| SIECUS CURRICULUM REVIEW CHOOSING THE BEST LIFE A Fear-Based Abstinence-Only-Until-Marriage Program For High School Students | |
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The Choosing the Best series includes Choosing the Best LIFE, Choosing the Best PATH, and Choosing the Best WAY for high school, upper middle-school, and lower middle-school students respectively. For each curriculum, there is a leader’s guide, a student workbook, and an accompanying video. The accompanying video includes segments from Focus on the Family, Human Relations Media, AIMS Multimedia, and the Medical Institute for Sexual Health. These curricula are produced and distributed by Choosing the Best, Inc., a non-profit organization founded in 1993. According to the curriculum, “since 1993, more than 700,000 students have participated in Choosing the Best programs in 2,500 school districts in 50 states.” Choosing the Best, Inc. also offers Choosing the Best PARENT TRAINING PROGRAM, a parent-training program; Parents, Teens and SEX: The BIG TALK Book, a parent book; Abstinence Works!, a two-day teacher-training program, and Soul Mates, it’s newest abstinence-only-until-marriage curriculum This review focuses on Choosing the Best LIFE, the high school program, written by Bruce Cook. SIECUS reviewed the 2003 edition. SIECUS’ reviews of curricula are based on the Guidelines for Comprehensive Sexuality Education, K-12 which were developed by a task force of professionals from the fields of education, medicine, youth services, and sexuality education. The Guidelines are a framework for comprehensive sexuality education programs and represent a consensus about the necessary components of such programs. Abstinence is one of the 36 topics included in the Guidelines. As is typical of abstinence-only-until marriage curricula, Choosing the Best LIFE provides limited information on sexuality and does not cover such basic topics as puberty, sexual response, or reproduction. Other important issues such as contraception, abortion, sexual orientation, STDs, and HIV/AIDS are presented in an unbalanced manner that seems designed to promote one point of view rather than simply inform students. In addition to omitting important information, this curriculum relies on messages of fear and shame, inaccurate and misleading information, and biased views of marriage, gender, abortion, and sexual orientation. While the immediate goal of many sexuality education programs is to delay the initiation of sexual intercourse (possibly until marriage) or to increase the use of pregnancy- and disease-prevention methods, many programs also have the long-term goal of promoting sexual health. Because abstinence-only-until-marriage programs are often the only formal setting in which young people learn about sexuality, the information and messages in the curricula can have a life-long impact on how they view sexuality. Relying on Negative Messages Abstinence is an integral part of any comprehensive sexuality education program. SIECUS’ Guidelines suggest that students be told that abstinence from sexual intercourse is the most effective method of preventing pregnancy and STDs, including HIV. The Guidelines include a number of age-appropriate messages about abstinence for students such as: “Young teenagers are not mature enough for a sexual relationship that includes intercourse”; “Abstinence from intercourse has benefits for teenagers”; and “Teenagers in romantic relationships can express their feelings without engaging in sexual intercourse.” Rather than presenting this kind of balanced, complete picture of both abstinence and sexual activity, Choosing the Best LIFE puts forth exaggerated messages about both the benefits of abstinence and the dangers of sexual activity. The result is that students are instilled with fear and misunderstandings about sexual activity as well as unrealistic expectations of abstinence. Messages of Fear—Trying To Scare Students In an effort to scare students into abstaining from sexual activity, Choosing the Best LIFE names numerous physical and psychological consequences of premarital sexual activity, suggests that sexually active teens will never have a happy future, and implies that only teens with low self-esteem and poor judgment become sexually active. For example, according to a poster that is part of the curriculum package, the “emotional consequences” of premarital sex include: “Worry, Regret and Guilt, Fear of Future Relationships, Impaired Personal Development, Lowered Self-Esteem, Depression.” The curriculum states, “we’ve seen how sexual relationships before marriage often lower self-respect in both people. The emotional pain can cause a downward spiral of feelings.” (Choosing the Best LIFE, Leader Guide, p. 10) In fact, the curriculum suggests teachers inform their students that “one study showed that girls who had been sexually active were six times more likely to attempt suicide than those who were virgins.” (Choosing the Best LIFE, Leader Guide, p. 9) The curriculum also asks students, “what could cause a sexually active teen to experience feelings of regret and guilt?” The suggested answers include: “Relating sex to love and feeling loss when relationship ends; feeling used by another; regret about not reaching personal goals; guilt about going against personal values; being disappointed in self; regret