2018/12/29

Gratitude - 12/29/18


It's so dark so early these days that it almost feels like I should be headed to bed at 6pm. It's only 5:30 right now and it feels like it's been dark for so long it feels like it's midnight. These are the days that it really is a struggle for me to be able to stay up and accomplish things and to try to keep a normal sleep schedule. Of course with my insomnia and other issues, a normal sleep schedule is pretty much out of the picture anyway. Doesn't mean that I shouldn't try though.

1. It's pretty cold these days. I am really grateful for a heater that has propane and a house that has electricity to help keep me warm. I try to keep them low to conserve on energy, but I'm very grateful to have them because I would be very cold without them.

2. My feet are always cold and so I always have socks on them. I am very grateful for warm soft socks that I can wear anytime I want. And I'm grateful for a quantity of socks that allows me to change my socks as often as I wish and still have plenty of socks to choose from. I am a bit of a Dobby.

3.I had some maple sugar candy today and that was wonderful. I really haven't had any before and it was sort of blissful to feel all the sugar melt all over my tongue. I do not eat sugar or candy very often because I worry about it health-wise, but it was nice to splurge today.

4. I'm so grateful to have some awesome history lectures to listen to. Right now I'm working my way through a Great Courses/ Teaching Company series entitled "The Peloponnesian War. The professor is excellent and I'm enjoying the lectures very much. It's nice to be reminded of some of the things that I learned a long time ago in class but to hear about the values and morals of different groups of people that have been gone for so long. We may have stolen some of our ideas of government from the Athenians, but we are just as different as we are similar today. Anyway, I'm really thankful to have the lecture to listen to and enjoy.

5. I enjoyed having Bug over last night and it's always a joy to wake up and hear him talking and waiting for me to wake up. Sometimes he seems to get up too early for me, but I'm still glad he comes over anyway.

6. I was pretty sad that the Turnstyle wasn't open today because I was looking forward to going back after a month away. But I managed to channel that energy into rearranging and working on cleaning a corner of my living room the desperately needed it and I am so glad that I got that done. While physically I hurt quite a bit I am so happy with the results.

7. Listening to Cyril purr is a beautiful sound indeed....

8. Ferrets are awesome!

2018/12/28

Inspiration From A Wall


There is an amazing Cuban restaurant in Bangor that the ex introduced me too a little bit ago. They make great food and are really good about allergies so that people with allergies can eat there- it does help that most Cuban food doesn't use gluten or nuts. The best thing about the restaurant besides the food is their wall. You are encouraged to write on their wall with your thoughts or artistic pictures and I love waiting for my food and reading the submissions. Today two specific items drew my attention. I'm sure no one is shocked that one of the items I liked was a cat....



However, this one really hit me in the feels...


How many of us have felt ourselves 'grow' away from family or others? I suspect all of us... and what about family who have passed on? I saw this and thought of my grandparents and how they are no longer around to spend time with. I miss them so much right now... it feels a bit like a physical wound that will not heal and continues to fester over time. I think of old friends who I have loved and over time we have grown apart. For some, I haven't seen them since I moved to Maine. For others, they have walked away from the relationship due to circumstances in their own lives. As I read the words I found my heart filled with emotion and my eyes filled with tears. I wonder about the person who wrote these words on the wall and what was in their heart as they shared this small piece of their soul. Lots of thoughts today...

2018/12/18

Gratitude - 12/18/18


I am so grateful for a few things today.

I am really grateful for my sister in law today. She sent me a message letting me know how much she cares about me and that I have a heart of gold. That message really meant a lot to me and has helped me to smile over the week. It has also brought a thought to mind... what am I doing with that heart of gold? Am I helping others? How am I using that heart and generosity to help others? I am grateful to the joy and wonderment she brought into my life this week.

I love John Oliver. I learn so much from him and appreciate the research and work his team accomplishes to educate his viewers and it makes a difference in my life. One of my final school papers before I graduated was on sexual education - I got the idea for the paper and started my research using one of his episodes. (See link here) I have been able to rest some days this week and go over some of his older episodes and enjoy and relearn. I am glad to have the opportunity to re-watch them through Youtube and think over the information contained in them.

I got two Christmas cards today. One of them is from my brother and his family and the pictures and the joy contained in them are so obvious and wonderful. I put it on my fridge and I look at it every time I walk by. One of my nieces looks a lot like me and I look in awe of genetics and how genes can be turned on in different pieces of different families. Bug doesn't look much like me at all if I think about it. The other card is from a good friend who sent me the newest noise Christmas album that he put together with music from lots of groups. I can't wait to listen to it tomorrow when I'm trying to get a good walk in. I'm not going to do Christmas cards this year so I am very grateful for every card that I get. They give me a lot of joy.

I discovered a new author today- B.B. Haywood. I have started the author's first book ("Town in a Blueberry Jam") and I am enjoying it in my free time very much.


I had a gluten exposure recently and I have been fighting the pain and exhaustion that comes with it. It hasn't been that bad this time and I am so glad that I am spending less time just fighting my body to get it to move and do what needs to be done. I am thankful for my treadmill because I can walk slowly and intermittently in a warm place... Maine sure is cold right now. Being able to try and keep my health up in a warm safe place is not something I take for granted.

I am grateful for my very best friend. She keeps me sane, less lonely, thoughtful, and as self sufficient as I can be right now. She is supportive and I can't thank her enough.

I am grateful for my ex. He really does a lot of things for me and I appreciate it very much. I am very grateful.

What are you grateful for today?



2018/12/15

Gratitude - 12/15/2018


It's been a busy couple of months. I've spent quite a bit of time with family, getting things started for surgery, working with my advocate for a meeting in March and looking for work. While I have been too busy to blog much, I wanted to sit down and share my gratitude for some blessings today.

1. I was able to sit down and pay bills. Very grateful that I had the resources to pay them.

2. Bug stayed over last night. I woke up early listening to him recite and feeling my body being squished up against Teddy and it was sweet. I am tired, but happy to have the time with Bug. Teddy is such a warm dog that he helps keep me warm too.

3. I have a great quilt. It is thick and warm and with a duvet cover it looks amazing. I love snuggling under the covers when it is cold because I feel warm and toasty.

4. I am grateful for my treadmill. I am able to walk at my own pace when I can and get some exercise in even when it is cold outside. Some days my knees and ankles won't take it, but on others I can just walk at my leisure while watching a TV program.

5. I am thankful for a freezer full of food. Can't be thankful enough that I have good food to eat. Not everyone does and I am thankful.

6. I love coloring books. I enjoy listening to books and coloring. I don't do it very often, but when I need to rest and can't be on my feet I enjoy it more than I would just watching television.

7. I love the Christmas tree. Bug decorated it himself this year and it is just gorgeous. I like taking a few minutes to just sit and look at it. It's a bit restful and wonderful to just enjoy and think.

8. I enjoyed reading on sharks over the last few days. They are one of my favorite species and I have had fun this evening studying and writing about them.

What are you thankful for today?

2018/10/26

Notes from "Walking the Bible"


I recently finished a DVD/ book set titled "Walking the Bible: A Journey by Land Through the Five Books of Moses." Taking a spiritual journey along side someone else's journey can be challenging yet it can have advantages as well. Many of us have our journeys alongside spouses and friends, children and acquaintances. Lately, my journey has been walked alone with books or acquaintance conversations and this set was really interesting because the addition of the DVD and its images helped create a more thought provoking environment for learning. The paragraphs below are notes from the book and video series. These passages really stuck with me and I have enjoyed chewing on the words more than once in the last month. Even though this was Bruce Feiler's journey, his words have changed my journey a bit as any good thoughtful religious text can. I'm happy to share the quoted paragraphs below. Please feel free to share your thoughts as well.



"Does it really matter?" "What do you mean does it matter- Oh course it matters! That’s not why we came here. We came to see the traditional place." Maybe Arbur was right- finding the ark may not be so important. What’s important was that people who told the story of Noah understood the landscape they were talking about. And the story was still alive in this place. The people who live here are still connected to it.

But now that I am here I am beginning to realize that science can’t answer all of those questions. Even if I did find a piece of Noah’s ark and even if I could prove it was 5000 years old and even if I found a piece of wood that said ‘Noah built me,’ I’m still not going to prove that God ordered Noah to build it. OK, so I get that, but still its hard to let go of that comfort of science. If I give up that, what am I looking for?

For my whole life I felt connected to the place where I was born. I was this traveler I would go out and then I would bounce back home. I was like a bungee cord. Now for the first time I felt that cord catch in another place. It’s as if I found a home I didn’t even know what I was looking for. And when I went back to the Bible I realized that the Hebrew word for Adam is ha-adam or earth. “From dust you are,” God says to Adam, “to dust you shall return.” The Bible seems to be saying with these very words that we come from these places ,were made from these places, and we carry these places along with us.

