UNIT II

Unpacking the Self

TO THE ARTIST: Please use the illustration to design this page. Feel free to position it in any
way you see fit as long as the heading “UNIT II” is visible.
 Chapter 4
The Physical Self and the Sexual Self
Justine Marie S. Beltran, MA, RPm, RP
Maria Jhorenda B. Macion, MSped

Overview

This chapter talks about the importance of the physical and sexual aspects of the self. It
aims to answer the question as to how the self is affected by the body. It tackles the
different changes and characteristics involving the development of the secondary sex
characteristics and the human reproductive system, including the different erogenous
zones. Also, it helps one see how body image can influence self-esteem and sexual
behavior.
The goal of this chapter is to determine the individual’s and the society’s perceptions of
beauty by exploring the different aspects of self and identity, including the significance of
sexual self in understanding the self. At the same time, it further improves their views on
different human sexual responses, the basic biology of sexual behavior, and the chemistry
of lust, love, and attachment. Moreover, it discusses the various phases of sexual response
and the diversity of sexual behavior in relation to one’s sexual orientation.
 Objectives

At the end of this chapter, you should be able to:

1. Infer the impact of society to body image.
2. Demonstrate how body image affects the sense of self.
3. Explore and classify the characteristics of positive and negative body images.
4. Explain the complexities of sexuality.
5. Compare the different aspects and importance underlying the aspect of sexuality.
6. Apply what you have learned about your physical and sexual self in how you conduct
yourself.

The Physical Self

How people label us as being perfect, in terms of our bodies, can impact our behavior and
our self- esteem. This implies that the physical self is also important. Confidence in one’s body
can shape one’s sense of self.
The body image is influenced by aging and experience. Individuals develop diverse
feelings about the changes happening in their body(i.e., puberty, menopause, and andropause).
When people are sick, unhappy, or incapacitated, their body image may be affected. One’s
emotional state can impact one’s body image. When one is faced with difficult or stressful
events at work or in a relationship, one’s body image can be affected (Arias, Body Image: How
to Master It!, 2016).It can range from positive to negative and everything in between. It may be
normal to feel at times that one’s certain body parts do not look as ideal as the others, but one
must strive to keep the self-esteem intact. The ability to appreciate one’s physical self is a way of
boosting confidence.
Often, adolescents find it challenging to understand the feelings related to what is
happening in their body and self. Frequent questions are being asked about body image and
whether what they are feeling is normal. However, regardless of what questions one has, what is
important is that one knows oneself very well (Arias, 2016). Whether people like it or not, social
media, magazines, televisions, among other media forms, play an important role in shaping one’s
body image. As celebrities and models get featured in billboards, pages, and screens, a fixed
standard of beauty or what kind of body image is socially acceptable gets established. However,
the ideal body image in the actual world is diverse and unique than what is usually shown by
media. Uniqueness, therefore, cannot be imitated or copied. Uniqueness matters based on what a
person perceives as attractive according to one’s culture. For example, African Americans view
women with large hips as attractive. In the Muslim culture, men are considered masculine when
they have a mustache and a beard.
 One’s perception of beauty is what is perceived as acceptable based on culture. Everyone
has personal standards on what is beautiful. However, it can be influenced by cultural standards
of beauty.

What Shapes the Body Image?

Body image concerns are expressed in many forms. The INSERT PICTURE OF
people in one’s environment have a strong influence on one’s SOMEONE FAT WHO GOT
body image, which affects one’s view of oneself. In some THIN
instances, individuals receive both positive and negative feedback
about their bodies from family and friends. A family member who
believes that a healthy body should be fit may organize activities
that promote such body type. The activities can set an example of
what it means to be fit, which in turn influences how one may
want their body to be and the actions to take to achieve it. At the
same time, a person may develop a negative body image if both family and friends criticize the
way this person looks.
Social forces heavily influence how a person views oneself (Stangor, 2011). How one
views oneself is influenced by how others view that person. This is explained by the concept of
the looking-glass self whereby part of how a person perceives oneself is determined by how
other people perceive that person.

