School AIDS Education: Politics, Issues and Responses by William L. Yarber, HSD, Professor, Department of Applied Health Science, Indiana University, Bloomington, IN

here’s a new hot topic in education today. No longer 1. ISSUE: What is the goal and content of AIDS education? T is illiteracy, school finance, or drugs, for example, the The approach to school AIDS education has not been major issue. Now, the discussion concerns what schools clearly defined by health educators and professionals and, should do to combat acquired immunodeficiency syndrome. until recently, not by the Reagan administration. Differ- The topic is controversial and will become an important ences in views by Surgeon General Koop and Secretary of political item for the 1988 elections. The issues include: Education William J. Bennett, for example, concerning the how, and where, AIDS information should be given in the type of instructional emphasis to be placed on various schools, how explicit the material should be, and whether AIDS prevention methods and on specific moral messages the instruction should have a strong moral base. has contributed to the confusion. The approach of existing AIDS education curricula has also varied: for example, Almost all agree that there is a growing need for AIDS some have had a strong medical/technical approach; others education in the schools. Surgeon General C. Everett Koop, have stressed health behaviors, social/ethical issues, absti- as well as the Institute of Medicine and the National nence, and “safe sex.” Further, some opponents claim that Academy of Science, conclude that, in the absence of a premarital sex and alternate lifestyles, among other vaccine and medical cure, preventive educational programs “immoral” behaviors, are being promoted in school AIDS are the best defense against the spread of AIDS. Dr. Koop education. stressed that information should be given before young people adopt high-risk sexual and drug abuse behaviors. RESPONSE: Since many young people make behavioral choices that The Reagan administration now appears to have a unified unknowingly place them at risk, they need to be informed policy on school AIDS education, as reflected in a Domestic about ways to protect their health. Policy Council memorandum issued in February. The memorandum states that the scope and content of school Even though the number of AIDS cases, among persons AIDS education should be locally determined, and that the under age 20, represents only one percent of the total cases, federal government should not mandate a specific curricu- the risk of AIDS among the group is still high. For exam- lum. Most importantly, the memorandum declares that ple, studies show that about 70 percent and 80 percent of AIDS information, developed by the Federal government teenage girls and boys, respectively, have had at least one [for schools], should “. . encourage responsible sexual coital experience, with an estimated 5 million having used behavior - based on fidelity, commitment, and maturity, a stimulant intravenously. About 28 percent of persons placing sexuality within the context of marriage,” and that aged 12 to 17 are currently sexually active. Further, since the information provided by the Federal government should “ incubation period for AIDS can be up to five years, or . . . teach that children should not engage in sex. . .” more, a large proportion of cases that have occurred in the These guidelines will provide direction and support for 20 to 29 age group may have been infected during adoles- some community members; whereas others, including cence. About 21 percent of AIDS cases are among persons many educators, will certainly object to the moral tone of aged 20 to 29. Hence, many young people, who engage in this approach. high-risk behavior now, may develop AIDS in their twenties. Many health educators believe that school AIDS education The potential of schools to make important contributions should have an objective, scientific base with an emphasis to AIDS control is great. Schools are a universal experience on personal responsibility for one’s health and the health of for young people. Every school day more than 47 million others, and that a specific, religious sexual morality should students attend 90,000 elementary and secondary schools in not be promoted. I agree with this stance, but also feel that our country. However, the impact of school AIDS education a compromise between the moral and the supposedly has been limited, in part, because of the controversy sur- “amoral approach” is possible. Later, one such strategy will rounding the topic. In this article, I will identify some of be discussed. Lastly, in response to some opponents’ state- the major issues facing school AIDS education today and ments, there is no evidence that school AIDS education suggest a response or solution to the issue. increases nonmarital sex or alternative lifestyles. 2. ISSUE: When should AIDS education begin? Since AIDS also includes sexuality issues,AIDS instruction Surgeon General Koop suggestedthat AIDS instruction be can be incorporated into sexuality education as well, which included as part of any health and hygiene program at the is being done successfullyin many schools.However, the lowest grade possible,especially for nine-, ten-, and eleven- identification of AIDS education assex education, in some year-olds. He also stated that “there is no doubt that we communities, may lead to controversy and limit the need sex education in schoolsand that it include information number of schoolsoffering such instruction. In-depth on sexualpractices that may put our children at risk for AIDS.” discussionof sexual behaviors, variant sexual lifestyles, and However, very few schoolsinclude AIDS education below “safe sex” practices may be unwise, and threatening, to the grade six or seven. Some parents are concerned about “too existence of AIDS education in someschools. AIDS much information too soon.” A Time magazine sponsored education can stand alone-without being part of sexuality poll of adults, published last November, showedthat only education - since its primary goal is to promote low-risk 23 percent thought that eight-year-olds should be provided health behaviors. But, AIDS education, aspart of a sound AIDS instruction, whereas95 percent agreed that twelve- sexuality education program, may be more complete since year-olds should be taught about the dangersof AIDS. issuesof sexuality can be more thoroughly discussed.If this is done, it is important that the sex educator be prepared to RESPONSE: articulate the goal of AIDS education to the community. BecauseAIDS receivesenormous media coverage, even children hear about it, resulting in their wanting to know Finally, AIDS education within biological scienceclasses more. AIDS education should begin in the lower elemen- tends towards too much emphasison diseasedetails, and in tary school gradesand should aim to alleviate excessivefears the social studiescurriculum towardstoo much stresson about the AIDS epidemic and contraction of the virus. social, ethical aspects.Also, rarely do theseinstructors have Students should be told that AIDS is difficult to get and the professionalcompetence to conduct classroomstrategies cannot be contracted by being near someonewho has the designed to influence health-conducive behavior. virus or AIDS. Further, nearly all children with AIDS contracted it from an infected mother at birth or from a 4. ISSUE: How should the local curriculum be determined? blood transfusion. Teachersshould begin to give informa- As stated earlier, the Federal government doesnot intend to tion, concerning methods of virus transmissionand develop a national curriculum or mandate a specific curri- prevention, in the fourth or fifth grade, where children culum. Hence, the local community must develop its own have a greater interest and understanding of sexuality. I believe that there would be nearly universal acceptanceof AIDS education in the elementary school gradesif this approach were adopted and articulated to parents. Students need to be informed about AIDS before they are faced with making choicesabout sexuality and drug abuse.

3. ISSUE: Where should AIDS education be placed in the school curriculum? AIDS information has been taught in numerous school curriculum areas,such ashealth science,sexuality education, biology, social studies, and home economics.Even though the AIDS problem has multi-disciplinary aspects,the lack of a “home-base” within one specific shool subject has hindered efforts to increaseschool AIDS education. The resultant problems include varying approachesto AIDS instruction, differencesin quality, and the lack of one spokespersonor advocate for AIDS education.

RESPONSE: In my view, the fundamental instructional concept of AIDS education concernsthe waysthe virus is transmitted and prevented. Hence, the most logical “home” for AIDS in- struction would be as part of communicable disease education within the health sciencecourse or unit. This approach is further supported when considering that AIDS education should emphasizehealth behaviors, in contrast to biomedical information, and should prepare students to make wise health decisionsby protecting themselvesand others from the virus. Ideally, AIDS education should be given at all school levels aspart of a comprehensivehealth sciencecurriculum that also includes instruction about No partof the SIECUSl2epo~may be feprodked in anyfor without other sexually transmitted diseasesand human sexuality. written permission from the SIECUS Publications Office. An additional advantage to this approach is that nearly every school has health education.

2 SIECUS Report, July-August 1987 AIDS educational plan. Many schools express a need for I believe that parental permission for AIDS instruction is assistance in developing a curriculum and for locating al- not necessary, although some local schools, because of the ready existing ones. Further, many sense the need to involve political climate, may require it. Again, the scientific, community members, but are unsure about how to do it. objective approach to AIDS instruction, with emphasis on health behaviors, has little, if any, controversial material. One approach might be for the teacher to send parents, at RESPONSE: the beginning of the term, general information about the The Federal government suggests that development of local course in which AIDS instruction is to be included. The curricula involve community members, including parents, letter could describe, in general, course topics, and state medical personnel, and clergy. I also suggest that students that parents are welcome to discuss the course with the be included on a community committee. This approach instructor. This approach, which is frequently used for health would be similar to that used in developing a sexuality science classes that include sexuality education, does not education program. I am not sure, however, that every single out AIDS instruction as being especially controversial. school district needs a community committee. Does having one imply that AIDS education, by its very nature, is most 6. ISSUE: Who should teach about AIDS? sensitive and controversial? The objective, scientific As stated earlier, AIDS education has been taught in approach to discussion of health behaviors should contain very little sensitive material. If community members are several subject areas, although it is most often taught in involved, the educator must be prepared to deal with health science, sexuality education, and biological sciences. difficulties in reaching consensus on curriculum content In attempts to give more credibility to AIDS instruction, and methodology, and if, and how, morality should be some school districts have had physicians, nurses, and included. Some community members may press hard to persons from the health department talk to students about have a specific moral stance reflected in the instruction. AIDS. Apparently, some parents find it more acceptable to have medical personnel teach about AIDS. Some teachers also find this approach safer since they do not have to For many schools, utilizing existing curricula and materials discuss the topic and any criticism can be directed towards will suffice. Several states have produced AIDS education outside speakers. guides, and more commercial curricula are becoming available. For schools using this method of curriculum development, the typical channels for incorporating new RESPONSE: topics into the curriculum, and for having the content Ideally, AIDS instruction should be within the health recorded in the department/school office, should be used. science curriculum; in part, because health educators typ- Local school officials should contact their local or state ically have the necessary competencies to create a learning health department, or their state education department, environment conducive to influencing health behavior. for assistance. Certainly, other teachers may have adequate skills, although most have difficulty in effectively dealing with the affective 5. ISSUE: Should parent permission be required? component of health instruction. The success of AIDS The U.S. Conference of Mayors studied AIDS instruction in education is compromised when inadequately prepared 73 of the country’s largest school districts. They found that educators instruct in the area. They are more likely to make 45 percent of the districts required students to obtain errors in approach, and, to respond poorly to student permission from their parents before they receive any AIDS concern. I feel that it is as much an error to assign or permit AIDS instruction by an inadequately prepared and/or instruction. Because of varied views concerning the type of instructional emphasis on morality, many of those pushing unskilled teacher as it is to permit a health science teacher for a strong “abstinence” stance believe that all schools to teach physics. should require parental permission. Also, having outside medical speakers may not be wise, or RESPONSE: a long-term solution. In reality, most of them are not edu- cators and they tend to over-emphasize medical aspects. AIDS education, as often has occurred with sexuality edu- Regular classroom teachers know their students best and, cation, has been targeted as having such sensitive material certainly, cannot depend on outside speakers for every that parents must consent for instruction to be given. One semester. questions if requiring parental permission is either fair or appropriate. The issue does raise several questions. Does Inservice education for teachers should be provided. Most requiring parental permission imply that AIDS material ir teachers do not have the professional preparation to teach controversial? Do schools have the authority and responsi- about AIDS and other sexually transmitted diseases. Also, bility to provide information to students about AIDS teacher workshops can provide instructors with more prevention? Do students, whose parents refuse permission, confidence, especially those who believe that they need to have a right to have AIDS prevention information? And have extensive biomedical knowledge to be good AIDS also, why do schools not require parental permission for educators. Teachers mainly need knowledge about the instruction in other potentially “controversial” areas, such as transmission and prevention of the AIDS virus, which discussion about different forms of government within involves quite simple concepts. social studies education? These questions are becoming more important as the AIDS problem gets more severe, and as more schools begin to add AIDS education. These questions soon may be tested in many schools.

SIECUS Report, July-August 1987 3 7. ISSUE: How explicit should the classroom material and values and maturity. Many critics claim that current AIDS discussion be? education is amoral or value-neutral. In actuality, most do One difftcult problem of AIDS education is determining not endorse a specific moral stance. But, they are not value- how explicit information should be, relative to vocabulary free. Their moral message is that the person should be and discussion of sexual activities and AIDS prevention. responsible for his/her own health and the health of others. Material produced for public use, such as that produced for Wouldn’t every religion support this stance? gay men, often uses explicit terms and describes “safe sex” techniques in detail. Some have wondered if that approach Educators should strive to find a compromise position is necessary, or appropriate, for educating young people in among the various moral stances. There are ways of incor- the school setting. Curriculum writers, and teachers, often porating varied messages about sexuality without endorsing struggle with this issue. What degree of explicitness is one specific stance. For example, when talking about sexual needed so that students have enough knowledge about how fidelity as one AIDS prevention method, one could state the AIDS virus is transmitted and prevented? that “it is safer to wait for sex until one can form a long- term, mutually faithful marriage or a long-term faithful RESPONSE: relationship with an uninfected partner.” This statement is Educational material for adolescents should be honest, correct, objective, and applicable for nonmarital situations, frank, and scientifically objective. For example, they should such as gay relationships. Yet, the message does stress the be told that vaginal and anal intercourse, and probably oral value of marriage as a preventive strategy. sex, transmit the AIDS virus, and that beyond sexual absti- nence and fidelity, condom use is one preventive strategy. 9. ISSUE:*How should prevention strategies, such as These terms should be used, with definitions provided. abstinence, be presented? Sometimes educators underestimate the ability of students Many critics have stated that in preventing AIDS the major to effectively deal with sexual information. Although street emphasis should be on abstinence and fidelity in marriage. terms, or vernacular, might be necessary in some locales, They believe that current curricula fail to mention these they should be used only in defining the terms. In general, strategies at all, or adequately, and that the use of condoms students are comfortable with the scientific terms, and the is over-emphasized. Some have characterized AIDS continued use of slang perpetuates its use. Most students instruction as following the “condom-mania” movement. appreciate honest teachers who deal with material in a Many want the “just say no to drugs” approach added to frank way. AIDS education. Students should be informed that they should not allow RESPONSE: blood, semen, or vaginal secretions to touch their genitals or mouth. Detailed explanations of “safe sex” techniques The discussion of AIDS prevention measures in most are not appropriate for most schools. However, teachers current AIDS curricula has been misrepresented by many should provide information about how students can acquire critics. Most curricula do list sexual abstinence as the most more detailed descriptions of preventive methods, and how effective preventive strategy, despite what critics might they can obtain additional AIDS information. claim. But, of course, most do not suggest marital sexuality as the only type of relationship for AIDS prevention, and 8. ISSUE: Should school AIDS education be morally- most do mention condoms. Even though abstinence should or value-based? be listed as the safest preventive method, mutually faithful As stated earlier, the Reagan administration’s Domestic relationships, condom usage, and avoidance of anonymous Policy Council memorandum states that federally and high-risk partners should also be presented. Not everyone chooses abstinence and we niust tell those, whose supported AIDS education materials should “. . . place sexuality within the context of marriage.” Many religious activities put them at risk, what to do to decrease exposure conservatives agree with this stance, and believe that the to the AIDS virus. A recent survey of 500 teenagers and college students revealed that sexual abstinence was not an material should be “morally strong.” They want schools to acceptable option for preventing AIDS. teach that only sex between a husband and wife is normal. Supporters of this belief are well-organized, and are using I also believe that telling adolescents to “just say no to sex,” AIDS education as an avenue to get their moral beliefs into school curricula. Some have exerted sufficient political as the basic approach, is not wise nor applicable to AIDS pressure upon the schools to have forms of their cause education. Sexuality is not like drug abuse, which also includes smoking and the use of alcohol. Sexual expression incorporated into the curricula. Most educators and health- has positive components and contributes to mental health, care personnel disagree with the “marriage-only” stance and feel that such an approach is not effective. whereas any drug abuse can be harmful. Equating sex with drug abuse may teach young people to be unduly afraid of RESPONSE: sex. They should be taught to value and respect sex, to use it wisely, and to understand that sexuality can be expressed I believe that the school is not the place to teach a specific without risk of STDs or pregnancy. The positive aspects of religious morality. That is the role of the home and reli- sexuality are rarely mentioned. For example, suggesting gious institutions. In a pluralistic society, the endorsement mutual masturbation-a topic that might be permissible to of one moral stance is inappropriate, probably unconstitu- discuss in some classrooms - affirms the existence of sex- tional, and educationally unsound. However, schools can uality in young adults and recognizes the need for some discuss various moral stances relative to sexuality and can sexual expression. stress as responsible, for example, a sexuality based on