about hurting another.” (Choosing the Best LIFE, Leader Guide, p. 8) In addition, the curriculum tells teachers to ask students, “if you petted a dog and he bit you, what might be your reaction to the next dog you saw? Why might sexually active teens experience fear of future relationships?” (Choosing the Best LIFE, Leader Guide, p. 8) This focus on the potential negative consequences of premarital sex is clearly designed to scare students rather than educate them. There is no scientific evidence to support the assertion that premarital sexual intercourse leads to everything from fear of future relationships to impaired personal development. Messages of Shame—Trying to Make Students Feel Guilty In addition to providing endless information about the negative consequences of premarital sexual activity, Choosing the Best LIFE also utilizes a variety of tactics to suggest that teens should feel guilty, embarrassed, and ashamed of sexual behavior. The student workbook states, “relationships often lower the self-respect of both partners–one feeling used, the other feeling like the user. Emotional pain can cause a downward spiral leading to intense feelings of lack of worthlessness.” (Choosing the Best LIFE, Student Workbook, p. 9) The curriculum tells teachers to ask their students, “why could a sexually active teen tend to have lower self-esteem?” The suggested answers include: “May feel dehumanized or worthless, weak or powerless if partner is selfish or controlling.” (Choosing the Best LIFE, Leader Guide, p. 8) In one exercise, the class is divided into two small groups and given large pieces of paper. They are first asked to “list as many reasons as possible for choosing to be abstinent.” The group’s answers are scored and the group that has the highest number wins. The teacher then asks students, “are there teens who still choose to have sex? (Yes) What are some reasons they choose to do so? (Hormones; peer pressure; relationship pressure). Are the reasons not to have sex stronger than the reasons to have sex? (Yes). ” (Choosing the Best LIFE, Leader Guide, p. 41). The curriculum seems to suggest that sexual arousal and desire are character flaws as opposed to signs of healthy sexual development. Recent studies show that forty-seven percent of all high school students have had sexual intercourse.1 It is therefore likely that an average group to which this curriculum is presented will contain several sexually active teens. It is inappropriate and potentially harmful for education programs to imply that these teens lack values and dignity or suggest that they are less worthy of love, trust, and respect. This can only damage these students and alienate them from their peers and the program. In addition, it is worth noting that the curriculum spends very little time discussing sexual assault or abuse. In discussions on guilt and shame, the curriculum does not distinguish between wanted and unwanted sexual behaviors. Eight percent of high school students reported having been forced to have sexual intercourse.2 Telling these young people that all sexual activity outside of marriage is something to be ashamed of can only re-traumatize these already mistreated young people. Virginity Pledges—Asking Students to Promise Purity Choosing the Best LIFE, like many fear-based, abstinence-only-until-marriage curricula, includes a virginity pledge, in which students vow to remain abstinent until they marry. The pledge in the student workbook reads: “Recognizing that abstinence enables me to experience freedom from: worry, guilt, pregnancy, pressures to marry before I am ready, abortion, sexually transmitted diseases, being used by others, and the bother and worry of contraceptives, and freedom to: be in control of my life, develop self-respect, focus my energy on establishing and realizing life goals, experience more healthy and long-term relationships, and enjoy being a teenager…. I make a commitment to myself, my family, my friends, my future spouse and my future children to be sexually abstinent from this day forward until I enter into a marriage relationship.” (Choosing the Best LIFE, Student Workbook , p. 44) The teacher is instructed to say, “we’d like to give you an opportunity to make a pledge today to remain abstinent until marriage. If you choose to do so, you can sign the pledge on page 44. You can also list several people to whom you can be accountable.” (Choosing the Best LIFE, Leader Guide, p. 44) Teachers are also encouraged to make copies of the pledge and print them on card stock so that students could have them as “reminders.” Recent research found that virginity pledges could help a select group of young people delay intercourse under certain circumstances. Pledges taken by an entire class as part of a lesson or presentation, however, were not effective. Moreover, even when they work, pledges help this select group of adolescents delay the onset of intercourse for an average of 18 months—far short of marriage. Virginity pledges may, in fact, be detrimental to some teens. The study also found that those young people who took the pledge were one-third less likely to use contraception when they did become sexually active than their peers who had not pledged.3 Further research has confirmed that although some students who take pledges delay intercourse, ultimately they are equally as likely to contract an STD as their non-pledging peers.4 Far from providing a solution to the complex problem of unintended pregnancy and disease transmission, these simplistic pledges are undermining the use of contraception among teens, potentially exposing them to greater harm. In addition, these pledges are not appropriate for all students as they show blatant disregard for young people who are gay and lesbian. These students cannot legally marry in this country.