The Issue - and Controversy - Surrounding Adolescent Sexuality and Abstinence

Lynn Peterson

Two years ago, in 1986, I received a telephone call from The familiar with the high statisticsof teen pregnancy and with Center for Health Training (TCHT) in Seattle, Washington. the rising STD rates within the adolescentpopulation. The Center is a nonprofit corporation that provides training Nonetheless,I felt that something about this subject was and consultation to Title X and other family planning foreign. It made me feel uncomfortable. I think I felt that programs throughout Washington, Oregon, Idaho, and by supporting adolescentabstinence I would quickly be Alaska. Additional regional TCHT offices are located in San looked at as one of “those” people: those people who deny Francisco,California; Austin, Texas;and Atlanta, Georgia. the existenceof adolescentsexuality; those people who are In addition to sponsoringregional continuing education againstsexuality education and abhor the thought of conferencessince 1972, TCHT offices have provided an adolescentsbeing able to walk through a clinic’s door and annual calendarof events on clinical and administrative receive contraceptiveswithout their parent’s permission. issuesfor family planning and primary care programs. They After all, I thought, aren’t thesethe only people staunchly have also been involved in researchand projects at the supporting adolescentabstinence? After hearing about the national level. entire project and noting my reservationsabout the topic, I told my prospective bossthat perhapsshe really needed to I wastold that the Washington office of TCHT had just hire someonethat believed more strongly in adolescent received a grant from the Office of Population Affairs, abstinence.Her responsewas: “This is exactly why we want Department of Health and Human Services,to assistthe you to take the job. We think that you will look at all these State Family Planning Administrators (the people who issueswith a critical eye.” direct family planning programs on a state level) with a project that was to focus on adolescentabstinence and that I took the job with the Center for Health Training, became they were looking for a qualified personto coordinate this the coordinator for the State Family Planning Administrators’ effort. Part of the job wasto be the collection of Project, The Adolescent Primary Abstinence Project educational materials from around the country and the (APAP), and officially began my journey into abstinence. creation of a bibliography on adolescentabstinence, which In an effort to gather and explore available materials and eventually would be distributed to all the family planning approachesthat could be used by teachers, family planning clinics in the United States. educators, and clinicians wishing to incorporate teenage abstinence into their work with adolescents,the staff and I I was thrilled with the possibility of securing a job-having began a national searchfor curricula, audiovisuals, pamph- just moved to Washington state- but reacted with dismay lets, and other resourcesthat included abstinence as a topic in respect to the topic. Adolescent abstinence?Certainly I or as an underlying supposition. wasfor adolescentabstinence. Wasn’t I? Having worked within the family planning field, as an educator, counselor In March 1987, our project coordinated the State Admin- and trainer for more than 12 years, I have long been istrators’ national conference, “Focus ‘87: Adolescent Abstinence,” which featured several speakers representing everyone does it (14%). Boys gave similar reasons: peer programs and curricula promoting adolescent abstinence. pressure (26%); curiosity (16%); everyone does it (10%); And in March, we also issued our 16-page bibliography and sexual gratification (10%). Only 2% of the boys entitled Helping Teens Wait. .which was then distributed thought that boys pressure girls into it. to more than 5000 family planning clinics throughout the United States. In addition, I developed a two-hour workshop on abstinence issues which, to date, has been given 12 times to more than 1000 family planning professionals, teachers, and parents across the country. In this article, I will share some of the thoughts and feelings of workshop participants and attempt to reveal the patterns I see emerging in our educational messages to teens about abstinence.

I began the initial stages of the project by speaking to my colleagues and discovered right away that I was not alone in my thoughts and feelings about adolescent abstinence. Other helping professionals were voicing similar concerns:

I’d like to support abstinence, but the’ teens think I am being judgmental. They just laugh. Sure, I have seen the figures that state that nearly 50% of teens have not had sexual intercourse- but they do not live in this town! Adolescent abstinence? Are you kidding? These teens are The most convincing arguments for waiting to have sexual engaging in sexual activities! The “just say no” campaign is intercourse revolved around the dangers of diseases, such as useless! AIDS and herpes (65%) and the danger of pregnancy “ruining one’s life” (62%). Fifty percent worried about Some people, I found, felt caught in the middle: what their parents would do if they found out, and 29% said that having sex would ruin their reputation with their I talk about abstinence in my classroom, but I find that I friends. (One workshop participant, upon seeing the above hold back a little just in case there are teens who have survey results, contrasted them with the period in which she already had sexual intercourse-because they may think I grew up, commenting: “When I was younger, those reasons am being rritical of them. would have been totally reversed. We were much more My job responsibilities include providing contraceptive concerned about what our friends and parents would say. services to teens at the clinic. In my school or youth Disease was the last thing on our minds.“) presentations, I am afraid that if I give too much support to abstinence the adolescents who need help with contra- ception may not come to the clinic. What Is Meant By Abstinence? In my workshop, “The ControversyQfAbstinence,” In these statements lie the dilemma: Can we take a positive I generally begin by asking the workshop articipants to stand on abstinence and still provide guidance to those state the first idea that comes to their min 5 s when they teens who are already engaging in sexual activities and are hear the word “abstinence.” Their responses vary from in need of services? If so, what approaches do we use in saying that “abstinence is not having sex” and “abstinence talking with them about abstinence? is not having sexual intercourse” to “abstinence is giving something up, such as abstaining from eating sugar” and “abstinence is not having sexual contact.” These definitions In a 1986 poll, American Teens Speak: Sex, Myths, TVand are obviously vague. Birth Control, conducted by Louis Harris and Associates for Planned Parenthood Federation of America, one thousand teens were asked their opinions on a number of issues. In What are we really talking about when we say that the sexuality portion of the poll, they were asked: 1) Why teenagers should abstain? And what do we really mean by do teens not wait to have sexual intercourse until they are abstinence? Because our definitions of abstinence are older; and 2) What reasons are most useful in convincing varied, so are the messages that we give to teens about the peers to wait to have sex until they are older. subject. From our research of available resources, there appear to be three main ideological approaches to sexual activity that have been taken in abstinence programs. Even The top four reasons given for not waiting to have sexual though these approaches can and do stand alone, they are intercourse by adolescent females were: peer pressure often combined within one abstinence program. These (34%); boys pressure girls (17%); curiosity (14%); and approaches are:

SIECUS Report, September/October 1988 2 1, Do not engage in sexual activities before marriage, opinions and values about the right way to live one’s life because doing so is immoral. with their children. However, my concern lies with adults 2, Do not have intercourse until you are mature enough to who wish, either directly or subconsciously, to promote prevent pregnancy and STDs. guilt in those teens who have sexual thoughts and feelings 3. Do not have intercourse until you have realized a certain and are presently given no basis for decision-making other level of full and positive sexual maturity. than “just say no.”

1. Do not engage in sexual activities before Curricula with this moral philosophy emphasize that marriage because doing so is immoral. individuals, who have a premarital sexual relationship or engage in “petting” in their teens, may permanently Some educators and parents believe that having sex before damage their capacity to experience true love as an adult. marriage is a sin. People who take this approach range from I believe that this approach produces guilt. These curricula those merely trying to pass on to their children a deeply felt further state that by having sexual contact one may scar so religious code to those who see any sexual contact beyond a badly thar she or he may never achieve true intimacy with a simple goodnight kiss as the beginning of danger. As a marriage partner. strong supporter of parent-child communication, I applaud parents who are doing their job and are sharing their These curricula also refuse to give accurate and clear information about contraceptives - and some give no information at all. The authors’ feelings are that if abstinence until marriage is held as the ideal, then to give birth control information to teens is to promote the message: “We do not think that you can wait.” Ironically, SIECUS Report Vol. 17 No. 1 the same authors choose to include chapters on teen pregnancy. If, indeed, teenagers do not need to learn Editor, Janet Jamar about contraception, why do they need to discuss what to Executive Director, Debra Haffner September/October 1988 do if they become pregnant? Also, does this not give a similar message to some: “We do not think that you wi/L wait”? Moreover, when pregnancy options are discussed in The SIECUS Report is published bimonthly and distributed to one of the curricula, adoption after the baby is born is SIECUS members, professionals, organizations, government officials, libraries, the media, and the general public. advocated as the only “right” choice; abortion is referred to as “killing the baby”; and it states: “in the long run, (if the Annual membership fees: Individual $60; Student (with validation) couple choose abortion) they will feel guilt, depression, $30; Senior Citizen $40; Organization $100; (includes two bimonthly and anxiety.” copies of the SIECUS Report) Library $60. SIECUS Report subscription alone, $55 a year. Outside the U.S., add $10 per year to these fees (except Canada and Mexico, $5). The SIEClJSReport is available on,microfilm from University Microfilm, 300 North Zeeb Road, Ann Arbor, It may be interesting to consider the possible long-term -ix outcome for children who are raised with the approach that All article and review submissions, advertising, and publication inquiries sex before marriage is immoral. Today, in this country, the should be addressed to: average age for women and men to marry is in their mid- twenties-more than 10 years after the beginning of JanetJamar pubeqy. In the late 1800s however, it was common for Manager of Publications and Public Relations marriagestqccur when the person was in his or her mid- sI!3xE teens. Couples;Juere married and started having intercourse 32 Washington Place about the same time that they also began to experience New York, New York 10003 their sexual drives. If adults today really want their children to wait until marriage before having sexual intercourse, (212)673-3850 then they must be prepared for the possibility that teens will marry early. Unfortunately, we also know that those Editond Consultants who marry early (the late teens and early 20’s) are also more Michael Carrera, EdD Robert Selverstone, PhD Jane Quinn, ACSW Beth Winship likely to divorce. Susan N. Wilson, MSEd David L. Giveans

Copyright 0 1988 by the Sex Information and Education Council of the Yes, there are people who wait until marriage to engage in U.S., Inc. No part of the SIECUSRepoti may be reproduced in any form sexual activities, and who live happily with that partner for without writtenpermission. the rest of their lives. And, as I have stated before, parents do have a responsibility to share their moral codes with LibraryofCongress catalog card number 72-627361 their children. But, where in this “premarital sex is ISSN: 0091-3395 immoral” philosophy is there room for adolescents who are caught in a society that is sexually saturated and also !

3 SIECUS Report, September/October 1988 sexually silent? (We are still not comfortable with providing comprehensive sexuality education for all of our children.) The situation is complicated by the fact that we live in a time when the sexual activity rates of teenagers are ~ increasing. Moreover, many young males and females feel that there is something wrong with them if, by age 16, they Values Exercise for have not “done it.” For some, the message, “Don’t have sex because I said so’,” is a safety net; but, for others, the guilt over their sexual feelings, and the outcome of not using Workshop Participants contraceptives, leads them into a very painful adolescence.

During the workshop, “The Controversy of Abstinence,” Peterson finds it important to give participants an oppor- 2. Do not have intercourse until you are mature tunity to examine their feelings on personal, professional, enough to prevent pregnancy and STDs. and societal values about issues related to abstinence and This group, not as concerned about teenagers waiting until virginity. The audience is asked to stand up and come to a marriage to have intercourse, stresses a risk-related message vacant part of the room. Then, one at a time, the following about abstinence: “I know you probably will not wait until statements are read and people are asked to vote by moving you are married to have intercourse, but at least wait until to a place on the floor designated as “agree” or “disagree.” you are responsible enough to use contraceptives and to In some cases, the choices are “have concerns” or “do not protect yourself from getting pregnant or a sexually trans- have concerns.” After each statement, volunteers are asked mitted disease.” Many will argue that teens unable to seek to explain why they have responded in one way or another out contraception are not mature enough to have a sexual to the statements. The overall discussion that takes place on relationship. But, obviously, the teenage pregnancy rate these points is usually lively and emphasizes the following: indicates that intelligent decision-making does not go . . hand-in-hand with sexual experimentation. The educators 1. As a parent of a 24-year-old daL lghter, I would have some in this group are most concerned about the health risks concern if she was still a virgin. (have concerns, do not have related to early sexual intercourse. They fear, based on their concerns) experience with teens, that the consequences of becoming 2. Your 24fiwaughter comes to you and says: “Mom sexually active as an adolescent may seriously jeopardize a or Dad,,T know that y$y feel that I should wait until I get young person’s future: his or her physical and emotional marriep before I have sbxual intercourse. Well, I have met a health, educational opportunities, and economic status. man ;ind we are going tb be married. He is 27 and a virgin too.” Are youconcerned About him marrying your daughter? (have concerns, do not ha&e concerns) The majority of curricula received in our national search The dozlbGestandard The double standard is still alive. falls into this view of abstinence. Learning units of such When workshop participant\ were askedfor their thoughts curricula generally include self-esteem, reproductive on their daughter’s virginity,‘some expressedthat they anatomy, family values, decision-making and contra- trusted her decision-making skills and that she would know ception. Audiences of educators have expressed to me that when to begin a sexual relationship. Still others had concerns teens want information about sexual response, masturba- tion, and homosexuality, but they also say that they steer that their daughter might have been sexually molested as a clear of such controversial issues because parents may think child or traumatized in someway that may have produced a fear of intimacy. Thoughts about the virginity of the male these topics unsuitable for the classroom. in the scenariowere somewhatdifferent. Although some thought that he wasjust waiting until the right woman came along, many found his behavior suspicious.“If a Historically, educators have prided themselves in teaching 27-year-old man is still a virgin, he is either lying or there is the subject of human sexuality in a value-free style, feeling something wrong with him.” It appearsthat it isstill more that this is necessary because of the many different family acceptablefor young women to be virgins than it is for value systems that are represented in their classrooms. But, young men. do educators actually take a value-free approach? And should they? What should their role be in regard to the 3. Society still believes that females who are virgins are promotion of values? worth more than females who are not virgins. Most people who strongly support abstinence are not really in touch with the world of today’s teens. (agree, disagree) Educators never have been, nor in my opinion should they be, value-free in their teaching of sexuality education. Adolescent development specialists propose that two of the Second virginity and virginity’s wor&. Some of the abstin- primary tasks of adolescence are I) establishing one’s inde- ence education curricula available promote an idea called “secondary virginity.” This meansthat if one hashad sexual pendence and 2) defining one’s value system. Moreover, one i of the first questions often asked by parents in an introduc- I I

SIECUS Report, September/October 1988 4 tory sessionwith a sexuality teacher is, “What are the values you are teaching my children?” Educators can, and do, ad- dressvalue issues.What is important in teaching values is that one should not proselytize a particular point of view. intercourse but decides it was a mistake, she/he can “redeem” herself/himself and become a secondary virgin. One participant wanted to know how many times that would work! Others thought that secondary virginity implied that Teachersand family planning staff can strongly support, in those teens who had decided to have intercourse were second- any program, universal values such asrespect for oneself class citizens, and that the phrase, therefore, was very and others, honesty in relationships, and the destructive- judgmental. nessof sexual coercion. Thesevalues, and others accepted by the vast majority of adults, can help teensfeel good 4. Most people who strongly support abstinence are not about themselvesas they establishtheir independence and really in touch with the world of today’s teens. (agree, disagree) choosewhat is right or wrong within their particular value systems.The challenge for educators, teaching from a phil- Cre&il;ty andsupport of absstinence.Participants are osophythat clearly delineates“right” and “wrong” behaviors, split about whether or not one can strongly support abstin- is to teach the values their program supports in a nonjudg- ence and still be credible in most teens’ minds. There is still mental way. fear about losing one’sinfluence with teenswhen one promotes abstinence.