4 SIECUS Report, July-August 1987 Finally, even though condom usage should be presented, RESPONSE: the discussion should be qualified by stating that the Teachers must be sensitive to the source of AIDS informa- condoms decrease the risk of getting the AIDS virus tion. In general, the most accurate and up-to-date material significantly, but they are not 100 percent effective. comes from local or state health departments, or AIDS programs. Also, the Center for Disease Control in Atlanta 10. ISSUE: How does the instructor deal with sexuality- and other Federal agencies provide accurate information. related issues in relation to AIDS? Obviously, commercially produced material can be of high Teachers often receive, during AIDS instruction, questions quality, but those which acknowledge government health or expressions of concern from students about sexuality. For agency involvement are typically better and more accurate example, students may inquire about the nature of homo- products. sexuality and bisexuality, or request more detailed explana- tions about specific sexual activities and AIDS prevention All classroom materials must be reviewed before use, with techniques. Many instructors do not feel comfortable the realization that some concepts may not be current. The addressing sexuality issues and, hence, are hesitant to teach teacher should make corrections concerning those concepts about AIDS. Some even question if it is appropriate to if the material is to be used in the classroom. In general, discuss sex along with AIDS. However, others believe that the most recently produced materials should be most AIDS and sexuality are so closely related that it is imperative accurate. to discuss both. Most AIDS reports presented by the media are accurate, RESPONSE: and often represent the first source of new AIDS informa- Discussion about sexuality issues would be more successful tion for teachers. However, teachers and students must if AIDS education were part of an established, quality sex- realize that often all of the conclusions are not given and uality education program. This arrangement provides a that the media tends to sensationalize certain issues. strong reason for AIDS education to be placed in sexuality curricula since such instructors are typically more qualified The AIDS area provides teachers with an excellent to address sexuality issues related to AIDS. It may be risky opportunity for educating students on how to be wise for other teachers to discuss issues, beyond the fundamental consumers of health information. health behavior aspects of disease transmission and preven- tion, as they might provide inaccurate information and CONCLUSION present material in an inappropriate tone. Teachers who are Many young people are living an illusion: they aon? feel not qualified, or confident, in addressing sexuality issues vulnerable to AIDS. Apparently, many don’t worry about should indicate, upon student inquiry, that such discussion getting the virus. A recent study of 500 teenagers and is beyond the scope of their AIDS unit. However, teachers college students found that only three percent said they should seek answers to questions from qualified profes- curtailed their sexual activity for fear of contracting AIDS. sionals and/or refer students to an answer source. Certainly, not all young people are at risk; but others are because of their sexual practices and IV drug abuse. All students need accurate AIDS information. It’s their right, 11. ISSUE; Which AIDS information and educational and schools have an obligation to provide information materials are accurate? about AIDS that will enable students to protect their health. Anyone who reads newspapers and magazines, and listens to radio and television, realizes that AIDS is a frequently The challenge for schools is enormous but reachable. covered topic in the media. Many reports cover scientific However, before the challenge can be met, certain things investigations. Unfortunately, some of this coverage mis- must occur: there must be a unified direction and ap- represents the major conclusions of the investigations. proach; quality educational material that emphasizes Unless an educator has an entire report, it is difficult to health-conclusive behaviors must be continuously produced determine if the media coverage has accurately reflected the and adopted; teachers must be prepared; more resources total findings of these investigations. must be allocated; the barriers to implementing AIDS education in every school must be eliminated; and AIDS Also, often teachers have students who say they have read or education should be integrated into a comprehensive have heard something about AIDS which contradicts the health science curriculum that includes STD education and accepted views of health officials, or they have heard some- sexuality education. Further, educators must work effec- thing from a physician which contradicts current AIDS beliefs. tively with community members to find a reasonable “middle ground” approach when dealing with critics who With extensive coverage of AIDS by the media, and by want their specific religious moral view of sexuality em- writers who are producing materials about AIDS as well, it phasized in instructional material. Our goal is to get AIDS is often difficult for school AIDS educators to determine education in every school. Time is essential and the authoritative sources. In addition, teachers must determine need is great. which curricular materials, such as films and student/ teacher books, are best for classroom use. As one can imagine, there is an enormous amount of commercial ma- terial being produced for schools, particularly visual media.

SIECLJS Report, July-August 1987 / AIDS and the College Student: The Need for Sex Education by Sandra L. Caron, PhD, Rosemarie M. Bertran, MSW and Tom McMullen, Syracuse University

ay comes home from college for the weekend, and on we still have many problems to solve. It would be naive to K Saturday night runs into her old high school sweetheart, suggest that adequate or even ideal (whatever “ideal” may Bill. They spend the night together in his apartment. The be) sex education at any, and all, levels will solve the social next day, while Bill is at the library studying, Kay rum- ills of our complex society. Knowledge, however, can be mages guiltily through his things to see if he’s found a new used to alleviate and avoid much human suffering. And girlfriend. She finds a card from a local health agency putting knowledge in the hands of young people increases which says he’s tested positive for AIDS antibodies. Scared their options and their capacity to choose among them. We and confused, she panics. What should she do? Confront know of no instance in which people, young or old, are bet- him and admit she’s been going through his stuff? She ter served by ignorance. Choice permits and enhances the thinks, “Why didn’t he tell me? We could have used a individual’s ability to develop as a human being; ignorance condom.” She decides not to tell him because he wouldn’t prohibits choice and adversely affects the quality of life. forgive her for sneaking around. Instead, she returns to college to her boyfriend, Jim, without mentioning her “fling.” She continues to have unprotected sex with Jim Knowledge About AIDS because she fears that if she now insists he wear a condom, Just what do college students know about AIDS? Do they he’ll know she’s been unfaithful. believe they are at risk? Has their awareness of AIDS resulted in changes in sexual and dating behaviors? To find College students don’t need much sex education, right? out, we conducted a survey of Syracuse University students These modern kids, exposed by the media to all areas of during the spring term, 1987. The survey consistedof one- life, already know all about sex. Their own experience has to-one interviews with students in barson “Marshall Street,” prepared them to be comfortable, open, and mature in near the university. Subjectswere male and female, mostly their relationships with others. Unlike prior generations, undergraduate students. Interviews were generally con- they are knowledgeable and sophisticated. ducted during the most popular hours of 9 p.m. and 2 a.m.

Wrong. As one can seefrom the true scenarioabove, college The instrument was a one-page interview that consistedof students struggle with ignorance, misconceptions, doubts, structured, open-ended questionsregarding the student’s and fears about themselvesand others, just asmuch and opinion and knowledge about AIDS. Interviewers were just aspainfully as did their predecessors.The difference, membersof the Peer Sexuality Program at SyracuseUniver- fortunately, is that today’s young people are growing up in sity. More than 350 interviews were completed. Returns a society that permits more open discussionof sexual topics have not yet been tabulated completely, but our initial than in previous generations. impressionsare the following.

As a society, we are now more knowledgeable about our 1. Most students exhib‘it a great Zuck of knowledge and bodies, psychological processes,the interplay of emotion factual’ data about AIDS. and body, and social processesthan ever before. In addition, we live in an “information age” that provides easyaccess to 2. Most students fail’ to seeany relevance between ongoing accurate information. Indeed, we are more likely to be media storiesabout the growing incidence of AIDS and faced with the problem of choosingwhich facts, among an theirpersonal behavior Students frequently indicated overabundance,are significant. Among college-educated that they believed they were not in “high risk” groups adults, few sexual topics are in “taboo closets” anymore; and equated this with.little or no risk at all. Often un- many feel more distressedby exposure to and inept concerned about risk, they failed to seethat high risk handling of sensitivesubjects than by prohibitions. behaviors placed them in jeopardy. Frequent comments included: “Well, I’m not a slut, I don’t sleeparound that Clearly, in an age touted to be one of great sexual openness, much, and I’m not gay.”

-’ 6 SIECUS Report, July-August 1987 3. The level of denial among students is high. For example, ing or sharing beer bottles. Presenting solid, clearly students often commented, “Everyone should be con- stated information will significantly alleviate many fears. cerned about AIDS.” But when the interviewer coun- tered with, “Are you?” the answerwas almost invariably, 2. Debmk myths. “No.” Students often reported their conviction that they As stated previously, students widely believe that they had the ability to “know” or intuit which sexual partners are not at risk and/or that they can intuitively recognize were “safe.” Commonly, they conveyed the conviction which people carry the AIDS virus. Such beliefs permit that they were personally immune. Only a small minor- students to rationalize high-risk behaviors. Education ity indicated anxiety about having been exposed. about AIDS should therefore describehigh-risk behav- Students often commented that they believed this to be iors, explain why engaging in such behaviors jeopardizes a greater issuefor homosexualsthan for heterosexuals. the health of the individual, aswell asothers, and give information on available tests to identify the presenceof 4. There is a general unreadiness among students to deal AIDS antibodies in a person. pragmaticaLLywith the threat of AIDS in their relation- ships. Students talked freely about sex and STDs with 3. Discuss options. interviewers, but expressedunwillingness to discussthese Students should be made aware of the potential choices topics with their sexual partners. Many reported that they have to provide varying levels of protection against generally they had unprotected sex and indicated that the AIDS virus. Certainly abstinenceshould be recog- they would not talk with a new sexual partner about nized and discussedas a possiblechoice. Another option AIDS, STDs, or the use of condoms. In general, students is “safer sex” (which should be clearly distinguished from equated “safer sex” with “not-fun-sex.” Some wondered “safe sex”), which can be achieved through the proper how to bring up the question of AIDS with a new use of condoms with spermicides. Students clearly partner without insulting him/her. The unwillingness of should understand that this is not 100 percent protec- students to deal pragmatically with the threat of AIDS is tion againstthe transmissionof the AIDS virus. Sexually closelyrelated to, and dependent upon, the level of active students, especially,should be made awareof the denial discussedabove. availability and limits of testing.

5. Some students reported that AIDS was changing social 4. Discuss ethical issues. attitudes regarding sexualand dating behavio?: There is Each individual has a responsibility to himself or herself, lessapproval for the “one night stand.” “People think as well as to others. Responsiblebehaviors include taking twice before picking someoneup.” Some women indi- adequate stepsto protect oneself, discussingopenly the cated increasedinterest in men who are virgins, wanting risk between sexual partners, and not concealing signifi- to avoid “the guy who’sbeen around” or “the womanizer.” cant information from sexual partners. It is interesting to seethe shift in women’sattitudes away from the traditional interest in experienced men, and 5. Present dramatization of effective coping behaviors. towardsvirgins. Some men also indicated their prefer- Brief plays, skits, and role-playing all provide opportun- ence for an inexperienced or less-experiencedsexual ities to model responsiblesexual behaviors. Actors may partner, but this is, of course,a more traditional view. be recruited from the drama department, from among peer educators, from the student body at large, or even Recommendations for Education from the audience. Dramatic presentationsshould The recommendations, below, are basedon our preliminary include open discussionof the use of condoms and other findings in this study. Those who are planning, and/or protection, frank inquiries about personal risk, and how developing, educational programs about AIDS for college to deal with casualsexual encounters. students are also advised to consider the two recent articles Conclusion listed at the end of this article. In closing, it is useful to review some basicknowledge: that AIDS is already present in the heterosexual population, as Our recommendations are directed toward influencing the well as among homosexuals;that college students, as a behaviors of people who do not believe themselvesto be at group, tend to be more sexually active than other segments risk of exposure. Ideally, theseprogram recommendations of the adult population; and that college students are a sig- should be carried out in a warm, supportive environment nificant proportion of our population, not only in numbers, that invites open discussions.Our experiencewith education but alsoin terms of their future influence. These are our up- suggeststhat the best approach is a group of peers-students coming professionals-the privileged, who will be our future of the sameapproximate age and educational level - leaders.For their own sake,and for the sakeof our society, working together. Such programs should be conducted by this group should have the information, knowledge, and educatorswho are knowledgeableabout sexual issuesand wisdom to make sound decisionsfor themselvesand others. comfortable with open discussion.The following guidelines have been developed from our study. Additional Resources Hirschorn, M. W. (1987, April 29). AIDS is not seenas a 1. Provide factual information about the incidence and major threat by many heterosexualson campuses.The transmission of the AIDS virus. Chronicle of Higher Education. Most students in our study demonstrated significant factual deficits. Many believed, for example, that AIDS The years of living dangerously. (1987, April). Newswee& wastransmitted through casualcontacts, such assneez- On Campus.

SIECUS Report, July-August 1987 7 - Do You Know That. . .

