Category Archives: Sex Education

6 sexually transmitted infections you should know about and how to treat them

Share

“Sex is great, but safe sex is better

By

Sexual Health Week upon us, which means it’s time to have that awkward STI chat.

You might be in a loving relationship or think you’re a few decades past your sexual prime, but the STI talk isn’t just for teenagers. According to research last year there has been a surge in sexually transmitted infections in the over 45s (with a dramatic 25% increase in STI diagnosis in women over 65s).

Meanwhile, back in December, it was reported that a third of Brits with an STI caught it while in a relationship – the survey also revealed 39% of people didn’t tell their partner they had an infection.

STIs have been with us for centuries. In the past mercury, arsenic and sulphur were used to treat venereal disease – which had serious side-effects, including death due to mercury poising. The introduction of Penicillin and modern medicine in the 20th century meant, thankfully, the big difference now is that greater awareness and modern medicine means they can be treated much more effectively.

Prevention and education is best practice, so here are what you need to know about six of the more commonly-known STIs…

1. Chlamydia

Chlamydia is the most common STI in the UK mainly due to many people not knowing that they have it. Symptoms can vary between men and women and most have no symptoms at all.

Men can experience pain or burning whilst urinating, cloudy discharge from the tip of their penis, and discomfort in their testes.

Women can sometimes experience a similar discomfort when urinating and discharge from their vagina, pain and/or bleeding during or after sex, and heavier or irregular periods. Usually though, they have no symptoms at all.

If chlamydia is untreated it can lead to serious pelvic infections and infertility so it is very much worth getting checked regularly.

How to treat it

Chlamydia can be diagnosed through a simple urine test, and fortunately can be treated with a single dose of antibiotics.

2. Genital Warts

Genital warts are the second most common STI and can be identified as small fleshy growths around the genitals or anal area. The warts are generally not painful, however may be itchy and irritable. While condoms are the best preventative method for genital warts because they are spread by skin-to-skin contact the area around the genitals my still become infected.

Treatment

Creams and freezing can get rid of them.

3. Genital Herpes

Genital herpes is a common infection and is caused by the same virus that causes cold sores (HPV).

Symptoms can occur a few days after infection and can generally be identified by small uncomfortable blisters which can really hurt – making urinating or just moving around very uncomfortable. The blisters go away by themselves after about 10 days but very often come back again whenever your immunes system gets a bit low or distracted.

Treatment

Unfortunately, there is currently no definitive cure for genital herpes, however each attack can be very effectively managed by using anti-viral medications which you can get from your doctor. Try to have the medications on hand because the sooner you use them in each attack the better they will work.

4. Gonorrhoea

Gonorrhoea is caused by bacteria called Neisseria gonorrhoeae or gonococcus. It can spread easily through intercourse, the symptoms are similar to those of chlamydia except usually more pronounced. If the person experiences discharge from their penis or vagina it can either be yellow or green in colour and there can be quite a lot of it.

Like Chlamydia though, the symptoms are not always present.

Treatment

The infection can be identified through a swab or urine test, and can be treated with antibiotics. Unfortunately, bacteria is getting resistant to more and more antibiotics and treatment is getting more difficult. Right now, though it is still well treated with an antibiotic injection.

5. Pubic lice or ‘crabs’

Crabs have commonly been seen as the funny STI and are often the punch line to many a joke. But as with all STIs, the reality really isn’t very funny.

Also known as pubic lice, crabs can be easily spread through bodily contact. They are usually found in pubic, underarm and body hair, as well as in beards and sometimes in eyebrows and eyelashes. The lice crawl from person to person, and can take weeks to become visible. They are usually spotted due to itchiness and in some cases people can find eggs in their hair.

Treatment

Pubic Lice can usually be treated using creams or shampoos which can be purchased readily from pharmacies.

6. HIV

Of all the STIs mentioned HIV probably is the most famous and feared. In the 1980s having HIV was effectively a death sentence and, tragically, it brought with it huge stigma. Thankfully, today modern drugs have had a huge impact on the HIV community, enabling them to live happy and healthy lives. But what is it?

HIV is a virus which attacks the immune system and is most commonly spread through unprotected sex. Many people with HIV appear healthy and do not display any symptoms, but they may experience a flu-like illness with a fever when they first become infected.

The final stage of HIV is AIDS, this is where the immune system is no longer able to fight against infections and diseases.

Treatment

There is currently no cure for HIV – however, modern medicine has come a long way enabling people to live long and otherwise normal lives.

