APPRAISAL: SYNTHESIS

Transcription

1 APPRAISAL: SYNTHESIS Title: Our Whole Lives: Sexuality Education for Young Adults, Ages Type of document: Material for Trainers Year of publication: 2008 Author/publisher: Michael J. Tino, Sarah Gibb Millspaugh & Laura Anne Stuart/Unitarian Universalist Association of Congregations Number of pages: 240 pages Date of appraisal: April 2010 Abstract: "Our Whole Lives, Sexuality Education for Young Adults, Ages is a fourteen workshop curriculum designed to provide responsible sexuality education for years old participants. The overall goal is to create a positive and comprehensive lifespan educational program that helps participants gain the knowledge, values and skills to lead sexually healthy, responsible lives. It was published jointly by the Unitarian Universalist Association and the United Church of Christ in The different workshops are 1) Young Adults and Sexuality, 2) Mind and Body, 3) Sexual Pleasure, 4) Keeping Your Body Healthy, 5) Exploring Gender, 6) Sexual Orientation, 7) Communication, 8 9) Relationships, Love and Commitment, 10) Boundaries and Boundary Violations, 11) Family Matters, 12) Sexual Fantasy and Variation, 13) Advocacy and Education, and 14) Closing. Each workshop is completed by many handout and leader resources in order to provide interactive and relevant materials to explore the issues. Note: "Our Whole Lives: Sexuality Education for Young Adults, Ages 18 35" is one of the six programs in the Our Whole Lives Lifespan Sexuality Education series. The other of five programs are "Our Whole lives: Sexuality Education for Grades K 1", "Our Whole Lives: Sexuality Education for Grades 4 6", "Our Whole Lives: Sexuality Education for Grades 7 1

2 9", "Our Whole Lives: Sexuality Education for Grades 10 12" and "Our Whole Lives: Sexuality Education for Adults". For more information or to order a copies of these documents, please visit Strengths 1) Our Whole Lives: Sexuality Education for Young Adults, Age is a comprehensive and progressive program. In an inclusive and developmentally appropriate manner, it addresses sensitive topics that other programs usually exclude. The document addresses life issues of young adults (18 35 years old), a period too often forgotten in the available curricula. The young adult years frequently include increased independence, dating, partnering, and children. People who identify as bisexual, gay, lesbian, and/or transgender are more likely to come out during these years than at any other time of life. It is a time of important decision making and identity development. Although the curriculum was developed by the Unitarian Universalist Association and the United Church Board for Homeland Ministry, United Church of Christ, it is completely secular and free of specific religious doctrine or reference. The underlying values of the program, however, reflect the justice oriented tradition of the Association (self worth, sexual health, responsibility. justice and inclusivity). 2) The program workshops include four to seven main activities. Most activities take 15 to 45 minutes which is a realistic time frame. The whole document is flexible and can be adapted to the needs of the participants. Therefore many workshops also include optional activities that can substitute for, or be added to, the workshop s main activities. 3) At the beginning of each workshop, the goals are clearly listed and a series of SMART (specific, measurable, achievable, relevant and time bound) objectives are presented. The curriculum is designed for years young adults. It is developed for groups ranging from ten to fifteen participants, but could also be implemented successfully with groups as small as eight or as large as twenty five. The authors state that the program 2

3 has also been a success in a variety of community settings, including college, agencies, and religious communities. 4) The curriculum promotes responsible behaviour and access to the information. It states that the participants should speak about the relative risk of contracting STDS and have the knowledge about risk levels in order to make informed decisions about what behaviours they will and will not engage in. This is a very good point. Indeed, studies show that the best way to reduce risk taking behaviour in terms of STDs is to educate people about the real risk, or lack thereof, involved in different sexual acts. The approach of saying it s all dangerous can inadvertently result in more risk taking, because people aren t given the tools to differentiate high risk from low risk. The workshop Keeping our Body Healthy analyses information and misinformation about sexual health, pregnancy prevention, and STDs (including HIV/AIDS), which abound in the society. The workshop presents accurate information and empowers participants to keep their body healthy whether they are sexually active or abstinent. 5) The curriculum promotes self esteem as a way to avoid negative self image that might become a gateway to unhealthy relationships or a barrier to self love and intimacy with others. Therefore, participants are invited to maintain positive feelings about themselves in order to improve their overall self esteem, which help them make healthier sexual decisions. 6) Since the curriculum is devoted to young adults, it supposes that participants come to class with a general knowledge of how to use barrier methods and with varying level of experience using them. The curriculum provides a chart that indicates whether it is possible to acquire the listed STDs according to some sexual behaviours and activities. It clearly distinguishes the risk for the giver and the receiver, when it differs, which improve the clarity of the chart. An activity demonstrates the proper use of a male condom by placing it on a penis model. It also recalls the basic rules regarding condoms (checking expiration date, open the packet without damaging the condom, placing and 3