5. Familyplanning educatorshave always put enough Until theseeducators clearly decide how to incorporate emphasison abstinenceas a choice.(agree, disagree) values into the curricula, their lessonplans will primarily focus on the messagethat the risksof sexual intercourse are Progressin finding tech iguesfor dirczlssingckbstinence. too great. Their messagethus is: abstain. Fortunately, Although educatorsf $ 1 that at one time abstinence was however, the curricula of this group, for the most part, do not emphasizeden#gh with te ens, they do believe they attempt to provide additional help for teens who are taking are now making progressin finding ways to discussthe these risks. They state: “If you decide to go ahead, plan to subject. Howevg most participants are discouragedand use contraceptives and be responsible.” very effective in convincing

contraception,other 3. Do not have intercourse until you have realized than abstinence,one givesthem a doubl le message.(agree, a certain level of full and positive sexual maturity. Some parents and educators are examining their approach to the subject of abstinence.They are asking themselvesthe a few teachersand question “What are we trying to prevent and what are we family plan&g workersbelieve that by giving teens trying to promote?” They are not using abstinence as much information on contraception one may be condoning sexual to prevent immoral behavior, or becauseof the health risks, involvement. Most all are united in the belief that a dual asthey are to help youth develop positive sexual maturity. message,“Please wait. . but if you do not wait, use birth They are not arguing againstpreventing teensfrom having control,” is appropriate for teens. babies too early or against avoiding the dangersof chlamy- dia, herpes, and HIV infection, etc., but they are choosing, 7. Abstinenceeducation should give teensinformation on instead, to concentrate on building positive sexuality atti- the waysthat one obtainssexual pleasure other than tudes. Rather than focusing on the negative message,“Don’t intercourse.(agree, disagree) have sex,” they are talking with teensabout how and when to say “yes” to sexual behaviors but “no” to intercourse. Information shouldnot k7ecensored. There seemsto be general agreement among workshop attendees that teens should receive information about how one obtains sexual People in this group support healthy sexual development pleasure other than through intercourse. However, what for teenswhich includes an appropriate exploration of they may believe is ideally covered in a sexuality courseis physical intimacy between couples. However, they are often not what they can teach or discussin the classroom. asking their children to delay having intercourse until they Many participants, who conduct youth presentationsin have developed a certain level of positive sexual maturity. schools,religious settings, and youth organizations, said The question they are asking adolescentsto consider is: that they are often unable to answerteens’ questionsabout “What conditions need to exist in a relationship before one the subject of masturbation-or any other physical waysof can feel totally comfortable saying ‘yes’ to any sexual in- expressingaffection with one’spartner - becauseof their volvement?” In addition, they are assistingyoung people in fear that parents or administrators will consider this to be developing a checklist of these conditions which generally “sex instruction.” includes a meaningful understanding and personal defin- ition of intimacy- both physical and spiritual.

5 SIECUS Report, September/October 1988 I serve on a local group called The Task Force on Positive Teenage Sexuality which is sponsored by our local county’s chapter of the American Red Cross. The Task Force is composed of individuals from both sides of the abortion debate who have chosen to find common ground in supporting activities promoting positive teenage sexuality. Although, we do not agree on the definition of positive teenage sexuality, we do agree that young teenagers should ideally not have sexual intercourse. A local pediatrician on the task force, however, whom I classify as being a member of the third major approach in abstinence education, abstinence as a part of their suggested the following criteria by which some adults might from these materials will need condone an adolescent sexual relationship:

l The relationship is based on mutual respect and long- term commitment.

l Feelings are valued and shared.

l There are many common interests and friends, yet there is also the freedom to develop individual interests.

l Completion of developmental tasks of adolescence (self- identity, development of a value system, independence, capacity to form intimate relationships, goal setting) are enhanced through the relationship.

l There is comfort with sexual intimacy, that is, it is mutually acceptable and nonexploitive.

l Sexual feelings and facts (STDs and contraception) are freely shared. . Both persons are able and willing to avoid STD and .-_ pregnancy.

l Sexual activity is not the focus of the relationship.

The above list, interestingly, provides the basis, in my opinion, of a mature love relationship. Those that believe that teens need to reach a certain level of full and positive sexual maturity before engaging in sexual intercourse would probably agree that this list is supportive of that goal.

The Educational Approaches Now Used in Regard to Abstinence Even though educators are still struggling with how to define abstinence and their own personal motives for ‘t, Department of Home Economics, teaching it, they, nonetheless, are presently using several approaches to abstinence education.

Foczhg on Health Concerns “It Only Takes Once” is hosted by a black teenager who “knows One of the educational approaches used in teaching teens what’s happening” in her high school and combines humor with about abstinence is based on what teens, themselves, say is serious stories of teenagers who had to “grow up real fast.” Although a convincing argument. According to the teens in the 1986 the film addresses the implications of a teen pregnancy, it also Harris poll already cited, educators should speak out about discusses the myths that can lead to early sexual activity and preg- the health risks related to early teenage sexual activity and nancy. Abstinence, as a very real and effective option, is the theme STDs. Although some educators feel that this is using “scare promoted throughout the film by the males and females. Contra- tactics,” teens say that hearing about these consequences ceptives are briefly mentioned. A discussion guide accompanies does make a difference to them. Certainly, given today’s the video. In~ermedia, 1600 Dexter AvenueNorth, Seattle,WA concerns about HIV transmission and other STDs, many educators are choosing to strengthen the abstinence message with information about health risks.

SIECUS Report, September/October 1988 6 Focusing on Parent-Child Communication We know from researchstudies that the lowest prevalence of MAKING RESPONSIBLE DECISIONS -A ONE ACT PLAY This is a videotape of a play that focuses on a young man who is sexual intercourse among I5 to 16-year-oldsis associated experiencing pressures from society and peers to become sexually with the joint occasionof sexuality education and communi- involved with his girlfriend. This dilemma produces many conflicts cation between parents and their children (Furstenberg, that are eventually solved. The tape also conveys information 1985). Parent seminarsand parent-child sexuality classesare about responsible decision-making, family planning, and assert- offered by family planning programs, community groups, iveness skills needed for “saying no.” A guide for the leader and religious organizations in many communities around provides discussion questions and activities to use with rhe video. the country. These programs can and should help parents r The script is also included for those who would like to produce the to articulate the value they put on abstinenceand help play. The Emory/Grady TeenServices Program, Box 26158,Grady them to define, for their teens, exactly what they expect MemorialHospital, 80 Butler StreetSE, Atlanta, GA 30335,(404) 589-4202. them to abstain from. Although the task of recruiting parents for such programs remains difficult, it is often made easierby the inclusion of an abstinencefocus or SEX AND DECISIONS:REMEMBER TOMORROW component. The benefits are many. Parents,hesitant about When two teensmanage, through a set of circumstances,to have a supporting sexuality education, often will support classes day togetherat a beachhouse, they mustdecide whether to have that have been designed to include them. Also, educators sexor not. The film followsthem through the day asthey face are finding waysto involve parents in teen groups, sexuality temptation-and resist.In the end, westep back into reality and education classes,and through assignedhomework for both seethe charactersstep out and explainhow they facedan import- parents and students. It is quite clear that activities that ant questionand madetheir decision.Perennial Education, Iac., increaseparent-child communication about sexuality also 930 Pitner Avenue,Evanston, IL 60202,l-800-323-9084. facilitate opportunities for parents to share their values and expectations with their children. HOW CAN I TELLIF I’M REALLYIN LOVE? Hostedby JustineBateman (Family Ties) with appearanceby Focusing on JasonBateman (Valerie) and Ted Danson(Cheers), this humorous Teaching Refusal Skills andfast-moving video talksabout intimacyand sexuality.Questions are answeredsuch as “How do you knowif it’s love?,”“Can you Pressuresto engage in sex are strong during the teen years. confusechemistry with love?,” “Is sexlove?,” and, “Is sexthe real turn-on, or is it intimacy?”Teens are givenclues to help them eval- One-quarter of the teens interviewed in the 1986 Harris uate their relationshipsand suggestions for strategiesto useto resist Poll reported that they felt pressuredby other teenagersto sexualpressures. Ed-U Press, 7174Mott Road,Fayetteville, NY go further with sex than they wanted. Both gendersfelt this 13066,(315)637-9524. pressure,with girls only slightly more likely to report pressure(28%) than boys (21%). Many curricula contain activities which help teenslearn how to resistthis sexual Brochures pressure.Often such programs also empower youth to resist ShouldWe? HawaiiPlanned Parenthood, 1164 Bishop Street, peer pressureurging them to participate in other risky Suite 1220,Honolulu, HI 96813,(808)521-6991. Price $.50 each. behaviors, including drug use, shoplifting, etc. as well. In bulk add 15%for p/h. Such assertivenessskills have lifelong value. However, we need to be alert to teens’ concernswhere resisting peer pressureis involved. It is not alwayseasy to say “no” even KnowingHow to SayNO. ClallamJefferson Family Planning, after learning the skill. Some teensstruggle with a recurring 1215 Eastlst, Port Angeles, WA 98362, (206) 452-2954. Price problem: “It is easy to say ‘no’ to a creep. It is much harder l-49, $20 each; 50-199, 96.18each; 200-499, $.I6 each; 500 copies, when it is someoneyou really care about.” $15 each.Add 15% p/h.

Focusing on Teensex?It’s Okay to Say: NO WAY! PlannedParenthood of Teaching Decision-Making Skills America, Inc., 810Seventh Avenue, New York, NY 10019, (212) 541-7800. Price$.50 each;100, $25; 1000, $180. Some educators bring the abstinence messageinto focus by taking teensthrough the processof learning good decision- making skills. Discussingwith teensthe pros and cons of teenage sexual activity, for example, tends to validate their feelings that the pressuresto have intercourse exist and are The HELPING TEENS WAIT. bibliographyis availablefrom very real. When askedwhy some teensdecide to go ahead The Centerfor Health Training, 400 TowerBuilding, 1809 Seventh and have sex, teens’ answersinclude: “Because they are in Avenue, Seattle,WA 98101, (206)447-9538, for $3.95 each(bulk love,” “Becausethey want to have a baby,” “Becausetheir pricesavailable on request). partner wants them to,” and “Becauseit is natural.” Although some of thesereasons seem faulty to adults, they appear legitimate to teens. By allowing adolescentstime to struggle with decision-making, educatorscan open up

7 SIECUS Report, September/October 1988 discussion on whether or not the reasons they give for hav- A colleague of mine, Dr. Dennis Dailey of the School of ing sex are good. Such questions can be put to them as: Social Welfare, University of Kansas, in Lawrence, Kansas, How does a person know when he/she is ready for sexual once told me a true story that I think provides a special intimacy?; What should a person consider in making the perspective on adolescent abstinence. decision whether or not to have sexual intercourse?; and, Are teens ready to be parents? When free discussion is Dr. Dailey recieved a telephone call from a local church allowed, educators find that teenagers can list more valid official requesting that he come and talk to their teen reasons for postponing intercourse than for going ahead. group about “not having sex.” Dailey. in response, asked if Helping adolescents develop decision-making skills gives he could first speak to the parents. The church of&al agreed. them power to see situations in a new light. It also enables educators to point out the link between decisions made Meeting with the parents later, he introduced himself, and now and future plans for family, for jobs and careers, and said, “I understand that you have asked me to talk to your for life goals. Perhaps, most importantly, if teens themselves teens about not having sex.” He then said, “My answer is conclude that intercourse should be delayed, they are more no,” and sat down. The parents were caught somewhat off- likely to behave consistently with that decision. guard. Dr. Dailey then stood up again and said: “If you want me to speak with your kids about how to be good lovers, then I will be happy to come and speak to them.” The Conclusion parents were noticeably uncomfortable. They had asked him to talk to their children about noi having sex, now this In 1987, the State Family Planning Administrators man was recommending that he come and give their conducted a survey of the country’s Title X family planning children “sex instruction.” Dr. Dailey, interrupting their clinics. Ninety-four percent of the respondents reported thoughts, said, “Do you want your children never to have that they would benefit from having more educational sex?” A parent, somewhat relieved, replied, “Oh, that is not materials which focus on talking with adolescents about what we meant. We just do not want them to get hurt or abstinence. Ninety percent felt that staff would benefit by pregnant. ” “But don’t you see,” Dr. Dailey continued. “A having additional training on how to talk with adolescents. good lover would never manipulate a partner into a situa- tion which would intentionally cause pain. A good lover With all the perceived and/or real barriers to discussing would never purposely expose his or her partner to a sexual- abstinence with teens, it is still apparent that educators ly transmitted disease or to the risk of an unplanned preg- want to reach out, in a nonjudgmental way, to help teens nancy. A good lover would only want what is best for that search for the real answers to the very hard questions that partner.” The adults were very quiet. Now they knew what they face in regard to their sexual activities. With that in he was trying to say, and they asked him to speak to their mind, and as a follow-up to the survey, the State Family youth group as soon as possible. Planning Administrators Project produced a booklet “Adolescent Abstinence: A Guide for Family Planning After 12 years as a parent and as a professional sexuality Professionals.” This publication lists educational and clinical educator, I am still working on my own definition of approaches that can be used when talking with teens. abstinence and I am still struggling to find the best educational method for integrating abstinence into sexuality I do not cringe as much now as I did two years ago when I education. However, in my mind I have concluded that think about the subject of adolescent abstinence. What I bringing up a child - a daughter or a son- to be a good realize is that we have been offering abstinence education lover is not inconsistent with teaching abstinence to teens. all along in our work as educators and family planning pro- fessionals. We may have been using different labels, but this subject is not new to us. Thus, the answer to the question, “Can educators, youth workers, and family planning pro- fessionals support and promote the discussion of abstinence and continue to offer high quality clinical services to those teens who need services?,” is “yes.” We can do this by: Reference

Furstenberg, Jr., EE Moore, K.A. & Peterson, J.L. Sex education and sexual l Encouraging teens to make healthy decisions for experience among adolescents. American Journal ofPublic Health, 1985, themselves. 75(l) 1331-1332. l Giving straight facts about the health concerns of teen pregnancy and STDs. l Supporting those teens who have chosen abstinence. l Strengthening communication between parents and their children, Lynn Peterson, MS, works as a family hj5eeducator and is l Supporting comprehensive sexuality education that involves parents and community leaders. coordinator of the State Family Planning Administrators l Offering quality counseling and medical services to Project at The Center for Health Training in Seattle, those teens who call for help. Washington.

SIECUS Report, September/October 1988 8 In fact, a recent study by the Alan Guttmacher Institute Safe Sex and Teens shows that sexual activity among unmarried women has actually increased over the past five years, despite the AIDS scare campaigns and “just say no” programs for our young Debra W. Haffner people. I cannot help but wonder what programs that teach that sex equates with death are doing to our young people’s developing sense of sexual identity. As Dr. Joseph A. Cantania, a scientist at the University of California at San Francisco, said at a recent meeting at the University of Vermont, “Bang, As a Planned Parenthood educator in the early 1980s I often you’re dead -what kind of message is that? We’re creating a began my classroom contraceptive presentations, “Today we generation that will be going to sex therapists for years.” are going to talk about contraception. Before we do that, it is important to recognize that only about half of you are As a society, we need to begin to accept that the vast major- currently sexually active, and many of you won’t need this ity of young people engage in some type of sexual activity information for a long time. It is important that you get during adolescence, and only some of that activity is sexual this information now before you need it and so that you can intercourse. Even among the 20-30% of teens who are still share it with a family member or friend.” virgins at 19, almost all have experimented with sex. Form- ing a sexual identity is a critical developmental task of I would continue, “There are many ways for people to share adolescence. sexual pleasure. There are kissing, and talking, and hand- holding. now let’s talk about birth control.” I always knew Colleagues and I have fantasized about a national “petting what I was leaving out, and I suspect that many of the stu- project” for teenagers. The object would not be to increase dents did too. Although I had been asked to talk about petting among teenagers, but to help them learn courting each of the methods of contraception and was often able to behaviors and to, once again, give teens time to learn slowly be quite explicit in doing so, I knew that the teacher and about their sexuality. I am not advocating a return to the the school might have been aghast had I talked about the days of technical virginity, but rather to an unhurried and complete range of sexual behaviors. unpressured norm of teen sexual activity.

As I have conducted training workshops for professionals Many of my friends and colleagues report fond memories of around the country, I usually include a section on values having limits on their adolescent sexual behavior. The clarification around adolescent sexual behavior. Two areas “bases” dictated how far one would go and in what kind of are always particularly problematic. One has to do with relationship. There was time for hours and hours of kissing what the appropriate age is for a teenager to first have sex- without the pressure to “go further.” More advanced sexual ual intercourse. (This is often correlated with the age the activities were related to the development of intimacy. participant first had sexual intercourse.) The other is reac- tions to the statement, “We should teach teens about oral Today’s teens also need to have that opportunity for sex and mutual masturbation in order to help them delay unpressured discovery of sexual feelings and responses. We the onset of sexual intercourse and its resulting conse- need to tell teens that the safest sex doesn’t necessarily quences.” Educators are often quite vehement in their mean no sex, but rather behaviors that have no possibility opposition to actually talking with young people about of causing a pregnancy or a sexually transmitted disease. A sexual behaviors. partial list of safe sex practices for teens could include:

Such silence often helps reinforce the message that one goes Talking from kissing and hugging to activities that require the use Flirting of contraceptive methods, i.e., vaginal intercourse. The Dancing message our young people see in the movies and on tele- Hugging vision is the same-characters kiss and in the next scene Kissing they are in bed, usually relaxing after they have had inter- Necking Massaging course. We only rarely see any type of courting or sex play. Caressing We are teaching our children that you either stop at kissing Undressing each other or you “do it.” Masturbation alone Masturbation in front of a partner Little wonder then that research studies have shown that Mutual masturbation many of our teenagers are engaging in sexual intercourse without even removing their clothes. Many young women Teens could surely come up with their own list of activities. and young men report that they have intercourse without By helping teens explore the full range of safe sexual behav- any type of foreplay, and countless young women have told iors, we may help to raise a generation of adults that do not me in counseling sessions that they have never had an equate sex with intercourse, or intercourse with vaginal orgasm with their sex partner. orgasm, as the goal of sex. Rather, we can help teens under- stand that sex is more than intercourse and that abstinence As discussed in the Peterson article, the cries for total ab- from intercourse does not mean abstinence from all stinence for teens have done little to change teen behaviors. intimate expression.