Sex is great, but safe sex is better. If you’re concerned about STI’s visit your local sexual health clinic for a screening.

Complete Article HERE!

Share

Adolescents with autism need access to better sex education

Share

by

Intimacy is part of being human. There are well-documented benefits to positive relationships, from emotional security to good mental health1. Those who want relationships and can’t develop them face low self-esteem, depression, loneliness and isolation from the wider society2.

For adolescents, learning how to navigate sex and sexuality can be a minefield. How do you figure out the nuances of sexuality without experience? How do you approach a potential partner? And once you do, how do you communicate with him or her?

This path is especially fraught for adolescents with autism. For example, people with autism tend to report higher levels of sexual abuse and sexual exploitation than their neurotypical peers3. And yet there is a gap between what these young people need and what schools provide. According to a 2012 study, adolescents with autism know less about sex than do their peers and have less access to sex education4.

My team of researchers and I are documenting the experiences of adolescents with autism in relation to sex, sexuality and their schools’ sex education requirements. Our research suggests schools should provide sex education tailored to the needs of young people with autism.

These classes should include both the standard fare — from human development to safe sex — and additional instruction on topics such as how teens can express themselves to their potential partners and how to decode innuendos and other language used to describe sex. This education is vital to ensure that these adolescents can approach relationships in a way that is safe, confident and healthy.

Role play:

One common misconception about individuals with autism is that they prefer to be alone. My research suggests this simply isn’t true.

In an ongoing study, for example, my team conducted interviews related to sex and relationships with 40 adults with autism. Only three expressed ambivalence about relationships, mostly due to worries about coping with the needs of another person. Nearly half of the respondents had not yet had a relationship but expressed a strong desire for one.

Despite the desire to form relationships, this group expressed limited knowledge about how they would meet someone or show their interest. They found the idea of going out to a pub or club frightening, and socializing with groups of people provoked high anxiety. Some of them expressed a disdain for small talk, and others admitted they had little idea of how to engage in general conversation. They also found the use of dating apps unappealing and said they thought there was an inherent danger in meeting strangers.

Sex education could help these individuals feel confident in approaching others using role-play. For example, they could use techniques created by the late Augusto Boal, a Brazilian theater director who created plays in which audiences could participate.

In the context of sex education, an actor would play the part of the individual with autism and re-create one of that person’s real-life experiences, such as trying to talk to someone new in a bar. The individual with autism would then give the actor new directions — such as “What if I offer to buy her a drink?” — allowing the person with autism to try out many approaches, and witness potential consequences, in a safe environment.

Advice network:

Although instructors may help with some aspects of communication, it’s profoundly difficult to teach someone how to read the intentions and desires of others. Most teenagers rely on peers to work through some of these social complexities.

Teens get feedback from their peers on how to interact, meet new people and gauge the appropriateness of a relationship. Teens with autism struggle with close relationships, but sex education classes could facilitate that learning.

Our research suggests that they desire this guidance. For example, one individual in our study commented that schools should provide students with the “skills on how to find the right sort of partner.” To accomplish this goal, a school could provide an advice network, including regular group meetings in which young people with autism share and reflect upon their experiences. Social networking could extend this support.

For most adolescents, peers also fill in gaps such as helping to define sexual slang. In our study, another participant commented that hearing “dirty talk” from other students made her feel left behind. She was also unsure how to decode the words she heard, and said her school should explain what people might say in a sexual context and what these terms mean. With this context, she could decide to get involved or not.

Moderated discussions in a peer network could help address such slang and provide a safe space for students to ask questions about unfamiliar words.

Different sexualities:

To be effective, sex education in schools must take into consideration that some individuals with autism do not conform to traditional sex roles. When we interviewed 40 young adults with autism as part of an ongoing study, we found that 20 percent identified as gay or bisexual — more than is reported in national surveys of the general population. Gender fluidity may also be more common in individuals with autism: In a study we conducted this year (but is not yet published), we found an unusually high incidence of autism and autism traits in individuals who identify as transsexual or non-binary.

Despite these high numbers, some people with autism find it hard to accept different sexualities. As one male participant explained: “I have a rigid way of seeing the world, and this prevented me from accepting my sexuality. I sort of denied it to myself because I have very concrete black-and-white thinking and it didn’t quite fit in.” This early inability to accept his sexuality and identify as a gay man led to severe depression and admittance to a psychiatric ward.