* Signing this pledge is tantamount to agreeing to a lifetime without sexual behavior. It is unfair and unrealistic to ask a high school student to make such an agreement. Finally, it is important to note that it is not the place of any educational program to mandate choices for students. Instead, students must make their own decisions based on their personal values, the values of their families, and the values of their communities. By endorsing the pledge and suggesting that students use class time to sign it, the teacher is putting undue pressure on students. Education programs should foster critical thinking and decision-making skills rather than pressuring students to make one choice. * NOTE: Recent court decisions in Massachusetts have granted same-sex couples the right to marry in that state. Numerous court challenges and legislative hurdles remain and it is therefore unclear whether this right will be permanently guaranteed in that state or other states in the country. As of 2005, Massachusetts is the only state that recognizes legal marriage between individuals of the same sex. Distorting Information Early editions of curricula produced by Choosing the Best, Inc. included many inaccurate and exaggerated statements mostly centered on the subjects of STDs and condoms. The current edition of Choosing the Best LIFE has corrected many of the inaccurate statements and does provide students with some important information on these topics. Nonetheless, the curriculum continues to rely on distorted information about STDs and the effectiveness of condoms. Sexually Transmitted Diseases—Misleading Students Although Choosing the Best LIFE contains an impressive amount of detail about STDs, the curriculum still includes inaccurate and misleading information. In addition, the information provided about STDs builds on the messages of shame that run throughout the curriculum and may ultimately discourage young people from seeking much-needed STD screening and treatment. Inaccurate Information The curriculum misleads students as to the incidence and prevalence of STDs. For example, the student workbook states that “syphilis….affects about 120,000 Americans each year…” (Choosing the Best LIFE, Student Workbook , p. 21) According to the CDC website in 2002 there were approximately 32,000 cases of syphilis reported by health officials in the United States.5 Even accounting for under-reporting, this figure is far short of the incidence suggested by the curriculum. The curriculum also states that “AIDS is currently the leading cause of death for people between the ages of 24 and 44.” (Choosing the Best LIFE, Student Workbook , p. 36) According to the National Center for Health Statistics (NCHS) Vital Statistics System, HIV/AIDS is actually the sixth leading cause of death for people between the ages of 24 and 44.6 Although students need to understand that STDs, including HIV, are a serious public health issue, it is never appropriate for an education program to use inaccurate information to underscore a point. Elements of Shame Choosing the Best LIFE includes a variety of activities designed to teach young people about specific STDs and how they are spread. Like the rest of the curriculum, many of these exercises rely on messages of fear and shame. One activity is designed to show how “STDs and HIV can be passed from one person to another without either knowing about the infection.” The teacher chooses five girls and five boys and places them in a row facing each other. Each student is given a cup which they then fill with water. The students are asked to rinse their mouths and then spit the water back into the cup. Students are told that the water now represents “body fluids.” The boys are asked to pour some of their “body fluids” into the cup of the girl across from them. The leader then reveals that some of the boys’ cups were labeled with the name of an STD and that the girls now have this virus or bacteria. The boys and girls then complete the exercise in reverse. Next, the students empty their cups into a pitcher labeled “multiple partners.” This pitcher is placed next to a pitcher of fresh water labeled “pure fluids.” Two cups are placed on the table labeled “future husband” and “future wife.” A female student is asked to choose either pitcher and pour water into her “future husband” cup. A male student then repeats the same process. (Choosing the Best LIFE, Leader Guide, p. 36) The exercise gives clear messages: People who have had sexual intercourse are dirty (they are the equivalent of spit), all students in the class will marry a member of the opposite sex, and the person each marries must be “pure.” This is another example of shame as a guiding educational force. Ignoring Testing and Treatment Needs What is most disturbing about using shame to teach young people about STDs is the possibility that these feelings of embarrassment and humiliation