9.ICR.3

What does this standard mean a child will know and be able to do?

9.ICR.3.1 Contrast the myths, misconceptions, and stereotypes pertaining to sexual assault and sexual abuse with what is known based on law and research.
Sexual assault is a term referring to a spectrum of assaults – rape, attempted rape, incest, indecent exposure, child molestation, statutory rape, acquaintance/date rape, and forced sexual contact. All are against the law. There are several reasons why it is important to have factual knowledge about sexual assault. In recent years, through education and improved legislation, we have been able to decrease the incidents of sexual assault. Also, when a person has experienced sexual assault, it is normal to have many fears and anxieties about what happened. Knowing the facts about sexual assault may enable that person to deal more effectively with his or her concerns. Examples of misconceptions include the idea that most rapists are strangers (they are acquaintances of the victim), that if a victim is intoxicated the rape cannot be prosecuted (Someone who is drunk cannot give consent.), and that false accusations are often made. (Falsely reported rapes are about two percent; more likely rapes go unreported.) People and society often misinterpret who are the perpetrator and victim. Sexual assault is not an act of uncontrollable sexual passion, but a violent act of power and control. Wives can be raped by their husbands: any woman who says “no” and then is assaulted is raped. Too often society has “blamed the victim” but the target of sexual assault is never at fault – the perpetrator is to blame.
 * The student will be able to define sexual assault and sexual abuse.
 * The student will identify and correct misconceptions about types of sexual assault.
 * The student will conclude that sexual assault and abuse is always the fault of the perpetrator.

9.ICR.3.2 Design safe plans for the prevention of sexual assault and abuse that include appropriate resources and needed skills.
The first guidance for avoiding sexual assault is to avoid dangerous situations. To do so, the following suggestions are made:
 * 1) Plan ahead
 * 2) Always let someone know whereabouts, intended destination, and expected return.
 * 3) Arrange to have someone available to help in case of an emergency.
 * 4) Taking a cell phone to a party is a good idea.
 * 5) Be aware of surroundings
 * 6) Avoid isolated areas.

In social situations, the following recommendations are made:
 * 1) When going to a party, go with a group of friends. Check in with each other during and after the party.
 * 2) Use the “buddy system.” Don’t be afraid to let a friend know if made to feel uncomfortable.
 * 3) Be a good friend to a “buddy” at a party. Keep an eye on him or her.

If someone is pressured, it is recommended for a person to:
 * 1) Stay true to his or her code of conduct.
 * 2) Lie. If worried about hurting someone’s feelings, it is better to make up a lie and leave than to stay in an uncomfortable situation.
 * 3) Think of an escape route. Look for exits, doors, windows. Are there people around who can help?
 * 4) Take action. Speak out. Shout “NO” or “FIRE!” (It brings people running.)
 * 5) Kick, scream, or bite.

Often the victims of sexual assault will say afterwards they were suspicious of the person or situation. Therefore, young people are encouraged to trust their own instincts.

What to do if one has been sexually assaulted: Get away from the assailant – find a safe place. Dial 911. Call a friend or family member who can be trusted.

There are hot lines for help:
 * 1) National Assault Hotline at 800-656-HOPE (4673). This is a service of the RAINN (Rape, Abuse & Incest National Network).
 * 2) NCCASA.net is a website that lists the rape crisis centers for each county (North Carolina Coalition Against Sexual Assault).

It is the choice of the victim whether or not to report sexual assault. There are reasons why is it a good idea to report sexual assault. Immediate medical attention may be needed including testing for STDs and prevention of pregnancy. Sexual assault is a serious issue. There are trained professionals who can help the victim deal with many of the feelings he/she has (not only immediately after the assault, but for a period after the assault). Also, the assailant may repeat this crime if not made to pay a consequence.

Reporting the assault: Remember that to the police, everything is evidence. Therefore, the victim should not shower or bathe, throw away any clothes that were worn at the time of the time of the assault, brush or comb hair, use the restroom, brush teeth or gargle, put on makeup, eat or drink anything, or clean up the crime scene.
 * The student will recognize strategies to avoid the risks of sexual assault and sexual abuse.
 * The student will avoid situations that are risky.
 * The student will advocate to others how to get assistance for assault or abuse.

