THE SEXUAL SELF  
  While most of Freud’s ideas have not found support in
Sexuality is one of the fundamental drives behind everyone’s
feelings, thoughts, and behaviors. It defines the means of
biological reproduction, describes psychological and
sociological representations of self, and orients a person’s
attraction to others. Further, it shapes the brain and body to
be pleasure-seeking. Yet, as important as sexuality is to being
human, it is often viewed as a sensitive topic for personal or
scientific inquiry.
Sexuality is commonly defined as “the ways people
experience and express themselves as sexual beings” (King,
2014, p. 373).
The World Health Organization (WHO) provides a working
definition of the term “sexuality” that encompasses or
specifies much more.
Sexuality is a central aspect of being human throughout life
encompasses sex, gender identities and roles, sexual
orientation, eroticism, pleasure, intimacy and reproduction.
Sexuality is experienced and expressed in thoughts, fantasies,
desires, beliefs, attitudes, values, behaviors, practices, roles
and relationships. While sexuality can include all of these
dimensions, not all of them are always experienced or
expressed (WHO, 2006a as cited in “Defining Sexual Health”,
2018, para. 6).
 Sex influences the way we dress, talk and behave. In many
ways, sex defines who we are. It is so important that the
eminent neuropsychologist Karl Pribram (1958) described
sex as one of four basic human drive states. Drive states
motivate us to accomplish goals. They are linked to our
survival.
Ignorance about sex and sexuality is deadly and may cause
serious problems. Sex education may not yet have been
implemented in the country in a full blast but it doesn’t mean
that learning cannot take place. If more Filipinos would
continue to learn, whether formally or informally, about
proper sex education, than it may be indirectly passed on to
young children through teaching proper hygiene or through
being discerning of a child’s actions, reactions, questions, or
comments about sex. Sex education is not to promote sexual
intercourse but to promote good sexual health and safety
from sexual violence. “Withholding information about sex
and sexuality will not keep children safe; it will only keep
them ignorant” (Hauser, 2013, para. 2).
FREUD’S PSYCHOSEXUAL DEVELOPMENT
     As we develop from infancy to childhood, our sexual or
libidinal energies focus on different parts of the
bodies (erogenous zones). The primary goal of the individual
at each stage is to maximize the gratification of needs
associated with the center of libidinal pleasure, in a way that
conforms or is acceptable to reality. If that balance is not
attained, however –if needs are not gratified or is over
gratified at a certain stage – the individual’s libidinal energies
remain stuck, or fixated to a particular needs characteristic of
that stage.
modern research, we cannot discount the contributions that
Freud has made to the field of psychology. Psychologists
today dispute Freud’s psychosexual stages as a legitimate
explanation for how one’s personality develops, but what we
can take away from Freud’s theory is that personality is
shaped, in some part, by experiences we have in childhood. 
            According to Freud, each of these stages could be
passed through in a healthy or unhealthy manner. In
unhealthy manners, people might develop psychological
problems, such as frigidity, impotence, or anal-retentiveness.
Sex describes means of biological reproduction. Sex includes
sexual organs, such as ovaries— defining what it is to be a
female—or testes—defining what it is to be a male.
Interestingly, biological sex is not as easily defined or
determined as you might expect (see the section on
variations in sex, below). By contrast, the
term gender describes psychological (gender identity) and
sociological (gender role) representations of biological sex. At
an early age, we begin learning cultural norms for what is
considered masculine and feminine. For example, children
may associate long hair or dresses with femininity. Later in
life, as adults, we often conform to these norms by behaving
in gender-specific ways: as men, we build houses; as women,
we bake cookies (Marshall, 1989; Money et al., 1955;
Weinraub et al., 1984).
Sex and gender are important aspects of a person’s identity.
However, they do not tell us about a person’s sexual
orientation (Rule & Ambady, 2008). Sexual orientation refers
to a person’s sexual attraction to others. Within the context
of sexual orientation, sexual attraction refers to a person’s
capacity to arouse the sexual interest of another, or,
conversely, the sexual interest one person feels toward
another.