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Box 20788, Houston, TX $100early registration fee; C&&al Inter- service systems to care for AIDS infected 77225. vention in Child Sexual Abuse with infants and children and their families; Victims and Offenders (Advanced Pro- and prevention efforts to reduce the Lambda Challenges fessional Training), October 21-23, spread of AIDS. Involuntary HIV Meriden, CT, $15013days or $bO/day.For further information and registration, Speakers included Moses Grossman, MD, Antibody Testing for contact: Dorothy Molis, 29 Linwood chairman, San Francisco Health De- Insurance Street, Webster, MA; (617) 943-3581. partment Task Force on Pediatric and Perinatal AIDS; Robert Benjamin, MD, Lambda Legal Defense and Education MPH, chief, Bureau of Communicable Fund, Inc., hasfiled suit, in federal court Newsletter for Gay and Disease Control, Alameda County in New York, against Prudential Insur- Health Care Services, Oakland, CA; John ance company of America on behalf of a Lesbian Couples R. Williams, executive director of Chil- man who was tested for HIV antibodies A new monthly newsletter, PARTNERS, dren’s Hospital at Stanford, Palo Alto, without his consent, after being assured has emerged to help gay and lesbian CA; Jean McIntosh, MSW, assistant that the company would run only “stan- couples establishthemselves within the director, Program Resources, County of dard” blood tests. From this non- community. Publishers, Stevie Bryant Los Angeles Department of Children’s consensualtest the individual discovered and Demian, created PARTNERS “to Services, Los Angless, CA; Sylvia that he wasseropositive and wasdenied provide practical information and ideas insurance.Lambda is the country’s oldest Fernandez Villarreal, MD, board of couplescan use to developsatisfying and directors, California Childrens’ Lobby, and largest national lesbian and gay successfulrelationships.” It includessuch Subcommittee on Children and AIDS; rights legal organization, and hasbeen in topics asbuying homes, raisingchildren, William Barrick, RN, MSN, program the forefront of the fight againstAIDS- and socializing. PARTNERS, availableby manager, AIDS Services, Alta Bates/ based discrimination. For further in- subscription only for $36 per year, is also Herrick Hospitals, Berkeley, CA; and formation, contact: Paula Ettelbrick, offering a free annotated list of “Re- Lambda Legal Defense and Education Marcia Quackenbush, MS, coordinator, sources for Gay & Lesbian Couples.” Youth and AIDS Prevention Program, Fund, Inc., 666 Broadway,New York, NY To receive a free copy, send a self-ad- AIDS Health Project, Univeristy of Cali- 10012;(212) 995-8585. dressed, stamped businessenvelope to fornia at San Francisco. For a copy of their PARTNERS, Box 9685, Seattle, WA findings, contact the U.S. House of Public Television Series 98109. For further information, write to Representatives, Select Committee on the above address. Children, Youth, and Families, 385 for Teens House Office Building Annex 2, In September the Public Broadcasting New Journal Washington, DC 20515; (202) 226-7692. System will introduce a new seriesfor early adolescentscalled “DegrassiJunior Haworth Presshas just announced the High.” The series, for ages 10-15, is forthcoming publication of its new quar- Sexual Abstinence News designed not only for teensbut for par- terly Journal of Gay & Lesbian Psycho- A new publication promoting sexual ents and educators aswell. The thirteen therapy, which will focus on practical, abstinence has just emerged from half-hour episodesinclude themes such interdisciplinary issuesin clinical practice Houston, TX, group unknown. This as sexuality, peer pressure,child abuse, related to the use of psychotherapy for g-page, bimonthly newsletter advocates family relationships, dating, and re- gay, lesbian, and bisexual patients and the removal of sexual abstinence from the sponsibility. For further information, clients. “Instructions for Authors” is psychiatric “illness model.” The news- contact: WGBH Educational Founda- availablefrom: David Scasta,MD, Editor, letter, edited by Jack E. Burkett, claims to tion, DegrassiJunior High Project, 125 Journal of Gay & LesbianPsychotherapy, be designed to encourage awareness, Western Ave., Boston, MA 02134; (617) 1721 Addison St., Philadelphia, PA among professionals, of the needs of 492-2777 ext. 3848. 19146. SIECUS readers may obtain a - 8 SIECUS Report, July-August 1987 complimentary copy by writing on pro- fessional letterhead to: The Haworth Press, Inc., 12 West 32nd St., New York, NY 10001. Resourcesto Write for . . . Date Rape! Terri and J. R. Talk to Teens (1986, 7 pp.), by Gayle Stringer, is a pamphlet giving adolescentsadvice on Articles -Titles Cotterly, Rita. An Ecumenical Approach to Sex- how to protect themselves from date ualzty: Preparation for the Zlst Century. No. 5, p. 9. rape. The suggestionsinclude: set limits; Adolescent Boys and Sex: Irresponsible or Darabi. Katherine F., and Ascensio, Marysol. Sexual talk to eachother; be assertive;trust your Neglected? Sharon R. Edwards. No. 4, p. 1. Activity and Childbearing Among Young Hispanics feelings; and be aware of your date’s Adolescent Sexuality in the Media. Debra W. in the US. No. 4, p. 6. Haffner and Marcy Kelly. No. 4, p. 9. actions. Prices begin at $11.00 for 50 Edwards, Sharon R. Adolescent Boys a&Sex: Irre- copies. To order, contact: Network Pub- AIDS and the College Student: The Needfor Sex sponsible or Neglected? No. 4, p. 1. lications, PO. Box 1830, Santa Cruz, CA Education. Sandra L. Caron, Rosemarie M. Berrran Haffner, Debra W., and Kelly, Marcy. Adolescent and Tom McMullen. No. 6, p. 6. 95061-1830. Sexuality in the Media. No. 4, p. 9. Catholic Sexual and Reproductive Ethics: A His- Hallingby, Leigh. On the Vocabulav of Sexuality. toricalPerspective. Daniel C. Maguire. No. 5, p. 1. The Consumer’s Guide to Abortion No. 5, p. 13. ServiceslGuia sobre servicios de abort0 An Ecumenical Approach to Sexuality: Preparation Levitan, Jean. Evaluation of I%mily Living Sex Edu- for the Zlst Centwy. Rita Cotterly. No. 5, p. 9. (1985, 16 pp.) is a pamphlet written in cation Programs. No. 2, p. 7. both English and Spanish. It gives Evaluation of Family Living Sex Education Pro- Maguire, Daniel C. Catholic SexualandReproduc- grams. Jean Levitan. No. 2, p. 7. information on finding a facility, getting tive Ethics: A Historical Perspective. No. 5, p. 1. medical tests, counseling, abortion Incest: The Trauma of Intervention. Desmond K. Manley, Jacqueline. Teacher Selection for Sex Ea’u- Runyan. No. 1, p. 1. procedure, recovery, contraception, cation. No. 2., p. 10. follow-up, fees,insurance, Medicaid, and Judaism and Contemporary Sexuality. Balfour McCaffree, Konstance. Sex Education Curricula: Brickner. No. 5, p. 5. minor status. Up to five copiesavailable Selection for Elementary and Secondary School Students. NO. 2, p. 4. free of charge from: National Abortion Latina U%men a&AIDS. Dooley Worth and Ruth Rodriguez. No. 3, p. 5. Federation, 900 Pennsylvania Avenue, Medina, Carmen. Latin0 Culture and Sex Educa- tion. No. 3, p. 1. S.E., Washington, DC. 20003. Larger Latin0 Culture and&x Education. Carmen Medina. No. 3, p. 1. quantities available at cost. Runyan, Desmond K. Incest: The Trauma ofInter- On the Vocabulary of Sexuality. Leigh Hallingby. vention. No. 1, p. 1. No. 5, p. 13. Survivor (1986) is a series of three Welbourne-Moglia, Ann. A Time of Rare Oppor- tunity. No. 3, p. 15. bookletswritten for people with develop- School AIDS Education: Politics, Issues and Responses. William L. Yarber. No. 6, p. 1. mental disabilities who have been sex- Welbourne-Moglia, Ann, and Edwards, Sharon R. Sex Education Must Be Stopped No. 2, p. 1. ually assaulted.It includes one booklet Sex Education CurriCula: Selection for Elementary and Secondary School Students. Konstance for their caregivers. All are written by Woods, Sally Cook, and Dean, Karhryn Self. Sexual’ McCaffree. No. 2, p, 4. Abuse Prevention: Evaluating Educational Strat- Nora Baladerian, Krysia Dankowski, and Sex Education Must Be Stopped Ann Welbourne- egies. No. 1, p. 8. TawnyaJackson, and are publishedby the Moglia and Sharon R. Edwards. No. 2, p. 1. Worth, Dooley, and Rodriguez, Ruth. Latina Los Angeles Commission on Assaults SexualAbuse Prevention: Evaluating Educational Women a&AIDS. No. 3., p. 5. Against Women. Booklet I (77 pp.) isfor Strategies. Sally Cook Woods and Kathryn Self Yarber, William L. SchoolAIDS Education: Politics, thosewith low reading skillsto read with Dean. No. 1, p. 8. Issues and Responses. No. 6, p. 1 a parent or guardian. Booklet II is for Sexual’ Activity and Cbildbeantig Among Young thosewith at least a fourth grade reading Hispanics in the lJS. Katherine F. Darabi and Audio-Visual Materials level. These two booklets.are aimed at Marysol Asencio. No. 4, p. 6. helping a victim becomea survivor and Summer 1987 Graduate Studier in Human Sex- Reviewed alsoat prevention of further sexualabuse. ual’ity a&Sex Education. No. 4, p. 13. Abortion: Listen to the Unman. No. 1, p. 23. Booklet III (33 pp.) gives family mem- Teacher Selection for Sex Education. Jacqueline About AIDS. No. 6, p. 22 bers, advocates, and care providers Manley. No. 2, p. 10. The AIDSMovie. No. 5, p. 18. information about how to respondto and A Time of Rare Opportunity. Ann Welbourne- report on assaultand how to deal with Moglia. No. 3, p. 15. Alfredok Stoty. NO. 1, p. 24. police, hospitals, and court proceedings. The Walking Wounded Post-Incest Syndrome. E. Birth Control: Myths a&Methods. No. 1, p. 24. The booklets are available in English, Sue Blume. No. 1, p, 5. Growing Up: A Film for Children About Puberty. Chinese, Japanese, Korean, Spanish, No. 5, p. 20. Vietnamese, large print, and Braille. Human Sexuality: tilues and Choices. No. 3. p. 17. Single copies are free with a check for Articles -Authors Impotence: A Matter Most Delicate. No. 6, p. 22. $1.50 each to cover p/h. To order, or for Blume, E. Sue. The #%lking U%unded Post-Incest It’s O.K. to Say No Way!No. 6, p. 22. information about bulk rates, write to: Syndrome. No. 1, p. 5. LACAAW, 543 North Fairfax Avenue, Los Brickner, Balfour. Judaism and Contemporary Sex- A Joyous Labox No. 5, p. 20. Angeles, CA 90036. uality. No. 5, p. 5. The Naked Breast: Evolution, Physiology Sexuality. No. 5, p. 18. Caron, Sandra L., Bertran, Rosemarie M. and McMullen. Tom. AIDS and the College Student: On Being Gay: A Conversation with Brian The Needfor Sex Education. No. 6, p. 6. McNaugbt. No. 5, p. 19. -I SIECUS Report, July-August 1987 9 Pornography: Tbe Double Message. No. 5, p. 19. Pornography: A Human Tragedy. Tom Minnery, ed. Inc. Impact: Sexual Exploitation Interventions for No 6, p. 19. Secret Sounds Screaming: The Sexual Abuse of the Medical Professional. No. 1, p. 20. Children. No. 1, p. 22. The Screaming Room: A Mother? Journal of Her Hummel, R. F.; Leavy, W. E; Rampolla, M.; and Son ? Struggle with AIDS. Barbara Peabody. No. 5, Sexandthe American Teenager No. 1, p. 23. Chorost, S., eds. AIDS: Impact on Public Policy. p. 23. No. 6, p. 18. Sex, Drugs, andAIDS. No. 1, p. 22. The Secret Trauma: Incest in the Lives of Girls and Johnson, Eric W. People, Love, Sex and Families: Sexual’ Abuse Prevention: Five Safety Rules for Women. Diana E. H. Russell. No. 2, p. 23. Answers to Questions That Preteens Ask. No. 3. Mentally HandicappedPersons. No. 6, p. 22. Sex Positive: A Gay Contrihtion to Sexual and p. 22. Straight Tak. No. 3, p. 17. Spititual Union. Larry J. Uhrig. No. 5, p. 21. Klein, Fritz, and Wolf, Timothy J. Bisexualities: Swept Away Is Not O.K. No. 6, p. 23. Sex, Schools andtbe Law. Fernand N. Dutile. No. 6, Theory andResearch. No. 2, p. 23. Zzking Charge: Teen Perspectives on Birth Control p. 19. Kosov, Anna. Incest: Families in Crisis. No. 3, p. 21. andsexuality. No. 1, p. 23. Sex Signals: The Biology oflove. Timothy Perper. Licata, Salvatore J., and Peterson, Robert I?, eds. The Teen Health Computer Program. No. 3. p. 18. No. 2, p. 21. Gay Past: A Collection ofEssays. No. 6, p. 20. Thinking About “The Silent Scream.“No. 6, p. 23. Sexual Choice: A Woman’s Decision. Heather Minnery, Tom, ed. Pornography: A Human Tragedy. Trexler Remoff. No. 3, p. 20. No. 6, p. 19. Waking Up to Rape. No. 3, p. 18. The Sexua/ Rights of Adolescents: Competence, Nungesser, Ion G. Epidemic of Courage: Facing Vulnerability, and Parental Control. Hyman AIDS in America. No. 5, p. 23. Rodman, Susan H. Lewis, and Saralyn B. Griffith. Bibliographies No. 2, p. 21. Pagelow, Mildred Daley. Family Violence. No. 1, AIDS and Safer Sex Education: An Annotated p. 21. Sexuality: New Perspectives. Zira DeFries, Richard Bibliography of Print and Audio-Visua/ Materials Peabody, Barbara. The Screaming Room: A C. Friedman, and RuthCorn (eds.) No. 4, p. 22. fir Sale: Leigh Hallingby, camp. No. 6, p. 11. Mother’s Journal of Her Son ? Struggle with AIDS. Bibliography of Religious Publications on Sex No. 5, p. 23. Education and Sexuality. Leigh Hallingby and Books Reviewed -Authors Perper, Timothy. SexSignals: The Biology oflove. Deborah Richie, camps. No. 5, p. 14. Clark, Keith. Being Sexual. and Celibate. No. No. 2, p. 21. Child Sexual Abuse Education and Prevention: A 5, p. 21. Remoff, Heather Zexler. Sexual Choice: A Woman’s Selected Bibliography of Mate&h for Sale. Leigh DeFries, Zira; Friedman, Richard C.; and Corn, Decision. No. 3, p. 20. Hallingby and Brenda Kaufman-Dressier, camps. Ruth (eds.). Sexuality: New Perspectives. No. 4, Rodman, Hyman; Lewis, Susan H.; and Griffith, No. 1, p. 11. p. 22. Saralyn B. the Sexud Rights of Adolescents: Human Sexual’ity: A Bib/iograpby for Everyone. DeVita, Vincent T.; Hellman, Samuel; and Rosen- Competence, Vulnerability, and Parental Control. Leigh Hailingby, camp. No. 3, p. 9. berg, Steven A. AIDS: Etiology, Diagnosis, Zeat- No. 2, p. 21. Human Sexuality: A Selected Bibliography for mentandPrevention. No. 5, p. 22. Russell, Diana E. H. The Secret Trauma: Incest in Professionals. Leigh Hailingby, camp. No. 4, p. 14. Dutile, Fernand N. Sex, Schools andtbe Law. No. the Lives of Girls and Women. No. 2, p. 23. Sexuality Education Pampbl’ets: A SelectedAnno- 6 p. 19. Uhrig, Larry J. Sex Positive: A Gay Contribution to tated Bibliography of Resources for Sale. Brenda Goldsmith, Sharon. Human Sexuality: The Emily SexualandSpiritual Union. No. 5, p. 21. KaufmanDressIer and Leigh HaIlingby, camps. No. Source Book. No. 4, p. 22. 2, p. 13. Ward, Elizabeth. Father-Daughter Rape. No. 1, Hindman, Jan, and Community Health Clinics, I P. 19 Books Reviewed -Titles AIDS: Impact on Public Pohy. R. F. Hummel, W. Meet Janet Jamar F. Leavy, M. Rampolla, and S. Chorost, eds. No. 6, p. 18. New SIECUS Manager of Publications and Public Relations AIDS: Etiol’ogy, Diagnosis, Treatment and Pre- e are very pleased to announce that Janet Jamar has joined ventio@. Vincent T. DeVita, Samuel Hellman, and Steven A. Rosenberg. No. 5, p. 22. W the SIECUS staff as the Manager of Publications and Public Being Sexual. . and Celibate. Keith Clark. No 5, Relations. Janet replaces Sharon Edwards who left SIECUS in May p. 21.. for a new career in business, Bisexuafities: Theory andResearch. Fritz Klein and Timothy J. Wolf. No. 2, p. 23. In addition to becoming the Editor of the SIECUS Report and Epidemic of Courage: Eizcing AIDS in America. Ion Newsletter, Janet will also be involved in the production of new G. Nungesser. No. 5, p. 23. SIECUS publications and our public relations activities. Family Violence. Mildred Daley Pagelow. No. 1, p. 21. Janet comes to SIECUS with a rich and extensive background in Eztber-DaughterRape. Elizabeth Ward. No. 1, p. 19. public relations, advertising, promotion and writing. She has worked The Gay Past: A CoZlection.ofEssays. Salvatore J. as an editor in the publishing business, publicity director and public Licata and Robert P. Peterson, eds. No. 6, p. 20 relations account executive. She has organized national conferences, Human Sexuahty: The Family Source Book. Sharon Goldsmith. No. 4, p. 22. seminars and special events. From 1976-79, Janet served as the Impact: Sexual Exploitation Interventions for the Director of Public Information and Public Relations for the New Medical Professional Jan Hindman and Commun- York City Department of Aging. For many years, Janet worked ity Health Clinics, Inc. No. 1, p. 20. extensively with the Gray Panthers. Incest: Families in C&s. Anna Kosov. No. 3, p. 21. People, Love, Sex and Families: Answers to Ques- The SIECUS Board of Directors and staff are very pleased to tions That Preteens Ask. Eric W. Johnson. No. 3, welcome Janet to our organization. p. 22.

