The Self II.

Medieval Philosophers
III. Modern Philosophers
• Self has many aspects.
• It also has many integral parts. (awareness, Ancient Greek Philosophers
knowledge, & perception).
“AN UNEXAMINED LIFE IS
• With this, the person can change, modify, and  SOCRATES NOT WORTH LIVING”
develop oneself.
Socrates was a Greek philosopher from Athens. Though,
unlike other philosophers during his time, he never wrote
anything. All the information’s about him today is through
second-hand information from his student Plato and historian
Xenophon (The Standford Encyclopedia of Philosophy, 2017).
The Self According to Socrates
For Socrates every man is composed of body and
soul. This means that every human person is dualistic, that is,
he is composed of two important aspects of his personhood.
For Socrates, this means all individuals have an imperfect,
impermanent aspect to him, and the body, while maintaining
that there is also a soul that is perfect and permanent.
 Module 1: The Self from Various  Body + soul = Man
 Socrates believed that the real self is not the physical
Philosophical Perspectives body, but rather the psyche (or soul).
Learning Outcomes:  Thus, Socrates suggests that man must live an examined
1. Know and understand the different notions of life and a life of purpose and value. For him, an individual
“Self” from the points-of-view of various can have a meaningful and happy life only if he becomes
philosophers. virtuous and knows the value of himself that can be
2. Examine one's self against the different views of achieved through incessant soul-searching (Rappe, 1995).
self from the lesson.
Two important aspects of his personhood
What is Philosophy? 1.Body 2.Soul
Philosophy is from the Greek words Philo- (loving)  imperfect and impermanent  perfect and permanent
and Sophia(knowledge, wisdom). At simplest, philosophy is  Our preoccupation with  The soul strives for
means “loving knowledge” or “loving wisdom”. The term bodily needs such as food, wisdom and perfection,
philosophy as originally used by the Greeks meant, “The drink, sex, pleasure, and reason is the soul’s
pursuit of knowledge for its own sake.” Consequently, material possessions, and tool to achieve an
Philosophy is a study of fundamental nature, knowledge, wealth keep us from exalted state of life.
reality, existence, especially in an academic discipline. It also attaining wisdom
investigates the legitimacy of concepts by rational arguments
concerning their implications, relationships as well as moral
judgment and etc. Socrates’ two (2) dichotomous realms
Philosophy is about: 1. Body is mortal & belongs to physical realm.
Finding answers to serious questions about ourselves and 2. Soul is immortal & belongs to ideal realm.
about the world we live in:
 What is morally right and wrong? And why? Physical Realm Ideal Realm
 What is a good life?
 changeable, transient  unchanging, eternal, and
 Does God exist?
and imperfect immortal
 What is the mind?
 The body belongs to  The soul belongs to this
 …and much, much more
this realm. realm.
Imperfect/permanent (body) + perfect & permanent (soul) =
What skills will you get
Which allow you to: Individual
out of Philosophy?

 Critical thinking,  Justify your opinions  PLATO THE SOUL IS IMMORTAL

 Argument skills,  Spot a bad argument, no
 Communication, matter what the topic Ancient Greek philosopher, student of Socrates (c. 470–399
 Reasoning,  Explain to people why they are BCE), teacher of Aristotle (384–322 BCE), and founder of the
 Analysis, wrong and you are right Academy
 Problem solving…  Philosophy basically teaches
you to think! The Self According to Plato
Plato, Socrates’s student, basically took off from his
Origin of PHILOSOPY & LOGIC master and supported the idea that man is a dual nature of
 search for truth body and soul. In addition to what Socrates earlier espoused,
 search is to look for something Plato added that there are three components of the soul: the
 search for meaning rational soul, the spirited soul, and the appetitive soul. Plato
 Importance emphasizes that justice in the human person can only be
 Significance attained if the three parts of the soul are working
 Value harmoniously with one another.
 relevance
 philosophy ask a lot of questions
3 COMPONENTS OF SOUL
PHILOSOPHY AND THE SELF (Different
perspective in the explanation of self) 1. THE RATIONAL SOUL - Reason
I. Ancient Greek Philosophers  These three elements of our selves are in a dynamic
relationship with one another, sometimes in conflict.
  When conflict occurs, Plato believes that it is the According to St. Aquinas
responsibility of our Reason to sort things out and  Humans are formed from God’s likeness. Aquinas said
exert control, restoring a harmonious relationship that indeed, man is composed of two parts: Matter and
among the three elements of our selves. form.
Two parts of Human: Matter & Form.
2. THE SPIRITED SOUL- Spirit/Passion  Matter: or hyle in Greek, refers to “common stuff that
 Emotion and passion makes us everthing in the universe.” man’s body is part
 Basic emotions such as love, anger, ambition, of this matter.
empathy, and aggressiveness.  Form: on the other hand, or morphe in greek refers to
the “essence of a substance or thing.” it is what makes it
3. THE APPETITIVE SOUL- Physical Appetite what it is.
 basic needs What makes a human person a human person and not
 includes our basic biological needs such as hunger, a dog. Or a tiger is his soul. His essence. To Aquinas,
thirst, and sexual desire. just as in Aristotle, the soul is what animates the body;
it is what makes us humans.
According to Plato :  Reason is found in God.
 These three elements of our selves are in a dynamic  Put emphasis on HUMAN FAITH.
relationship with one another, sometimes in conflict. Faith is not through physical contact. It’s to believe
 When conflict occurs, Plato believes that it is the without asking any explanation.
responsibility of our Reason to sort things out and exert
control, restoring a harmonious relationship among the “We have our choice whether we do good or do bad
three elements of our selves. base on our Faith”.
 Plato believes that genuine happiness can only be This choice will define our humanity.
achieved by people who consistently make sure that their Modern Philosophers
Reason is in control of their Spirits and Appetites.
 There should be balance between mind and body
Modern Philosophy’s School of Thoughts
Medieval Philosophers
“All knowledge leads to
God.”
 ST. AUGUSTINE OF HIPPO
Aurelius Augustinus Hipponensis; also known as Saint “Cogito Ergo Sum”
Augustine of Hippo, was a theologian and philosopher of “I think therefore I am”
Berber origin and the bishop of Hippo Regius in Numidia,
 RENE DESCARTES
Roman North Africa. One of the most significant Christian
René Descartes was a French philosopher,
thinkers mathematician, and a scientist and considered as the
He integrates the ideas of Plato and teachings of Father of Modern Philosophy. He was regarded as
Christianity. the first thinker to emphasize the use of reason to
describe, predict, and understand natural phenomena
According to St. Augustine based on observations and empirical evidence
 Humans were formed from God’s mind and that (Bertrand, 2004;Grosholz, 1991).
According to Descartes :
humankind is created in the image and likeness of God.  Our mind and body are two different entities.
Therefore, the human person being a creation of God is Descartes’ two (2) distinct entities
always geared towards the good. Cogito Extenza
He adopted Plato’s view that the “self” is an  the thing that thinks  The extension
immaterial (but rational) soul. Augustine believes that the  mind  body
physical body is radically different form the inferior to its
inhabitant, the immortal soul. Our mind is capable of thinking which makes each of us
 Two Parts of Human: Mortal & Immortal (mortal- body, unique. However, it needs our body to connect with the
immortal – soul) environment. These two are responsible for Understanding
The body is bound to die on earth and the soul is to our Self.
anticipate living eternally in a realm of spiritual bliss in
communion with God. This is because the body can only  “Cogito Ergo Sum” “I think therefore I am” is the
thrive in the imperfect, physical reality that is the world. keystone of Descartes’ concept of self.
Whereas the soul can also stay after death in an eternal realm Our essence is that we are a “thinking being”. Being
with the all-transcendent God. The goal of every human unaware therefore makes it difficult to develop self-identity.
person is to attain communion and bliss with the divine by Our Body also plays a role in self-identity. Physical
living his life on earth in virtue. appearance, health, gender, age.
In Descartes view, the body is nothing else but a machine
 We have freedom to choose good or evil. that is attached to the mind. The human person has it but it is
Evil is there to test us whether we are worthy. not what makes man a man.

