper Lib., Clemson U. 12 Apr. 2008
Masland, Molly. "The Sex Education Debate: An Overview." At Issue: Sex Education. Ed. Kristen Bailey. San Diego: Greenhaven Press, 2005. Opposing Viewpoints Resource Center. Gale. Cooper Lib., Clemson U. 9 Apr. 2008.
“Results of recent studies reported by University of Pennsylvania, U.S.”Biotech Business Week. (2007): A07. LexisNexis. LexisNexis. Cooper Lib., Clemson U. 4 Apr. 2008
Schneider, Mary-Jane. Introduction to Public Health. 2nd ed. Boston: Jones and Bartlett, 2006.
Seagren, Alice. “Making a Case for Abstinence-Only Sex Education.” Contemporary Issues Companion: Teens and Sex. Opposing Viewpoints Resource Center. Gale. Cooper Lib., Clemson U. 31 Mar. 2008 .
"Sex Education." Issues & Controversies On File 5 Jan. 2001. Issues & Controversies. Facts On File News Services. Cooper Lib., Clemson U. 9 Apr. 2008.
"Sex Education: Statistical Update." Issues & Controversies On File 22 Mar. 2007. Issues & Controversies @ FACTS.com. Facts On File NewsServices. Cooper Lib., Clemson U. 31 Mar. 2008 .
"Update: Teen Pregnancy." Issues & Controversies On File 6 July 2007.Issues & Controversies @ Facts.com. Facts On File News Services. Cooper Lib., Clemson U. 31 Mar.2008 .
Wetzstein, Cheryl. "Sex-Ed Found to Prolong Teen Virginity: Two Studies Concur." The Washington Times 20 Dec. 2007. Lexis Nexis. Cooper Lib., Clemson U. 14 Apr. 2008.
Thursday, April 10, 2008
Mediated Brief
Thesis: Public schools should adopt a comprehensive sex education curriculum with a strong focus on abstinence as the only sure way to prevent STDS and pregnancy.
Reason: Action needs to be taken: adolescents are having sex at increasingly younger ages, resulting in extremely high rates of teen pregnancy and STD levels.
Evidence:
• In a survey conducted by the CDC in 1993, “more than 43% of ninth grade boys and more than 31% of ninth-grade girls report having had sexual intercourse.”
• Teen pregnancy is much more prevalent in the U.S. than any other industrialized nation.
• Three million teenagers become infected with an STD each year.
• Gonorrhea and Chlamydia are more common among teenagers than adults.
• Over 1 million teenage girls become pregnant every year.
• A third of all teenage pregnancies end in abortion. If adolescents were properly educated about how to prevent pregnancy, the need for abortions would be greatly reduced.
Reason: While focusing on an abstinence based approach, intended to lower sexual activity rates among adolescents, an abstinence plus program also allows the discussion of contraceptives and STD prevention, adopting a more real world approach.
Evidence:
• Abstinence cannot be forced upon an individual. An adolescent will make his or her own choice on when to have sex. When they decide it is best that they have been taught how to have safe sex.
• Tamara Kreinin, president of the Sexuality Information and Education Council of the United States: “Young people are going to learn about sex and our question has to be where do we want them to learn? From the media? From their friends? Or do we want them to learn from an educated, responsible adult?"
• Catherine Weiss, director of the ACLU [American Civil Liberties Union's] Reproductive Freedom Project: "Programs in abstinence are very valuable, "It's programs that don't provide any information that we're against.... It's as if you're trying to prevent kids from riding motorcycles by forbidding them to wear safety helmets."
Reason: Teaching students how to properly use contraceptive methods such as condoms, will lower the pregnancy and STD rates among students who do choose to engage in sexual activity, despite being made aware of the risks involved.
Evidence:
• Condoms only prevent pregnancy when used regularly and effectively, so teenagers need to be instructed how to use this other and forms of birth control.
• A study by the CDC found that when condoms are used properly and consistently, there is only a 2% failure rate.
Reason: The sex education curriculum should be tailored in order to make it appropriate to the audience.
Evidence:
• Douglas Kirby, director of research for ETR Associates, a California-based source of materials on sex education: "Effective sex-education programs provide a clear message that is both age- and experience-appropriate.
• Douglas Kirby: For younger, sexually inexperienced youth, an effective message is: "Wait until you are older to have sexual intercourse." For older kids: "Avoid unprotected intercourse--the best way to do this is abstinence; if you have sex, always use protection." For high-risk groups, most of whom are having intercourse, an effective message is: "Always use condoms; otherwise you might get AIDS."
