I have never felt comfortable being human. Rather, I have always felt more comfortable around other animals. In fact, throughout my life, I have felt alienated by human society. I feel out of place among people; trapped within a culture of humans that makes no sense to me. I often feel uneasy in social and public situations. This emotional state is compounded by my gift of empathy. I can detect emotionally incongruency in humans; people behave one way when in fact they feel quite the opposite, a practice not shared by other animals. The negative and sometimes aggressive feelings behind the smiling face have often caused me to mistrust others. In the past, I have responded to emotional incongruency by withdrawing from others.
To compound my feelings of alienation, I also suffer from a strong yet unfocused sense of calling, a feeling that I have something important to accomplish during my lifetime, but none of the traditional careers have been right. I want to work with animals in a positive environment. As a result, I have floated aimlessly from one career to the next, resulting in severe bouts of depression.
It was until I read Linda Kohanov’s book, “the Tao of Equus”, that I understood my discomfort with people and my, until recently, unidentified career path. I nearly dropped her book as I read about the “Borderland” personality type, not to be confused with Borderline personality disorder. The term Borderland personality was coined by Jungian analyst, Jerome S. Bernstein (Kohanov, 2007). Bernstein defines “Borderline Personalities” as people who have “a psychic connection with nature that is inseparable from physical and spiritual health….a person who [resists] the rational western ego [and] is in the process of reconnecting with its [their] split-off roots in Nature….” (as cited in Kohanov, 2007). In his article “On the Borderland”, Bernstein writes about his discovery of this personality type in his patient “Hannah”. According to Bernstein, Hannah’s world view coincides with that of the Hopi Elders with whom he had studied during his analytical training (as cited in Kohanov, 2007).
Linda Kohanov, a practitioner of Equine Facilitated psychotherapy, a self described Borderland personality,has found that many of her clients whom also fit this personality type have “admitted to feeling more balanced, more comfortable being human after we connected to and finally embodied the wisdom of the horse” (Kohanov, 2007). For those who are unfamiliar with the field, Equine Facilitated Psychotherapy, EFP, as defined by the Equine Facilitated Mental Health Association (EFMHA) is defined as “a type of experiential psychotherapy that includes equines. It may include but is not limited to, a number of mutually respectful equine activities, such as handling, grooming, longeing, riding, driving, and vaulting. EFP is facilitated by a licensed, credentialed mental health professional working with an appropriately credentialed equine professional”.
I am relieved and thrilled to discover that they are others who share my views. I have discovered a way to reconnect to the human race through other animals. The information documented in Kohanov’s book has further validated my prior decision to pursue a career as a practitioner of Equine Facilitated Psychotherapy. As a result of learning about Borderland personalities, I no longer feel so alone among humans.
REFERENCES
Kohanov, L. (2007). The tao of equus: A woman’s journey of healing and transformation through the way of the horse. Novato, CA: New World Library.
Bernstein, J. (2000). On the borderland, IONS (Noetic Science Review), , September-Novermber, pp.10-13, 44-46.
Friday, May 7, 2010
GAY MARRIAGE: EQUAL RIGHTS AND JUSTICE FOR ALL OR JUST HETEROSEXUAL FOLKS?
As many of you know, proposition 8 was passed somewhat recently. As a result of the passage of this proposition, California’s Constitution has been amended to read as follows: “Only marriage between a man and a woman is valid or recognized in California”. I would like to revisit the goals and intentions, the legal history and the positions of those opposed and in favor of this amendment. It is my hope that this blog may serve as a reminder to Californian’s of the discrimination we have fostered upon our fellow citizens. I hope, through education, I may change the views of those who voted to discriminate against others on the basis of sexual orientation. If at some point in the future, I hope we are given the opportunity to reverse this terrible decision.
Argument In Support Of Proposition 8
Proponents of Proposition 8 include, but are not limited to the following individuals: Dennis Hollingsworth, “Protect Marriage”; Gail J. Knight, wife of the late Peter Knight, author of Proposition 22; Martin F. Gutierrez; Hak-Shing; William Tam; and Mark A. Jansson, c/o Andrew Pugno. (Voter guide, 2008) The primary interest groups in support of Proposition 8 include, but are not limited to “Protect Marriage”, “Focus on the Family”, and the “Allied Defense Fund”.
According to Frank Pastore, founder of “Protect Marriage”, those in favor of an amendment to the state constitution to ban same sex marriage cite five primary reasons for their views. It is interesting to note that these reasons are also listed in the “Argument in Favor” listed in the State Voter guide of 2008. First, advocates claim that same sex is unnecessary because under California Family Code, section 297.5, Registered Domestic Partners have the same rights, protections and benefits as married couples. Second, Gay and Lesbian individuals lack commitment and monogamy in their relationships and therefore are not capable of entering into the sanctity of marriage. Third, Gay and Lesbian individuals are more likely to be pedophiles. Fourth, same sex couples are ineffective parents for the following reasons: children raised by Gay and Lesbian couples will become homosexual, lack a role model of the gender opposite their parents;, and will be excessively ridiculed by schoolmate bullies due to the sexual orientation of their parents. Fifth, California Education Code, section 51890, requires that children be taught about marriage. If gay marriage is not overturned, teachers will be required to inform children that no difference exists between gay and heterosexual marriage.
Opponents of same sex marriage also use the slippery slope argument to support their opinion that same sex marriage, leads to bestiality and polygamy. (“Protect Marriage”, 2008)
Argument Against Proposition 8
Those individuals opposed to a ban on same-sex marriage include but are not limited to the following individuals: Ellyne Bell, Sacramento City Schools; Rachael Salcido, Associate Professor of Law; and Delaine Eastin, Former California State Superintendent. The primary interest groups opposed to Proposition 8 include but are not limited to “Equality California”, “American Civil Liberties Union”, “Human Rights Campaign”, “LAMBDA Legal”, and “Pacific Gas and Electric”.
Those opposed to proposition 8 cited five primary reasons for their views. It is interesting to note that just as the arguments presented by those in favor of proposition 8 were mirrored in the State Secretary Voters Guide, the arguments presented by those in opposition to proposition 8 are also mirrored in the voter guide of 2008. First, Proposition 8 discriminates against Gay and Lesbian citizens as it is a violation of their constitutional right to marriage. Second, the “California Domestic Partner Rights and Responsibilities Act” does not provide the same rights and benefits as those enjoyed by married heterosexual couples. Third, Gay and Lesbian couples are equally capable of maintaining committed relationships. Fourth, Gay and Lesbian couples are equally as capable of effective parenting as heterosexual couples. Fifth, Education Code, section 51890 does not require that children be taught about marriage.
A REVIEW OF THE LEGAL AND SOCIAL SCIENCE LITERATURE
Following is a review of the legal and social science literature that addresses each of the arguments made by both those in favor of and those in opposition to Proposition 8.
A Review of the “Defense of Marriage Act” and the “California Domestic Partner Rights and Responsibilities Act”
Do Registered Domestic Partners enjoy the same rights and benefits as married individuals?
On September 21, 1996, the United States Congress passed, the “Defense of Marriage Act”, also known as DOMA. According to DOMA, “the word ‘marriage’ is defined as only a legal union between one man and one woman as husband and wife, and the word ‘spouse’ refers only to a person of the opposite sex who is a husband or a wife.” Under DOMA, “any federal benefit available to spouses, such as tax benefits, is not available to domestic partners.” According to the “California Domestic Partner Rights and Responsibilities Act” of 2003, domestic partnership “does not create a ‘marriage’ by another name, or grant registered domestic partners a status equivalent to married persons.”
Lesbian and Gay Parenting
Are gay and lesbian individuals prone to pedophiliac behavior?
Studies show that sexual orientation has no bearing on pedophiliac behavior and that Gay and Lesbian individuals are no more likely to engage in sexual acts with children than are heterosexual individuals(Strasser, 1997).
Does sexual orientation have an impact on commitment levels and parenting skills?
Studies show that sexual orientation has no bearing on commitment levels of an individual. (McCann et. al, 2005) In one case study, eighty percent of gay fathers were in committed relationships at the time they became parents(Mallon, 2004.
Do children raised by Gay and Lesbian parents become homosexual?
According to Tasker, studies show that the majority of children raised by gay and lesbian parents grow up to be heterosexual. Furthermore, these children are more comfortable with their sexual orientation than are their heterosexual counterparts who were raised by heterosexual parents. Evidence also shows that heterosexual biological parents often raise homosexual individuals(Tasker et.al, 1997).
Do children raised by Gay and Lesbian parents lack role models of the opposite sex?
Research shows that children raised by Gay and Lesbian families have regular contact with extended family members, who provide role models of the opposite gender (Weston,1997).
Are children raised by Gay and Lesbian parents teased excessively by schoolmates?
Studies show that children raised in same sex households received no more teasing from schoolmates than did their heterosexual counterparts. Tasker et. al, 1997)
A Critical Analysis of Educational Code, 51890 - 51891
California Education Codes, sections 51890 through 51891, read as follows: “comprehensive health education programs [are] designed to ensure that pupils receive instruction to aid the in making decisions in matters of personal, family, and community health.” There is no mention of the word or concept of “Marriage” stated in this code.
The Slippery Slope Argument
Opponents of same sex marriage claim that such a union will lead to bestiality and polygamy. (“Protect Marriage”, 2008) Same sex marriage became legal in Massachusetts on May 17, 2004 and is also legal in twenty-eight other nations, including Belgium, Spain, Canada, South Africa, the Netherlands, Denmark, Finland, Germany, Iceland, New Zealand, Norway, Sweden, the United Kingdom, and Uruguay. Some protections for same sex marriage exist in Andorra, Austria, Brazil, Colombia, Croatia, Czech Republic, France, Hungary, Israel, Luxembourg, Portugal, Slovenia, and Switzerland. In the United States, Massachusetts became the first state to legalize same sex marriage on May 14, 2004. Neither Massachusetts nor these countries have made any reports of bestiality or polygamy resulting from the sanctioning of same sex marriage(Lambda Legal, 2008).