 Moral Evil – Swerving away from good acts. “The self is nothing else
but a bundle of
 Physical Evil – Things that can harm us.  DAVID HUME impressions.”
“Our Godly action defines who we are.”
A Scottish Philosopher and Proponent of “Bundle
 ST. THOMAS AQUINAS Theory”
He was a fierce opponent of Descartes’ Rationalism.
He was one of the figureheads of the influential British  All knowledge of ourselves and our world is based on
Empiricism movement. Empiricism is the idea that the origin subjective experience
of all knowledge is experience  The self can never be truly objectified or known in a
completely objective sort of way.
According to Hume :
Self is not an entity beyond our body.
Knowledge is gained through experience.
To David Hume, the self is nothing else but a bundle
of impressions. He explained that impressions and ideas
comprise our sensory experiences. If one tries to examine his  Module 2: The Self, Society, and
experiences, he finds that they can all be categorized into two:
impressions and ideas: Culture
Impressions: are the basic objects of our experience or Sociology(noun):
sensation. They therefore form of core of our thoughts. When  The science of society, social institutions,
one touches an ice cube, the cold sensation is an impression. and social relationships
Impressions therefore are vivid because they are products of  specifically : the systematic study of the
our direct experience with the world.
development, structure, interaction, and
Ideas: are copies of our impressions ; imaginations. Because
of this, they are not as lively and vivid as our impressions.
collective behavior of organized groups of
When one imagines the feeling of being in love for the first human beings.
-https://www.merriamwebster.com/dictionary/sociology
time, that still is an idea.  is the study of social life, social change, and the
social causes and consequences of human
 IMMANUEL KANT “We Construct the behavior. Sociologists investigate the structure
German philosopher Self” of groups, organizations, and societies, and how
people interact within these contexts.
According to Kant :
Not everything can be sourced from experience It According to Sociology the “self”
needs a thing that regulates these senses.  It asserts that humans cannot be understood
Knowledge & experiences are built in mind. apart from their environment.
Kant recognizes the veracity of Hume’s account that  Society is linked to the individual through
everything starts with perception and sensation of impressions. interaction.
To Kant, there is necessarily a mind that organizes the  Groups who live together share the same culture.
impressions that men get from the external world. For  Individual can create his self-identity through
example, are ideas that one cannot find in the world, but is his/her engagements with his/her society.
built in our mind. Kant calls these the apparatuses of the mind.  Social Constructivism – The self grows with and
“The self is an actively engaged intelligence that
is influenced by the society.
analyzes knowledge & experience.
It does not only give us personality.
It is also the seat of knowledge acquisition for all human The Self as a product of Modern Society
persons.” among other Constructions
Sociologists are concerned with questions about the
“I act therefore I person in the community. For example, they ask
 GILBERT RYLE am.” questions, like: “How does society influence you?” how
do you affect society?” more importantly.“Who are you
British philosopher (1900–1976) as a person in the community?”
Analytic Philosopher. An important figure in the field Sociology posits that socially formed norms, beliefs,
known as ‘Linguistic Analysis’ which focused on the solving and values come to exist within the person to a degree
of philosophical puzzles through an analysis of language. He where these become and normal (Elwell, 2003), thus
mounted an attack against Cartesian mind/ body dualism and developing the person’s self-identity
supported a behaviorist theory of mind.
According to Ryle : Social groups and social network
“Man is a social animal”; “no man is an island”.
 There is no internal, non-physical self (soul, mind).
Every aspect of man’s life is influenced to a
 what truly matters is the behavior that a person
manifests in his day-to-day life. great extent by the members of the different groups of
 Self is not an entity one can locate and analyze but which he/she is a part.
simply the convenient name that people use to refer to
all the behaviors that people make Social group two or more people who interact with one
 The self is the way people behave. another, share similar characteristics, and collectively
have a sense of unity.
 MAURICE MERLEAU-PONTY
(1908–1961) Phenomenologist.
Social groups have very different sizes and varieties.
The self is embodied 1. Primary Groups describe a small, set of tight,
According to Merleau - Ponty : subjectivity long-lasting, direct, and intimate relationships.
They are bound by a strong sense of belonging,
 the mind & body are one. It cannot be separated in
one’s self,
such as those within a family or group of close
 Through our body we make sense of the world. friends.
 Through our mind we regulates our senses. The group does not have any other purpose than being
 Our thoughts, emotions, behaviors, experiences, and together. They provide emotional warmth and comfort,
attitudes are all one. with a sense of loyalty and belonging.
(family, church community, close friends) adult behavior.
2. Play stage: children pretend to play the role of a
2. Secondary groups gather to achieve a specific particular or a significant other
and shared goal or to have a common interest -particular or significant other are the
and a sense of belonging. perspectives and particular role that a child
Yet, they have a limited sense of belonging and last for a ``learns and internalizes
shorter period of time. 3. Game stage: children play organized games
The relationships are impersonal, and interaction and and take on the perspective of the generalized
emotional bonding are weaker. other.
(class groups, social clubs, workplace)
ROLE TAKING, IDENTIFICATION AND
INTERNALIZATION
THE SELF AND CULTURE (WHO IS THAT “OTHER”?)
Let’s learn from the different Sociologist and  Significant OTHER – someone we know and
Anthropologists who looks into how the self, the who exercises a certain degree of influence on us.
society, and the culture are interrelated. (parents, family, teachers, close friends)
 Generalized OTHER – refers to the idea of the
1. MARCEL MAUSS expectations of a network of others (or a society
in general) about his/her actions and behaviors in
A French Anthropologist a particular situation wherein a child learns and
The “self” adapts to its everyday social condition. then takes into account when shaping his/her own
 The movement of the groups influences each behavior
member of the group.
 It creates a cultural identity which can be 3. CHARLES COOLEY: The Looking-
adopted by the self.
 It results into two parts of self: Moi & Personne
Glass Self Theory
“One's sense of self depends on seeing one's self
 Moi – person’s sense of who he/she is.
reflected in interactions with others”
 Personne – person’s sense of identity in a
cultural norm.
An American Social Psychologist, Sociologist and
 Personne, therefore shifts from time to time.
Educator and Charles Cooley was George Mead’s
colleagues
Mauss’ Insights
 The looking-glass self refers to the notion that
 The self is not a static entity.
the self develops through our perception of
 It persistently struggles with its external reality.
others’ evaluation and appraisal of us.
 It constantly change depending on situation.
 He believed that our sense of self is influenced
 The society is dynamic and so should the self.
and affected by how others view us.
 Being the same person across time is illogical.
 The looking- glass self is defined as how you assess
yourself based on how onlookers see you (friends,
2. GEORGE MEAD: The Social Self parents, strangers and etc.)
An American sociologist, philosopher and
psychologist.
 You use other people’s reactions as your mirror to
confirm your self-identity.
 Proponent of “Social Self Theory”
(example: you believe you are beautiful or
THE SOCIAL SELF handsome because most people told you so. Or you are
● The Self is not inborn . It develops through time trustworthy because most people trust you on anything.)
from social interactions and experiences.
● process started in childhood, with children Core Assumptions of the looking-glass self:
beginning to develop a sense of self at about the
same time that they began to learn language
Mead raised 3 points in his Social self-theory
1. The self emerges from social experience. It is not
part of the body and it does not exist at birth.
2. Social experience involves communication and the
exchange of symbols. People create meaning.
3. To understand intention you must imagine the
situation from another person’s point of view. By
taking the role of the other: the self is reflective and
reflexive.
Stages in Mead’s Theory on the Development of
the Self

Preparatory
Play Stage Game Stage
Stage
You create emotions and act based on your perceived
judgments.
1. Preparatory stage: children mimic / imitate
 Self – Labeling – the outcome of consistent labeling perform roles and behaviors that align
and evaluation of other people. with societal norms and expectations.
o Back Stage: In contrast, the back stage
Negative effect on self-labeling is the private space where we can be
They can limit your true potential or self and our true selves, free from societal
expectations. Here, we can relax and
hinders you from doing things against the label given
drop the act without fear of judgment.
to you.
+++ it is important to evaluate yourself based on
 Role Performance: Like actors on a stage, we
the reality and not mere assumptions. play specific roles depending on the context
(e.g., being a professional at work, a friend in a
social setting). Our behavior, clothing, and
4. ERVING GOFFMAN: Constructing situations & speech are tailored to fit the expectations of the
Drama "audience."
Self-Presentation Theory and Dramaturgy

Erving Goffman (1922–1982) was a Canadian-American Constructing Social Situations and Interaction
sociologist known for his groundbreaking work on social
interaction and his Self-Presentation Theory. Goffman
viewed social life as a kind of drama, where individuals  Definition of the Situation: Goffman
act out roles in everyday life, a concept known as emphasized that people construct social
dramaturgy. In his book The Presentation of Self in situations through a shared understanding. By
Everyday Life (1959), he explains how people present interpreting social cues (both verbal and non-
themselves in different social situations to influence how verbal), individuals negotiate how the interaction
others perceive them. will unfold, creating a mutual definition of the
situation.
 Team Performance: Sometimes, people work
together to present a shared performance. For
example, coworkers collaborate to present a
Interaction Order professional image to clients or supervisors,
managing impressions as a team.
Goffman introduced the concept of interaction order,
which refers to the social framework that governs how
we behave during face-to-face interactions. These are
the unwritten rules and norms that guide social behavior Dramaturgy: Life as a Stage
when we are in the presence of others.
Goffman's dramaturgy compares social interactions to a
 Immediate Presence of Others: According to theatrical performance, where people take on roles
Goffman, the way we behave when others are depending on the situation and audience.
present is crucial in shaping how they perceive
us. We carefully adjust our actions, language,
and appearance based on who we are  Props and Setting: Just like actors use props,
interacting with and the context of the people use physical items (such as clothing,
interaction. accessories, or tools) to enhance their
 Example: In a formal work setting, you may performance. The setting of the interaction,
dress professionally, speak in a polished such as a formal office or a casual coffee shop,
manner, and behave according to your role. In influences how people act and the roles they
contrast, during a casual get-together with perform.
friends, you might dress casually and be more  Scripts: Social interactions often follow "scripts,"
relaxed in your speech and behavior. or pre-established guidelines for how we should
behave. For example, you might follow a
different script when speaking at a formal event
compared to a family gathering.
Self-Presentation Theory

Self-Presentation Theory focuses on how individuals Key Concepts in Goffman's Self-Presentation Theory
consciously or unconsciously try to control the
impressions others form of them. This is known as
impression management—the process by which 1. Impression Management: Controlling how
people regulate information about themselves in different others perceive you through conscious
settings. adjustments to behavior, appearance, and
language.
2. Front Stage: The part of social life where we
 Impression Management: We use impression perform and conform to societal expectations.
management to influence how others perceive 3. Back Stage: The private space where we can
us. By adjusting our behavior, appearance, and be our authentic selves, away from societal
language, we attempt to create a favorable scrutiny.
image in the eyes of others. 4. Role Performance: The different roles we play
 Front Stage and Back Stage: Goffman used in various contexts to fit social norms.
the metaphor of theater to explain how people 5. Dramaturgy: The metaphor that compares
present themselves in social interactions. social life to a theatrical performance, where
o Front Stage: This refers to the public people are actors presenting themselves to an
self we present to others, where we audience.
 Self and Gender