For the first time since we started, I felt a sense of contentment and peace. It wasn’t just what I was learning about the history of the Bible. The landscape itself was beginning to give me answers… answers to some internal longing I hadn’t even identified. Some journeys we choose I realize. Some journeys choose us.


What would I do in this situation? Would you do it? Would you kill for God? I don’t know. For me Abraham is unique … very special. It was an beginning for me to try and find an answer of that specific question which forced me to examine my own relationship with God. When I first started this journey on the roots of the bible, the stories and images seemed so vague in my mind. They no longer seem distant to me. They are no longer distant; by visiting these places I feel like I have entered the bible itself.

Stories are universal and have the remarkable ability thousands of years after they were first written down to become personal for each of us. My geographic adventure was turning into a very different kind of journey.

2018/10/21

Sir Francis Bacon and "The Advancement of Learning"


I've been reading a book titled "The Advancement of Learning" written by Sir Francis Bacon in 1605. It's facinating and I have found myself meditating on some of his written thoughts and pulling them apart in my mind. I thought I would write down the quotes that stuck out in my mind the most for looking at in the future for myself and to share with others.

Francis Bacon, 1st Viscount St Alban, was born in January 1561. He was an English philosopher, scientist, and author. Even though he passed away on April 9, 1626,his works remained influential in the development of the scientific method that is still used today. He is also the man that many people speculate wrote some or all of the works of William Shakespeare. All of these quotes are from the book titles above.


For the mind of man is far from the nature of a clear and equal glass, wherein the beams of things should reflect, according to their true incidence; nay, it is rather like an enchanted glass, full of superstition and imposture if it be not delivered and reduced.

It is in life as it is in ways, the shortest way is commonly the foulest; and surely in the fairer way is not much about?

Who taught the raven in a drought to throw pebbles into a hollow tree, where she espied water, that the water might rise so as she could come to it?

Men’s weaknesses and faults are best known from their enemies, their virtues and abilities from their familiar friends.

There is yet another fault noted in learned men, that they do many times fail to observe decency and discretion in their behavior and carriage.

If a man will begin with certainties, he shall end with doubts; but if he will be content to begin with doubts, he shall end in certainties.

… to have the true testimonies of learning to be better heard, without the interruption of tacit objections, I think good to deliver it from the discredits and disgraces it hath received, all from ignorance; but ignorance severally disguised; appearing sometimes in the zeal and jealousy of divines; sometimes in the severity and arrogance of politiques; and sometimes in the errors and imperfections of learned men themselves.

… as the fable goeth of the basilisk, that if he see you first, you die for it, but if you see him first, he dieth…

There is no greater impediment of action than an over- curious observance of decency.


Thoughts?

Picture from: https://en.wikipedia.org/wiki/Francis_Bacon#Philosophy_and_works

2018/10/20

Subbing


Over the last year I have signed up as a substitute for a few different schools in my area. I have tried really hard to keep myself in the upper level grades such as 5/6 or 9 through 12. Last week, I stepped out of my comfort zone and I substituted for a teacher who teaches first and second grade. That was a very eye-opening experience for me and trying to follow sub notes to help 13 children with sometimes different tasks only makes me appreciate teachers more. I do the best I can with sub plans, but I don't know how these teachers manage to teach their students and do the things that they do in such organized and caring ways. I looked at the work these students are doing and I felt gratitude anew for the teachers in my life that have brought me to this point. I am now a college graduate and I was able to do so because each and every teacher I've ever had has encouraged me to succeed and has worked with me to do better. There are some really amazing teachers out there and I'm grateful for every single one of them. I am sure I will continue to substitute and will continue to get put into classes and age groups that do not feel inherently comfortable to me. I will hopefully grow to not only feel more comfortable with teaching younger children, but to continue to feel thankful for the good teachers out there who care for and work so hard to help those children grow academically. I'm lucky to have these opportunities.

2018/10/19

Stressful Day


Today has been a super stressful day. When I got home last night, I realized that Salem was sick. I was so worried that I didn't sleep much at all. I spent the wee hours of the morning making phone calls to the emergency veterinarian and waiting to call one of my two local vets. I was lucky and managed to get Salem into a local vet to help his urination problem. Three hundred dollars later and he is home.

I also discovered early this morning that Bella managed to get out last night when I came home from work in the dark. It wasn't obvious last night to me- she is super sneaky and I had no hint she got out at all. I figures it out this morning because she wasn't trying to sneak out on me this morning. She is also a pretty vocal cat and the household was silent. It took her all day - until 5 pm to come back and the stress of wondering whether she was going to come back was pretty intense. I also felt so guilty that I hadn't noticed she had gotten out and been out all night- a really cold night to boot. I'm so glad that she is back but I will confess I am a bit frustrated that she keeps my emotions and my heart on a bouncy string that jiggles everywhere. I could use a few days where she doesn't stress me out I guess.

Last, but not least... I went to the ankle doctor today and it's official. His office is getting all the paperwork together to present to my insurance and I am getting surgery. I have no idea how I can afford not working and I'm not sure how I will keep up with everything when I will be unable to stand for a minimum of six weeks. I'm going to try and put it off until the spring so that I will not have to worry about getting around in the ice and snow, but I am not sure how long I can put it off- the doc was pretty convinced I shouldn't put it off for too long because things are just going to get worse. So we will see I guess.

Synopsis: lost a cat and then got her back, had a sick cat and spent lots of money to get it back, and agreed to get my ankle carved up and tightened up. Not the best day I have ever had.

I'm sitting trying to rest and deal with the stress of it all today and as I start to deal the anxiety of the day start to pass... I am really glad to have the evening to rest. I have volunteering tomorrow and a vague timeline to start creating lists and figuring out what I need to do for the surgery. I'm done for today though. I think I've had enough.

2018/10/17

Sexual and Gender Diverse Adolescents and the Failures of Traditional Education in Public Education: Annotated Bibliography


Annotated Bibliography

I am considering using the sources listed below to write a research paper on whether abstinence-only sexual education as taught in public schools is as effective as comprehensive sexual education programs in reducing negative effects from sexual activity in students which are defined as increases in teen pregnancy rates and sexually transmitted diseases. I am not fully confident of my topic yet and I might need to narrow the focus of my thesis.

1. Blount, J. M. (2016). Controlling Sex: Modern Histories of Sex Education. Reviews in American History, 44(4), 611-620.

This article discusses the recent publication of both scientific and historical studies that have been published on the history of sexuality. This article was published by Johns Hopkins University Press. The authors recognize that writings in sexual education history are lacking due to a few challenges -good scholarship requires understanding young people as sexual beings and acknowledging the sexuality of adults who work with them- but suggests that these challenges can be overcome if they are understood and correlated into collected data. Some themes recognized by the authors in sexual education historical scholarship are the political controversy over sexual education, the segregation of students by gender and race in teaching situations, tendencies to normalize and perpetuate specific gender and sexuality norms, and racial stereotypes. This article reviews both published articles and books in which the history of sexuality has been researched and presented and suggests either faults or successes of each. This article really won’t be of much help for use in a short cited paper as almost all materials reviewed are books which require a great deal of time to read, utilize, and cite appropriately. I did enjoy reading the article and perusing its recommendations; if the time frame for paper preparation and development was longer, the sources cited in the article would be quite helpful. This was the article that I enjoyed the most out of all the ones read.

2. Denny, G., & Young, M. (2006). An Evaluation of an Abstinence‐Only Sex Education Curriculum: An 18‐Month Follow‐up. Journal of School Health, 76(8), 414-422.

This article discusses research into how successful abstinence-only sexual education programs are in achieving their stated goals: that students will abstain from all sexual contact and activity except within the context of marriage. Research data was collected as part of an 18 month follow-up evaluation with both students and teachers recruited from fifteen school districts; curriculum was taught to participating upper elementary, middle school and high school students. The research suggests that for some students, this form of sexual education led to less sexual activity and more positive knowledge and greater intent to remain abstinent was achieved long term. Research conducted included attempts to create controlled conditions for teaching and organizing data, both pretests and post test for participants. Sample size was quite large and the questionnaires (tests) given to students were extensive; however, the study is fairly limited due to the inability to randomly choose research participants, concerns about validity of self reported data, and a sizable group of students that did not participate in the follow up research. This article is consistent to the results reported in #3 and may be based on the same data set. However, as some of the data listed appears to be contradicted by other sources, I think this article needs to be carefully assessed to see if it is biased or if the data isn’t being presented appropriately. I think this could be an great secondary source if the article can be validated as the information provided does give specific data supporting positive results for abstinence-only education.

