GNED 10 REVIEWER
sexual intercourse.
Ovulation - the process when a mature
ovum is released from the ovary and travels
to the fallopian the for possible fertilization.
Fertilization - union of the sperm and the
ovum.
Pregnancy - the process when an offspring
develops within the mother's womb.
Conception - the process that begins with
fertilization of egg and ends with
implantation.
PUBERTY - although human beings are
fully sexually differentiated at birth, the
differences between males and females are
accentuated at puberty.
Female puberty - begins about 8-13 years
of age (boys lags about two years behind
that of girls)
 breast development
 rounding of the hips and buttocks
 growth of the hair in the pubic region
and the underarm
 start of menstruation
HOW DOES ONE OVULATE?
The major landmark of puberty among
females is the onset of the menstrual cycle,
the monthly ovulation cycle that leads to
menstruation (loss of blood and tissues
lining the uterus) in the absence of
pregnancy.
Menstrual cycle normally lasts around 28
days, on the average, but can be as short
as 21 or as long as 40.
HOW DOES PREGNANCY OCCUR?
For pregnancy to proceed, the sperm needs
to meet up with an egg.
Pregnancy officially starts when a fertilized
egg implant in the lining of the uterus.
Pregnancy happens 2-3 weeks after the
Conception - is the process that begins
with fertilization of an egg by the sperm and
ends with implantation.
Ejaculation - The release of semen through
the penis during orgasm
Normal pregnancy has 37-42 weeks (nine
months) measured from the first day of the
last period.
Pregnancy - is discussed in terms of
trimesters (three-month periods) since each
trimester is very different from the rest. After
eight (8) weeks, the embryo is officially
referred to as fetus.
WHAT CAN BE DONE TO PREVENT
TEENAGE PREGNANCY?
Equipping the youth with the knowledge,
skills, and attitudes necessary to protect
themselves against unwanted pregnancy
and provide them access to reproductive
healthcare are needed.
WHAT ARE THE HEALTH EFFECTS OF
EARLY PREGNANCY IN THE GROWING
ADOLESCENT?
There are serious health risks associated
with early pregnancy because a young
woman's body is not mature enough to
handle bearing a child.
Obstructed labor - when the baby does not
exit the pelvis during childbirth due to being
physically blocked.
WHAT ARE THE HEALTH EFFECTS OF
EARLY PREGNANCY IN THE GROWING
ADOLESCENT?
Obstetric fistula - A hole between the birth
canal and bladder and/or rectum, it is
caused by prolonged, obstructed labor
without access to timely, high-quality
medical treatment
Complications:
 excessive vomiting
 severe anemia
 hypertension
 convulsion
 difficulty in breastfeeding
 premature and low birth weight
babies infection
 prolonged labor
 high maternal mortality or death
Psychosocial - a term pertaining to
psychological and social fctors and the
interaction of these factors.
Psychosocial issues - needs and
concerns relating to one or all of the
psychosocial dimensions.
Reproductive role - the social script
ascribed to individuals pertaining to their
role in child-bearing or child-rearing and
related tasks such as maintaining the
household.
Productive role - the social script ascribed
to individuals pertaining to their role in
economic production and related tasks such
as engaging in public affairs and living in the
world of work.
Biological Dimension of Sexuality
Human person has biological mechanisms
for sexual growth and reproduction, and that
depending on sex, these mechanisms differ.
Reproductive mechanisms are interpreted
by societies, thereby, creating different
social standards for behavior and
expectations.
 reproductive role - expectation
among women
 productive role - expectation
among men
POSSIBLE QUESTION: HOW DOES
YOUR BEING FEMALE OR MALE
INFLUENCE YOUR FAMILY'S AND
PEERS' EXPECTATION FROM YOU?
While there are distinct psychological
differences, much of the capabilities, except
those involved in reproduction, can actually
be performed by either sexes.
Gender and sexuality - is not only
biological and physiological but also
psychological and social.