Summary  Biological vs. Social Understanding: While

Goffman’s Self-Presentation Theory and the metaphor many people argue that gender is determined
of dramaturgy provide a useful framework for biologically (based on one's physical
understanding human behavior in social situations. Life characteristics), social sciences emphasize the
is seen as a stage where individuals play different roles importance of personal freedom in expressing
depending on the audience and context. Through gender identity. Social scientists advocate that
impression management, people carefully construct people should have the liberty to define and
their public persona on the front stage, while their true express their gender beyond just biological
self is revealed in the privacy of the back stage. This factors.
theory highlights how individuals continuously adjust  Gender's Role in Self-Identity: Gender plays a
their behavior to fit social norms, constructing social significant role in how individuals perceive and
situations based on shared understanding and express themselves. It is a key component of
expectations. identity formation, influencing how people
interact with the world and how society views
them. Gender identity involves recognizing one's
Social Constructivism own gender and asserting it in a way that feels
authentic.
 Discovery and Assertion of Gender: The
Social Constructivism is a theory that suggests
journey of discovering one’s gender identity is a
knowledge and understanding are developed through
personal process that should be free from
interaction with others and the social environment. This
societal expectations or pressures. People
perspective asserts that individuals learn from their
should have the freedom to explore and express
surroundings and the people within it, and our self-
their gender in ways that align with their sense
concept is shaped by these social interactions.
of self.
 Freedom of Expression: Social constructivist
In the context of understanding the self, Social views advocate that gender should not be
Constructivism emphasizes that our identity is not dictated by rigid societal norms. Each individual
formed in isolation but is influenced by cultural, societal, should have the right to determine and express
and relational factors. The self is continuously shaped their gender identity in a way that aligns with
and reshaped based on the meanings and their inner sense of self, without being restricted
interpretations derived from interactions with others, by social conventions.
including family, peers, and broader social institutions.  Personal Happiness: A key idea in the
discourse on self and gender is that true
Self in Families happiness comes from accepting and
approving of oneself. If a person’s gender
 Dependence on Family: From birth, we rely on identity is suppressed or dictated by others, they
our family or caretakers to survive, grow, and may struggle to feel fulfilled or genuinely happy.
learn about the world. The family is the first Self-approval, particularly regarding gender, is
social group we are exposed to, and it plays a crucial for achieving well-being and self-
crucial role in shaping our early identity. acceptance.
 Impact of Family Environment: The family
environment influences various aspects of
development, including values, personality,
Summary
spirituality, and economic background. For
example:
o Values: The morals and beliefs instilled Social Constructivism explains that the self is shaped
by family members can shape how an by interactions with others and society, rather than
individual views the world. existing in isolation.
o Personality: The nurturing or lack
thereof, along with interactions with  Self in Families shows how the family
parents and siblings, can influence environment plays a crucial role in developing
personality traits like confidence, our values, personality, and overall identity. Our
empathy, or independence. relationship with family members can
o Spirituality: Religious or spiritual significantly impact our self-concept.
upbringing can impact a person's belief  Self and Gender highlights that while gender is
systems and sense of purpose. often seen as biological, individuals have the
o Economic status: Growing up in a right to define and express their own gender
family of certain financial means can identity. Personal happiness and self-fulfillment
affect one’s sense of security, come from freely asserting one's gender, without
opportunities, and future aspirations. societal constraints.
 Family Roots: Many aspects of our identity
today can be traced back to our family roots.
Our mannerisms, thought processes, and even
some of our life choices often reflect our family
background.
 Importance of Family: Without a family or a
nurturing environment, an individual might face
challenges in developing essential life skills and
forming a stable sense of self. The lack of
familial support can hinder emotional,
psychological, and social development.
  Module 3:
Psychological Perspective

1. William James – Father of

American Psychology
Concept of Self
The self has two (2) aspects that he called the “I-self” and the “Me-self”.
“I-Self” “Me-Self”
 refers to the self that knows who he or she is  the empirical self
 thinking, acting and feeling self  refers to describing the person’s personal experiences
 reflects the soul of a person or what is now thought and further divided into sub-categories
of as the mind and is called the pure ego. 1. Material Self
2. Social Self
3. Spiritual Self

2. Carl Rogers
Self Theory
 Emphasizes that the self is divided into two
categories
1. Real Self 2. Ideal Self
 This is our true self.  The self that we wish to be, we strive to be and what we
 Imperfect but the most real part feel we are expected to be.
 We tend to accommodate other expectation because we
believe that we will be more liked and loved if we do.
 Self-concept is composed of three (3) elements
01 Self- image
-how you see yourself based on your strengths and weaknesses.
-how you think and feel about your appearance, your task performance, and your social relationships
consistently affect your self-image.
02 Self – esteem
-refers to the positive and negative feelings you have about yourself.
03 Ideal Self
-based on one’s hopes and wishes based on how a person would like to become.

3. Sigmund Freud
Provinces of the mind, Psychosexual Development, and Defense Mechanisms
 Provinces of the mind
According to Freud , the self is the outcome of the interaction between the three structures
of the mind: id, ego, superego.

ID EGO SUPEREGO
 PLEASURE PRINCIPLE  REALITY PRINCIPLE  MORALITY PRINCIPLE
 Pleasure-seeking,  Rational and thoughtful  the “conscience” and
immature, impulsive,  “I”, works on the reality ‘moral judge” of conduct
child-like and cannot principle, controls the id
delay gratification. and can delay pleasure. “It’s not right to do that.”

“I want to do it now” “I have a plan”

 SIGMUND FREUD’S THEORY OF
Psychosexual Development
Stage Age Erogenous Zone Successful Resolution Fixation
 Weaning
Birth to 1 Mouth (sucking, Dependency, smoking, overeating, nail-
Oral  Development of trust and
year biting) biting, talkative, sarcastic, thumb suck
comfort through feeding
 Anal-retentive (orderly, controlling)
-perfectionist, meticulous overly tidy,
Anus
 Successful toilet training, stubborn, stingy
Anal 1 to 3 years (bowel and
 development of control
bladder control)
 or anal-expulsive (messy)
-disorganized, distractive and clumsy
 Oedipus or Electra complex, sexual
dysfunction, vanity, recklessness

 Identification with same-sex  Oedipus complex

Genitals parent, -mama’s boy
Phallic 3 to 6 years
(masturbation  development of gender -son’s attraction to his mother
identity
 Electra complex
-papa’s girl
-daughters affection for her father
6 years to Sexual feelings Development of social skills, None (focus is on development of
Latency
puberty dormant intellectual growth relationships and skills)
 Intimate Relationships
Puberty to Genitals (mature  Dating and mating Sexual dysfunction, problems with
Genital
adulthood sexual interests)  Healthy sexual relationships relationships
and emotional balance

 Defense Mechanisms
-unconscious techniques used by the ego to avoid confronting aggressive and sexual urges as well as
to defend itself when anxiety becomes intolerable.

Defense Mechanism Description Example

A teen forgets about an argument with a
Unconsciously blocking uncomfortable
Repression friend that upset them deeply, pushing it out
thoughts or feelings
of their mind.
A teen refuses to acknowledge that their
Denial Refusing to accept reality or facts partner has broken up with them, insisting
everything is fine.
Attributing one's own thoughts or feelings A teen who feels insecure about their looks
Projection
to someone else accuses their friend of being self-conscious.
After getting a bad grade, a teen says, "It
Justifying behaviors or feelings with logical
Rationalization doesn't matter; that subject isn't important
but false explanations
anyway."
A teen, angry with their parent, slams the
Displacement Redirecting emotions to a safer outlet
door and yells at their sibling instead.
A teen throws a tantrum or starts acting clingy
Reverting to earlier behaviors from
Regression after a breakup, seeking comfort from their
childhood
parents.
A teen who secretly likes someone teases or
Acting in the opposite way to one's true
Reaction Formation acts mean towards them to hide their
feelings
feelings.
Channeling unacceptable impulses into A teen channels their frustration from a
Sublimation
socially acceptable activities breakup into intense workouts or art projects.
After a fight with a close friend, a teen focuses
Focusing on logic and facts to avoid
Intellectualization on analyzing their behavior instead of dealing
emotional distress
with the hurt.
A teen decides to not think about a crush who
Consciously deciding to ignore an emotion
Suppression isn't interested in them, focusing on
or thought
schoolwork instead.

These defense mechanisms are universal and healthy at some point to overcome the anxiety caused by the
 4. Carl Jung
Self as the Central Archetype
- Archetypes are universal, inborn models of people, behaviors, or personalities that play a role in
influencing human behavior.

4 MAJOR Jungian Archetypes

1. The Persona
2. The Shadow
3. The Anima or Animus
1. The Shadow
 One’s dark side, parts of ourselves that we
4. The Self
dislike
1. The Persona  It includes one’s sex and life instincts.
 One’s “public personality” or mask; one’s  contains all of the things that are unacceptable
social roles to society as well as our self
 The word "persona" is a latin word which  Definition: The Shadow represents the
literally means "mask." unconscious, darker aspects of our personality—those
 The persona represents all of the different traits, desires, and emotions we deny or repress
social masks that we wear among various because they conflict with our ideal self-image or
groups and situations. societal norms.
 Definition: The Persona is the mask or social  Role: While often seen as negative, the Shadow
façade we wear to present ourselves to the world. It also contains positive qualities that have been
reflects how we want others to see us and is influenced suppressed. Confronting and integrating the Shadow is
by societal expectations, roles, and norms. essential for personal growth and self-awareness.
 Role: It allows us to navigate different social  Example: A person who sees themselves as kind
situations by conforming to what is expected in public, and caring might repress feelings of anger or
but it can also limit our true self-expression if we selfishness, which exist in their Shadow.
overly identify with it.
 Example: Someone may have a professional
Persona at work, where they appear competent and
formal, but at home, they may be more relaxed and
spontaneous.