In some ways, people with autism may even fall outside the ever-expanding range of sexual identities we see today, such as gay, straight, bisexual, pansexual and asexual. For example, one of our participants explained that her wonderful relationship with another girl with autism often involved sitting together for up to 10 hours reading in silence, or spending hours discussing Greek history.

Autism represents a profoundly different way of seeing and being in the world, and individuals with autism often expend great mental and physical effort just trying to appear ‘normal.’ Sex education in school needs to move away from suggesting that people with autism should fit in, and instead explore alternatives to traditional types of romantic relationships.

Awareness gaps:

Our work also suggests that individuals with autism aren’t always aware that they are sexual beings. This lack of self-awareness manifests both in the sexual cues they give off and how they may be perceived by others.

For example, two participants in our study reported behavior that could be perceived as stalking, such as continually following strangers, although they didn’t indicate that they understood how this could seem threatening. One described it this way: “I literally just saw him on the street. And then pretty much just stalked him.”

Not having a sense of one’s own sexuality can be harmful in other ways. For example, individuals with autism are three times as likely to experience sexual exploitation as their peers5. In our study, participants spoke of times when they had been extremely vulnerable and open to abuse. One woman reported that others had gotten her drunk and encouraged her to have sex with girls even though she doesn’t identify as gay. In the interview, she did not appear to be aware that these incidents could be perceived as someone taking advantage of her.

Sex educators need to understand these gaps in awareness to build confidence in young people with autism and to protect them from harm and from unintentionally harming others. For example, young people with autism need to be aware of the law on issues such as stalking, which they themselves may not see as a problem. Their education needs to include lessons on the language of sex and draw distinctions between playful and threatening behavior. It also needs to address issues of abuse and signs that a relationship or encounter is abusive.

Research such as ours can offer insight into this area and provide the tools for effective sex education for people with autism. With the right support, adolescents with autism can feel more comfortable building relationships and exploring their sexuality. This support will help them develop healthy relationships and experience their benefits to well-being, self-esteem and happiness.

Complete Article HERE!

Share

How many times do women need to explain that penetration isn’t everything before everyone gets it?

Share

By

This week, sex therapist Dr Janet Hall advised MamaMia of a catchy new term for sex that doesn’t just involve placing a penis inside a vagina and wriggling it about.

‘Introducing outercourse’, said MamaMia, explaining that ‘outercourse’ counts ‘kissing, massaging, using vibrators, touching erogenous zones, clitoral stimulation, oral sex or toe-sucking. Basically, everything else that might come with sex, but isn’t penetration.’

They go on to note that outercourse shouldn’t be thought of as foreplay, as it’s not an add-on to sex, but something that’s absolutely essential to female pleasure.

Which is all true, and incredibly important to point out.

The issue is that ‘outercourse’ has been picked up and spread around the internet as a catchy new sex trend, as if it’s an easy ‘trick’ to get women off.

Which is a bit irritating really, because women have been saying over and over that we need more than just a poke with a penis to enjoy sex.

So why is the world still not getting it? Why is the revelation that the penis isn’t a magic orgasm stick still being treated as truly shocking news?

The ‘penetration is everything’ idea has been f***ing over women who have sex with men for ages. Women are being left unsatisfied or putting up with painful sex, because we’re taught that foreplay is just build-up to the main event – and the main event is all about the man getting off.

There’s an orgasm gender gap as a result (straight women have been shown to have the fewest orgasms out of everyone else having sex), and an oral sex gender gap, proving that the importance of non-penetrative sex is huge.

There’s a load of reasons men and women expect that five minutes of foreplay is enough before popping a penis into a vagina.

Think of sex scenes in films, which go from ripping each others’ clothes off to the woman gasping as she’s penetrated in a matter of seconds.

Think of sex education, which mentions that the penis becomes erect before penetrating vagina, but rarely makes any reference to the process the vagina needs to go through before being penetration-ready – because our sex education focuses more on sex for the purposes of reproduction (for which a female orgasm isn’t essential) rather than sexual pleasure.

Think of porn, which will more often show bow jobs than a man going down on a woman, which shows fingering as sharp-nailed fingers sliding in and out as the woman writhes around in ecstasy, which shows women reaching orgasm within seconds of a dildo or dick entering her.

We’re taught about foreplay as an afterthought, as a ‘nice to have’ instead of a ‘need to have’.

And it’s women who are missing out as a result.

A recent study from OMGyes found that just 18% of women can orgasm from penetration alone (again, this isn’t surprising or new. Countless other studies have found similar results), and that 36% of women need clitoral stimulation to have a chance of climaxing.