Psychosocial perspective - exploring and
understanding sexuality in the lens of
psychological social processes
Psychosocial - is an encompassing term. It
is comprised by two primary aspects:
psychological and social.
Psychological - associated with mental
processes and behavior.
Social - associated with human
relationships, connection, and interaction.
The psychological aspect of gender and
sexuality anchors itself on the field of
psychology.
Psychology - is a field of science which
concerns itself with how people think and
feel and how thoughts and feelings interact
and lead to behavior.
Three primary psychological domains:
Affect - people's emotions and feelings.
Behavior - people's actions, both
observable (overt) and not readily
observable (covert).
Cognition - people's thought processes
such as memory, perception, and
information-processing.
The social aspect of gender and sexuality
anchors itself on
the field of sociology and allied fields such
as social psychology.
Sociology - is a field of science which
concerns itself with the human's personal
realities and experiences as part of groups
and institutions, including the structures and
functions of these institutions, and the
dynamics of human relationships within
them.
UNDERSTANDING THE PSYCHOSOCIAL
DIMENSION
Our experience of gender and sexuality is
generally a relational experience because
while as individuals, we have our own
affect, cognition, and behavior to be aware
of, we are also viewing ourselves in relation
to others who have their own personal
preoccupations.
There are some elements of our gendered
self which are best viewed in an ecological
context - that is, in the circumstances in our
physical and social environment.
AWARENESS
At the front of our experience as gendered
beings is awareness. Awareness is our
conscious understanding of something.
Self-awareness:
Who and what am I? What do I like/dislike?
What are my strengths and weakness?
What motivates me? What are my
aspirations?
In the context of gender and sexuality:
What am I physiologically? Am I happy with
what I am? How do I genuinely see myself?
How do I feel about myself as a sexual
being? Is there anything good I should do?
We are social beings living in relation to
others. As we try to understand ourselves
more, we are also in a constant process
towards others-awareness or understanding
others.
Others-awareness:
What is the other's motivations,
preferences, and aspirations? Where am I
positioned in his/her life? Where is he/she
positioned in my life? How different or
similar am I and other?
INTIMACY AND RELATIONSHIP
When two people recognize and become
aware of each other, they decide to keep
close distance in each others' lives, share
their personal bubbles, and allow frequency
o interaction between them.
Human relationship - a bond formed
between two or more people, manifested
through communication and interaction.
(family, friendships, romantic relationship,
and others)
While in these relationships, we share
resources and emotions, we, as individuals,
constantly aim to further understand our
own selves as we also try to understand
others and be understood by them.
Intimacy - process of knowing others and
allowing others to know us.
As social beings, we learn from our
experiences and from the lessons taught to
us by those who have come before us.
Socialization - the process by which we
learn our cultural norms and traditions
WELL-BEING AS A PSYCHOSOCIAL
GOAL
The ultimate goal of understanding the
psychosocial aspects of our experiences is
well-being - a state of satisfaction, meaning,
and purpose.
Two sides of well-being:
1. Objective well-being - that kind of well-
being which is observed, outward, and can
be evaluated through the presence or
absence of particular elements in our
environment.
Does the physical environment allow
expression of diversity? Does the physical
infrastructure mitigate any possibility of
abuse and violence related to gender?
Are material resources (money, properties)
equitably available to men, women, and
other people with different genders? Are
these resources sufficient for them?
Are health systems which cater to gender-
related needs? Are there wellness programs
that support all genders?
WELL-BEING AS A PSYCHOSOCIAL
GOAL
2. Subjective well-being - personal
experience of satisfaction, meaning, and
purpose.
It is subjective because it pertains to our
own appreciation of how well we are.
SUBJECTIVE WELL-BEING =
HAPPINESS
How far is your sense of satisfaction about
various areas of your life as a sexual being?
Is your purpose as a person clear to you? If
not yet, what are you doing to clarify this
purpose?
PHYSICAL - physical or biological health.