will ultimately prevent them from seeking testing and treatment. While Choosing the Best LIFE does a good job of explaining that many of the more serious complications of STDs are a result of untreated infections and that STDs do not always have noticeable symptoms, the curriculum consistently misses the opportunity to encourage young people to seek testing and treatment. In a worksheet, the curriculum tells students that “untreated Chlamydia spreads quickly from the cervix to the uterus and fallopian tubes and can lead to PID.” (Choosing the Best LIFE, Student Workbook, p. 21) Unfortunately, the curriculum does not go on to tell young women how or where they can go to receive testing and treatment for Chlamydia in order to prevent these potential consequences. This information is critical to ensuring the reproductive health of young people, as research has shown that early screening is vital. For example, the CDC reports that screening for Chlamydia can reduce the incidence of PID by as much as 60%.7 In addition, the CDC estimates that approximately half the cases of cervical cancer that occur each year will occur in women who have never had a Pap test and an additional 10% will occur in women who were not screened in the last five years.8 Choosing the Best LIFE would better serve students by relying less on fear and shame and instead providing information on how students can access reproductive healthcare throughout their lives. Condoms—Exaggerating Failure and Discouraging Use To convince students that premarital sexual relationships have unavoidable negative consequences, Choosing the Best LIFE spends a great deal of time explaining that condoms and other contraceptive methods do not prevent pregnancy or disease. The curriculum and accompanying video frequently skew statistics and mischaracterize condom failure in an effort to prove that condoms will not work. In a fill-in-the blank worksheet on condoms, students are told that “…because condoms are made of latex (rubber): condoms can break during intercourse, condoms can slip off after intercourse, condoms are heat and cold sensitive and can weaken and disintegrate…” (Choosing the Best LIFE, Leader Guide, p. 25) Although this is possible, according to a study in Consumer Reports, “with correct use, a condom will break as little as two percent of the time, authorities believe, and will slip off as little as 1 percent of the time.”9 The curriculum focuses its discussions on the idea that condoms provide little, if any, protection against STDs. It states that: “With Chlamydia, some studies indicate limited risk reduction, yet other studies show no risk reduction at all.” (Choosing the Best LIFE, Student Workbook , p. 25) According to a CDC fact sheet, however, “latex condoms when used consistently and correctly, can reduce the risk of transmission of gonorrhea, Chlamydia, and trichomoniasis.”10 Choosing the Best LIFE includes similar information on HPV: “HPV (human papillomavirus, which can cause genital warts and cervical cancer) is spread by direct, intimate, skin-to-skin contact. Many experts report that condoms provide little, if any, protection against HPV.” (Choosing the Best LIFE, Student Workbook , p. 25) A new report by CDC explains that condoms cannot provide complete protection from HPV, in part because infections may occur on sites not covered by the condom. However, the report says “laboratory studies have demonstrated that latex condoms provide an essentially impermeable barrier to particles the size of HPV” and that “studies of HPV infection in men demonstrate that most HPV infections are located on parts of the penis that would be covered by a condom.” In addition, the use of latex condoms has been associated with a reduction of HPV-associated diseases such as cervical cancer.11 It is important for students to understand that condoms cannot eliminate the risk of STDs. To underscore this point, however, Choosing the Best LIFE misstates information, a practice that is not acceptable in an education program. Choosing the Best LIFE’s coverage of condoms seems to be based on the dangerous assumption that if young people believe condoms do not work, they will not engage in sexual behavior. The truth is that, when used consistently and correctly, condoms are 98 percent effective in preventing pregnancy and research has shown that using a condom for HIV prevention is 10,000 times safer than not using a condom.12 Telling students that condoms don’t work will not stop them from having sexual intercourse. It may, however, stop them from using condoms when they do become sexually active, thereby putting them at increased risk for STDs and unintended pregnancy. Promoting Biases In addition to relying on inaccurate information, Choosing the Best LIFE is based on a number of underlying biases and assumptions about gender, marriage, sexual orientation, and pregnancy options. Presenting these biases as universal truths does little to inform students and instead fosters myths and misunderstandings. Treatment of Gender: Fostering Myths And Stereotypes Choosing the Best LIFE perpetuates long-standing gender stereotypes. In the story of Tom and Kristie, a high school couple who just started dating, the curriculum says, “they go everywhere together during school. Tom walks Kristie to her classes and carries her books for her. He doesn’t want