• By addressing different age and maturity levels, methods of dealing with sexual peer pressure can be addressed at an earlier age, thus preventing many early sexual experiences, and at the very least, providing information on how to make later sexual activity safer.
• Abstaining until marriage is not an appropriate course of action for everyone: people who are not religious may not believe in waiting until marriage, some people never intend to marry, and homosexuals are not able to able to obtain legally recognized marriages.
• Especially in urban environments, where the children are at high risk for sexual activity and many are already sexually active it would be ridiculous to advocate abstinence only and leave students uninformed about how to protect themselves.
Reason: While to government may support abstinence only education, the majority of citizens recognize the impracticality of this approach and the need to better educate students about their own sexual health.
Evidence:
• A study conducted by the University of Pennsylvania polled the US public opinion on sex education. They found that “approximately 82% of respondents indicated support for programs that teach students about both abstinence and other methods of preventing pregnancy and sexually transmitted diseases.” The study summarized that, “abstinence-only programs, while a priority of the federal government, are supported by neither a majority of the public nor the scientific community.”
Working Citation List:
“Abstinence-Only Education.” Issues & Controversies on File. 11 Sept. 2006. Issues & Controversies. Facts on File News Services. 31 Mar. 2008.
Masland, Molly. "The Sex Education Debate: An Overview." At Issue: Sex Education. Ed. Kristen Bailey. San Diego: Greenhaven Press, 2005. Opposing Viewpoints Resource Center. Gale. Clemson University. 9 Apr. 2008.
Seagren, Alice. “Making a Case for Abstinence-Only Sex Education.” Contemporary Issues Companion: Teens and Sex. Opposing Viewpoints Resource Center. Gale. Clemson University. 31 Mar. 2008.
"Sex Education." Issues & Controversies On File 5 Jan. 2001. Issues & Controversies. Facts On File News Services. 9 Apr. 2008.
"Sex Education: Statistical Update." Issues & Controversies On File 22 Mar. 2007. Issues & Controversies @ FACTS.com. Facts On File NewsServices. 31 Mar. 2008.
"Update: Teen Pregnancy." Issues & Controversies On File 6 July 2007.Issues & Controversies @ Facts.com. Facts On File News Services. 31 Mar.2008.
Reason: Action needs to be taken: adolescents are having sex at increasingly younger ages, resulting in extremely high rates of teen pregnancy and STD levels.
Evidence:
• In a survey conducted by the CDC in 1993, “more than 43% of ninth grade boys and more than 31% of ninth-grade girls report having had sexual intercourse.”
• Teen pregnancy is much more prevalent in the U.S. than any other industrialized nation.
• Three million teenagers become infected with an STD each year.
• Gonorrhea and Chlamydia are more common among teenagers than adults.
• Over 1 million teenage girls become pregnant every year.
• A third of all teenage pregnancies end in abortion. If adolescents were properly educated about how to prevent pregnancy, the need for abortions would be greatly reduced.
Reason: While focusing on an abstinence based approach, intended to lower sexual activity rates among adolescents, an abstinence plus program also allows the discussion of contraceptives and STD prevention, adopting a more real world approach.
Evidence:
• Abstinence cannot be forced upon an individual. An adolescent will make his or her own choice on when to have sex. When they decide it is best that they have been taught how to have safe sex.
• Tamara Kreinin, president of the Sexuality Information and Education Council of the United States: “Young people are going to learn about sex and our question has to be where do we want them to learn? From the media? From their friends? Or do we want them to learn from an educated, responsible adult?"
• Catherine Weiss, director of the ACLU [American Civil Liberties Union's] Reproductive Freedom Project: "Programs in abstinence are very valuable, "It's programs that don't provide any information that we're against.... It's as if you're trying to prevent kids from riding motorcycles by forbidding them to wear safety helmets."
Reason: Teaching students how to properly use contraceptive methods such as condoms, will lower the pregnancy and STD rates among students who do choose to engage in sexual activity, despite being made aware of the risks involved.
Evidence:
• Condoms only prevent pregnancy when used regularly and effectively, so teenagers need to be instructed how to use this other and forms of birth control.
• A study by the CDC found that when condoms are used properly and consistently, there is only a 2% failure rate.
