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INITAO COLLEGE Course Code: GE Elective 3

Jampason, Initao, Misamis Oriental Course Title: The Gender and Society
2nd Semester, S.Y. 2022 - 2023 Unit: 3

Instructor: WAREN S. ABAYABAY Mobile Number: 09076307048 Groups: BSCRIM II – Group 2

e-mail address: [email protected] Contact Schedule: Mon.-Fri.; 8:00-5:00pm

MODULE 4
Topic: Desired Learning Outcomes:

 SEXUAL HEALTH AND HYGIENE  Identify the important health habits for the developing
adolescent.
 RISKY BEHAVIORS OF ADOLESCENTS  Observe maintaining good hygiene.
Duration: 3 hrs  Discuss how to avoid risky behaviors.

LESSON 6: SEXUAL HEALTH AND HYGEINE

INTRODUCTION

Puberty causes all kinds of changes in the adolescent’s body. These bodily changes are normal part of developing into
an adult. There are instances when these changes can be a source of anxiety to the growing teen. Does anyone not worry
about smelly breath and underarms? This further puts personal hygiene and healthy habits being important life skills for the
teen.

Oily Hair

The hormones that create acne are the same ones that can make you feel like you’re suddenly styling your hair with a
comb dipped in motor oil. Each strand of hair has its own sebaceous (oil) gland which keeps the hair shiny and waterproof.
But during puberty, when the sebaceous glands produce extra oil, it can make your hair look too shiny, oily, and greasy.
Washing your hair every day or every other day can help control oily hair. Dozens of shampoos are available in drugstores
and supermarkets for you to choose from. Most brands are pretty similar, although, you might want to try one that is specially
formulated for oily hair. Use warm water and a small amount of shampoo to work up a lather.

Do not scrub or rub too hard – this does not get rid of oil any better and can irritate your scalp or damage your hair.
After you have rinsed, you can follow up with a conditioner if you like; again, one for oily hair might work best. When you are
styling your hair, pay close attention to the products you use. Some styling gels or lotions can add extra grease to your hair,
which defeats the purpose of washing it in the first place! Look for formulas that say “greaseless” or “oil free”.

Sweat and Body Odor

Perspiration, or sweat, comes from sweat glands that you have always had in your body. But thanks to puberty, these
glands not only become more active than before, they also begin to secrete different chemicals into the sweat that has a
stronger smelling odor. You might notice this odor under your arms in your armpits. Your feet and genitals might also have
new smells.

The best way to keep clean is to bathe or shower every day using a mild soap and warm water. This will help wash away
any bacteria that contribute to the smells. Wearing clean clothes, socks, and underwear each day can also help you to feel
clean. If you sweat a lot, you might find that shirts, T-shirts, socks, and underwear made from cotton or other natural
materials will help absorb sweat more effectively. If you are concerned about the way your underarms smell, you can try
using a deodorant or deodorant with antiperspirant.

Deodorants get rid of the odor of sweat by covering it up, and antiperspirants actually stop or dry up perspiration. They
come in sticks, roll-ons, gels, sprays, and creams and are available at any drugstore or supermarket. If you choose to use
deodorant or antiperspirant, be sure to read the directions. Some work better if you use them at night, whereas others
recommend that you put them on in the morning. But keep in mind that some teens do not need deodorants or
antiperspirants. So why use them if you do not have to? Deodorant and antiperspirant commercials may try to convince you
that you will have no friends nor dates if you do not use their product, but if you do not think you smell and you take daily
baths or showers and wear clean clothes, you may be fine without them.
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Body Hair

Body hair in new places is something you can count on – again, they are hormones in action. You may want to start
shaving some places where body hair grows, but whether you do is up to you. Some guys who grow facial hair like to let it
develop into a mustache and beard. Some girls may decide to leave the hair on their legs and under their arms as is. It all
up to you and what you feel comfortable with. If you do decide shave, whether you are a guy or girl, you have a few different
choices. You can use a regular razor, make sure the blade is new and sharp to prevent cuts and nicks. Shaving cream and
gel are often a better bet than soap because they make it easier to pull the razor against your skin. Some of the newer
razors contain shaving gel right in the blade area, making even beginners feel comfortable shaving.