  Sexual orientation is as diverse as gender identity. Instead of
thinking of sexual orientation as being two categories—
homosexual and heterosexual—Kinsey argued that it’s a
continuum (Kinsey, Pomeroy, & Martin, 1948). He measured
orientation on a continuum, using a 7-point Likert scale called
the Heterosexual-Homosexual Rating Scale, in which 0
is exclusively heterosexual, 3 is bisexual, and 6 is
exclusively homosexual. Later researchers using this method
have found 18% to 39% of Europeans and Americans
identifying as somewhere between heterosexual and
homosexual (Lucas et al., 2017; YouGov.com, 2015). Of the
39 countries covered by a global survey, only 17 countries
had majorities that accepted homosexuality, with the
Philippines ranking at number 10 among the 17
 CIRCLE OF SEXUALITY

Sexuality is much more than sexual feelings or sexual
intercourse. It is an important part of who a person is and
what she/he will become. It includes all the feelings,
thoughts, and behaviors associated with being female or
male, being attractive and being in love, as well as being in
relationships that include sexual intimacy and sensual and
sexual activity. It also includes enjoyment of the world as we
know it through the five senses: taste, touch, smell, hearing,
and sight.
Circle #1—Sensuality
Sensuality is awareness and feeling about your own body and
other people's bodies, especially the body of a sexual
partner. Sensuality enables us to feel good about how our
bodies look and feel and what they can do. Sensuality also
allows us to enjoy the pleasure our bodies can give us and
others. This part of our sexuality affects our behavior in
several ways.
 Body image—Feeling attractive and proud of one's own
body and the way it functions influences many aspects
of life. Adolescents often choose media personalities as
the standard for how they should look, so they are often
disappointed by what they see in the mirror. They may
be especially dissatisfied when the mainstream media
does not portray or does not positively portray physical
characteristics the teens see in the mirror, such as color
of skin, type or hair, shape of eyes, height, or body
shape.
   Experiencing pleasure—Sensuality allows a person to
experience pleasure when certain parts of the body are
touched. People also experience sensual pleasure from
taste, touch, sight, hearing, and smell as part of being
alive.
 Satisfying skin hunger—The need to be touched and
held by others in loving, caring ways is often referred to
as skin hunger. Adolescents typically receive
considerably less touch from their parents than do
younger children. Many teens satisfy their skin hunger
through close physical contact with peers. Sexual
intercourse may sometimes result from a teen's need to
be held, rather than from sexual desire.
   Feeling physical attraction for another person—The
center of sensuality and attraction to others is not in the
genitals (despite all the jokes). The center of sensuality
and attraction to others is in the brain, humans' most
important "sex organ." The unexplained mechanism
responsible for sexual attraction rests in the brain, not in
the genitalia.
 Fantasy—The brain also gives people the capacity to
have fantasies about sexual behaviors and experiences.
Adolescents often need help understanding that sexual
fantasy is normal and that one does not have to act
upon sexual fantasies.
Circle #2—Sexual Intimacy
 Sexual intimacy is the ability to be emotionally close to
another human being and to accept closeness in return.
Several aspects of intimacy include
 Sharing—Sharing intimacy is what makes personal
relationships rich. While sensuality is about physical
closeness, intimacy focuses on emotional closeness.
 Caring—Caring about others means feeling their joy and
their pain. It means being open to emotions that may
not be comfortable or convenient. Nevertheless, an
intimate relationship is possible only when we care.
 Liking or loving another person—Having emotional
attachment or connection to others is a manifestation of
intimacy.\
 Emotional risk-taking—To have true intimacy with
others, a person must open up and share feelings and
personal information. Sharing personal thoughts and
feelings with someone else is risky, because the other
person may not feel the same way. But it is not possible
to be really close with another person without being
honest and open with her/him.
 Vulnerability—To have intimacy means that we share
and care, like or love, and take emotional risks. That
makes us vulnerable—the person with whom we share,
about whom we care, and whom we like or love, has the
power to hurt us emotionally. Intimacy requires
vulnerability, on the part of each person in the
relationship.
Circle #3—Sexual Identity
Sexual identity is a person's understanding of who she/he is
sexually, including the sense of being male or of being
female. Sexual identity consists of three "interlocking pieces"
that, together, affect how each person sees him/herself. Each
"piece" is important.