Determining Beauty in the Context of Body Image

Body image, which is central to an individual’s body, involves a multidimensional

concept including cognitive, behavioral, and affective components. The cognitive component
includes conscious intellectual activities, such as thinking, reasoning, and remembering, that
provide one with knowledge of one’s body. The behavioral component includes actions
performed by the individual in order to conceptualize what he/she thinks is society’s perception
of a body should be. The affective component includes feelings, emotions, and attitudes of an
individual about one’s body. If one’s perception of his/her body is not at par with what one
thinks is ideal or what society thinks is ideal, then this person becomes dissatisfied with his/her
body.
Body dissatisfaction is a component of body image, which may be a dissatisfaction with
one part of the body or with the body as a whole. Therefor, body dissatisfaction is the subjective
negative evaluation of a person’s body, which often leads to negative consequences. According
to research, it is usually the white women who are dissatisfied with their bodies. However, recent
findings suggest that women from ethnic groups are increasingly experiencing body
dissatisfaction. Individuals born from a different ethnic background differ in terms of their body
weight because of genetics. However, because of parents’ and children’s behaviors, as well as
media consumption, their perception of their own bodies change. For example, during school
years, when children interact with their peers, they tend to engage in comparisons among other
peers, which becomes the dominating reference of an individual’s evaluation of oneself.
The difference between body image and body dissatisfaction is that the former is a
concept that lasts a lifetime, while the latter may only be of concern upon adulthood. During
adulthood, the individual develops themselves through undergoing instability, self-focus,
exploration, and exploration of identity (Arnett, 2007). Body image is a central component of
identity. Physical appearance may be increasingly relevant to young women in college because
comparisons among peers and the selection of prospective partners mayoccur(van den Berg,
Thompson, Obremski-Brandon, & Coovert, 2002).

Cultural Factors Impacting Body Dissatisfaction

The following are cultural factors that influence body dissatisfaction (Javier, Abrams,
Maxwell, & Belgrave, 2013):
1. Ethnic Identity. This is one’s sense of belongingness and attachment to their ethnic
group. It includes dedication, commitment, and participation in the group.
2. Acculturation. This is the maintenance of cultural processes and contact participation
of members of two cultures. For this to occur, two cultures must be present: a native
culture in contact with a more dominant culture (e.g.,Native Mexican culture of
Mexican-Americans comes into contact withthe dominant U.S. culture). Higher
acculturation happens when the native culture has low maintenance, and there is a
great amount of contact participation of the dominant culture(Berry, 2001).
One does not develop a body image all on their own. The environment strongly
influences his/her image. A person gets both positive and negative messages about his/her body
from family and friends all the time. The perception of others can affect the way one sees oneself
which in turn affects his/her self -esteem.

Cultivating a Healthy Body Image

A healthy body image creates a good self-esteem. Self-esteem is the satisfaction and self-
assurance a person has towards the self. However, some people have a need to acquire a perfect
body image, which may lead to unhealthy and risky activities. As mentioned above, how one
views one’s body image may, in one way or another, differ with how others evaluate one’s
physical being.

Here are some ways to cultivate a healthy body image:

1. Educate oneself. Educating oneself for a particular goal to achieve one’s ideal body
image is important. One should learn about body fat levels and body mass index so
that one can determine the appropriate program or exercise regimen. Also, one must
have proper nutrition, enough sleep, and an array of stress management activities.
 2. Highlight positive goals. These goals are what one wants to achieve rather than what
another person wants. A person should exercise because he/she loves their own body.

3. Limit exposure to media. Because the media conjures a certain image that
sometimes makes one dissatisfied with one’s own body, it is important to limit the
use of media. Most of the time, media portrayals are deceiving.

4. Watch what you say. What you say about yourself eventually affects your attitude
and perception of yourself. Limit negative descriptions and highlight positive things
about you.
One should remember that there are certain parts of one’s body that may not be the same as
everyone else’s.Thus, one must accept and embrace all aspects of the selfbecause what is
important is one learns to appreciate, accept, and love those differences.

Conclusion

Understanding your body image deals with psychological thoughts and emotions.
Whatever society tells you about your body image is easy to accept, even if the comments are
negative, because you have already mastered the body-image struggle. Acceptance of yourself is
the key to improving your body image. What other people say does not matter as long as you
have your own interpretation of what the perfect body image is. You should always keep a
positive feeling because your entire thinking process changes for the better, and what others
might say about you may eventually not matter anymore. What is significant is not how people
see the physical aspect but how you identify yourself.
 The Sexual Self

In the previous chapter, you learned that your body image influences how you see and
feel about yourself. Consequently, how you perceive your body and how you feel about yourself
physically also influences your perception about your sexual orientation. This perception of
your sexual orientation and your sexual desires is known as your sexual self-concept (O'Sullivan,
Meyer-Bahlbur, & McKeague, 2006). It stems from your past experiences
and manifests in your present experiences, affects how you process INSERT A PICTURE
OF ADOLESCENTS
information related to your sexuality, and directs how you behave sexually
GETTING INTIMATE
(Andersen & Cyranowski, 1994). Self-esteem, therefore, may influence
WITH EACH OTHER
your overall health and your sexual self-concept may influence your sexual
behaviors and your health. Ex. Both faces close to
each other in an
Some information related to sexuality are familiar to adolescents. intimate way
However, some of the information is hard to comprehend, such as the
chemistry of lust, love, and attachment. This information may be helpful in
such a way that students will know the different phases of sexual
development, which they are eager to know about but are afraid to ask the right person. Often,
information given from the outside confuses the person and may encourage them to explore risky
behaviors, which may lead to the misinterpretation of actions.

