Human Sexuality: Sadlier Youth Ministry Series

written by sex-ed authors, Janet Drey & Brian Reynolds

Alice Grayson’s Review of the Sex Education Program

Introduction

The Annotated Guide to the Sadlier Youth Ministry Series, Human Sexuality, for teenage students, reveals much about the program. (Parents don’t ordinarily see this guide.) For instance, judging from the list of questions asked of its teachers, Sadlier has no pre-screening process in place, and is evidently content to “teach” the teachers simultaneously with the students:

The Adult Leader and Sexuality

As an adult educating younger adolescents about human sexuality, it is very important that you have examined your own attitudes and values about sexuality. As we have said earlier, growing into a mature sexual person is a life-long process. We continue to be part of this process during our adult years. As you minister to younger adolescents, it should not distract you from your own adult task of continuing to grow toward sexual maturity.

What is your “own history” of sexuality, and how does this influence your work with young people? There is an important assumption in this question. The assumption is not if your experience influences your work with young people, but how does it? It is so important to have struggled through some life issues related to sexuality, and to be honest with the on-going growth that still occurs in our lives as adults… (emphasis added)

We offer the following questions for your reflection:

1. What feelings do you have about your own body and sexuality? About the bodies and sexuality of the other sex? Are you able to appreciate sexuality as a gift from God—a dimension of our lives to be enjoyed and nurtured?

2. What did you learn about sexuality from your family of origin? How have the information learned influenced your present attitudes and values about sexuality?

3. What is your own level of psychosexual development? (The stages of psycho-sexual development represent psychological stages more than chronological stages. Many adults are still at childhood or adolescent stages in one or several areas of their sexuality.)

4. Have you seriously examined some of the messages about sexuality found in our culture? What do these messages say to you about being a man or a woman in our society?

5. Are you comfortable dialoguing with other adults about sexuality? (Many adults have found it best to explore their own attitudes and values about sexuality and to discuss them with other adults.)

6. Do you have an understanding of the Church’s teaching on sexuality and sexually related issues? What is your own position on controversial issues related to sexuality?

7. Why are you working with adolescents on the topic of sexuality? Are you able to dialogue with young people rather than lecture them? (Sadlier Youth Ministry Series, Human Sexuality [Annotated Guide], 1988, pp. T20, T21)

Notice the emphasis on attitude and feelings, of “comfortableness” in discussing intimate matters openly, and the acceptance of “many positions” relating to “controversial issues relating to sexuality.” Notice, that to Sadlier, the teacher is the student.
Christian Praxis

The Sadlier Youth Ministry Series claims to use the “Christian Praxis” learning process developed by Dr. Thomas H. Grome in Christian Religious Education. It is based on drawing from the experience of the learner, sharing that experience, and then relating that experience to Scriptures and Tradition. (This is a fancy way of saying, when a person’s “experience” conflicts with revealed truth, then, unless revealed truth can become persuasive, revealed truth goes. Reason moves from being prime, to being supreme — boss — with a Capital “R.”) Learning — or as Sadlier puts it, “growing as a sexual person” becomes a lifetime activity.

Sadlier Youth Ministry Series, Human Sexuality [Annotated Guide], 1988, p. T5)
Sadlier’s Annotated Guide further explains:

Psychosexual Development

Sexual learning and sexual expression begin the moment we are born and continue throughout our lives. At each stage of our lives, there are development tasks to be learned on the way to becoming mature sexual persons. Psychosexual development is the process of integrating into a whole the various dimensions of our lives related to sexuality. To do this means that a person goes through a predictable series of stages toward sexual maturity. Each stage must be learned and successfully negotiated before a person can move on to the next stage. (emphasis added)

An understanding of psychosexual development also reminds us that sexual development is a life-long process. As we invite young adolescents to mature as sexual persons, we must have some understanding of where they have already been in their journey of sexual maturation, and where they will be going.