The Sharon Kowalski Case
The dispute over the guardianship of Sharon Kowalski is an excellent example of the legal challenges facing same sex partners in their efforts to assert health care and personal responsibility rights for their partners. On November 13, 1983, Sharon Kowalski was involved in an automobile accident that left her physically disabled. Shortly after the accident, Sharon’s parent’s learned of their daughter’s relationship with Karen Thompson, Sharon’s lesbian partner of four years. Sharon’s parents refused to recognize this relationship, and Dennis Kowalski, Sharon’s father, assumed control of his daughter’s guardianship. Mr. Kowalski also refused Thompson’s requests to take full responsibility for Sharon’s care. In an effort to dissolve the relationship between his daughter and Karen Thompson, Dennis Kowalski made several unsuccessful attempts to place great geographical barriers between the couple. For a period of almost ten years, Karen Thompson litigated for guardianship rights of her partner, Sharon Kowalski. In the landmark 1991 decision, Guardianship of Sharon Kowalski, Ward, the Minnesota Appellate Court granted Karen Thompson’s petition for full guardianship of her life partner, Sharon Kowalski.
CONCLUSION
I did not support Proposition 8 as it violates the constitutional rights of Gay and Lesbian individuals. The arguments in favor of a ban on same-sex marriage have no basis in fact.
Social workers, parents, and teachers can play a vital role in eliminating discrimination. Through education, both children and adults can and should be taught acceptance and tolerance for individual differences. In the past, discrimination and lack of tolerance has led to violence as evidenced by Hitler’s anti Semitic views that were expressed during World War II.
In our history, other American citizens have been discriminated against. For example, the constitutional rights of African American citizens were violated in the 1896 United States Supreme Court decision, Plessey v. Ferguson, wherein the constitutional rights of African American citizens were considered to be “Separate but Equal.” Just as Plessy v. Ferguson violated the constitutional rights of African Americans, so have the constitutional rights of Lesbian and Gay citizens been violated through the passage of proposition 22, which has attempted to deny homosexual citizens the privilege of marriage that is enjoyed by heterosexual citizens. The passage of Proposition 8 would again place Gay and Lesbian citizens in the category of “Separate but Equal”. It is interesting to note that Plessy v. Ferguson was reversed in the United States Supreme Court decision of 1954, Brown v. Board of Education, wherein the court decided that the rights of African American citizens could not be separate if they were to be equal to those of Caucasian citizens. Similar to the rights of same sex individuals to marry is the right of marriage between individuals of differing ethnic backgrounds. In the 1967 U.S. Supreme Court landmark decision of Loving v. Virginia, “the fourteenth amendment requires that the freedom of choice to marry not be restricted by invidious racial discriminations. Under our Constitution, the freedom to marry or not marry, a person of another race resides with the individual and cannot be infringed by the State.” (p. 12).
The citizens of this country should not have the right to make decisions based upon individual differences. As American Citizens, we are the purveyors of Freedom and Justice for All, at least according to our constitution. But the reality is, as evidenced by the passage of proposition 8, we only want freedom, justice, and equal rights for some individuals and not others. Our founding fathers fought for our rights, and these rights were not intended to be used to discriminate against others. Our founding fathers would be horrified at our decision, we have not let “Freedom Ring!”
REFERENCES
Bailey, J.M. & Dawood, K. (1998). Behavioural genetics, sexual orientation, and the family. In C.J. Patterson & A.R. D’Augelli (Eds.), Lesbian, gay, and bisexual identities in families: Psychological perspectives, (pp.3 - 16). New York: Oxford University Press.
Brown v. Board of Education, (1954) 347 U.S. 483.
California Domestic Partner Rights and Responsibilities Act of 2003 codified at California Family Code sec. 297.
California Education Code, section 51890-51891.
California Secretary of State, State Analyst. (n.d.). 2000 Voter Guide. Retrieved July 3, 2008, from http://primary2000.sos.ca.gov/VoterGuide/Propositons/22text.htm
Federal Defense of Marriage Act of 1996. Pub. L. 104-199 sec.2, 100 Stat. 2419 (Sep. 21, 1996), codified at 28 usc 1738c.
Golombok, S., Tasker, F. & Murray, C. (1997). Children raised in fatherless families from infancy: Family relationships and the socio-emotional development of children and of lesbian and single heterosexual mothers. Journal of Child Psychology and Psychiatry, 38, 783-791.
Hemmelgarn, S. (2008, July 31). Prop. 8 backers, foes file suit over ballot language. Bay Area Reporter, 38 (31). Retrieved July 31, 2008, from http://www.ebar.com/news/article.php?sec=news&article=3196
In Re Guardianship of Sharon Kowalski, Ward, (1991) Minnesota Court of Appeals 478 N.W.2d 790
Lambda Legal. (n.d.). Twenty-eight other nations protect same sex marriage. Retrieved July 17, 2008 from http://www.opposingviews.com/shoule-marriage-for-same-sex-couples-be-legal
Lockyer v. City and County of San Francisco, (2008) 43 Cal. 4th 757; 76 Cal. Rptr. 3d 683; 2008 Cal. LEXIS 5247
Loving v. Virginia, (1967) 388 U.S.1, 12.
Mallon, G.P. (2004). Gay men choosing parenthood. New York: Columbia University Press.
McCann, D. & Delmonte, H. (2005). Lesbian and gay parenting: Babes in arms or babes in the woods?. Sexual and Relationship Therapy, 20, (3), 334 – 337.
Pastore, F. (May 28, 2008). Protect Marriage. Same-sex marriage: Giant leap in the wrong direction. Retrieved July 18, 2008 from www.protectmarriage.com/why.php
Patterson, C.J. (1992). Children of lesbian and gay parents. Child Development, 63,
1025 - 1042.
Plessy v. Ferguson, (1896) 163 U.S. 537; 16 S. Ct. 1138; 41 L. Ed. 256; 1896 U.S. LEXIS 3390
Proposition 22, Limit On Marriage, codified as California Family Code, section 308.5
Same sex marriage timeline. (2008, May 18). San Francisco Chronicle, p. A6.
Strasser, M. (1997). Fit to be tied: On custody discretion and sexual orientation. American University Law Review, 46, (3), 841 – 895.
Tasker, F. & Golombok, S. (1998). The role of co-mothers in planned lesbian-led families. Journal of Lesbian Studies, 2, 49 - 68.
Weston, K. (1991). Families we choose: Lesbians, gays kinship. New York: Columbia University Press.
Argument In Support Of Proposition 8
Proponents of Proposition 8 include, but are not limited to the following individuals: Dennis Hollingsworth, “Protect Marriage”; Gail J. Knight, wife of the late Peter Knight, author of Proposition 22; Martin F. Gutierrez; Hak-Shing; William Tam; and Mark A. Jansson, c/o Andrew Pugno. (Voter guide, 2008) The primary interest groups in support of Proposition 8 include, but are not limited to “Protect Marriage”, “Focus on the Family”, and the “Allied Defense Fund”.
According to Frank Pastore, founder of “Protect Marriage”, those in favor of an amendment to the state constitution to ban same sex marriage cite five primary reasons for their views. It is interesting to note that these reasons are also listed in the “Argument in Favor” listed in the State Voter guide of 2008. First, advocates claim that same sex is unnecessary because under California Family Code, section 297.5, Registered Domestic Partners have the same rights, protections and benefits as married couples. Second, Gay and Lesbian individuals lack commitment and monogamy in their relationships and therefore are not capable of entering into the sanctity of marriage. Third, Gay and Lesbian individuals are more likely to be pedophiles. Fourth, same sex couples are ineffective parents for the following reasons: children raised by Gay and Lesbian couples will become homosexual, lack a role model of the gender opposite their parents;, and will be excessively ridiculed by schoolmate bullies due to the sexual orientation of their parents. Fifth, California Education Code, section 51890, requires that children be taught about marriage. If gay marriage is not overturned, teachers will be required to inform children that no difference exists between gay and heterosexual marriage.
Opponents of same sex marriage also use the slippery slope argument to support their opinion that same sex marriage, leads to bestiality and polygamy. (“Protect Marriage”, 2008)
Argument Against Proposition 8
Those individuals opposed to a ban on same-sex marriage include but are not limited to the following individuals: Ellyne Bell, Sacramento City Schools; Rachael Salcido, Associate Professor of Law; and Delaine Eastin, Former California State Superintendent. The primary interest groups opposed to Proposition 8 include but are not limited to “Equality California”, “American Civil Liberties Union”, “Human Rights Campaign”, “LAMBDA Legal”, and “Pacific Gas and Electric”.
Those opposed to proposition 8 cited five primary reasons for their views. It is interesting to note that just as the arguments presented by those in favor of proposition 8 were mirrored in the State Secretary Voters Guide, the arguments presented by those in opposition to proposition 8 are also mirrored in the voter guide of 2008. First, Proposition 8 discriminates against Gay and Lesbian citizens as it is a violation of their constitutional right to marriage. Second, the “California Domestic Partner Rights and Responsibilities Act” does not provide the same rights and benefits as those enjoyed by married heterosexual couples. Third, Gay and Lesbian couples are equally capable of maintaining committed relationships. Fourth, Gay and Lesbian couples are equally as capable of effective parenting as heterosexual couples. Fifth, Education Code, section 51890 does not require that children be taught about marriage.
A REVIEW OF THE LEGAL AND SOCIAL SCIENCE LITERATURE
Following is a review of the legal and social science literature that addresses each of the arguments made by both those in favor of and those in opposition to Proposition 8.
A Review of the “Defense of Marriage Act” and the “California Domestic Partner Rights and Responsibilities Act”
Do Registered Domestic Partners enjoy the same rights and benefits as married individuals?