Awareness is the key in understanding this section. It is normal for every individual to
experience development in certain aspects of self, specifically the sexual self.

What is Sexuality?

Sexuality is the word used to define a person’s preferences

and sexual interest. By the time one reaches adolescence, his/her Insert picture of
sexuality is molded, though they may come to recognize and FILIPINO adolescents
accept it a few years later. For some individuals, sexuality will stay showing their sexual
similar all throughout their lives, but for others, it might change as self (the seductive
they get older. image but wholesome)
The manner by which a person expresses himself or
herself, however, depends on whether he is comfortable with his or
her gender and sexuality (Institute for Sex Research of Indiana University, 1953). Women who
are satisfied with their bodies are able to express themselves better, in terms of their sexuality
(Ackard, Kearney-Cooke, & Peterson, 2000). According to Davison & McCabe (2005), men
who have a disturbed body image may have a problematic social and sexual functioning in their
middle ages and both men and women show symptoms of depression and anxiety. Expressing
one’s sexuality, however, varies in each individual and it is complex, especially when societal
norms are already taken into consideration.

Each one has his/her own perception of how one expresses oneself sexually, that is, in
terms of sexual orientation and gender identity. Sexual orientation describes how a person feels,
and only that person knows what it is like to be who he/she is. Gender identity, on the other
hand, refers to a person’s identification (psychological) with a specific gender, rather than a
person’s attraction to people (Perina, Estroff & Flora, 2004). It is a person’s conception of the
self as being male or female, which is largely based on his or her association with the feminine
or masculine sexual roles. This means that gender identity is not about who a person is attracted
to, but it is his/her conceived sexual role (Chung & Klann, 1980). It is very clear that the
distinguishing points of sexual orientation and gender identity vary to some extent, in which
sexual orientation refers evidently as to who one wants to be with, while gender identity is who
one is.
Also, there are psychological perspectives on sexuality. The theories that follow have
made contributions in understanding sexuality.
1. Freud’s psychoanalytic theory states that sex is one of the key forces in human life.
Sex drive or sex energy termed as the libido is one of the two major motivations of
human behavior, the other being the death instinct or thanatos.
2. The learning theory states that human sexual behavior is not only biological in nature
because actions can be learned. It operates through classical conditioning, operant
conditioning, behavior modification, and social learning. Classical conditioning
happens when a neutral stimulus is repeatedly paired with an unconditioned stimulus
generating an unconditioned response. Operant conditioning is the process by which
the frequency of a behavior is determined by rewards or punishments. Behavior
modification utilizes operant conditioning techniques to modify human behavior.
Social learning is the process by which sexual behavior is learned not only through
operant conditioning but also through imitation and identification.
3. Cognitive theories focus on the way people think and perceive things. Its basic
assumption is that what the person thinks influences what he/she feels because
perception, labeling, and evaluating events are crucial (Institute for Sex Research of
Indiana University, 1953).

Human sexuality hardly falls into a simple classification; rather, it is a complex and rich
area of human experience (Institute for Sex Research of Indiana University, 1953). It does not
matter if a person knows what they like and stick with it or if they like to experiment (Institute
for Sex Research of Indiana University, 1953). Sexuality gives complex aspects of self, which
involve many characteristics. It has four different components: sexuality, intimacy and
relationship, gender/ sexual identity, and sexual health. These components can either have
healthy or unhealthy features that are influenced by an individual’s culture, values, spirituality,
and experience. For example, religious teachings on sexual morality influences the kind intimate
engagements one has towards another.
As complex as human sexuality is, it influences the behavior of the person sexually. The
human sexual behavior is any activity that induces sexual arousal in the individual. It is
determined by the inherited sexual response pattern that ensures reproduction and by the amount
of influence that society allows the individual to express his or her sexuality.

Understanding the Human Sexual Response

Sexual response may bring about the psychological effects of premarital coitus, which are
more significant than physical effects. The decision not to engage in premarital coitus depends,
in chronological order from the greatest effect to the least, on moral objections, sexual
unresponsiveness, fear of pregnancy, fear of public opinion, lack of opportunity, and fear of
venereal disease (Institute for Sex Research of Indiana University, 1953).
The entire body of a human being is involved in a sexual response. Three mechanisms
can be attributed to this phenomenon: (1) chain reactions, (2) blood-distributed agents, and (3)
nervous mechanisms. These nervous mechanisms lead to changes in brain potentials in the
course of sexual response. Also, psychologic stimulation affects pelvic and lower-limb responses
(Institute for Sex Research of Indiana University, 1953).