3. Denny, G., Young, M., Rausch, S., & Spear, C. (2002). An evaluation of an abstinence education curriculum series: Sex Can Wait. American Journal Of Health Behavior, 26(5), 366-377.

This article presents findings from a study of the effects of a particular abstinence program titled “Sex Can Wait.” The series was taught to students in upper elementary, junior high, and high school levels with the goals of the program being to delay sexual initiation, develop life skills and self esteem in participants, and produce positive changes both in attitude towards abstinence and recent sexual behavior. To obtain the results described, participants for the study were recruited from fifteen school districts, divided by grade level into two separate groups. One group was taught the “Sex Can Wait” protocols and the second group was taught the “current practice” protocol. Teachers also received training in the “Sex Can Wait” curriculum which follows the guidelines set up in Title V. The data collected suggests that teachers are satisfied with the training provided to them, followed the curriculum as presented, and that positive impact outcomes for students in some grade levels was achieved. The authors also state that the research shows that for some grade levels new knowledge was not retained after the program completion, suggesting some failure either in the teaching or curriculum itself. However, final findings describe some positive outcomes for elementary and high school students that were taught the “Sex Can Wait” protocol including abstinent behavior and transitional sexual behavior (from virgin to non-virgin status.) However, based on questions acknowledged during the study, sexual behavior was defined as vaginal virginity and heterosexual penile penetration, suggesting that all other forms of sexual intimacy were neither acknowledged or studied. This suggested to me that the data may be missing many aspects of teen sexual behavior, skewing the results. This research was funded by the Office of Adolescent Pregnancy Programs which is a program through the office of the US Department of Health and Human Services. This research appears to be the same project and data presented in the article listed as #2 in this bibliography with more authors listed in this specific publication of the results. More data limitations were cited in this article than in #2 as well, suggesting better recognition of research limitations. I think that it would be a good source to use to show some positive outcomes from abstinence-only education as the majority of the articles I found support comprehensive sex education.

4. Hess, A. (2010). Hold the sex, please: the discursive politics between national and local abstinence education providers. Sex Education, 10(3), 251-266. doi:10.1080/14681811.2010.491632

This article discusses research into how abstinence-only sexual education is understood by both national organizations and by the local education providers. Using in-depth interviews with 21 grantees in New York State and participant observations from two federally supported abstinence only education conferences, this article compares and contrasts the beliefs and practicalities of the national movements that frame abstinence as both scientifically and morally legitimate and local providers who interpret their work through the lens of community norms. Some of the topics covered include how abstinence education frames student’s views on safe sex, marriage, homosexuality, decision making, good health, and foundational skills for building healthy partner relationships. It concludes with recognizing that while the federal guidelines on abstinence education discourage atypical interpretations, local education providers continue to liberally interpret the guidelines to develop strategies promoting positive student growth and sexual decisions. This source should be useful as it describes some of the different ways that abstinence education is viewed and taught, which is important when determining the effectiveness of the teaching criteria. This article has challenged my preconceived views on abstinence-only teaching protocols – I had assumed abstinence-only education meant just that- to encompass the reality of teaching a combination of both comprehensive and abstinence sexual education.

5. Jeffries, W. L., Dodge, B., Bandiera, F. C., & Reece, M. (2010). Beyond abstinence-only: relationships between abstinence education and comprehensive topic instruction. Sex Education, 10(2), 171-185. doi:10.1080/14681811003666317

This article discussed whether abstinence-only education methods are used as an end point or as part of a sexual education program that covers contraception, gender and sexual identity, etc. Using a small sample survey group of Florida teachers who were teaching subjects that made them likely to be the teachers of sexual education, this survey tried to determine the relationship between the two ways of teaching sexual education: comprehensive and abstinence-only. This study suggest that sexual education teachers who teach abstinence-only sexual education also teach topics classified that are usually part of comprehensive sexual education. However, as this study is modest due to small sample size, geographical location, political pressure on teaching and funding, and possible selection bias, it is important to recognize the limitations in the research study itself. As this study does have some limitations, it isn’t a great primary source for a research paper. However, the small sample size they used in this research is similar to some of the other papers I viewed, so this paper could be used to support their conclusions.

6. Kohler, P. K., Manhart, L. E., & Lafferty, W. E. (2008). Abstinence-only and comprehensive sex education and the initiation of sexual activity and teen pregnancy. Journal of Adolescent Health, 42(4), 344-351.

This article uses research comparing the sexual health risks of individuals aged 15-19 years due to either abstinence-only sexual education or comprehensive sexual education protocols. Results on students who received no sexual education were collected as well and suggest that students who received a comprehensive sexual education were less likely to report teen pregnancy than those individuals who reported no sexual education at all or abstinence-only programming. Also, abstinence-only programs didn’t reduce the likelihood of engaging in vaginal intercourse. However, individuals who participated in either comprehensive sexual education or abstinence-only sexual education did not report reduced rates of sexual transmitted diseases. Another conclusion was that teaching about contraception was not associated with teenage sexual activity. This article presented statistics that show sexual behavior among teens happens at similar rates in all developed nations, however negative consequences such as teen pregnancy and STDs happen at a higher rate in the United States. The authors also acknowledge that all forms of education supported by federal funding under current law must include abstinence-only messaging. Data was collected through a nationwide survey sponsored by the National Center of Health Statistics, was based on probability samples, and was restricted to 1719 never-married heterosexual teens aged 15-19, and reported sexual education and behavior. One point of interest is that the authors acknowledge that they only used subjects that reported hetero-normative urges and behavior, which acknowledged that a large fraction of the population was left out of the study. While reading several of the other papers, I had to really hunt in the data to determine that particular sexualities and sexual practices were omitted. I found it very useful to have that information acknowledged at the outset.

7. Kirby, D., Short, L., Collins, J., Rugg, D., Kolbe, L., Howard, M., … Zabin, L. S. (1994). School-based programs to reduce sexual risk behaviors: a review of effectiveness. Public Health Reports, 109(3), 339–360.

This article reviews 23 studies of school-based programs that cataloged adolescent sexual behavior, documented negative consequences to adolescents who participate in sexual activity, and assessed ways to reduce risky sexual behavior by this population. It was determined that not all sexual and AIDS educational programs had significant effects on young adult sexual behavior, but specific programs did delay the initiation of intercourse, reduced the frequency of intercourse, reduced the number of sexual partners, and increase the use of contraception. The results include the fact that there is not sufficient evidence to show that either abstinence-only sexual education or comprehensive sexual education delay intercourse or affect other sexual behaviors. How the authors determined which studies were selected for review was carefully described and all studies selected were heavily cited with appropriate documentation of research methodology. This article is laid out in an easy to read format and includes many cited studies that I can use.

8. Rubenstein, R. (2017). Sex Education: Funding Facts, Not Fear. Health Matrix: Journal Of Law-Medicine, 27525-554.

This article uses research from many other sources to develop its thesis that sexual education in America is inconsistent both in content and application and also in its effectiveness in producing positive outcomes. It discusses how the way abstinence-only sexual education and comprehensive sexual education are compared to each other is fundamentally flawed. In short, the author states that no study can be correct in choosing which form of education is more effective when the two forms of sexual education compared do not share common goals. Comprehensive sexual education is taught to try to reduce negative impacts of sexual activity on participants and that abstinence-only programs are taught to reduce all sexual activity. Drawing on statistics and research data from many organizations, this article addresses the failures of abstinence-only education due to the teaching of medically inaccurate information, the presentation of heterosexual and gender norms as scientific fact, and the use of negative analogies (chewed gum, licked cupcakes, dirty toothbrushes, spit in cups, etc.) It suggests as a model the “California Healthy Youth Act,” which has provisions requiring scientifically and medically accurate teachings, material appropriate and inclusive of diverse learners, appropriate safety and effectiveness statistics for contraception, and passive consent procedures that require all students to be taught the required information unless the parent objects. The article compares and contrasts different ways of teaching both abstinence only educational models and comprehensive sexual education that emphasizes the failures of both types of programs when information is inaccurate or not included. The authors’ recommendations include cutting all federal funding for abstinence programs and moving funding towards programs that provide comprehensive sexual education with the provisions includes in the “CHYA” mentioned previously. This source does have a very specific slant and, while the information appears reliable from the sources cited, recognizing a potential bias is important. This source is pretty helpful because it does have a lot of carefully bulleted information with clear cited research, making the data mentioned in the paper easier to analyze and use.

9. Santelli, J., Ott, M. A., Lyon, M., Rogers, J., Summers, D., & Schleifer, R. (2006). Abstinence and abstinence-only education: a review of US policies and programs. Journal of Adolescent Health, 38(1), 72-81.