4. Self
3. The Anima or Animus  Definition: The Self is the central archetype in
Jung's theory, representing the unification of the
Anima conscious and unconscious mind. It symbolizes
 Female archetypes, or “feminine side” completeness and the realization of one's full potential.
 feminine image in the male psyche The Self is the ultimate goal of psychological
Animus development, a state Jung referred to as individuation.
 Role: The Self harmonizes all other archetypes and
 Male archetypes, or “male side”
represents the true essence of who a person is beyond
 male archetype or the male image in the
their roles, personas, or unconscious influences.
female psyche  Example: Achieving a balance between work and
personal life, embracing both strengths and
According to Carl Jung, anima/animus represents the weaknesses, and feeling a sense of inner peace are
"true self" rather than the image we present to others expressions of the Self.
 Role: Integrating the Anima or Animus helps
individuals balance the masculine and feminine
aspects within themselves, fostering wholeness and
allowing for better relationships with others.
 Example: A man who embraces his Anima may
become more in touch with his emotions, while a
woman who embraces her Animus may develop
assertiveness and independence.

Jung's Personality Archetypes

Carl Jung also identified several personality archetypes, which represent typical figures or roles that appear universally
across myths, stories, dreams, and human experiences. These archetypes are ingrained in the collective unconscious and
emerge in various forms in our behaviors, relationships, and interpretations of the world. Below are some of the key
archetypes Jung described:
1. The Father

 Characteristics: Authority figure; stern; powerful; protective.

 Role: Represents leadership, control, and influence. The Father archetype often embodies authority and structure,
setting rules and boundaries.
 Example: In mythology or stories, the Father is often depicted as a king or god who demands respect and
obedience (e.g., Zeus in Greek mythology).

2. The Mother

 Characteristics: Nurturing; comforting; caring; protective.

 Role: Represents the source of life, warmth, and nourishment. This archetype embodies care, compassion, and
unconditional love, symbolizing fertility and creation.
 Example: The Mother can be seen in characters like Mother Earth or nurturing figures in literature, offering
guidance and sustenance.

3. The Child

 Characteristics: Innocence; vulnerability; longing for safety and protection; symbol of rebirth or salvation.
 Role: Represents new beginnings, hope, and potential. The Child archetype symbolizes innocence and purity but
also dependency and growth.
 Example: The Child is commonly seen as a figure who needs protection or represents the future (e.g., Simba in
The Lion King).

4. The Wise Old Man

 Characteristics: Guidance; knowledge; wisdom; mentor; philosopher.

 Role: This archetype represents wisdom gained through experience. The Wise Old Man provides counsel and
direction, often helping the protagonist in their journey.
 Example: Characters like Merlin the wizard or Gandalf in The Lord of the Rings embody the Wise Old Man,
offering insight and mentorship.

5. The Hero

 Characteristics: Champion; defender; rescuer; brave; self-sacrificing.

 Role: The Hero embarks on a journey or quest, often facing challenges or adversaries in order to save others or
achieve a great goal. This archetype symbolizes courage and determination.
 Example: Classic examples of the Hero archetype include Hercules, King Arthur, and Superman, all of whom
embark on heroic quests for the greater good.

6. The Maiden

 Characteristics: Innocence; purity; desire; beauty; vulnerability.

 Role: The Maiden often represents purity and uncorrupted beauty, but she can also be a symbol of transformation
or a target of desire. She is often placed in contrast to darker, more experienced forces.
 Example: The Maiden is often portrayed in fairy tales as a damsel in distress (e.g., Snow White or Sleeping
Beauty) or someone undergoing a transformation (e.g., Cinderella).

7. The Trickster

 Characteristics: Deceiver; liar; trouble-maker; manipulative; playful.

 Role: The Trickster is a cunning figure who creates chaos or challenges the status quo, often through deceit or
humor. This archetype represents the unpredictable and can either cause harm or bring about positive change.
 Example: Loki from Norse mythology and the character Puck in Shakespeare's A Midsummer Night’s Dream
embody the Trickster archetype, using cleverness and mischief to manipulate situations.

Summary of Jung's Personality Archetypes:

 The Father: Symbol of authority, control, and protection.

 The Mother: Nurturing, caring, and life-giving figure.
 The Child: Represents innocence, vulnerability, and potential for rebirth or transformation.
 The Wise Old Man: Embodiment of wisdom and guidance, offering knowledge and counsel.
 The Hero: A figure of bravery, resilience, and sacrifice who embarks on a quest for a noble cause.
 The Maiden: Symbol of purity, innocence, and sometimes desire, often in need of protection or change.
 The Trickster: A playful, deceitful figure who disrupts the norm and challenges the status quo through cleverness
and manipulation.
These archetypes form part of Jung's broader theory that understanding and integrating these universal patterns help
individuals achieve personal growth and self-realization.

4. Erik Erikson
Psychosocial Development Theory
Proposed a theory that individuals pass through eight distinct stages of psychosocial development over
their lifespan. Each stage presents a conflict or crisis that needs to be resolved and the outcome of each stage
influences the individual's overall development and ability to handle future crises. Successful resolution of each
conflict leads to the development of a virtue, while failure can result in difficulties in later stages.
Age Important Unsuccessful
Stage Crisis Outcome Virtue
Range Event Outcome
1. Trust vs. 0-1 year Can I trust the Feeding Trust (if needs are Develops trust Hope
Mistrust world? met consistently) issues and
anxiety
2. Autonomy 1-3 years Can I do things Toilet Autonomy (if Feels shame Will
vs. myself? training allowed to explore and doubt
Shame/Doubt independently) about own
abilities
3. Initiative 3-6 years Is it okay for Exploration Initiative (if Develops guilt Purpose
vs. Guilt me to explore? encouraged to and hesitates to
initiate activities) act
4. Industry 6-12 Can I be School Industry (if Feels inferior Competence
vs. Inferiority years competent? praised for efforts and loses self-
and confidence
accomplishments)
5. Identity vs. 12-18 Who am I, and Social Identity (if Confusion Fidelity
Role years what is my relationships exploring different about identity
Confusion role? roles and finding and role in life
self)
6. Intimacy 18-40 Can I love and Romantic Intimacy (if Fear of Love
vs. Isolation years be loved? relationships forming commitment
meaningful and and loneliness
loving
relationships)
7. 40-65 Can I Parenthood Generativity (if Feels Care
Generativity years contribute to & Work making a unproductive
vs. the world? meaningful impact and
Stagnation on others) disconnected
8. Integrity 65+ Was my life Reflection Integrity (if Despair over Wisdom
vs. Despair years meaningful? on life satisfied with life missed
and minimal opportunities
regrets)

Module 4: Western and Eastern Thoughts on the Self

Western Thoughts

Western thought focuses on scientific investigations to understand the self, developing various theories based on empirical
evidence. Key characteristics include:

 Scientific Approach:
o Emphasizes the importance of scientific methods to gain satisfactory answers about human identity and
behavior.
o conducted scientific investigations in the effort to understand the self and have developed theories and
difference among them.
 Individualism:
o It values Individualism.
o The idea of freedom and natural laws. Where every man has a right; To live life with liberty, and To
pursue of happiness.
o Western categories of self: Analytical, Monotheistic, Individualistic, & Rationalistic
 o The self is viewed primarily as an independent entity. Philosophers and psychologists often focus on
personal identity, autonomy, and self-expression.
 Theoretical Diversity:
o Various theories have emerged, influenced by thinkers such as René Descartes, John Locke, and
Sigmund Freud, among others. These theories explore concepts like consciousness, identity, and self-
actualization.

Eastern Thoughts

Eastern thought offers a different perspective, emphasizing relationality and holistic understanding. Key aspects include:

 Search for Meaning:

o Eastern philosophies often raise questions about the ultimate meaning of human existence and the nature
of being.
o developed theories of self as they have investigated what it means to be a human being.
 Transformational Focus:
o Aims for transformations in:
o Consciousness: Expanding awareness and understanding.
o Feelings and Emotions: Cultivating emotional intelligence and compassion.
o Relations: Understanding one's connections with others and the universe.
 Relational Emphasis:
o The self is considered in relation to others, society, and the universe, rather than in isolation. This
perspective encourages practical techniques for self-cultivation without relying on scientific methods.

Key Eastern Philosophies

1. Buddhism
o Meaning of "Buddhism": Derived from the root word “budh,” meaning “to awaken.” This indicates that
enlightenment leads to a deeper understanding of the self and the world.
o Founder: Siddhartha Gautama (Buddha).
o Core Teachings:
 Every person has the potential for enlightenment (the "seed" of a Buddha) that must be nurtured.
 The self is composed of five elements:
1. Matter
2. Sensation
3. Perception
4. Mental Constructs
5. Consciousness
 Belief in no permanent self (anatta); the self is an illusion.
 “anicca” Literally means impermanence ,everything in life is always changing, that nothing last forever.
 Aims for Nirvana, a state of transcendence free from self-reference, achievable through meditation.
 There is no self (or no soul).
 There is only nothing and all else is an illusion.
 There is nothing permanent, but change.