4 withdrawing the condom on a penis model and throwing it after use). The female condom and the use of the latex dam is also clearly explained. It emphasizes on the comfort and on good lubrications to use with these methods. Even though, since an illustration is often more understandable and completes very well an explication, it would have been useful to add an illustration to show more clearly how to place a condom. 7) The document clearly presents and explains a wide range of methods of contraception in order to prevent unwanted pregnancies. Therefore, the contraceptives as a barrier to infections are not discussed here. The document states that abstinence, when it is practiced consistently, is the best way to avoid unwanted pregnancies. It also introduces the periodic abstinence (fertility awareness method), continuous breastfeeding, condoms (combined with a spermicide, it is the best method to prevent unwanted pregnancies and STDs for sexually active people), emergency contraception, contraceptive sponge, spermicidal gel, contraceptive foam, the diaphragm, the cervical cap, the pill, the patch, the vaginal ring, the shot, the subdermal implant, the intrauterine device, the tubal sterilization and the vasectomy. 8) The curriculum contains a «STD Quiz Game Questions and Answers». In a overall, brief and clear manner, it presents: what HIV means, the four body fluids that can transmit HIV from one person to another, how does HIV affect body, what does it mean to be HIV positive, the difference between HIV and AIDS, why effective HIV treatments so difficult to find, or what are the symptoms of HIV infection. 9) The document provides information on STD and HIV Testing. It states that it is a shame that testing for STDs and HIV is often overlooked during general men health care and annual women gynecological exams. Unfortunately, the patients of all genders must be their own best advocates in requesting STD and HIV testing. Therefore, it is essential for young adults to know well where they can find help, support and counselling in case they want to be tested. Some web resources for STD statistics and prevention are suggested 4

5 in order to offer the latest information on STDs and their prevention. Nevertheless, it would have been useful to provide some phone numbers and agencies to contact for assistance. Young adults also have to be able to proceed to self examination (breast and testicles) in order to detect related cancer. The program provides tips to do correctly a monthly self examination. 10) An entire workshop is dedicated to Sexual Pleasure to counter negative conception of sexuality which only focuses on sexually transmitted diseases (STDs), unwanted pregnancy, and the potential psychological and social consequences of having sex at too young an age or outside of marriage. It affirms that sexual pleasure is a natural, normal, and important part of sexual experience and seeks to dispel myths and stereotypes about sexual anatomy, sexual function and orgasm, and masturbation. 11) The document discuses how alcohol, drugs or other substances use can affect communication and lead to vulnerability and dangerous sexual behaviour. It warns young adults against alcohol abuse and using drugs that can inhibit clear thinking and decisionmaking skills, make talking and listening more difficult, make it harder to assess potentially dangerous situations, increase aggression or decrease motor function so that it may be difficult to use a condom or another barrier method correctly. 12) The curriculum clearly addresses gender issues in the workshop Exploring Gender. The document explores the roles of sex and gender in daily life and how they can be restrictive and unfair. Participants are invited to develop their critical mind by thinking how gender roles affect their expression and decision making, and learn about the breadth of gender and sexual identities beyond male and female. The document focuses on the importance to differentiate between sex, gender, and gender identity, and tries to help participants understand the many identities in the broad category labelled transgender. The curriculum suggests stories from people who are transgender in order to develop understanding and empathy for what others are going through. It also 5