This article tries to recognize the broad support for adolescent education in this country while acknowledging the controversial ways that education is determined and taught. The authors determine that abstinence is a necessary and appropriate topic in comprehensive sexual education protocols, but recognize that abstinence only education has not been shown to be effective in producing lower rates of teenage pregnancies or sexually transmitted diseases. The authors of this article find, after reviewing several studies on both types of education, that the emphasis on abstinence-only education and federal funding of such is undermining more effective teaching protocols for sexual education and




10. Silva, M. (2002). The effectiveness of school-based sex education programs in the promotion of abstinent behavior: a meta-analysis. Health Education Research, 17(4), 471-48

This article presents findings from 12 studies conducted from 1987 to 2002 which focused on the overall effect of educational interventions on abstinent behavior. The author discusses the differences between the values expressed in abstinence-only and comprehensive sexual education, but recognizes that both programs strive to foster positive decision making and problem solving skills in students to help students make healthy decisions for themselves. Primary sources for research data were located using ERIC, PyschLIT, MEDLINE, and the Social Science Citation Index and these sources were then winnowed using eligibility criteria listed in the article. The findings indicate a small effect of abstinent interventions with significant variations shown in groups represented by parental participation and percentage of female participants. This article has a lot of sources and readily discusses some of the ways the author recognizes limitations in the studies analyzed; however, this will be a challenging source to use as I found it extremely difficult to understand. It feels like an article that I could really learn a lot from if I had someone knowledgeable to help me figure out the parts that I do not understand.

11. Stanger-Hall, K. F., & Hall, D. W. (2011). Abstinence-only education and teen pregnancy rates: why we need comprehensive sex education in the US. PLoS One, 6(10), e24658.

This article uses statistics and research studies to examine the rates of teen pregnancy and sexually transmitted disease in teenagers over the course of ten years during which abstinent education was the most funded and taught curriculum. One statistic emphasized is that the United States ranks first among all developed nations in both teen pregnancy and sexually transmitted diseases and that these numbers have risen steadily after ten years of abstinence teaching. When choosing information to study, material was collected from the Education Commission of the States to determine state laws on sexual education and the level of emphasis on abstinence in state laws and policies. Data on confounding factors (socio-economics, educational attainment, ethnic composition and Medicaid waivers for family planning) was collected and correlated to discover whether these factors had an effect on teen pregnancy or sexually transmitted diseases. When the data were analyzed, there was a positive correlation between abstinence education and teen pregnancy; the more emphasis on abstinence-only sexual activity, the higher the rate of teen pregnancy and STDs occurred. The authors recommend less federal spending on abstinence education and higher funding towards comprehensive sexual education to lower rates of sexual transmitted diseases and teen pregnancy. The authors also recommend that the federal government create requirements or guidelines for schools to follow so that sexual education is consistent and teachers are well trained. The hope is that these guidelines would help bring the level of negative sexual outcomes for teens down to the current rates of other developed countries. This article agrees with other papers that I have found and makes similar recommendations for successful changes. The way it is written also makes it easy to understand for me so it would make a good source for me to use. I think this article gives me a good jumping off point to frame my thesis argument and then I can use other articles to help confirm or question the data listed.

12. Weed, S. E., Ericksen, I. H., Lewis, A., Grant, G. E., & Wibberly, K. H. (2008). An abstinence program's impact on cognitive mediators and sexual initiation. American Journal of Health Behavior, 32(1), 60-73.

This article discussed the research performed by the authors into whether abstinence education for virgin seventh graders in Virginia has an effect on delaying or limiting sexual behavior. The main points of the study were to assess the impact of abstinence education programs on the initiation of sexual intercourse in teenagers and to learn more about the mechanisms that learn more about the stimuli that move adolescents to initiate sexual intercourse. The results suggest that abstinence-only education can achieve significant delay of sexual initiation in teenage participants. The data were collected in a one year evaluation of an abstinence education curriculum being used in Virginia public school systems. The program complied with the guidelines set by Title V and was taught as a nine unit course as part of the required physical/ health education classes held in participating public schools. Data collection included pre- and post self reports in which the authors paid particular attention to developing questions for optimal accuracy. This article appears to be well researched and the authors provided many useful citations; however, a few phrases throughout the document felt incendiary and stereotyped. This article clearly defined sex and discussed how the results can vary depending on how sexual activity is defined.

2018/10/16

Sexual and Gender Diverse Adolescents and the Failures of Traditional Education in Public Education: Sources



This post is just the full list of sources including some sources that I didn't use. It is not fully comprehensive of all potential sources, but it is mostly complete. So for those readers who want to do some research of their own, here is a good start. Also here is a link to a show that gave me the idea to do the research to begin with: Last Week Tonight with John Oliver- Sexual Education.


Works Cited


1. Blount, J. M. (2016). Controlling Sex: Modern Histories of Sex Education. Reviews in American History, 44(4), 611-62.

2. Denny, G., & Young, M. (2006). An Evaluation of an Abstinence‐Only Sex Education Curriculum: An 18‐Month Follow‐up. Journal of School Health, 76(8), 414-422.

3. Denny, G., Young, M., Rausch, S., & Spear, C. (2002). An Evaluation of an Abstinence Education Curriculum Series: Sex Can Wait. American Journal Of Health Behavior. 26(5), 366-377.

4. Frieden, T., Jaffe, H., Cono, J. et al. (2015) Sexual Identity, Sex of Sexual Contacts, and Health- Related Behaviors Among Students in Grades 9-12- United States and Selected Sites, 2015. MMWR Surveill Summ 2016; 65, p.19-22, retrieved https://www.cdc.gov/mmwr/volumes/65/ss/pdfs/ss6509.pdf

5. Gates, G. (2017) Vermont Leads States LGBT Identification, Gallop, retrieved from http://www.gallup.com/poll/203513/vermont-leads-states-lgbt-identification.aspx

6. Hess, A. (2010). Hold the Sex, Please: the Discursive Politics between National and Local Abstinence Education Providers. Sex Education, 10(3), 251-266. doi:10.1080/14681811.2010.491632

7. Jackson, J. (2007) Unmasking Identities: An Exploration of the Lives of Gay and Lesbian Teachers. Lanham, Maryland. Lexington Books

8. Jeffries, W. L., Dodge, B., Bandiera, F. C., & Reece, M. (2010). Beyond abstinence-only: relationships between abstinence education and comprehensive topic instruction. Sex Education, 10(2), 171-185. doi:10.1080/14681811003666317

9. Jennings, K. (2005) One Teacher In 10. Los Angeles, California. Alyson Books
10. Kirby, D., Short, L., Collins, J., Rugg, D., Kolbe, L., Howard, M., … Zabin, L. S. (1994). School-based programs to reduce sexual risk behaviors: a review of effectiveness. Public Health Reports, 109(3), 339–360.

11. Kohler, P. K., Manhart, L. E., & Lafferty, W. E. (2008). Abstinence-only and comprehensive sex education and the initiation of sexual activity and teen pregnancy. Journal of Adolescent Health, 42(4), 344-351.

12. Luker, K. (2006). When Sex Goes to School: Warring Views on Sex- and Sex Education- Since the Sixties. New York, W.W. Norton and Company.

13. Macapagal, K., Coventry, R., Arbeit, M., Fisher, C., and Mustanski, B. (2017) “I won’t out myself just to do a survey”: Sexual and Gender Minority Adolescents’ Perspectives on the Risks and Benefits of Sex Research, Archives of Sexual Behavior, Volume 46, Issue 5, pp 1393–1409.

14. no author. (2017) LGBT Youth. CDC, retrieved https://www.cdc.gov/lgbthealth/youth.htm

15. no author. (2017). Sex and HIV Education. Guttmacher Institute, retrieved https://www.guttmacher.org/state-policy/explore/sex-and-hiv-education

16. no author. (2013) Statistical Data- Clark County School District, retrieved on http://www.ccsd.net/resources/budget-finance-department/pdf/publications/cabr/2013/statistical-data.pdf

17. no author. (2017). Sexual Behaviors : HIV, STD, & Teen Pregnancy Prevention. CDC : information gleaned from Division of Adolescent and School Health, National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention. retrieved https://www.cdc.gov/healthyyouth/sexualbehaviors/

18. no author. (2017). Teen Pregnancy in the United States. CDC : information gleaned from Division of Reproductive Health and National Center for Chronic Disease Prevention and Health Promotion, retrieved https://www.cdc.gov/teenpregnancy/about/index.htm

19. Rubenstein, R. (2017). Sex Education: Funding Facts, Not Fear. Health Matrix: Journal Of Law-Medicine, 27525-554.

20. Segal, C. (2017). Eight States Censor LGBTQ Topics in School. Now, a Lawsuit is Challenging That. PBS, retrieved http://www.pbs.org/newshour/updates/lgbtq-issues-class-lawsuit-utah/

21. Silva, M. (2002). The effectiveness of school-based sex education programs in the promotion of abstinent behavior: a meta-analysis. Health Education Research, 17(4), 471-48.