Below is a chart summarizing the stages of psychosexual development from birth to adulthood.
Sadlier Youth Ministry Series, Human Sexuality [Annotated Guide], 1988, p. T13

Childhood Stages

l. Sexual Unawareness
(birth to 3 years)
• no explicit sexual thoughts, feelings, experiences
• sexual identity weak
• parents’ attitude toward sexuality and child’s gender very important in creating environment conducive to further psychosexual development.

2. Sexual Awakening
(3 to 7 years)
• becomes aware of own body and a body of opposite sex
• interested in bodily functions, where babies come from, sexual vocabulary
• at first sex play is blatant, but becomes more subtle as cognitive development occurs and child becomes aware of parents’ disapproval
• needs guidance in distinguishing what is appropriate and inappropriate behavior.

3. Sexual “Secretness”
(7 to 10/11 years)
• child goes “underground” with sexuality—seems to be disinterested in sex
• parents relax
• sexual thoughts, feelings, behaviors rapidly increasing during this period
• heightened interest in sexual material, masturbation, sibling sex play, and same sexed behaviors, but all “underground.” (Sadlier Youth Ministry

Series, Human Sexuality [Annotated Guide], 1988, p. T14)

Adolescent Stages

1. Sexual Fantasy (10/11 to 14 years)
• fantasies involving real or imagined people in sexual and romantic situations
• purpose of fantasies:
a. to integrate the intellect and emotions with genital sexuality,
b. to move from solitary sexuality toward more socially oriented sexuality
c. to rehearse sexual and romantic behaviors without having to appear foolish.

2. Sexual Pre-occupation (14 to 16 years)
• a period of sexual “saturation”—young person very absorbed and distracted by sexuality, sexual feelings, physical changes, masturbation, sex-related literature, TV, clothes, music, dates, dancing
• this saturation eventually allows young person to calm down and establish a sense of equilibrium
• dating, exposure to opposite sex is very important at this stage.

3. Superficial Sexual Relating (17 to 20 years)
• group dating evolves into couples
• time of experimentation with sexual relating and sexual behaviors; adolescent is primarily self-centered, with attempts at sexual relating being mixed with many personal needs and emotions: i.e., need to be close and express affection; need to be in control, to be superior; to be independent/dependent to acquire self-esteem, to be powerful, to get one’s own way, to be desired
• adolescent begins to recognize personal strengths and weaknesses in relationships. Beginning to “leave home” realizing there are other sources of love, support and joy beyond one’s family. (Sadlier Youth Ministry Series, Human Sexuality [Annotated Guide], 1988, p. T15)

Please note that the underlying theme of this psycho-sexual development thing is that everything “man” (or should I say man and woman?) is fundamentally sexual. This interpretation is so broad, that there is no escape from sexual thoughts, sexual feelings, and sexual sin (although the sin part isn’t called by name and is assumed into blurred notions of “all good and natural and everything’s sexual”). In this pseudo theory, three-year olds are “doing blatant sexual play” and seven-year olds are “masturbating.” Sin becomes psychologically healthy, and every human being is expected to do these shameful things, such as read “sexual literature, masturbate, desire control, get one’s way — and of course, leave home.” (emphasis added)
Private/Dirty – Sharing/Good

As with all sex educators these authors somehow begin their educating from the perspective that they think their students find something “bad” or “dirty” about sex, and, the educators are only too glad to change their idea. “Dirty” becomes associated with reluctance to share thoughts and feelings, and “gift of sexuality as good” becomes associated with “tell all” — as something psychologically healthful.

On page 7, of the students book, the authors of Sadlier ask:

Then why is there sometimes uneasiness or embarrassment when we do describe or say that God created our bodies and their human sexuality? Part of the answer lies in the way people talk about sexuality as if it were connected with something dirty or sinful. In our Catholic tradition, human sexuality is seen as beautiful and holy. The Book of Genesis continues the story and states: “The man and woman were both naked, but they were not ashamed” (2:25). Again the biblical message is very positive: our bodies are not bad and we should not be embarrassed about what our bodies are like.
Sadlier Youth Ministry Series, Human Sexuality [Annotated Guide], 1988, p. 7)

Reinforcing this idea of shameful and “not good” Sadlier asks the children to imagine what God would say to them about adolescence and sex:

… Sometimes I know you don’t like those unique things that are part of you because they make you feel different and alone. But be patient with Me, with yourselves, and with each other. It takes time to grow into the creations that you are.