Rushing through the non-intercourse bits of sex is leaving women unsatisfied and pressured into faking orgasms – because they’ve been taught that they’re supposed to be able to come from a few quick pumps of a penis, and feel like they’re failing, or there’s something wrong with them, if they don’t.

None of this should be news. We’ve known for decades that the clitoris is hugely important, and women have reported for decades that they feel more pleasure through oral or manual stimulation than penetrative sex.

And yet, penetration is still held up as the be all and end all. We still place value on the idea of losing ones virginity as having penetrative sex, ignoring that for many women who have sex with women, this definition would make them virgins after multiple sexual partners.

Sex is not just penis in vagina. Foreplay is not an optional add-on. Sex is oral, and touching, and sucking, and all the other stuff that gives us pleasure.

If you’re bothered about women’s pleasure, sex needs to involve things other than penetration for much, much longer than a half-hearted five minutes. Foreplay shouldn’t just be a chunk before the good stuff – for many women, it is the good stuff, the bit where they’re actually likely to have an orgasm.

Touching the clitoris orally or with your fingers, kissing, caressing. It’s incredibly difficult for a woman to even get wet without that stuff, let alone have any chance of achieving orgasm.

We need to stop viewing an erection as the start of sex and ejaculation as the end. If a woman is not aroused, if she’s not experienced genuine pleasure, sex isn’t done – and the only way to get that done is the stuff that isn’t penetration, because your penis, shockingly enough, is not uniquely gifted to give orgasms.

Basically, if you’re not doing the stuff that isn’t penetration, you’re not doing sex.

Listen to women. Value our pleasure. Stop viewing our bodies as mysterious, otherworldly things that can’t be understood when we keep shouting exactly what we want (decent oral, clitoral stimulation, more of the stuff that isn’t penetration).

If you’re confused, ask women what they want. Then give it to them for an adequate chunk of time – not as a starter for sex, but as an essential part of the entire experience.

Complete Article HERE!

Share

How to talk to kids about sex

Share

“I do know how babies are made,” my then-8-year-old son recently told his 13-year-old sister. She ignored him. “Mom, he really doesn’t,” she said. “You better tell him before he goes to camp and hears it from older kids.” She was right. I had talked to him about love for years, but I must have glossed over the mechanical piece.

According to Deborah Roffman, a teacher and author of “Talk to Me First: Everything You Need to Know to Become Your Kids’ ‘Go-To’ Person About Sex,” I was late to the game. “If we’re not deliberately reaching out to kids by third grade, almost everything they learn after that is going to be remedial,” she says. “Sexual intercourse in the service of reproduction is thoroughly age-appropriate for 6-year-olds.”

Not long after I got my son up to speed, I taught middle school health and wellness for the first time. No amount of parenting readies you for a roomful of curious 13-year-olds. To prepare me, my principal showed me questions kids had asked in the past. “How many times can you ask a girl out before it becomes sexual harassment?” “Is it possible for a boy to put his privates in the wrong hole?” “What are all the different sex positions?”

Well, okay then. I could do this. As Roffman notes, these conversations are simply part of the nurturing process, and we miss the big picture when we focus on “the talk.” “That’s where I start with parents. It’s about how we can raise sexually healthy young people from birth,” she says.

Kids have five core needs when it comes to sexuality, Roffman explains. They need affirmation and unconditional love; information about healthy and unhealthy behaviors; clarity about values such as respect and integrity; appropriate boundaries and limits; and guidance about making responsible, safe choices. Within that framework, here are seven tips to help parents raise kids who know how to make well-considered decisions.

Fill in gaps and debunk myths

Karen Rayne, a sex educator in Texas and author of “GIRL: Love, Sex, Romance and Being You,” says that parents shouldn’t make assumptions about what their kids know. She recalls a student who avoided trampolines because she believed that every time a girl is jostled, an egg dies. Another girl sobbed in a bathroom at a water park when she got her period for the first time. “She was being raised by a single dad who never talked to her about it, and she thought she was dying,” she says.

Yuri Ohlrichs, an author and sex educator at Rutgers Netherlands, says that kids are picking up information from peers and the Internet and that parents need to debunk myths. One boy told him that if you clean your genitals with a medical disinfectant after sex, you can’t get a sexually transmitted disease. “Some of the misconceptions are disturbing, and as responsible adults we can take away the tension they create,” he says.