Dental Hygiene

Dentists say that the most important part of tooth care happens at home. Brushing and flossing properly, along with
regular dental checkups, can help prevent tooth decay and gum disease. To prevent cavities, you need to remove plaque,
the transparent layer of bacteria that coats the teeth. The best way to do this is by brushing your teeth twice a day and
flossing at least once a day. Brushing and flossing are the most important things that you can do to keep your teeth and
gums healthy. Toothpastes contain abrasives, detergents, and foaming agents. Fluoride, the most common active
ingredient in toothpaste, is what prevents cavities. So, you should always be sure your toothpaste contains fluoride.

If you have teeth that are sensitive to heat, cold, pressure, you may want to try a special toothpaste for sensitive teeth.
However, you will still need to talk to your dentist about your sensitivity because it may indicate a more serious problem,
such as a cavity or nerve inflammation (irritation).

LESSON 7: Risky Behaviors of Adolescents

Introduction

Majority of the youth mature successfully through adolescence without apparent long-term problems. All adolescents
should be considered at risk due to the prevalence of risk behaviors, the inherent developmental needs of adolescents, and
the various risk factors for their initiation and maintenance.

Risk-taking is a normal part of adolescent development. Risk-taking is defined as participation in potentially health-
compromising activities with little understanding of, or in spite of an understanding of, the possible negative consequences.

Adolescents experiment with new behaviors as they explore their emerging identity and independence. The concept of
risk has been established as a characteristic that exposes adolescents to threats to their health and well-being. Young
people may be exposed to similar risks but respond differently. Some may not sustain any physical or emotional damage
while others may be affected for the rest of their lives. The challenge for health providers is to distinguish between what
may be normal exploratory behaviors and those that are health compromising. Health behaviors in adolescence continue
into adult life and will influence health and morbidity throughout life. During adolescence, young people begin to explore
alternative health behaviors including smoking, drinking alcohol, drug use, sexual intimacy, and violence. The Department
of Health, in its Adolescent and Youth Health Policy (2000), has identified the following health risks: substance use,
premarital sex, early childbearing, abortion, HIV/AIDS, violence, accidents, malnutrition, and mental health.

Identified Sexual Risks that were found among the growing Filipino adolescents are as follows:

One in three has sexual experience. They also engage in sex at younger ages: first sex for boys: 17.6 years old while
first sex for girls: 18.1 years old. One in 50 had sex before age 15 while one in four had sex before age 18. Seven in 10 of
1st premarital sex cases are unprotected against unintended pregnancy and sexually-transmitted infections (STI) including
HIV-AIDS.

1.2% have paid for sex and 1.3% have received payment for sex, this is low but above the national average level; 6.7%
have engaged in casual sex; 4.1% mostly males have fu** buddy (FUBU) experience; 6.3% have males having sex with
males (MSM) experience; 2.9% of married youth (including those in live-in) have engaged in extramarital sex.

Giving birth at younger ages has also been evident in the Filipino youth. Such that there is a marked increase in
teenage fertility in the past decade, 7.1% aged 15-19 are already mothers. The proportion of women who begun
childbearing increases with age: 2.0% aged 16, 31.2% aged 19. Teenage fertility is the lowest among all regions of the
country.

While prevalence of sexually transmitted infections like HIV and AIDS are increasing in the youth, as of 2013, 86.7%
have heard of HIV and AIDS with poor understanding being the highest in the country noting that three in four think that
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they would not get AIDS.

Harmful practices

Culture and tradition play a significant role in shaping the way young people and adolescents behave and lead their
lives. However, young people have become victims of some harmful traditional practices, which affect their human and
reproductive rights. These practices differ from place to place but primarily affect women.