Sometimes people begin talking in circles when they try to explain sexuality. Actually, it’s very simple. Sexuality is so much a part of you that you couldn’t be “you” if you weren’t sexual. I made you “body persons.”
Sadlier Youth Ministry Series, Human Sexuality [Annotated Guide], 1988, p. 8
Restructuring Desensitization

Sequentially, on the following two pages in the student text, Sadlier probes the child to restructure his sexual attitudes — after being exposed to the “guilt/embarrassment lecture.” “How will your new description of sexuality affect the way you look at your body? The way you look at human `sexuality’?”

Sadlier Youth Ministry Series, Human Sexuality [Annotated Guide], 1988, pp. 9 & 10

The children are to write this answer, directly after reexamining an outline of a male and female body belonging to two of the children in the group. In the very first lesson of Sadlier these children were asked:

Now form into two groups, males in one and females in the other. Then complete the following activity: ask a person from your group to lie down on a large sheet of paper and trace the outline of his or her body with a marker. The body outlines will give you a way to discuss who you are as individuals.

Sadlier Youth Ministry Series, Human Sexuality [Annotated Guide], 1988, p. 5

In case some children still feel “embarrassed” about themselves, Sadlier takes no chances. In the very next lesson, the children read two case studies.

These testimonies read in part:

… Shortly after that I experienced menstruation myself and my breasts began to grow larger. I didn’t really like it too much — it seemed like a burden. I felt I lost the sense of being carefree. …

… If I was better at sports, I would be more popular and people wouldn’t make fun of me. All of this would finally make me feel good. My body was not what I wanted it to be. Sexuality was a puzzle.

Sadlier Youth Ministry Series, Human Sexuality [Annotated Guide], 1988, p. 11

Sadlier completely misses the sacredness of human sexuality — that this lovely gift from God is something private and intimate — hidden in mystery and sacrament. Sadlier makes blurred the distinctions between specifically sexual activity and bland concepts of gender.

Sadlier Games

So intent on making the private belong to everyone, Sadlier invents games. With no explanation, on parents night a lap game is played:

Experiencing Life: The Lap Game

Everyone should stand in a circle, shoulder-to-shoulder. Ask each person to turn to the right. Then, very gently, everybody should sit down on the lap of the person behind them. Try this a second time. After sitting down, ask the participants to hold their arms straight out to both sides of their body. Then, try this a third time. Ask everyone to try walking around in the circle after sitting on each other’s laps.
(Sadlier Youth Ministry Series, Human Sexuality [Annotated Guide], 1988, p. T47

Even the Annotated Guide gives no explanation of this “strangers touching strangers” exercise. The “arms straight out” makes getting up very difficult without falling into the arms of or reaching for assistance of the stranger. This is a classic desensitizing procedure. It can also be sexually arousing.

Perhaps equal to the lap game is Sadlier’s “Body Clues” game:

Body Clues Exercise — Terms and Definitions

Anus: The opening in both males and females through which waste products from the large intestine are passed from the body.

Bladder: Collects urine before it is dispelled from the body.

Breast: The glands which enlarge in the female during puberty and which produce milk in a nursing mother.

Cervix: The narrow lower end of the uterus which opens into the vagina.

Clitoris: The female organ which is the center of sexual stimulation.

Ejaculation: The discharge of semen from the penis.

Epididymis: A storage place for sperm behind each testicle.

Erection: The condition of the penis when it becomes firm, enlarged and erect.

Fallopian Tube : A tube through which a mature egg travels, leading from one ovary to the uterus.

Genitals: Term used for either male or female sex organs.

Hymen: A thin, sheet-like layer of tissue which sometimes covers the opening of the vagina.