her to strain herself.” (Choosing the Best LIFE, Leader Guide, p. 42) In another section, the teacher asks students “what do guys talk about in the locker room? (Girls) What do girls talk about at sleepover parties? (Guys).” (Choosing the Best LIFE, Leader Guide, p. 47) Most notably, the curriculum presents the stereotypical view that men desire casual sexual activity from any and all women while women only agree to sexual activity to get love. In a section entitled, “Males vs. Females,” the curriculum asks students, “how do guys and girls view sex differently?” The suggested answers include: “Guys say sex is more physical, that they are driven by hormones and peer pressure. Girls say sex is an emotional experience, involving strong feelings.” (Choosing the Best LIFE, Leader Guide, p. 6) The curriculum also states: “Guys can focus more easily on the physical side of sex without necessarily being in a relationship. Girls tend to have a broader view of sex that emphasizes the total relationship rather than the physical aspect alone.” (Choosing the Best LIFE, Teacher’s guide, p. 7) The curriculum goes on to say, “Guys think about sex so much more than girls do because of testosterone.” (Choosing the Best LIFE, Leader Guide, p. 7—quoted from video.) In one exercise designed to dramatize these differences, the teacher goes over six emotional consequences of having premarital sex which include “worry, regret and guilt, impairs personal development, fear of future relationships, lowers self-esteem, and depression.” The teacher then hands out paper hearts to the students and instructs them to keep their heads on the desk as the story of Kendra and Antonio is read. Students are told, “each time you hear one of the six consequences surface in Kendra’s life, tear off a piece of your paper heart. Tear off only the amount that represents how much hurt you would feel in that situation.” According to the story, Kendra is 14-year-old freshman who begins dating a 16-year-old sophomore, Antonio. At the start of their relationship they did “simple fun things together.” Then, one night while left alone they had sex. The story explains that afterwards, Kendra felt “empty” and “ashamed.” The story goes on to say that “before she had sex with Antonio, she felt exuberant and free. She felt energized whenever he was with her. Now she feels lonely and trapped. She feels empty and worthless inside. Her self-esteem is shot.” (Choosing the Best LIFE, Leader Guide, p. 9) After the story is finished, the teacher asks students to look at their piles of torn hearts. “Do you notice any differences in the piles of torn pieces on the guys’ desks and those on the girls’ desks?” The answer: “Girls usually have more torn pieces.” (Choosing the Best LIFE, Leader Guide, p. 9) The teacher then asks students if it is “possible for Kendra to put her life back together.” Students are told that it is and that the answer to how is printed on the back of their torn hearts. The class then takes the time to “mend their broken hearts” using tape and reveal the term “self-respect” printed on the back. The exercise ends with the teacher asking, “if Kendra respected herself, would she have given herself to Antonio without his commitment to her? (No) What is this commitment called? (Marriage).” (Choosing the Best LIFE, Leader Guide, p. 9) By focusing solely on the negative outcomes experienced by Kendra, Choosing the Best LIFE reinforces numerous stereotypes about male-female relationship. It implies that young women who are interested in sex lack self-respect. It suggests that a girl’s life will be ruined by premarital sex while a young man will suffer few, if any, consequences. The exercise also seems to suggest that Kendra’s suffering is her own fault because she lacked self-respect and “gave” herself to Antonio. These messages reinforce a societal double-standard that places all of the responsibility for refusing sexual activity on the shoulders of young women. Students are not challenged to question the nature, validity, or origin of these gender stereotypes, or to explore how stereotypes affect communication within friendships or sexual relationships. Such a presentation is detrimental to all young people by limiting their options, influencing their behavior, and coloring their expectations for future relationships. Instead, students need to learn that both men and women are sexual beings and are equally responsible for making decisions regarding sexual activity. The Marriage Mandate—Ignoring GLBT Students Choosing the Best LIFE discusses sexual behavior exclusively in terms of marital status; sexual activity is either premarital, extramarital, or within the context of marriage. Marriage is presented as the only positive venue for sexual activity. For example, the curriculum suggests that sex is a natural act designed for married people. “Hormones cause a progression, because sex is designed for growing intimacy, to bring a married couple closer.” (Choosing the Best LIFE, Leader Guide, p. 48) Choosing the Best LIFE seems to claim that marriage is a cure-all for the problems of STDs, HIV, unintended pregnancy, and even heartache. Ironically, some of the examples they use throughout the curriculum prove that a wedding ring is not sufficient protection. I was rushed to the hospital with intense abdominal pain. Emergency surgery revealed such