Common drugs abused by young people:

1. Marijuana (also known as Cannabis, Grass, Joint, Splif, Hashish, Pot, Weed)
2. Mairungi (also known as Khat, Qat, and Mirraa)
3. Alcohol
4. Cigarettes (tobacco, cigars)
5. Cocaine (also known as Crack, Coke, C, Charlie, Nose candy, Toot, Bazooka, Big C, Cake, Lady, Stardust, Coco,
Flake, Mister coffee)
6. Heroine (also known as Hammer, Horse, H, Junk, Nod, Smack, Skag, White, beige, White lady, White stuff, Joy powder
boy, Hairy, Harry, Joy powder)
7. Amphetamines (also known as Speed, Ice, Browns, Footballs, Hearts, Oranges, Wake ups, Black beauties, Crystal
meth, Crack meth, Cat, Jeff amp, Dexies, Rippers, Bennies, Browns, Greenies, Pep pills)
8. Ecstasy (also known as Ecstasy, Adam, Essence, MDM, MDMA, XTC, Eve, MDE, MDEA)
9. Inhalants and solvents

Tips to Avoid Drugs:

 You do not need to take drugs to be liked by other people.

 You do not need to take drugs to feel brave or courageous.
 You do not need drugs to cope with sorrow or disappointments.
 You have, inside you, the strength and inner resources to deal with any situation and any problem.

Whatever problem you are facing, there are people available to help you.

MODULE 5
Topic: Desired Learning Outcomes:

• GENDER AND SEXUALITY AS  Reflect upon one’s responsibility in ensuring psychosocial wellness
A PSYCHOSOCIAL ISSUE in the aspect of gender and development.
 Define terms such as “love,” “attraction,” “relationship,” and other
• LOVE, INTIMACY, AND related terms.
RELATIONSHIP
 Reflect upon one’s attitudes towards love, intimacy, and
Units: 3 relationship.

ANALYSIS
LESSON 8: GENDER AND SEXUALITY AS A PSYCHOSOCIAL ISSUE

Introduction

In previous sessions, we discussed about the biological dimension of sexuality. We learned that the human person
has biological mechanisms for sexual growth and reproduction, and that depending on sex, these mechanisms differ.

At the beginning of this text book, we also emphasized that these reproductive mechanisms are interpreted by
societies, thereby, creating differentiated social standard for behavior and expectations. For instance, since the human
female is capable of bearing a child, the society interprets this capacity as associated to womanhood, and thus sets
fulfillment of reproductive role as an expectation among women. On the other hand, since the human male does not have
the capability to bear the child but has a relatively larger muscular-skeletal frame, the society expects the human male to
perform productive role and associates this role to men.

What Does Psychosocial Mean?

The term “psychosocial” is an encompassing term. It is comprised by two primary aspects: psychological and social.
There are myriad of ways in defining these two terms but in essence, psychological pertains to anything associated with
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mental process and behavior, while social pertains to anything 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.
There are three primary psychological domains: affect, behavior, and cognition. Affect or the affective domain pertains to
people's emotions and feelings, Behavior or the behavioral domain pertains to people's actions both observable (overt) or
not readily observable (covert). Cognition or cognitive domain pertains to people's thought processes such as memory
perception, and information-processing. Hence, to say that gender and sexuality have a psychological dimension is to
note that our sexual behaviors, as well as gender-related behaviors, originate from what we sense, think, and feel.

On the other hand, the social aspect of gender and sexuality primarily anchors itself on the field of sociology and
allied fields such as social psychology. In essence, Sociology is a field of science which concerns itself with the human
person's 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

There are many ways through which the psychosocial dimension of gender and sexuality can be understood and
explained. Our experience of gender and sexuality is generally a relational experience. It is relational 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 also 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. In simpler terms, awareness is our conscious
understanding of something. As individuals, we are in constant process towards 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? We are in
an endless process of asking and trying to understand. In the context of gender and sexuality, we ask: 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? ls there anything good I should do?