On September 21, 1996, the United States Congress passed, the “Defense of Marriage Act”, also known as DOMA. According to DOMA, “the word ‘marriage’ is defined as only a legal union between one man and one woman as husband and wife, and the word ‘spouse’ refers only to a person of the opposite sex who is a husband or a wife.” Under DOMA, “any federal benefit available to spouses, such as tax benefits, is not available to domestic partners.” According to the “California Domestic Partner Rights and Responsibilities Act” of 2003, domestic partnership “does not create a ‘marriage’ by another name, or grant registered domestic partners a status equivalent to married persons.”
Lesbian and Gay Parenting
Are gay and lesbian individuals prone to pedophiliac behavior?
Studies show that sexual orientation has no bearing on pedophiliac behavior and that Gay and Lesbian individuals are no more likely to engage in sexual acts with children than are heterosexual individuals(Strasser, 1997).
Does sexual orientation have an impact on commitment levels and parenting skills?
Studies show that sexual orientation has no bearing on commitment levels of an individual. (McCann et. al, 2005) In one case study, eighty percent of gay fathers were in committed relationships at the time they became parents(Mallon, 2004.
Do children raised by Gay and Lesbian parents become homosexual?
According to Tasker, studies show that the majority of children raised by gay and lesbian parents grow up to be heterosexual. Furthermore, these children are more comfortable with their sexual orientation than are their heterosexual counterparts who were raised by heterosexual parents. Evidence also shows that heterosexual biological parents often raise homosexual individuals(Tasker et.al, 1997).
Do children raised by Gay and Lesbian parents lack role models of the opposite sex?
Research shows that children raised by Gay and Lesbian families have regular contact with extended family members, who provide role models of the opposite gender (Weston,1997).
Are children raised by Gay and Lesbian parents teased excessively by schoolmates?
Studies show that children raised in same sex households received no more teasing from schoolmates than did their heterosexual counterparts. Tasker et. al, 1997)
A Critical Analysis of Educational Code, 51890 - 51891
California Education Codes, sections 51890 through 51891, read as follows: “comprehensive health education programs [are] designed to ensure that pupils receive instruction to aid the in making decisions in matters of personal, family, and community health.” There is no mention of the word or concept of “Marriage” stated in this code.
The Slippery Slope Argument
Opponents of same sex marriage claim that such a union will lead to bestiality and polygamy. (“Protect Marriage”, 2008) Same sex marriage became legal in Massachusetts on May 17, 2004 and is also legal in twenty-eight other nations, including Belgium, Spain, Canada, South Africa, the Netherlands, Denmark, Finland, Germany, Iceland, New Zealand, Norway, Sweden, the United Kingdom, and Uruguay. Some protections for same sex marriage exist in Andorra, Austria, Brazil, Colombia, Croatia, Czech Republic, France, Hungary, Israel, Luxembourg, Portugal, Slovenia, and Switzerland. In the United States, Massachusetts became the first state to legalize same sex marriage on May 14, 2004. Neither Massachusetts nor these countries have made any reports of bestiality or polygamy resulting from the sanctioning of same sex marriage(Lambda Legal, 2008).
The Sharon Kowalski Case
The dispute over the guardianship of Sharon Kowalski is an excellent example of the legal challenges facing same sex partners in their efforts to assert health care and personal responsibility rights for their partners. On November 13, 1983, Sharon Kowalski was involved in an automobile accident that left her physically disabled. Shortly after the accident, Sharon’s parent’s learned of their daughter’s relationship with Karen Thompson, Sharon’s lesbian partner of four years. Sharon’s parents refused to recognize this relationship, and Dennis Kowalski, Sharon’s father, assumed control of his daughter’s guardianship. Mr. Kowalski also refused Thompson’s requests to take full responsibility for Sharon’s care. In an effort to dissolve the relationship between his daughter and Karen Thompson, Dennis Kowalski made several unsuccessful attempts to place great geographical barriers between the couple. For a period of almost ten years, Karen Thompson litigated for guardianship rights of her partner, Sharon Kowalski. In the landmark 1991 decision, Guardianship of Sharon Kowalski, Ward, the Minnesota Appellate Court granted Karen Thompson’s petition for full guardianship of her life partner, Sharon Kowalski.
CONCLUSION
I did not support Proposition 8 as it violates the constitutional rights of Gay and Lesbian individuals. The arguments in favor of a ban on same-sex marriage have no basis in fact.
Social workers, parents, and teachers can play a vital role in eliminating discrimination. Through education, both children and adults can and should be taught acceptance and tolerance for individual differences. In the past, discrimination and lack of tolerance has led to violence as evidenced by Hitler’s anti Semitic views that were expressed during World War II.
In our history, other American citizens have been discriminated against. For example, the constitutional rights of African American citizens were violated in the 1896 United States Supreme Court decision, Plessey v. Ferguson, wherein the constitutional rights of African American citizens were considered to be “Separate but Equal.” Just as Plessy v. Ferguson violated the constitutional rights of African Americans, so have the constitutional rights of Lesbian and Gay citizens been violated through the passage of proposition 22, which has attempted to deny homosexual citizens the privilege of marriage that is enjoyed by heterosexual citizens. The passage of Proposition 8 would again place Gay and Lesbian citizens in the category of “Separate but Equal”. It is interesting to note that Plessy v. Ferguson was reversed in the United States Supreme Court decision of 1954, Brown v. Board of Education, wherein the court decided that the rights of African American citizens could not be separate if they were to be equal to those of Caucasian citizens. Similar to the rights of same sex individuals to marry is the right of marriage between individuals of differing ethnic backgrounds. In the 1967 U.S. Supreme Court landmark decision of Loving v. Virginia, “the fourteenth amendment requires that the freedom of choice to marry not be restricted by invidious racial discriminations. Under our Constitution, the freedom to marry or not marry, a person of another race resides with the individual and cannot be infringed by the State.” (p. 12).
The citizens of this country should not have the right to make decisions based upon individual differences. As American Citizens, we are the purveyors of Freedom and Justice for All, at least according to our constitution. But the reality is, as evidenced by the passage of proposition 8, we only want freedom, justice, and equal rights for some individuals and not others. Our founding fathers fought for our rights, and these rights were not intended to be used to discriminate against others. Our founding fathers would be horrified at our decision, we have not let “Freedom Ring!”
REFERENCES
Bailey, J.M. & Dawood, K. (1998). Behavioural genetics, sexual orientation, and the family. In C.J. Patterson & A.R. D’Augelli (Eds.), Lesbian, gay, and bisexual identities in families: Psychological perspectives, (pp.3 - 16). New York: Oxford University Press.
Brown v. Board of Education, (1954) 347 U.S. 483.
California Domestic Partner Rights and Responsibilities Act of 2003 codified at California Family Code sec. 297.
California Education Code, section 51890-51891.
California Secretary of State, State Analyst. (n.d.). 2000 Voter Guide. Retrieved July 3, 2008, from http://primary2000.sos.ca.gov/VoterGuide/Propositons/22text.htm
Federal Defense of Marriage Act of 1996. Pub. L. 104-199 sec.2, 100 Stat. 2419 (Sep. 21, 1996), codified at 28 usc 1738c.
Golombok, S., Tasker, F. & Murray, C. (1997). Children raised in fatherless families from infancy: Family relationships and the socio-emotional development of children and of lesbian and single heterosexual mothers. Journal of Child Psychology and Psychiatry, 38, 783-791.
Hemmelgarn, S. (2008, July 31). Prop. 8 backers, foes file suit over ballot language. Bay Area Reporter, 38 (31). Retrieved July 31, 2008, from http://www.ebar.com/news/article.php?sec=news&article=3196
In Re Guardianship of Sharon Kowalski, Ward, (1991) Minnesota Court of Appeals 478 N.W.2d 790
Lambda Legal. (n.d.). Twenty-eight other nations protect same sex marriage. Retrieved July 17, 2008 from http://www.opposingviews.com/shoule-marriage-for-same-sex-couples-be-legal
Lockyer v. City and County of San Francisco, (2008) 43 Cal. 4th 757; 76 Cal. Rptr. 3d 683; 2008 Cal. LEXIS 5247
Loving v. Virginia, (1967) 388 U.S.1, 12.
Mallon, G.P. (2004). Gay men choosing parenthood. New York: Columbia University Press.
McCann, D. & Delmonte, H. (2005). Lesbian and gay parenting: Babes in arms or babes in the woods?. Sexual and Relationship Therapy, 20, (3), 334 – 337.
Pastore, F. (May 28, 2008). Protect Marriage. Same-sex marriage: Giant leap in the wrong direction. Retrieved July 18, 2008 from www.protectmarriage.com/why.php
Patterson, C.J. (1992). Children of lesbian and gay parents. Child Development, 63,
1025 - 1042.
Plessy v. Ferguson, (1896) 163 U.S. 537; 16 S. Ct. 1138; 41 L. Ed. 256; 1896 U.S. LEXIS 3390
Proposition 22, Limit On Marriage, codified as California Family Code, section 308.5
Same sex marriage timeline. (2008, May 18). San Francisco Chronicle, p. A6.
Strasser, M. (1997). Fit to be tied: On custody discretion and sexual orientation. American University Law Review, 46, (3), 841 – 895.
Tasker, F. & Golombok, S. (1998). The role of co-mothers in planned lesbian-led families. Journal of Lesbian Studies, 2, 49 - 68.
Weston, K. (1991). Families we choose: Lesbians, gays kinship. New York: Columbia University Press.
Wednesday, May 5, 2010
TRANSACTIONAL ANALYIS: WHAT'S THAT?
As a future clinical social worker, I plan to utilize both Cognitive Behavioral Therapy and Transactional Analysis, T.A., in my practice. T.A.has grown out of favor in recent years, and because I have found it to be effective, I would like to take the opportunity to discuss it here.