10 SIECUS Report, July-August 1987 AIDS AND SAFER SEX EDUCATION: AN ANNOTATED BIBLIOGRAPHY OF PRINT AND AUDIO-VISUAL MATERIALS FOR SALE

his bibliography was compiled by BIBLIOGRAPHY annual meeting of the National Academy of T Leigh Hallingby, MSW, MS, Man- Science’s Institute of Medicine, is up to date ager, Mary S. Calderone Library. The cita- AIDS. . A VIRUS THAT DOESN’T on AIDS research through 1986. It explains tions, which are listed without evalu- DISCRIMINATE: A RESOURCE GUIDE what researchers have discovered about the ation, include books, booklets, pam- Randy Kraft and Elizabeth Randall-David, disease, how it is transmitted and treated, phlets, curricula, and audio-visuals for camps. prospects for a vaccine, and why some people are more resistant than others. (1986, 212 pp.; AIDS and safer sex education, available This annotated bibliography lists print and $7.95) as of May 1987. audio-visual materials compiled from results of a questionnaire mailed out to over 500 Harvard University Press, 79 Garden Street, This bibliography is selective of necessity organizations. The resources are cross-indexed Cambridge, MA 02138; (617) 491-2600 due to the vast quantity of materials- by organization, target audience, language, especially pamphlets -for AIDS and and format. The guide will be updated THE TRUTH ABOUT AIDS: safer sex education which are now avail- regularly. (1987, 318 pp.; $14.95 incl. p/h) EVOLUTION OF AN EPIDEMIC Ann Giudici Fettner and William A. Cheek able from a wide variety of sources. The FLorida Association of Pediatric Tumor emphasis (although not the exclusive Programs, I?O. Box 133 72, University Station, This book chronicles the search for the cause focus) of this bibliography is on materials Gainesvih’e, FL 32604; (904) 3 7S-6848 and cure for AIDS. It discusses the possibilities for the general public on how to prevent of treatment and the increasing prevalence of AIDS among heterosexuals. (1985 rev., 306 the transmission of AIDS and on mate- BOOKS pp.; $8.95) rials which have a national rather than a local orientation. THE AIDS EPIDEMIC: HOW YOU CAN H&t, Rinehart, and Winston, 383 Madison PROTECT YOURSELF AND YOUR Avenue, New York, NY 10017; (212) 872-2000 Many of the publishers and distributors FAMILY-WHY YOU MUST listed below have other materials on James I. Slaff and John K. Brubaker CURRICULA AIDS not specifically related to edu- This book covers what AIDS is, how it has cation, prevention, and safer sex. Also, spread to all population groups in other coun- AIDS IN THE WORKPLACE PACKAGE these same publishers and distributors tries, why it is likely to follow the same pattern in the U.S., and how to protect both health This is a comprehensive multi-media educa- will no doubt continue to make new tional program suitable for any workplace. It educational and other resouces on AIDS and individual freedom while controlling the epidemic. (1985, 285 pp.; $3.95) consists of: available. Therefore, you may wish to re- 1. An Epidemic OfFear: AIDSIn The Work- quest complete publications lists or cat- Warner Books, 666 Faftth Avenue, New York, place, a 23-minute video; NY 10103; (212) 484-2900 alogs from them and to be placed on 2. a 68-page Educational Guide firhhagers; mailing lists for new publications. 3. a 5 3-page Strategy Manual’ and Appendix AIDS: FACTS AND ISSUES providing suggestions for developing pol- Victor Gong, ed. Please note that other than its own pub- icies and guidelines for responding to lications, SIECLJS does not sell or dis- The author and 19 other contributors to this AIDS in the work environment; book, written for the general public, draw 4. 5 copies each of several brochures including tribute any of these publications. Most of from a wide range of experience in medicine, AIDS In The Workplace: A Guide For the print materials are available for use at epidemiology, nursing, psychology, immun- Empl’oyees. SIECUS’s Mary S. Calderone Library, ology, microbiology, social work, and activism (1986; total package, $398; video and leader’s New York University, 32 Washington in the gay community. The book was origin- guide, $275; strategy guide and appendix, Place, Room 52, New York, NY 10003; ally published in 1985 under the title $125; video, $195; leader’s guide, $125) (212) 673-3850. Understanding AIDS. (1986 rev., 388 pp.‘; San Francisco AIDS hundztion, 333 PUencia $25.00 hc, $10.95 paper) Street, San Francisco, CA 94103; (41,) 864. Single copies of this bibliography are Rutgers University Press, 30 College Avenue, 43 76 available from SIECUS on receipt of New Brunswick, NJ 08903; (201) 932-7762 $2.00 and a stamped self-addressed AIDS: LEARN FOR YOUR LIFE business-size envelope. In bulk they are MOBILIZING AGAINST AIDS: Linda Langs and Faye Howard Winters $1.50 each for 5-49 copies and $1.00 each THE UNFINISHED STORY OF A VIRUS This package consists of a curriculum which for 50 copies or more. Please add 15 % to Eve K. Nichols spells out five lesson plans, plus a 25-minute cover postage and handling (p/h). This book, based on presentations at an video. Aimed at high school students, these - SIECUS Report, July-August 1987 11 materials give information on what AIDS is, merit, Box 274, 132 West 24th Street, New (1986, 24 pp.; $14.95 + 15% p/h) how it is transmitted, and how to prevent its York, NY 10011; (212) 807- 7j17 Network Publications, PO. Box 1830, Santa transmission. There is flexibility in the cur- Cruz, CA 9SO61-1830 riculum for stressing abstinence vs. condom MEDICAL, PSYCHOLOGICAL, AND usage. (1987, 52 pp; $350; discounts for bulk SOCIAL IMPLICATIONS OF AIDS: PAMPHLETS AND orders available) A CURRICULUM FOR YOUNG ADULTS All Media Productions, Educational Division, Ralph C. Johnston BOOKLETS 1424 Lake Drive, S.E., PO. Box K, Grand This curriculum, designed for late high school AIDS AND CHILDREN Rapids, MI 49sol; ((516) 4s9-9703. and college courses in health or social studies, AIDS AND YOUR JOB - ARE THERE consists of eight lessons of about two hours RISKS AIDS -THE PREVENTABLE EPIDEMIC each. They cover such topics as basic facts Claudia L. Webster AIDS, SEX, AND YOU about AIDS, AIDS in the human context, FACTS ABOUT AIDS AND DRUG ABUSE The teacher’s guide presents three lesson plans AIDS and sexuality, and the ethics of AIDS. GAY AND BISEXUAL MEN AND AIDS for teaching about AIDS in grades 9-12. It is (in press for 1987, 150 pp.; price unavailable designed to be part of the communicable dis- at press time) These five pamphlets are all part of the “Latest eases section of a health curriculum. A video Facts About AIDS” series. (1986, 8 pp. each; of the same title is intended to be used with SUNYAIDS Education Project, SAHP HSC- free except for cost of postage for bulk orders) L2-Ofi2, SUIVI: Stony Brook, NY 11794; (Sib) the teacher’s manual. (1987 rev.; teacher’s 444-3242 American Red Cross of Greater New York, ISO guide: 25 pp., $6.00 in Oregon, $10.00 out of Amsterdam Avenue, New York, NY 10023; state; video: $30.00) TEACHING AIDS: A RESOURCE GUIDE (212) 787-1000 (or contact local’ Red Cross AIDS Education Program, Oregon State ON ACQUIRED IMMUNE DEFICIENCY chapted Health Division, PO. Box 231, Portland OR SYNDROME 97207 Marcia Quackenbush and Pamela Sargent AIDS AND PREGNANCY AIDS: WHAT YOUNG ADULTS This resource guide assists teachers of adoles- This pamphlet gives current information on SHOULD KNOW cents in integrating AIDS information in a AIDS and its effects on pregnancy, birth, and William Yarber useful, practical, and relevant manner within babies.(1986, 6 pp.; pricesvary from $.50 to $20 each depending on quantity ordered) Instructor’s manual presents goals of AIDS already-existing courses. In addition to teach- education and a three-session lesson plan. It ing plans covering medical, social, and legal Maternity Center Association, 48 East 92nd also outlines eight learning opportunities to aspects of AIDS, it presents worksheets, Street, New York, NY 10128; (212) 369.7300 reinforce personal health behaviors and atti- :rouble-shooting tips, and a resource listing. tudes that student book emphasizes. Also AIDSANDTHEHEALTHCARE WORKER included are test opportunities to reinforce This pamphlet gives information on who is at personal health behaviors and attitudes that Conferences risk of AIDS, precautions for health care student book emphasizes. Also included are workers dealing with people with AIDS, and test questions and student handouts and protection for persons with AIDS. Also avail- worksheets. (1987; student guide: 20 pp., NATIONAL ABORTIOti able in Spanish. (1987, 10 pp.; $10 each) prices vary from $2.50 to $1.00 per copy FEDERATION wishesto Service Employees International’ Union, 1313 depending on quantity ordered; instructor’s announce its Fall Risk Manage- guide: 44 pp., $8.95 + p/h) ment Seminar: Beyond Sixteen L Street, NW Washington, DC 20001; (20~) 898-3200 AAHPERD, 1900 Association Drive, Reston, Weeks: Practical i=onsiderations VA 22091; (703) 4763400 for Quafity Care, September AIDS LIFELINE: THE BEST DEFENSE 20-22, 1987, Four Seasons AGAINST AIDS IS INFORMATION CRITERIA FOR EVALUATING AN Olympic Hotel, Seattle, Wash- This publication explains the basic facts about AIDS CURRICULUM ington, For more information, AIDS: prevention, cause, risks, transmission, Some of the criteria listed relate to curriculum pleasecontact the Federation symptoms, treatment, and diagnosis. It is content and some to curriculum development at: 202-546-9060. available also in English braille, Spanish, and and evaluation. Developmental characteristics Chinese. (1985, 6 pp.; prices vary from $.3O to of students from grade 5-12 are listed, along THE SECOND INTERNA- t.15 eachdepending on quantity ordered,+ with suggestions for appropriate approaches TIONAL CONGRESS ON p/h) to AIDS education for each stage. (1987, 7 SanFrancisco AIDS Foundation, 333 VaL’encti pp.; $2.00 incl. p/h) SEXUAL DEVELOPMENT AND FUNCTIONING Street, 4th flool; San Francisco, CA 94103; National’ Coalition ofAdvocates for Students, ACROSS THE LIFESPAN. (41s) 864-43 76 100 Boylston Street, Suite 737, Boston i&A Sponsoredby The Fay Institute AIDS: QUESTIONS AND ANSWERS 02116; (617) 3si7-8107 of Human Relations, Inc., the Ihis pamphlet answers 17 common questions FACILITATOR’S GUIDE TO EROTICIZING congresswill be held in Montreal about AIDS such as who gets AIDS and how SAFER SEX: A PSYCHOEDUCATIONAL at the Hotel Maritime, October AIDS is treated. (1986, 12 pp.; prices vary WORKSHOP APPROACH TO SAFER 22-24th, 1987. For further fom $50 to $14 each depending on quantity SEX EDUCATION information, contact Catherine ordered, + 15% p/h) Luis Palacios-Jimenez and Michael Shernoff Blake at 514-737-1394or write Vanned Parenthood Federation of Amertka, This manual teaches how to facilitate a work- to: Unstitut De Relations 310 Seventh Avenue, New York, NY 10019; shop that was developed in response to the HuamanesFay, Inc., CI? 5, ‘212) 541-7800 difficulties gay and bisexual men in New York Succurasal“Cote-des-Neiges”, City were reporting about adopting guide- Montreal, Quebec, H3S 2S4, 41DS: YOUR CHILD AND THE SCHOOL lines for safer sex. (1986, 33 pp.; $8.00) Canada. 3arek Kaus and Robert D. Reed Gay Men’s Health Crzsis, Education Depart- Ihis booklet contains information for parents