But then again, we are not isolated in a vacuum. We are social beings. We live our lives in relation to others.
Hence, as we try to understand ourselves more, we are also in a constant process towards other-awareness, that is,
understanding others: What is the other's motivations, preferences, and aspirations? Where am I positioned in her or his
life, vis-à-vis where is s/he positioned in my life? How different and or similar am I and other?

Intimacy and relationship

In certain situations, when two people recognize and become aware of each other they decide to keep close
distance in each other's lives, share their personal bubbles, so to speak, and allow frequency of interaction between them.
This forges some form of human relationship-a bond formed between two or more people, manifested through
communication and interaction. These relationships may be in the form of family, friendships, romantic relationship, or
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. This process of knowing
others and allowing others to know us is intimacy.

As social beings, we also learn from our own experiences and from the lessons taught to us by those who have
come before us. How we behave in relation to other people, with due consideration to social expectations related to our
gender, and how we make choices to balance out personal goals and social goals, might be passed on to us through
education and other cultural preoccupations. The process by which we learn cultural norms and traditions is referred to as
socialization.

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. There are two sides to well-being. One is that kind of well-being which is observed,
outward, and can be evaluated through the presence or absence of particular elements in our environment. This is
referred to as objective well-being. In the aspect of gender and sexuality here are some ot the questions to ask:
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 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 there health systems which cater to gender-related needs? Are there wellness programs that support
women, men and people of deferent genders?

Another side of well-being is our personal experience of satisfaction, meaning, and purpose. This is referred to as subjective
well-being. It is subjective because it pertains to our own appreciation of how well we are. Sometimes, even when the
environment fully provides for all our needs, we remain unsatisfied, and thus, having low sense of subjective well-being.
There are also moments where the environment has shortcomings, but we are at peace and satisfied within. In a common
term, the closes word to also mean subjective well-being is happiness. Some of the question to ask are as follows:

 How far is your sense of satisfaction about the various areas of your life as a sexual being?
 ls your purpose as a person clear to you and it not yet, what are you doing to clarity this purpose?

Dimensions of Well-being

Based on what well-being means, we can see that there are various dimensions into it The following are just the
primary dimensions of well- being which we must look into when trying to understand the psychosocial condition of a
person:

 physical- physical/biological health;

 emotional - positive feelings; mood stability:
 mental - clarity of mind; healthy thought process;
 material - available and adequate financial and other resources; and
 social - healthy and positive interaction and relationship with others.

LESSON 9: LOVE, INTIMACY, AND RELATIONSHIP

Introduction

In February 15, 2015, an article featuring a study by McCann World Group, among 30,000 respondents from 29
countries, came out of a national newspaper, bannering the title "Filipinos most expressive about love among Asia Pacific
countries study" (Hegina 2015). The article presented an interesting result: The Filipinos say "T love you approximately 17
times in a week, making us sixth among the countries in the survey, which are most articulate and expressive.

Robert Sternberg, a psychologist renowned for his theory of love asked, in his 1986 paper: "What does it mean "to
love someone? Does it always mean the same thing, and if not, in what ways do loves differ from each other?" In this
chapter, we will tackle, perhaps, one of the most complex and celebrated human emotion and experience: love.

LOVE AS A HUMAN EXPERIENCE

Love is a human experience differently defined and conceptualized.

Love as a culture universal

Love is construed as a culture universal. A culture universal is a phenomenon experienced similarly by people
across time and cultures. This means that humans, whether those who lived in the past or who are living now and
regardless of their geographic location and socio-cultural identities, have experienced love, in one way or another. Said
differently, love is an experience that transcends time and culture. People before us, such as our grandparents, parents,
and other adolescents like us who live in other countries, are believed to know and encounter love as we do. The way we
appreciate and experience this phenomenon may be unique, but it is a similar phenomenon altogether.