According to the website for the International Transactional Analysis Association, T.A.was developed by Psychiatrist, Eric Berne, M.D. T.A. became a permanent part of psychological literature with the 1958 publication of Berne’s article "Transactional Analysis: A New and Effective Method of Group Therapy”, published in the American Journal of Psychotherapy (ITAA). Since its creation, Berne’s theory has been applied to several different subjects of study, including psychology, education, and organizational development (ITAA). According to ITAA website, “the human personality is composed of ego states, and each ego state is composed of a system of thoughts, feelings, and behaviors from which we learn to interact with one another. These ego states are referred to as the Parent, the Adult, and the Child (ITAA). T.A. uses cognitive behavioral methods to eliminate dysfunctional behaviors and establish and reinforce positive and healthy functioning on an adult level. T.A. is used most effectively in a group therapy setting (James). The group becomes a setting in which the individual learns to communicate clearly and directly with others. In this manner, the individual is able to identity the Ego State he or she most commonly uses, and thereby learn to avoid using the Child or Parent. Ego States. In order to be effective, the therapist must be also able to access his or her Adult Ego State.
I find T.A. to be effective because it allows me to focus on my thought processes and the resulting belief systems that I hold rather than my feelings alone. I am able to recognize my Parent, Child, and Adult Ego States, and I have successfully changed my behavior based upon the reasons that I choose to access a particular ego state. T.A. is also effective because it requires that the client and therapist both focus on thought patterns. According to David Burns, M.D., author of the excellent book, “Feeling Good: the New Mood Therapy”, and practitioner of Cognitive Behavioral Therapy, asserts that both positive and negative emotions are the result of positive and negative thinking.
I will soon graduate from an MSW program and I am delighted to find that most contemporary programs are now focusing more on thoughts as the primary cause of feelings.
REFERENCES
Burns, D. (1999). Feeling Good: The new mood therapy. New York, NY: Harper Collins Publishers.
International Association of Transactional Analysis. “Transactional Analysis”.
Retrieved on November 16, 2007. http://www.itaa-net.org/ta/index.htm.
James, M. & Jongeward, D. (1996). Born to Win. Addison-Wesley Publishing Co., Inc.
According to the website for the International Transactional Analysis Association, T.A.was developed by Psychiatrist, Eric Berne, M.D. T.A. became a permanent part of psychological literature with the 1958 publication of Berne’s article "Transactional Analysis: A New and Effective Method of Group Therapy”, published in the American Journal of Psychotherapy (ITAA). Since its creation, Berne’s theory has been applied to several different subjects of study, including psychology, education, and organizational development (ITAA). According to ITAA website, “the human personality is composed of ego states, and each ego state is composed of a system of thoughts, feelings, and behaviors from which we learn to interact with one another. These ego states are referred to as the Parent, the Adult, and the Child (ITAA). T.A. uses cognitive behavioral methods to eliminate dysfunctional behaviors and establish and reinforce positive and healthy functioning on an adult level. T.A. is used most effectively in a group therapy setting (James). The group becomes a setting in which the individual learns to communicate clearly and directly with others. In this manner, the individual is able to identity the Ego State he or she most commonly uses, and thereby learn to avoid using the Child or Parent. Ego States. In order to be effective, the therapist must be also able to access his or her Adult Ego State.
I find T.A. to be effective because it allows me to focus on my thought processes and the resulting belief systems that I hold rather than my feelings alone. I am able to recognize my Parent, Child, and Adult Ego States, and I have successfully changed my behavior based upon the reasons that I choose to access a particular ego state. T.A. is also effective because it requires that the client and therapist both focus on thought patterns. According to David Burns, M.D., author of the excellent book, “Feeling Good: the New Mood Therapy”, and practitioner of Cognitive Behavioral Therapy, asserts that both positive and negative emotions are the result of positive and negative thinking.
I will soon graduate from an MSW program and I am delighted to find that most contemporary programs are now focusing more on thoughts as the primary cause of feelings.
REFERENCES
Burns, D. (1999). Feeling Good: The new mood therapy. New York, NY: Harper Collins Publishers.
International Association of Transactional Analysis. “Transactional Analysis”.
Retrieved on November 16, 2007. http://www.itaa-net.org/ta/index.htm.
James, M. & Jongeward, D. (1996). Born to Win. Addison-Wesley Publishing Co., Inc.
Monday, May 3, 2010
TO EDUCATE OR NOT: COMPREHENSIVE OR ABSTINENCE-ONLY SEXUAL EDUCATION PROGRAMS: WHICH IS MOST EFFECTIVE?
As a proponent of comprehensive sexual education as a method of preventing preganancy in adolescents, I want to share with others what I have learned from an examintion of the literature regarding abstinence only and comprehensive sex education programs in schools. I will also discuss the risks and consequences associated with adolescent pregnancy and parenthood as well as the federal funding programs for both programs. In conclusion, I will also make suggestions for change.
HEALTH RISKS AND ECONOMIC CONSEQUENCES ASSOCIATED WITH ADOLESCENT PREGNANCY AND PARENTHOOD
The Centers for Disease Control and Prevention, CDPC, reports that between eight hundred and nine hundred thousand women, younger than age twenty, become pregnant each year in America (CDPC, 2000). The CDPC also reports that several adverse health and social risks are associated with adolescent pregnancy and parenthood (CDPC, 2000). Babies born to adolescent mothers are twice as likely to face such health risks as low birth weight, premature birth, and infantile mortality (King, 2003). Furthermore, these children are more likely to have cognitive and behavioral difficulties than are children born to adult women (Anderson, et. al 2003).
Social risk factors for children born to adolescent parents include abuse and/or neglect by cognitively immature mothers (King 2003). Elders and Albert (1998) report that 66 percent of pregnant adolescents have a history of sexual abuse, and therefore the risk of abuse and neglect for infants born to sexually abused teen mothers is much higher than for babies born to teens who have not been sexually abused.
Several economic consequences are associated with adolescent pregnancy and parenthood that result in increased public spending. In 1994, the Center for Population Options reported that $34 billion in public welfare funds were spent to support adolescent mothers and their children (Solomon & Liefeld, 1998). According to Yampolskaya (2002), adolescent mothers are also more likely to drop out of high school and are less likely to pursue a higher education, creating a burden for the society that must support them.
COMPREHENSIVE VS. ABSTINENCE-ONLY SEXUAL HEALTH EDUCATION
Advocates of Comprehensive Sexual Health Education programs promote abstinence. However, supporters of such programs also believe that all adolescents have the right to accurate sexual health information and the right to choose their level of sexual activity. In this manner, supporters of comprehensive sexual health education programs assert that youth will be fully informed and therefore better able to protect themselves against unwanted pregnancy and sexually transmittable disease (McCave, 2007).
Proponents of Abstinence-Only programs believe that abstinence is the only choice and that married heterosexual couples alone should engage in sexual activity. By asserting their morality regarding sexual behavior, supporters believe that they can positively influence the sexual behavior of adolescents (McCave, 2007). Proponents of Abstinence- Only programs believe that Comprehensive programs promote promiscuity (McCave, 2007). Increasingly, public funds are being allocated to programs that support Abstinence-Only education (McCave, 2007).
COMPREHENSIVE SEXUAL HEALTH EDUCATION PROGRAMS
Recent studies show the effectiveness of comprehensive sexual health education programs. According to the CDPC (1999), 1.3 million adolescent pregnancies were prevented due to the use of comprehensive reproductive health care services. According to the Alan Guttmacher Institute, contraception was responsible for a 75 percent decline in teen-aged pregnancy between 1988 and 1995 (McCave, 2007). Studies also show that students who are exposed to comprehensive programs are more likely to abstain from sexual activity for two to three years longer than those exposed to abstinence-only programs (Huberman, Berne 1995). Furthermore, adolescents with access to school-based family planning clinics sought assistance within two months of becoming sexually active as compared to their peers with no such access whom sought family planning services fifteen to twenty-two months after becoming sexually active (Bar-Cohen, et al., 1990).
In order to be effective, comprehensive programs must adhere to a specific curriculum. In 1996, the Sexuality Information and Educational Council of the United States stated that comprehensive sexuality education should include a discussion of the following subject matter: reproductive development and health, communication skills, affection and intimacy, healthy body image, and gender role identification (McCave, 2007). Comprehensive programs also include activities that address social pressures. Student participants are encouraged to practice such communication skills as negotiation and refusal. Materials for such programs are age appropriate and culturally sensitive. Classes are of a sufficient length of time and are taught by instructors who are specifically trained in the topic and are supportive of comprehensive programs (Kirby, 2001).
ABSTINENCE-ONLY SEXUAL HEALTH EDUCATION PROGRAMS
Studies show that Abstinence-Only programs reduce the occurrence of adolescent pregnancy by twenty-five percent (Daliard, 2002). Federally funded abstinence-only programs must adhere to the following principles of thought: (1) all unmarried individuals must practice abstinence; (2) children born to unmarried individuals are a burden for the individual, family, and community; (3) alcohol and drugs impair judgment; (4) all individuals must be self sufficient before becoming sexually active. Such programs must also include instruction in methods to avoid unwanted sexual advances (McCave, 2007). An examination of the curriculum for abstinence only programs found that eight of twenty-one programs omitted information and provided inaccurate information, and/or presented a negative view of certain populations, particularly homosexual, bisexual, and transgender individuals, as well as adolescent parents (Wilson, et al. 2005). Many abstinence only programs are federally funded under the Personal Responsibility and Work Opportunity Reconciliation Act of 1996 (McCave, 2007).
TITLE X: FEDERAL FUNDING FOR COMPREHENSIVE PROGRAMS
In 1969, President Nixon signed Title X of the Public Health Service Act into law. Title X is a federally funded comprehensive family planning service program designed to assist individuals and families whose income is at or below the federal poverty limit and to reduce dependency on welfare and to improve the health and well being of women and children (Gold, 2001). The Title X Family Planning Act “makes provisions for educational, comprehensive medical, and social services necessary to aid individuals to determine freely the number and spacing of their children” (Gold, 2001). Most comprehensive sexuality education programs are funded under Title X. “Title X services received by single women ages fifteen through nineteen prevent an estimated 385,800 unplanned pregnancies, 154,700 births, and 183,300 pregnancy terminations” (Friedman, 2005; p. 21). “For every dollar that the federal and state government spend on family planning services, three dollars are saved in Medicaid costs for pregnancy related and newborn care” (Gold, 2001; p. 23).
