6.ICR.2.1

6.ICR.2.1 Explain the impact of early sexual activity on physical, mental, emotional, and social health.There are many reasons society (as a whole) hopes young people will wait until older to engage in sexual activity. Early sexual activity is associated with teen pregnancy, sexually transmitted diseases, and emotional stress. Becoming a teen parent is life-altering because the risks are great: not being financially independent, not having maturity and the parenting skills, the greater likelihood of not completing one’s education, and the greater likelihood the baby will be at risk for low birth weight or birth defects. Because young people are less likely to use condoms and more likely to have multiple sexual partners, they are at greater risk for sexually transmitted diseases, some of which cannot be cured.

Sometimes there are emotional issues that are associated with early sexual activity. Often one partner expects the relationship to last forever and the other does not. Experiencing a break-up is difficult at any age, but may be more so after a couple has become intimate. Sometimes both parties do not keep information about the relationship private or may even spread rumors.

Protecting oneself from possible negative outcomes of early and unprotected sexual intercourse requires maturity and access to health care that may not be easy for a young person to negotiate. Very young teens may be fearful or ashamed to seek the resources they need to be responsible for prevention.
 * The student will be able to describe the possible negative outcomes of early and unprotected sexual activity.
 * The student will demonstrate skills to avoid sexual risk taking.

6.ICR.2.2 Summarize the responsibilities of parenthood.Parenthood is a difficult and demanding responsibility as well as a rewarding and loving role. Not all people will become parents, but those who do are challenged to provide all the needs of their child or children. The child’s basic needs of food, shelter, warmth, safety, and love must be met. In addition, the child’s needs for medical care, education, discipline, and nurturance are vital to the child becoming a healthy and responsible adult. The care of a child is a 24-hour a day responsibility. Parenthood is best entered into when one is an adult, self-sufficient, and thoughtful about the decisions regarding how the child will be raised.

Although many single parents do an excellent job raising children, parenthood is easier when accomplished by two people in a committed, nurturing, and supportive relationship. Establishing that relationship first makes parenting an easier responsibility. Many older and established people are challenged by parenthood. Having children while still young is an especially difficult challenge.
 * The student will list the responsibilities of being a parent.
 * The student will conclude that parenthood requires maturity, financial independence, communication skills, and support from family, friends, and one’s partner.

6.ICR.2.3 Use effective refusal skills to avoid negative peer pressure, sexual behaviors, and sexual harassment.Peer pressure can be positive or negative. If one is pressured into a risky behavior or one that is contrary to their personal values, it can result in unhealthy outcomes. Each individual has the right to set personal limits for affection and their wishes should be respected.

Sexual harassment is defined as unwanted and unwelcome sexual advances and can occur between peers as well as between people who have different levels of power. Sexual harassment can include verbal abuse, name-calling, unwanted touch, written communication, or telling inappropriate jokes or stories. If a person is made uncomfortable at school, that becomes a “hostile environment” and is against the law. Sometimes people confuse flirting with sexual harassment; the difference is whether the other person welcomes the behavior.

A skill needed for dealing with unwanted pressures is that of refusal, specifically assertive refusal (being able to say no and mean it). Some general guidelines for assertive refusal are: use the word no, repeat the word no, have consistent body language, suggest an alternative that is not risky, change the subject, reverse the pressure by asking a question, and (finally) walk away if one’s feelings are not respected.
 * The student will define and list examples of unwanted pressure and sexual harassment.
 * The student will demonstrate effective refusal skills when pressured to engage in risky behavior.

6.ICR.2.4 Use resources in the family, school, and community to report sexual harassment and bullyingYoung people who are being bullied or sexually harassed often need the help of others to resolve the problem. The perpetrator and the victim usually believe the bully or harasser has more power. The target of the harassment or bullying may feel embarrassed, hurt, angry, or rejected. Those feelings can interfere with success at school and confidence in social relationships. It is difficult for a young person to focus on classes or be comfortable with friendships in a hostile environment.