Love as a social phenomenon

Likewise, love is viewed as a social phenomenon. Social phenomena are events or experiences which ensue within
our interaction and relationship with other people. Loving entails communication-the process of giving and receiving
information between and among people. It also entails the use of a language-symbols that are culturally agreed upon as
possessing certain meanings and that are used by people to express certain realities and worldviews.
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Love as an emotion

Love is also construed as an emotion. Emotions are physiological responses that we valuate psychologically as we
experience particular life events. There are basic emotions such as joy, sadness, fear, disgust, and anger among others.
There are also complex emotions, which are a combination of basic emotions in varying magnitudes and are made
intricate by circumstances surrounding the experience (e.g., the people involved, the place and time where the emotion is
experienced, etc.). Love, as we know it, is a complex emotion.

Love as a neurobiological event

With recent advancements in science, love, now, can be studied as a neurobiological event. Every split of a second,
information is being passed on within our nervous system conglomerate of organs (including our brain, our spinal cord,
and our nerves, among others responsible for our ability to process and transmit essential information among the many
organs in our body. The information comes in the form of electrical si8nal running along Our neurons (nerve cell), which
movement is facilitated by our neurotransmitters-a variety of chemicals found in our nervous system.

Neurobiologically, the experience of love is associated with various parts of our brain. For instance, the loving
experience is commonly associated with the activation of the ventral tegmental area (VTA) of our brain which is just right
behind our left eyes. It is also associated with the increased amount in endorphins-hormones believed to provide humans
a good mood.

Theorizing Love

Since love is a rather complex idea, which can be described, defined and experienced in myriad of ways, several
theories and frameworks offer diverse perspectives on how it can be understood and explained.

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.

In a nutshell, the psychodynamic theory posits that we have desires and motives fueled by our life (eros) and death
(thanatos) instincts. For instance, desirable behaviors that promote positive relationship with others might be viewed as
influenced by our life instincts, while aggressive behaviors that hurt, manipulate, or harm ourselves and others might be
viewed as influenced by our death instincts. Both the life and death instincts are thought to stream from our unconscious-
the province of our mind, which we are highly unaware of. Likewise, the psychodynamic view puts prime on the influence
of our early lite experiences (from conception to around six years old)-referred to as formative years-in our personality
development. Crucial to this life stage is our relationship with our primary caregiver-typically the mother. It suggests that
the kind of attachment (psychic bond) we have with our primary caregiver/s, influence our relationships in later life,
including our choice of romantic partners and the way we relate and operate within this partnership.

Hence, from a psychodynamic view, love can be seen as a manifestation of our eros and the placement of our
libido (life energy) unto an object (a thing or a person towards 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
are: eros (sexual and romantic), philia (friendly), and storge (parental/filial love). The secondary types are: pragma
(practical love), agape (universal love), and philautia (self love). It is possible for us to experience not just one, but two or
more of these types of love in our lifetime. A child who loves her parents (storage) might eventually find new friends whom
to like once they go to school (philia) and then experience romantic love (eros) especially during her youth.

Triangular model of love

One of the most popular theories of love is the triangular model by Sternberg (1986), a psychologist. This theory
looks at love from a psychometric stance, which means that it is generally concerned about trying to measure love as a
psychological variable and in determining the various dimensions and facets that love has as experienced by people.

According to Sternberg (1986), love has three interlocking dimensions pass 1on, intimacy, and commitment.
Passion refers to the physical emotional aspect. Intimacy pertains to the psychological/relational aspect. Commitment
pertains to the agency component, that is the choice we make with regards to engaging and maintaining the loving
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relationship. The combination of these dimensions yields a particular love type. For instance, when there is only passion
but no other components, infatuation is formed. when there is only intimacy but no other components, there is liking.
When there is only commitment, there 1s empty love, However, when there is passion and intimacy, there is romantic
love. When there is passion and commitment, there is ludic love. When there is intimacy and commitment, there is
friendly love. When all three components are presents, then we can say that consummate love exists.