Reason: The sex education curriculum should be tailored in order to make it appropriate to the audience.
Evidence:
• Douglas Kirby, director of research for ETR Associates, a California-based source of materials on sex education: "Effective sex-education programs provide a clear message that is both age- and experience-appropriate.
• Douglas Kirby: For younger, sexually inexperienced youth, an effective message is: "Wait until you are older to have sexual intercourse." For older kids: "Avoid unprotected intercourse--the best way to do this is abstinence; if you have sex, always use protection." For high-risk groups, most of whom are having intercourse, an effective message is: "Always use condoms; otherwise you might get AIDS."
• By addressing different age and maturity levels, methods of dealing with sexual peer pressure can be addressed at an earlier age, thus preventing many early sexual experiences, and at the very least, providing information on how to make later sexual activity safer.
• Abstaining until marriage is not an appropriate course of action for everyone: people who are not religious may not believe in waiting until marriage, some people never intend to marry, and homosexuals are not able to able to obtain legally recognized marriages.
• Especially in urban environments, where the children are at high risk for sexual activity and many are already sexually active it would be ridiculous to advocate abstinence only and leave students uninformed about how to protect themselves.
Reason: While to government may support abstinence only education, the majority of citizens recognize the impracticality of this approach and the need to better educate students about their own sexual health.
Evidence:
• A study conducted by the University of Pennsylvania polled the US public opinion on sex education. They found that “approximately 82% of respondents indicated support for programs that teach students about both abstinence and other methods of preventing pregnancy and sexually transmitted diseases.” The study summarized that, “abstinence-only programs, while a priority of the federal government, are supported by neither a majority of the public nor the scientific community.”
Working Citation List:
“Abstinence-Only Education.” Issues & Controversies on File. 11 Sept. 2006. Issues & Controversies. Facts on File News Services. 31 Mar. 2008
Masland, Molly. "The Sex Education Debate: An Overview." At Issue: Sex Education. Ed. Kristen Bailey. San Diego: Greenhaven Press, 2005. Opposing Viewpoints Resource Center. Gale. Clemson University. 9 Apr. 2008
Seagren, Alice. “Making a Case for Abstinence-Only Sex Education.” Contemporary Issues Companion: Teens and Sex. Opposing Viewpoints Resource Center. Gale. Clemson University. 31 Mar. 2008
"Sex Education." Issues & Controversies On File 5 Jan. 2001. Issues & Controversies. Facts On File News Services. 9 Apr. 2008
"Sex Education: Statistical Update." Issues & Controversies On File 22 Mar. 2007. Issues & Controversies @ FACTS.com. Facts On File NewsServices. 31 Mar. 2008
"Update: Teen Pregnancy." Issues & Controversies On File 6 July 2007.Issues & Controversies @ Facts.com. Facts On File News Services. 31 Mar.2008
Tuesday, April 1, 2008
Brief
Thesis: Public school systems in the U.S. should adopt an abstinence only sex education curriculum.
Reason: The current comprehensive approach of sexual education is not work- teen pregnancy and STD levels are a huge problem among today’s youth.
Evidence:
• Congress sees a clear problem with the existing sex education: in 1996, Congress passed a welfare reform law allocating $50 million annually to states offering abstinence only sex education. These funds cannot be used for programs that endorse birth control, but rather programs that show that sex outside of marriage is likely to result in “harmful physical and psychological effects.” And avoidance of extramarital sex “is the expected standard” of human behavior. In May 2002, congress voted to extend this provision for an additional 5 years.
• Teen pregnancy is much more prevalent in the U.S. than any other industrialized nation.
• Three million teenagers become infected with an STD each year.
• Concerned Women for America “... America is not suffering from a lack of knowledge about sex, but an absence of values.
• Gonorrhea and Chlamydia are more common among teenagers than adults.
• Simply increasing knowledge about sex does not teach students to make responsible decisions
• Over 1 million teenage girls become pregnant every year
• Current program focuses on self defeating idea of “teens are going to do it anyway”
Reason: The abstinence only approach leads to decreased level of sexual activity among teens.
Evidence:
• 1995- 101 pregnancies per 1,000 women between ages 15 and 1, decreased from 117 in 1990
• 29% decrease in teen pregnancy rates for 15-17 year olds between 1991 and 2000 has been attributed to the new higher number of abstinence only programs
• 10 SPECIFIC ABSTINENCE ONLY PROGRAMS WHICH HAVE RESULTED IN SPECIFIC STATISTICAL DECREASES (Research complete with numbers) IN SEXUAL ACTIVITY--- include in paper!