an extensive infection that my uterus, tubes and ovaries all had to be removed. My husband of six months had infected me with gonorrhea, which he had contracted from a ‘one-night stand’ prior to our engagement. Our dreams of biological children will never be realized. (Choosing the Best LIFE, Student Workbook, p. 20) It is entirely possible that the narrator of this story followed the advice given by Choosing the Best LIFE and remained abstinent until her wedding night. Her exposure to gonorrhea proves that she would have been better served by a curriculum that provided her with information on how STDs are transmitted, how they can be prevented, and the need for all partners to get tested. This focus on marriage seems to assume that all students will choose to marry and that there is something wrong with those who do not. In fact, more than 98 million adults in this country are classified as single because they have delayed marriage, decided to remain single, are divorced, or have entered into a gay or lesbian partnership.13 The emphasis Choosing the Best LIFE places on marriage as the only appropriate venue for sexual activity also shows a clear bias against homosexuality. The curriculum consistently ignores the fact that gay and lesbian individuals cannot legally marry in this country. In fact, all references to sexual activity and arousal within the curriculum are specific to male-female couples suggesting that the author assumes that all students are heterosexual. Curricula written exclusively for heterosexual students are not appropriate for a classroom setting in which some students are likely to be gay, lesbian, bisexual, or questioning their sexual orientation. Such curricula will only further marginalize and alienate these students. Gay and lesbian students, especially young men who have sex with men, are at increased risk for STDs, including HIV, yet Choosing the Best LIFE fails to provide these students with any realistic strategies for protecting themselves from those risks. Students should be taught that sexuality is a natural and healthy part of everybody’s life regardless of their sexual orientation. Pregnancy Options—Mandating Choices Choosing the Best LIFE covers pregnancy options in a limited, directive manner, focusing on the benefits of adoption, the negative consequences of abortion, and the irresponsibility of choosing to be a teenage parent. Choosing the Best LIFE demonstrates anti-abortion bias in its language. The teacher asks students “what are the possible consequences of choosing to have an abortion?” The suggested answers include: “Feelings of regret, shame, sadness, guilt; physical complications for girl; continued feelings of shame, sadness, regret; death of fetus.” (Choosing the Best LIFE, Leader Guide, p. 31) By referring to the “death” of a fetus, the curriculum implies that all people hold the same set of beliefs as to when life begins. The curriculum goes on to discuss the negative impact of teenage mothers on the lives of their children. The curriculum states that “children of teen mothers have lower birth weights, are more likely to perform poorly in school, and are at greater risk of abuse and neglect.” (Choosing the Best LIFE, Student Workbook, p. 29) It goes on to state that “the sons of teen mothers are 13 percent more likely to end up in prison, while the daughters of teen mothers are 22 percent more likely to become teen mothers themselves.” (Choosing the Best LIFE, Student Workbook, p. 29). It also states that “80 percent of unmarried teen mothers end up on welfare.” (Choosing the Best LIFE, Student Workbook, p. 29) The curriculum fails to acknowledge that some of the students in the class may already be pregnant or parenting, or may be children of teenage parents themselves. Informing these students of the irrevocable harm of teenage motherhood will undoubtedly further alienate them. These teens would be better served by programs that acknowledge the difficulties of teenage pregnancy without stigmatizing teenage parents. Choosing the Best LIFE clearly favors one set of beliefs. It is important to remember that students’ personal and family values may differ significantly, and it is not the place of sexuality education curricula to mandate decisions. By presenting clearly biased and often inaccurate information about pregnancy options, these programs do not allow individuals to make informed, personal decisions that are consistent with their own values and the values of their families and communities. Students need unbiased information about the options they have should they experience an unintended pregnancy as a teenager or as an adult. Teaching Methods Choosing the Best LIFE contains eight lessons: “Sex, Emotions and Self-Respect,” “Sex, Alcohol and Respect,” “Sex, STDs and Honesty,” “Sex, Pregnancy and Responsibility,” “Sex, HIV/AIDS and Compassion,” “Sex, Love and Choices,” “Sex, Limits and Self-Discipline,” “Sex, Saying ‘No’ and Courage.” Each lesson contains five components starting with a short video segment. The teacher then facilitates a discussion, presents facts and new ideas, and leads the class in experiential activities. Throughout the program, good “character traits” are emphasized. Finally, students are encouraged to take what they have learned home and discuss it with their parent or guardian. The curriculum states “Choosing the