Romantic and companionate love

Hatfield and Rapson (1978, 1993), on the other hand, suggests that there are two general types or love: romantic
love and companionate love. Romantic love is characterized by intense passion – “a state of intense longing for union
with your partner" (Hatfield and Kapson 1987, 1993). Companionate love, on the other hand, is characterized by intense
intimacy emotional closeness which is also characteristic of liking.

Love Languages

Gary Chapman, a world-renown author, suggested that people have various ways through which we give and
receive love. He referred to these unique ways as love languages. Chapman (1995) posited that there are generally hive
love languages; namely, words of affirmation, touch, time, gifts, and acts of service.

People whose love language is words of affirmation tend to verbally express their thoughts and feelings of love
towards the people they love. They may be comfortable saying "I love you's" and articulating other words of endearment.
They also seem to be generous in expressing through words their appreciation of others' presence in their lives, as well as
the positive impact their loved ones have in them. Those whose love language is touch, on the other hand, express love
non-verbally through hugs, kisses, or, simply, a tap on the back. They value proximity (nearness) and yearns for physical
contact (not necessarily sexual in nature) with their partners. Those whose love language is time tend to value quality
moments with their loved ones. They are much wiling to create memories with the people they love. Those love language
is gifts, want to show and receive affection through material objects, especially during special occasions. Finally, those
whose love language is act of service, are much willing to serve the other person by helping her or him in things that they
do.

Love and Intimate Relationships

Love, although well-studied and variedly-theorized, remains abstract and obscure unless viewed in the context of
human relationship. The Greek philosopher, 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 1s not only a
sentimental, but also an evolutionary and a 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 tor nurturance and care and as a platform where we can develop to
our greatest potentials. In other cases, it enables us to secure our social position and provides us human resources to
implement our goals for ourselves and for the greater community.

In his analysis of close human relationships, George Levinger (1982) postulated that there are stages that intimate
relationships go through: (1) acquaintance, (2) buildup, (g continuation or consolidation, (4) deterioration or decline, and
(5) ending or termination Simply, the ABCDE of intimate relationships.

Acquaintance

Intimate human relationships start in acquaintanceship. We meet up through circumstances and first learn about
basic information about one another. Crucial at this stage is attraction. What does it take for a person to actually decide to
be acquainted with another? Attraction can take place in an enabling environment. It can happen when there is
propinquity or proximity-when we are physically closer to one another. It can happen when there is exposure-when due to
proximity, there are repeated possibilities of interaction. It can also happen when there is similarity-common preferences,
interests, and probably beliefs and values.

Buildup

Some acquaintanceships build up into deeper relationships. Frequency of interaction increases. Kinds of activities
shared become diverse. The involved parties begin to introduce one another to each other’s friends and families, thus,
making the social network larger and interconnected. This is the stage when two persons test their boundaries. They test
the waters before engaging fully and so committedly in the relationship.
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Consolidation and Continuation

The third stage of intimate relationship is consolidation. This stage is when people commit to a long-term
relationship with one another, either through a personal agreement i.e, exclusivity of partnership, domestic partnership) or
a social-legal agreement ie, marriage). What makes people commit to a relationship, to the point of legitimizing it through
marriage? Often, people set standards that are sustainable (e.g, ability of each other to maintain a family or a household,
readiness of each other to raise children, career, and financial capacities).

Decline or Deterioration

Unfortunately, some intimate partnerships are unable to sustain and maintain their commitments or attraction. For
one, there may be a change in priorities between the individual couple, such that the conjoint value of the partnership 1s
not anymore sufficient. There may be infidelity-the breech of loyalty and promises as agreed upon by both individuals (e-g.
presence of a third-party, extra-marital affairs). Or, in other, there may be irreconcilable differences-which are already
harming each individual and the partnership as a whole.

Ending

Finally, tor those intimate partnerships who are unable to address the causes and Circumstances leading to the
deterioration of their relationship, the stages culminate into ending or termination of the agreements made (either personal
or socio-legal) through informal (e-g, collective decision to end the relationship) or formal (e.g., marriage dissolution)
means.