9 SIECUS Report, September/October 1988 The Sex Respect Curriculum: Is ‘Just Say No’ Effective?

Susan N. Wilson and Catherine A. Sanderson

The last eight years have seen significant efforts to reduce correlated with reasoning, planning, memory, and IQ skills.l teenage pregnancy and sexually transmitted diseases by Limiting the child or adolescent’snatural tendency to halting sexual activity among adolescents. Among the sex explore, question, and ultimately come to his or her own education curricula focused on abstinence, the most extreme conclusions,stifles autonomy and a senseof self. Students is Sex Respect: The Option of True Sexual Freedom. This can be offered learning activities which provide intellectual program was designed by Coleen Kelly Mast, a family life exploration and flexibility, within a supportive, encouraging educator with a Masters of Science in Health Education, environment.2 Young people need to learn to be assertive and was funded by the United States Department of Health when they feel uncomfortable in sexual and other situations. and Human Services. They also need to know that their limits may change depending on the partner, the circumstance, and the level of comfort. 3 Sex Respect includes workbooks for teachers, parents, and students, (priced at $12.95, $8.95, and $7.95, respectively). Each workbook contains ten chapters: Sex: What We Are and Sex Respect,on the other hand, instructs teenagersto “say no” What a Difference; Who’s in Charge Here? Mind Over Mat- to all premarital sexual activity. Catchy phrasesare used to ter; Free Sex: Is It? Or Isn’t It?; Who’s Kidding Whom?; Sex emphasize this point: “Control your urgin’, be a virgin,” on Credit: Play Now, Pay Later; You Can Have It All! Go “Don’t be a louse, wait for your spouse,”and, “Do the right For It!; Dating: The Chance of a Lifetime! Don’t Blow It; thing, wait for the ring.” These slogansleave adolescentsno Staying Cool-It’s Never Too Late; Fatherhood/Motherhood: choice and rob them of decision-making and responsibility. Are You Ready?; and It’s a Wrap. Sex education programs can empower adolescentsby sup- porting the decisionto say “yes” aswell as“no.” In SexRespect, Endorsed by Right to Life, Sex Respect has been implement- the adolescent’sability to make decisionsis only valued ed in over 300 high schoolsand by severalchurches in the when the “right” choice is made. This approach rejects in- last three years. The Arizona State Legislatureis currently formation in favor of ideology. * considering mandating Sex Respectfor all public schoolsin that state. Sex Respectlinks sexwith guilt, fear, and shame.According to the guide, there is “no way to have premarital sex without Sex Respectteaches skills which should be part of all sex hurting someone.”The curriculum instructs that “the pat- education programs. Assertiveness,for example, is well tern of petting and stopping. can causean associationin defined in the curriculum: “It’s the ability to set limits and our mind between petting and frustration [and these] neg- then keep to them. It’s being in control of a situation, letting ative memoriesformed from past habits can still prevent us others know you mean what you say,” (p. 44). Exercisesin- from fully enjoying the physical sideof marriage,”(p. 23). The clude practicing assertive“comebacks” to lines about sex guide’s chart of physical intimacy marks even a “prolonged and role-playing assertivebehavior in different situations. kiss” as the “beginning of danger,” and advises“no petting if Sex Respectsupports teenagerswho chooseto abstain from you want to be free,” (p. 19). The wildly exaggerated“dangers sex and emphasizesthat abstinence is acceptable: “young of single dating” are enumerated: neglecting friends, feel- men and women should feel entirely free to say ‘no’ without ing trapped, being controlled, getting possessive,being the least anxiety about being normal,” (p. 39). The curriculum hurt, seeingevery member of the opposite sex only asa poten- also discussesself-confidence, maintaining a positive self- tial date and missing out on some good friendships (p. 35). image, and responsibledecision-making.

However, Sex Respectlimits the application of theseskills By using the “Just Say No” slogan, associatedwith anti-drug to “always say no” situations. Experts in child growth and campaigns, the curriculum confusesphysical addiction with development recommend allowing young people to make physical desire. Mixing negative messagesabout illegal and their own decisions. But, radical programs like Sex Respect dangerousdrugs with sexuality ignores the positive aspects dictate “correct” choicesand condemn alternatives. Such of sexual intimacy. Sexuality offers the redeeming values of authoritative teaching techniques have been negatively love and relationshipswhich illegal drugs do not.’

SIECUS Report, September/October 1988 10 The curriculum gives “SEX TIPS FOR A SAFE DATE: The religious overtones of Sex Respect are problematic for KEEP ALL of your clothes ALL the way on ALL of the time. a public school sex education curriculum. These include DON’T LET ANY part of ANYONE else’s body get ANY views about premarital sex based entirely on opinion: where between you and your clothes, AVOID AROUSAL,” “Many men and women still prefer to marry virgins,” for (p. 19). Such negative attitudes do not discourage sexual example. Similarly, the comments about abortion are activity, but do discourage responsible birth control6 Sex misleading and inaccurate. The guide cites the general Respect avoids any mention of a “sexuality of desire.“’ problems of heavy loss of blood, infection, puncturing of Intimacy, pleasure, and closeness are ignored in favor of the the uterus, infertility, and an increased risk of miscarriage often inaccurate and “dangerous” details of premarital sex. with future pregnancies, whereas these problems usually occur only in late abortions. In fact, medical morbidity and mortality rates arising from full-term adolescent pregnancy are much greater than those arising from adolescent abor- Sex Respect repeatedly emphasizes the negative aspects of tion.‘* In addition, the psychological risks entailed in teenage pregnancy yet fails to provide any information about adolescent completion of pregnancy are substantially great- birth control. Contraceptives are mentioned only once, as the er than the psychological risks of adolescent abortion. l3 Once answer to a fill-in-the-blank quiz: “- are supposed to again, Sex Respect fails to provide accurate information and prevent pregnancy, but don’t always do so,” (p. 15). Studies insists on dictating the “correct” choice, irrespective of the in other countries have repeatedly shown that without situation or the teenager’s desires. accurate, available birth control information, teenage pregnancy rates increase dramatically.8 Although teenage sexual activity in the United States is approximately the same as in Sweden, France, and Norway, the rates of teenage Sex Respect fails because it does not follow the principles of pregnancy, births, and abortion are considerably higher in child development. The curriculum is overwhelmingly neg- the United States.” ative about sexuality and distrustful of adolescents. In order to reduce pregnancy and sexually transmitted diseases among adolescents, a balanced, positive curriculum is necessary. The program should trust and empower young people. A recent study in one South Carolina county demonstrated that effective teenage pregnancy prevention includes prac- tical information about contraception.iO This intervention program, designed to reduce unintended pregnancies among Those countries that have reduced teenage pregnancy rates unmarried adolescents, has been highly successful. The have a goal to prevent teenage pregnancy; in the United information- targeted at parents, teachers, children, and States, the government has a goal of preventing teenage religious and community leaders-included decision-mak- sexual activity. Sex Respect does not reflect the world we live ing and communication skills, self-esteem enhancement, in, a world in which 70% of teenage girls and 80% of teen- human reproductive anatomy, physiology, and contra- age boys are sexually active. l* This curriculum ignores the ception. Pregnancy rates among 14 to Ii’-year-olds declined last 40 years - the feminist revolution, the birth control from 60.6 per year in 1981-82 (before the intervention) to revolution, the sexual revolution-in favor of an ideology of 25.1 in 1984-85. During the same period a comparison the 1950s. Denying that young people are sexual beings is not count showed a 5.5 increase in pregnancies, from 52.9 to an effective approach to the problem of teenage pregnancy. 58.3. These results clearly show that practical birth control information is an integral component of effective sex education programs. Footnotes 1. McGiIlicuddy-DeLisi, A.V Parental beliefs about developmental processes. Human Devdopment, 1982, 25, 192-200. 2. Sigel, I.E. Does hothousing rob children of their childhood? Earlj The traditional, sexist attitudes of the Sex Respect curriculum CbildhoodResearch Quarterly, 1987, 2, 211-225. are particularly disturbing. The “inherent differences” between 3. Brick, P. Sexuality today: An mstnute for educators and counselors. men and women are emphasized repeatedly in skits and Rutgers University, New Brunswick, New Jersey, July 25-28, 1988. dialogues. “In fact, a male can experience complete sexual 4. Ibid., Sigel. 5. Westheimer, R. & Lieberman, L. Sex and morality: Who is teaching our release with a woman he doesn’t like,” the guide reports, sex standards? New York: Harcourt Brace Jovanovich Inc., 1988, “whereas a woman usually can’t do so unless she loves her 6. Hatcher; R.A., et al. Contraceptive technology 1988-1989. New York: partner,” (p. 4). Reinforcing this inaccurate information, Irvington Publishers, Inc., 1988. Sex Respect quotes fictitious females saying, “1 don’t enjoy 7. Fine, M. Sexuality, schooling, and adolescent females: The missing discourse of desire. HarvardEducational Review, 1988, 58(l), 29-53. doing it anyway,” thus denying a woman’s right to enjoy 8. Ibid., Hatcher, et al. sexual intimacy. Myths about male sexuality appear as well: 9. Jones, E., et al. Teenage pregnancy in developed countries:

“Young males are tempted to. aggressively seek sexual Determinants and policy implications. Family Planninp - Persbectives.1 198j. release with whatever person they can persuade or force to 17(2), JJ-63. _ . _ 10. Vincent, M.L., Clearie. A.F. & Schluchter, M.D. Reducing adolescent accommodate them,” (p. 4). These comments portray pregnancy through school and community-based education. JAMA, 1987, females as victims and all males as potential predators, 257 (24), 3382-3386. creating serious misconceptions about male and female 11. Ibid., Fine. sexuality and reinforcing unhealthy and sexist stereotypes.“” (Continuedon page 19)

11 SIECUS Report, September/October 1988 Assessing the Health of Sex Education in a Time of Dis-Ease

The S.U.R.E. Method

David McAllister

As a sexual health educator for a large metropolitan health messages can even be heard. Only then is the third phase, department, I visit many different educational settings, “relearning,” possible. “Exercise” is the pivotal phase of the formal and informal, in a variety of communities. They all process where the ongoing fit of what is learned is evaluated share one thing in common: they are scared by the human within the living context of broad personal, social, ethical, immunodeficiency virus (HIV) as they never have been and spiritual values. If the new learning is found wanting, scared by any sexually transmitted disease (STD) before - it is spiraled back into the SURE process which is begun and they are turning to sex educators for understanding again. I will now apply an abbreviated SURE model to a and protection. HIV infection is also the number one few issues of consequence for sex education today, while concern of the students who register for the college classes I also introducing some techniques that have been found teach on human sexuality. Moreover, the sex educators useful by contemporary sex educators. attending my conference workshops and teacher-training sessions are often frightened themselves. Thus, the public not only has this terrible disease to deal with, but they also 1. The Self-Evaluation Phase have to deal with our dis-ease with AIDS as well. To illustrate the self-evaluation phase, I would like to lead you through a brief phenomenological investigation of some languagein common usage: “personal safety” with its For sex educators, the lesson is that the deeper the crisis the more we need to return to the inspiration that led us into buzzword “strangerdanger”; “sexual addiction”; “safe” and this field in the first place: that sex is a pervasive, abiding, “safer sex”; and “just say no.” To conduct a phenomeno- logical investigation, we must temporarily distance ourselves and positive force in life. Our goal should be the promotion from the comfortable familiarity of thesewords. Become of a sex-positive paradigm through sex-positive messages skeptical. Get suspiciousof these words. Be unsure of their and sex positive attitudes, that will promote sex-positive be- appropriateness.Don’t take their meanings for granted. In haviors that will lead to sex-positive lives. Our shared pur- pose should be to keep the healthy sex-positive view safe fact, take them entirely out of context and seewhat flavor and flourishing in a world in which it is threatened. they have standing on their own. What are the kinds of things one might “just say no” to? What kind of thinking or decision-making skills are being exercised?What feelings about others are engendered by “strangerdanger”? What is Although we may think of this as a particularly modern your image of an “addict” and his or her “addiction”? How problem, the history of sex education has been a series of do thesewords relate to our imagesof sexuality? As for the responses to each era’s dis-ease with human sexuality. Thus words “safe” or “safer sex,” and “personal safety,” what does far in history, sex education has been remedial. We always making safety a sexual issuesay about sex?I think you can arrive “late” as sex educators, after much mislearning has begin to seehow this phenomenological investigation can already been allowed to take place. Unfortunately, a high objectively disclosethe burden of negativity thesewords degree of mislearning is common because instruction, role impose on their referents. models, and practice (the opportunities to explore, experi- ment, and make mistakes) have most often been denied. Let us now look at what might happen in their absence. Once disabusedof the term “strangerdanger,” relationships The SURE Method with people already known by a child will no longer be Dr. derek calderwood’s proscription for remedial sex edu- wrongly held above scrutiny. If we do not qualify sex as cation is the four-phase SURE method: Self-evaluation, “safe” or “safer,” we are no longer implying that sex is Unlearning, Relearning, and Exercise (Brown, 1981). The inherently dangerous.What is dangerous,in this case, are first stage is to become “self-evaluative” of what is needed the infectious parametersof a particular, albeit serious, and wanted. Since we arrived late, mislearnings must be virus. Negative bias, in common usage,is often the glue “unlearned” in the second phase before our educational that holds public misinformation in place. - SIECUS Report, September/October 1988 12 2. The Unlearning Phase The point I would like to stress,with this example, is that in each of these phasesthe learning must be done by the To illustrate the unlearning phase, I would like to recreate learnersthemselves. Anything elseis an educationaldisservice. an experiential processthat took place with a mixed group of students, parents, and teachers-in-training. While only the students participated, everyone in the room wasmoved 3. The Relearning Phase by this experience. I began by placing two empty chairs in front of the room. I then askedthe students to imagine Relearning is the phasethat is most easily recognized as themselvessitting on thosetwo chairs,facing their ideal dates. educational. In this phase, we directly empower students by To make it more real for each of them, I askedthem to add giving them actual practice in the skills of critical thinking descriptive details of their date’s clothing, hairstyle, etc. and problem-solving. I will illustrate this phasewith a col- lege classthat wanted to openly acknowledgeand support their sexual feelings and needs, but felt that intercourse is They were then askedto call out the type of advice they an inappropriate dating activity in this day of AIDS. In this thought they would get, from different people, about the phaseof the SURE method, the students are seeking an al- issueof teenage intercourse. Asked what they thought a sex ternative to the belief that intercourse is the only mfficicantlj, educator’sadvice would be, pleasof “It’s OK to say no” and satirf&g sexual activity; unfortunately, this sadly is not a “Only if you’re ready,” and injunctions, such as “Be careful” topic that has been familiar to educational settings. There and “Use birth control,” rang out in the room. When asked presently is no name for sexual activites that do not include what advice they thought their parents would give them, penetration, other that the parallel term, “outercourse.”Thus, prohibitions ran the emotional gamut, climaxing with “If learnersembarking on such virgin territory often need some you do, 1’11kill you.” When askedto switch from parents to time to formulate their thoughts before sharing them. peers for advice, all the students shouted in unison, as if they had rehearsed:“Go for it!” Further advice alsowas elicited from individuals representing other interests With adequate preparatory time, students b,ecomeenthus- (medical, religious, etc.). iastic about sharing their responsesto sexuality issuesand about hearing what others have to say in answerto the same questions.Therefore, 81-in-the-blank worksheetsare usually All of us were soon oversaturated with the soundsof the welcome pre-discussionhomework. The students, inspired disparate, and often conflicting, advice that wasnow by the prospect that they will be proneers,most often read- ringing in our ears.I turned to the whole group-bringing ily welcome filling in the empty space-left by the previous in the parents and teachers-in-training- and made the unlearning phase-with their own thinking. point: the one thing that none of us needsright now is another piece of good advice-no matter how well- intended or well-founded. Students, in fact, most often Filling in a worksheet on outercoursegenerated the following need to unlearn what they have been told just to reclaim classdiscussion and conclusions: 1) Pregnancy is avoided if their status aslearners. sperm is kept away from the vulva; 2) STDs may be pre- vented if lesions, and their exudates, are avoided; and 3) For years, sex therapistshave recommended outercourse ex- I next askedthe students to expresstheir personal concerns ercisesto increasefeelings of comfortability with one’s,own, about premature intercourse. Some of their concernswere and another’s, sexuality. asfollows:

What will my family think? The students argued that outercourse is not inferior, less What if we get caught or found out? complete, nor lessmature than intercourse. In fact, outer- What will my date think of me now? coursemay demand greater creativity, communication What about pregnancy? skills, attention to detail, mutual sensitivity, and respon- What will my friends say? siveness.Outercourse is much more than a mere substitute What about STDs? for intercourse. It requires more attention and time than Will my date expect it every time now? intercourse, but it also can be more varied and can alter- Did I do it right? Am I normal? nately excite, inhibit, entice, prolong, tease,and progressto orgasmor not. The students said that they thought it de- meaning to call this “foreplay,” as outercoursecelebrates the As they called out each of these, I placed a large object on concept that getting there is the most fun. the two chairs-such as a box, briefcase,coat, or umbrella -to represent their responses.Soon the chairs could hold 4. The Exercise Phase no more. When I pointed out that now there wasalso no room left on the chairs for the imaginary couple, the room The last phase, exercise,is an evaluative phasewhich immediately becamevery quiet. When askedwhy they were assessesthe benefits for the larger society. One of the most so quiet, they responded with somevariation of the idea striking socialfeatures in sex education today is the incredible that the whole point of being loved is to be really known diversity of communities with specific values and needs. Yet, and loved for yourself, and that premature intercourse is likely to get in the way. (Continuedonpage 23)

13 SIECUS Report, September/October 1988 Homophobia and Sexuality Education

The Story of the Clinic’s Experience in New Hampshire

Chuck Rhoades and Cooper Thompson

On April 11, 1988, the Manchester, New Hampshire Union The Curriculum Leader ran an inflammatory front-page story, “Sex Ed Course OK’s Sodomy, Not Parents,” which began a seriesof The curriculum which resulted from this work, Mu&al’ homophobic attacks on the Strafford County Prenatal and Caring-Mutual Sharihg, askseducators to take an Family Planning Clinic in Dover, New Hampshire. These affirmative approach to sexuality- to seesexuality as attacks set off a controversy which eventually involved fundamentally healthy and multivariant in terms of its county, state, and federal officials, on the one hand, and individual expressions.It also asksthem to deal with issues the ACLU, NOW, and severalother progressive such as misogyny and homophobia. Twenty pagesof organizations on the other. While the Union Leader fueled introductory notes to the prospective teacher of this the controversy with sensationaliststories attacking the curriculum lay out our approach to the teaching of curriculum, its author, and the executive director of the sexuality; and twenty-five pagesare devoted to describing clinic, a variety of political leadersand appointees classsessions, which deal with decision-making, birth attempted to punish the Clinic for developing the control, and reproductive function. Rather than having curriculum. Facedwith theseattacks, the staff and the separatesessions devoted to misogyny and homophobia, board of directors of the clinic struggled to hold onto their material on gender roles and sexual orientation is funding while they continued to provide servicesto their integrated into the sessionsthrough structured activities low and moderate income clients. and suggestionsto the teacher about her or his behavior in the classroom.(Because it provoked most of the controversy, Unfortunately, theseattacks have not stopped and funding the introductory section “Assumptions and biasesabout for the health servicesprovided by the clinic is far from Sexual Orientation” has been reproduced and accompanies secure. this article.)

This story began four yearsago. In 1984, the Clinic was In pilot tests in New Hampshire in 1986, young people told awarded a small three-year federal grant to develop a us that they felt challenged by this material but that they program entitled “New Directions for Young Men.” The also learned a great deal from each other and from us-and State Bureau of Maternal and Child Health wasto felt that the program wasclearly worth their time. In administer and monitor the grant. Components of the workshopsfor educators acrossthe state, in 1986 and 1987, program included a media campaign to place storiesabout we were consistently applauded on our approach; other male reproductive health, workshopson male health and educators askedus for techniques to reduce homophobia in sexuality for area educators, and the development of a the classroomand for waysto give support to young people reproductive health curriculum for young men and women who had questionsabout their sexual orientation. The aged 14-18. Chuck Rhoades,the executive director of the curriculum waspublished in late 1987 and, soon thereafter, Clinic, wasto overseethe project; and Cooper Thompson wasnominated by New Hampshire health officials for a washired to write and pilot test the curriculum in 1985. national Health Promotion Award. It then appearsthat a

SIECUS Report, September/October 1988 14 tight-to-life group member, in northern New Hampshire, April 29: State and federal officials demanded that, by May obtained a copy of the curriculum and sent it to the Union 4, all remaining copies of the curriculum held by the Clinic Leader and to Senator Gordon Humphrey (R-NH). That be handed over to them; that the Clinic provide names of was in February, 1988. In April, the attacks on the all those who had requested and received a copy of the curriculum began. curriculum; and that the Clinic submit a detailed report concerning community review of the curriculum during its development. The Clinic wasinformed that the nomination for the Health Promotion Award wasbeing withdrawn. The Chronology of Events

May 2: The Clinic announced that it would submit the April 11: The conservative Union Leaderran an article, with report and temporarily stop distribution of the curriculum, the headline “Sex Ed Course OK’s Sodomy, Not Parents,” but would not hand over the remaining copies nor the and made a seriesof inaccurate and misleading statements namesof thosewho had received copies. about the curriculum. (“OK’s sodomy” is apparently a reference to the following sentencein the introduction: “. . gay and lesbian adolescents[are] perfectly normal and May 11: The county commissionersvoted to restore prenatal their sexual attraction to membersof the samesex [is] funding basedon a recommendation by the county attorney healthy.” The word “sodomy” is never used in the that their legal position wasweak. However, they continued curriculum. “Not Parents” is a reference to statementswe to publicly make statementsopposing the affirmative made in the introduction that it is difficult and perhaps positions on homosexuality in the curriculum. undesirable to get extensive parent involvement in a sexuality education program for older adolescents,beyond written permissionfor the child’s participation. We based May 12: The Union Leader published storisson clergy this on our experience working with parents and our reaction to the curriculum; one local member of the clergy assumption that a primary developmental task for called for the death penalty for gays. adolescentsis separation from their parents. This information wasnever given in the newspaperarticle.) May 13: A state official threatened action if the Clinic did not turn over remaining copies of the curriculum, and cited April 12: Two Strafford county commissionersvoted to a state claim to ownership of the intellectual property of the immediately suspendcounty funding of mote than $39,000 curriculum. a year for prenatal servicesand justified their actions on the During June, July, and August, negotiations were basisof the affirmative statementsin the curriculum conducted between the state and the Clinic, with the regarding lesbian and gay youth. The commissionersstated attorneys from the Reproductive Freedom Project of the that funding would be restored only if the Clinic disavowed ACLU representing the Clinic. Negotiations, concerning the curriculum and “its teachings about homosexuality.” the future distribution and ownership of the curriculum, were near to settlement when the state and the Clinic April 14: The New Hampshire National Organization of received notice on noncompliance with the federal contract Women publicly supported the Clinic and threatened the under which the curriculum was developed. In a letter from county commissionerswith a lawsuit; the Union Leader the Region I Office of Health and Human Services(but with authority from Cabaniss),the Clinic wascited for editorial for the sameday wasentitled “Saying Yesto noncompliance on technicalities in the community review Sodomy.” process,e.g., no invitations to meetings were sent to the membersof the community review committee. The letter April 16: Humphrey called for a federal investigation of the also stated that the curriculum could not be usedor Clinic and publicly condemned the curriculum. disseminatedby the state or by the Clinic and that certain “post-development costs” (not further specified) were disallowableunder the contract, and that an attempt would April 18: Nabers Cabaniss,a deputy assistantsecretary in be made to recover thesecosts, i.e., the Clinic might be the Department of Health and Human Serviceswith forced to pay back a portion of the contract monies already responsibility for monitoring all family planning funding received. in the United States, sent a memo to the federal Region I Office to “take whatever action is necessaryto suspendany Meanwhile, back in the Senate, the curriculum was being further dissemination of this curriculum.” used by Humphrey to spreadhis brand of homophobia to all the programs receiving federal funding under the FY 89 Labor, Education and Health and Human Services April 24: The i&ion Leaderpublished an editorial on the Appropriations Bill. On July 27, Humphrey introduced an curriculum and the Clinic entitled “The Perversion amendment to this bill that would prohibit any federal Pushers.” (Continuedonpage 18)

15 SIECUS Report, September/October 1988 vulnerabrltty and I Executive Director’s Note: We are running the particularly true for those teens who know at an early age, following pages from Mutual Caring-Mutual Sharing often before puberty, that they are attracted to members of to illustrate the institutionalized homophobia that sur- the same sex and yet experience a culture in which they are rounds this controversy. Certainly nothing in these told that they are immoral, evil, or sick. They are often pages deserves the intense time and money the rejected by parents and peers and must find the strength in government has spent to withhold this information. themselves to affirm a personhood which seemingly no one We are also printing these pages because we believe else will. that the suggestions in the text bear consideration by educators in planning their programs. Homophobia also causes problems for heterosexuals, especially young men, by defining affection and intimacy as in~eractibns between those of opposite sex partners only. This results in distant and non-feeling relationships between those of the same sex. In addition, homophobia Assumptions and Biases about reinforces some destructive aspects of traditional sex roles by Sexual Orientation asserting that “real men” are attracted to women and are to behave in a manly fashion; to be gay or presumed to be gay is cast as being feminized, weak, and less than a man. The In the past 15 years, there has been a major shift in the gay or gay-identified teen is therefore forced to struggle against a double layer of prejudice involving both his sexual research and psychological theory associated with feelings as well as his presumed lack of manliness. heterosexuality, bisexuality, and homosexuality. Prior to this time, research and theory concentrated on the problem7 of nd WI lat caused a homosexuality as deviant behavior ;~1 1 The research on sexual orientation has revealed that most of person to become a homosexual. With an mcreasecr 1. 1 r.1 .I the popular beliefs concerning the causes of hetero-, bi-, understanding of homosexuanry, tne IOCI necame me and homosexuality are myths. What emerges from current problem of homophobia (the negative reactions people thought and research in the sexuality field is that have to homosexuality and bisexuality) and what causes orientation appears to be established early in life, probably sexual orientation. Unfortunately, adolescent sexuality by age three. The discovery process of one’s orientation to education materials generally haven’t caught up with these same and/or opposite sex occurs later in sexual development changes and continue to have a homophobic tone and processes, from adolescence through adulthood. There is present homosexuality as a deviant behavior, a “problem” strong evidence to suggest that there is nothing a parent similar to the problems of transvestitism or pedophilia, or can do to influence orientation one way or another. at best an “alternative lifestyle.” A rare exception is the Orientation appears to be the result of a complex set of wonderful book for teens, Changing Bodies, Changing factors, so that, ultimately, no one knows why some people Lives, in which equal time is given to same sex and opposite are lesbian, gay or heterosexual. What is known is that sex partners and in which gay and lesbian teens are as lesbians and gay m exist in all societies. What changes affirmed as heterosexual teens. drastically from society to society is not necessarily the numbers of lesbians and gays and certainly not the presence of lesbians and gays, but the treatment of lesbians and gays. We chose to take an affiimative approach to sexual orientation in this curriculum because we, too, believe that the problem is a homophobic culture, not the behaviors of Because of all the dynamics mentioned above, dealing the gays, lesbians, and bisexuals in the culture. Because of affirmatively with sexual orientation issues presents a this homophobia, lesbians and bisexuals experience an challenge to the sex educator. Even if the sex education enormous amount of prejudice and discrimination on a materials and the sex educators affirm all sexual daily basis, resulting in a sense of invisibility and orientations and actively suport gay, lesbian, and bisexual

SIECUS Report, September/October 1988 16 students, the school and community may hold homophobic this is the case, then we encourage you to consider how to attitudes. Parents’ fears of a teacher “encouraging” deal with these people’s homophobia. Seeking the support homosexuality or bisexuality may make the teaching of a of colleagues or the co-leader, if one is available, is certainly positive, affirming approach difficult, despite the fact that a starting point. Remember, the problem is not your sexual the parents’ fears are not supported by the available research. orientation or the fact that you are being affirming of gay and lesbian youth; the problem is homophobia. (If you are We personally still have many questions about the best way lesbian, bisexual, or gay, you may well feel the impact of to handle homophobia in educational settings. But based this at a deeper and more personal level. ,We encourage you on our knowledge and experiences at the time of to seek support from those you trust and, like the situation developing and writing this curriculum, we decided to deal faced by heterosexuals, focus on homophobia as the problem.) with sexual orientation in the following ways: How leaders and the participants deal with public declarations of individual sexual orientations is tricky. A 1. We set a groundrule early on that participants should basic groundrule for leaders is that they not share information refer to their sexual partners as “partners” or “sexual about their own sexual experiences. A ground-rule which partners” rather than as “girlfriend” or “boyfriend.” We did may be used with adolescent participants is that they also this as a way to provide some anonymity to those teens who not share personal sexual information with the group. But might have a same sex partner and would feel unable to talk part of the impact of cultural homophobia is that gays, about their experiences in the group. In setting this lesbians, and bisexuals are sexualited by the culture; groundrule, we explained to the group our reasons for doing so. (See related comments about this below.) understanding the impact of this homophobia forces one to realize that sexual orientation is a separate issue from sexual 2. In role plays, vignettes, or case studies, we always tried to expression. So a groundrule about sharing of personal include lesbian, gay, and bisexual characters in addition to sexual material doesn’t really deal with the problem heterosexual characters. presented here. 3. In discussing birth control methods and risk factors in unplanned pregnancy, we raised the question of why it might be important for gays and lesbians to be informed Heterosexuals have the luxury of being able to share about methods even though same sex partners may not have information about the gender of their partners casually, to worry about unplanned pregnancy. We talked about risk without having to worry about other’s negative reactions. factors associated with STD’s between same sex partners and Lesbian and gay teens may be particulary confused and/or discussed safer sex practices, especially in the context of AIDS. frightened about others’ reactions to their sexual 4. We were very clear with the teens that some of them or orientation (and they have every right to be) and so will their friends might be gay, lesbian, or bisexual and only share this information in very rare circumstances. So it reminded them that it might be scary for them or their would seem unfair to allow heterosexual participants, or friends when this discovery was made. We made the more accurately those participants who believe that they are assertion that gay and lesbian adolescents were perfectly heterosexual, to state their sexual orientation in light of the normal and that their sexual attraction to members of the experience of the gay or lesbian teen who does not feel safe same sex was healthy. to share their sexuality orientation. To make matters worse, 5. We provided information on what is known about the a teen who believes that they are heterosexual may declare causes of sexual orientation, debunking the popular their sexual orientation by a denial that they are gay or mythology in the process. lesbian and perhaps make disparaging comments about 6. We responded appropriately when disparaging gays and lesbians in the process. comments were made about gays, lesbians, and bisexuals. This included responding to the casual or perjorative use of words such as fag, queer, lezzie, etc. One way to solve this dilemma is by having a groundrule that no one should state their sexual orientation. However, this could result in a situation of secrecy; the educator may be perceived as saying to the group that it isn’t safe to be We did not attempt to develop activities on homosexuality gay or lesbian and thus there may be even less safety for the or homophobia per se but tried to bring an affirmative tone gay or lesbian teen during the program. and style to the entire curriculum. In a longer program on

sexualitv.,I we would have included senarateI activites. In the appendix to this curriculum are resources for curriculum on What the educator might consider doing is setting the homosexuality and homophobia. groundrule about the term “partner” that we suggested above and fully explaining to the group why that As a sexuality educator who deals affirmatively with sexual groundrule is in place. Suggest that people who generally orientation, you may find that there is some suspicion on consider themselves heterosexual not state their sexual the part of participants or sponsors that you are lesbian, orientation in deference to the experience of gays and gay, or bisexual. These suspicions about you are a reflection lesbians who are often not free to share this information. of their homophobia. Depending on how strongly they feel Hopefully, by having had this discussion, you will have this, they may distance themselves from you, discredit you, indicated to some of the participants that you are an ally for raise questions about the appropriateness of the program, them while educating some of the other participants about even try to interfere with the teaching of the program. If their homophobia.