12 SIECUS Report, July-August 1987 about AIDS, keeping children safe from information on donor insemination, sub- Street, 4th j?oo?; San Francisco, CA 94103; AIDS, and dealing with children who have stance abuse, and safe sex. (1986, 6 pp.; prices (4U) 864-43 76 AIDS. It includes a tear-out guide about vary from $30 to $15 each depending on AIDS for young children. (1986, 24 pp.; prices quantity ordered, + p/h) WHAT DO WE KNOW ABOUT AIDS? vary from $3.00 to $1.50 depending on quan- San Francisco AIDS fiundation, 333 Valeen& tity ordered, + p/h) Street, 4th $7007; San Francisco, CA 94103; This pamphlet provides basic information for R & E Pubhders, l?O. Box 2008, Saratoga, CA (41s) 864-43 76 the general public from high school age up. 9so70 (1986, 8 pp.; prices vary from $22 to $15 each MEDICAL ANSWERS ABOUT AIDS depending on quantity ordered, + 15% p/h) Lawrence Mass ALCOHOL, DRUGS, AND AIDS Network Pubhcations, PO. Box 1830, Santa Committee on Substance Abuse and AIDS The information in this booklet is intended to Cruz, CA 95061-1830; (408) 429-9822 This pamphlet discusses links between the use serve as a general rather than a comprehensive of alcohol and drugs, damage to the immune guide to what is generally known about WHAT EVERYONE SHOULD KNOW system, and increased susceptibility to the AIDS-for the general public, for persons ABOUT AIDS AIDS virus. It describes the biological effects with AIDS, for those who are at risk for AIDS, WHAT GAY AND BISEXUAL MEN of alcohol, amphetamines, marijuana, and and for health care providers. (1987 rev., 42 SHOULD KNOW ABOUT AIDS poppers. It is written in English on one side pp.; $75 each) WHY YOU SHOULD BE INFORMED and Spanish on the reverse. (1986, 10 pp.; Gay Men’s Heahh Crzsis, Box 274, 132 West ABOUT AIDS: INFORMATION FOR HEALTH-CARE PERSONNEL AND prices vary from $.3O to $.15 depending on 24th Street, New York, NY 10011; (212) quantity ordered, + p/h) 807.7S17 OTHER CARE PROVIDERS These are part of the Scriptographic Booklet San Francisco AIDS Foundation, 333 Hdeencia STRAIGHT TALK ABOUT SEX AND AIDS Street, 4th flool; San Francisco, CA 94103; series, noted for easy reading and lively graph- (414) 864-43 76 Aimed at heterosexual adults and teens, this ics. The first one is also available in Spanish easy-to-read guide promotes open communi- under the title Sobre AIDS. (19844985, 16 HOW TO TALK TO YOUR CHILDREN cation between partners about sexual history pp. each; prices vary from $22 to $.I5 each ABOUT AIDS and drug use and encourages condom use. It depending on quantity ordered, + 15% p/h) Ronald Moglia and Ann Welbourne-Moglia is available in Spanish. (1986,6 pp.; prices vary from $.3O to $15 each depending on quantity Cbanning L. Bete Co., 200 State Road: South This pamphlet provides basic factual infor- Deerfiel’d, MA 01373; (800) 628-7733 mation about the disease as well as advice on ordered, + p/h) how to talk to children from prekindergarten San Francisco AIDS Ebundation, 333 VaLeen& WOMEN AND AIDS age through late adolescence, about AIDS Women and AIDS Network and AIDS prevention. (1986,6 pp.; prices vary Computerized This publication describes the specific cir- from $60 to $25 each depending on quantity cumstances under which women risk infection ordered, + 15% p/h) searches available and how they can protect themselves. It also SIECUS, New York University, 32 Wadington through the SIECUS addresses concerns about pregnancy, breast- Place, Room S2, New York, NY 10003; (212) feeding, and artificial insemination. It is avail- 673.38fiO Information Service able in Spanish under the title Mu@res y and Library AIDS. (1986, 8 pp.; prices vary from $30 to I CANT COPE WITH MY FEAR OF AIDS $15 each depending on quantity ordered, + This pamphlet, oriented toward the “worried I f you are giving a speech, p/h) well,” describes symptoms of fear of AIDS and writing an article, planning a San Francisco AIDS Foun&tion, 333 I&Len& gives advice for relieving and/or living with Street, 4tb jZoo7; San Francisco, CA 94103; this fear. (1986, 8 pp.; $.25 each) program or just have some (41s) 864-43 76 questions, SIECUS can now Gay Men’s Health Crzhs, Box 274, I32 West help you find the latest informa- WOMEN NEED TO KNOW ABOUT AIDS 24th Street, New York, NY 10011; (212) Peg Byron 807.7S17 tion for your topic. Computer- This pamphlet covers the various ways that INFORMATION FOR PEOPLE OF COLOR: ized searches can be done at the Information Service and AIDS can be transmitted to and by women, as ASIANS, BLACKS, LATINOS, well as how women can protect themselves NATIVE AMERICANS Library in a matter of seconds! from getting AIDS. It is also available in Third World AIDS Advisory Task Force Over 4,000 journal articles and Spanish under the title La Mujer Debe This pamphlet provides basic information chapters in edited books, dating Informarse Sobre E1’SIDA. (1986, 8 pp.; $.25 about AIDS. It points out that two of five from 1978 on, are available to each) Americans with AIDS and over four of five you. Staff will also be happy to Gay Men S Heahb Crisis, Box 274, 132 West children with AIDS are people of color. (1985, photocopy any or all of the 24th Street, New York, NY 10011; (212) 6 pp.; prices vary from $30 to $15 each 807.7S17 depending on quantity ordered, + p/h) items in the searched blbli- YOUR CHILD AND AIDS San Francisco AIDS Foundation, 333 Kdencti ography and mail this to you, This brochure answers questions about the Street, 4th ~77001;San Francisco, CA 94103; For further information about (41s) 861-43 76 risk of contracting AIDS through bites, cuts, this new service and the costs bruises, or contact with children who have LESBIANS AND AIDS: WHAT’S THE involved, please contact the AIDS. (1986, 6 pp.; prices vary from $30 to CONNECTION? Information Service and Mary 8. $.I5 each depending on quantity ordered, + Women’s AIDS Network Calderone Library, 212-673-3850. 15% p/h) This publication discusses the emotional and SIECUS members receive a 10% San Francisco AIDS fiundation, 333 Valencia political impact of AIDS, as well as possible discount for this service. Street, 4th floo1; San Francisco, CA 94103; AIDS risk factors for lesbians. It also presents (41s) 864-43 7G

SIECUS Report, July-August 1987 13 GUIDELINES FOR AIDS SAFER SEX PRINT RISK REDUCTION AUDIO-VISUALS Bay Area Physicians for Human Rights MATERIALS ABOUT AIDS AIDS SAFE SEX GUIDELINES This sexually explicit brochure provides an i 1986, 16 mm or video, 15 min. depth discussion of AIDS symptoms, trar This poster, for sexually active men and mission, and risk reduction. Oriented towa This short audio-visual focuses on the medical women, provides, in explicit language, basic ;ay and bisexual men, it also includes a d side of AIDS. The approach is rational, non- information on safe and unsafe sex practices. :ailed discussion of safe sex. It is available alarmist, and informative for the general (1985; $.lO each) Spanish under title Normas Para Reducir public. Purchase, $325 (16 mm), $195 (video); San Francisco AIDS Foundation, 333 Kdencia Piesgo de Contraer AIDS. (1984, 8 pp.; pric rental, $55. Street, 4th floor; San Francisco, CA 94103; iary from $30 to $15 each depending c Pyramid PO. Box 1048, Santa Monica, CA (41r?) 864-43 76 Iuantity ordered, + p/h) 90406, (800) 421-2304; (213) 828-7577 (CA ran Francisco AIDS Fozcndation, 333 Vaem of45 CAN WE TALK? itreet, 4th floe?; San Francisco, CA 9410 AIDS ALERT This colorful, lively, sexually explicit brochure ‘41,) 864-43 76 uses cartoons and direct language to explain 1985, video, 23 min. safe and unsafe sex practices for gay and bi- ‘LAY SAFE: HOW TO AVOID GETTINC This video begins and ends with statements sexual men. (1985, 12 pp.; prices vary from iEXUALLY TRANSMITTED DISEASES by Dr. Richard Keeling on why everyone needs $30 to S.15 each depending on quantity 3ea Mandel and Byron Mandel to know about AIDS and on why everyone is ordered, + p/h) rhis book uses a question and answer form responsible for avoiding its further transmis- San Francisco AIDS fiundation, 333 Wencia o convey information about what STD’s ar sion. In between, Dr. Goodhealth, a Gumby- like character, answers questions from an audi- Street, 4th floo7; San Francisco, CA 94103; LOWthey are and are not transmitted, pr’ (41,) 864-43 76 enting STD’s, communicating with a parm ence of cartoon characters based on the female bout STD’s, and what to do if you think yc and male symbols. Purchase, $124.95. THE COMPLETE GUIDE TO SAFE SEX iave a STD. (1986 rev., 98 pp.; $4.95) Focus International, 14 Oregon Drive, Hunt- Institute for the Advanced Study of Human yenterfor Health Information, PO. Box 4631 ington Station, NY 11746; (800) 843-030s; Sexuality bster City, CA 94404; (41s) 34S-6669 (516) S49-S320 (NYonlj) Ted McIlvenna, ed. This book presents a review of current infor- AIDS AND HEALTH EDUCATION SERIES AFE SEX GUIDELINES FOR WOMEN A 1986, video; each video comes with a tran- mation available on AIDS and suggests many :ISK OF AIDS TRANSMISSION avenues for sexual expression which minimize script of the program and discussion or eliminate disease transmission risks. (1987, ‘his sexually explicit fact sheet lists safe an questions: 217 pp.; prices vary from $6.95 to $3.50 each nsafe activities and presents information o 1. Approaching the Topic of AIDS (17 min.). depending on quantity ordered, + p/h) ne use of condoms, spermicides, latex c Health educators discuss some of the prob- .tbber gloves, and barriers. (1986, 2 pp.; $1 lems and successful methods in addressing Exodus Trzlst AIDS Proiecx I?O. Box 2152, ach) AIDS with young people. Akron, OH 44309-21S2 an Francisco AIDS Foundation, 333 Vaencz 2. Discussing Health Care And AIDS (I7 min.). Health care workers discuss ways to THE CONDOM treet, 4th floor, San Francisco, CA 9410: US) 864-43 76 approach AIDS in a non-threatening Basic information is presented about what manner. condoms are, how they work, how to put them 3. AIDS, Women And Sexuality (I7 min.). on and take them off, how to store them, and types of condoms. (1985, 7 pp.; prices vary Seven women discuss their concerns about We can use AIDS. from $50 to $10 each depending on quantity ordered, + 15% p/h) your hands 4. AIDS, Men AndSexuality (17 min.). Men Planned Parenthood Federation of America, from diverse backgrounds speak about issues around safer sex and AIDS. 810 Seventh Avenue, New York, NY 10019; Volunteers are needed (212) ,41- 7800 at the SIECUS office to 5. Living With AIDS Related Conditions (20 help with mailings and min.). A man with AIDS Related Complex GUIDELINES AND RECOMMENDATIONS (ARC) and his friends discuss the impact of FOR HEALTHFUL GAY SEXUAL ACTIVITY general office&d the disease on their lives. National Coalition of Gay Sexually library clerical tasks. Purchase, $150 each; rental, $50. Transmitted Disease Services I f you have some time ‘Multi-Focus, 152s Franklin Street, San This brochure includes information about to give, it would help %ancisco, CA 94109; (41~) 673.~100 common STD’s, healthful sexual activity, hy- LS enormously. Hours giene, bath houses, and STD testing. There is 41DS AND THE AMERICAN FAMILY a test for the reader to score himself as being are very flexible and 1986, video, 60 min. of high, medium, or low risk for developing the rewards are special. STD’s. (1986 rev., 8 pp.; single copy free with ‘reduced specifically for home viewing, this stamped self-addressed business-size enve- Fide0 describes the history of AIDS, its symp- lope; prices vary from $1.00 to $.13 each Please contact Ann oms, and methods of transmission; gives depending on quantity ordered) Welbourne-Moglia, nformation about the debate over testing for UDS; and in a general way describes the sex- NCGSTDS, PO. Box 239, Milwaukee, WI Executive Director, la1 practices that can reduce the risk of infec- S3201-0239 212-673-3850, ion. Purchase, $39.95 if interested. MedicalAction Group, Box 68S, Chanute, KS ;6720; (800) S22-243 7 I 14 SIECUS Report, July-August 1987 -