Best LIFE uses a teaching approach that moves students from a cognitive understanding of the facts to a personal awareness that leads to changed behavior.” According to the author, each lesson encourages students to think about critical issues that affect them and helps them apply new learning and insights in their own lives. Unfortunately, many lessons seem to provide teenagers with “answers” rather than encouraging critical thinking and really allowing them to explore their values. Curricula Strong Points—Appealing to Students and Parents In the past, many fear-based abstinence-only-until-marriage curricula felt outdated and unlikely to appeal to young people. Choosing the Best LIFE has rectified many of the problems with its appearance and the new materials are very polished. The curriculum guides and workbooks are produced in full color and use pictures and graphics that are more likely to appeal to young people. Another strength of the curriculum is the dedication to involving parents. In the introduction, the curriculum states: “By assigning the Parent Interview questions, you can involve parents in the program–and encourage them to communicate with their teens…” (Choosing the Best LIFE, Leader Guide, p. 4) SIECUS believes that parents are, and should be, the primary sexuality educators of their children and applauds Choosing the Best LIFE for promoting parental involvement and recognizing the importance of family communication. Exercises—Dramatizing Fear and Shame Choosing the Best LIFE attempts to emphasize the messages contained in each of its lessons by using experiential exercises. While such exercises are a very important part of any learning experience, many of the specific activities included simply dramatize the messages of fear and shame that run throughout the curriculum. In one exercise, two volunteers (one male and one female) are called to the front of the room. Each has a long piece of clear packing tape wrapped around one arm. The teacher explains that “this represents [their] first sexual experience.” The teacher then asks the class if this relationship will last. Students are encouraged to say no. The tape is ripped off the students’ arms to emphasize breaking up; “It was painful, but they survived.” The boy’s tape is then placed on another girl’s arm and vice versa and the tape is again ripped off. This process is done two more times. After the last couple has the tape ripped off, the teacher asks the students “what is happening to the bonding power of the tape? The suggested answer is: “It is getting weaker with each student.” The two pieces of dirty tape are then stuck together to symbolize marriage. The teacher pulls the two pieces of tape apart to “show how easily the strips of tape come apart.” The teacher then sticks two fresh pieces of tape together “to indicate two people who marry and have not lost their bonding power through casual sexual relationships.” The teacher then asks students, “which of these bonds do you want in your future marriage relationship?” The answer: “The strong bond created by choosing abstinence until marriage.” (Choosing the Best LIFE, Leader Guide, p. 12) In a similar exercise designed to show the importance of boundaries, the teacher brings a live goldfish to class. The teacher explains, “I’d like you to meet George. He looks out of his bowl every day wondering what it would be like to be free from the glass boundaries. If he were free, he could go anywhere and do anything he wants. Today, we’re going to make his dreams come true.” The teacher then places the goldfish on the desk. The teacher is directed to return “George” to his bowl “after some uneasy tension.” The teacher then asks, “what is the fishbowl to George?” The answer:“A limit or boundary.” The teacher asks students, “Why are boundaries important?” Suggested answers include, “they can be protective; allow freedom within a defined space; provide guidelines for knowing what to do and how to act.” The teacher goes on to ask, “Why are boundaries important in the area of sexuality?” Suggested answers include: “Boundaries protect from STDs, pregnancy, emotional pain; they provide freedom to reach goals.” (Choosing the Best LIFE, Leader Guide, p. 48) Although experiential exercises can be beneficial to students, rather than building critical thinking and negotiation skills, these exercises simply reinforce the negative message about sexuality contained throughout Choosing the Best LIFE. Conclusion In order to convince high school students to remain abstinent until marriage, Choosing the Best LIFE relies on messages of fear and shame, inaccurate and misleading information, and biased views of marriage, gender, sexual orientation, pregnancy options, and family structure. In addition, Choosing the Best LIFE fails to provide important information on sexual health, including how students can seek testing and treatment if they suspect they may have an STD. Finally, the format and underlying biases of the curriculum do not allow for cultural, community, and individual values, and discourage critical thinking and discussions of alternative points of view in the classroom. Ultimately, Choosing the Best LIFE falls far short of helping young people develop the skills and knowledge they need to become sexually healthy adults. References
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