22. Shtarkshall, R., Santilli, J., and Hirsch, J., (2007). Sex Education and Sexual Socialization: Roles for Educators and Parents. Perspectives on Sexual and Reproductive Health, 166-119.

23. Stanger-Hall, K. F., & Hall, D. W. (2011). Abstinence-only education and teen pregnancy rates: why we need comprehensive sex education in the US. PLoS One, 6(10), e24658.

24. Valenti, J. (2009) The Purity Myth: How America’s Obsession with Virginity is Hurting Young Women. Berkeley, California, Seal Press.

25. Weed, S. E., Ericksen, I. H., Lewis, A., Grant, G. E., & Wibberly, K. H. (2008). An abstinence program's impact on cognitive mediators and sexual initiation. American Journal of Health Behavior, 32(1), 60-73.
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26. Zimmerman, J. (2015). Too Hot to Handle: A Global History of Sex Education. Princeton, New Jersey, Princeton University Press.

Other Sources not quoted.....


https://mic.com/articles/123634/john-oliver-laverne-cox-and-nick-offerman-just-gave-us-the-sex-ed-psa-america-needs#.llodWwE3h

Guttmacher Institute, Sex and STD/HIV education, State Policies in Brief, October 2011,, accessed Oct. 19, 2011.

https://www.guttmacher.org/fact-sheet/facts-american-teens-sources-information-about-sex

http://www.huffingtonpost.com/mike-domitrz/the-conversation-we-need-_b_7968198.html

http://www.thejournal.ie/john-oliver-sex-ed-2263891-Aug2015/

https://www.thecut.com/2015/08/john-oliver-made-a-very-helpful-sex-ed-video.html

http://www.rollingstone.com/politics/news/john-oliver-eviscerates-american-sex-ed-but-the-reality-is-even-worse-20150813

http://www.rollingstone.com/tv/news/watch-john-oliver-blast-subpar-sex-education-in-u-s-schools-20150810

http://www.agreenroadjournal.com/2015/08/sex-education-last-week-tonight-with.html

http://variety.com/2015/tv/news/john-oliver-sex-ed-psa-laverne-cox-jonathan-banks-nick-offerman-1201566669/

https://www.guttmacher.org/fact-sheet/facts-american-teens-sources-information-about-sex

https://www.guttmacher.org/news-release/2012/sex-education-linked-delay-first-sex

https://thinkprogress.org/teen-pregnancies-highest-in-states-with-abstinence-only-policies-8aa0deeebb41

http://www.ibtimes.com/states-reconsider-abstinence-only-sex-ed-programs-obama-congress-battle-over-teen-1804460

https://www.guttmacher.org/state-policy/explore/sex-and-hiv-education

2018/10/15

Sexual and Gender Diverse Adolescents and the Failures of Traditional Education in Public Education: Post #3


* Third part of the term paper titled "Sexual and Gender Diverse Adolescents and the Failures of Traditional Education in Public Education." This post covers the Methodological Framework for Research, Preliminary Implications, and the Conclusion portion of the paper.


Methodological Framework for Research

In order to ascertain what information should be used to develop a comprehensive sexual education curricula to be taught in public schools, a firm baseline of knowledge must be developed. It is proposed that a 2 page survey with optional telephone or in-person interviews should be used for data collection. It is vital that a diverse geographic area be chosen which will ensure the number of respondents needed and also gives more legitimacy to the data collected. The area chosen for this study is Clark County, Nevada which has a diverse population in both very large metropolitan and rural areas and has the fifth largest school district in the United States. This county has almost sixty high schools (magnet and charter high schools included) which allows for the response of at least 70,000 students (full high school student population was estimated as 89,438 as of 2012 so student population might be higher or lower based on community growth.) (no author, 2013) This survey should be given to all students who attend any public middle or high school in the selected county. The survey will be multiple choice and should be electronically scored.

It is recommended that the survey be presented to students on a Wednesday during second period (to assure the most attendance by participants) and that students should be given fifteen minutes to fill out the questionnaire. This recommendation means that students will receive the survey during classes that may not be focused on health; however, this will assure that the full student population is covered if all potential participants are given the survey at approximately the same time.

Confidentiality should be stressed to the students and questionnaires should be picked up by the teacher at the end of the period. Survey questions will contain questions on age of sexual initiation, behaviors used, sexual orientation and gender identity, negative consequences of sexual behavior, and related content including racial identity, relationship development and positive life skills. A survey was chosen over interviews as the best form of research as many people feel more comfortable with answering anonymous questions; it is a less expensive method of collecting large forms of data; and helps to eliminate evaluator bias as every participant gets the same questions. By using such a large group of participants, students who claim sexual diversity can have their thoughts heard and research can get a general idea of what percentage of the student population is gender or sexually diverse.

Preliminary Implications

There are a some potential implications for conducting this research and analyzing the results from data collected. As there doesn’t appear to be much research on diverse sexual orientation and gender identity, this study should give researchers a better understanding of what percentage of students who claim sexual or gender diversity other than heterosexuality. Current research tends to remove this data so the estimates of the statistics of sexual diversity are just that: an estimate. Having a better understanding of what the actual numbers are will give both educators and elected officials a real understanding of the human cost of ineffective sexual education for sexual diverse students. It is one thing to understand that sexual diverse students are most likely to have ‘negative consequences’ due to sexual behavior and imagining those consequences to be felt by a few or small group of individuals. It is another to recognize that the number of affected individuals is larger than assumed. If the numbers of sexually diverse adolescents tend towards the estimated population of American adults who claim sexual diversity, then the population would be estimated between 3.1% to 4.9%. (Gates, 2017) That suggests that possible numbers of sexually diverse high school students in Clark County, Nevada could be estimated as between 2,772 to 4,382 students. It must also be acknowledged that these estimates could be low as the negative social and economic costs to ‘outted’ sexually diverse adults can be quite high. This information should extend the research already collected on some forms of adolescent heterosexual behavior to a more complete picture on all forms of adolescent sexual behavior. Information gleaned from respondent data can then be used to develop a thoughtful and comprehensive sexual education curriculum for use in public schools. Having this information available to those who are attempting to create relevant and useful curricula for students is vital to their success. It is vital to recognize that there may be a small minority of students who will still not feel comfortable with the survey and may choose to not complete it or complete it with false information. However, it is hoped that due to the specific way that the survey is presented to students can help minimize this particular limitation in the data collected.

Another implication is that future researchers could feel more comfortable creating proposals that are more inclusive of sexual diversity rather than removing or throwing out the data collected. Sexuality has many forms and behaviors and limiting the majority of research to heterosexual ‘penile to vaginal’ intercourse leaves out a lot of sexual behavior for all sexual claimants. More research that focuses on sexual behavior in general- including sexual behavior that is socially distasteful such as bestiality- will create a solid baseline on human sexuality, theoretically creating new understanding of human relationships and behavior. The implications of a deeper understanding of human sexual diversity and behavior can be huge as sexual desire and behavior affects so much of ‘the human condition’ and can affect the research of many scientific subjects including biology, psychology, sociology, etc.

Other implications of this research are the ways that the aggregated data could be used to not only shape public school curricula, but also public policy towards education and sexual diversity in our society. In our current political climate and in many communities both in America and around the world, living openly as a sexually diverse individual can come with significant negative consequences from families, communities, and society at large. Using solid research to work towards greater understanding and tolerance of sexual diversity in our society can bring about higher levels of personal and economic success and reduce the negative consequences of sexual diversity that not only harm individuals, but our society as a whole. Civil protections for sexually diverse individuals in housing, the workplace, medical care, family and relationship development, personal safety, and social safety nets could have immense consequences for our society as a whole. Whether these consequences are positive or negative will be determined by the civil protections developed, implemented and disseminated to our society as a whole.

Conclusion

There are many assumptions made about the sexualities and sexual behavior of American adolescents. While there have been numerous studies of some forms of adolescent sexual behavior, there has been very little research on sexual diversity and behavior. I argue that the previous research performed and used to determine the curricula disseminated to public school adolescents is too limited and too politicized to create effective, comprehensive programs. Assumptions about the sexualities of teachers, religious preferences in teaching, how curricula is taught to students, the sexualities of students themselves, political viewpoints, and the needs for a stable society create hurdles for effective and positive sexual education. Assumptions are not always correct and can leave the majority of adolescents without any real information on how to make positive choices with their sexuality and behavior. These negative consequences- including disease and pregnancy-come at both an individual and societal cost. This research will be instrumental in changing the focus of sexual education curricula towards an effective comprehensive program for all students which can truly be used to minimize the negative consequences currently faced by American youth and bring the statistics of these consequences closer to the lower numbers found in other first world nations. As a foundation for further study, this research can be used to more fully understand the true spectrum of sexual diversity and behavior in our society and lead towards more tolerance and understanding throughout society as a whole.