Sexual behavior varies in females and males. The differences in their behavior can be
attributed to psychosexual stimuli. For example, in terms of sexual responsiveness, men develop
at an earlier age than women do. Men become sexually stimulated as they reach adolescence, and
the peak of their response to sexual stimuli is reached within three to four years after the onset of
adolescence. On the other hand, women’s responsiveness to sexual stimuli happen in their late
twenties or early thirties. It is the hormones that best explain the internal factors to which
animals respond to sexual stimuli (Institute for Sex Research of Indiana University, 1953).

The Basic Biology of Sexual Behavior

The behavior of human sexuality is diverse. It occurs in different facets, motivated by
different internal and external factors, and varies according to influences. The behavior is partly
determined by the individual’s internal factors and partly determined by their socialization into
their culture, interaction with partners, and moral constraints (Hyde & DeLamater, 1997).
Scientists believe that human sexual development is a lifelong process influenced by
biological, psychological, social, and cultural factors. For adolescents, a surge of sexual interest
happens during this period; as such, the incidence of masturbation increases (Hyde &
DeLamater, 1997). Also, there are changes in the way they experience attraction, attachment, and
love.

Understanding the Chemistry of Love, Lust, and Attachment

 In building a sexual relationship with another person, an
individual must build a loving attachment and develop good Insert picture of a boy
communication with the other person. One way of communicating and girl intimate with
is through physical touch. All human beings have erogenous each other (Filipino
zones, which refer to the body parts that are sexually sensitive. pictures)
Stimulating them or stroking them generates sexual arousal.
Erogenous zones are different for every person, but among the
most common are lips, neck, thighs, genitals, and breasts. One-
person sex happens when one produces their own sexual
stimulation called autoeroticism. Touching, on the other hand, is essential to sexual pleasure.
Caresses and massages may be applied to every part of the body, and it would still be exciting
(Hyde & DeLamater, 1997).
Enduring love progresses to a stage of attachment that is deeper but less exciting, than
infatuation. Love may be viewed as a biological drive comprising of lust, romantic love, and
attachment. They are different in context; however, they share the goal of successful
reproduction. Lust encourages us to hunt for potential mates. Romantic love allows us to focus
our energy to just one person, and attachment encourages us to stick with this partner in order for
us to raise children (Perina, Estroff & Flora, 2004).
Three states happen at the neurochemical level, each with their respective
neurotransmitters. The neurochemical dopamine allows individuals to maintain romantic love's
unique, intoxicating properties (Perina, Estroff & Flora, 2004). The levels of dopamine and
norepinephrine surge when one is confronted by an unknown factor. In the initial phase of
romantic love, they create an exhilaration leading one to lose the desire to eat or sleep. The level
of dopamine eventually subsides, followed by an increase in the levels of vasopressin and
oxytocin, hormones that lead to long-lasting attachment. According to researchers, these “cuddle
chemicals,” released during sex, creates the bond needed to raise children (Perina, Estroff &
Flora, 2004).
As romantic love progresses, dopamine levels eventually subside. However, there is a
way of bringing back dopamine levels, which is by having new adventures. The new and varied
stimuli are sufficient to arouse and to recapture what was so exciting about one’s mate at the start
of the relationship. Studies have shown that couples who share exciting experiences are more
satisfied and romantic than couples who are more habitual. This is because relationships have a
hard time surviving once the exhilaration of courtship gives way to the habits in the relationship
(Perina, Estroff & Flora, 2004). By understanding the different chemistry, it is then easy to know
the theories that relate to sexual response.