17 SIECUS Report, September/October 1988 (Continuedfrompage 15) The casehas also demonstrated, sadly, that there is substantial freedom to be homophobic in this society and funding of programs, curricula, materials, or servicesthat little safety being affirmative of lesbian and gay youth and “promote or encourage homosexuality” or use words adults. Public officials were never publicly challanged by “stating that homosexuality is ‘normal,’ ‘natural,’ or their colleagueson statements, such as the one made by a ‘healthy.’ ” SenatorsWeicker, Kennedy, and Cranston spoke county commissioner,“When I wasa kid we called them in opposition, but the amendment passed82-15. Later, the queers,” even though a similarly casualstatement using amendment was deleted in the House-SenateConference the term “nigger” would have drawn criticism from Committee, with the wording changed to prohibit the use conservativesand liberals alike. Many individuals in the of federal funds for programs “designed to promote or region privately told us of their support for our position, encourage,directly. sexual activity, homosexual or but they felt that they could not do so publicly. Some heterosexual.” liberals took issuewith our use of the term “normal” and “healthy,” and suggestedthat, if we had usedless What Does All This Mean? unequivocal terms to describe lesbiansand gay men, they could have supported us more easily. Tolerance may be a saferposition, but it is a far cry from affirmation. As of late August, the negotiations involving the Clinic have not been completed. And even if the Clinic is eventually allowed to distribute the curriculum again-and On the hopeful side, this controversy provided one more a token fine is levied-there is justified concern about opportunity to exposehomophobia asa public threat. It future funding and the monitoring of any funds that might provided an opportunity for many people-heterosexual as be granted. State officials have been actively seeking well as lesbianand gay- to publicly condemn homophobic another family planning grantee in the region, but no officals and to support an educational approach, which other organization has agreed to provide family planning correctly labels homophobia as the problem and takes an servicesin lieu of the Clinic (a consciousact of solidarity affirmative and inclusive approach to issuesof sexual with the Clinic). orientation in sexuality education programs.

Even if funding is continued, those state and federal This controversy has also had a profound impact on both of officials charged with monitoring family planning programs the authors. There have been times when we have wanted could harassthe Clinic well into the future with a variety of to walk away from this. As heterosexual men, we have come petty demandsfor reports and documentation. In fact, to realize that we have the privilege of being able to live our other family planning grantees, around the country, have lives in (relative) peace, without having to deal with the recently been warned by federal regional health officers that day-to-day homophobia experienced by our lesbian and gay they must be in strict compliance with the regulations friends and colleagues.But all of this has also strengthened regarding community review of materials. It would not be us, and it has reaffirmed that we were heading in the right surprising if other granteeshad to undergo a detailed direction when we began. So Chuck Rhoadesremains the investigation of the processthey use to screenmaterials in executive director of the Clinic, where his priority, at this their programs. Any material, suggestingan affirmative time, is to insure funding of essentialservices to its clients. app_roachto homosexuality, may be suspectand, in effect, And Cooper Thompson continues his educational work as censoredby the feds. Given the Senate’srecent willingness the national coordinator of the Campaign to End Homo- to passan antihomosexuality amendment, censorshipof phobia. We are determined to find a way to end the censor- lesbian and gay affirmative materials could becomea stated ship of the curriculum and to get it back into distribution; national policy and not just the reflection of a few and we are committed to making the connections between bureaucrats’ homophobia. sexuality education and homophobia.

More generally, this controversy has severely stretched the resourcesof a highly respected community agencywhich Chuck Rhoadeshas been a sexual’ity educator for 11 years; serves8,400 low and moderate income women and their Cooper Thompson has been an educator on issuesof families. Their health has, in effect, been jeopardized by oppressionfor the past 10 years. others’ homophobia. (More precisely, male homophobia which, ironically, underscoresthe link between homo- phobia and misogyny that is made in the curriculum.) Editor’s Note: While the staff and the board of directors of the Clinic As of September 7, 1988, Mzltual Caring-Mutual’ Sharing have, at times, been strengthened by this fight, they are can be purchasedfrom The Clinic, 50 Chestnut Street, clearly tired of battling homophobia and look forward to P.O. Box 791, Dover, New Hampshire 03820 for $12. giving all of their energiesto their clients.

SIECUS Report, September/October 1988 18 Lonferencehemmarh e _A . CalendarA 4 .a

I “AIDS: A CHALLENGE FOR EDUCATORS:’ October 20-21, products to protect health care personnel from blood-borne 1988. A conference “designed to provide administrators of public viruses.” Grand Hyatt Hotel, Washington, DC. Contact: 3rd ! and private schools, colleges and universities, principals or their National Forum on AIDS and Hepatitis B, c/o ASM Meetings designates, and senior teaching and counselling staff with a Department, 1913 Eye Street NW, Washington, DC 20006, (202) comprehensive and practical approach to managing implications 8339680. i of AIDS in the school. Experts from Canada and the United States will facilitate a candid look at the imp1 ications of this deadly INTERVENTION IN CHILD SEXUAL ABUSE: ’ VICTIMS, disease, and will provide participants with the information OFFENDERS, AND SURVIVORS (seminars), November 30, required to implement sound practices to deal with AIDS in the December1, LDecember 2, 1988. Training with Suzanne M. SGroi, educational system.” Toronto Airuort Hilton. Toronto. Ontario. MD. and A. Nicholas Groth. PhD. Hotel Ibis, Disneyland, 1 Canada. Contact: I Med-Corp, Inc:, Occupational Health and Anaheim, California. Contact: Doroth) i Molis, Forensic Mental Management Consultants, Suite 200-1~ 15, Queen Street East, Health Associates, 29 Linwood Street, Webster, MA 01570. (503) Brampton, Ontario, LLW 3P6, Canada, (416) 4529111. 943-3581.

BUREAU OF NATIONAL AFFAIRS SEMINAR, “WORK AND AMI {RICAN COLLEGE OF NURSE-MIDWIVES 34TH ANNUAL FAMILY CONNECTIONS: CHANGING CONFLICT INTO COP JVENTION, “ONE WORLD. . MANY HANDS:‘.Jzlne 4-7, I COOPERATION, ” October 20-21, 1988. Twenty-one 1989. Sheraton Harbor Island Hotel, San Diego, California. organizations will contribute to the seminar. The Mavflower Contact: Steul ranie Jo Kerby, Convention Coordinator, American Hotel, Washington, DC. Cor rtact: Work and Family Seminar College of Nurse-Midwives, 1522 K Street NW, Suite 1120, Registrar, BNA Conference, :2445 1 M Street NW, Suite 275, Washington, DC 20005, (202) 347-5545. Washington, DC 20037, l-800-424-9890 or (202) 452-4420. THE V INTER .NATIONAL CONFERENCE ON AIDS: THE SEXUAL ADDICTION SEMINARS, “ADVANCED TRAINING: SCIENTIFIC PLND SOCIAL CHALLENGE.” (24 credit hours). COUNSELING THE SEXUAL ADDICT,” October23-27 and June 4-9, 1989. Sponsored by the International Development December4-8, 1988.Sponsored by the Golden Valley Institute for Research Centre, the Department of National Health and Welfare, Behavioral Medicine. “Designed to enhance the health care Ottawa, Canada, and the World Health Organization, and professional’s knowledge and treatment of sexual addiction and “sanctioned” bv the International AIDS Societv. “The AIDS provide professional materials to assist in the treatment of sexual pandemic has brought with it a gradual affirmation of our dependency.” Facul ty and presenters include Patrick Carries, PhD, interdependence as countries, communities, governments, Eli Coleman, PhD, and Ginger Manley Contact: Sarah Sandberg, biomedical and social scientists, and in divid&. Achieving the Executive Director, Golden Valley Health Center, 4101 Golden partnership which must emerge as a response to our mutual needs Valley Road, Golden Valley, MN 55422, (612) 588-2771 x3300. is the overall goal for this, the V International Conference on AIDS.” The conference will “provide a forum for bringing together 3RD NATIONAL FORUM ON AIDS AND HEPATITIS B, the knowledge, the views and the perspectives of biomedical and “PROTECTING THE HEALTH OF AMERICAS HEALTHCARE social scientists, public policymakers and communitv-based AIDS SYSTEM,” November 21-22, 1988. Sponsored by the National orgal nizations.” Focal areas will be epidemiology and public Foundation for Infectious Diseases, organized with the assistance heal1 th; clinical aspects of AIDS; research; AIDS and the indi- of the American Society for Microbiology, and co-sponsored by 33 vidual; AIDS, society and behavior; ethics and law; international organizations. Designed for individuals and organizations who issues; and the economic impact of AIDS. Palais des Con&, “require the most current informatior 1 on AIDS and Hepatitis B Montreal, Quebec, Canada.Contact: V International Conference infection control in the workplace” ar rd who are “responsible for on AIDS, Secretariat Kenness Canada Inc., 1010 St. Catherine formula0 ing health care prot&tion policies, creating educational Street West, Suite 628, Montreal, Quebec, Canada H3B lG7, programs, implemc :nting management strategies, and developing (514) 874-4006.

(Continuedfrompage11)

12. Cates, Jr., W. Abortions for teenagers. In J.E. Hodgson (cd.), Abortion Work. Catherine A. Sanderson is a j&o?; majoring in psy- and sterilization: Medical and social aspects. London: Academic Press, cholbgy at Stanford University, where she has also worked 1981, 139-154. 13. Adler, N.E. & Dolcini, P. Psychological issues in abortion for as a counselorin a health information centeel:During the adolescents. In G.B. Melton (ed.), Adolescent abortion: Psychological and summer of 198Gand 1987, Sanderson assistedwith the legal issues. Lincoln: University of Nebraska Press, 1986, 74-95. researchfor the 1988-1989edition of Contraceptive Tech- 14. Brady, J. Personal health. The New York Times, April 30, 1986, CU. nology with ProfessorJames Trussel’lat Princeton University. During this past summel; she worked with the New Jersey Susan N. Wilson, MSEd, is the executive coordinator of the Network for Farnib Life Education, researchingarticles on New Jersey Network for Family Life Education, Centerfor childsexuaL’abuseand AIDS knowledge among adol’escents, Community Education, Rutgers University Schoolof Social andassisting with AIDS prevention teacher training.

19 SIECUS Report, September/October 1988 News l . l

What About the Boys? boy’s motivation to be sexually respon- logical and societalreasons, the sible; and how new insight into male- connections between sexual activity, According to Karen J. Pittman, specific sexuality can lead to more pregnancy, and parenthood are weake director of the Adolescent Prevention effective teen pregnancy prevention for boys than for girls. Second, societa Policy Division of the Children’s programs. responseto unintended pregnancy for Defense Fund (CDF), a major reason boys is much lesscritical and stigma- teenage pregnancy prevention pro- The report statesthat adolescentatti- tizing than it is for girls. Third, societ: grams are not more effective is because tudes tend to reflect societal attitudes: instructors, counselors, and other “Society promotes a double standard of service providers often do not seem to sexual behavior -what is considered understand that when it comes to sex appropriate sexual behavior for males is boys and girls are different. Co- something quite different for females. educational sexuality programs, she Despite increasedawareness of its said, are typically packaged for pervasivenessand impact, that double adolescent women rather than males, standard continues to stand as one of despite research suggesting girls the most seriousthreats to efforts to (16 mm & VideolColorl60 Mix) already know more about sex than help teens delay sexual activity and Produced for: boys. Therefore, educational efforts pregnancy. Boys are expected to per- Institute of Rehabilitation Medicine may be unconsciously reflecting and form, to compete, and to seeksexual New York University Medical Center even reinforcing society’s double gratification. They often are taught to Joan L. Bardach Ph.D., Project Director Frank Padrone Ph.D., CeDirector standard of sexual behavior which associateintercourse with manhood. Girls, on the other hand, are ex- holds that boys who impregnate Choices is a film which can be used unintentionally are - at least - unwise. pected to be loving, supportive, and time and time again in rehabilitation “Programs,” Pittman said, “should be nurturing. They are cautioned that facilities human sexuality programs and packaged differently to reach young marriage (or at a minimum, love) is a in any group where issues of sexual in- men.” prerequisite for sexual intercourse.” teraction and adjustment to a disability are being discussed. If both parts cannot According to the report, attitudinal be purchased, Part 1 i.s a tremendously A new report from CDF, What differences appear to be ingrained by good discussion starter and should not About the Boys: Teenage Pregnancy the first experiencewith intercourse be missed. Prevention Strategies, is the latest in (age 15.7 yearsfor boys, 16.2 years for Pam Soy/e, Coordinator: Reproductive Health the Adolescent Pregnancy Prevention and Disabilities Program of the Margaret girls). “Although they have equal levels Sanger Center of Planned Parenthood. NYC. Clearinghouseseries. (A companion of anxiety about first intercourse, girls report, Adolescent and Young Adult are likely to be worried about whether Fathers: Problems and Solutions, was they are doing the right thing, while published earlier in May.) The new boys are worried about whether they report contains descriptions of 27 are doing the thing right.” programs that addressyoung males’ Mercury Productions needsfor sexuality-specific informa- 7 West 18th Street, 2nd f/r The report also emphasizesthat the tion, counseling, and services- drawn NYC 70077 from a CDF-convened meeting of “sex ability of teenage boys to escape (212) 869-4073 researchersand program experts with responsibilitieshas increased long-standing insight into the prob- significantly in recent years, as two- thirds of unmarried teenage mothers lems facing young males.” It also definitions of responsibleparenthood are either unwilling or unable to list considersa number of important link responsibility to financial support the father’s nameson birth certificates. studies reflecting on adolescent for boys and to nurturing for girls, sexuality attitudes and practices. The making it difficult for young men who report givesspecial attention to: gender The report statesthat three attitudinal do not have jobs or employment differences in adolescentattitudes and differencesstand out and have prospectsto seethemselves as ‘respon- behavior; how the ability to escape important implications for pregnancy sible’ parents either now or in the parenthood responsibilitiesaffects a prevention. “First, for both physio- future.”

SIECUS Report, September/October 19gg 20 When discussing sexual activity and should be the first line of defense “We want everyone to seethat there is parenthood, the traditional message to against teenage pregnancy.” The fact truly a worldwide effort underway and adolescents to “wait until you are better that boys express more desire for access to see just how broad and wide the off’ makes little sense to an increasing to sexuality information and counsel- global effort has become in just a few segment of the population with dimin- ing than do girls, yet girls have a better years.” ishing prospects for economic security, understanding of sexuality than do the report states. They take such advice boys also suggests a need for greater as meaning, “don’t ever have children.” emphasis on male sexuality in counsel- An official symbol, action kits with The report also confirms that adoles- ing and other services. suggested activities, fact sheets, and cents with the most limited life WORLDAIDSDAY stationery are some options, including recreation, education In cocclusion: “As communities of the materials WHO plans to make and employment, are the most likely to respond to the calls for increased male available to participants. In addition, become teenage parents. involvement in preventing unintended the first WORLDAIDSDAY Newsletter adolescent pregnancies with proposals debuted September 1, 1988. The report cites innovative sexuality for new or expanded pregnancy programs - that take ‘whole adolescent’ prevention strategies, it is essential that any proposed strategies be built solidly The objectives of WORLDAIDSDAY on facts, not misconceptions, about are: young males’ attitudes and behaviors and about what young people need to l To tell people everywhere that improve their ability to avoid early AIDS can be stopped worldwide;

sexual activity and pregnancy.” l To convince people that their responsible behavior can protect them and stop the spread of AIDS;

l To encourage compassion and understanding toward those who WORLDAIDSDAY have AIDS or are infected with the Anatomy virus; “1988 shah’ be a year of communication and cooperation about AIDS in which we shalL, l To highlight the extraordinary Models range and scope of the fight against l openfully the channelsof com- AIDS- all over the world; munication in each society so as to l To support AIDS prevention and inform and educate more wisely, broadly, and intensively; control programs everywhere.

Special Education l strengthen the exchange of information and education and WORLDAIDSDAY was announced by expe&nce amongallcountries; and WHO Director-General, Dr. Halfdan l forge, through information and Mahler, in the spirit of the London Declar- education andsocia/l’eadership, a ation, following the historic AIDS Summit spiri? of social tol’erance.” of Ministers of Health inJanuary 1988.