2018/10/14

Sexual and Gender Diverse Adolescents and the Failures of Traditional Education in Public Education: Post #2


* Second part of the term paper titled "Sexual and Gender Diverse Adolescents and the Failures of Traditional Education in Public Education." This post covers the Literature Review portion of the paper.

Literature Review


There has been much discussion and disagreement about how the subject of sexual education should be taught in schools and what information should be provided in those classes. This discussion has included parents and schools as well as local, state, and federal governments and influence has flowed both ways. These conversations tend to revolve around concerns about government involvement in family life and sexual education, parental control of the information taught, moral values that might be included in sexual education, and what constitutes age appropriate sexual behavior. (Shtarkshall et al., 2007) The history of sexual education, which recently has enjoyed a increase in research and publications, illuminates a wide variety of curricula and the ways and means of teaching them. (Blout, 2016) It appears that the only consistency in the teaching of sexual education is the controversy and the zeal of the advocates and reformers that are drawn to it.

Over the last few decades, there has been much research has focused on whether different methods of sexual education have been ‘successful’ in terms of stated goals and the desires of the community. However, even here there is disagreement as to what the goals of sexual education programs are: whether to promote safe sexual behaviors in the events of the initiation of sexual experience, prevent negative consequences of sexual behavior such as sexually transmitted disease and pregnancy, or to restrict any sexual behaviors by individuals before marriage for moral or social reasons. It is also difficult to determine whether curricula or outcomes of sexual education are successful because its difficult to collate data across diverse studies. New research provides data that can be used for changing current programs and making them more efficient and successful for students. As it is generally accepted that public schools are the one institution in our society that is regularly attended by most young people, it is schools that have the widest opportunity and responsibility for teaching and addressing sexual risk taking behaviors. (Kirby et al., 1994; Silva, 2002) While limited sexual education has been available to young people for decades, “the AIDS epidemic would change the way many people viewed sexual education; the question was no longer whether schools would teach sexual education; it was what they would teach, and how, and to what end.” (Zimmerman, 2015)

For the purposes of clarity throughout this review, I would like to clearly define a few terms that will be used going forward:

Abstinence-only sexual education is typically defined as curricula that tell learners that they should wait to participate in sexual intimacy until they are married. (Kirby et al., 1994) These programs may also contain extra lessons on self esteem, communication, decision making, life planning, and cooperative learning. (Denny et al., 2002) To receive federal funding, these programs must also comply with Section 510 A-H of Title V which includes: an exclusive purpose to teach the social, psychological and health gains that are achieved through sexual abstinence, that abstinence is the expected standards for all students and the only certain way to avoid STD’s and pregnancy (Kohler et al., 2008), that a mutually faithful monogamous relationship in the context of marriage is the expected social standard and that sexual activity outside of marriage is likely to have harmful consequences for the student, potential children, and society. It must teach students how to reject sexual advances, how alcohol and drug use increase vulnerability to sexual advances, and the importance of attaining self sufficiency before engaging in sexual activity. (Rubenstein, 2017) Federal law also states that programs that use federal funds can not teach about contraceptives except to emphasis failure rates. (Jeffries et al., 2010)

Comprehensive sexual education (CSE) is defined as programming that seeks to postpone early sexual involvement, but also discusses both abstinence and contraception (the different methods available, instructions for use, etc.) as well as HIV/AIDS prevention. Some comprehensive programming also teaches other pertinent topics: human development and puberty, reproductive anatomy and health, pregnancy and prenatal care, consent, development of positive relationships, decision making, communication and interpersonal skills, and intimacy. (Kirby et al., 1994) Also, this type of sexual education may, if allowed by law, discuss sexual assault, sexual orientation, other sexual behaviors, and gender identity. (Jeffries et al., 2010)

One of the most important and easily quantifiable reasons that successful sexual education is needed can be seen in the recent statistics released for 2015 from the Centers of Disease Control. In that year, a total of 229,715 babies were born to women between the ages 15–19 years, for a birth rate of 22.3 per 1,000 women in this age group. In the same year, young adults (aged 13-24) accounted for an estimated 22% of all new HIV diagnoses in the United States. Half of the nearly 20 million new STDs reported each year were diagnosed in individuals between 15 to 24 years of age. (CDC, Sexual 2017) While 2015 shows birth rates for American teenagers at a record low with evidence suggesting the declines are due to abstinence and consistent contraception use, the teen pregnancy rate in the United States is still substantially higher than in other western industrialized nations, and racial/ethnic and geographic disparities in teen birth rates persist. (CDC, Teen 2017; Stanger-Hall and Hall, 2011)

Because we as a society have determined that pregnancy and sexually transmitted diseases are unfavorable outcomes for adolescents, research identifying distinguishing characteristics in effective sexual education programs- whether comprehensive or abstinence-only- is key. According to Kirby et al., effective programs used social learning theories such as social cognitive theory, social inoculation theory, and cognitive behavioral theory, etc. as a foundation for program development and included a narrow focus on reducing sexual risk-taking behaviors that may lead to STD’s or unintended pregnancy. (1994) According to Jeffries et al., more than 140 national scientific organizations acknowledge that CSE can effectively meet adolescents’ sexual needs. Their conclusions are based upon numerous findings that CSE effectively promotes abstinence and may delay sexual debut, reduce sexual frequency, reduce the number of lifetime sexual partners, reduce the risk of STD transmission, and increase the likelihood of consistent contraceptive use. (2010) Silva, who analyzed the success rates of several studies, found that some studies believe that more parental involvement in teaching sexual behavior may have contributed to higher abstinence rates; however, she acknowledges that parents who were willing and able to participate in these programs may differ in important demographic or lifestyle characteristics from those who did not participate, possibly skewing the data collected. (2002) Through research based on a national analysis of all state data available, Stanger-Hall and Hall show that abstinence-only education doesn't reduce, and likely increases teen pregnancy rates, while comprehensive sexual education that included abstinence as a desired behavior was correlated with the lowest teen pregnancy rates across states. (2011) However, all of these studies have some limitations which make for a shaky foundation when creating new programs and protocols for more effective sexual education. As suggested by Silva, research in sex education could be greatly improved if more efforts were directed to test interventions utilizing random controlled trials, measuring intervening variables variables and a more careful and detailed reporting of the results. (2002)

One clear oversight in both abstinence-only and many comprehensive sexual education programs is the recognition and teaching of sexual diversity. Very little research has been completed with a view to understanding how to recognize and teach individuals who claim a sexuality other than heterosexuality and students who report any form of sexuality other than heterosexuality are removed from studies to keep the results consistent for the majority population studied. For example, Kohler et al. specify in their research that “Individuals reporting sexual orientation other than heterosexual were also excluded as programs do not address same-sex behaviors.” (2008) Denny and Young state that in their questionnaires that sexual intercourse is defined as “ the male’s penis is in the female’s vagina” while Weed and his group of researchers measured data based on “virgin students who went on to have vaginal sexual intercourse.” (2006; 2008) Valenti writes that educators in abstinence-only sexual education are mandated to define the term ‘marriage’ as only “a legal union between one man and one women as a husband and wife” and the word ‘spouse’ as only “a person of the opposite sex who is a husband or wife” (Valenti, 2009) Luker notes in her book that she restricted herself to heterosexuality discussions “as the public discussion itself did.” (2006) Blount states that same sex desire and gender nonconformity have been so strenuously and consistently rooted out of sexual education curricula that the need for rigorous scholarship and additions to sex education protocols is significant. (2016)