The Phases of Sexual Response

According to Masters and Johnson, the four
stages of sexual response are (1) excitement, (2)
plateau, (3) orgasm, and (4) resolution.
 The excitement phase is the start of sexual arousal. The physiological effect of this
phase on the body is vasocongestion, wherein an erection happens for the males, while
lubrication of the vagina, swelling of the clitoris, and erection of the nipples for the females.
The plateau phase is when vasocongestion reaches its peak. The penile erection becomes
more erect, while the vaginal entrance becomes smaller. Myotonia, the contraction of the genital
and bodily muscles, continues to build up. During this phase, vasocongestion and myotonia
continue to increase until enough tensions are reached for orgasm.
The orgasm phase consists of rhythmic contractions of the pelvic organs. For the males,
it ends in the release of the semen through the urethra, while for the females, the uterus descends
as the cervix contracts rhythmically. However, between the males and the females, the latter’s
orgasm does not leave any tangible evidence. There are cases wherein women may think that
they are having an orgasm when they are not, that they have never had an orgasm, or that they
mistake intense arousal for orgasm.
The resolution phase is when the body returns to the unaroused state. For females, there
is a reduction of the swelling of the breasts; the sex flush disappears; the clitoris returns to its
normal position and size; the ballooning of the vagina and the uterus shrink. For males, there is
detumescence or the loss of penile erection. This phase usually takes fifteen to thirty minutes, but
it may sometimes take an hour for women who experience orgasm for the first time. During this
phase, the males undergo a refractory period, during which they cannot be aroused again.
However, this period does not occur for the females. That is why females are capable of multiple
orgasms that occur within a short period of time (Hyde & DeLamater, 1997).

The Diversity of Sexual Behavior through Homosexuality and Other Sexual Orientations

Sexual orientation determines who we are sexually attracted to. Homosexuals are
sexually attracted to members of their own gender, while bisexuals are sexually attracted to both
genders. Gays are male homosexuals, while lesbians are female homosexuals.
People who consider themselves as homosexuals belong to the LGBTQIA+ community,
which stands for Lesbian, Gay, Bisexual, Transgender, Queer, Questioning, Intersex, and
Asexual People; the plus sign denotes love and understanding of all. Attitudes toward the LGBT
community vary. Some support them, but others do not. Homophobia is the strong irrational fear
of homosexuals and negative reaction towards them. The LGBT community, for example,
experiences discrimination, oppression, and hate crimes. They have been denied access to basic
human rights, such as marriage, parenthood, inheritance of deceased partner's estate, housing,
employment, and in certain countries, life. They encounter oppression in a heterosexist society
like “hostile and unwelcoming environments, harassment, social isolation, emotional and
physical abuse, and microaggression” (Chung & Klann, 1980). They are targets of hate crimes,
such as vandalism, robbery, sexual or physical assault, and murder for the simple reason that
they are not heterosexuals (Chung & Klann, 1980).
The identity of a homosexual develops in six stages:
 1. Identity confusion – This happens when one questions their heterosexuality due to
same-gender attractions.
2. Identity comparison – This happens when the comfortable heterosexual identity has
been lost.
3. Identity tolerance – This happens when homosexuals make contact with the gay
subculture with the hopes of getting affirmation.
4. Identity acceptance – This happens when there is acceptance of their identity instead
of just tolerance.
5. Identity pride – This happens when there is a strong identification with the gay
subculture that dichotomizes the world into homosexuals and heterosexuals.
6. Identity synthesis – This happens when the dichotomy between homosexuals and
heterosexuals no longer happen; the “us versus them” view has completely vanished.
(Hyde & DeLamater, 1997)
Ever since the 1970s, psychological research on homosexuals has made significant
contributions to the understanding of their issues, training of mental health service providers,
promotion of their well-being, and advocacy within professional organizations and society at
large. There has been a discourse on whether or not sexual orientation is a choice, which is the
nature versus nurture debate. Those who are against homosexuality argue that it is a choice and
that itcould be corrected by religious practices and/or conversion therapy. On the other hand,
advocates of homosexuality claim that their orientation is not a choice; rather, it is natural and
should be socially accepted.
There are several dimensions of sexual orientation, namely, (1) social behavior, (2)
sexual behavior, (3) affective/romantic attraction, and (4) sexual/physical attraction [12]. Also,
there is a distinction between sexual orientation and sexual identity. The latter is the way an
individual identifies oneself based on his/her sexual orientation; that is, lesbian, gay, bisexual,
heterosexual, or asexual (Chung & Klann, 1980).
Although some scientists have established some positive relationships between the
biological and environmental factors and one’s sexual orientation, there is still no solid evidence
supported by research (Chung & Klann, 1980). Most believe that an individual’s sexuality is
determined by biological and psychological factors, that sexual orientation is determined by
early childhood, and that changing one’s sexuality later on in life is a futile attempt (Chung &
Klann, 1980). In psychology, however, sexual orientation is conceptualized as multidimensional,
and sexual identity is fluid.
Knowing the kinds of sexual behavior and their effects is very important. It helps an
individual to become aware of the things he/she needs to realize before engaging into different
sexual activities, which may seem to be satisfactory for the individual. Prevalence of sexual
activity is higher among boys than in girls (Mladenovic, Donev, & Spasovski, 2009), with most
boys engaging in such activity on an average of 16 yearswhile girls at about 17.Manyadolescents
have already engaged in one-night-stand relationships and had more than one sexual partners.
Consequences of engaging in unprotected sexual activity, which not many adolescents think
about, areteenage pregnancy and contracting diseases.
Sexually Transmitted Diseases