The London Declaration of the World Summit of Ministers of Heal’th SOFT l DURABLE l SIMPLE Programmes for AIDS Prevention, EXPLICIT ’ PORTABLE London 26-28 January, 1988. New Report Shows REALISTIC Weakness of Abortion As

jim jackson and company The World Health Organization has an Election Issue 33 richdale avenue unveiled plans for WORLDAIDSDAY: The Alan Guttmacher Institute (AGI) Cambridge, massachusetts 02140 December 1, 1988. The announcement recently announced that analysesof (617) 864-9063 free brochure came in the form of a call for ministers federal election results, from 1974 to of health to proclaim WORLDAIDS- 1986, convincingly demonstrate that DAY in individual countries. The abortion has had little or no influence theme of the day will be: “Tell the on the outcome of the vast majority of World What You’re Doing About races,and that the widespread AIDS.” perception that support for abortion is approaches including job counseling- inherently politically dangerousis as offering the most promise for success false. Contrary to popular belief, they in reaching young males. “Given the “We want countries, organizations, said, antiabortion groups have not-as societal emphasis on the father as and individuals involved in the fight they have claimed - been successfulin provider, it is not surprising to hear against AIDS to know they’re not sabotaging the election prospects of some experts argue that, in many ways, alone” saidJonathan Mann, Director of politicians who refuse to support their improving young males’ life options WHO’s Global Programme on AIDS. agenda. Moreover, when given a chance _I 21 SIECUS Report, September/October 1988 to vote directly on proposals to cratic voters only slightly higher. The report documents a number of prohibit or restrict access to abortion Moreover, the report notes: “the occasionson which Congresshas defied through ballot initiatives or referenda Republican Party’s abortion position antiabortion activists’ threats of in seven states and three cities across doesnot reflect the views of. . . even presumed retaliation at the polls - the the country, the voters have disavowed delegatesto its own conventions. Only most recent wasthe vote on Judge the antiabortion position on all but 28% of the delegatesto the I980 Re- Bork’s confirmation to the Supreme one occasion. publican convention favored an anti- Court. National Right To Life Com- abortion constitutional amendment, mittee PresidentJohn Wilke pro- even though the party’s platform and claimed this “the most crucial prolife These are the major conclusions of Ronald Reaganstrongly backedone.” vote in I4 years,” and warned that “this AGI’s new report, “When the Conven- is one vote where no prolifer will accept tional Wisdom Is Wrong: A Reexam- any reasonor any excusefrom a senator ination of the Role of Abortion As an The analysesalso demonstrate that who opposesJudge Bark.” Yet 58 Issue in Federal Elections, 1974-1986” political support for abortion cuts senators,including the 18 up for re- by Patricia Donovan, associate for law acrossreligious and racial lines. election in 1988, voted againstJudge and public policy with The Alan Despite the widespread perception Bork’s SupremeCourt nomination. Guttmacher Institute. The report, that Blacks are antiabortion, the report Another indication of changing recently issued by the Institute’s points out that nearly all Black mem- perceptions, according to the analyses, Washington, DC. public policy office, bersof Congresshave been strong is the fact that severalhighly visible charts the rise of abortion as a national prochoice advocates,and public politicians in recent yearshave either political issue following the I973 opinion polls have indicated that a modified or fatally reversedearlier Supreme Court decision in Roe v. majority of Blacks opposethe antiabortion positions in preparation Wade, and documents the role that prohibition of abortion. Similarly, for statewide or national campaigns. abortion has, or more often has not, despite the Catholic Church’s strong played in federal elections since that opposition to abortion, Catholics do time. not differ significantly from other Despite thesechanges in perception Americans in their stand on the issue. and Congress’unwillingness to reverse For example, according to a New York the legality of abortion, the report The report notes that public opinion Times/CBSsurvey, nearly two-thirds of points out that Congressstill tries to solidified in favor of legal abortion all Catholics feel that “the right of a appeasethe right to life movement, in before 1973 and has not wavered for woman to have an abortion should be every other way, by condoning, or at the past 15 years, despite efforts by the left entirely to the woman and her least tolerating, right to life assaults antiabortion movement - and the doctors.” on an increasingly wide range of issues active support of President Reagan- to that until recently were regarded as overturn the Supreme Court decision peripheral or even unrelated to the and make abortion illegal. Further- Even so, the perception that support antiabortion cause. more, it documents that support for for legal abortion waspolitically risky abortion doesnot divide along partisan was solidified, according to the report, lines nor doesit break down along soonafter the 1973 decision due, in President of The Alan Guttmacher racial or religious lines. Most large part, to the immediate and un- Institute, Jeannie Rosoff, in com- Republicansand most Democrats precedented political visibility of the menting on the findings of the report, said: “There are seriousand far- support legal abortion, asdo most Catholic hierarchy on the issue,and Catholics, despite their church’sstrong later, to the perceived riseto political reaching consequencesof Congress’ opposition to abortion. prominence of the evangelical perceived need to bow to right to life Christian “New Right.” The report pressureat every turn - consequences points out that this misperception not generally well understood by the The report suggeststhat the misper- went largely unchallenged by the American people. Women in the ception that Democrats are prochoice media, which tended to portray the United States,and in developing and that Republicansare antiabortion antiabortion movement as a major countries, have had their accessto is basedmainly on the fact that, since political force, regardlessof evidence family planning servicesconditioned 1976, the Republican Party platform from public opinion polls, election on their ignorance of abortion, as a has supported a constitutional analyses,and antiabortion referenda result of right to life agitation. amendment prohibiting abortion resultsindicating otherwise. Researchinto new methods of while the Democratic platform has contraception has been stalled and new supported a woman’sright to choose.It methods available-in other countries points out, however, that according to According to the analyses,however, in may never come to the market in the a 1987 national survey, nearly six in ten recent yearsit appearsthat this deeply United States, due to the antiabortion Republican voters opposea constitu- entrenched political perception about intimidation of drug companies.” tional amendment prohibiting abortion, abortion on Capitol Hill and in the with the proportion among Demo- media is slowly beginning to change.

SIECUS Report, September/October I988 22 A SIECUS UPDATE From Debra W. Haffner, Executive Director

Twenty five years ago this fall, a small group of diverse unplanned; teenagers have a million pregnancies a year; the professionals were working diligently to lay the foundation for sexual abuse of children continues; sexually transmitted a new national organization. The purpose was to provide a disease rates are increasing; and the AIDS epidemic is national forum to establish sexuality as a health entity. changing the way we view our sexuality. Eight years of the Their work came to fruition on April 29, 1964, as the Sex Reagan administration have seen a return to sex discrimin- Information and Education Council of the United States ation, institutionalized homophobia, and continual attacks received its charter in the State of Delaware. on our sexual rights.

Today as we begin plans for SIECUS’ 25 th anniversary, we During the past 25 years, SIECUS has played a leadership are struck by how far we have come. Sex education is now role in providing sexuality information and advocating the formally mandated in 13 states, and supported by dozens of sexual rights of all people. SIECUS continues to affirm mainstream organizati’ ons. It is well recognized that medi- sexualitv as a natural~-.~ ..---~and ~~-..---,healthv rDart ..__ (of living. SIECUS .cal and public health. - professionals shoulod receive training collects: develops, and disseminates information and m human sexuality. Contracept ion is readily available to educational materials, promotes communication about most Americans, abortion is 1eLcondoms are sold at the checkout counters of suDer- L markets and c(lnvenience stores. Both men and women are SIECUS houses the leading sexuality education library in encouraged to lead fulfilling professional and personal the country. Our dedicated staff provide technical assist- lives. Consumer maga2:ines regularly feature articles on all ante, training resources, and information to thousands of aspects of sexu lality, and radio and television talk shows, professionals and individuals each year. Over 2000 members dealing with sexual issues, proliferate. 1988 is very different form a SIECUS network across the country. than IMA We are very excited about our plans for the coming year. And yet how far we still have to go. Sexuality education We expect to increasemembership services,issue new pub- continues to be surrounded by controversy. The media and lications, build a new program department, convene a advertisements continue to bombard us with sexually national meeting on sex education, and releasea major exploitive messages. A double standard still rages in our report, “Sex Education 2000.” As always,we will continue schools, and women continue to earn significantly less than to be in the forefront of advocating the need for sexuality men in comparable jobs. Negative consequences of sexual education and information for people of all ages.We behavior persist: half of the babies born in America are welcome your continued support.

(Continuedfrom page 13) many sex educatorshesitate at the point of getting specific videos, and other artwork to illustrate what we really mean and their ideals are not broken down into usable models, by sex-positive health in daily life -with specific, life-en- much lessrole-models, that can be incorporated into or hancing, relevant, and practical sex-positive messagesthat illustrated by our daily lives. Often no flesh is put on the can actually be lived. bonesof our paradigms and the public, left on its own to decipher what we mean by a “sex positive” paradigm, for example, is not really sure of what we are trying to say. Reference calderwood, d. Educating the educators. In L. Brown, (ed.), Sex education Moreover, people fear for the values specific to their com- in the eighties: The challenge of healthy sexual evolution. New York and munity when we leave them unspecified. I think this may London: Plenum Press, 1981, 191-201. be why many people are confused and ambivalent, and certainly divided, in their support of sex education. Can David McAllisteq MA, recently received an award from the respectcome without understanding? Can understanding New York City Department of Heal’th for his outstanding come without examples?Can we touch people with our z&year contn’bution to the Department. He teaches human messagesif we avoid their daily lives? sexuality within the City University of New York system, trains teachers andprincipalj- for the New York City School If getting down to specificsis risky businessfor sex educa- Boara’in sexuality education, andspeaksat many conferences tion, then why not call it “art,” adopt pseudonyms, and get and workshops. He is a doctoral candidate in the human on with it. Let us write plays and novels and create films, sexuality program of New York University.

23 SIECUS Report, September/October 1988 AIDS AND SAFER SEX EDUCATION

An Annotated SIECUS Bibliography of Available Print and Audiovisual Materials

ince the first SIECUS bilbiography about AIDS in an unmenacing way. The Son AIDS and safer sex education, BOOKS artist worked in collaboration with Swiss there has been a veritable explosion in immunologist, Dr. Silvo Barandun, to materials on AIDS. This bibliography insure accuracy. The drawings illustrate how contains a wide range of materials for GeneraZ Public one cannot catch AIDS, safer sex tech- different audiences. The citations, which niques, and the ways in which young people are at risk of HIV infection. (1987, are listed without evaluation, include 52 pp.; $6.95.) books, curricula, and audiovisuals for AIDS: FACTS AND ISSUES AIDS and safer sex education. Victor Gong, ed. Lapis Press, 18SO Union Street, Suite 466, San Francisco, CA, 94123; 415/922-4600. The editor and 19 other contributors to this Many of the publishers and distributors book-which has been written for the listed below have other materials on general public- draw from a wide range of AIDS not specifically related to educ- experience in medicine, epidemiology, AIDS FACTS ation, prevention, and safer sex. Many nursing, psychology, immunology, micro- Sandee Boese and Ellis Bowman, also will continue, no doubt, to make biology, social work, and activism in the gay editors/publishers available new resources on AIDS. You community. The book was originally pub- This magazine-style booklet is intended for may, therefore, wish to request their lished in 1985 under the title UNDER- STANDING AIDS. (1986 rev., 388 pp.; junior and senior high school students and complete publication lists or catalogs $25.00 hard cover, $10.95 paper.) members of employee assistance programs, and to ask to be placed on their health care organizations, governments and mailing lists for new publications. Rutgers University Press, 30 Coh’ege military agencies, and their families. It Avenue, New Bmnswick, NJ 08903; includes medical and scientific data, a Please note that, other than its own 201/932-7762. variety of high-interest articles and reports, publications, SIECUS does not sell or and color graphics and photographs. (1988, distribute any of these publications. 33 pp.; l-49 copies, prepaid, $3.50; 50 Most of the print materials are available copies or more, $1.75, AIDS Facts AIDS: PERSONAL STORIES IN Instructor’s Guide, $10, add 10% p/h.) for use, however, at SIECUS’ Mary S. PERSONAL PERSPECTIVE Calderone Library, New York University, Earl E. Shelp, et al. Classroom Connections, Inc., PO. Box 32 Washington Place, Room 52, New 2208, Merced: CA 9j344; 916/444-6009. York, NY 10003; 2121673-3850. Provides information about AIDS, its effect on both patients and nonpatients, the Single copies of this bibliography are response of society, and the obligation of the church. (1986, 204 pp.; $7.95.) AIDS IN THE MIND OF AMERICA available from SIECUS on receipt Dennis Altman of payment and a stamped, self-ad- Pilgrim Press, 131 West 31 Street, New York, NY 10001; 212094.8j55. dressed, business-size envelope. In bulk, This book provides an analysis of how the they are $2.50 each for 5-49 copies and AIDS epidemic is altering our attitudes $1.50 each for 50 copies or more. Please toward sex, disease, death, medicine, and add 15% to cover postage and politics, in both America and abroad. The handling (p/h). AIDS: YOU CAN’T CATCH IT book examines reactions to AIDS and its HOLDING HANDS far-reaching ramifications. (1986, 216 pp.; Niki de Saint Phalle This bibliography was compiled by $16.75.) Laura Berman, with assistance from A colotful picture book, done in crayon Anchor Press/Do&ea’ay, I?O. Box 5071, SIECUS staff. and felt-tip pen, that presents the facts Des Plaines, IL 60017.jO71; j16/873-4561.

SIECUS Report, September/October 1988 24 , AND THE BAND PLAYED ON: and courage, told with directness and SEE SPOT, SEE SPOT RUN. . FROM POLITICS, PEOPLE AND THE AIDS feeling. (1986, 254 pp.; $3.95.) AIDS EPIDEMIC Oak Tree Pzddications, Inc., 3870 Murphy Ric Soya Randy Shilts Canyon Road Suite 203, San Diego, CA 92123; 619/>60-5163. Sixteen lesson plans, developed by teachers By the time America woke up to the for teaching about AIDS, are assembled in dangers of the AIDS epidemic, the disease this loo-page resource publication. Lessons had spread to every corner of the nation. are provided for grades kindergarten Although not without factual errors, this through sixth. (1987, $13.40.) book will astound and enrage. (1987, 630 SURGEON GENERALS REPORT ON pp.; $24.95.) ACQUIRED IMMUNE DEFICIENCY National Association of Teachers of SYNDROME Comprehensive Health Education, 6020 St. Martin ? Press, 175 Fifth Avenue, New C. Everett Koop, Surgeon General of the Miles Avenue, Hunt Park, CA 902jj; York, NY 10010; 212/674-jlJ1. United States 212/J82-4ri,O.

This booklet provides information about AIDS, how it is transmitted, the relative TERRY THE FRIENDLY DRAGON HELPS BORROWED TIME: AN AIDS MEMOIR risks of infection, and how it can be pre- YOU TO BE AIDS SMART Paul Monett vented. (1986, 36 pp.; free.) The love story of two men battling AIDS l%S. Department of Health and Human This booklet for students, K-3, describes the immune system as a suit of armor, together. Newswe& called it, “A powerful Services, Hedth Resources and Services account of shattering eloquence.” (1988, Administration, Bureau of Health Care outlines how AIDS cannot be caught, and describes ways to help protect the immune 352 pp.; $18.95.) Delivery a&Assistance, Division of Maternal and Chdd Health, RockviLe, MD system. The booklet uses map puzzles and Harcourt Brace Jovanovich, 111 Fifth 208J7; 301/443-2330. picture-find activities. (1988, 15 pp.; 50 Avenue, New York, NY 10003; activity booklets (minimum), $37.50; bulk 212/614-3000 or l-800-346-8648. rates available. A curriculum (not available for preview) accompanies the booklet. YOU CAN DO SOMETHING ABOUT Creatitie Graphics, PO. Box381, Mount AIDS Vernon, OH 43OjO; 614/392-4327. EPIDEMIC OF COURAGE: FACING AIDS Sasha Alyson, ed. IN AMERICA Ion G. Nungesser A free book, from the publishing commun- WHAT KIDS NEED TO The author, who himself has AIDS, talks ity, for the millions of Americans whose KNOW. . . ABOUT AIDS with seven people with AIDS about the energy and compassion will win the battle impact the disease has on their lives. He against AIDS. (1988, 126 pp.; free.) This curriculum integrates AIDS education goes on to talk with a lover, a mother, a into life skills for elementary school children. The Stop AIDS Project, Inc., 40 Plympton It is divided by grade level and between brother, a health care provider, and a friend Street, Boston, MA 02118; 617042-5679. about the crises they have suffered while AIDS and life skill exercises. It provides working with and loving people with AIDS. information and activities for students as (1986, 255 pp.; $7.95.) well as a section on staff training. It will need to be supplemented with additional St. Martini Press, 17J Fifth Avenue, New information. (1987, 141 pp.; $15.) York, NY 10010; 212/674-JlJl. CURRICULA Planned Parenthood of North East Pennsylvania, 112 North 13th Street, Al’lentown, PA 18102: 215/439-8008. SEX, DRUGS AND AIDS 0,talee Wachter

Based on the film, SEX, DRUGS AND EZementary LeveZ AIDS, which is directed toward teenagers, MiddZe ScbooUHigb Scl.~ooZ this book dispels the myths of how the virus is transmitted and provides young people with AIDS: LEARN FOR YOUR LIFE ways to safeguard themselves. Although THE KIDS ON THE BLOCK Linda Langs and Faye Howard Winters written for teenagers, it is an excellent introductory book for anyone concerned This program on AIDS prevention is de- This package consists of a curriculum of about AIDS. (1987, 76 pp.; $3.95.) signed to complement an existing program lesson plans and a 25-minute video. Aimed on sex education and/or family life educ- at high school students, these materials give Bantam Books, 66J Fifth Avenue, New ation for grades five and up. It is available information on what AIDS is, how the virus York, NY 10022; 212/76fj-6JOO. for demonstration programs at national is transmitted, and how to prevent its trans- conferences. (1988, $1475 for puppets, mission. There is flexibility in the curriculum scripts, props and follow-up activities, plus for stressing abstinence and/or condom $750 for one-day training for up to 25 usage. (1987, 52 pp.; $350; discounts for THE SCREAMING ROOM teachers or dramatic actors.) bulk orders.) Barbara Peabody The Kids on the Block, Inc., 938J-C All Media Productions, Educational Division, A mother’s journal of her son’s struggle Gerwig Lane, CoLumbia, MD 21406, 1424 Luke Drive SE. PO. Box K, Grand with AIDS. A true story of love, dedication, 301/290-909j or l-800.368.KIDS. Rapids. MI 49501; 616/4J9-9703.