Reason: The comprehensive sex education curriculum sends students mixed messages.
Evidence:
• Amy Stephens, spokesperson for Focus on the Family, “..if you’re going to have sex, use a condom, but oh, also we don’t think you should have sex.”
• Robert Rector of the heritage foundation: “Clearly, the caveat that says ‘ and if you do engage in sex this is how you should do it’ substantially weakens an admonition against non-marital sexual activity.”
• Been compared to saying: we don’t want you to drink and drive, ut I you decide to, we’ll bring vodka to Drivers Ed so you can practice
Reason: The comprehensive sex education curriculum only informs students of safER sex; the methods of contraception and STD prevention advocated by such programs are not effective enough to be taught to teenagers as fool proof methods.
Evidence:
• Amy Stephens: “Why are we settling for risk reduction when we can have risk elimination?”
• Birth control pills do not protect against STDS.
• The idea of “safe sex” gives students a false sense of security – sex is never really risk free.
• Condoms, considered the best STD protection after abstinence, have failure rates of 12- 40% in preventing pregnancy.
• John Kerry, exec directed of NY STATE Catholic Conference: “Because of the false sense of security it conveys, because of the unacceptable levels of failure associated with condom use, the policy of promoting condoms is more likely to bring about an increase in teen pregnancies and HIV infection rather than a decrease
Reason: The current comprehensive approach of sexual education is not work- teen pregnancy and STD levels are a huge problem among today’s youth.
Evidence:
• Congress sees a clear problem with the existing sex education: in 1996, Congress passed a welfare reform law allocating $50 million annually to states offering abstinence only sex education. These funds cannot be used for programs that endorse birth control, but rather programs that show that sex outside of marriage is likely to result in “harmful physical and psychological effects.” And avoidance of extramarital sex “is the expected standard” of human behavior. In May 2002, congress voted to extend this provision for an additional 5 years.
• Teen pregnancy is much more prevalent in the U.S. than any other industrialized nation.
• Three million teenagers become infected with an STD each year.
• Concerned Women for America “... America is not suffering from a lack of knowledge about sex, but an absence of values.
• Gonorrhea and Chlamydia are more common among teenagers than adults.
• Simply increasing knowledge about sex does not teach students to make responsible decisions
• Over 1 million teenage girls become pregnant every year
• Current program focuses on self defeating idea of “teens are going to do it anyway”
Reason: The abstinence only approach leads to decreased level of sexual activity among teens.
Evidence:
• 1995- 101 pregnancies per 1,000 women between ages 15 and 1, decreased from 117 in 1990
• 29% decrease in teen pregnancy rates for 15-17 year olds between 1991 and 2000 has been attributed to the new higher number of abstinence only programs
• 10 SPECIFIC ABSTINENCE ONLY PROGRAMS WHICH HAVE RESULTED IN SPECIFIC STATISTICAL DECREASES (Research complete with numbers) IN SEXUAL ACTIVITY--- include in paper!
Reason: The comprehensive sex education curriculum sends students mixed messages.
Evidence:
• Amy Stephens, spokesperson for Focus on the Family, “..if you’re going to have sex, use a condom, but oh, also we don’t think you should have sex.”
• Robert Rector of the heritage foundation: “Clearly, the caveat that says ‘ and if you do engage in sex this is how you should do it’ substantially weakens an admonition against non-marital sexual activity.”
• Been compared to saying: we don’t want you to drink and drive, ut I you decide to, we’ll bring vodka to Drivers Ed so you can practice
Reason: The comprehensive sex education curriculum only informs students of safER sex; the methods of contraception and STD prevention advocated by such programs are not effective enough to be taught to teenagers as fool proof methods.
Evidence:
• Amy Stephens: “Why are we settling for risk reduction when we can have risk elimination?”
• Birth control pills do not protect against STDS.
• The idea of “safe sex” gives students a false sense of security – sex is never really risk free.
• Condoms, considered the best STD protection after abstinence, have failure rates of 12- 40% in preventing pregnancy.
• John Kerry, exec directed of NY STATE Catholic Conference: “Because of the false sense of security it conveys, because of the unacceptable levels of failure associated with condom use, the policy of promoting condoms is more likely to bring about an increase in teen pregnancies and HIV infection rather than a decrease
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