 Gender identity—Knowing whether one is male or
female. Most young children determine their own
gender identity by age two. Sometime, a person's
biological gender is not the same as his/her gender
identity—this is called being transgender.
 Gender role—Identifying actions and/or behaviors for
each gender. Some things are determined by the way
male and female bodies are built or function. For
example, only women menstruate and only men
produce sperm. Other gender roles are culturally
determined.
 Sexual orientation—Whether a person's primary
attraction is to people of the other gender
(heterosexuality) or to the same gender (homosexuality)
or to both genders (bisexuality) defines his/her sexual
orientation. Sexual orientation begins to emerge by
adolescence although many gay and lesbian youth say
 they knew they felt same sex attraction by age 10 or 11.
Between three and 10—percent of the general
population is probably exclusively homosexual in
orientation. Perhaps another 10 percent of the general
population feel attracted to both genders.
Circle #4—Reproduction and Sexual Health
hese are a person's capacity to reproduce and the
behaviors and attitudes that make sexual relationships
healthy and enjoyable.
 Factual information about reproduction—Is necessary
so youth will understand how male and female
reproductive systems function and how conception
and/or STD infection occur. Adolescents often have
inadequate information about their own and/or their
partner's body. Teens need this information so they can
make informed decisions about sexual expression and
protect their health.
 Feelings and attitudes—Are wide-ranging when it
comes to sexual expression and reproduction and to
sexual health-related topics such as STD infection, HIV
and AIDS, contraceptive use, abortion, pregnancy, and
childbirth.
 Sexual intercourse—Is one of the most common
behaviors among humans. Sexual intercourse is a
behavior that may produce sexual pleasure that often
culminates in orgasm in females and in males. Sexual
intercourse may also result in pregnancy and/or STDs. In
programs for youth, discussion of sexual intercourse is
often limited to the bare mention of male-female
(penile-vaginal) intercourse. However, youth need
accurate health information about sexual intercourse—
vaginal, oral, and anal.
 Reproductive and sexual anatomy—The male and
female body and the ways in which they actually
function is a part of sexual health. Youth can learn to
protect their reproductive and sexual health. This means
that teens need information about all the effective
methods of contraception currently available, how they
work, where to obtain them, their effectiveness, and
their side effects. This means that youth also need to
know how to use latex condoms to prevent STD
infection.
 Sexual reproduction—The actual processes of
conception, pregnancy, delivery, and recovery following
childbirth are important parts of sexuality. Youth need
information about sexual reproduction—the process
whereby two different individuals each contribute half
of the genetic material to their child. The child is,
therefore, not identical to either parent. [Asexual
reproduction is a process whereby simple one-celled
organisms reproduce by splitting, creating two separate
one-celled organisms identical to the original [female]
organism before it split.]
Circle #5—Sexualization
Sexualization is that aspect of sexuality in which people
behave sexually to influence, manipulate, or control other
people. Often called the "shadowy" side of human sexuality,
sexualization spans behaviors that range from the relatively
harmless to the sadistically violent, cruel, and criminal. These
sexual behaviors include flirting, seduction, withholding sex
from an intimate partner to punish her/him or to get
something, sexual harassment, sexual abuse, and rape. Teens
need to know that no one has the right to exploit them
sexually and that they do not have the right to exploit anyone
else sexually.
 Flirting—Is a relatively harmless sexualization behavior.
Nevertheless, upon occasion it is an attempt to
manipulate someone else, and it can cause the person
manipulated to feel hurt, humiliation, and shame.
 Seduction—Is the act of enticing someone to engage in
sexual activity. The act of seduction implies
manipulation that at times may prove harmful for the
one who is seduced.
 Sexual harassment—Is an illegal behavior. Sexual
harassment means harassing someone else because of
her/his gender. It could mean making personal,
embarrassing remarks about someone's appearance,
especially characteristics associated with sexual
maturity, such as the size of a woman's breasts or of a
man's testicles and penis. It could mean unwanted
touching, such as hugging a subordinate or patting
someone's bottom.
 Rape—Means coercing or forcing someone else to have
genital contact with another. Sexual assault can include
forced petting as well as forced sexual intercourse.