This oversight in the acknowledgment and instruction of sexual diversity has come at a high cost to LGBTQI students and young adults. Among young people (aged 13-24) diagnosed with HIV in 2015, 81% were gay and bisexual males. (CDC, Sexual 2017) Data provided from the 2015 National Youth Risk Behavior Survey of surveyed LGBT students states that these students are at an increased risk of being threatened, bullied, or injured on school property or online. LGBT students are also at an increased risk of sexual and physical dating violence, and rape. (no author, LGBT…2017) These students are more likely to have problems with depression and are four times more likely to commit suicide than heterosexual youth. (Frieden et al., 2015) Eight states- Alabama, Arizona, Louisiana, Mississippi, Oklahoma, South Carolina, Texas, and Utah- limit what teachers can say about homosexuality and some of these states require inaccurate information to be shared with students. (Segal, 2017) For instance, Alabama education law requires that sex education programs emphasize that homosexuality is not a lifestyle acceptable to the general public, that homosexual conduct is a criminal offense under the laws of the state, and prevents educators from mentioning “that some methods of sex are safe methods for homosexual sex.” (Rubenstein, 2017) Hess notes that if some abstinence-only providers mention homosexuality, it is mentioned as a lifestyle with shocking negative consequences that can only be solved by marrying someone of the opposite gender. (2010) Therefore, students who do not identify as heterosexual may not find any mention of sexual diversity in their taught curriculum and, if it is mentioned, only negative or possibly inaccurate information is provided. It is important to note that until recently, same sex marriage was not an available option for homosexual individuals, effectively telling these students that they must remain celibate throughout their life span. While the legal union of marriage is now open to either heterosexual or homosexual relationships, many sexual education programs still teach that if you are homosexual, you must remain abstinent unless you marry a partner of the opposite sex. (Hess, 2010) Lastly, teachers who identify as LGBTQI fall in the minority and it can still be a challenge for a teacher that is known to identify as other than heterosexual to keep a teaching job. This discrimination suggests to students that their sexuality can affect future employment unless closeted. (Jennings, 2005; Jackson, 2007)

Another significant problem with specific abstinence-only curricula is how these lessons are taught: metaphors used, abstinence decisions as absolutes, etc. Most abstinence-only curricula do not discuss consent or sexual assault, but do use metaphors that imply that sexual activity degrades the female body. (Valenti, 2009) These metaphors include licked cupcakes or chocolate, sharing cups of spit, chewed up gum, old and worn out shoes, a piece of tape, a rose with no petals, etc. (Rubenstein, 2017) When these metaphors are used or demonstrated to students, many students who have been victims of sexual assault see themselves as broken, dirty, or worthless. These metaphors increase feelings of shame, anger, and embarrassment in victims-- most of whom are women. (Valenti, 2009) Another drawback to using these metaphors is that the use of them can diminish the self worth of individuals who choose to have sex and make them more vulnerable to other health conditions such as depression, eating disorders, etc.

Therefore, it is vitally important that research is conducted and programs tailored to use successful strategies for teaching sexual education to students. An abbreviated listing of sexual education laws per state was compiled by the Guttmacher Foundation in early 2017 which found only 13 states require that the information taught in sexual education protocols must be medically accurate, only eight states require the teaching should be ‘culturally appropriate and unbiased’, and only two states require that sexual education teachings cannot promote religion. (no author, Sex 2017) According to Blount, no program will be successful until the curricula recognize young people as sexual beings, a viewpoint that defies many community assumptions about the sexual innocence of youth. He also states that researchers need to recognize or acknowledge the sexuality of adults who work with adolescents instead of the current standard of assumed asexuality or sexual purity of school workers as a class. (2016) It should also be a given that teachers’ beliefs about the content of sexual education curricula may influence what they teach their students despite what is specifically in the curriculum itself. (Jeffries et al., 2010) Zimmerman suggests that no program will be successful if, at its core, the goals are to control sexuality by fear. (2015) As there is so little consensus on what to teach, how to teach it, when to teach it and what aspects of programs are the most successful, it is vital to encourage further research and scholarship into the matter.

2018/10/13

Sexual and Gender Diverse Adolescents and the Failures of Traditional Education in Public Education: Post #1


* First part of the term paper titled "Sexual and Gender Diverse Adolescents and the Failures of Traditional Education in Public Education." This post covers the Abstract and the Background portion of the paper.

Abstract

Sexual Education in the United States has a long and controversial history. Discussions of whether the education is needed, who should distribute the information, where the education should occur, and what information should be included into curricula are all up for debate and disagreement. However, the majority of these discussions, legally mandated public school curricula, and for-profit sexual education speakers all focus on one particular subject: heterosexual sexual desire and behavior. As definitions of sexual behavior tend to normalize heterosexual behavior while ignoring sexually diverse behavior, the majority of studies performed are used to justify or develop public education lesson curricula that are focused on these particular aspects of sexuality. This leaves students who are gender or sexually diverse without any solid education with which to make healthy, informed decisions about their sexuality and behavior, leaving these individuals at high risk for negative consequences of sexual behavior. Therefore, it is vital that studies determine how educational curricula can be used to appropriately educate this minority segment of the population and how best to integrate the needed curricula into public education classrooms, as this is the most common place where sexual education takes place. Researchers and public health officials must also be aware of the risks specific to sexual diverse students that make these individuals less likely to participate fully and honestly in research where there is a perceived risk of confidentiality or privacy failures, allowing their personal information to be released to family, friends, or community members. Recognizing the perceived risks and determining research methods that can minimize these risks can create an environment for safe and complete participation by sexually diverse students which is vital for a full understanding of adolescent student needs.

For the purposes of this paper, individuals and populations that identify as sexually diverse include: gay, lesbian, queer, bisexual, questioning, as well as those who identify as gender non-conforming (transgender and intersex.)

Background

Very little research has been conducted with a view to understanding how to recognize and teach individuals who claim a sexuality other than heterosexuality. On the contrary, many researchers admit that students who report any form of sexuality other than heterosexuality are removed from their studies to keep the results consistent for the majority population studied. As such, the need for valid research that recognizes sexual diversity and works to understand the unique needs of these individuals is evident. Equally obvious are the challenges that an accurate study will have to overcome. As individuals who have sexual diversity in this country are in the minority and are also seen by many majority groups as being deviant (and a host of other negative labels), it will be challenging to create a research project that creates enough confidence in vulnerable individuals to take part while keeping their participation and divulged information confidential.

There is no shortage of data available on heterosexual behavior in adolescents. One question is whether researchers should attempt to separate heterosexual and sexually diverse subjects into separate research projects at all. It should be easier to get accurate information from these adolescents if they are participating in research that includes large quantities of participants so that their personal responses are blended into a larger group of participants and data collection. The majority of studies remove information from participants that admit to any sexuality other than heterosexuality, leaving not only a lack of studies on sexual diversity, but also only a narrow focus on specific forms of heterosexuality. Due to the limitations of the majority of studies performed, this author recommends that research should study the prevalence of sexual and gender diversity in adolescent populations as well as what information should be included in sexual education curricula in public education. This research should also collect statistics on age of sexual initiation, behaviors used, and self-reported negative consequences.

2018/10/12

Sexual and Gender Diverse Adolescents and the Failures of Traditional Education in Public Education: An Introduction


This post is an introduction to the next few post sharing a term paper that I completed for a class that I took that focused on sociology and education. The paper is long so I intend to break it into a few posts and I will have a post listing all sources for those who are interested. This topic is near and dear to my heart as I didn't feel like I got a very healthy view of sexuality from my public and religious education and I wondered how widespread disinformation or a lack of information was being taught. Turns out, its really more common than I expected. If fact, it appears that a lack of comprehensive sexual education is the norm and not an outlier at all.

I hope my readers enjoy the paper and, per usual, I am interested in your critique and comments. Enjoy.

2018/10/02

Poetry Submission


I ended up having a little down time today which was much needed and very unexpected. I discovered in one of my favorite LDS Facebook groups (The Exponent) that there was a request for poetry submissions and so I have happily spent the morning hunting through my miscellaneous scraps and posts of poetry for some submissions. I have submitted my chosen poetry and have posted my choices below. All have been published previously on this blog and I have linked each poem to the original post. This was a bit of fun today and it felt wonderful to share some of my work. I needed this opportunity today.


The Spirit of Peace

Eyes closed, breathe deep

legs crossed, head bowed

Feel the world around you

the breeze that lovingly envelopes you

the warmth that seeps through your skin

the spirit that whispers to your heart

Whisper your needs, hear him answer

Give him your heart, feel his love

Breathe in, clear your mind

the thoughts that bring you down

the worries that fret your soul

the fears that trap your agency

Listen with all your being

Be open, be loving, be joyful

Be you!


The Unexpected Change

Relief, sweeping relief

the surprising news comes

My heart feels lighter, suspended

the fear is dissolving, the air more clear

Tears pour down with gratitude

Nothing has changed... just one small tweak

yet the whole world is righted

moving forward feels possible, even doable

Thank you, Father... thanks for hearing

the prayer I didn't dare dream … or whisper


Night Swimming

A click and the darkness flows

quickly to fill all space

cool sheets press against my cheek

arms flayed, spread out

feet dangling in the air

a slight breeze moves the air

leaving ripples of breath and hair

floating, gliding, sinking in the deep

and even though my physical sense hasn't moved

hasn't budged, hasn't twitched

I sense the waves of exhaustion flow in

the riptide of need to rest, to forget, to lessen

A whirlpool of darkness, soft voices and purring

And you sink down, down into the abyss

the light patterns on your lids begin to fade

from white to green and blue

and suddenly you're gone and only spiritual remains

The tide flows by and pulls you in.....