AIDS: FEARS AND FACTS BEYOND FEAR FOR OUR LIVES date unknown, video, 24 min. 1986, 16 mm or video 1985, video, 25 min. This video from the U.S. Public Health Service This American Red Cross series consists of This documentary examines the AIDS crisis answers the most frequently asked questions three parts: and the way in which gay men are taking per- about AIDS: what causes it, who is at risk, 1. The Virus (22 min.). Using computer- sonal responsibility to reduce the risk of how it is transmitted, what is being done to generated graphics this segment illustrates contracting or transmitting the disease. It control the disease and find a cure, and how the effectiveness of the virus that causes includes interviews with a man who has AIDS, individuals can reduce their risk of infection, AIDS. a physician, gay men who have changed their Available for loan at no charge, 2. The Individual (17 min.). This segment sexual behavior patterns, and parents whose Modern TaLking Picture Service, 5000 Park identifies who is at risk of AIDS and how baby son died of AIDS contracted from a Street North, St. Petersburg, FL 33 709; (813) AIDS is and is not transmitted. blood transfusion. Purchase, $225; rental $50. 541-j 763 3. The Community (21 min.). This program Focus International, 14 Oregon Avenue, THE AIDS MOVIE shows how some cities are meeting the Huntington Station, NY 11746; (800) 843. 03M; (JIG) 549-5320 (NY ody) 1986, 16 mm or video, 26 min. needs of both patients and the public. Available for loan at no charge other than the In this film, aimed at teenagers, the focus return postage on the 16 mm films. NORMA AND TONY FOLLOWING switches back and forth between an AIDS SAFER SEX GUIDELINES educator speaking to a mostly white middle Modern Talking Picture Service, SO00 Park 1985, video, 30 min. class group of high school students, and three Street North, St. Petersburg, FL 33 709; (813) Two friends meet and discuss their interest in AIDS patients who talk one at a time about j41-S 763 how they contracted the disease and what the a sexual relationship, AIDS, and how they can experience of having it has been like. Pur- CHANCE OF A LIFETIME enjoy sexual intimacy without putting their health at risk. They spend an afternoon exper- chase, $400 (16 mm), $385 (video); rental, 1986, video, 43 min. imenting with condoms, latex squares, and $57. This explicit video, designed for gay and bisex- other protective products. Purchase, $150; New Day Films, 22 Riverside Drive, Wayne, ual men, consists of three vignettes. The first rental, $25. NJ 07470; (201) 633-0212 involves two men on their fourth date, the second an anonymous sexual encounter in a M&i-Focus, lS21 Franklin Street, San Fran- AIDS: OUR WORST FEARS leather bar, and the third a love-making scene cisco, CA 94109; (41s) 673-~100 1986, video, 57 min. between two men, one of whom has AIDS, in SEX, DRUGS, AND AIDS This documentary was originally shown on a long-term relationship. Purchase, $50; no .1986, 16 mm or video, 17 min. KPIX television in San Francisco in the rental. This film, narrated by Rae Dawn Chong (who summer of 1986. Some of the statistics have Gay Men S Health C&s, Box 274, 132 WeIt plays Squeak in The Color Purpl’e), begins changed, but the educational information 24th Street, New York, NY 10011; (212) remains valid. Purchase, $29.95. with information on how AIDS is and is not 807.7S17 transmitted. Other important parts of the Films for the Humanities, PO. tiox 2013, film include: young women talking about Princeton, NJ 08S43; (800) 2j 7-1126; (609) protecting themselves against STD’s and 452-1128 (NJ onlyl Remember SIECUS pregnancy, five people who have AIDS telling AIDS: WHAT ARE THE RISKS? in your WILL. how they got it, and a man who was previously 1986, 2-part filmstrip with cassettes or film- homophobic talking about how his attitudes changed when he watched his gay brother die strip on video, 30 min. Sex education is more important now than ever of AIDS. Purchase, $400 (16 mm), $325 This audio-visual focuses on the disease pro- (video); rental, $75. cess and second on the effects of AIDS on before. Please consider people who have it. Purchase, $115 (filmstrip), ODN Productions, 74 VariCk Street, New supporting the work of York, NY 10013; (212) 431-8923 $139 (video); no rental. SIECUS in a very special Human Relations Media, 17s Tompkins way by remembering THE SUBJECT IS AIDS Avenue, Pleasantvil’l’e, NY lOj70; (800) 1987, video, 18 min. 431-2OjO; (914) 769-7496 (NY on/y) SIECUS in your Will. Our attorneys will be happy to This video, based on Sex, Drzlgs and AIDS (see above), includes some changes which AIDS: WHAT EVERYONE NEEDS answer your questions TO KNOW make it appropriate for a younger (junior 1986, 16 mm or video, 18 min. about a planned gift to high) audience, and which emphasize abstin- SIECUS, and be sure to ence as the key form of AIDS prevention. It This film surveys the facts and debunks the includes an introduction by Surgeon General myths about AIDS. Woven through the consult with your own Everett Koop on the importance of AIDS edu- factual material are clips of an interview with financial advisors, too. For cation. The scene of the man talking about his an AIDS patient, who is a former drug abuser, more information, call Ann gay brother who died of AIDS has been and his wife. Purchase, $350 (16 mm), $250 Welbourne-Moglia, SIECUS replaced by teens giving their views on AIDS. (video); rental, $40. Purchase, $400 (16 mm), $325 (video); rental, ChurchilZ7 Films, 662 North Robertson Executive Director, at $75. Boul’evard: Los Angeles, CA 90069; (800) (212) 673-3850. ODN Productions, 74 Varikk Street, New 334-1830 York, NY 10013; (212) 431-8923 - SIECUS Information Service and Mary S. Calderone Library New York University, 32 Washington Place, New York, NY 10003; (212) 673-3850 Hours: Monday-Thursday, 1:30-8:00 p.m.; Friday. Saturday, 900 a.m.-l:00 p.m. Services: Answers to in-person, mail, and telephone requests for information regarding human sexuality and sex education.

SIECUS Report, July-August 1987 15 Curricula Reviews AIDS: Educating for Survival by Peggy Brick, MEd, Reviewer Board Member, SIECUS Director of Education, Planned Parenthood of Bergen County, Hackensack, NJ

deally, AIDS education will be integrated into a curriculum a basic lecture that includes epidemiology, transmission, I that studies human sexuality with a lifespan perspective - symptoms, incubation, and prevention. This is followed by part of the fabric of life from birth to death. Unfortunately, succinct responses to common questions students are sure the AIDS crisis is reinforcing a “prevention model” of sex to ask: Does everyone with AIDS die? What is the risk of education, one that teaches only the dangers of sex, eschew- heterosexuals contracting AIDS? Why don’t people follow ing the joys. As sex educators join the national campaign prevention guidelines? against AIDS, we must be aware of the impact AIDS is having on young people’s attitudes about sex, examine But the genius of this guide is the presentation of seven the messages we ourselves are giving about sexuality, and complete teaching plans that suggest different approaches become persistent advocates for sex education that goes to AIDS in the classroom and demonstrate how AIDS beyond abuse, pregnancy, and disease prevention, and education can be integrated into a variety of subject areas, includes love, relationships, and intimacy. from social studies, history and psychology to science, health, and family life. The topics include: The Basic Unit, The two curricula reviewed here provide excellent guidance Public Response to AIDS, Civil Rights Issues, Epidemics on how to teach about AIDS. They help teachers, as well as and AIDS, STDs and AIDS, and Pursuing a Medical students, learn how to sort through the barrage of information Mystery-The Story of AIDS. about the disease and focus on the basic life-saving messages: I) AIDS is a viral disease, not a gay disease; it is not caused The lesson plans are supplemented by six worksheets that by a lifestyle, but by an infectious organism. 2) AIDS is not actively involve students in thinking about the epidemic easily transmitted; people do not contract AIDS in day-to- and examining their own attitudes and behaviors. For day contact with others. 3) Anyone can contract AIDS; the example, “People’s Responses to AIDS” asks students to virus is not influencd by a person’s age, sex, or sexual orien- “Think of someone you know or someone you have heard of tation. 4) AIDS can be prevented; anyone who is not now who has responded to the AIDS epidemic in a way you infected can act to avoid the disease. think has been positive and helpful,” and, the important opposite: “someone who has responded in a way that is not TEACHING AIDS: A RESOURCE GUIDE ON AC- helpful.” Another exercise, perfect for a small group, asks QUIRED IMMUNE DEFICIENCY SYNDROME. students to “Imagine that the principal of this school has Marcia Quackenbush and Pamela Sargent. Santa hired you to make sure that all the students know about Cruz, CA: Network Publications, 1986.(124 pp; AIDS-what it is, how it is transmitted, and how it can be $14.95). prevented. Write a proposal explaining to the principal how you think this can best be done.” Another activity demon- Brava for Marcia Quakenbush and Pamela Sargent who strates that understanding AIDS is an ongoing process that created a superb resource guide: Teaching Aids. This guide requires students to find answers to their own unanswered provides educators with a rationale and methodology for questions about the disease. helping adolescents and young adults understand this dreaded disease and confront its meaning for their own One caveat, even with this excellent curriculum, trained lives. Teaching Aids is an exemplary curriculum, demon- teachers are essential for effective AIDS education. Many strating how teachers should approach any contemporary untrained teachers will find it all-to-simple to focus on issue-particularly a sexual issue - that requires that stu- some valuable but nonthreatening activities and avoid what dents evaluate their own behavior as well as their social may be the most critical issue of all: communication with a milieu. Throughout, the manual provides the clear partner about “safer sex.” This topic should have high direction that educators need to help students overcome priority. For example, in one exercise “Evelyn and Harold” unnecessary fears and make life-protecting decisions. are considering a sexual relationship and students are asked: “How could Evelyn bring up the topic of safe sex? First, essential information about AIDS is provided for Imagine Harold says he is absolutely not interested in using

16 SIECUS Report, July-August 1987 a condom. . . Imagine. . Evelyn suspects she may have “Dear Uncle Bill: My husband and I want to have a baby. been exposed to the AIDS virus. could she tell Harold?” However, I have been tested ashaving the AIDS antibody. These are vital questions for almost every classroom; the Is it safe to have a baby . . . ? Unsure Ursula.” Each question kind of questions that should be examined thoroughly, requiresthat students apply their knowledge about AIDS using role play whenever possible. Unless teachers seriously to real-life situations. This important and valuable exercise, are prepared to confront the communication issue, they are which like others included here, can be revised when the at default where adolescents, in fact most of us, are most teacher or students eschewthe gimicky format. vulnerable to the AIDS virus. In one especiallyvaluable series,the decision-making process But, insofar as a manual can do it, Teaching AIDS provides is taught through examination of four problem situations. exactly the support teachersneed to respond in a meaning- For example: “Tyra hasn’t had sex with anyone, but she ful way to the nationwide demand for AIDS education. sharesneedles when sheuses intravenous drugs with her Students are encouraged to understand the complexity of friends. . . . She wonders if she has gotten the AIDS virus.” the phenomenon at the sametime as they develop the Students must analyze: What is the pro’obl’em?What are the ability to take action on their own behalf. Curricula using a important facts? What are the possibl’e actions? What is the comparable format for the study of topics, such as acquain- best soliution? This seriesincludes a crucial scenario: “Paul tance rape, new reproductive technologies, and the chang- datesChris, and they often have sex. Paul believesthat Chris ing family would promote the expansion of education may have had sex with someonein a high-risk group, yet he about sexuality that aims to help students take control of wants to continue having sex with Chris.” their lives, as they struggle to survive in a milieu that is provocative, dangerous,and very, very confusing. Yarber gives teachersgenuine support in facilitating discus- sion about “safer sex” with a worksheet: “Talking About AIDS: WHAT YOUNG ADULTS SHOULD AIDS Prevention.” In this example, a heterosexual couple is KNOW. William J. Yarber. Reston, VA: American talking about AIDS prevention and the directions ask: Alliance for Health, Physical Education, “What could Fran say to get the conversation started? What could Fran say in askingJohn if he has been exposed to the Recreation and Dance, 1987 (Instructor’s Manual, AIDS virus by high-risk sexual and drug-abusing behavior? 44 pp., $8.95; Student Guide, 20 pp.). What can Fran say to John if she doesnot want intercourse even though he does?Another option for Fran is to insist Eagerly awaited by educatorswho valued Bill Yarber’s that John wear a condom if they have intercourse. What approach to STD education in STD: A Guide for Today’s could Fran say. ?” Now this is seriousAIDS prevention Young Aa’ul’ts, AIDS: What Young People Need To Know education! And, if the teacher has skill in using role play, is already a best-seller.It offers a winning combination for actual rehearsalof theseconversations will greatly strengthen busy teachers: a student guide with pre-tests, basicAIDS the lesson.For this kind of work, groups of three are information, and severalactivities; and an instructor’s guide especially effective. For each situation, two students interact with three lessonplans, eight “learning opportunities,” and while the third observes.Then, the three evaluate the ftve worksheets. dialogue. Finally, each group shares,with the class,how it dealt with the situation. After three situations, each As in Yarber’sprevious curriculum, AIDS addressesthe student has had two opportunities to practice solving a cognitive, attitude, and skill domains but emphasizesthe potentially dangerousinterpersonal problem. This is the personal behaviors that put a person at risk for acquiring best prevention education we can do in the classroom. diseaseand that help to avoid infection. The Student G&e provides spacefor students to list local sourcesfor AIDS: What Young Adults ShouLdKnow will become a AIDS/STD information and includes national hotlines. It key resourcein the development of AIDS education in the encouragesstudents to take responsibility for themselves nation’s schools.For the next edition, I recommend the and also to promote AIDS prevention efforts in their own word “fidelity” be dropped for a lessmoralistic and more communities. descriptive term; the student book be edited to sharpen it’s impact on students, particularly poor readers; and a section The “Learning Opportunities” are adaptations of classic on condom use be added. Meanwhile, we can spreadthe values clarification exercises.Students examine their own good word: AIDS education can begin here and now! attitudes toward AIDS-related situations by placing them- selveson a continuum between people with opposing points-of-views: “Paul believesthat the namesof persons who have a positive AIDS antibody test should be kept private. . . . Allen believes employers, school officials, and tenants have the right to know who has the AIDS virus.” Or students explore their feelings by finishing open-ended sentences:“People who get AIDS are. .” “Personshaving a positive AIDS antibody test should. I “Using the condom to avoid the AIDS virus is. . I

Another activity asksstudents to pretend they have a newspaperadvice column and answera variety of questions: .I SIECUS Report, July-August 1987 17 Book Reviews l Book Reviews l Book Reviews

