9.ICR.2

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

9.ICR.2.1 Critique skills and strategies that are used to promote abstinence from sexual activity in terms of their effectiveness.
Besides knowing the benefits of abstinence from sexual activity, young people need skills and strategies to make this choice. The skills include analyzing influences, decision making, planning, goal setting, communication, and accessing resources. Many young people have intentions to remain abstinent, but do not have the skills and strategies to act consistently with those intentions. There are pressures to engage in sex from dating partners and from peers. There are also permissive messages about sex in television and in movies. The belief that sex is a sign of being grown-up, that peers are sexually active, and that sex is a way to get or keep a girlfriend or boyfriend are some of many pressures that youth experience during adolescence. Being able to analyze influences is helpful in understanding whether one is making an independent decision. Another skill needed is that of wise decision making. A young person should consider possible consequences of early and unprotected sexual intercourse, including the possibility of unintended pregnancy, sexually transmitted diseases, disappointing parents, and the delay of personal goals for the future. Setting goals for the future is a helpful strategy for delaying becoming involved in sexual activity at an early age. Youth who anticipate a fulfilling future (higher education, a rewarding career, family) are more likely to delay sexual involvement. Planning involves considering (and avoiding) the situations that increase the pressure to have sex: serious relationships, dating someone much older, parties unsupervised by adults, and the use of alcohol or other drugs.

Because of the pressures to engage in sexual activity, young people need to have effective communication skills. Assertive refusal to sexual pressure depends on the boy or girl being firm in the decision, making eye contact, having consistent body language with the verbal message, saying “no” repeatedly, and leaving the situation if one’s wishes are not respected. Finally, knowing and using resources is important to be able to be abstinent. Parents, teachers, counselors, youth leaders, coaches, and health care providers are a helpful support system for young people to deal with pressures.
 * The student will list skills and strategies needed to become or remain abstinent.
 * The student will analyze influences (positive and negative) for early sexual activity.
 * The student will apply knowledge about the possible consequences of early sexual involvement to goal-setting and decision-making models.
 * The student will demonstrate assertive refusal in role-play scenarios involving pressure to have sexual intercourse.

9.ICR.2.2 Explain the consequences of early and unprotected sexual behaviors.
Sexual intimacy is an important part of a healthy loving relationship. Society approves of sex within a committed bond and particularly within marriage. There are multiple reasons parents hope their children will postpone becoming sexually intimate at an early age. Young people should enjoy being young and not have to grow up too soon. Having sex involves adult responsibilities.

Possible consequences of early and unprotected sex include unintended pregnancy and sexually transmitted diseases, some of which cannot be cured. Both may be life-altering events, affecting one’s financial resources, self-esteem, physical health, relationships with others, and ability to achieve future goals.
 * The student will be able to list consequences of early and unprotected sexual intercourse.
 * The student will describe how one’s life would be altered by an unintended pregnancy.
 * The student will be able to identify the effects of sexually transmitted diseases, including those that cannot be cured.
 * The student will explain how his or her future may be altered based on unintended consequences of sexual risk taking.