9.ICR.3.3 Illustrate skills related to safe and effective use of methods to prevent STDs as well as access resources for testing and treatment.
Sexually transmitted diseases are epidemic among teens and young adults below the age of 25. While these age groups make up one-quarter of those who are sexually active, more than fifty percent of new diagnoses of STDs are among these ages. Young people need skills to prevent the risks for contracting diseases either by choosing abstinence or the use of an FDA-approved method for prevention. Abstinence from sexual intimacy (oral, anal, or vaginal intercourse) is the most certain means of preventing disease. The use of latex condoms is considered by the Centers for Disease Control and Prevention as highly effective if used correctly and consistently.

Besides decisions about prevention, students need to be aware of resources available for testing and treatment. In many communities, the public health department and one’s private health care provider are the choices for testing for sexually transmitted diseases. Keeping in mind that some STDs are asymptomatic, anyone who has engaged in unprotected sexual intercourse is at risk and should be tested. It is important to be completely honest with one’s health care provider about personal sexual history. Testing is confidential and counseling about treatment and how to tell one’s partner is available. Even if an STD cannot be cured, there are treatments available that can reduce symptoms, the chance of giving the disease to others, and keep a baby born to an infected mother safe and healthy. Early detection is better than hoping against hope that one is not infected. Of course, prevention is far preferable than having to treat diseases after the fact.

The most dangerous of the sexually transmitted diseases is HIV/AIDS. HIV stands for Human Immunodeficiency Virus and AIDS means Acquired Immunodeficiency Disease. Symptoms of AIDS include rapid weight loss, dry cough, fever and night sweats, diarrhea, memory loss, swollen lymph nodes, and profound fatigue. While there is now effective treatment, there is still no vaccine and no cure. People who are HIV-infected must be vigilant in taking multiple medicines every day that are expensive and have serious side effects. The disease HIV/AIDS compromises the immune system and places the infected person at risk for opportunistic infections, diseases, and cancers. The transmission of HIV occurs if there is body fluid contact with mucous membrane tissue. The fluids that can carry the virus are blood, vaginal secretions, semen, and breast milk. The most likely scenarios for transmission are unprotected sexual intercourse or sharing needles with injection drug use. It is important for students to understand how HIV is NOT transmitted. Casual contact such as hugs, holding hands, and sharing food or beverages. A person cannot know for certain that he or she is HIV infected without a test. HIV testing is available through most health departments.
 * The student will be able to describe effective preventive measures for sexually transmitted diseases.
 * The student will describe the transmission, symptoms, effects, and methods for testing for HIV/AIDS.
 * The student will list resources for testing and treatment for STDs.
 * In role-play scenarios, the student will demonstrate skills for accessing assistance for preventing, testing for, or treating STDs.

9.ICR.3.4 Exemplify decision-making skills and problem solving regarding safe and effective use of methods to prevent unintended pregnancy.
One in three girls will become pregnant while a teenager. Facing pregnancy when so young is a life-altering experience for the young woman, her partner, and their families. Making decisions and solving problems are skills that are needed to prevent the challenges of unintended pregnancy. Whether to become sexually active is a difficult decision given the pressures many youth perceive in their social world. Sometimes that decision is made impulsively without consideration of potential consequences. If the couple plans to use birth control, they need to consider safety, effectiveness, availability, cost, ease of use/convenience, and reversibility. An additional consideration should be whether the method also serves to prevent STDs. For the method to be effective, it has to be used consistently and correctly. Most available methods are highly effective, but have a failure rate that is most likely attributable to human error rather than product failure. There are potential barriers for young people to access and use contraceptives. Some teens perceive that they are not allowed to purchase birth control. This is not the case. All persons who anticipate becoming sexually active have the right (and the responsibility) to protect themselves and their partner from unintended consequences.
 * The student will list factors to consider when selecting contraceptive methods.
 * The student will sequence methods of birth control by their effectiveness.
 * The student will be able to plan how to prevent the consequences of unintended pregnancy.