The likeliest resources for youth to access are parents, guardians, and school personnel, such as principals and assistant principals. The professionals at school with the training to assist with bullying and sexual harassment are counselors and school nurses. It is a good idea to seek assistance early and to express clearly the behavior that is offensive. Some counselors recommend writing a letter to the bully to indicate how the actions make him or her feel. It is important to recognize that one deserves to be treated with respect and that no one should have to attend classes in an environment that is uncomfortable.
 * The student will recognize bullying and sexual harassment.
 * The student will identify potential resources for assistance for bullying and sexual harassment.
 * The student will demonstrate seeking assistance for bullying and sexual harassment from a trusted adult.

6.ICR.2.5 Summarize strategies for predicting and avoiding conflict. One way to avoid violence is to predict when it may occur. The precipitating feeling before most violent situations is anger. It is helpful to be able to recognize angry feelings in oneself and in others. Often aggressiveness, put-downs, and name-calling happen before people become violent. There may be verbal or physical threats. If a weapon is present, always leave the situation and report it to an adult.

It is possible to learn how to manage anger in ways that are not violent. Remaining calm, defining the problem, using “I” statements, brainstorming solutions, and choosing a plan are strategies for managing anger to reduce conflict. It is important to remember that violence never makes a conflict better. Violence can result in injury, death, legal troubles, suspension or expulsion from school, financial burdens, and the loss of friendships.
 * The student will be able to predict conflict and the possibility of violence.
 * The student will seek assistance from family, school, or community if faced with a conflict that could result in violence.

6.ICR.2.6 Design nonviolent solutions to conflicts based on an understanding of the perspectives of those involved.Violence takes a toll on Americans: every 31 minutes someone dies by homicide. In addition to death and injury, there are emotional scars. The victim often experiences fear and anger. Family members are affected by the death or injury of a loved one. The assailant may be injured and may face legal consequences. Having a record may prevent him or her from being able to find a job, join the military, or attend higher education. There are better ways to solve a conflict than by fighting. Mediation is one, and many schools have adult or peer mediators. The mediation needs to be facilitated by a neutral party and there should be rules for the discussion (such as not interrupting and being honest). Those in conflict need to be able to state their position and what they hope to accomplish. The mediator can help them explore possible solutions. The mediation may not yield immediate solutions that make everyone happy, but they should continue to try to work it out.

Another solution is to confront the person, but in a setting that feels safe to both individuals. Allow the other person to “save face” by providing a way out. Staying calm and being willing to apologize can help to defuse the situation. As with mediation, the key is to listen to the other point of view. It is best if both individuals use “I” messages so the discussion is less confrontational. Involving a neutral adult may be needed. It is best to avoid behaviors that escalate the problem, such as aggressiveness or put-downs. If a fight is likely to happen, it is better to leave the situation.
 * The student will list the “costs” of violence.
 * The student will describe how to avoid violence and resolve conflict peacefully.
 * The student will employ non-violent solutions to conflict.

6.ICR.2.7 Explain the signs of an abusive relationship and access resources for help.Many young people are not able to recognize they are in an abusive relationship. Even more difficult may be getting out of the relationship. Often a young person will need adult help to end a connection with someone who has become hurtful. The signs that a relationship is abusive include being afraid to be yourself or express feelings, feeling controlled or manipulated, the other person is easily angered, being threatened, being isolated from other friends or family, feeling intimidated or disrespected, or being physically hurt. It is likely that the other person is more interested in controlling the relationship than he or she wants to be in a loving or trusting relationship.

Getting help from an adult is the best step to resolving a relationship that is controlling, abusive, and hurtful. Parents have a child’s best interest at heart and are one of the best resources for seeking help. If the relationship is occurring in the school setting, asking for help from a guidance counselor or teacher is a good idea. Disciplinary action may be necessary; therefore, a school administrator may be the best resource. One should always protect oneself by seeking help from a trustworthy adult if in an abusive relationship.
 * The student will identify characteristics of an abusive relationship.
 * The student will demonstrate skills of accessing resources for assistance if in an unhealthy relationship.