Admit discomfort and stay calm

For parents, acknowledging discomfort is a good first step. “You can begin the conversation with, ‘This is going to be awkward, but we’re going to talk about it anyway because it’s important,’ ” Rayne says. Even if parents are fine, it doesn’t mean their kids are. “Parents need to normalize the dialogue and provide a space where kids can ask anything,” she says. “If young people say something shocking, it’s okay to say, ‘That’s surprising to me.’ ” Still, she recommends parents stay calm and delay their gut reaction. “Process with a friend, partner or religious figure, and then respond in your best emotional state,” she says.

Talk about your family’s values

When Roffman talks to parents, she asks them to list at least five values they want their children to bring to all sexual situations they encounter in their lives. She then urges them to name those values to their kids as young as possible.

By taking this approach, parents can teach the importance of compassion, honesty and respect long before they broach them in a sexual context. “Parents can say, ‘You’re standing too close to me. You’re not respecting my boundaries,’ and talk to children about how no one is allowed to touch them without their permission,” Roffman says.

Last year, her eighth-graders wanted to teach fifth-
graders about consent. They showed an image of the prince kissing Sleeping Beauty along with nonsexual examples of consent. By the end of the presentation, the students understood why Sleeping Beauty was incapable of agreeing to the kiss.

Share personal stories with caution

Before sharing personal information, parents need to think deeply about why they’re sharing it, Roffman says. “There should be a point to the story. What do they hope their child will learn?” She notes that trying to steer a kid’s behavior is not a good motive. “The goal should be to help your child think through decisions they’re going to make,” she says.

Parents also can draw a line when kids ask intrusive questions. “The act of drawing boundaries is powerful, and parents can say, ‘That’s a personal question, and maybe I’ll answer it when you’re older,’ ” Rayne says.

Address stereotypes and gender differences

Ohlrichs encourages adults to take a positive approach to both male and female sexuality. “Not all boys or men are going out there to have sex as much as they can,” he says, noting that boys have insecurities but may struggle to express them. “We have to make sure that boys understand that you’re just as much a man if you’re not experienced sexually as if you are.”

He also urges parents to explain that although there are no hard-and-fast distinctions, males and females might approach sexual scenarios differently. “Boys don’t always understand that a girl might stop kissing because she’s focused on what’s going on around them,” he says. “Boys might be all green lights, but if a girl hears someone in the house or the boy says something that reminds her of a negative experience, it’s over.” Parents can explain that it’s not necessarily a rejection and that the couple needs to work together to make it comfortable. He also suggests that parents tell teens that if someone is giggling or nervous, “it might not be a positive situation for them.”

Ohlrichs urges parents to address stereotypes about female sexuality, noting that girls throughout the world internalize the idea that they need to protect their reputation. “They’re getting the message that they need to conceal excitement and avoid taking initiative, and it’s still one-sided,” he says.

Use media and other sources to start a conversation

“Everything in life can be connected to human sexuality,” Roffman says, and parents can find natural segues in a variety of topics, such as music and sports. Sexetc.org, a website that is run by teens and affiliated with Rutgers University, features polls that parents can use to start a dialogue. Scarleteen.com also has a parenting section and an adult-moderated dialogue board for teens.

Rayne has used the movie “Wonder Woman” and the TV show “Grey’s Anatomy” to talk about gender issues with her own children. She also talks to her kids about sexting and shares other Internet cautionary tales when they unfold publicly. Books about sex, gender and reproduction are readily available in her home.

Complete Article HERE!

Share

Sex Education Based on Abstinence? There’s a Real Absence of Evidence

Share

By

Sex education has long occupied an ideological fault line in American life. Religious conservatives worry that teaching teenagers about birth control will encourage premarital sex. Liberals argue that failing to teach about it ensures more unwanted pregnancies and sexually transmitted diseases. So it was a welcome development when, a few years ago, Congress began to shift funding for sex education to focus on evidence-based outcomes, letting effectiveness determine which programs would get money.

But a recent move by the Trump administration seems set to undo this progress.

Federal support for abstinence-until-marriage programs had increased sharply under the administration of George W. Bush, and focus on it continued at a state and local level after he left office. From 2000 until 2014, the percentage of schools that required education in human sexuality fell to 48 percent from 67 percent. By 2014, half of middle schools and more than three-quarters of high schools were focusing on abstinence. Only a quarter of middle schools and three-fifths of high schools taught about birth control. In 1995, 81 percent of boys and 87 percent of girls reported learning of birth control in school.

Sex education focused on an abstinence-only approach fails in a number of ways.