Labia: The lips or folds of skin covering the opening of the vagina.

Menstruation: The process through which the uterus sheds its lining of blood and tissue.

Nocturnal Emission: When stored semen is released from the body during sleep. Also referred to as a “wet dream.”

Ovaries: The two glands in the female where eggs (ova) are stored and ripen.

Ovum: Female sex cell (Latin word for egg).

Ovulation: The process through which the ovum is released from the ovaries.

Penis: Male sex organ used in urination and intercourse.

Prostate: Gland that produces fluid to mix with sperm to become semen.

Pubic Hair: Hair that surrounds the genitals beginning during puberty.

Scrotum: The pouch that hangs below the penis containing the testicles.

Semen: The fluid which carries the sperm which is ejaculated from the penis.

Seminal Vesicle: Pouches behind prostate that produce some of the fluid to carry the sperm.

Sexual Intercourse: The action of inserting the penis into the vagina leading to ejaculation and conception.

Sperm: The male reproductive cell produced in the testicles.

Testicles: The two organs that produce sperm cells.

Urethra: The female organ in which a fertilized egg can develop.

Vagina: The passageway connecting the uterus with the outside of the woman’s body. Also the place the penis enters during intercourse and the “birth canal.”

Vas Deferens: Tube through which sperm move from the testicles to the seminal vesicles.
(Sadlier Youth Ministry Series, Human Sexuality [Annotated Guide], 1988, pp. T27 and T28)

“Body Clues” matching game is to be played by both sexes. Instructions include:
Step 4: Trading Rules:

• You must clasp hands in order to make a trade.

• Once you have clasped hands you must make a trade.

• No talking except when you are holding someone else’s hand.
Sadlier Youth Ministry Series, Human Sexuality [Annotated Guide], 1988, p. T30

Forced hand holding is bad enough, but the card matching involves matching the most sacred parts of the human person. Imagine the conversation when hands are grasped, “Do you have a penis? Are you holding a breast?”

If parents knew what this Sadlier program initiates, do you think for one moment that they would allow this? Unless someone like me or you tells them, they wouldn’t know because the body game is in the Annotated Guide.

Other conditioning exercises

Of course, the Annotated Guide promotes exercises in letter writing (to the opposite sex), role playing, feeling and sharing based on pop songs, pop movies, and media clippings. The Catholic teachings are presented as a challenge rather then a command.

Feminism

In the name of equality, of the sexes, which thread several pages of both the Annotated Guide and students’ books, the precious role of wife and mother is put down:

3. Women Are Inferior and Should Serve Men

This is another negative (emphasis added) attitude about women that developed during different periods of history. It became a common belief that the primary role of a woman was to have and raise children, and to provide for the needs of her husband. During Old Testament times, women were viewed as property….
Sadlier Youth Ministry Series, Human Sexuality [Annotated Guide], 1988, p. 21

Faith Mutations

In conclusion, when true doctrines of our Faith are presented in Sadlier – and they are, they then get changed or mitigated by other sentences. For instance, Sadlier condemns abortion:

A Christian person does not see abortion as a solution to an unwanted pregnancy.

The Catholic Church teaches that human life is present from the moment of conception. All life is a precious gift of God. Regardless of the circumstances in which a child is conceived, the new life is no less a person and no less precious and deserves protection, care, and respect.
Sadlier Youth Ministry Series, Human Sexuality [Annotated Guide], 1988, p. 37

In other places, it asks the student to rate, on a scale from one to six, his feelings (easy or hard to live) about this teaching and others, as a subject of group sharing.

In another place it says “abortion is not always safe, and often has long term psychological effects.” A Catholic parent might wonder, how a Catholic religious text believes that abortion is sometimes safe — considering that with each abortion comes excommunication and spiritual death of the mother, and physical death to her unborn.

Likewise, in Sadlier, fornication appears mitigated in “mature” cases, and the concept of birth control — as a given — is accepted.

Sadlier is one more case of a corrupt, purposely deceitful, classroom desensitizing sex initiation program.