2. Hinduism
o Hindus believe that Atman being an immortal soul continues to be reincarnated from lifetime to
lifetime until it is freed from the cycle of rebirth and reach a state of nirvana or non-birth.
o Key Doctrine: Law of Karma—actions have consequences that influence future lives.( Karma does not
end with a body’s death, its influence may extend through incarnation of the soul.)
o The ultimate goal is to realize Brahman, the true reality beyond the self.
3. Confucianism
o Core Principle: The Golden Rule—“Do not do unto others what you would not want done to yourself.”
o Self-Realization: Attaining self-awareness through understanding one's role in society.
o Emphasizes self-cultivation and moral character development through continuous improvement.
4. Taoism
o View of the Self: The self is an extension of the cosmos, interconnected with the Tao, the natural order of
the universe.
o The ideal is to identify with the Tao, leading a life of simplicity, spontaneity, and harmony with nature.
o The Tao is commonly regarded as a nature that is the foundation of all that exists.
o Promotes the concept of Yin and Yang, emphasizing balance among opposing elements.
Models and Approaches of Understanding the Self

DIMENSION WESTERN THOUGHTS EASTERN THOUGHT

Frame of reference There is a separation between philosophy Religion and philosophy are
and religion/spirituality. intertwined.
Examples of School of Scholasticism Hinduism
Thought/Belief system
Rationalism Buddhism

Empiricism Confucianism

Phenomenology Taoism
Source of knowledge Has made use of reason rather than faith to Has trusted intuition and is often
pursue wisdom. associated with religious beliefs.
Notable Philosophers Socrates Siddharta Gautama

Plato (Buddha)

Aristotle Confucius

Rene Descartes Lao Tzu

John Locke
Modes of Cognition Analytic and Deductive Synthetic and inductive

Emphasis Distinctions and Opposition Commonalities and harmonies

View of Self Egocentric Sociocentric

View of the Universe and Life Linear Circular

Theological View Monotheistic Polytheistic(pluralistic)

Ideal Self-actualization through personal growth To achieve a balanced life and find
one’s role in society.
Cultural Framework Individualism Collectivism

Summary

Western thoughts on the self focus on scientific inquiry and individualism, seeking to understand identity through
empirical methods. In contrast, Eastern thoughts prioritize relationality and practical techniques for self-understanding,
aiming for holistic transformations. Key Eastern philosophies like Buddhism, Hinduism, Confucianism, and Taoism offer
rich insights into the nature of the self, emphasizing interconnectedness, moral development, and harmony with the
universe. Both perspectives provide valuable frameworks for exploring human identity and existence.

Module 5: The Physical Self

Overview of the Physical Self

 Definition: The physical self refers to the body, including basic parts such as the head, neck, arms, and
legs, as well as essential organs like the brain, heart, lungs, stomach, intestines, and muscles.
 Functional Efficiency: In general, the body performs its functions least effectively during:
1. Infancy
2. Old Age

Stages of Life Span

Stage Age Range Key Characteristics Changes in the Body
Infancy Birth to 2 years Rapid physical growth Vulnerable; physical
and development; reliance functions are least
on caregivers efficient
Early Childhood 3 to 6 years Development of motor Growth slows; body
skills; increased proportions change
independence
Middle Childhood 7 to 11 years Development of social Steady growth; changes
skills; cognitive growth in body composition
Adolescence 12 to 18 years Puberty; emotional and Significant hormonal
social development changes; growth spurts
Early Adulthood 19 to 40 years Peak physical condition; Physical maturity; peak
establishment of personal health
and financial
independence
Middle Adulthood 41 to 65 years Physical changes; Gradual decline in
potential for midlife crisis physical fitness; onset of
age-related changes
Late Adulthood 66 years and older Reflection on life; coping Increased vulnerability;
with physical decline significant physical
changes

Factors Affecting Physical Growth and Development

The debate regarding what influences physical growth and development often revolves around two main
perspectives: nature vs. nurture.

1. Nature (Heredity)
o Definition: Refers to the biological transmission of traits from parents to offspring.
o Mechanism:
 Chromosomes: Humans typically have 23 pairs of chromosomes, which include:
 Autosomes: 22 pairs responsible for various traits.
 Gonosomes: 1 pair, the sex chromosomes (XX for females and XY for males).
 Genes: Basic carriers of hereditary traits classified into:
 Dominant Genes: Strong traits that are expressed.
 Recessive Genes: Weaker traits that can be masked.
2. Nurture (Environment)
o Definition: Encompasses all external factors to which an individual is exposed from conception
to death.
o Influencing Factors:
 Diet and Nutrition: Essential for proper physical development.
 Health: Exposure to diseases and health conditions can impact growth.
 Learning and Experiences: Social interactions and environments shape physical and
psychological growth.

Body Image
  Definition: Body image refers to how individuals perceive, think, and feel about their body and physical
appearance. It encompasses how one perceives their body’s sexual attractiveness compared to society's
standards.
 Influencing Factors: Your body image is greatly shaped by lived experiences, peer groups, mass media,
family, community culture, etc.
 Nature of Body Image: Body image can be either positive or negative.

The Four Aspects of Body Image

1. Perceptual Body Image:

o Definition: This aspect refers to how an individual perceives their body in terms of size, shape,
and attractiveness. It includes the mental image one holds about their physical self.
o Impact: Distorted perceptions can lead to dissatisfaction and negative body image, while
accurate perceptions promote self-acceptance.
2. Affective Body Image:
o Definition: This refers to the feelings and emotions an individual has about their body. It
includes positive feelings (e.g., pride, satisfaction) or negative feelings (e.g., shame, disgust).
o Impact: Affective responses can significantly influence self-esteem and overall mental health.
3. Cognitive Body Image:
o Definition: This aspect encompasses the thoughts and beliefs one has about their body, including
attitudes towards body weight, size, and attractiveness.
o Impact: Cognitive distortions, such as negative self-talk or unrealistic comparisons, can lead to
unhealthy behaviors and self-image issues.
4. Behavioral Body Image:
o Definition: This refers to the behaviors and actions individuals take based on their body image
perceptions. This can include dieting, exercise, or using cosmetic products.
o Impact: Behaviors driven by negative body image can lead to harmful practices, while positive
body image can encourage healthy lifestyle choices.

Importance of Physical Characteristics to Self

1. Positive Effects:
o Self-Esteem: Physical characteristics can enhance self-esteem and confidence when individuals
feel good about their appearance.
o Social Acceptance: Individuals who conform to societal beauty standards may experience
greater acceptance in social situations.
o Health Awareness: Understanding one’s physical self can promote healthier lifestyle choices,
such as regular exercise and proper nutrition.
2. Negative Effects:
o Body Image Issues: Negative perceptions of physical appearance can lead to body
dissatisfaction and psychological issues such as anxiety and depression.
o Discrimination: Individuals may face discrimination based on their physical characteristics,
affecting their social and professional opportunities.
o Unhealthy Comparisons: The prevalence of idealized images in mass media can lead
individuals to make harmful comparisons, potentially resulting in eating disorders or other health
issues.

Concept of Beauty According to Mass Media

A. The Ideal Body:

o Mass media often promotes a narrow definition of beauty, emphasizing specific body types,
leading to unrealistic expectations and pressures on individuals to conform.
B. Cosmetics and Whitening Products:
o The portrayal of beauty frequently includes the use of cosmetics and skin-whitening products,
suggesting that lighter skin is more desirable and perpetuating colorism.
 C. Cosmetics and Plastic Surgeries:
o The normalization of cosmetic procedures in media can create a culture where individuals feel
pressured to alter their bodies to fit an ideal, leading to potential psychological and physical
consequences.
Cosmetic Surgery:
o Cosmetic surgery refers to surgical procedures performed to enhance or improve a person's
appearance, such as breast augmentation, liposuction, and rhinoplasty.
Plastic Surgery:
o Plastic surgery is a broader category that includes both cosmetic surgery and reconstructive
surgery. It involves surgical procedures that aim to restore, reconstruct, or enhance physical
appearance or function.

Key Points

1. Definition of Physical Self:

o The physical self comprises the body’s structure and organs, which play essential roles in overall
functioning.

2. Stages of Life Span:

o Life is divided into stages, each characterized by specific physical and developmental changes,
including infancy, childhood, adolescence, adulthood, and old age.

3. Factors Affecting Physical Growth and Development:

o Nature: Heredity influences physical traits through genetics (chromosomes and genes).
o Nurture: Environmental factors such as diet, nutrition, and experiences shape physical growth.

4. Body Image:
o Body image encompasses how individuals perceive and feel about their appearance, influenced
by societal standards, lived experiences, and cultural context.
o Body image can be positive or negative, impacting self-esteem and mental health.

5. Four Aspects of Body Image:

o Perceptual: How one perceives their body size and shape.
o Affective: The feelings and emotions related to one’s body.
o Cognitive: Thoughts and beliefs about body appearance.
o Behavioral: Actions taken in response to body image perceptions.

6. Importance of Physical Characteristics:

o Positive body image can enhance self-esteem and promote healthy behaviors, while negative
body image can lead to psychological issues and unhealthy practices.

7. Concept of Beauty According to Mass Media:

o Mass media often perpetuates narrow beauty standards, influencing societal perceptions of
beauty through ideals of body shape, skin tone, and cosmetic enhancement.

