| (B) identify the social and emotional impacts of sexual
harassment, sexual abuse, sexual assault, and sex trafficking;
(C) list the characteristics of unhealthy or harmful
relationships, including anger, controlling behavior, jealousy, manipulation,
and isolation;
(D) identify ways of reporting suspected sexual abuse
involving self or others such as telling a parent or another trusted
adult;
(E) explain how a healthy sense of self and making
and respecting decisions about safe boundaries and limits promote
healthy dating/romantic relationships;
(F) identify communication and refusal skills and how
they can be applied in dating/romantic relationships; and
(G) explain the importance of clearly communicating
and respecting personal boundaries and using refusal skills related
to physical intimacy such as holding hands, hugging, and kissing.
(22) Reproductive and sexual health--anatomy, puberty,
reproduction, and pregnancy. The student analyzes adolescent development,
the process of fertilization, and healthy fetal development. The student
is expected to:
(A) describe changes in male and female anatomy and
physiology during puberty and how rates and patterns of development
can vary between individuals;
(B) describe the process, characteristics, and variations
of the menstrual cycle;
(C) analyze the role of hormones related to growth
and development and personal health;
(D) describe the cellular process of fertilization
in human reproduction; and
(E) explain significant milestones of fetal development.
(23) Reproductive and sexual health--sexual risk. The
student understands that there are risks associated with sexual activity
and that abstinence from sexual activity is the only 100% effective
method to avoid risks. The student is expected to:
(A) identify teen pregnancy as a possible outcome of
sexual activity;
(B) identify life goals that one wishes to achieve
prior to becoming a parent;
(C) define sexually transmitted infections (STIs) and
sexually transmitted diseases (STDs) as infections or diseases that
are spread through sex or sexual activity;
(D) identify what emotional risks are associated with
sexual activity between unmarried persons of school age;
(E) define abstinence as refraining from all forms
of sexual activity and genital contact between individuals and discuss
the importance of seeking support from parents, other trusted adults,
and peers to be abstinent;
(F) explain why abstinence is the preferred choice
of behavior in relationship to all sexual activity for unmarried persons
of school age;
(G) identify why abstinence from sexual activity is
the only method that is 100% effective in preventing pregnancy; STDs/STIs,
including human immunodeficiency virus (HIV) and acquired immunodeficiency
syndrome (AIDS); and the emotional risks associated with adolescent
sexual activity;
(H) list the benefits of abstinence from sexual activity
such as increased self-esteem, self-confidence, student academic achievement,
and alignment with personal, family, and moral or religious beliefs
and values; and
(I) explain how laws protect victims of sexual harassment,
sexual abuse, and sexual assault.
|