… the hamster on the wheel

… the fears of your heart

… the images of film explored

… the joy of memories relived

… the revelation of things to come

together they flow, merge and tug your mind

As they merge, your breathing slows

yet your mind is full of visions

sometimes you backstroke and float unaided

and sometimes your fears win

Suddenly, the blue turns light

the darkness quickly fading

the movies gone, the images dissolve

only the emotions remain, dripping off

My eyes crash open, appendages start to twitch

consciousness and self break free

A stretch, a yawn... and the images are gone

A day of possibilities beyond

and yet I smile and think of evening

for the joys of night swimming


To Be

To dream is to stretch your soul

... to reach out of your reality to a new place

... to hope for future peace

To plan is to stretch your mind

... to focus on the changes that must be

... to hold onto a goal with purpose

To try is to acknowledge possibility

... of both failure and success

... to move onward anyway

To grow is to reach forth

... to know that to gain may cause pain

... that through adversity, we gain strength

To love is to believe

... to know that the Father loves us

... to have faith in ourselves

... to be


Journey of Recovery

Why so many challenges

I think as I fall

The fall doesn't hurt

The impact breaks all

I struggle to stand

The earth starts to shift

My heart feels torn

My mind feels adrift

How to recover – I do not know

This massive pain

Will it help me grow?

As I recover and life goes on...

Will I feel safe?

Will I ever feel strong?

I will stand up and try to pray

To think nice thoughts throughout the day

And watch for the light that shows the way

To charity, to life, to love secure

All I need is to but endure.


Please feel free to leave feedback if desired...

2018/09/25

"A Crochet Mystery" series by Betty Hechtman


This series follows the life and amateur sleuthing of character Molly Pink. She works in a bookstore and participates in a crochet group and helps solve murder mysteries on the side. There are colorful characters which include a celebrity, an over the top flamboyant knitter, and male model turned businessman.

I tend to find that it is pretty easy for me to love 'cozy' mysteries so I really tried to give this series a good shot. After reading four of the books, I can't escape a few facts. I just couldn't enjoy the series because I could not find a way to empathize or identify with any of the characters with the possible exception of Dinah who is Molly Pink's best friend.

I have highlighted the books I read below in the list:

A Crochet Mystery Series

1. Hooked on Murder (2008)

2. Dead Men Don't Crochet (2008)

3. By Hook or By Crook (2009)

4. A Stitch in Crime (2009)

5. You Better Knot Die (2010)

6. Behind the Seams (2011)

7. If Hooks Could Kill (2012)

8. For Better or Worsted (2013)

9. Knot Guilty (2014)

10. Seams Like Murder (2016)

11. Hooking for Trouble (2016)

12. On The Hook (2018)

She also has written five books in a knitting series, but I haven't read any of them. I'm probably not going to as I really didn't find myself very enthralled with the series I did read a few books from. If you have read any of her books I would be interested on your take. I rarely dislike a book so I am a bit disappointed that I didn't like these. So please feel free to chime on in with your opinions of the novels if you have experienced them. I'm curious for other viewpoints.

I'm starting a series by Virginia Lowell. Maybe I will like that series better.

2018/09/23

Fiddly Weekend


Since I had a specialized MRI on Friday that required an injection, I thought I should take this weekend off from volunteering at the Turnstyle. I usually love to do it as I love the socialization, but I wasn't sure I would feel up to it. So when I woke up Saturday morning so early from the wrong number, I realized
that I had made a really good choice to stay home. I felt like I shouldn't just sit around even though I did need rest so I spent Saturday doing small things that needed to be done, took little time, but would be easy to rest in between the tasks. It's funny that you never realize how many fiddly quick jobs you can stack up in a house and in the dooryard when you are focused on the big things. It's even time to start taking down some of the garden- last night was 39 degrees according to my thermometer. My Virginia creeper and the trees in the dooryard and nearby woods are just barely starting to turn red, but as the weather changes they will start to turn pretty quickly in the next week I suspect.

The things I accomplished are a bit to numerous to list because they were all tiny
things like washing mannequins and cabbage patch dolls for future CPR classes and moving the house plants back inside for the winter after a nice summer of sun. I also moved in two pepper plants to try and overwinter them- I have no idea if it will work but I might get lucky so why not? I also got the house ready for my day with the ex and Bug. I am so glad I had a day to just focus on rest and getting the little things accomplished. Its amazing how accomplished I felt even though not much was completed that was anything to brag about.

Today was a lovely day of rest and films and good food as every Sunday tends to be. I am grateful for the extra time with family and I have a few hours every morning to do Sabbath-y stuff before the full visit commences. We have a really good routine set up where we visit for breakfast and then they leave Teddy here and head off for a hike while I do my Sabbath celebrations and contemplation and then the rest of the day is ours. They always spend the night on Sundays and, as I sit here and type, I hear the sounds of cooking and boy laughter as Bug carefully takes apart his newest toy to see how it functions. I feel full and relatively warm (I haven't turned on the heat in the house yet so it is starting to get a little chilly inside in the evenings) and generally content. You can't ask for more in a weekend than that. I am very grateful.

2018/09/22

Wrong Number


I got a phone call around 4:30 this morning. I woke up quickly feeling an almost immediate sense of panic- after all nobody calls at that time in the morning unless something is wrong- and breathlessly answered the phone. I feel extremely blessed today. Of all the things I quickly imagined getting a call from so early- Rob or Bug being severely ill, ditto with a beloved Aunt or Uncle, or random images of other terrifying possibilities. Instead I got a nice man asking for a gentleman that I didn't know. When I said he wasn't here I got an explanation that the caller was from security down at the lab (I'm guessing Jackson lab but it is only a guess.) We quickly figured out that he had transposed two numbers while dialing and he was quite apologetic. I must have been amusing myself because I know that my voice exuded gratitude and not annoyance as he might have expected. So I started this day grateful for the safety of family and friends and I carry that feeling as a talisman today as I go about doing errands and housework. While it is frustrating that I took a medication to sleep and finally was successful at sleeping past 4am... I find myself too thankful to get all worked up about it. I do wonder what was going on at the 'lab' though. Curiosity about that tinges the gratitude a tiny bit. :)

2018/09/15

Catch Up


Whew! Sometimes life just sneaks up on you. I feel like I will be coasting along pretty well for a bit and then the world tips slightly and everything slides to the side and falls down. Then I end up spending way too much time trying to pick everything back up and level up my life again. IT doesn't necessarily mean that everything is bad, just a jumble of positive and negative tumbled together that needs to be carefully winnowed out and restored to its appropriate place in my life. These times are hard but something I try to be thankful for. After all, these times help define our goals and then our lives. You never learn as much as you do when you are trying to evaluate what is important and necessary and what must be laid aside... no matter how important it still feels to you. The Buddhist principle of impermanence is a wonderful thing to learn even if it isn't a principle that is the slightest bit easy or comfortable... at least its not for me.

Overall, things are going OK. Finances are still pretty shaky and I am not fully stable as I would like to be in that regard. However, I have plenty to eat and my insurance is covering the majority of my medical bills- I can't fathom what I would do without insurance with my health problems. Just this month alone I have six appointment and 2 MRIs. My monthly doctor's visits would put me into bankruptcy if I didn't have insurance. Having Ehler's Danlos can be a bit of a trial sometimes and having insurance really is critical fro a decent quality of life. I am very grateful that I do have health insurance and wish that this country could get it together and provide single payer healthcare. No one should have to go without healthcare due to expense.

I am back to wearing a brace on my left ankle as it doesn't want to stay fully in its socket. The brace is controlling it well so I tend to have moments that I forget I am dealing with that problem. I have learned not to sit on it or to sit indian style- those are errors I will pay for fairly quickly both in inappropriate joint movement and pain. I also am trying to learn to pivot more slowly instead of quick turning 'jolts' to change direction.

MY car has been fixed and for the moment the fuzzy parts of the household are healthy. Watson passed away last weekend and that has been a sad experience- I still feel like I can see him lope along in my peripheral vision when I am moving throughout the house. However, everyone that was very ill has passed on at this point and I am hopeful for a period of time of good health for me and my fuzzy companions.

Sleep has improved a bit which is helpful. I would definitely prefer better sleep every day- the nightmares are not helpful most nights. However, they are improving or at least I'm having fewer of them... that's progress! Sometimes when I wake up from a nightmare, I hear the lyrics of a BareNaked Ladies song in my head:

I wake up scared. I wake up strange. Its the hair shirt I wear. This hair shirt is woven from your brown hair. This song is the cross that I bear... bear with me... bear with me... - "What a Good Boy"

Strange lyrics for strange dreams I guess...

I hate when I get so busy that I do not write. I really like writing. I should do it more.