8. Cosmetic and Plastic Surgery:

o These surgical procedures are often pursued to enhance physical appearance, reflecting societal
pressures and ideals of beauty.
Module 6: The Sexual Self o Produced in women, these hormones
promote female reproductive
Adolescence marks a critical phase in human
capacity and the development of
development characterized by significant physical
secondary sexual characteristics. The
changes, particularly concerning the maturation of
production of these hormones
the reproductive system and the development of
follows a cyclical pattern, typically a
sexual characteristics. Understanding these changes
28-day cycle, peaking during
is essential for fostering healthy attitudes and
ovulation when an egg is released
knowledge about human development.
from the ovaries.
Hormonal Changes During Puberty
Key Concepts  In women, estrogen and progesterone
1. Maturation of the Reproductive System regulate the menstrual cycle and prepare the
The onset of adolescence triggers the maturation of body for potential pregnancy.
the reproductive system, which includes the  In men, testosterone regulates sperm
development of both primary and secondary sexual production and the development of male
characteristics. characteristics.
2. Types of Sexual Characteristics
There are two main categories of sexual The Reproductive System
characteristics: The reproductive system consists of organs and
 Primary Sex Characteristics: These are the
structures designed for reproduction and sexual
structures present at birth that are essential function.
for reproduction.
A. Male Reproductive System
o In Women: Vagina, uterus, and
ovaries.
Structure Function
o In Men: Penis, testes, scrotum, and
Penis Primary male reproductive organ for
prostate gland.
penetration during sexual contact.
 Secondary Sex Characteristics: These
develop during puberty and signal sexual Testes The primary male reproductive
maturity but are not directly involved in structure that supplies sperm and
reproduction. testosterone.
o In Women: Enlargement of breasts,
Scrotum Houses the testes and regulates their
initiation of the menstrual cycle, temperature, keeping them cooler
widening of hips, enlargement of than body temperature for optimal
buttocks, and growth of pubic hair. sperm production.
o In Men: Testicular growth, sperm Prostate Produces milky saline fluid which
production, appearance of facial and Gland increases sperm mobility and
body hair, and deepening of voice. nourishes sperm.
Seminal Produce a sugary fluid that provides
Vesicles energy for sperm and helps form
Hormones and Physical semen.
Development Vas Transports sperm from the
Hormones play a crucial role in physical Deferens epididymis to the ejaculatory duct.
development during puberty. They are natural Epididymis Stores and matures sperm produced
substances produced in the body that influence in the testes.
growth and development.
 Testosterone:
o Produced in men, it stimulates the
development of primary and
secondary sex characteristics and
increases sex drive. Its production
remains fairly constant throughout
adulthood.
 Estrogen and Progesterone:
B. Female Reproductive System
 Structure Function reproduction. These behaviors range from solitary
Ovaries Produce eggs (ova) and hormones activities to interactions with others and can be
(estrogen and progesterone). driven by multiple factors, including biology,
Fallopian Transport eggs from the ovaries to psychology, and culture.
Tubes the uterus; site of fertilization.
Uterus Also called the womb; houses and Factors Influencing Human Sexual Behavior
nourishes a developing fetus;
contracts during childbirth. 1. Biological Factors
Vagina Serves as an opening of the uterus; o Biological drives, such as hormones,
allows for menstrual flow; receives physical attraction, and reproductive
the penis during intercourse instincts, play a critical role in sexual
Cervix Allows the flow of menstrual blood behavior. Hormones like testosterone,
and directs sperm into the uterus estrogen, and oxytocin regulate sexual
during copulation. desire and response.
Clitoris Provides sexual pleasure; contains o Physical attraction to certain body
erectile tissue. characteristics or signals of fertility and
health also influences sexual behavior.

2. Psychological Factors
o Sexual behavior is shaped by individual
desires, fantasies, beliefs, and emotional
connections. Past experiences and
personal attitudes toward sexuality
contribute to how one perceives and
engages in sexual activity.
o Psychological well-being also affects
sexual desire and performance, as stress,
anxiety, or mental health challenges can
influence sexual behavior.

3. Cultural and Social Influences

o Social and cultural norms heavily dictate
acceptable sexual behavior. Family
Erogenous Zones values, religion, societal expectations,
Erogenous zones are specific body parts that can and peer influence can shape attitudes
elicit sexual arousal when stimulated. toward sex, relationships, and what is
Understanding these zones can enhance intimacy considered acceptable or taboo.
and sexual experiences. o Media portrayals and cultural scripts
about love, relationships, and sexuality
Erogenous Zones - Highest Arousal can inform how individuals behave
Females (Body Parts) Males (Body Parts) sexually and relate to their partners.
Clitoris Penis
Vagina Mouth/Lips
Mouth/Lips Scrotum
Nape of Neck Inner Thigh
Breast Nape of Neck
Nipples Nipples
Inner Thigh Perineum
Back of Neck Pubic Hairline
Ears Back of Neck
Lower Back Ears