Sexually transmitted diseases (STDs) can ruin one’s health, and they may be untreatable.
It is important for individuals then to be aware of the symptoms of STDs, so they can seek
treatment if they are infected. Also,sexual activities should be made with precaution and
sufficient information.
1. Chlamydia.This is caused by the bacterium Chlamydia trachomatis, which damages the
genital areas. Males who have this infection are considered to have nongonococcal
urethritis (NGU), while females are considered to have a chlamydia infection. The
symptoms in men are thin, clear discharge and mild discomfort in urination, and they
appear seven to fourteen days after infection. As for the women, no symptoms show
during a chlamydia infection; therefore, women are more likely to get undiagnosed and
untreated.
2. Human Papilloma Virus (HPV). This virus causes genital warts, which appear on the
genitals around the urethral opening of the penis, the shaft, or the scrotum for the males,
and on the vulva, the vaginal walls, or the cervix for the females. They appear two to
three months after intercourse. However, they may appear as late as nine months after
infection.
3. Genital Herpes. This disease of the genitals is due to the herpes simplex virus Type II
(HSV II) in most cases and by the Type I virus in others. However, there are cases
wherein individuals who have it have partners who do not. Symptoms are small, painful
blisters on the genitals. For women, the blisters are found on the lips of the vagina, while
for men, they appear on the penis.
4. HIV Infection and AIDS.The human immunodeficiency virus or HIV causes AIDS or
the acquired immunodeficiency syndrome, a disease that destroys the body’s immune
system. TheHIV can be transmittedthrough sexual intercourse, contaminated blood, or
contaminated needles, or from an infected mother to her infant. Once infected, a person
may die within a few months to years.
5. Gonorrhea. This is the oldest STD. It results only from a penis-to-vagina intercourse. In
males, the gonococcus attacks the urethra, leading to an inflammation called the
gonococcal urethritis. The symptoms appear within three to five days after infection.
However, in some cases symptoms may appear as early as day one after infection or as
late as two weeks after the intercourse. In females, gonorrhea is mostly asymptomatic.
The only means of diagnosis and treatment is through the information related by the male
partner. If the infection is not treated, swelling and the production of pus may happen.
6. Syphilis. Also called the Great Pox, this diseaseis caused by the bacteriumT. pallidum. If
it is not treated, it may damage the nervous system and cause death. Its earliest symptom
 is the appearance of the chancre, which is a round, ulcer-like lesion with a hard edge
looking like a crater. If oral or anal sex happens with an infected individual, the infection
could appear in the mouth and anal area, respectively.
7. Viral Hepatitis. The symptom of this disease is an enlarged and tender liver. It could be
asymptomatic, or it could generate symptoms like fever, fatigue, jaundice, and vomiting.
8. Pubic Lice. These tiny lice, which are about the size of a pinhead, attach to the pubic
hairs of the genital areas. They feed on blood and live for about thirty days.They cause
itching in the infected area.If not removed, they may reproduce and increase in number.
They are transmitted through sexual contact, or one may get them fromthe sheets, towels,
blankets, or clothes of the person who has pubic lice.
One of the fundamental points of letting an individual know about the methods of
contraception, most especially for teenagers, is allowing them to understand about the pros and
cons in doing so. There could be possible consequences if one is not aware of the kind of method
they are going to use when they engage into something that is not appropriate.Casual
engagement of multiple partners, for example, can lead to STD.
The following methods can help one become responsible in his/her action.

