In 2009, 46% of high school students had sexual intercourse, and 14% of them reported having more than four partners. In 2006, an estimated 5,259 young people aged 13–24 were diagnosed with HIV/AIDS. Twelve percent of all pregnancies are from young people aged 15–24 (CDC, 2010). In 2005, 1 in 4 sexually active teens contracted an STD, and 29% of teens felt pressure to have sex while 1 in 10 high school students reported having been forced to have sex (Kaiser Family Foundation, 2005). New studies are being developed to estimate current levels of sexual activity and while there are some indications that adolescents are waiting longer to have sex, by age 19, 7 out of 10 adolescents have had sexual intercourse (CDC, 2010).Sex is a prevalent issue among teens today, and many young people struggle with the vast issues that can evolve around sex. For example, sexually transmitted diseases, pregnancies, and the overall pressure to have sex can be difficult to handle or even devastating to adolescents. Some adolescents struggle with the social awkwardness to engage in any relationship or may not know how to engage in a healthy relationship. Some may struggle with their family or community values or expectations regarding sex. Counselors must be familiar with the current trends and issues related to adolescent sexual behavior and must be able to address them effectively. In addition to sexual activity, sexual identity can be an issue among children and adolescents. Adolescents who are gay, lesbian, bisexual, or transgender (GLBT) can face many challenges. GLBT adolescents often struggle to find a positive identity among adverse reactions from peers or family and may find it difficult to deal with homophobia in society. It is not uncommon for GLBT adolescents to fear their sexual identity and fear that their support systems, such as family, churches, schools, peers, and organizations, will no longer accept them. Counselors must be cognizant of the needs of GLBT adolescents and be able to provide effective support and guidance. For this Discussion, review the scenarios located in this week's Learning Resources and select one scenario. Consider how the values of sex, sexuality, and sexual identity can adversely affect the child or adolescent in the scenario.References:National Center for Chronic Disease Prevention and Health Promotion. (2010). Sexual risk behaviors. Retrieved from http://www.cdc.gov/Kaiser Family Foundation. (2005). U.S. teen sexual activity. Retrieved from http://www.kff.org/With these thoughts in mind:Post by Day 4 a brief description of the sex and sexuality scenario you selected (Case #1 or Case #2). Then, identify two potential parent/guardian, school, or community values related to sex, sexuality, or sexual identity that might adversely affect the child or adolescent and explain how. Explain one way you might support the child or adolescent in the scenario. Finally, explain one way you would ensure that your personal values would not interfere with the counseling process. Be specific and use examples to illustrate your points.References:Flamez, B. & Sheperis, C. J. (2015). Diagnosing and treating children and adolescents: A guide for clinical and school settings. Hoboken, NJ: John Wiley & Sons, Inc.Chapter 15 “Gender Dysphoria”Chapter 17 “Substance-related Disorders”Hermann, M. A., & Herlihy, B. R. (2006). Legal and ethical implications of refusing to counsel homosexual clients. Journal of Counseling & Development,84(4), 414–418.Retrieved from the Walden Library databases.Horn, S. S. (2006). Heterosexual adolescents' and young adults' beliefs and attitudes about homosexuality and gay and lesbian peers . Cognitive Development, 21(4), 420–440.© 2006 by ELSEVIER SCIENCE & TECHNOLOGY JOURNALS. Reprinted by permission of ELSEVIER SCIENCE & TECHNOLOGY JOURNALS via the Copyright Clearance Center.Reeves, T. Horne, S. G., Rostosky, S. S, Riggle, E. D. B., Baggett, L. R., & Aycock, R. A. (2010). Family members' support for GLBT issues: The role of family adaptability and cohesion . Journal of GLBT Family Studies, 6(1), 80–97. © 2010 by TAYLOR & FRANCIS INFORMA UK LTD. Reprinted by permission of TAYLOR & FRANCIS INFORMA UK LTD. via the Copyright Clearance Center.Ryan, C., Russell, S. T., Huebner, D., Diaz, R., & Sanchez, J. (2010). Family acceptance in adolescence and the health of LGBT young adults . Journal of Child and Adolescent Psychiatric Nursing, 23(4), 205–213.

Complete six journal entries based on the prompts listed below. Each of the six entries must be a minimum of 350 words for you to receive extra credit.The journal-writing entries correspond to themes explored in our class. Except for journal 6, you do not have to write about art discussed in class. Just respond to the questions honestly and in depth. I do not grade your journal entries. Make sure they are the required length and to make sure that you have remained on task by addressing the prompts in detail.Each extra credit journal entry must be from 350 to 500 words in length. When all six journals are complete, you will have written from 2,100 to 3,000 words. Upload all six entries as a single doc or PDF. Provide a word count for each of your entries.Journal 1 (350 to 500 words) What do you consider to be your work in the world?The work of a poet? The work of a mother? The work of a bartender? The work of a social worker? The work of a brother? Define “work” in relation to that which you consider to be your work in the world.Journal 2 (350 to 500 words) What landscape do you most associate with home?Is it the place you now live? Is it a place you visit in your dreams? Is it your car? Consider the concept of landscape in relation to your concept of home.Journal 3 (350 to 500 words) If you were to make a self-portrait, which materials and tools would you use?Regardless of your skill level or engagement in art making, consider the various technical processes we have explored in class as you explore the idea of making a portrait of yourself.Journal 4 (350 to 500 words) What does it feel like to be stereotyped?Each of us has experienced people making assumptions about us based on our age, our appearance, our perceived abilities, our sex, or other facets of our selves. How does it feel when it happens to you?Journal 5 (350 to 500 words)Why is history important?While we have discussed the work of many artists who are working today, we have discussed even more artists who produced work in history. Why is it important to keep an eye on the past?Journal 6 (350 to 500 words)Which works of art discussed in class this quarter are you most likely to remember, and why? (I upload the piece below)