AIDS: Impact on Public Policy. R. E “If the ELISA test correctly detectsdisease In order to reach the streetpeople, Gold Hummel, W. E Leavy, M. Rampolla, and 99% of the time and correctly rules out continues, “Each night a well-equipped S. Chorost (eds.). New York: Plenum disease99.5% of the time, applying a van parks on the street, in the heart of the Press,1986 (169 pp.; $49.50). single test to the general population inner city and from 9 p.m. to 8 a.m. a would still produce more than 12 false young nurseand counselortake blood for Reviewed by James ?K Ramey, Ea’D, positive results for every true positive antibody testing and provide informa- ACS, profsso~ Bowman Gray School’of result. Imagine repercussionsof screening tion, and counselingand condomsto the Medicine (retired); authoq Using Tele- all couplesprior to marriageand inform- street kids. They also visit male and fe- vision to TeachMedicine, Mechanization ing them of such results. A confirmatory male brothels to talk. . .about safe sex of the Library and Information Center, Western Blot test that is 99.9% specific, practices and assessany AIDS-related Intimate Friendships,andcoa&or (with and, assumingthat it is fully independ- medical problems. . . The bus has Mary Cal’derone), Talking with Your ent, i.e., not likely to err in the sameway becomea focal point for male prostitutes Child About Sex. asthe initial screeningtest, would sharply and IV drug users,who now have a caring This slim volume includes the major reversethe ratio of true positive to false service on their own turf. As a sur- papers and panel discussionsfollowing positives to 70-l. Yet one or two per veillance researchunit the data collected the presentations at an International hundred falsely confirmed patients is a by this outreach project has been inval- AIDS Symposium, held May 28-30 in high price to pay when testing in the uable in tracking spread of the AIDS New York City, under the co-sponsorship general population,” virus among a previously inaccessible of the New York State Department of population.” Health and the Milbank Memorial Fund. Dr. Clumeck pointed out that various Participants represented over 30 coun- studies now indicate that during a ten- Dr. Seale:“The CDC definition of AIDS tries. The generaltopics coveredincluded year period among the general pop- not only impairs the understanding of Public Health and Private Rights: Health, ulation, assuming nonpromiscuous scientistsand physiciansof the nature of Social and Ethical Perspectives; Inter- women, the increasein seroprevelenceis the diseasecaused by the virus but also national Cooperation and Competition ten-fold. hides from the public of all nations the in Research;Treatment Modes and Im- gravity of the threat which mankind now pact on the Health Care System;Enhanc- Dr. Childress: “When we’re talking faces.This definition allowsgovernments ing Public Understanding and Fostering about liberty of action we should seekthe all over the world to exclude legitimately, DiseasePrevention; and An International least restrictive alternative. . . When from official statistics,the vast majority of Perspectiveon AIDS and Economics. we’re talking about privacy, we should people who are both infected with the seek the least obtrusive option. . . AIDS virus and infectious to others, as Forty speakersare representedin this vol- When we’re talking about confiden- well asexcluding the majority of deaths ume and many made contributions that tiality, we should seekthe courseof action causedby AIDS virus infection. People were, at leastto this reviewer,welcome in- that would involve the least disclosureof who die of tuberculosis, bacterial pneu- sights, particularly in the areasof ethics, information. . . . When we think that the monia, malaria, or bacterial dysentery do competition, the international situation, conditions of effectivenessand propor- not die from ‘CDC defined AIDS,’ even prevention, and economic perspectives. tionality, last resort and least infringe- though the AIDS virus may have been The following are someof theseinsights. ment have all been met, we are still re- grown from their blood and they were quired by the principle of respect for profoundly immune deficient. People persons to inform the person whose who die from encephalopathy or myelo- Dr. David Sensersuggested that the con- liberty, privacy or confidential relations pathy, where the AIDS virus has been ferencetitle might better have been “The have been infringed.” grown from their brain, spinal cord, or Impact of Public Policy on AIDS,” point- cerebto-spinal fluid, do not have “CDC ing out how, for example, public policy Dr. Gold: “It is possiblethat by making defined AIDS” unless they also have limits treatment of drug addicts by inad- changesin sexual practices, alcohol and infection with some obscure oppor- equate funding. Methadone mainte- drug intake, reducing stressand min- tunistic microbe which wasirrelevant asa nance, for example, is available to only imizing exposures that activate T-cell causeof death.” 22,000 of the 250,000 addicts in New function and thereby virus production, York City, someof whom have been on an individual may be able to alter the Dr. Zolla-Pazner: “It is nearly impossible waiting lists for years.Public policy bod- course of the infection. The serocon- to developa vaccinein an intelligent and ies also object to the placement of these version rate among our regular clinic rational way in the absence of basic treatment centersin their neighborhoods. clientsis lessthan half of the 3% wehave knowledge about how the immune sys- observed in a separateperspective study tem handlesthe AIDS infection. Yet very Dr. Fineberg: “IV drug usersare the most of 950 gay men. It indicates that early little money is being spent on the basic neglected high risk group, yet they pose diagnosisor screeningmay be an impor- researchthat will give us the information the greatest threat of transmitting the tant co-factor in altering sexualbehavior to develop such a vaccine (1% of the AIDS virus to the public at large. and in reducing transmission.” research money spent in 1986). The - 18 SIECUS Report, July-August 1987 administration is fostering research cussions,materials, or assignments;and is real, significant, and direct. support by the private sector. As a result, it reviews the controversiessurrounding information developed this way is not sexeducation. It clarifies the statusof the The sex education cases, all of them shared because it is proprietary to the law relating to the school library and its discussedin this book, clearly indicate company that paid for it, so the scientific selection or removal of books based on that courts, by and large, leave sex edu- community in general is deprived of the sexual content. It assessesthe power of cation courseswhere they find them: they information.” the school to bar homosexual or un- will approve courses with or without conventional heterosexual teachersand excusal provisions. Nonetheless, the Dr. Fein pointed out that AIDS calls on examines the school’s position on better part of wisdom, the author sug- the health sector to organize itself to homosexual, pregnant, or married stu- gests, dictates that excusal be made provide the very services it has historically dents. It evaluatesthe suppressionof or available. undervalued: chronic care outside the punishment for publication of sexually- hospital setting. Only public policy inter- oriented material in the student press. In the Dean Case,the trial court found ventions will reverse the historical trends that “a teacher has a constitutional right and priorities that mitigate against this Chapter 1, “Sex and the Curriculum,” protected by the First Amendment to happening. AIDS stresses the health care explores sexual issuesarising in connec- engagein a teachingmethod of his or her system precisely in those places where it tion with the curriculum. Chapter 2, own choosing, even though the subject is already under stress. “Sex Education: A Special Situation,” matter may be controversial or sensi- recognizing that sex education, although tive.“’ That assertionis called the most I recommend this book for someone who part of the curriculum issue,raises legal “specific endorsement” yet of the teach- is especially interested in the inter- problems different in scope, intensity, er’s academicfreedom in the choice of national situation, the ethical questions and resolution, focuseson these pxob- teaching methods.The Constitution rec- raised by AIDS, or the infighting in the lems. Chapter 3, “Sex and the School ognizesthat freedom, another court has research community. If one’s interest is in Library,” delvesinto issuesconnected with said, “in order to foster open minds, cre- public policy and AIDS in general, I the school library, many of theserelated ative imagination, and adventurous would recommend AIDS: P&&c Policy to book removal, but someto book selec- spirits. . . . Our faith is that [such] free- Dimensions, just published by the tion. Chapter 4, “The SexualOrientation dom will increase[the teacher’s]intellec- United Hospital Fund. If economic re- or Activity of Teachers,”considers the tual vitality and. moral strength. 2 sourcesare limited, I would recommend legitimacy of adverseofficial treatment of two other books before this one: The teachers for their sexual conduct or The author, following graduation from NAS Study, Confronting AIDS, and the orientation, or for related matters. Notre Dame Law School,joined the U.S. Feldman and Johnson book, The Social Chapter 5, “The Student’sPersonal Life,” Department of Justice. He hasserved on Dimensions of AIDS. A, PR does the same with regard to students. the law faculty at the Catholic Unversity Finally, Chapter 6, “The Student Press,” of America and, since 1971, at the Uni- SEX, SCHOOLS AND THE LAW. assessesthe attempts by schoolofftcials to versity of Notre Dame. He haspublished Fernand N. Dutile. Springfield, Ill.: control sexually oriented articles or five books and numerousarticles. A, PR Charles C. Thomas, 1986 (218 pp.; language in student publications. $29.50) References 1. Dean v. Timpson Independent School Reviewed by Ra&h Slovenko, LLB, PhD, Schoolsare a microcosmin which almost Distrkt, 486 F. Supp. 302 (E.D. Texas Professor of Ldw and Psychiatry, Wayne all the problems of society can be felt. It 1979). State University School of Law, Detroit, is not surprising,therefore, that the same MI. 2. Mailous v. Kiley, 323 F. Supp. 1242at variety of issues,feelings, and conflicts 1391(1st Cir. 1971). In a high school psychology class in that attend sexual concernsin society at Timpson, Texas,a few years ago, Ouida large appears in the school context as PORNOGRAPHY: A HUMAN TRAG- Dean useda sex surveyon masculinity. At well. The author brings to this study EDY. Tom Minnery (ed.). Wheaton, IL: least two students saw certain sexually several firm beliefs. First, exposing Tyndale House Publisher’s Inc., 1986 explicit questions in the survey. One youngsters, consistentwith their matur- (340 pp.; $14.95). ity, to a diversity of ideasprovides a more student’s grandmother complained Reviewed Sy Donald L. Moshel; PhD, effective and exciting education and about the survey. Dean wasdischarged, Professor of Psychology, University of and shesued for reinstatement.This case produces more creative graduates. Connecticut; azlthol; Threat to Sexual Second, teachers are professionalswho opens this well-written and informative Freedom (Tentative title; worh in book by Professorof Law, Fernand N. must be given the discretion necessaryto progress). Dutile, of the University of Notre Dame. provide such an education. Third, both teachersand studentsshould be endowed The title of Minnery’s edited book reveals The book probes curricular considera- with the same constitutional rights as its slant. Born-again Charles Colson, tions, such as sexually oriented dis- other citizens, unlessthe threat of harm MesseCommissioner Janes Dobson, and - SIECUS Report, July-August 1987 19 Surgeon General Everett Koop are fea- What is scary about this book is that the thinks: monkey see porn, monkey believe tured on the dust-cover, along with New Right is getting its propaganda act porn, monkey do porn, monkey addicted promised excerpts from the Surgeon together. Antipornography crusades are to porn. A, PR General’s Report and Attorney General’s symbolic efforts to defend and restore a Commission. Minnery’s purpose is two- threatened status when adherents to tra- References fold: First, he views the press as biased: ditional values seem to be losing their Mosher, D. L. Misinformation on porn- ‘1 . . the press as a whole caricatured the power, prestige, and status (Zurcher & ography: A lobby disguised as an educa- issue as a fight between conservative Kirkpatrick, 1976). Thinking short tional organization. SIECUS Report, 14, religious zealots on one side, and the circuits when it is believed that elim- 7-10, 1986. defenders of free speech, led by the inating pornography can reduce or solve Zurcher, L. J., Jr. & Kirkpatrick, R. G. American Civil Liberties Union, on the such social problems as sexual dys- Citizens for decency: Antipornography other side” (p. 8). His book, moreover, is function, teenage suicide, copy-cat rapes, crusades as a status defense. Austin, TX: intended to serve as a handbook for and pedophilia. That claim, ludicrous University of Texas Press, 1976. Christian activists against pornography. and simple-minded on its face to sexual scientists, appeals psychologically as a THE GAY PAST: A COLLECTION OF’ Minnery argues that First Amendment simple solution to complex problems: to HISTORICAL ESSAYS. Edited by tights justify the peaceful demonstration destroy the symbol of evil is to destroy the Salvatore J. Licata and Robert P Peterson. by anti-porn activists against the sale of evils. The Surgeon General Everett Koop, New York: Harrington Park Press, 1985 FlaySoy to pressure stores to drop it. no less, offered these four examples of (225 pp., $11.95). Although such apparent political speech “the hazard to public health. . . to which -actually, economic pressure-is pornography contributes or. . . seems to Reviewedby Vern L. Bullough, RN, PhD, protected by the First Amendment, the play a strong ‘accessory’ role” (p. 110). Dean, Faculty of Natural and Social Bill of Rights was never intended to make Sciences, State University of New York us less free: the rights are unalienable. By combining heated rhetoric, examples College at Buffalo. Yet Stephen Monsma in his chapter of pornography selected to shock and This is the third reincarnation of what entitled, “Should Christians push their offend, and the prestige of government originally was a double issue of the Jour- views on others?” answers “yes. all reports and leaders, the New Right- ndofliomosexual’ity (Volume 6, 1980). pornography- including so-called soft- with the collaboration of some anti- Shortly after being published as a porn - is an evil and can appropriately be pornography feminists-has launched a journal, it was republished as a book opposed by Christians” (p. 85). Of new moral crusade. Dobson (p. 49) for under the title of Historikal Perspectives :ourse, Richard McLawhorn of the Na- example states: on Homosexzlality (Stein and Day, 1981). :ional Coalition against Pornography Thus, anyt&g that interjects itself It is now republished under its current :ecognites, in his chapter entitled “Fight into that [family] relationship must be title. The only thing different from the Pornography? I’m No Kook,” that smut- embraced with great caution. Until original journal is the red cover, and it ousters have an image problem: we Rnow that pornogrpahy is not includes not only articles but book re- People have to approach this cam- addictive and progressive, until we are views as well. Those who have the journal paign with a style that clearly says: cetiajn that the passion of fantasy does or the original book edition need not “We are not crazies.” How. . . ? Essen- not destroy the passion of reality, until consider purchasing it or rereading it. For tially by emphasizing that although we are sure that obsessive use of those who have not seen it before, the this is a moral issue for some, and a obscene material will not lead to book has more than a dozen research religious issue for others, it is a public perversions and conflict between studies, ranging from Louis Crompton’s health and safety issue for everybody. husbands and wives, then we dare essay on laws against lesbianism, to That is the common ground that joins not adorn them with the crown of Richard Burg’s study of buggery and the religiously committed and the respectability. sodomy in early Stuart England, to nonreligious (p. 254). As for scientific evidence, they prefer the Hubert Kennedy’s study of the theories McLawhorn advises going after hard-core biased summary of David A. Scott-one of Karl Heinrich Ulrichs. One of the md child-porn by appealing to parents of their own -which fits the scant scien- more valuable guides included in the md grandparents to save their children. tific evidence into the Procrustean bed of book was Wiliam Parker’s bibliographic IO recruit activists, so the advice goes, religious-right ideology (Mosher, 1986). essay on homosexuality in history, but it Enlist the most emotionally stirring only goes up to 1980. One result of :xamples of porn you can find; McLaw- The real human tragedy is that too many reading such a volume as this, is the lorn uses excerpts from Taboo, a video people will find this book convincing sudden realization of how much has been with an incest theme, to show a son because they share its basic assump- published since the journal originally zjaculating in his mother’s face. tions - sex is evil and evil is he who evil appeared. A, P, PR iudienceLeve/Inndicators; C-Children (elementary grades), ET-Early teens (junior high), LT- Late teens (senior high), A- College, ;eneral adult public, P-Parents, PR- Professionals.