First, it’s increasingly impractical. Trying to persuade people to remain abstinent until they are married is only getting harder because of social trends. The median age of Americans when they first have sex in the United States is now just under 18 years for women and just over 18 years for men. The median age of first marriage is much higher, at 26.5 years for women and 29.8 for men. This gap has increased significantly over time, and with it the prevalence of premarital sex.

Second, the evidence isn’t there that abstinence-only education affects outcomes. In 2007, a number of studies reviewed the efficacy of sexual education. The first was a systematic review conducted by the National Campaign to Prevent Teen and Unplanned Pregnancy. It found no good evidence to support the idea that such programs delayed the age of first sexual intercourse or reduced the number of partners an adolescent might have.

The second was a Cochrane meta-analysis that looked at studies of 13 abstinence-only programs together and found that they showed no effect on these factors, or on the use of protection like condoms. A third was published by Mathematica, a nonpartisan research organization, and it, too, found that abstinence programs had no effect on sexual abstinence for youth.

In 2010, Congress created the Teen Pregnancy Prevention Program, with a mandate to fund age-appropriate and evidence-based programs. Communities could apply for funding to put in only approved evidence-based teen pregnancy prevention programs, or evaluate promising and innovative new approaches. The government chose Mathematica to determine independently which programs were evidence-based, and the list is updated with new and evolving data.

Of the many programs some groups promote as being abstinence-based, Mathematica has confirmed four as having evidence of being successful. Healthy Futures and Positive Potential had one study each showing mixed results in reducing sexual activity. Heritage Keepers and Promoting Health Among Teens (PHAT) had one study each showing positive results in reducing sexual activity.

But it’s important to note that there’s no evidence to support that these abstinence-based programs influence other important metrics: the number of sexual partners an adolescent might have, the use of contraceptives, the chance of contracting a sexually transmitted infection or even becoming pregnant. There are many more comprehensive programs (beyond the abstinence-only approach) on the Teen Pregnancy Prevention Program’s list that have been shown to affect these other aspects of sexual health.

Since the program began, the teenage birthrate has dropped more than 40 percent. It’s at a record low in the United States, and it has declined faster since then than in any other comparable period. Many believe that increased use of effective contraception is the primary reason for this decline; contraception, of course, is not part of abstinence-only education.

There have been further reviews since 2007. In 2012, the Centers for Disease Control and Prevention conducted two meta-analyses: one on 23 abstinence programs and the other on 66 comprehensive sexual education programs. The comprehensive programs reduced sexual activity, the number of sex partners, the frequency of unprotected sexual activity, and sexually transmitted infections. They also increased the use of protection (condoms and/or hormonal contraception). The review of abstinence programs showed a reduction only in sexual activity, but the findings were inconsistent and that significance disappeared when you looked at the stronger study designs (randomized controlled trials).

This year, researchers published a systematic review of systematic reviews (there have been so many), summarizing 224 randomized controlled trials. They found that comprehensive sex education improved knowledge, attitudes, behaviors and outcomes. Abstinence-only programs did not.

Considering all this accumulating evidence, it was an unexpected setback when the Trump administration recently canceled funding for 81 projects that are part of the Teen Pregnancy Prevention Program, saying grants would end in June 2018, two years early — a decision made without consulting Congress.

Those 81 projects showed promise and could provide us with more data. It’s likely that all the work spent investigating what is effective and what isn’t will be lost. The money already invested would be wasted as well.

The move is bad news in other ways, too. The program represented a shift in thinking by the federal government, away from an ideological approach and toward an evidence-based one but allowing for a variety of methods — even abstinence-only — to coexist.

The Society of Adolescent Health and Medicine has just released an updated evidence report and position paper on this topic. It argues that many universally accepted documents, as well as international human rights treaties, “provide that all people have the right to ‘seek, receive and impart information and ideas of all kinds,’ including information about their health.” The society argues that access to sexual health information “is a basic human right and is essential to realizing the human right to the highest attainable standard of health.” It says that abstinence-only-until-marriage education is unethical.

Instead of debating over the curriculum of sexual education, we should be looking at the outcomes. What’s important are further decreases in teenage pregnancy and in sexually transmitted infections. We’d also like to see adolescents making more responsible decisions about their sexual health and their sexual behavior.

Abstinence as a goal is more important than abstinence as a teaching point. By the metrics listed above, comprehensive sexual health programs are more effective.

Whether for ethical reasons, for evidence-based reasons or for practical ones, continuing to demand that adolescents be taught solely abstinence-until-marriage seems like an ideologically driven mission that will fail to accomplish its goals.

Complete Article HERE!

Share