EMOTIONAL - positive feelings; mood
stability.
MENTAL - clarity of mind, healthy thought
processes.
MATERIAL - available and adequate
financial and other resources.
SOCIAL - healthy and positive interaction
and relationship with others.
Stereotype - extremely generalized belief
about a group of people.
Prejudice - unjustified or incorrect attitude
towards a person.
Discrimination - when stereotypes and
prejudice translate into a negative act
towards a person.
STEREOTYPES are "over-generalized
belief about a particular group or class of
people" (Cardwell, 1996)
STEREOTYPE - it reflects our expectations
and beliefs based on the social circle we
belong to
Explicit stereotype
-- the person is aware that they have these
thoughts towards a group of people and
they can say it out loud.
-- with this, a person can choose not to turn
their stereotypes into actions.
Implicit stereotype
-- wherein a person does not know if they
have these stereotypes since it lies in their
subconscious.
-- with this, a person has no control or
awareness of it, and it may manifest into
actions or behavior.
PREJUDICE - is an "unjustified or incorrect
attitude (usually negative) towards an
individual's membership of a social group"
(McLeod, 2008)
PREJUDICE - it represents our emotional
response to a specific group (like age, color,
race, disability, generation, nationality,
religion, sex, sexual expression, gender
expression, and so on.)
The negative attitude (prejudice) can be
dangerous since it often leads to negative
actions and behaviors.
DISCRIMINATION - refers to actions or
behaviors towards an individual or a group
of people.
According to the United Nations,
"discriminatory behaviors take many forms,
but they all involve some form of exclusion
or rejection"
People who are discriminated on are treated
worse than the way people are usually
treated just because they belong to a
certain group or they have certain
characteristics.
EXAMPLES OF DISCRIMINATION:
Genocide - the action of recognizing
someone as different so much they are
treated inhumanly and degraded.
Apartheid (separateness) - form of racial
discrimination wherein one race is viewed
as less than the other, resulting in the
separation of black and whites, and the
murder of Jews in concentration camps.
Gender discrimination - women earn less
than men and are often relegated to be
solely responsible for child-rearing and
house chores. Men are discriminated in
household responsibilities such as they are
perceived as less manly when they do their
share of house chores or when they
become stay-at-home house husbands.
LGBT discrimination - when LGBT people
are treated as lesser than straight people.
Article I of the Universal Declaration of
Human Rights (UDHR) states that...
"all human beings are born free and equal
in dignity and rights"
This declaration was drafted by member
countries of the United Nations, including
the Philippines, in 1948. Its preamble
recognizes that the "inherent dignity and of
the equal and inalienable rights of all
members of the human family is the
foundation of freedom, justice, and peace in
the world."
Love - a complex phenomenon
characterized by an affective and cognitive
inclination to someone and a set of social
behaviors geared towards cohesion.
Intimacy - the psychosocial component of
love; knowing and being known by someone
in a deeply personal level; emotional
closeness and connection.
Passion - the emotive and physical
component of love; drive towards sexual
and romantic attraction.
Commitment - decision to engage and
maintain a loving relationship.
Relationship - social bond between and
among individuals manifested through
communication and other forms of
interaction. The bond may be biological or
determined by social consensus or laws.
LOVE AS A HUMAN EXPERIENCE
LOVE IS A HUMAN EXPERIENCE
DIFFERENTLY DEFINED AND
CONCEPTUALIZED.
Love as culture universal - a culture
universal is a phenomenon experienced
similarly by people across time and cultures.
Love as a social phenomenon - social
phenomena are events or experiences
which ensue within our interaction and
relationship with other people.
Love as an emotion - emotions are
physiological responses that we evaluate
psychologically as we experience particular
life events.
Love as a neurobiological event -
Neurobiologically, the experience of love is
associated with the increased amount of
endorphins - hormones believed to provide
humans a good mood.