6 condemns the sensational, insensitive and stereotyped ways depicted on tabloid TV for presenting transgender. 13) The issues of coercion, sexual harassment and abuse are addressed and challenged. The curriculum clearly condemns sexuality used in a way to express hatred and domination rather than love and connection. The workshop boundaries and boundary violations helps participants identify situations of abuse, assault, and rape, take action to prevent them, and understand some of the emotional consequences for those involved. Indeed, the workshop specially addresses personal healing and helping friends heal. The document indentifies national and local support resources for people who are dealing with sexual boundary violations or are close to someone who is. Finally, it also suggests some easy tips to reduce the risk of being victim of sexual assault. 14) The manual suggests a program which is very lively and encourage young people participate as actively as possible in the discussions. The program tries to create a climate of comfort, fun and respect while reassuring participants that they are in a safe place to talk about sexuality, even the toughest subjects. It includes a positive view of sexuality, information about sexual health, and skills to make decisions now and in the future. In general, the program successfully: provides factual information about human sexuality (human reproduction, anatomy, contraception, HIV/AIDS, sexual abuse etc.); offers participants with the opportunity to explore their attitudes, values and insights; helps young people develop healthy relationships and interpersonal skills; and promotes responsibility by addressing abstinence, teaching how to resist pressures to become prematurely involved in sexual intercourse, and encouraging the use of contraception and other sexual health measures. 15) The workshops are very well organized, suitable and adapted. Detailed and clear instructions are provided to facilitators for each workshop. Each workshop includes the following elements: rationale (a short narrative addresses to the facilitators to help set the context for the workshop); time required (it varies from 25 to 60 minutes); goals 6

7 (clearly articulated purposes for the activities in each workshop); workshop at a glance (a list of the workshop s activities including optional one, and the amount of time required for each); materials; preparation (a detailed guide to any preparation needed for activities), activities (step by step directions for carrying out each activity); handouts (information or visual aids to be distributed to participants); and leader resources (information and tools for facilitators to help them conduct activities). 16) The manual presentation is attractive, clear, simple and readable. The paper is in a standard quality so the material can be quite durable and be reproduced economically. The content is well designed and it generally makes good use of the available space. A clear overview is available at the beginning of the manual in order to facilitate its use. Weakness / aspects to be improved 1) The curriculum encourages victims of sexual harassment or rape to recourse to the law enforcement. Nevertheless, it would have been useful to complete this chapter by recalling some basic human rights rules (integrity, respect, non discrimination etc) in order to let participants know that they do have inherent rights. Suggestions for improvement It would have been important to integrate expressly and focus on Human Rights issues. The Universal Declaration of Human Rights (1948) should be clearly presented and consulted to enforce the curriculum values. The contents of the workshops should be more precise on the fact that each person has rights and duties due to the simple fact that she/he is a human being. Teachers and learners should understand human rights and learn to respect his/her and others rights. Also in the context of HIV and AIDS, a learner should know how to overcome stigma and discrimination, show empathy and respect, support families and communities affected by HIV & AIDS and contribute to their wellbeing. It is crucial to include human right issues because it serves undoubtedly the 7

8 process of assimilation of respectful and healthy behaviour, by showing that a legal and universal framework supports these values. 2) The workshop Keeping Your Body Healthy provides information on HIV and AIDS. It helps young adults to build awareness of behavioural risks, and to promote skills for expressing sexual feelings in ways that avoid risk. But some important issues related to HIV and AIDS are not explained. Suggestions for improvement All the points discussed about HIV and AIDS are correct and well explained. Even though, some aspects of the issue are not developed at all. Indeed, it would have been useful to include some information about the antiretroviral treatment (what are the results and main side effects of such a treatment, when and why taking a treatment, what are the consequences of this treatment on daily life, how support somebody who is under treatment, or what are the myths around the ARV treatment), the relation between drugs and HIV, or how overcome and reduce the discrimination, misinformation, myths and pain that people affected and infected by HIV and AIDS have to endure. It is true that this manual is not a document specifically about HIV and AIDS education but nevertheless, these aspects are essential and basic issues and should be included in every sexuality education programme. This is particularly important if the document is adapted to a context or country, where many children might be affected or infected by HIV and AIDS. Internal consistency The first introductory pages provide many information and guidance for the use of the entire curriculum. The target group of the manual is clear and activities are adapted to young children. Both language and images are gender sensitive. The contents of the manual are in line with the learning objectives/outcomes. 8

9 Transferability issues and more suggestions for adapting the manual The document is appropriate to the society and context of United Sates (names and cases studies are more related to North American society). Even though, Our Whole Lives is a generic manual and it is not specifically addressed to children from United States. The program states that it has been used successfully in a variety of community setting, including schools, youth serving agencies, and religious communities. The document promotes age and developmentally appropriate, positive, honest and open discussions regarding sexuality education with children. Sexuality is considered as a natural and healthy part of living. This approach doesn t reflect the whole United Sates conception about sexuality education for children, in particular conservative one. 9