Methods of Contraception

Here are ways to prevent unwanted pregnancy (Hyde & DeLamater, 1997):
1. Birth control pills.These are considered oral contraceptives. The woman takes a pill
every day for twenty-one days that increase estrogen and progestin levels with doses
higher than the natural levels. This will prevent ovulation because when estrogen
levels would normally be low, they are made high to render the ovulatory phase
unsuccessful.
2. Norplant. This capsule is implanted through surgery inside the woman’s upper arm.
This diffused the progestin levels slowly and steadily. This contraceptive lasts for five
years. Once implanted, it inhibits ovulation by thickening the cervical mucus, thus,
making it difficult for the sperm to fertilize the egg. If the egg ends up being
fertilized, the creation of a puny endometrium in the uterus would disable the egg to
implant in it. This form of contraception is considered to be the most effective
contraceptive measure.
3. Depo-Provera. This progestin is administered through an injection, which is repeated
every three months to reach maximal effectiveness. Like the Norplant, it inhibits
ovulation through the thickening of the cervical mucus and preventing the growth of
the endometrium to prevent implantation in case of a fertilized egg.
4. Intrauterine Device (IUD). This piece of plastic, which comes in various shapes, is
inserted into the uterus and will only be removed unless the woman wants so. It
works by changing the environment of the uterus thereby immobilizing the sperm.
 Scientists still do not exactly know how this contraceptive works, only that it does
work through collected data.
5. Condom. This is a thin sheath that is wrapped around the penis. During an
ejaculation, it catches the semen to prevent it from entering the vagina. Also, there are
condoms coated with spermicide, which kills the semen, which will provide dual
protection against conception.
6. Withdrawal. This is also called as the coitus interruptus or the pulling out method.
This happens when the male withdraws his penis from the female’s vagina before an
ejaculation. For this to be effective, the ejaculation must be done away from the
vulva.
To prevent STDs, the use of condom is highly advised. Also, keeping the genitals clean is
a precautionary measure. However, the most effective prevention is through celibacy or limiting
oneself to a monogamous relationship (Hyde & DeLamater, 1997). Being aware of one’s actions
and mindful of the consequences of such actions is important to having a good sense of self.

Sexual Responsibility

Sexual responsibility entails smarter decision-making when it comes to sex through

gathering information (Indiana University of Pennsylvania, n.d.). It involves respecting your
partner, transparency, andtaking preventive measures against unwanted pregnancy and
sexuallytransmitted diseases.
Basically, sexual responsibility is practicing safe sex. With the advent of technology
comes the exposure of adolescents to sexual content be it in the television, in social media, or in
pornographic sites. The danger to this exposure is that it helps create sexual identity and behavior
(Moore, 2014). This may lead to misconceptions about sex. To curb this, adolescents must
practice safe sex. Safe sex is the use of barriers such as condoms and birth control pills, to
“prevent the exchange of semen, vaginal fluids, or blood between partners” (Better Health
Channel, n.d.). However, an emerging term extending safe sex to “safer sex” is necessary due “to
the fact that condoms and other barrier methods are not 100 percent effective.” Although the use
of contraceptive methods is a practice of safer sex, safer sex includes the readiness of the couple,
having enjoyable sex, and respecting each other (Better Health Channel, n.d.).
The Indiana University of Pennsylvania outlines four components of safer sex (n.d.):
1. Fully understanding the implications of being sexually active;
2. Having sufficient information on sexuality and health;
3. Proper communication with the partner, especially by having a conscientious
relationship;
4. Protecting the couple from STDs and unwanted pregnancy.
The Philadelphia Black Women’s Health project has drafted five principles of sexual
responsibility: adequate knowledge about sex, remembering familial values to sexual
relationships, refraining from engaging in sexual abuse and exploitation, making his/her own
decisions about sex, and having a respectful and mutually satisfying relationship with a person’s
partner [ CITATION Phi02 \l 13321 ].

Adolescents are vulnerable at different times in their development. They need to be

equipped with skills to manage the different changes they experience since it is important in
developing a healthier sexual self. Sometimes, adolescents engage in what adults see as risky
sexual behaviors because these activities might be the adolescents’ way of getting the
information that they want but could not get it from adults, perhaps because of shame and
unawareness. Adolescents may get information from peers, which may also be erroneous. They
may have myths related to sexual behavior and hold them as truths. It is important that this
erroneous information be corrected.

Myths and Facts about Sex and Sexual Behaviors

There is a lot of misinformation about sex, sexuality, sexual behaviors, and sexually
transmitted diseases. As an individual matures, changes are experienced not just physically but
also emotionally. Adolescents have a lot of questions about these changes, but instead of turning
to adults for answers, they ask friends or use other means to get the information they want, which
may not be accurate and true. Below are some myths endorsed by adolescents.

Myth 1: You cannot get pregnant the first time you have sex.

It is possible to get pregnant any time a person has vaginal sex. Even if the woman has
not had her period yet, it is possible that she has started ovulating. When a sperm is present, it is
possible that she will get pregnant.

Myth 2: You cannot get pregnant if the guy pulls out or if you have sex standing up.

The withdrawal or pulling out method does not guarantee that a woman cannot get
pregnant.Some ejaculate before the man begins to climax. Also, some men may not have the
willpower to pull out in time. Furthermore, positions during sex do not affect fertilization or
cannot prevent it from occurring. When penetration happens and the man ejaculates, the sperm is
deposited in the vagina and goes up to the cervix and into the uterus. If the woman is ovulating at
that time, then there is a possibility for pregnancy to occur.