In recent decades, conservative political administrations have opposed Title X. For example, during his presidency, George Bush, Jr. has opposed comprehensive education and has been quite explicit in his supportive of abstinence-only programs (Friedman, 2005). I suggest that former President Bush and others of similar mindset examine the statistics before making a decision that has so strongly impacts the sexual health education of our nation’s children.
CONCLUSION: SUGGESTIONS FOR CHANGE
Empirically sound studies show that abstinence-only sexual health education programs are ineffective at preventing adolescent pregnancy and that comprehensive sexual health education programs are highly effective in preventing adolescent pregnancy. Studies also show that adolescent pregnancy and parenthood presents physical, social, and economic challenges for the child, adolescent parents, and the society of which they are a part. To help alleviate some of these challenges, I suggest the following recommendations for change. First, according to the California Department of Education (2008), the state of California mandates that all schools offering sexuality education classes must offer a comprehensive curriculum, but does not require all schools to offer sexual education. I suggest that all schools be required to offer comprehensive sexuality education programs at the Federal, State, and local levels. Second, I suggest that the funds allocated under the Personal Responsibility and Work Opportunity Reconciliation Act of 1996 be reallocated to Title X of the Public Health Services Act. Third, I suggest that Comprehensive Sexual Education programs be expanded beyond the school setting to community educational organization. Planned Parenthood is an excellent example of such an organization.
The Abstinence-Only approach to sexual health education is ludicrous. As any experienced parent can attest, children are naturally inquisitive and are especially interested in exploring matters from which they are prohibited. Abstinence-Only programs are prohibitive. Rather than tell our children “No, not until you are married”. I suggest that children be given options.
Comprehensive Sexual Health Education programs can provide those options for children. The Comprehensive sexual health education of children is the best approach to reducing the rates of adolescent pregnancy and parenthood, as well as prevention of life threatening sexually transmittable diseases. Only through education can adults hope to better prepare children to take responsibility for themselves and their future.
REFERENCES
Anderson, P. Doyle, L.W. & the Victorian Infant Collaborative Study Group. (2003). Neurobehavioral outcomes of school-age children born extremely low birth weight or very preterm in the 1990’s. Journal of American Medical Association, 289(24), 3624-3672.
Bar-Cohen, A., Lia-Hoaberg, B., & Edwards, L. (1990). First family planning visit in school-based clinics. Journal of School Health, 60(4), 418-422.
California Department of Education. Comprehensive Sexual Health Education. (n.d.). Retrieved March 17, 2008 from website:http//www.cde.ca.gov/ls/he/se/sexeducation.
Centers for Disease Control and Prevention. (2000). National and state specific pregnancy rates among adolescents: United States, 1995-1997. Morbidity and Mortality Weekly Report, 49(27), 605-631.
Centers for Disease Control and Prevention. (1999). Achievements in public health, 1990-1999: Family Planning. Morbidity and Mortality Weekly Report, 48(47), 1073-1080.
Daliard, C. (2002). Abstinence promotion and teen family planning: The misguided drive for equal funding. Guttmacher Report on Public Policy, 5(1), 1-3.
Elders, M.J., & Albert, A.E. (1998). Adolescent pregnancy and sexual abuse. Journal of the American Medical Association, 280(7), 648-649.
Friedman, D. (2005, July). America’s family planning program: Title X. Fact Sheet. Washington, D.C.: Planned Parenthood Federation of America.
Gold, R.B. (2001). Title X: Three decades of accomplishment. Guttmacher Report on Public Policy, 4(1), 5-10.
Huberman, B.K., & Berne, L.A. (1995). Sexuality education: Sorting fact from fiction. Phi Delta Kappan, 77, 229-232.
King, J.C. (2003). The risk of maternal nutritional depletion and poor outcomes increases in early or closely spaced pregnancies. Journal of Nutrition, 133, 1732S-1736S.
Kirby, D. (2001). Emerging answers: Research finding on programs to reduce teen pregnancy. Summary. Washington DC: National Campaign to Prevent Teen Pregnancy.
McCave, E. L. (2007). Comprehensive Sexuality Education vs. Abstinence-Only Sexuality Education: The Need for Evidence-Based Research and Practice. School Social Work Journal, 32(1), 14 – 28.
Solomon, R., & Liefeld, C.P. (1998). Effectiveness of a family support center approach to adolescent mothers: Repeat pregnancy and school drop-out rates. Family Relations, 47, 139-144.
Wilson, K.L., Goodson, P., Pruitt, B.E., Buhl, E., & Davis-gunnels, E. (2005). A review of 21 abstinence-only-until-marriage programs. Journal of School Health, 75(3), 90-98.
Yampolskaya, S., Brown, E.C., & Greenbaum, P.E. (2002). Early pregnancy among adolescent females with serious emotional disturbances: Risk factors and outcomes. Journal of Emotional and Behavioral Disorders, 10(2), 108-115.
HEALTH RISKS AND ECONOMIC CONSEQUENCES ASSOCIATED WITH ADOLESCENT PREGNANCY AND PARENTHOOD
The Centers for Disease Control and Prevention, CDPC, reports that between eight hundred and nine hundred thousand women, younger than age twenty, become pregnant each year in America (CDPC, 2000). The CDPC also reports that several adverse health and social risks are associated with adolescent pregnancy and parenthood (CDPC, 2000). Babies born to adolescent mothers are twice as likely to face such health risks as low birth weight, premature birth, and infantile mortality (King, 2003). Furthermore, these children are more likely to have cognitive and behavioral difficulties than are children born to adult women (Anderson, et. al 2003).
Social risk factors for children born to adolescent parents include abuse and/or neglect by cognitively immature mothers (King 2003). Elders and Albert (1998) report that 66 percent of pregnant adolescents have a history of sexual abuse, and therefore the risk of abuse and neglect for infants born to sexually abused teen mothers is much higher than for babies born to teens who have not been sexually abused.
Several economic consequences are associated with adolescent pregnancy and parenthood that result in increased public spending. In 1994, the Center for Population Options reported that $34 billion in public welfare funds were spent to support adolescent mothers and their children (Solomon & Liefeld, 1998). According to Yampolskaya (2002), adolescent mothers are also more likely to drop out of high school and are less likely to pursue a higher education, creating a burden for the society that must support them.
COMPREHENSIVE VS. ABSTINENCE-ONLY SEXUAL HEALTH EDUCATION
Advocates of Comprehensive Sexual Health Education programs promote abstinence. However, supporters of such programs also believe that all adolescents have the right to accurate sexual health information and the right to choose their level of sexual activity. In this manner, supporters of comprehensive sexual health education programs assert that youth will be fully informed and therefore better able to protect themselves against unwanted pregnancy and sexually transmittable disease (McCave, 2007).
Proponents of Abstinence-Only programs believe that abstinence is the only choice and that married heterosexual couples alone should engage in sexual activity. By asserting their morality regarding sexual behavior, supporters believe that they can positively influence the sexual behavior of adolescents (McCave, 2007). Proponents of Abstinence- Only programs believe that Comprehensive programs promote promiscuity (McCave, 2007). Increasingly, public funds are being allocated to programs that support Abstinence-Only education (McCave, 2007).
COMPREHENSIVE SEXUAL HEALTH EDUCATION PROGRAMS
Recent studies show the effectiveness of comprehensive sexual health education programs. According to the CDPC (1999), 1.3 million adolescent pregnancies were prevented due to the use of comprehensive reproductive health care services. According to the Alan Guttmacher Institute, contraception was responsible for a 75 percent decline in teen-aged pregnancy between 1988 and 1995 (McCave, 2007). Studies also show that students who are exposed to comprehensive programs are more likely to abstain from sexual activity for two to three years longer than those exposed to abstinence-only programs (Huberman, Berne 1995). Furthermore, adolescents with access to school-based family planning clinics sought assistance within two months of becoming sexually active as compared to their peers with no such access whom sought family planning services fifteen to twenty-two months after becoming sexually active (Bar-Cohen, et al., 1990).
In order to be effective, comprehensive programs must adhere to a specific curriculum. In 1996, the Sexuality Information and Educational Council of the United States stated that comprehensive sexuality education should include a discussion of the following subject matter: reproductive development and health, communication skills, affection and intimacy, healthy body image, and gender role identification (McCave, 2007). Comprehensive programs also include activities that address social pressures. Student participants are encouraged to practice such communication skills as negotiation and refusal. Materials for such programs are age appropriate and culturally sensitive. Classes are of a sufficient length of time and are taught by instructors who are specifically trained in the topic and are supportive of comprehensive programs (Kirby, 2001).
ABSTINENCE-ONLY SEXUAL HEALTH EDUCATION PROGRAMS
Studies show that Abstinence-Only programs reduce the occurrence of adolescent pregnancy by twenty-five percent (Daliard, 2002). Federally funded abstinence-only programs must adhere to the following principles of thought: (1) all unmarried individuals must practice abstinence; (2) children born to unmarried individuals are a burden for the individual, family, and community; (3) alcohol and drugs impair judgment; (4) all individuals must be self sufficient before becoming sexually active. Such programs must also include instruction in methods to avoid unwanted sexual advances (McCave, 2007). An examination of the curriculum for abstinence only programs found that eight of twenty-one programs omitted information and provided inaccurate information, and/or presented a negative view of certain populations, particularly homosexual, bisexual, and transgender individuals, as well as adolescent parents (Wilson, et al. 2005). Many abstinence only programs are federally funded under the Personal Responsibility and Work Opportunity Reconciliation Act of 1996 (McCave, 2007).