Force, in the case of rape, can include use of
overpowering strength, threats, and/or implied threats
that arouse fear in the person raped. Youth need to
know that rape is always illegal and always cruel
Refusing to accept no and forcing the other person to
have sexual intercourse always means rape.
 Incest—Means forcing sexual contact on any minor who
is related to the perpetrator by birth or marriage. Incest
is always illegal and is extremely cruel because it betrays
the trust that children and youth give to their families.
he triple burden of forced sexual contact, betrayed
trust, and self-blame makes incest particularly damaging
to survivors of incest.
THE SEXUAL HEALTH
The change from child to adult is an especially dangerous
time for adolescents in our society. From their earliest years,
children watch television shows and movies that insist that
"sex appeal" is a personal quality that people need to
develop to the fullest (focusas.com/SexualBehavior-
Range.html, 2008). While adolescents and their parents
generally agree about many issues and aspects of life, they
hold strikingly different views on sex. Parents, based on their
perspective from greater experience, urge caution and
restraint.
What about sexual orientation and coming out during the
adolescence?
Adolescence is a period when people separate from their
parents and families begin to develop autonomy. Adolescent
can be a period of experimentation and many youth may
question their sexual feelings. Becoming aware of sexual
feelings is a normal developmental task of adolescence.
Sometimes adolescent have same sex feelings or experiences
that cause confusion about their sexual orientation. This
confusion appears to decline over time, with different
outcomes for different individuals. Some adolescents desire
and engage in same sex behaviour but do not identify as
lesbian, gay or bisexual, sometimes because of the stigma
associated with a non-hetero sexual orientation.
Some adolescents experience continuing feelings of same-sex
attraction but do not engage in any sexual activity or may
engage in heterosexual behavior for varying lengths of time.
Because of the stigma associated with same-sex attractions,
many youths experience same-sex attraction or many years
before becoming sexually active with partners of the same
sex or disclosing their attractions to others. For some young
people, this process of exploring same-sex attractions leads
to a lesbian, gay, or bisexual identity.
SEXUAL RESPONSE CYCLE
Sexual Health (Sexually Transmitted Diseases
Infections and Teenage Pregnancy)
The factual information about reproduction is
necessary so youth will understand how male and female
reproductive systems function and how conception and or
STD infection occur. Adolescents often have inadequate
information about their own and/or their partner's body
Teens need this information so they can make informed
decisions about sexual expression and protect their health.
Sexual intercourse
Sexual intercourse is one of the most common
behaviors among humans Sexual intercourse is a behavior
that may produce sexual pleasure that often culminates in
orgasm in females and in males. Sexual intercourse may also
result in pregnancy and or STDs. ln programs for youth,
discussion of sexual intercourse is often limited to the bare
mention of male-female (penile-vaginal) intercourse. 
Premarital Sex
Is sexual activity practiced by people who are
unmarried. It can be any sexual relations a person has prior
to marriage. The alternative terms for premarital sex have
been suggested, including non-marital sex (which overlaps
with adultery), youthful sex, adolescent and young adult sex.
Sexually Transmitted Diseases/Infections
These are also known as Venereal Diseases (VD).
They are passed through sexual contact or genital through
vaginal intercourse, oral sex and anal sex. The term STI
evolved from "venereal disease" to "sexually transmitted
disease", then "sexually transmitted infection" which has a
broader range of meaning: that it can be passed without
disease. (You don't have to be ill to infect others)
HIV/AIDS
HIV is "Human Immunodeficiency Virus". This is a
retrovirus-genetic info @RNA than DNA. HIV is the virus that
causes AIDS and it is preventable and manageable but no
curable. AIDS is "Acquired Immunodeficiency Syndrome".
Since this is a syndrome, there are several manifestations of
the breakdown in body's immune system and have
developed in people who have been infected by HIV.
Teenage Pregnancy
This is pregnancy in human females under the age of
20 at the time that the pregnancy ends. Pregnant teenagers
face many of the same obstetrics issues as other women.
There are, however, additional medical concerns for mothers
aged below 15 years old. For mothers aged 15-19, risks are
associated more with socio-economic factors than with the
biological effects of age. In teenage pregnancy, there are risks
of low birth weight, premature labor, anemia, and pre-
eclampsia are connected to the biological age itself, as it was
observed in teen births. Every day in developing countries,
20,000 girls under age 18 give birth.