25 SIECUS Report, September/October 1988 AIDS: THE PREVENTABLE EPIDEMIC MEDICAL, PSYCHOLOGICAL, AND Claudia L. Webster SOCIAL IMPLICATIONS OF AIDS: A SAFER SEX CURRICULUM FOR YOUNG ADULTS This teacher’s guide presents three lesson Ralph C. Johnston I?RINT MATERIALS plans for teaching about AIDS in grades 9-12. It is designed to be part of the com- This curriculum, designed for late high municable diseases unit of a health curric- school and college courses in health or ulum. A video of the same title is intended social studies, consists of eight two-hour THE COMPLETE GUIDE to be used with the teacher’s guide. (1987, lessons. Covers topics such as the basic fdCtS TO SAFE SEX teacher’s guide, 25 pp.; $6.00 in Oregon, about AIDS, AIDS in the human context, Institute for Advanced Study of Human $10.00 out of state; video $30.00.) AIDS and sexuality, and the ethics of AIDS. Sexuality AIDS Education Program, Oregon State (1987, 150 pp.; $25) Ted McIlvenna, ed. Health Division, PO. Box 231, Portland State University of New York AIDS This book presents a review of the current OR 97207. Education Project, SAHI: HSC-L2-042, information available on AIDS and sug- Stony Brook, NY 11794; S16/444-3242. gests many avenues for sexual expression which minimize or eliminate HIV transmis- sion risks. (1987, 217 pp.; prices vary from AIDS: WHAT YOU AND YOUR $6.95 to $3.50, each depending on quantity FRIENDS NEED TO KNOW TEACHING AIDS: A RESOURCE GUIDE ordered, plus p/h.) Seattle-King County Department of Public ON ACQUIRED IMMUNE DEFICIENCY Health SYNDROME Exodus Trust AIDS Project, PO. Box 21J2, Akron, OH 44308-2152. A lesson plan on AIDS designed to help Marcia Quackenbush and high school students make more informed Pamela Sargent decisions about risk-taking behavior. Includes slides that accompany the lessons. (1987, 24 This newly revised resource guide assists teachers in integrating AIDS information CONDOM: WHAT IT IS FOR, pp.; $15.) into existing courses. Includes lesson plans HOW IT WORKS Seat&King County Department of Pub& which cover the medical, social, and legal Provides information on the historical Health, 116 Summit Avenue, Suite 200, aspects of AIDS, and provides worksheets, development of the condom; how to use Seattle, WA 98101; 206/X?7-4999. trouble-shooting tips, and a resource and care for condoms; the pros and cons of listing. (1988, 159 pp.; $19.95 + 15% p/h.) using condoms; condoms and vaginal con- Network Pdications, PO. Box 1830, Santa traceptives; choosing and buying condoms; Cruz, CA 9SO61-1830; 408/438-4080. and persuading your partner to use a con- AIDS: WHAT YOUNG ADULTS dom. Includes a sample script for safer sex SHOULD KNOW and a glossary. (1988, I1 pp.; $.75 for single William L. Yarber copy, bulk rates available.) The instructor’s manual presents goals for Adults Planned Parenthood Federation of Amen’ca, AIDS education and a three-session lesson Marketing Department, 810 Seventh plan. It also outlines eight learning oppor- Avenue, New York, NY 10019; tunities to reinforce the personal health 2121'603-46~6. behaviors and attitudes emphasized by the AIDS IN THE WORKPLACE PACKAGE student’s guide. Includes test questions, and student handouts and worksheets. A comprehensive multimedia educational (1987, instructor’s guide; 44 pp.; $8.95 + program, suitable for any workplace, which CONDOMS ARE SAFES p/h; student guide, 20 pp.; prices vary from includes: Don Arioli and Catherine Blake $2.50 to $l/copy depending on quantity Frank and explicit cartoon characters, ordered.) 1. A 23-minute video, An Epidemic of Fear: AIDS in the Workplace. Jimmy Penis and Vicky Vulva, attempt to AmeriGan A&ance for Health, PhysicaL encourage condom use. The characters Education, Recreation and Dance, 900 2. A 68-page Educational Guide for illustrate how to use condoms properly. Association Drive, Reston, Va 22091; Managers. (1987, 32 pp.; $1.95 U.S., $2.95 Canada + 703/476-3400. 3, A 5 S-page Strategy tinual and an $2 p/h, bulk rates available.) Appendix, which provide suggestions The Fay Institute of Human Relations Inc., for developing policies and guidelines PO. Box~p, CDN, Montreal, Canada H3S for responding to AIDS in the work 2S4; J14/737-1394. EDUCATOR’S GUIDE TO AIDS AND environment. OTHER STDS 4. Several brochures (five copies each) Stephen R. Sroka including AIDS in the Workplace: A Guide for Employers. FACILITATOR’S GUIDE TO This guide for middle and senior high EROTICIZING SAFER SEX: school teachers provides lessons on AIDS A PSYCHOEDUCATIONAL WORKSHOP and other STDs. Includes a pre/post (1986; total package, $398; strategy manual APPROACH TO SAFER SEX questionnaire for students, worksheets, and appendix, $60; video, $275; leader’s EDUCATION glossaries, and background information. guide, $65.) Luis Palacios-Jimenez and Michael Shernoff (1987, 31 pp.; $25.) San Francisco AIDS Foundation, PO. Box Stephen R. Sroka Inc., 1284 Manor Park, 6182, San Francisco, CA 94103; This manual provides information on facil- Lakewook OH44107; 216/J21-1766. 42I/864-4376. itating workshops for gay and bisexual men

SIECUS Report, September/October 1988 26 -

on adopting safer sex guidelines. Can be ation about AIDS; with information about adapted for use by other groups. (1986, 33 LEADER RESOURCES the legal implications of AIDS in the school pp.; $8.00.) setting; and with an overview of school board policy responses to AIDS taken by school Gay Men’s Health Crbis, Education AIDS: A PUBLIC HEALTH districts across the nation. The report also Department,Box 274, 132 West 24th CHALLENGE- STATE ISSUES, POLICIES provides information on developing an Street, New York, NY 10011; 212/807- 7j17. AND PROGRAMS AIDS policy and an AIDS currriculum. Intergovernmental Health Policy Project (1986, 55 pp., $15.) Research and Information Services A collection of information directed toward Department, NASBA, 1680 Duke Street, PLAY SAFE: HOW TO AVOID GETTING policymakers. Volume I assessesthe prob- Al’exandriia, VA 22314. SEXUALLY TRANSMITTED DISEASES lem, with sections on administration/ Bea Mandel and Byron Mandel organization, screening/testing, surveillance, confidentiality, and the potential for dis- This book uses a question-and-answer crimination Volume II addresses manage- AIDS EDUCATION: CURRICULUM AND format to convey information about what ment and financing, service programs, HEALTH POLICY STDs are, how they are and are not trans- medical care, support services, education, William L. Yarber mitted, how they are prevented, commun- and research. Volume III is a resource ication with a partner about STDs, and guide. (1987, three volumes, 500 pp.; $80.) This informative publication includes an what to do if you think you have a STD. AIDS knowledge self-test and provides in- (1986, 98 pp.; $4.95.) Intergovernmental Health Policy Project, formation on teaching about AIDS educ- The George Washington University, 2011 I Center for Health Information, PO. Box ation; school health policies for persons Street NW Suite 200, Washington, DC with AIDS; selected resources for AIDS 4636, Foster City, CA 94404; 20006; 202/872-144j. 41r/345-6669. education and health policy; and an AIDS summary sheet. (1987, 58 pp.; S.90 each copy, with liberal discounts on bulk purchases.) AIDS: PUBLIC POLICY DIMENSIONS SAFE SEX GUIDELINES FOR WOMEN John Griggs, ed. Phi Delta Kappa, 8th Street and Union AT RISK OF AIDS TRANSMISSION Avenue, Box 789, BLoomington, IN 47402; Based on the proceedings of a national 812/339-1156. This sexually explicit fact sheet lists safe and conference sponsored by the United Hospital unsafe activities and presents information Fund and the Institute for Health Policy on the use of condoms, spemricides, latex Studies. The book is divided into seven gloves and barriers. (1986, 2 pp.; $10 each.) sections: AIDS and Health Policy; The AIDS/HIV EXPERIMENTAL TREATMENT DIRECTORY San Francisco AIDS Foundation, PO. Box Politics of AIDS; AIDS and Schools; AIDS 6192, San Francisco, CA 94103; and the Blood Supply; Acute Medical A directory of experimental treatments and 415/8644-43 76. Services: Four Case Studies; Community drug trials for AIDS and related illnesses, Care Services; and Financial Perspectives of prepared with the technical assistance of AIDS. (1987, 308 pp.; $30.) the Professional Outreach Program of The United Hospitd Fund 55 Fifh Avenue, National Institute of Allergy and Infectious SAFE SEX IN A DANGEROUS WORLD: New York, NY 10003; 212/64rj-UOO. Diseases. Includes a bibliography of treat- UNDERSTANDING AND COPING ment; review articles; a list of treatment WITH THE THREAT OF AIDS evaluation units; a map showing the loca- Art Ulene, MD tion of treatment trials; an index of physician investigators, manufacturers, and devel- Rather than emphasizing “safe sex,” Ulene AIDS AND ADOLESCENTS: THE TIME opers; and regional hemophilia coordinating FOR PREVENTION IS NOW feels one should concentrate on “safe part- centers. (1988, Vol. I, revised and expanded, Debra W. Haffner ners”- those uninfected persons with whom 89 pp., supplement, January 1988, 15 pp., one can be safe and free. Useful for junior/ This is the conference report from the first Vol. II, May 1988, 118 pp.; $30 for one-year senior high school and college students. national meeting on AIDS and Adolescents, subscription, $15 for individual copy.) Parents will also find the book helpful convened by the Center for Population Op- (1987, 108 pp.; $3.95.) American Foundation for AIDS Research, tions in April, 1987. Written to help pro- AmFAR Treatment Directory, 40 West j 7th Vintage Books, 201 East fiOth Street, New gram planners, educators, and policymakers Street, Suite 406, New York, NY York, NY 10022; 212/7jl-2600. design effective AIDS prevention programs 10019-4001; 212/333-3118. for teenagers. (1987, 24 pp.; $10.) Center For Population Options, 1012 14th Street NW Warhington, DC 2OOOj; AIDS ON THE COLLEGE CAMPUS SAFE SEX IN THE AGE OF AIDS 202/347-j 700. Ted McIlvenna Richard P. Keeling, MD, ed. This book presents information and guide- Prepared by a sexologist at the Institute for lines to assist campuses with their educational Advanced Study of Human Sexuality, this AIDS AND THE PUBLIC SCHOOLS programs and policy development. It con- book answers the questions of today’s sex- sists of a series of separate statements which ually liberated adults in a fully candid, Susan Hooper and Gwendolyn Gregory address specific issues related to AIDS as positive way. (1986, 88 pp.; $3.95.) college health care providers, students, and Citadel’ Press, 120 Enterprtse Avenue, The primary objective of this report is to student services personnel officers see Secaucus, New Jersey 07094; 201/866-4199. provide school leaders with medical inform- them. (1986, 86 pp.; $7.50.)

27 SIECUS Report, September/October 1788 American College Health Association, REPORT OF THE SURGEON GENERALS Oryx Press, 2214 North Central’at Encanto, 1~879 Cra66r Branch Way, Rockde, MD WORKSHOP ON CHILDREN WITH HIV Phoenix, AZ 8jOO4-1483; l-800.4rj7-ORYX 208JJ; 301/963-1100. INFECTION AND THEIR FAMILIES or 602/2%6156. U.S. Department of Health and Human Services

This workshop report on pediatric AIDS is AIDS AND ADOLESCENTS: CONFRONTING AIDS: UPDATE 88 written for individuals well-versed in med- RESOURCES FOR EDUCATORS Institute of Medicine, National Academy of ical terminology. Topics covered include Center for Population Options Sciences epidemiology and transmission of HIV, supportive treatment of pediatric HIV in- A periodic bibliography on AIDS educ- This compendium updates the October fection, drug abuse and women’s medical ation materials. Attention is paid to 1986 Institute of Medicine report, issues, and treatment of children with HIV dispelling myths and to the inclusion of CONFRONTING AIDS: DIRECTIONS infection. (1987, 102 pp.) information to prevent infection. Includes FOR PUBLIC HEALTH, HEALTH CARE, curricula, pamphlets, materials for parents, US. Department of Health andHuman movies, and leader resources. (1987, 6 pp.; AND RESEARCH. The two books together Services, Publ’ic Health Service, Heabh $2 + 15% p/h.) provide definitive information on what we Resources and Services Administration now know about HIV Infection and its Bureau of Health Care Delivery and Center for Population Options, 1012 14th epidemiology, education, care of people Assistance, Division of Maternal and Child Street NK Washington, DC 20005; infected with HIV, drugs, and the inter- Health, Roc,&de, MD 2085 7; 202/347-5700. national aspects of the AIDS epidemic. 3011443-2330. (1988, $15.95.) National Academy Press, 2101 Constitution Avenue NK Washington, DC 20418; AIDS INFORMATION RESOURCES DIRECTORY 202/334-266J. RESPONDING TO AIDS: PSYCHOSOCIAL INITIATlVES A compilation of 1100 educational Carl B. Leukefeld and Manuel Fimbres materials on AIDS, divided by target population. (1988, 192 pp.; $10.) A collection of papers which were comm- CRITERIA FOR EVALUATING A issioned by the National Association of American Foundation for AIDS Research, CURRICULUM Social Workers, with sponsorship from the 40 West J7th Street, New %r.& NY 10019; National Coalition of Advocates National Institute of Mental Health. The 212/333-3118. for Students three overall objectives of this book are: to identify what is known about the psycho- NCAS has developed criteria related to social issues surrounding AIDS; to discuss both curriculum content and curriculum the professional roles and training require- THE AIDS INFORMATION development and evaluation. Developmental ments needed to meet the psychosocial SOURCEBOOK characteristics of students from grades kindergraten through 12 are listed along needs of individuals, families, and com- munities; and to identify needed services. This sourcebook is divided into a chronol- with suggestions for appropriate approaches (1987, 95 pp.; $12.95.) ogy of the AIDS epidemrc; a directory of to AIDS education at each stage. Also facilities including educational and coun- includes staff training, what students National Association of Social Workers, PO. seling programs, research, and testing facil- should know, and parental and community Box 32J0, Baltimore, MD 21228, ities; and a five-year bibliography of AIDS- involvement. Available in Spanish. (1988, 301/788-1066. related items, including books, articles, 23 pp.; $4.00 includes p/h.) periodicals, films, videos, and bibliogra- National Coalition of Advocates for phies. (1987, 112 pp.; $35.) Students, 100 Boylston Street, Suite 737, Oryx Press, 2214 North Centralat Encanto, Boston, MA 02116; 617/357-8jO7. Phoenix, AZ 8jOO4-143. BIBLIOGRAPHIES

AND A RESOURCE LIBRARY ON AIDS FINAL REPORT: PRESIDENTIAL Patricia Hanson, PhD COMMISSION ON THE HUMAN DIRECTORIES IMMUNODEFICIENCY VIRUS A collection of films, books, education EPIDEMIC curricula, and training guides. (1988, 10 pp.; $3, bulk rates available.) The Presidential Commission heard more than 500 expert witnesses and, in June The Rensselaerville Institute, Rensselaer&e, 1988, delivered a comprehensive set of re- NY 12147; 518/797-3783. commendations to the President on patient AIDS care, health care providers, research, pre- David A. Tyckoson, ed. . vention, education, societal issues, legal and ethical issues, financing, and the inter- WOMEN AND AIDS: CLINICAL Lists and summarizes the most important national aspects of the HIV epidemic. RESOURCE GUIDE and readily available articles, books, and Women’s Health Outreach US. Government Bookstore, 26 Federal other publications for an undergraduate Plaza, New York, NY 10278; 212/264-3826. audience. (1986, 91 pp.; $15.) A collection of information on transmission

SIECLJS Report, September/October 1988 28 and risk reduction as they apply to sexual AIDS: CHANGING THE RULES safer sex, in a community with diverse activity, drug use, and perinatal issues; a experience and values. It follows teenagers medical overview; infection control; children Ronald Reagan, Jr., Beverly Johnson and who are making a videotape on AIDS and teens; psychosocial issues; AIDS pro- Rueben Blades host this film-directed at prevention in their own style and language. gram development; and referrals. (1986, heterosexual adults-which clearly suggests Uses humor, contemporary music, and approximately 400 pp.; $40.) steps individuals can take to minimize the true-to-life encounters to engage young risk of contracting HIV. (1987, 26 min.; people in a dialogue on HIV prevention, Women’s Health Outreach, San Francisco $40, VHS or Beta; $50, X” videocassette) (1988, 30 min.; $10 for preview and $225 AIDS Foundation, PO. Box 6183, San for purchase.) Francisco, CA 94103; 415/864-43 76. AIDS Films, JO West 34th Street, Suite 6B6, New York, NY 10001; 212/629-6288. Peer Education Health Resource, PO. BOX 3262, Minneapohs, MN55403.