THEORIZING LOVE
PSYCHODYNAMIC VIEW ON LOVE
Psychodynamic theory is a collective term,
which pertains to the psychoanalytic
tradition forwarded by Sigmund Freud (a
Viennese neurologist), as well as the
succeeding theories that support, redefine,
or refute his propositions.
Psychodynamic theory posits that we have
desires and motives fueled by our life (eros)
and death (thanatos) instincts.
The psychodynamic view puts prime on the
influence of our early life experiences or
formative years in the development of our
personality. Crucial to this life stage is our
relationship with our primary caregiver -
typically the mother. It suggests that the
kind of attachment that we have with our
primary caregivers influence our
relationships in later life, including our
choice of romantic partners and the way we
relate and operate within this partnership.
From a psychodynamic point of view, love
can be seen as a manifestation of our eros
and the placement of our libido (life energy)
unto an object (a thing a person who we
transfer our psychic energies to ease pain
or achieve pleasure).
COLOR WHEEL OF LOVE
John Alan Lee (1973), a Canadian
psychologist, suggested that there are
different types of love.
The primary types of love:
eros - sexual and romantic
philia - friendly
storge - parental/filial love
The secondary types of love:
pragma - practical love
agape - universal love
philautia - self love
It is possible for us to experience not just
one, but two or more of these types of love
in out lifetime.
TRIANGULAR MODEL OF LOVE
One of the most popular theories of love is
the triangular model by Sternberg (1986), a
psychologist.
According to him, love has three interlocking
dimensions - passion, intimacy, and
commitment.
Passion - physical/emotional aspect
Commitment - agency component, the
choice we make with regards to engaging
and maintaining loving relationship.
ROMANTIC AND COMPANIONATE LOVE
Hatfield and Rapson (1978, 1993) suggests
that there are two general types of love:
Romantic love - characterized by intense
passion (a state of intense longing for union
with your partner).
Companionate love - characterized by
intense intimacy (emotional closeness)- also
a characteristic of liking.
LOVE LANGUAGES
Gary Chapman (1995) posited that there
are five love languages:
 Words of affirmation
 Touch
 Time
 Gifts
 Acts of service
LOVE AND INTIMATE RELATIONSHIPS
Love, although well-studied and variedly-
theorized, remains abstract and obscure
unless viewed in the context of human
relationship.
Aristotle has been widely quoted as
referring to humans as social animals. This
means that we survive, thrive, and flourish
when we are together such
that relating to other humans is not only
sentimental, but also an evolutionary and
practical process.
Social connection - is necessary for our
growth as individuals. In certain cases, it
also serves as a foundation for family life,
which then provides us humans a venue for
nurturance and care and as a platform
where we can develop to our greatest
potentials.
HUMAN RELATIONSHIPS
George Levinger (1982) postulated that
there are stages that intimate relationships
go through. Simply, the ABCDE of intimate
relationships.
A - acquaintance
B - buildup
C - continuation or consolidation
D - deterioration or decline,
E - ending or termination.
Gender-based violence - any harmful act
that is perpetrated against a person's will
and that is based on socially ascribed
(gender) differences between males and
females (Inter-agency standing Committee
guidelines for integrating Gender-based
violence in Interventions in Humanitarian
Action, 2015)
Gender-based violence has devastating
consequences not only for victims, but also
for society as a whole.
It results in physical, sexual, and
psychological harm to both men and women
and includes any form of violence or abuse
that targets men or women on the basis of
their sex.
In the Philippines, gender-based violence
has been placed in the realm of women's
human rights over the past decade. Prior to
1993, most governments regarded violence
against women largely as a private matter
between individuals. (Loi et. al, 1999)
Gender-based violence experienced by
women and girls refers to battering and
other forms of intimate partner violence
including:
 marital rape
 sexual violence
 dowry-related violence
 female infanticide
 sexual abuse of female children in
the household
 honor crimes
 early marriage
 forced marriage
 female genital cutting and other
traditional practices harmful to
women
 sexual harassment in the workplace
and educational institutions
 commercial sexual exploitation
 trafficking of girls and women
 violence perpetrated against
domestic workers
CONSEQUENCES OF GBV: HEALTH –
Health consequences include unwanted
pregnancies, complications from unsafe
abortions, sexually transmitted infections
including HIV, injuries, mental health, and
psychosocial effects (depression, anxiety,
post-traumatic stress, suicide, and death).