Prevention of Teenage Pregnancy
 Comprehensive sex education and access to birth method, intercourse and continued breastfeeding, all
control appear to reduce unplanned teenage pregnancy. It is requiring discipline and responsibility which the Catholic
unclear if a single intervention is most effective. In the United Church approves.
States free access to a long acting form of reversible birth
control along with education decreased the rates of teen  Artificial Birth Control employs artificial control
pregnancies by around 80% and the rate of abortions by methods to help prevent unintended pregnancy use
more than 75%. modern/contemporary measures such as contraceptive
Education or birth control pills, diaphragm, male and female
condoms, spermicide, cervical cap, today sponge, birth
The Dutch approach to preventing teenage control patch, birth control shot, birth control implant,
pregnancy has often been seen as a model by other intrauterine device (IUD), tubal ligation/vasectomy,
countries. The curriculum focuses on values, attitudes, tubal implants and emergency contraception pill.
communication and negotiation skills, as well as biological
aspects of reproduction. The media has encouraged open  
dialogue and the health care system guarantees
confidentiality and a non-judgmental approach.
Abstinence only education
Some schools provide abstinence-only sex
education. Evidence does not support the effectiveness of
abstinence-only sex education. It has been found to be
ineffective in decreasing HIV risk in the developed world, and
does not decrease rates of unplanned pregnancy when
compared to comprehensive sex education.

RESPONSIBLE PARENTHOOD
In Philippine education, the concept of Family
Planning is a mandatory topic in the curriculum. Family
Planning, also called Responsible Parenthood, is as old as
humankind. It is a simple way of regulating and spacing the
births of children. It is giving birth according to the health and
economic conditions of the family, giving birth of the mother
according to her right age. Conception is not left to chance.
Benefits derived from Family Planning are identified as
follows:
 For the family to promote healthy, happy family.
 For the mother - she can recover her health and
strength after delivery.
 For the child - a better chance of growing healthy and
well cared.
Family Planning Methods / Methods of Contraception
Youth also need to know that traditional methods of
preventing pregnancy (that may be common in that
particular community and/or culture) may be ineffective in
preventing pregnancy and may, depending on the method,
even increase susceptibility to STDs.
A concept linked to family planning is contraception, also
known as birth control and fertility control. This is a method
or device used to prevent pregnancy. It is also defined as a
deliberate prevention of conception or impregnation.
Family planning methods and/or contraception methods are
presented as follows:
 Natural Birth Control employs natural control methods
that people do to help prevent an unintended
pregnancy are without the use of modern/artificial ways
of contraception. These require commitment when you
make the decision, discipline and self-control for it to be
effective. These include abstinence, fertility awareness
methods, the rhythm, calendar or standard days
 MATERIAL SELF
A man’s self is the sum total of what he can call his (James,
1980)
The Principles of Psychology (JAMES, 1890)
BODY
The body is the innermost part of the material Self in each of
us; and certain parts of the body seem more intimately ours
than the rest.
CLOTHES
The clothes come next. The old saying that the human person
is composed of three parts - soul, body and clothes - is more
than a joke. We so appropriate our clothes and identify
ourselves with them that there are few of us who, if asked to
choose between having a beautiful body clad in raiment
perpetually shabby and unclean, and having an ugly and
blemished form always spotlessly attired, would not hesitate
a moment before making a decisive reply.
IMMEDIATE FAMILY
our immediate family is a part of ourselves. Our father and
mother, our wife and babes, are bone of our bone and flesh
of our flesh. When they die, a part of our very selves is gone.
If they do anything wrong, it is our shame. If they are
insulted, our anger flashes forth as readily as if we stood in
their place.
HOME
Our home comes next. Its scenes are part of our life; its
aspects awaken the tenderest feelings of affection; and we
do not easily forgive the stranger who, in visiting it, finds fault
with its arrangements or treats it with contempt. All these
different things are the objects of instinctive preferences
coupled with the most important practical interests of life.
We all have a blind impulse to watch over our body, to deck it
with clothing of [p. 293] an ornamental sort, to cherish
parents, wife and babes, and to find for ourselves a home of
our own which we may live in and 'improve.'