20 SIECUS Report, July-August 1987 ABBY, MY LOVE. Hadley Irwin, A Morris’swatch matches.this.Throughout as a discussionstarter becauseit is well Margaret K. McElderry Book. New York: the lively story there is a lurking senseof written and is an accurate portrayal of Atheneum, 1985 (146 pp.; $11.95). foreboding. Chip visits the Morris family symptoms and feelings. LT, P, A at home, and describesthem asdummy- Reviewedby Elma Ph&bson Cole, SociaZ like, sitting around in the sameroom but Services Department, The Salvation not really together. There are role rever- Army, New York. sals,of Abby seemingto be 30 and more Many Thanks, A&y, My Love is accurately describedon like Pete’smother than her older sister. the book jacket as“a tender, moving love Sharon story, filled with humor, courage and We are half-way through the book before compassion.”We know from this same we learn Abby’s secret. Then shetalks to t the end of May, the jacket that it is a story of sexual abuse. Chip asif she is a ventriloquist’s dummy The people who fill the pagesare real. telling about someoneelse. She describes A SIECUS staff and Board They are our neighbors and friends, her nightmares when she was four and of Directors bid adieu to whom we come to know and to care live-that a man wasin her room, look- Sharon Edwards, Manager of about. ing at her, and touching her. Then she found that these were real; and con- Publications. Sharon joined the There is Chip, the narrator, who at age 13 tinued, and increasingly intimate. Abby falls in love with Abby, a year younger. SIECUS staff at a time when tells Chip that it is sheand that the man There is Chip’s mother, whose husband is her father. She has tried and failed to the organization was imple- died in Vietnam before Chip was born. stop him. About her mother, Abby says menting many changes in staff Sheis wise, witty, loving, and skillful as “She couldn’t hear me. It’s all mixed up. function, office computer- she responds to his fits of adolescent We’re a family, He’s my father, and he’s rebellion. Abby’s family includes a pert her husband.” ization, professional and sister, Pete, who wants to be a baseball public services and a physical player, a mother who jogs in designer She isfrightened about her young sister. move to New York University. suits, and a father, Dr. Morris, an Shedoesn’t want to be left alonewith her establishedand respected dentist. father. To Chip’s question, why did you Midst this change, Sharon was tell me, Abby givesthe answer,because vigilant in getting the SIECUS The story opens and closeswith Abby’s there isn’t anyone else. Who would high school graduation. In her speechas Report planned, produced and believe me? Valedictorian, Abby gives the basic distributed. We are most messageof the book: “We are not alone. After some false starts, and encouraged We are not powerless.We control our grateful to Sharon for her by Chip and his mother, Abby seekshelp lives. Nothing that happensto us affects from a chid protection service. The story professional skills and energies only us. Nothing we do affects only suggeststhat after many months of coun- during this stressful and ourselves.” seling,Abby, Pete, and her mother are on energetic time. In the middle chaptersof this charming top of the situation, there issome contact book, Chip relatesthe events of the five with the father who conveniently found years between the first meeting and the a post in another community. Sharon has left SIECUS to graduation. The story is one of the begin a new career in business normal ups and downs of boy-girl rela- There is nothing sensationalor statistical tionships, and yet with a difference that about A&y, My Love. It isa moving story and advertising. We know her he cannot quite describe.He talks about that incorporatesthe classicsymptoms of skills, creativity and sense of the empty look in her eyes,and that she incest. On the surfacethe family is solid humor will be appreciated in seemsto retreat into an inner world to professional.But there is no real family which no one else is admitted. He is communication. There is a withdrawn her new working world as startled that she pulls awaywhen his coat adolescent, who contemplates suicide much as they were here. We sleeve brushes her, or that she moans and is at the sametime an over-achiever wish Sharon the best of when he puts his hand on her bare arm in school activities. There is her fear for in a game. her younger sister. success.

All of the kids wear Timex watcheswhile Abby, My Love seemsto be a success Abby describesher Rolex as a handcuff story. It is believable and useful for those Many thanks, Sharon! which she must wear asit is a gift from who still feel that incestdoes not happen her father. Chip later sees that Dr. to nice people. It isrecommended for use

SIECUS Report, July-August 1987 21 Audio Visual Reviews l Audio Visual Reviews

Members of the SIECLJS Audio-Visual IMPOTENCE: A MATTER MOST This music video was produced for adol- Review Panel for this issue were: Carmen DELICATE. 1985, video, 25 min. escents between the ages of 11 and 16. In Reyes Aviles, MSEd, Community Family Purchase, $300: rental, $50; Focus Inter- it the Rhythm Rappers, a racially mixed Planning Council, New York, NY; Rita national, 14 Oregon Avenue, Hunting- group of one male and two female Cotterly, MEd, MRE, information ton Station, NY 11746; (800) 843-0305; singers, “rap” to teens about the specialist, Mary S. Calderone Library, and (516) 5495320 (NY only). importance of sexual abstinence. An doctoral candidate, Human Sexuality energetic, enthusiastic group of teens This Australian documentary on male Program, New York University; Leigh surround the singers, cheering, clapping, erectile dysfunction covers both the and dancing. There are flashes to vign- Hallingby, MSW, MS, manager, Mary S. medical and human dimensions of the Calderone Library; Hillary Kunins, ettes protraying rather stereotypical problem. Medical information is pre- Department of Education, Planned situations of girls fending off sexually sented about erectile physiology, and aggressive boys and of a boy denying Parenthood of Bergen County; Joan various physicians (including one Lambert, intern, SIECUS, and doctoral paternity to a pregnant girlfriend. woman) discuss erectile dysfunction. candidate, Human Sexuality Program, Technically the video is excellent, and the Testing for nocturnal penile tumescence New York University; Deborah Richie, music and the dancing are lively and fun. is shown, as is penile implant surgery. research assistant, Mary S; Calderone There are clips from meetings of the self- The Audio-Visual Review Panel never- Library, and master’s candidate, Human help group Impotents Anonymous as theless found some major flaws in Iti Sexuality Program, New York University; well as interviews with two older couples O.K. To Say NO WAY! First, we found it and Jill Tabbutt, consultant, National struggling with erectile dysfunction. to be preachy, albeit in a very “funky” Board of the YWCA of the USA, and way. The option of having sex and using student, International Community On the positive side, the panel was contraceptionresponsibly is not acknowl- Health Program, New York University. pleased to find an information film on edged. The messageseems to be that The reviews were written by Leigh this sensitive subject for the general saying “no way” is the only way. Second, Hallingby. public. We especially liked the two the vignettes show the most negatively couples and were pleased to see the stereotypedsex role behavior and paint a women partners involved. On the nega- particularly unflattering picture of teen- tive side, wewere very disappointedto see age boys. Finally, there seemsto be a real ABOUT AIDS. 1986, 16mmor video, 15 that the filmmakers went along with the discrepancybetween both the sexinessof min. Purchase, $325 (lbmm), $195 taboo of never showing the erect penis. the singers and their sex appeal to the (video); rental, $55. Pyramid, P.O. Box Also, erectile dysfunction is portrayed in audience (as evidenced by the girls 1048, Santa Monica, CA 90406; (800) the film ascaused by either a physical or reaching for the male singer), and the 421-2304; (213) 828-7577. a psychological problem, with no recog- messageof the video. “Be sexy,but don’t This brief audio-visual describes what nition that both might be involved. And have sex” is the contradictory message AIDS is, how it spreads,and what people this video focuseda great deal on erection that comesacross. can do to protect themselves from it. and intercourse without acknowledging Specific topics include the origin and other forms of sexual satisfaction. Nonetheless, we did find that the video description of the AIDS virus, how the provoked a lively discussionamong the BecauseImpotence is one of the only panel membersabout the philosophy of virus attacksthe body’s immune system, audio-visual resourceson this topic, it is signsand symptoms, how AIDS is and is abstinence and the real world vs. the recommended, despitethese drawbacks, ideal world of adolescence. It would not transmitted, and precautions to take for general audiencesas an introduction to reduce the chance of infection. The probably do the sameamong adolescents to the topic of erectile dysfunction. A and thus is not recommendedspecifically focus is on the medical side of AIDS. good discussionleader could help to raise There are, for instance, no interviews for its apparently intended message,but someof the points not brought out in the as a trigger film. ET with persons with AIDS. The tone is film. A calm, clinical, precise, and professional. SEXUAL ABUSE PREVENTION: FIVE Fortunately, there is an absenceof alarm- IT’S O.K. TO SAY NO WAY! 1986, SAFETY RULES FOR MENTALLY ist music and graphics. video, 7 min. Purchase,$75.00. Includes HANDICAPPED PERSONS. 1987, The Audio-Visual Review Panel recom- leader’s guide. Not available for rent. video, 24 min. Purchase, $180; rental, mends Abozlt AIDS- with its rational, YWCA of the U.S.A., National Board, $35. Agency for Instructional Technol- informative approach- as an introduc- Program ServicesDivision, 726 Broad- ogy, Box A, Bloomington, IN 47402; tory or trigger film for use with the way, New York, NY 10003; (212) (800) 457-4509; (812)339-2203 (IN, AK, general public. LT, A 614-2844. and HI only).

Audience LevelIndicators: C-Children (elementary grades),ET-Early teens(junior high), LT-Late teens(senior high), A- College, general adult public, P-Parents, PR- Professionals.

22 SIECUS Report, July-August 1987 This excellent video, made by the SWEPT AWAY IS NOT O.K. 1986. was inclined to overlook these dis- Planned Parenthood affiliate in Cincin- video, 10 min. Purchase, $49.95. Planned advantages and focus instead on the nati, consists of five vignettes, each Parenthood of Bergen County, 575 Mair much-needed messages and role models. teaching a different safety rule. The Street, Hackensack, NJ 07601; (201: Showing a visit to a family planning young people who act in the vignettes are 489-1265. clinic is a unique and especially ap- themselves mentally handicapped, and preciated contribution to audio-visuals they do a wonderful job of conveying the This short, upbeat video places respon. sibility for contraception squarely or for adolescents. Swept Away is highly five rules: your body belongs to you; keep recommended for all of them. ET, LT your clothes on in public; say “no”; get teenagers who are already engaging ir sexual intercourse, or are about to, and away; and tell someone. The rules are shows them step-by-step what a visit to s reinforced by the fact that the children THINKING ABOUT “THE SILENT and adolescents keep repeating them out family planning clinic is like. The videc begins by enumerating the categories oj SCREAM!’ 1986, audio cassette, 30 min. loud as they get away from a bad scene. teenagers at high risk, low risk, and nc Purchase, $15.00. Jaworski Productions, They are technically emphasized by the 382 Central Park West, Sutie lOF, New use of a solid band of green highlighting risk of pregnancy, and by citing the Alar Guttmacher Institute report showing York, NY 10025; (212) 316-3837. around the screen when they are printed. that U.S. teens are at least twice as likely By contrast, abusive behavior that the young people should not accept is high- to face unwanted pregnancies as teens ir This radio documentary presents scien- lighted by a large red “X.” other developed countries. A wonderful tific evidence that directly counters the segment follows in which captions re. major premise of the anti-abortion film The first vignette takes place at a garding responsible contraceptive use are The Silent Scream. (See review in The swimming pool and introduces term- added to familiar romantic pictures from SIECUS Report, July 1985.) In that film inology about sexual body parts. They are magazine ads. With great humor, the (quoted at some length in this docu- referred to as “private parts,” as well as the point gets across that birth control i: mentary), Dr. Bernard Nathanson claims actual terms “penis,” “vulva,” etc. An not currently being addressed in the that the fetus is a person consciously episode in which someone tries to pull media, despite the sexiness of the aware during the abortion and therefore down someone else’s bathing suit advertisements. feels pain and terror. Pat Jaworski, provides an opportunity to stop the producer and narrator of Thin&ng action and introduce the rule that your The heart of the video follows a visit to a About. . ., interviews Isaac Asimov, the body belongs to you. In the second Planned Parenthood clinic by an adoles- well-known science writer, and four other vignette, children on a bus that has cent couple who are on the brink of eminent scientists who, collectively, have broken down start to take their clothes off engaging in sexual intercourse. The over 60 years of experience researching when the driver steps off to see what the couple’s difficulty in talking about their the brain. They reach a very different problem is. When he comes back he sexual relationship and going to the clinic conclusion from Dr. Nathanson’s and are reminds them of the difference between to get contraceptives is acknowledged. in unanimous agreement that a fetus’ a private and a public place and that But the visit is portrayed as a reassuring brain is biologically too rudimentary and clothes must be kept on in public places. and positive experience. As they leave primitive in development prior to seven In the final episode, a man attempts to with their contraceptives, they also feel months’ gestation to be considered molest a boy in a restroom at school, and good about themselves for having taken capable of such feelings. To document the boy tells his teacher, illustrating the the responsibility to prevent an unwanted this, the scientists present a sophisticated “tell someone” rule. pregnancy. This couple is a good role and fascinating array of facts about the model for other teens. development of the brain’s neurons, This video is made even more useful as a axons, dendrites, and synapses. teaching tool by its very clear segmen- The Audio-Visual Review Panel was very tation into five parts, each of which can impressed by Swept Away. It is definitely Tbinhing About “The Silent Scream ” is a stand on its own. Other aspects deserving a sex-positive video that accepts the well-made documentary that has been praise include a good racial mix and the realities of adolescent sexual involve- aired on a number of radio stations, as fact that it shows the children in control ment, and it is not preachy. The use of well as distributed by Catholics for a Free of their own situations, as well as helping alternating female and male teen voice- Choice to every member of Congress. It is other children. All in all, Five Safety overs is effective and makes it definitely a unique and important contribution to R&es is a unique, simple, realistic, and feel as if teens are talking to teens. One of the repertoire of pro-choice arguments. outstanding contribution to the audio- the few disadvantages of this video is that The panel recommends this resource for visual resources available for working it specifically focuses on a Planned all pro-choice advocates, who should with mentally handicapped children. Parenthood clinic and might seem to definitely be familiar with its content, Planned Parenthood of Cincinnati is to some like a promotional piece for that tnd for some of the more sophisticated be commended highly for producing this organization. Also, it is not as good audiences with whom they work. A, PR excellent video. C, ET, LT technically as it could be. But the panel

SIECUS Report, July-August 1987 23