TITLE X: FEDERAL FUNDING FOR COMPREHENSIVE PROGRAMS
In 1969, President Nixon signed Title X of the Public Health Service Act into law. Title X is a federally funded comprehensive family planning service program designed to assist individuals and families whose income is at or below the federal poverty limit and to reduce dependency on welfare and to improve the health and well being of women and children (Gold, 2001). The Title X Family Planning Act “makes provisions for educational, comprehensive medical, and social services necessary to aid individuals to determine freely the number and spacing of their children” (Gold, 2001). Most comprehensive sexuality education programs are funded under Title X. “Title X services received by single women ages fifteen through nineteen prevent an estimated 385,800 unplanned pregnancies, 154,700 births, and 183,300 pregnancy terminations” (Friedman, 2005; p. 21). “For every dollar that the federal and state government spend on family planning services, three dollars are saved in Medicaid costs for pregnancy related and newborn care” (Gold, 2001; p. 23).
In recent decades, conservative political administrations have opposed Title X. For example, during his presidency, George Bush, Jr. has opposed comprehensive education and has been quite explicit in his supportive of abstinence-only programs (Friedman, 2005). I suggest that former President Bush and others of similar mindset examine the statistics before making a decision that has so strongly impacts the sexual health education of our nation’s children.
CONCLUSION: SUGGESTIONS FOR CHANGE
Empirically sound studies show that abstinence-only sexual health education programs are ineffective at preventing adolescent pregnancy and that comprehensive sexual health education programs are highly effective in preventing adolescent pregnancy. Studies also show that adolescent pregnancy and parenthood presents physical, social, and economic challenges for the child, adolescent parents, and the society of which they are a part. To help alleviate some of these challenges, I suggest the following recommendations for change. First, according to the California Department of Education (2008), the state of California mandates that all schools offering sexuality education classes must offer a comprehensive curriculum, but does not require all schools to offer sexual education. I suggest that all schools be required to offer comprehensive sexuality education programs at the Federal, State, and local levels. Second, I suggest that the funds allocated under the Personal Responsibility and Work Opportunity Reconciliation Act of 1996 be reallocated to Title X of the Public Health Services Act. Third, I suggest that Comprehensive Sexual Education programs be expanded beyond the school setting to community educational organization. Planned Parenthood is an excellent example of such an organization.
The Abstinence-Only approach to sexual health education is ludicrous. As any experienced parent can attest, children are naturally inquisitive and are especially interested in exploring matters from which they are prohibited. Abstinence-Only programs are prohibitive. Rather than tell our children “No, not until you are married”. I suggest that children be given options.
Comprehensive Sexual Health Education programs can provide those options for children. The Comprehensive sexual health education of children is the best approach to reducing the rates of adolescent pregnancy and parenthood, as well as prevention of life threatening sexually transmittable diseases. Only through education can adults hope to better prepare children to take responsibility for themselves and their future.
REFERENCES
Anderson, P. Doyle, L.W. & the Victorian Infant Collaborative Study Group. (2003). Neurobehavioral outcomes of school-age children born extremely low birth weight or very preterm in the 1990’s. Journal of American Medical Association, 289(24), 3624-3672.
Bar-Cohen, A., Lia-Hoaberg, B., & Edwards, L. (1990). First family planning visit in school-based clinics. Journal of School Health, 60(4), 418-422.
California Department of Education. Comprehensive Sexual Health Education. (n.d.). Retrieved March 17, 2008 from website:http//www.cde.ca.gov/ls/he/se/sexeducation.
Centers for Disease Control and Prevention. (2000). National and state specific pregnancy rates among adolescents: United States, 1995-1997. Morbidity and Mortality Weekly Report, 49(27), 605-631.
Centers for Disease Control and Prevention. (1999). Achievements in public health, 1990-1999: Family Planning. Morbidity and Mortality Weekly Report, 48(47), 1073-1080.
Daliard, C. (2002). Abstinence promotion and teen family planning: The misguided drive for equal funding. Guttmacher Report on Public Policy, 5(1), 1-3.
Elders, M.J., & Albert, A.E. (1998). Adolescent pregnancy and sexual abuse. Journal of the American Medical Association, 280(7), 648-649.
Friedman, D. (2005, July). America’s family planning program: Title X. Fact Sheet. Washington, D.C.: Planned Parenthood Federation of America.
Gold, R.B. (2001). Title X: Three decades of accomplishment. Guttmacher Report on Public Policy, 4(1), 5-10.
Huberman, B.K., & Berne, L.A. (1995). Sexuality education: Sorting fact from fiction. Phi Delta Kappan, 77, 229-232.
King, J.C. (2003). The risk of maternal nutritional depletion and poor outcomes increases in early or closely spaced pregnancies. Journal of Nutrition, 133, 1732S-1736S.
Kirby, D. (2001). Emerging answers: Research finding on programs to reduce teen pregnancy. Summary. Washington DC: National Campaign to Prevent Teen Pregnancy.
McCave, E. L. (2007). Comprehensive Sexuality Education vs. Abstinence-Only Sexuality Education: The Need for Evidence-Based Research and Practice. School Social Work Journal, 32(1), 14 – 28.
Solomon, R., & Liefeld, C.P. (1998). Effectiveness of a family support center approach to adolescent mothers: Repeat pregnancy and school drop-out rates. Family Relations, 47, 139-144.
Wilson, K.L., Goodson, P., Pruitt, B.E., Buhl, E., & Davis-gunnels, E. (2005). A review of 21 abstinence-only-until-marriage programs. Journal of School Health, 75(3), 90-98.
Yampolskaya, S., Brown, E.C., & Greenbaum, P.E. (2002). Early pregnancy among adolescent females with serious emotional disturbances: Risk factors and outcomes. Journal of Emotional and Behavioral Disorders, 10(2), 108-115.
Friday, April 30, 2010
THE FOSTER CARE SYSTEM AND THE CASE OF MARY ELLEN
Recently I attended a workshop designed to train participants in the legal responsibilities and protocols of reporting child abuse and neglect. This workshop was offered through Humboldt State University, Office of Extended Education, taught on November 6, 2010, and facilitated by Cara Barnes and Pam Owens. Ms. Owens and Ms. Barns are employees of the Humboldt County Department of Health and Human Services, Social Services Branch, Child Welfare Services Division.
This course also included a discussion about the foster care system that put the system into a new light for me. According to an article written by Doug Quirnbach, distributed in this course by the facilitators, I learned that the case of Mary Ellen is based, in part, on myth. As many readers may know, the case of Mary Ellen involves a child who was allegedly abused by her mother and was the catalyst for the founding of the first child protection service agency, the New York Society for the Prevention of Cruelty to Children (Quirnbach, n.d.). Many readers may not know however, that Mary Ellen was, in fact, abused by her foster mother, Mary Connolly (Quirnbach, n.d.). I found Quirnbach’s use of the case of Mary Ellen to be a poignant example of how child abuse has been, and continues to be, a problem in the foster care system.
In addition to this article, a poignant documentary was shown of interviews of adults who had spent the majority of their childhood years in the foster care system. The prior foster care youth spoke of the negative impact that living with a foster family for the duration of their childhood had made on their lives. I also learned from this training that 25% of former foster youth are homeless and nearly half are unemployed.
As a result of what I have learned from this training about the foster care system, I have become more critical of it and am now motivated to advocate for keeping families intact whenever possible and to advocate for making positive change within the foster care system.
REFERENCES
Barnes, P. & Owens, C. (2009, November). Child Abuse and Neglect: Mandated
Reporter Training. Humboldt County Department of Health and Human Services,
Social Services Branch, Child Welfare Services Division.
Quinbach, D. (n.d.). How child protective services began. Available at
http://www.archive.org/web/20020615204038/http://www.cpswatch.com/reports/
maryellen.htm
This course also included a discussion about the foster care system that put the system into a new light for me. According to an article written by Doug Quirnbach, distributed in this course by the facilitators, I learned that the case of Mary Ellen is based, in part, on myth. As many readers may know, the case of Mary Ellen involves a child who was allegedly abused by her mother and was the catalyst for the founding of the first child protection service agency, the New York Society for the Prevention of Cruelty to Children (Quirnbach, n.d.). Many readers may not know however, that Mary Ellen was, in fact, abused by her foster mother, Mary Connolly (Quirnbach, n.d.). I found Quirnbach’s use of the case of Mary Ellen to be a poignant example of how child abuse has been, and continues to be, a problem in the foster care system.
In addition to this article, a poignant documentary was shown of interviews of adults who had spent the majority of their childhood years in the foster care system. The prior foster care youth spoke of the negative impact that living with a foster family for the duration of their childhood had made on their lives. I also learned from this training that 25% of former foster youth are homeless and nearly half are unemployed.
As a result of what I have learned from this training about the foster care system, I have become more critical of it and am now motivated to advocate for keeping families intact whenever possible and to advocate for making positive change within the foster care system.
REFERENCES
Barnes, P. & Owens, C. (2009, November). Child Abuse and Neglect: Mandated
Reporter Training. Humboldt County Department of Health and Human Services,
Social Services Branch, Child Welfare Services Division.
Quinbach, D. (n.d.). How child protective services began. Available at
http://www.archive.org/web/20020615204038/http://www.cpswatch.com/reports/
maryellen.htm
Wednesday, April 21, 2010
Social Work with Animals and People: An Unexpected Career Path
Until recently, I have been unable to see the connection between my interest in social work and my passion to work with non-human animals. However, I have recently found a career path that will allow me to do just that. I would like to share my journey with others, especially other social workers, because I think it is important for social workers to advocate for all animals, including those who speak languages other than those used by people.