EVIDENCES BEHIND THE IDEA THAT MONEY TRULY CAN
CHANGE PEOPLE
A. Social and Business Value
 By recognizing a task’s social value a person sees it as a
worthy investment of time and a part of his/her social
duty, and he/she is usually happy to help out. When
money is offered as the motivation, however, people
then sat thinking less of the social aspect and more
about the business value.
 For example, if a relative asked you to baby-sit
their kids or tend the elderly for few hours, you
may be more motivated to do so when you will
receive more in exchange of your service. You may
even be more enthusiastic the next time around.
However, if you will be paid less or think that you
will not gain from the activity, then you are more
likely to give alibis and excuses.
B. Self Sufficiency and Service
  Those who are conscious of money typical strive to be
more self-sufficient than those for whom money isn’t a
priority. In a research that was conducted, it was found
that when given a very difficult and even impossible
task, with instructions that help was available, it was the
money-related group that seems the most intent on
getting the job done alone, even when it was not
possible to finish the task solo. It only means that
money-conscious individuals are more self-sufficient
than their peers, particularly when money is made the
focus.
 
C. Self-view
The wealthiest people are those with the deepest sense of
class essentialism – the idea that differences between classes
are based upon identity and genetics, rather than
circumstance. Poor people tend to believe that social class
was not related to genes, that essentially, anyone can be rich
and anyone can be poor. Rich people were more likely to
believe that wealth was part of genes and identity, that they
were entitled to wealth based upon their personal
circumstances and actions. Wealthy people also believe that
more or less, life is fair and people mostly get what they
deserve.
 
D. Ethics
Those who perceive themselves to be in a higher class were
most likely to engage in unethical behaviour, particularly
when a symbol of wealth is introduced. That is, people who
have more tendencies to break the law. e.g. cutting off a
pedestrian when in a luxury car.
E. Addiction
Many addictions begin because a person gets a positive
response from a certain type of behaviour. Whether it’s a
happy feeling that one gets from shopping or a thrill that
comes from gambling, actively seeking out that behaviour
again and again for the same outcome can trigger addiction.
 Behavioral or process addiction – a compulsive behavior not
motivated by dependency on an addictive substance, but
rather by the process that leads to a seemingly positive
outcome.
MONEY AND WELL-BEING
 Materialism as a philosophy is held by those who
maintain that existence is explainable solely in material
terms, with no accounting of spirit or consciousness.
Individuals who hold to this belief see the universe as a
huge device held together by pieces of matter
functioning in subjection to naturalistic laws.
 Cycle of work and spend - work more to buy more. The
level of consumption is set mainly by people’s choices
about how much to work, and therefore how much
income to earn
CORRELATES OF MATERIALISM
Lifted from Understanding the Self: Developing Life Skills
1. Materialism and happiness reportedly do not go well
together as it was shown that people who value possessions
and material wealth over other more significant life goals are
said to be less happy and are more prone to depression.
2. Materialism and self-esteem show an inverted
relationship.
3. Materialism and financial stability show an inverted
relationship.
4. Materialism and well-being manifest opposite relationship
as individuals practicing this principle tend to isolate
themselves from the significant others as they continue try to
derive gratification from amassing objects rather than
interacting with the people around them.
5. Materialism and self-concept prove how insecurity
motivates people to work so hard for material possessions as
the same wealth becomes their source of security.
6. Materialism and lack of engagement mean losing one’s
ability to empathize with others as they become callous to
other people’s needs.

ACCORDING TO GREGOIRE

1. Consumer culture may be harming individual well-being.

Allegedly those who pursue more wealth and greater
material possessions are less satisfied as they experience less
positive emotions.
2. Materialistic values are linked to Type-A behaviour.
Those who are highly ambitious are highly competitive and
materialistic. These are traits of a Type-A personality.
3. Money really cannot buy you happiness.
Several studies have shown that wealthy people are highly
susceptible to depression.
Researches have also shown that money is not exactly what
brings about the dissatisfaction and the unhappiness but the
extreme desire to earn more.
4. Materialism could ruin your relationship.
Materialistic values result to low-quality relationships and
disconnectedness.
5. Consumer cultures may breed narcissistic personalities.