Myth 3: Condoms are reusable.

 A condom should never be used more than once under any circumstances. It is made
from less durable material and may be prone to breakage once it is used again, permitting
sexually transmitted diseases and infections into the person.

Myth 4: Peeing or washing after sex will prevent pregnancy.

Urinating after sexual intercourse does not prevent pregnancy since urine comes out of
the urethra, which is a separate opening from the vagina. Also, washing does not prevent
pregnancy because the speed at which semen travels into the cervix is fast, and water cannot
reach into the uterus.

Myth 5: Penis size matters.

Research has consistently found that sexual satisfaction is more influenced by

psychological factors, such as connection, intimacy, and relationship satisfaction, and not just the
size and shape of the male’s genitals. Furthermore, the average erect (hard) penis length is
between 5 to 6 inches, and average flaccid (not erect, soft) penis length ranges between 1 and 4
inches.

Myth 6: Women can achieve orgasm from vaginal sex alone.

There are different erogenous zones in a person’s body, and each one, when properly
stimulated, can allow a person to reach orgasm. For a person to reach the orgasm phase, it is
dependent on how the person feels about the other person or the techniques used, and not just in
their ability alone.

Myth 7: Baby oil and petroleum jellycan be used with condoms.

Oil-based lubricants, such as baby oil, petroleum jelly, and hand creams, can break down
the latex that makes up some of the condoms. This allows sexually transmitted diseases and
infections to pass through. Compared to oil-based lubricants,water-soluble lubricants are better
to use with condoms.

Myth 8: Oral sex is safer compared to vaginal sex.

One can get infected with sexually transmitted diseases (STD) through oral sex. For
example, if you have a cold sore (oral herpes), and you perform an oral sex, your partner can get
infected in the genital area. Some of the STIs transmitted through oral sex are chlamydia,
gonorrhea, and syphilis.
Myth 9: You cannot get HIV from getting a tattoo or body piercing.

It is common knowledge that HIV can be transmitted through sexual contact. However, it
can also be transmitted through other ways. There is a risk for HIV transmission if the instrument
used for tattooing or piercing is not sterilized or disinfected. Through the instrument,the virus
can get to a person’s open wound.

Myth 10: Sex should be like porn.

Pornography was created to appeal to male powerful fantasies. Women in pornography

are used as objects for sexually gratifying a man, and they are depicted as happy for being used
in that way. However, that is not the case in real life. The version of sex in porn is not what most
women find pleasurable or sexually empowering.
According to Johnson and Chopra, there is a great need for more adequate programs for
sex education since there is still a significant level of ignorance on areas such as venereal
disease, contraception, and human biology [14]. Adolescents believe in sex myths, which also
influence their attitudes and behaviors towards sex. In a study that was conducted among college
students, college men endorsed more sex myths than college women. The more sex myths
endorsed, the higher the guilt experienced for engaging in sexual behavior and the lower the
level of sexual experience the individual has. The study also found that males who endorsed
myths that portray sex as dangerous had high levels of sex guilt, while females who regarded
virginity as important also had high levels of sex guilt (Mosher, 1979). Indeed, a more structured
education and clarification of values upheld by the individual are needed in order to complement
and correct some of the traditional socialization into heterosexuality.
 Exercise 1
Knowing the Difference
Make a reflection paper about understanding your physical self. Determine the aspects of your
physical self that you are proud of and the negative aspects that you are not proud of. Explain
both the positive and negative aspects of the physical self.

Exercise 2
The Road to Healthy Me

Think of your ideal body image and draw it. Then create a list of ten activities that you will do to
achieve it.
Exercise 3
Understanding Diversity
Look for a short article on the diverse sexual behaviors amongst adolescents. Make a
summary and a critique paper pointing out important learnings from the article.
Title of the
Article
Author
Journal & Date
Published
Summary

Critique
 Exercise 4
Becoming a Responsible Individual
Responsibility takes many forms. As a student, how can you help others become
responsible in their own way? In the table below, list the situations you encountered that are
related to sexual behaviors (whether personal or observed from others). On the second column,
write down the responsible things that you did. On the third column, write down the things that
others need to do to be in control of their actions in a positive way.

Situation My Responsible Action How I Can Help Others

Become Responsible
 Exercise 5
Debunking Myths
Students have different beliefs about sex and sexual behaviors. Awareness of one’s belief
is a step towards helping adolescents in correcting some misguided beliefs and helping them
become more responsible for their actions.
List the beliefs that you have about sexuality, sexual behaviors, and sexually transmitted
diseases and infection. Look for research articles and write down the evidence that would explain
why this belief is true or not.

Belief True or False Research-Based Evidence

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