I have discovered Animal Assisted Therapy, also knows as AAT; Equine Faciliatated Psychotherapy, also known as EFP; and Equine Facilitate Experiential Learning, also known as EFEL. The Delta Society, one of the largest organizations responsible for the certification of therapy animals in the United States, defines Animal Assisted Therapy as follows:
“AAT is a goal-directed intervention in which an animal that meets specific criteria is an integral part of the treatment process. AAT is directed and/or delivered by a health/human service professional with specialized expertise and within the scope of practice of his/her profession. Key features include specified goals and objectives for each individual and measured progress.”
Animal-Assisted Activity is defined as:
“A.A.A. provides opportunities for motivational, educational, recreational, and/or therapeutic benefits to enhance quality of life. A.A.A.’s are delivered in a variety of environments by specially trained professionals, paraprofessionals, and/or volunteers in association with animals that meet specific criteria. Key features include the absence of specific treatment goals and [the presence of] volunteers. Treatment providers are not required to take detailed notes and visit content is spontaneous.”
The Delta Society recognizes horses as eligible certification animals. However, interventions that involve horses are usually certified under other agencies that include the following organizations: North American Riding for the Handicapped Association (NARHA), Equine Facilitated Mental Health Association (EFMHA), and the American Hippotherapy Associations (AHA). The AHA provides a separate definition for terms related to work with horses: Equine-Facilitated Psychotherapy (EFP) and Hippotherapy. EFP is defined as follows:
“An experiential psychotherapy that includes equines. It may include but is not limited to, a number of mutually respectful equine activities, such as handling, grooming, longeing, riding, driving, and vaulting. EFP is facilitated by a licensed, credentialed mental health professional working with an appropriately credentialed equine professional. EFP may be facilitated by a mental health professional that is dually credentialed as an equine professional (EFMHA, 2003). EFP denotes an ongoing therapeutic relationship with clearly credentialed mental health professional to legally practice psychotherapy and EFP (EFMHA, 2005).”
Hippotherapy is defined as follows:
“Work done by an occupational, physical, or speech therapist who has been specially trained to use the movement of the horse to facilitate improvements in their client/patient. It does not teach the client how to ride the horse. Therapists use traditional techniques such as nuero-developmental treatment and sensory integration along with the movement of the horse as part of their treatment strategy. Goals include improving balance, coordination, posture, fine motor control, improving articulation, and increasing cognitive skills (AHA, 2005).”
The use of animal assisted therapy has been proven to have a beneficial effect on the physical, emotional, and social well being of humans (Fine, 2006). I believe AAT also creates an appreciation for other animals. I plan to obtain my L.C.S.W. and incorporate Equine Facilitate Psychotherapy and Equine Facilitated Experiential Learning into my practice with adults, families, and children. I am especially interested in working with youth at risk.
There is much research in support of AAT in a mental health setting. The psychological benefits of AAT are exemplified in an excerpt from the following article written by Dr. Aubrey Fine, (2006) that describes his first experience incorporating AAT into his mental health practice. The excerpt describes Dr. Fine’s observations of an interaction between his client, Aaron, a child with ADHD, and his first therapy animal, a Gerbel named Sasha.
“Around Sasha he [Aaron] slows down, and she has a calming effect on him. Her nature transforms him. …..He moves so slowly and talks gently. She reciprocates by snuggling and allowing his tender touch. ……I often bring Sasha to Aaron so he can learn to gauge his own activity level and perhaps be in more control. ….She immediately helps him regroup, and once he gets to hold her, his activity level is more in harmony with the others. Holding Sasha is what he needs to have a calmer and more engaged session.”
According to Kruger et al., (2004), one of the most beneficial aspects of using AAT in a mental health setting is the ability of a non-human animal to reduce the stress commonly present in the initial phases of the client-therapist relationship and to build rapport between the client and therapist. Kruger et al. (2004) and Beck et al. (1986) also suggest that other animals may help a client to view a therapist as a kind person and therefore the therapist may appear less intimidating to the client. This is particularly useful for facilitating the discussion of topics that clients find to be difficult.
Katcher and Beck (2006) describe the experience of one particular clinician that depicts an interaction between the clinician, the clinician’s therapy bird, and an eight year old client who had been referred for depressive symptoms. Without getting the therapist’s or the bird’s consent, the child reached out touch the bird, who in turn hissed at the child. The therapist went on to explain that the child needed to get permission from both himself and the bird before touching the animal. The child sadly responded that she “knew what the therapist meant.” The child later revealed that she was being abused by a grandparent.
Barbara Boat, a mental health clinician who works in the area of child maltreatment, also finds non-human animals to be powerful catalysts for discussing difficult topics with clients (Boat, 2006). According to Boat, children will often discuss their pets’ experiences before they will discuss their own. To facilitate this process, Boat reports that she finds it helpful to ask her clients about their animal related experiences. Boat says that she finds that these experiences reveal critical information about the child’s environment and often reveal experiences that may place the child at risk for abuse or neglect (Boat et al., 2006).
The psychological benefits of AAT and EAP are numerous. AAT and EFP also provide physical and social benefits that are too numerous to mention here. For a full disclosure of the benefits of AAT, I highly recommend Aubrey Fine’s excellent book, The Handbook on Animal-Assisted Therapy.
Equine Assisted Psychotherapy is certainly not a traditional social work path, but it is one that excites me and appears to be quite rewarding. I encourage other social workers, especially those just entering the field as I am, to look outside the traditional box of social work to find their own right livelihood.
REFERENCES
American Hippotherapy Association (2005). Frequently asked questions about
hippotherapy. Available at http://www.narha.org/PDFFiles/FAQ_Hippotherapy.pdf.
Beck, A., Hunter, K., and Seraydarian, L. (1986). Use of animals in the rehabilitation of psychiatric inpatients. Psychology Reporter. 58, 63-66.
Boat, B.W. (2006). Clinical approaches to assessing and utilizing animal related
experiences in therapeutic interventions with children, adolescents, and their
caregivers. In A.H. Fine (Ed.) Handbook on Animal Assisted Therapy: Theoretical Foundations and Guidelines for Practice (pp. 243-283). New York, NY: Academic Press.
Delta Society. (n.d.). About animal-assisted activities and animal-assisted therapy.
Available at http://www.deltasociety.org/aboutaat.htm.
Equine Facilitated Mental Health Association (EFMHA). (2003). What is equine facilitated psychotherapy (EFP)? Available at http://www.narha.org/sec_efmha/default.asp.
Fine, A.H. (2006). Incorporating animal assisted therapy into psychotherapy: Guidelines and suggestions for therapists. In A.H. Fine (Ed.), Animal Assisted Therapy (pp. 167-206). San Diego, CA: Academic Press.
Katcher, A.H., & Beck, A.M. (2006). New and old perspectives on the therapeutic effects of animals and nature. In A.H. Fine (Ed.), Animal Assisted Therapy (pp. 39-48). San Diego, CA: Academic Press.
Kruger, K.A., Trachtenberg, S., and Serpell, J.A. (2004). Can animals help humans heal? Animal-assisted interventions in adolescent mental health. Available at http://www.vet.upenn.edu/research/centers/cias/pd/CIAS_AAI_white_paper.pdf.
I have discovered Animal Assisted Therapy, also knows as AAT; Equine Faciliatated Psychotherapy, also known as EFP; and Equine Facilitate Experiential Learning, also known as EFEL. The Delta Society, one of the largest organizations responsible for the certification of therapy animals in the United States, defines Animal Assisted Therapy as follows:
“AAT is a goal-directed intervention in which an animal that meets specific criteria is an integral part of the treatment process. AAT is directed and/or delivered by a health/human service professional with specialized expertise and within the scope of practice of his/her profession. Key features include specified goals and objectives for each individual and measured progress.”
Animal-Assisted Activity is defined as:
“A.A.A. provides opportunities for motivational, educational, recreational, and/or therapeutic benefits to enhance quality of life. A.A.A.’s are delivered in a variety of environments by specially trained professionals, paraprofessionals, and/or volunteers in association with animals that meet specific criteria. Key features include the absence of specific treatment goals and [the presence of] volunteers. Treatment providers are not required to take detailed notes and visit content is spontaneous.”
The Delta Society recognizes horses as eligible certification animals. However, interventions that involve horses are usually certified under other agencies that include the following organizations: North American Riding for the Handicapped Association (NARHA), Equine Facilitated Mental Health Association (EFMHA), and the American Hippotherapy Associations (AHA). The AHA provides a separate definition for terms related to work with horses: Equine-Facilitated Psychotherapy (EFP) and Hippotherapy. EFP is defined as follows:
“An experiential psychotherapy that includes equines. It may include but is not limited to, a number of mutually respectful equine activities, such as handling, grooming, longeing, riding, driving, and vaulting. EFP is facilitated by a licensed, credentialed mental health professional working with an appropriately credentialed equine professional. EFP may be facilitated by a mental health professional that is dually credentialed as an equine professional (EFMHA, 2003). EFP denotes an ongoing therapeutic relationship with clearly credentialed mental health professional to legally practice psychotherapy and EFP (EFMHA, 2005).”
Hippotherapy is defined as follows:
“Work done by an occupational, physical, or speech therapist who has been specially trained to use the movement of the horse to facilitate improvements in their client/patient. It does not teach the client how to ride the horse. Therapists use traditional techniques such as nuero-developmental treatment and sensory integration along with the movement of the horse as part of their treatment strategy. Goals include improving balance, coordination, posture, fine motor control, improving articulation, and increasing cognitive skills (AHA, 2005).”
The use of animal assisted therapy has been proven to have a beneficial effect on the physical, emotional, and social well being of humans (Fine, 2006). I believe AAT also creates an appreciation for other animals. I plan to obtain my L.C.S.W. and incorporate Equine Facilitate Psychotherapy and Equine Facilitated Experiential Learning into my practice with adults, families, and children. I am especially interested in working with youth at risk.