THE WORKPLACE AND AIDS: A AIDS: TAKING ACTION GUIDE TO SERVICES AND INFORMATION Intended to help young people understand ANSWERS ABOUT AIDS -THE Allan Halcrow, ed. the facts concerning AIDS and to encourage SURGEON GENERAL them to become active in the fight to con- A directory of organizations, education trol the spread of the disease. Includes a A question-and-answer session with Surgeon programs, consultants, and articles which comprehensive teacher’s guide. (1988; one General C. Everett Koop and a classroom of focus on AIDS in the workplace. (1988, 35 video and one handbook, $250, plus ship- teenagers. Dr. Koop dispels myths about pp.; l-5 copies free, 5 + copies, $3 each.) ping/handling, $7/package ($21 maximum attending school with another student with The Workplace and AIDS, I?O. Box 2440, charge), quantity discounts available.) AIDS and discusses testing for HIV. Because Costa Mesa, CA 92628; 714/7Jl-1883. of the limited number of specific topics All Media Productions, Educational covered, this video is best used as a supple- Division, 1424 Lake Drive SE, Suite 222, ment to a more comprehensive AIDS edu- GrandRapids, MI 49SO6; 616/459-9703. cation program. (1986, 16 min.; $75.) American Red Cross. Contact your local chapter for aL resources. If there is difficulty in locating or obtaining materialj; contact AIDS: WHAT EVERYONE NEEDS the RegionaL Operations Headquarters. AUDIOVISUALS TO KNOW This newly updated teaching film explains the facts about AIDS, stresses prevention, and notes that abstinence and avoiding A LETTER FROM BRIAN ABOUT AIDS used IV drug needles are the only absolute ways not to be infected by the HIV virus. Designed by the American Red Cross to This video presents interviews with experts Interviews with people with AIDS emphasize help teenagers understand the facts about and people of all ages, and cartoon rein- the importance of avoiding infection. AIDS. A letter from an ex-boyfriend forces forcement of the facts about AIDS. Specific (1988, 18% min.; $275, VHS; $390, 16mm.) a teenager to cope with the threat of AIDS. AIDS-related information, including trans- Churchill Films, 622 North Robertson Workbooks and study guides are available mission, risk behaviors, condoms, and HIV Bodevard, Los Angeles, CA 90069; at local Red Cross Chapters. (1987, 29 min.; antibody testing, is explained and discussed. 213/6f,7-5110 or I-800-334-7830. available on loan free, $95, purchase.) The video provides excellent information and Amencan Red Cross, National Headquarters. promotes sexual responsibility. (1987, 20 Washington, D.C. 20006; 202/639-3219 or min.; $300.) Modern Z/king Pictures, 5000 Park Street Channing L. Bete Co., Inc., 200 State Road, North, St. Petersburg, FLA 33 709, THE AIDS MOVIE South Deerfield] MA 01373; 413/&j-7611. 813/541-S763 for loan) or l-800.237.4j99 Features AIDS educator, David Brumbach, forpurchase). speaking on the importance of awareness and prevention. Paul, Sunny, and Susan, AIDS: AN ENEMY AMONG US three people with AIDS, share the realities of living with AIDS. (1986, 26 min.; $450, Sixteen-year-old Scott must come to terms MAKING IT. . SAFE film; $380, video; $57, rental of 16mm with the fact that he has contracted HIV only.) through a blood transfusion. This moving This video highlights the necessity of prac- drama presents important facts as well as the New Day Films, Riverview Drive, Wayne, ticing safer sex. It indicates why safer sex is anger, fear, and uncertainty that surround NJ 07470-33191; 201/628-9111. important and how to practice it, and en- AIDS. Gladys Knight portrays an immun- courages the incorporation of creative sensual ologist who helps to dispel the myths and to sex techniques, with a strong emphasis on explain the facts to Scott’s peers and family. condom use. (1987, 58 min. or 30 min. for (1988, 45 min.; $245, VHS.) ALL OF US AND AIDS edited version; $300 or $275 for edited version.) Churchill Films, 662 North Robertson Boulevard Los Angeles, CA 90069; This dramatic video models responsible Cinep/ex Inc., 8275 MaryLand Montreal, 213/6S7-JllO or l-800-334-7830. sexual decision-making, from abstinence to Quebec, Canada H4P 203; 514/342-2340.

29 SIECUS Report, September/October 1988 SEX, DRUGS, AND AIDS Mothers of AIDS Patients (MAP), c/o AIDS Barbara Peabody, 3403 E Street, San Diego, This film, narrated by Rae Dawn Chong, CA 92102; 6191234-3432. begins with information on how HIV is ORGANIZATIONS and is not transmitted. Other important National AIDS Network, 2033 M Street, parts of the film include: young women Suite 800, Washington, DC 20036; talking about protecting themselves against 2021293-2437. STDs and pregnancy, five people who have AIDS telling how they got it, and a man The following organizations provide National Association of People with AIDS. who was previously homophobic talking information, research and/or services P.O. Box 65472, Washington, DC 20335; about how his attitudes changed when he on AIDS. Some publish pamphlets, 2021483-7979. watched his gay brother die of AIDS. (1986, booklets, and newsletters. Contact 17 min.; $400, lbmm; $325, video; $75, them directly for more information. National Coalition of Gay STD Services, rental.) P.O. Box 239, Milwaukee, WI 53201; Select Media, 74 Variik Street, New York, 4141277-7671. NY10013; 212/431-8923. AIDS Action Council, 729 8th Street SE, National Hemophilia Foundation, 110 Suite 200, Washington, DC 20003; Green Street, room 406, New York, NY 2021547-3101. 10012; 212/219-8180.

THE SUBJECT IS AIDS The AIDS Institute, New York State Health National Leadership Coalition on AIDS, Department, Empire State Plaza, Corning 1150 17th Street NW, Suite 202, This video, based on Sex, Drugs and AIDS Tower, Room 1931, Albany, NY 12237, Washington, DC 20005; 202/ 638-0001. (see above), includes some changes which l-800-462-1884. make it appropriate for a younger (junior National Lesbian and Gay Health high) audience. It emphasizes abstinence as AIDS Information Exchange, U.S. Foundation, P.O. Box 65472, Washington, the key form of AIDS prevention. It includes Conference of Mayors, 1620 Eye Street NW, DC 20035; 2021797-3708. an introduction by Surgeon General C. Ev- Washington, DC 20006; 2021293-7330. erett Koop on the importance of AIDS Planned Parenthood Federation of education. The scene, in which a man talks AIDS Information, US. Public Health America, 810 Seventh Avenue, New York, about his gay brother who has died of AIDS, Services, Office of Public Affairs, Room NY 10019; 212/541-7800. has been replaced by three teens who give 721-H, 200 Independence Avenue SW, their views on AIDS (1987, 18 min.; $400, Washington, DC 20201; 202/245-6867. San Francisco AIDS Foundation, P.O. Box 16mm; $325, video; $85, rental.) 6182, San Francisco, CA 94103; 4151864-4376; 4151 864-4376. Select Media, 74 l&rid Street, New York, AIDS Public Education Program, American NY10013,212/431-8923. Red Cross, 1730 D Street NW, Washington, DC 20003; 4041329-2891. Sex Information and Education Council of the U.S. (SIECLJS), 32 Washington Place, AIDS-Related Discrimination Unit, American New York, NY 10003; 212/673-3850. TOO LITTLE, TOO LATE Civil Liberties Union, 123 West 43rd Street, New York, NY 10036; 2121944-9800.

In this documentary, members of families American Foundation for AIDS Research of people with AIDS share their pain and (AmFAR), 40 West 57th Street, Suite 406, frustration, and the solace they have de- New York, NY 10019; 2121333-3118. rived, while helping their loved ones die NATIONAL AIDS peacefully. The film features Barbara American Red Cross, 1730 E Street NW, Peabody, artist and author of the book, Washington, DC 20006; 2021639-3223. HOTLINES THE SCREAMING ROOM. The film pro- vides a sense of the experiences of families Center For Population Options, 1012 14th of people with AIDS. (1987, 48 min.; $75, Street NW, Suite 1200, Washington, DC rental; $400, purchase.) 20005;202/347-5700. National AIDS Hotline: Fanlight Productions, 47 Hal’ifax Street, l-800-342-AIDS Boston, MA 02130; 617/,24-0980. ETR Associates, 1700 Mission Street, Suite 203, P.O. Box 1830, Santa Cruz, CA 95061; 408/438-4080. National Institute on Drug Abuse: l-800-662-HELP YOUNG PEOPLE AND AIDS Gay Men’s Health Crisis, Box 274, 132 West 24th Street, New York, NY 10011; This video has the same format and inform- 2121807-6655. National Gay Task Force: l-800-221-7044 ation as ABOUTAIDS, except the inter- Institute for the Protection of Lesbian and views are with school age individuals and AIDS Crisisline: l-800-221-7044 the section on HIV antibody testing is not Gay Youth, 110 E. 23rd Street, 10th Floor, included. Best suited for middle/junior high New York, NY 10010; 212/473-1113. school students. (1987, 18 min.; $300.) STD National Hotline: I-800-227-8922 Lambda Legal Defense and Education Charming L. Bete Co., Inc., 200 State Road, Fund, 132 West 43rd Street, New York, NY South Deerfield, MA 013 73; 413/664- 7611. 10036; 2121944-9488. AZT and Related Drugs: l-800-843-9388

SIECUS Report, September/October 1988 30 Index to Volume XVI

SePtemberI x987-July 1988

Articles -Titles Book Reviews and Titles The AIDS Epidemic: Implications for the Sexuality Sandoval, Jesus A. IMPACT88: Dallas’ Countywide Adolescent Sexualities: Overviews and P&zples of Education of Our Youth. Debra W. Haffner. No. 6, Plan for Reducing Teen Pregnancy (Public Policy, Intervention. Paula Allen-Meares and David A. p. 1. Part II: Community Initiatives) No. 3, p. 1. Shores. No. 3, p. 21. AIDS Prevention & Civil Liberties: The False Sarrel, Lorna. SexandTodayi Menopausal Woman AIDS: Public Polzcy Dimensions. John Griggs, ed. Securz>y ofMandatory Testing. Nan Hunter. No. 1, No. 6, p. 6. No. 2, p. 16. p. 1. Shernoff, Michael. Pre- a&Post-test Coumeling for Gender Issues, Sex Offenses and CriminalJustice: The Church andlts Holistic Paradigm of Sexuality. Individuals Zzking the HIV Antibody Test. No. 1, Current Trends. Sol Chaneles, ed. No. 1, p. 22. Wilson Yates. No. 415, p. 1. p. 10. How Schools Can help Combat Student Pregnancy. Empowering Teens: The National YWCA? PACT Tabbutt, Jill. Empowering Teens: The Natzonal Nancy Compton, Mara Duncan and Jack Hruska. program. Jill Tabbutt. No. 2, p. 8. YWCA? PACTProgram. No. 2, p. 8. No. 3, p. 20. IMP,4CT 88: Dallas’ Countywide P.&z for Reducing Wilson, Susan. The New Jersey Statewide Family Journey into Sexuality: An Exploratory Voyage. Ira Zen Pregnancy. (Public Policy, Parr II: Community Lzfe Education Mandate: The Ongoing Stay of On> L. Reiss. No. 2, p. 18. Initiatives) Jesus A. Sandoval. No. 3, p. 1. State’s Active Leadershib Role in Develobinp and Kairos, Confession of a Gay Priest. Zalmon 0. Implementing Public Policy. (Public PolLcy, Fart I: National Intra- Organizational Policy: A Bluepnht Sherwood. No. 415, p. 19. Statewide and National Initiatives) No. 2, p 1. for Constructive Action in Program Development, Long Time Passing: Lives of Older Lesbians. Marcy Research a&Advocacy. Jane Quinn. No. 2, p. 6. Yates, Wilson. T&e Church and its Holzstzc Adelman, ed. No. 2, p. 18. Paradigm of Sexuality. No. 4/5, p. 1. The New Jersey Statewide Family Life Educatzon Love and Sex After Forty: A Gzlrde for Men and Mandate: The Ongoing Story of One State i Active Women in TheirMtdandLater Years. Robert Butler Leadership Role in Developing andImplementing and Myrna Lewis. No. 1. p. 20. Public Policy (Public Policy, Part I: Statewide and National Initiatives). Susan Wilson. No. 2, p. 1. Audiovisual Materials Marriige and the Family in the Year 2020. C.A. Kirkendall and A.E. Gravatt. No. 2, p. 17. Pre- and Post-test Counreiing for Individuals Eking the HIV Antibody Test. Michael Shernoff, CSW, Reviewed Maturiizg (as Humanly as Possible). Anne Brigden. ACSW. No. 1, p. 10. No. 3, p. 20. AIDS. No. 2, p. 19. Restructuring Public Policy Pritiri&s on Teen Preg- Midlife Health: Every Woman’s Guide to Feeling nancy: A Holistic Approach to Teen Development AIDS: Can I Get it? No. 3, p. 19. Good Ada P. Kahn and Linda Hughey Holt. No. 6. p. 16. and Teen Servzces. Michael Carrera and Patricia AIDS: Changing the Rules. No. 2, p. 19. Dempsey. No. 3, p. 10. AIDS: How to Protect Yourselj No. 415, p. 21. No Magic Bullet: A Social History of Venereal Sexand Today? Menopausal Woman. Lorna Sarrel. Disease in the UnitedStates Since 1880. Allan M. The Facts ofLove in the Library. No. 6, No. 6, p. 6. p. 19. Brandt. No. 1, p. 21. Sexuality Professionals: How We Can Influence First Dance. No. 2, p. 19. Remaking Love: The Feminization of Sex. Barbara Public Policy. Janet Rosensweig. No. 3, p. 10. A Letter From B&n. No. 3, p. 19. Ehrenreich, Elizabeth Hess and Gloria Jacobs. No. 415, p. 18. Making it. Safe. No. 6, p. 19. Safe Sex in a Dangerous World Understanding and Articles -Authors No Time Soon. No. 1, p. 25. Coping with the Threat ofAIDS. Art Ulene, MD. Carrera, Michael and Dempsey, Patricia. Restruc- Norma and Tony: Following Safer Sex No. 6, p. 16. turing Public Policy Priorities on Teen Pregnancy: Guidelines. No. 1, p. 24. Sex and the Single Parent: How You Can Have A Holistic Approach to Teen Development and Happy and Healthy Kids -and an Active Social Teen Services. No. 3, p. 6. Rethinking Rape. No. 1, p. 25. Life. Mary Mattis, PhD. No. 1, p. 22. Sexuality a&Aging. No. 415, p. 21. Haffner, Debra W. The AIDS Epidemic: Impli- Sexual Arousal. Miguel Ficher, Ralph E. Fishkin, cations for the Sexuality Education of Our Youth. Someone You Know: Acquaintance Rape. No. 2, and Joseph A. Jacobs. No. 1, p, 21. No. 6, p. 1. p. 20. The Sexually Transmitted Diseases. Charles E. Hunter, Nan. AIDS Prevention and&vi1 Liberties: The Subject is AIDS. No. 1, p. 24. Rinear. No. 3, p. 22. The False Securziy ofMandatory Testing. No. 1, p. 1. A Time to Tell. No. 3, p. 20. Sweet Illusions. Walter Dean Myers. No. 3, p. 22. Quinn, Jane. National Intra-organizational Policy: Too Little Too Late. No. 2, p. 20. A Blueprint for Constructive Action in Program Touching for Pleasure: A Guide to Sexual Development, Research, andAdvocacy. No. 2, p. 6. A Touchy Subjeciect. No. 1. p. 24 Enhancement. Adele P. Kennedy and Susan Dean. No. 2, p. 18. Rosensweig, Janet. Sexuality Professzonals: How We Victim to Victimizer: Breaking the Cycle ofMale Can Influence Public Policy. No. 3, p. 10. SexualAbuse. No. 1, p. 25. Virtue Una’erFzre. John Costello. No. 415, p. 18.

31 SIECUS Report, September/October 1988