Human Sexual Behavior Physiology of Human Sexual

Human sexual behavior refers to the various
Response
activities and actions individuals engage in, which
are related to sexual attraction, intimacy, and
 an erection. This is the most noticeable
physical response during this phase.
o Testicular Changes: The testes begin to
elevate and increase in size slightly as
sexual arousal progresses.
o Increased Heart Rate and Blood
Pressure: Men experience elevated heart
rates and a rise in blood pressure,
preparing the body for further arousal.
In Women:
o Vaginal Lubrication (vasocongestion):
The walls of the vagina begin to secrete
The human sexual response cycle consists of four lubricating fluids, making sexual
distinct phases: excitement, plateau, orgasm, and intercourse more comfortable.
resolution. While these phases are universal, men o Clitoral Engorgement: The clitoris swells
and women experience them differently due to their and becomes more sensitive due to
unique biological structures. increased blood flow, intensifying
sensations.
1. Excitement Phase o Breast Changes: The breasts may become
fuller, and the nipples may harden/erect in
This phase is the body’s initial reaction to response to arousal (breast tumescence).
sexual stimulation, marked by both physical o Uterus Elevation: The uterus may shift
and psychological arousal. It can be position slightly as the body prepares for
triggered by touch, sight, sound, or even potential intercourse.
thoughts. 2. Plateau Phase
The plateau phase is a continuation of the
 Desire phase – Sexual fantasies trigger sexual excitement phase, during which the body’s
urges reactions intensify. Sexual tension builds, nearing
 Arousal Stage –stimulation of sexual pleasure
its peak. Breathing becomes more rapid, heart rate
and physiological signs; increases, body temperature rises, and blood
 During the excitement phase, both individuals pressure increases during this stage.
are becoming physically and emotionally
aroused. This is often the beginning stage of  The body continues to prepare for orgasm, and
sexual activity, where attraction and desire start the couple may increase the intensity of their
to manifest. physical interactions.
o Touching and Kissing: The couple may
begin by gently kissing and caressing o Deep Kissing and French Kissing: This
each other’s face, neck, or hands. This more intense form of kissing can deepen the
physical contact helps to build arousal connection and increase arousal.
and emotional intimacy. o Exploration of Genitals: Partners may
o Hugging and Embracing: Holding one
begin to touch or stimulate each other’s
another closely, creating a sense of genitals, such as caressing the penis or
comfort and connection. clitoris, helping to increase sexual
o Verbal Communication: Flirting, excitement.
whispering compliments, or sharing o Oral Stimulation: Some may engage in oral
what they enjoy sexually helps to sex during this phase, focusing on
increase emotional arousal and stimulating the partner’s most sensitive
connection. areas, like the penis, scrotum, or clitoris.
o Light Massaging: One partner may give
o Heavy Petting: This involves more direct
the other a back rub or gently massage and intense touching, including rubbing each
the shoulders, creating a relaxing and other’s body and genitals through clothing
stimulating effect. or directly on the skin.
o Stroking of Erogenous Zones: o Mutual Masturbation: Partners may
Touching sensitive areas such as the stimulate themselves or each other, further
nape of the neck, inner thighs, or lower enhancing arousal while observing and
back to heighten arousal. learning what the other enjoys.
Sexual Response
Sexual Response
In Men:
o Penile Erection (penile tumescence):
Blood flow increases to the penis, causing
 o Ejaculation: For men, orgasm is typically
accompanied by ejaculation, which releases
semen from the penis.
o Intense Muscle Contractions: Both
partners may experience rhythmic muscle
contractions in the pelvic area, which
heightens the orgasmic experience.
o Vocal Responses: Many people express
pleasure vocally during orgasm through
moaning, gasping, or other sounds of
pleasure, which can further enhance the
experience for both partners.
In Men: Sexual Response
o Continued Penile Erection: The penis
remains fully erect, and pre-ejaculatory
fluid may be released from the tip of the
penis.
o Increased Sensitivity: The penis and
surrounding areas become highly sensitive
to stimulation, bringing the individual
closer to orgasm.
o Scrotal Tightening: The scrotum tightens
as the body prepares for ejaculation. In Men:
o Ejaculation: Semen is released through
rhythmic contractions of the penile muscles.
These contractions are often experienced as
pleasurable.
o Pleasure Peak: Men experience a rapid
succession of muscle contractions in the
pelvic region, usually lasting a few seconds.
o Orgasm Sensations: Physical and emotional
pleasure peaks, with sensations of euphoria
In Women: often reported.
o Increased Vaginal Lubrication: The
In Women:
o Rhythmic Contractions: The muscles in the
vaginal walls secrete additional lubricating
fluids. vagina, uterus, and pelvic floor contract
o Clitoral Sensitivity: The clitoris becomes
rhythmically, providing intense pleasure.
o Multiple Orgasms: Women may experience
even more engorged and sensitive, leading
to heightened pleasure. multiple orgasms if stimulation continues, as
o Expansion of the Vagina: The vagina
they do not experience a refractory period
like men do.
lengthens and expands in anticipation of
o Physical Sensations: The orgasm may also
intercourse.
o Contraction of the Vagina
cause whole-body reactions, such as
shivering, muscle tension, and sometimes
o Uterine Elevation: The uterus lifts higher
vocal sounds.
into the pelvis to allow more room for
penile penetration. 4. Resolution Phase
During the resolution phase, the body gradually
3. Orgasm Phase returns to its normal resting state. Heart rate,
breathing, and blood pressure decrease, and the
The orgasm phase represents the climax of the
reproductive organs return to their pre-aroused
sexual response cycle. It is a brief but intense
state.
sensation of pleasure, followed by the release of
sexual tension.
o Penetrative Sex: Sexual intercourse
(vaginal or anal) is a common activity
during this phase. The rhythmic motion and
body-to-body contact contribute to building
up to orgasm.
o Clitoral Stimulation: For women, orgasm
may be achieved through continued
stimulation of the clitoris, whether through
direct manual contact or oral sex.
In Men: offers insights into sexual health, pleasure, and
o Penile Detumescence: The penis becomes challenges related to sexual dysfunction.
flaccid as blood flow to the organ
decreases. This is accompanied by a 1. The Role of the Nervous System in Sexual
refractory period, during which men Response
cannot achieve another erection for a period The nervous system controls sexual response
of time (varying from minutes to hours or through a complex interplay of sensory input, neural
more depending on age and health). pathways, and hormonal regulation. It is divided
o Relaxation: Men often feel a sense of into two main parts that contribute to sexual
relaxation and contentment after orgasm, a function:
result of the release of neurochemicals like  Central Nervous System (CNS):
oxytocin and serotonin. Comprising the brain and spinal cord, the
In Women: CNS processes sexual stimuli and regulates
o Vaginal and Clitoral Relaxation: The emotions and behaviors related to sexual
vagina and clitoris gradually return to their arousal and desire.
normal size and shape, with blood flow  Peripheral Nervous System (PNS): This
reducing. includes the nerves that connect the body to
o Absence of Refractory Period: Unlike the CNS. It is further divided into the
men, women do not experience a refractory somatic nervous system, which controls
period, which means they may remain voluntary movements, and the autonomic
sexually responsive and capable of nervous system (ANS), which regulates
additional orgasms after initial climax. involuntary processes, such as heart rate,
o Calmness and Satisfaction: As with men, breathing, and blood flow during sexual
women may experience feelings of activity.
relaxation and well-being, due to the
release of oxytocin, often referred to as the 2. Key Components of the Nervous System and
“love hormone.” Their Role in Sexual Function
o Cuddling: After sexual activity, many couples A. Autonomic Nervous System (ANS)
engage in post-coital cuddling, where they hold The ANS is crucial in sexual arousal and response.
each other, increasing the emotional bond. It consists of two branches:
o Talking and Sharing: Open communication  Sympathetic Nervous System (SNS): The
about the experience can bring the couple closer SNS is activated during the body's "fight or
and help them learn what worked well for each flight" response, which increases heart rate,
other. blood pressure, and muscle tension. During
o Kissing and Light Touching: Gentle kisses on sexual arousal, the SNS helps trigger
the forehead, cheek, or lips help to maintain physical responses like erection in men and
connection after the high intensity of orgasm. vaginal lubrication in women.
o Falling Asleep Together: Many partners  Parasympathetic Nervous System (PNS):
experience a sense of relaxation and fatigue The PNS is involved in the "rest and digest"
after sexual activity, and sleeping close to one functions of the body, promoting relaxation.
another can further the feelings of intimacy. It supports sustained arousal, helping the
o Massage or Physical Comforting: Gentle body remain calm and facilitating processes
massaging or stroking after sex can help the like erection in men and vaginal swelling in
body relax and ease any remaining tension. women.
B. Sensory and Motor Pathways
 Sensory Nerves: These nerves carry signals
from the body’s erogenous zones to the
brain, where they are processed as
sensations of pleasure or arousal. For
example, touch receptors in sensitive areas
(e.g., genitals, nipples, inner thighs) send
signals to the brain, which interprets these as
Nervous System Factors and the Sexual pleasurable.
Self  Motor Nerves: Motor pathways control the
The nervous system plays a central role in the physical responses during sexual activity,
regulation of sexual behavior, sexual response, and such as muscle contractions during orgasm.
how individuals perceive and experience their These nerves coordinate the body's
sexual selves. It is responsible for transmitting movements and responses to sensory
sensory information, controlling motor responses, stimuli.
and processing emotions that contribute to sexual C. The Brain and Sexuality
attraction, arousal, and satisfaction. Understanding The brain is the command center for sexual desire,
how the nervous system influences the sexual self arousal, and pleasure. Key areas involved include:
  Hypothalamus: This small region in the negative experiences may lead to anxiety or
brain regulates hormones that influence avoidance behaviors.
sexual desire and reproductive functions. It  Emotional Connection: The release of
controls the release of sex hormones like oxytocin, often called the "love hormone,"
testosterone and estrogen. during physical intimacy enhances feelings
 Limbic System: This area includes of emotional bonding and connection
structures like the amygdala and between partners, further influencing the
hippocampus, which are responsible for sexual self.
emotions, pleasure, and memory. The limbic
system is activated by sexual stimuli, 5. Nervous System Disorders and Sexual
regulating emotional responses and desire. Dysfunction
 Cortex: The cerebral cortex processes Sexual dysfunction can result from disorders of the
conscious thought and perception. It plays a nervous system, as nerve damage or impairments
role in interpreting sexual stimuli, may disrupt normal sexual response. Some common
fantasizing, and engaging in decision- nervous system-related sexual dysfunctions include:
making related to sexual behavior.  Spinal Cord Injuries: Damage to the spinal
cord can interrupt nerve signals between the
3. Nervous System and the Phases of Sexual brain and the sexual organs, leading to
Response challenges with arousal, orgasm, or
The nervous system is involved in each phase of the ejaculation.
human sexual response cycle. These phases are  Multiple Sclerosis (MS): This condition
influenced by a combination of sensory input, can affect nerve pathways, causing problems
neural signaling, and physical responses: with sexual function such as reduced
 Excitement Phase: Nerve signals from sensation, difficulty achieving orgasm, or
erogenous zones trigger arousal. Increased erectile dysfunction.
blood flow leads to erection in men and  Neuropathy: Conditions like diabetes can
vaginal lubrication in women, both cause nerve damage (neuropathy), which
controlled by the parasympathetic nervous may reduce sensation in the genitals and
system. affect sexual arousal.
 Plateau Phase: Sexual tension builds, with  Depression and Anxiety Disorders: These
the autonomic nervous system maintaining mental health conditions can interfere with
physical arousal. The brain remains engaged the brain’s regulation of sexual desire and
in processing pleasurable sensations. arousal, often contributing to low libido or
 Orgasm Phase: The sympathetic nervous sexual dysfunction.
system triggers muscle contractions and, in
men, ejaculation. Orgasm involves a rapid Conclusion: The Nervous System's Role in
cycle of muscle contractions and heightened the Sexual Self
nerve activity. The nervous system’s intricate regulation of sexual
 Resolution Phase: The parasympathetic function is critical to how individuals experience
nervous system restores the body to its their sexual selves. It influences physical responses
resting state. For men, the refractory period to sexual stimuli, the experience of pleasure and
(a temporary inability to achieve another emotional intimacy, and even how stress and mental
erection) is regulated by nervous system health impact sexuality. Understanding the role of
signaling. the nervous system in sexual health is essential for
promoting healthy, satisfying sexual experiences
4. Psychological and Emotional Aspects of the and addressing issues related to sexual dysfunction.
Nervous System in Sexuality
The nervous system also regulates psychological
and emotional factors that shape an individual’s Sexual Problems for Males and Females
sexual self:
 Stress and Anxiety: The sympathetic Sexual problems, also known as sexual
nervous system's "fight or flight" response dysfunctions, are common and can affect both men
can be triggered by anxiety or stress, which and women at different stages of life. These issues
may inhibit sexual arousal. High stress can interfere with an individual’s ability to
levels can interfere with sexual desire, experience satisfaction during sexual activity,
performance, and satisfaction. potentially affecting physical health, emotional
 Pleasure and Reward: The brain’s reward well-being, and intimate relationships. Below, we'll
system, particularly the release of dopamine, explore common sexual problems in males and
plays a crucial role in the experience of females, providing explanations for each.
pleasure. Positive sexual experiences can
reinforce feelings of satisfaction, while
1. Sexual Problems in Males  Definition: FSAD is the inability to
maintain adequate genital lubrication or
A. Erectile Dysfunction (ED) sexual excitement during sexual activity,
leading to discomfort or lack of sexual
 Definition: Erectile dysfunction, commonly pleasure.
known as impotence, is the inability to  Causes: It can be caused by menopause,
achieve or maintain an erection firm enough hormone imbalances (low estrogen), stress,
for sexual intercourse. anxiety, or medication side effects.
 Causes: ED can result from physical  Treatment: Hormone therapy, lubricants,
conditions such as cardiovascular diseases, counseling, and addressing psychological
diabetes, obesity, hormonal imbalances, or factors can help manage FSAD.
psychological factors like anxiety, stress,
and depression. B. Dyspareunia (Painful Intercourse)
 Treatment: Treatment options include
medications (e.g., Viagra), lifestyle changes,  Definition: Dyspareunia is pain experienced
psychotherapy, and in some cases, surgery. during sexual intercourse. This can occur in
the vaginal, pelvic, or lower abdominal area.
B. Premature Ejaculation (PE)  Causes: Causes include vaginal dryness,
infections, hormonal changes (e.g.,
 Definition: Premature ejaculation occurs menopause), endometriosis, or
when a man ejaculates sooner than desired psychological factors like past trauma.
during sexual intercourse, often within a  Treatment: Treatment may involve
minute of penetration. lubricants, addressing underlying medical
 Causes: It may result from psychological issues, counseling, or pelvic floor therapy.
factors (anxiety, performance pressure) or
biological factors (abnormal hormone levels, C. Vaginismus
abnormal neurotransmitter activity).
 Treatment: Behavioral techniques,  Definition: Vaginismus is the involuntary
medications, and counseling can help contraction of the vaginal muscles, making
manage PE. penetration painful or impossible.
 Causes: This condition is often linked to
C. Delayed Ejaculation (DE) psychological factors such as fear, past
trauma, or anxiety about sexual activity.
 Definition: Delayed ejaculation is when a  Treatment: Pelvic floor therapy, vaginal
man has difficulty reaching orgasm and dilators, and cognitive-behavioral therapy
ejaculating during sexual activity, even with (CBT) can help alleviate vaginismus.
sufficient stimulation.
 Causes: This can be caused by medical D. Female Orgasmic Disorder (Anorgasmia)
conditions (nerve damage, certain
medications), psychological factors (stress,  Definition: Female orgasmic disorder is the
depression), or relationship issues. persistent inability to achieve orgasm, even
 Treatment: Counseling, medication with sufficient arousal and stimulation.
adjustments, and open communication with  Causes: Causes include psychological
a partner can help resolve delayed factors (anxiety, relationship problems),
ejaculation. medications, hormonal imbalances, or lack
of sexual knowledge.
D. Low Libido (Hypoactive Sexual Desire  Treatment: Psychotherapy, education on
Disorder) sexual techniques, and open communication
with a partner are key treatment options.
 Definition: Low libido is a lack of interest
or desire for sexual activity. E. Low Sexual Desire (Hypoactive Sexual Desire
 Causes: It can be triggered by stress, Disorder)
fatigue, hormonal imbalances (low
testosterone), medications, or relationship  Definition: Similar to males, women can
issues. experience low sexual desire or libido,
 Treatment: Therapy, hormone replacement, leading to a lack of interest in sexual
and lifestyle changes may improve libido. activity.
 Causes: Hormonal changes (e.g.,
menopause), stress, fatigue, medications,
2. Sexual Problems in Females and relationship issues can contribute to low
libido.
A. Female Sexual Arousal Disorder (FSAD)
  Treatment: Hormone therapy, lifestyle
changes, counseling, and addressing
underlying relationship issues can help.