There is much research in support of AAT in a mental health setting. The psychological benefits of AAT are exemplified in an excerpt from the following article written by Dr. Aubrey Fine, (2006) that describes his first experience incorporating AAT into his mental health practice. The excerpt describes Dr. Fine’s observations of an interaction between his client, Aaron, a child with ADHD, and his first therapy animal, a Gerbel named Sasha.
“Around Sasha he [Aaron] slows down, and she has a calming effect on him. Her nature transforms him. …..He moves so slowly and talks gently. She reciprocates by snuggling and allowing his tender touch. ……I often bring Sasha to Aaron so he can learn to gauge his own activity level and perhaps be in more control. ….She immediately helps him regroup, and once he gets to hold her, his activity level is more in harmony with the others. Holding Sasha is what he needs to have a calmer and more engaged session.”
According to Kruger et al., (2004), one of the most beneficial aspects of using AAT in a mental health setting is the ability of a non-human animal to reduce the stress commonly present in the initial phases of the client-therapist relationship and to build rapport between the client and therapist. Kruger et al. (2004) and Beck et al. (1986) also suggest that other animals may help a client to view a therapist as a kind person and therefore the therapist may appear less intimidating to the client. This is particularly useful for facilitating the discussion of topics that clients find to be difficult.
Katcher and Beck (2006) describe the experience of one particular clinician that depicts an interaction between the clinician, the clinician’s therapy bird, and an eight year old client who had been referred for depressive symptoms. Without getting the therapist’s or the bird’s consent, the child reached out touch the bird, who in turn hissed at the child. The therapist went on to explain that the child needed to get permission from both himself and the bird before touching the animal. The child sadly responded that she “knew what the therapist meant.” The child later revealed that she was being abused by a grandparent.
Barbara Boat, a mental health clinician who works in the area of child maltreatment, also finds non-human animals to be powerful catalysts for discussing difficult topics with clients (Boat, 2006). According to Boat, children will often discuss their pets’ experiences before they will discuss their own. To facilitate this process, Boat reports that she finds it helpful to ask her clients about their animal related experiences. Boat says that she finds that these experiences reveal critical information about the child’s environment and often reveal experiences that may place the child at risk for abuse or neglect (Boat et al., 2006).
The psychological benefits of AAT and EAP are numerous. AAT and EFP also provide physical and social benefits that are too numerous to mention here. For a full disclosure of the benefits of AAT, I highly recommend Aubrey Fine’s excellent book, The Handbook on Animal-Assisted Therapy.
Equine Assisted Psychotherapy is certainly not a traditional social work path, but it is one that excites me and appears to be quite rewarding. I encourage other social workers, especially those just entering the field as I am, to look outside the traditional box of social work to find their own right livelihood.
REFERENCES
American Hippotherapy Association (2005). Frequently asked questions about
hippotherapy. Available at http://www.narha.org/PDFFiles/FAQ_Hippotherapy.pdf.
Beck, A., Hunter, K., and Seraydarian, L. (1986). Use of animals in the rehabilitation of psychiatric inpatients. Psychology Reporter. 58, 63-66.
Boat, B.W. (2006). Clinical approaches to assessing and utilizing animal related
experiences in therapeutic interventions with children, adolescents, and their
caregivers. In A.H. Fine (Ed.) Handbook on Animal Assisted Therapy: Theoretical Foundations and Guidelines for Practice (pp. 243-283). New York, NY: Academic Press.
Delta Society. (n.d.). About animal-assisted activities and animal-assisted therapy.
Available at http://www.deltasociety.org/aboutaat.htm.
Equine Facilitated Mental Health Association (EFMHA). (2003). What is equine facilitated psychotherapy (EFP)? Available at http://www.narha.org/sec_efmha/default.asp.
Fine, A.H. (2006). Incorporating animal assisted therapy into psychotherapy: Guidelines and suggestions for therapists. In A.H. Fine (Ed.), Animal Assisted Therapy (pp. 167-206). San Diego, CA: Academic Press.
Katcher, A.H., & Beck, A.M. (2006). New and old perspectives on the therapeutic effects of animals and nature. In A.H. Fine (Ed.), Animal Assisted Therapy (pp. 39-48). San Diego, CA: Academic Press.
Kruger, K.A., Trachtenberg, S., and Serpell, J.A. (2004). Can animals help humans heal? Animal-assisted interventions in adolescent mental health. Available at http://www.vet.upenn.edu/research/centers/cias/pd/CIAS_AAI_white_paper.pdf.
Wednesday, March 24, 2010
LOSS OF FARM LAND DUE TO OVERPOPULATION
In a recent edition of the Wall Street Journal, I noticed an article entitled "Fewer Farms to Feed Local Appetite." This article explored the loss of farm land in the Bay Area. In recent years, much of the Bay Area has lost large tracts of farmland in order to accommodate the ever increasing need for housing brought on by the growing population.
According to this article, between 2000 and 2008, Alameda County lost more than 12000 acres of farmland, 6% of its total available. In Santa Clara County, farm acreage dropped more than 5% between 2005 and 2008. Farm acreage in Contra Costa and San Mateo Counties has also declined. A 2008 study by SAGE, Sustainable Agricultural Education, a non profit group dedicated to sustainable local farming, revealed that 22% of Bay Area land was used for urban development between 1990 and 2004 occurred on high quality farm land.
According to Sibella Kraus, president of SAGE, the demand for local food is rising, but the state and local governments have not created incentives to prevent farmland loss. According to Gregory Gee, assistant agricultural commissioner in Alameda County, farmers blame the loss of farmland on developers whose primary interest is the revenue generated by new home sales.
To generate support for local farming, officials from San Francisco’s parks and health departments have been advocating for the establishment of urban gardens within small city lots. Alemany Farm is an excellent example of San Francisco’s urban farm movement. In 2005, Mr. Antonio Roman-Alcala established Alemany Farm. This farm is located adjacent to the 280 freeway and serves Alameda counties residents.
Local farms are also important to the environmental health because they bring consumers closer to the food they purchase. Local farming negates the need to import food from areas that are many miles from where the food is consumed. The practice of shipping food long distances is environmentally unsound as it taxes natural resources and produces harmful fumes from the use of petroleum products necessary for transport. Shipping food is unnecessary. For example, many California based grocery stores offer apples from Washington. This is an unnecessary practice as California has a climate conducive to growing apples.
Locally grown food is also important to our physical health. I have often heard people lament that they don’t eat vegetables because they taste bitter. I agree, vegetables are bitter when picked before they are unripe or grown too an excessive size, practices that are necessary to prevent bruising when shipped. I remember my first home grown, sun ripened tomato. I was shocked to discover that tomatoes are in fact neither mealy nor bland, but rather sweet and delicious. Shipping food from far off places is unproductive and unnecessary.
Long ago, I abandoned my local mega mart. Instead, I make it a practice to patronize my local farmer’s market. I recognize that many farmers markets are not open year round, especially those in rural areas. In those instances, I choose seasonal, locally grown produce from my local natural food store.
The loss of useable farmland is not specific to the Bay Area, rather it is becoming an epidemic, especially in industrialized nations. It is just one of the many consequences of over population by humans. I have done my part to reduce our over population problems by declining to have children, and by purchasing locally grown, humanely raised, organic produce and animal products. I urge my fellow humans to find ways that they can contribute to the health of planet on which we all depend on for life.
References
Scheck, J. Fewer Farms to Feed Local Appetite. (2010, March 11). The Washington Post, p. A11A.
According to this article, between 2000 and 2008, Alameda County lost more than 12000 acres of farmland, 6% of its total available. In Santa Clara County, farm acreage dropped more than 5% between 2005 and 2008. Farm acreage in Contra Costa and San Mateo Counties has also declined. A 2008 study by SAGE, Sustainable Agricultural Education, a non profit group dedicated to sustainable local farming, revealed that 22% of Bay Area land was used for urban development between 1990 and 2004 occurred on high quality farm land.
According to Sibella Kraus, president of SAGE, the demand for local food is rising, but the state and local governments have not created incentives to prevent farmland loss. According to Gregory Gee, assistant agricultural commissioner in Alameda County, farmers blame the loss of farmland on developers whose primary interest is the revenue generated by new home sales.
To generate support for local farming, officials from San Francisco’s parks and health departments have been advocating for the establishment of urban gardens within small city lots. Alemany Farm is an excellent example of San Francisco’s urban farm movement. In 2005, Mr. Antonio Roman-Alcala established Alemany Farm. This farm is located adjacent to the 280 freeway and serves Alameda counties residents.
Local farms are also important to the environmental health because they bring consumers closer to the food they purchase. Local farming negates the need to import food from areas that are many miles from where the food is consumed. The practice of shipping food long distances is environmentally unsound as it taxes natural resources and produces harmful fumes from the use of petroleum products necessary for transport. Shipping food is unnecessary. For example, many California based grocery stores offer apples from Washington. This is an unnecessary practice as California has a climate conducive to growing apples.
Locally grown food is also important to our physical health. I have often heard people lament that they don’t eat vegetables because they taste bitter. I agree, vegetables are bitter when picked before they are unripe or grown too an excessive size, practices that are necessary to prevent bruising when shipped. I remember my first home grown, sun ripened tomato. I was shocked to discover that tomatoes are in fact neither mealy nor bland, but rather sweet and delicious. Shipping food from far off places is unproductive and unnecessary.
Long ago, I abandoned my local mega mart. Instead, I make it a practice to patronize my local farmer’s market. I recognize that many farmers markets are not open year round, especially those in rural areas. In those instances, I choose seasonal, locally grown produce from my local natural food store.
The loss of useable farmland is not specific to the Bay Area, rather it is becoming an epidemic, especially in industrialized nations. It is just one of the many consequences of over population by humans. I have done my part to reduce our over population problems by declining to have children, and by purchasing locally grown, humanely raised, organic produce and animal products. I urge my fellow humans to find ways that they can contribute to the health of planet on which we all depend on for life.
References
Scheck, J. Fewer Farms to Feed Local Appetite. (2010, March 11). The Washington Post, p. A11A.
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