Summary

Humans are social beings and at the core of this nature, is relating and connecting with others. Central to
understanding human relationship is the concept of love, an experience so abstract, yet so meaningful to many people.
But then again, love is diversely defined inasmuch as it manifests and is experienced in diverse ways. This chapter
tackles the various theories which explain love and its types. It also tackles the stages which people who are in love and in
an intimate relationship undertake as they progress from acquaintanceship to a deeper form of consensual relationship.
Conversely, reasons for deterioration of intimate relationship, as well as its eventual demise, are also highlighted. By and
large, we are all encouraged to reflect about our human relationships with the goal of forging healthy, successful, and
nurturing connections with others.

REFERENCES
American Psychological Association. (201o). Ethical principles of psychologists and code of conduct (with the 2010
amendments). Retrieved from http//www.apa.org/ethics/code principles.pdf

Bronfenbrenner, U. (0994). Ecological models of human development. In International Encyclopedia of Education,

Vol. 3 (and Ed). Oxford: Elsevier: Reprinted in Gauvain, M. & Cole, M. (Eds), Readings on the development of
children, znd Ed. 0993. Pp. 37-43) NY: Freeman. Retrieved from
http://www.columbia.edu/cu/psychologylcourses/3615/Readings/BronfenbrennerModelofDevelopment%28short
%20version%29.pdf

Bubolz, M.M. & Sontag, M.S. (1993). Human ecology theory. In P.G. Boss, W.J. Doherty, R. LaRossa, W.R.
Schumm, & S.K. Steinmetz (Eds.) Sourcebook of family theories and methods: A contextual approach, pp. 419-
447. New York: Plenum.

"Gender Roles." Encyclopedia of Sex and Gender: Culture Society History. Retrieved February 10, 2019 from
Encyclopedia.com https://www.encyclopedia.com/social sciences/encyclopedias-almanacs-transcripts-and-
maps/gender-roles
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Initao College
Jampason, Initao Misamis Oriental A.Y 2022- 2023/ Second Semester

GE ELECTIVE 3: The Gender and Society

MODULE 4 – 5 ACTIVITIES
NAME: ________________________________________ DATE: __________________________
COURSE: _________ YEAR/GROUP: ________ LOCALIZED LEARNING HUB: _______________
INSTRUCTOR: WAREN S. ABAYABAY Mobile Number: ________________

Activity 1. Match the items in Column A with the statements in Column B.

Column A Column B
1. Masturbation A. Prevents Acne by Elimination of Blackheads
2. Using Tampons B. Not Necessary with Regular Bathing
C. Can Eliminate “Jock Itch”
3. Wearing an Athletic Supporter
D. A Normal, Healthy Way to Relieve Sexual Tension
4. Breast Self-Examination
E. Important for Sexual and Reproductive Health
5. Using Deodorant F. Cleans the Genitals Daily
6. Douching G. Masks the Normal Odor Associated with Healthy

7. Rubbing Cornstarch on Genitals Genitals

H. Protects and Supports the Penis and Testicles
8. Avoiding Vaginal Infections
I. May Destroy Natural Bacteria that Keep the Vagina
9. Using Feminine Hygiene Sprays
Clean
10. Frequent Bathing J. Protects you and a Partner from Further Infection
11. Using an Abrasive Facial Cleanser K. Can Detect Small Lumps that Could Develop into

12. Circumcision Cancer

L. Does not Affect Sexual or Reproductive Health
13. Applying a Hot Water Bottle or Heating Pad to
Abdomen M. Can Cause Toxic Shock Syndrome if Left too long
N. Depends on Diet, Clothing, Bathing, and Other Health
14. Being Tested and Treated for Stds
Behaviors
15. Having a Regular Pelvic Examination
O. May Eliminate Menstrual Cramps

Activity 2. How does your being a female or male influence your family’s and peers’ expectations from you?

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