Violence also affects children's survival,
development, and school participation.
CONSEQUENCES OF GBV: SOCIAL -
Social consequences extend to families and
communities. Families can also be
stigmatized as a consequence of gender-
based violence.
For example, when children are born
following a rape, or if family members
choose to stand by a survivor, fellow
members of their community may avoid
them.
CONSEQUENCES OF GBV: ECONOMIC -
Economic consequences include the cost of
public health and social welfare systems
and the reduced ability of many survivors to
participate in social and economic life.
(World Health Organization, Global and
Regional Estimates of Violence against
Women, 2013)
SURVIVOR, VICTIM, AND
PERPETRATOR
Survivor - is the preferred term (not a
"victim") of a person who has lived through
an incident of gender-based violence.
Perpetrator - is a person, group, or
institution that inflicts, supports, or
condones violence or other abuse against a
person or group of persons.
Characteristics of perpetrators:
a. persons with real or perceived
power;
b. persons in decision-making
positions; and
c. persons in authority
HUMAN RIGHTS
Human rights are universal, inalienable,
indivisible, interconnected, and
interdependent. Everyone is entitled to all
rights and freedoms without distinction of
any kind, such as race, color, sex,
language, religion, political or other opinion,
national or social origin, property, birth, or
other status.
Prevention of and response to gender-
based violence is directly linked to the
protection of human rights. Acts of gender-
based violence violate a number of human
rights principle enshrined in the international
human rights instruments and in our
Philippine Constitution.
These include the following, amongst
others:
 right to life, liberty, and property of
persons;
 the right to the highest attainable
standard of physical and mental
health;
 the right to freedom from torture or
cruel, inhuman, or degrading
treatment or punishment
 the right to freedom of opinion and
expression to education; (UNFPA,
2014)
POWER (directly related to choice)
Perpetrators can have "real" or "perceived"
power.
Some examples of different types of power
and powerful people are:
a. SOCIAL - peer pressure, bullying,
leader, teacher, parents;
b. ECONOMIC - the perpetrator
controls money or access to
goods/services/money/favors;
sometimes the husband or the father
c. POLITICAL - elected leaders,
discriminatory laws, President
d. PHYSICAL - strength, size, use of
weapons, controlling access or
security; soldiers, police, robbers,
gangs
e. GENDER-BASED (SOCIAL) -
males are usually in a more powerful
position than females
f. AGE-RELATED - often, the young
and the elderly people have the least
power.
USE OF FORCE/VIOLENCE
"Force" might be physical, emotional,
social, or economic in nature.
It also includes intimidation, threats,
persecution, or other forms of psychological
or social pressure.
The target of such violence is compelled to
behave as expected or to do what is being
requested, for real of real and harmful
consequences.
INFORMED CONSENT
Consent means saying "yes", agreeing to
something.
Informed consent means making an
informed choice freely and voluntarily by
persons in a n equal power relationship.
Acts of GBV occur without consent.
CYCLE OF VIOLENCE
The cycle of violence refers to repeated acts
of violence in a relationship. It starts with
minor incidents and moves on to more
serious levels of violence. The cycle of
violence may start in a child who is a victim
or witness to violence and may be repeated
when the child becomes an adult.
The impact of being a victim or a witness to
violence on a child is traumatic. It can make
a child scared, unhappy, lonely, lose self-
confidence, blame themselves, lose sleep,
and pick up fights with peers.
Children should understand that having
conflicts is alright, but revolving conflicts
through violence is not right.
When children understand that violence is
not acceptable, they will group up into
adults who respect other people.