STI Caused By General Information

Often asymptomatic, but can
cause genital pain and discharge.
Easily treatable with antibiotics.
Effects on Effects on
Males Females
Pain during Abnormal
Bacteria urination, vaginal
Chlamydia (Chlamydia penile discharge,
trachomatis) discharge, pain during
inflammation intercourse,
of the can cause
testicles pelvic
(epididymitis) inflammatory
, potential disease (PID),
infertility infertility
Can affect genitals, rectum, and
throat. If untreated, can lead to
serious complications including
Bacteria
infertility.
Gonorrhea (Neisseria
Painful urination, Vaginal discharge,
gonorrhoeae)
penile discharge, pelvic pain, PID,
epididymitis, potential infertility
possible infertility
Progresses through stages (sores,
rash, organ damage); treatable
with antibiotics in early stages.
Bacteria Painless sores on Painless sores on
Syphilis (Treponema genitals, rashes, can genitals, rashes, can
pallidum) cause neurological cause severe
damage if untreated pregnancy
complications,
stillbirth
Genital Virus (HSV- Causes painful blisters or sores;
Herpes 1, HSV-2) no cure, but outbreaks can be
managed with antiviral
medications.
Painful genital Painful genital
blisters, burning blisters,
sensation during complications
urination, during pregnancy,
 psychological psychological
distress distress
Can cause genital warts; some
strains are linked to cervical and
HPV Virus other cancers. Vaccines are
(Human (Human available for prevention.
Papilloma Papillomavir Genital warts, Genital warts, high
virus) us) increased risk of risk for cervical,
penile and throat vaginal, and vulvar
cancers cancers
Weakens the immune system,
leading to AIDS if untreated.
Managed with antiretroviral
Virus therapy (ART).
(Human Flu-like symptoms Same as males; can
HIV/AIDS
Immunodefic in early stages, be transmitted to
iency Virus) weight loss, fetus during
increased pregnancy or
susceptibility to breastfeeding
infections
Causes itching, burning, and
discharge; more common in
women; treatable with
Parasite antibiotics.
Trichomo
(Trichomona Usually Itching, vaginal
niasis
s vaginalis) asymptomatic, but discharge, pain
can cause irritation during intercourse,
inside the penis or increased risk of
urethral discharge other STIs
Parasite Causes itching and visible lice in
Pubic Lice
(Pthirus pubic hair; treatable with topical
("Crabs")
pubis) medications.
Linked to urethritis in men and
cervicitis in women; can lead to
infertility if untreated.
Mycoplas
Bacteria Urethral Vaginal
ma
(Mycoplasm discharge, pain discharge,
Genitaliu
a genitalium) during pelvic pain,
m
urination, can potential PID
lead to and infertility
infertility
Not technically an STI but often
linked to sexual activity; causes
discharge and odor.
Imbalance of Rarely affects Vaginal
Bacterial
vaginal men directly, discharge, odor,
Vaginosis
bacteria but can be increased risk of
passed to sexual contracting
partners other STIs

Detailed Explanation of Each Contraceptive Method

Natural Methods

Natural methods of contraception involve tracking fertility signs in a woman's body to either avoid or plan
pregnancy. They require no medication or devices but demand careful observation and discipline. These
methods do not protect against sexually transmitted infections (STIs).
1. Calendar Method:
 o How It Works: Track the length of your menstrual cycle over several months to estimate your
fertile days. Ovulation typically occurs around the middle of the cycle, and pregnancy is more
likely during the 5 days before ovulation and the day of ovulation itself.
o Usage: Avoid intercourse or use protection (e.g., condoms) during the fertile window.
o Best For: Women with regular menstrual cycles.

2. Basal Body Temperature (BBT) Method:

o How It Works: A woman's body temperature rises slightly after ovulation. By tracking daily
morning temperature with a special BBT thermometer, you can identify when ovulation has
occurred.
o Usage: Measure temperature every morning before getting out of bed. Avoid intercourse or use
protection during the days leading up to ovulation.
o Best For: Women comfortable with daily tracking and understanding of their cycle.

3. Cervical Mucus Method:

o How It Works: Track changes in cervical mucus throughout the menstrual cycle. Cervical
mucus becomes clear, slippery, and stretchy (like egg whites) during ovulation, signaling a fertile
period.
o Usage: Check cervical mucus daily, usually by wiping with toilet paper or using clean fingers to
observe its consistency. Avoid intercourse or use protection during the fertile mucus phase.
o Best For: Women with regular cycles who can observe and interpret changes in their body.

4. Withdrawal (Coitus Interruptus):

o How It Works: The male partner withdraws the penis from the vagina before ejaculation to
prevent sperm from entering.
o Usage: Requires careful timing and self-control from the male partner.
o Best For: Couples who cannot use other methods but understand the risks. This method is less
reliable due to the possibility of pre-ejaculation containing sperm.

Hormonal Methods

Hormonal contraceptives alter a woman's hormonal balance to prevent pregnancy by stopping ovulation,
thickening cervical mucus, or thinning the uterine lining. These methods do not protect against STIs.
1. Birth Control Pills:
o How It Works: Pills contain synthetic hormones (estrogen and progestin) that stop ovulation
and thicken cervical mucus.
o Usage: Taken daily at the same time. Some pills are taken for 21 days with a 7-day break, while
others are taken continuously.
o Best For: Women who prefer a non-invasive method but can commit to daily use.

2. Hormonal IUD (Intrauterine Device):

o How It Works: A small T-shaped device inserted into the uterus releases progestin, preventing
pregnancy for 3 to 5 years.
o Usage: Inserted by a healthcare provider. Once in place, it works continuously without daily
intervention.
o Best For: Women seeking long-term, low-maintenance contraception.

3. Contraceptive Patch:
o How It Works: A patch worn on the skin releases hormones (estrogen and progestin) that
prevent ovulation.
o Usage: Apply a new patch to your skin (buttocks, abdomen, upper arm, or back) once a week for
3 weeks, followed by 1 patch-free week.
o Best For: Women who prefer weekly over daily contraception.

4. Injectable Contraceptives:
o How It Works: An injection of progestin prevents pregnancy for 3 months by stopping
ovulation.
o Usage: Administered every 3 months by a healthcare provider.
o Best For: Women who want long-term protection without daily or weekly attention.

5. Vaginal Ring:
 o How It Works: A flexible ring inserted into the vagina releases hormones (estrogen and
progestin) that prevent ovulation.
o Usage: Insert the ring for 3 weeks, then remove it for 1 week to allow for menstruation.
o Best For: Women comfortable with self-insertion and monthly replacement.

6. Emergency Contraception (Morning-After Pill):

o How It Works: High doses of hormones prevent ovulation or implantation after unprotected sex.
o Usage: Taken within 72 hours (the sooner, the better) after unprotected sex.
o Best For: Emergency use only, not for regular contraception.

Artificial Methods

Artificial methods use chemicals or devices to kill or block sperm from reaching the egg.
1. Spermicides:
o How It Works: Chemicals (gel, foam, or cream) that kill sperm or immobilize them.
o Usage: Inserted deep into the vagina before intercourse.
o Best For: Women looking for a backup method in combination with other contraception like
condoms.

2. Sponges:
o How It Works: Soft foam devices that cover the cervix and release spermicide to block sperm.
o Usage: Inserted into the vagina before intercourse and left for at least 6 hours afterward.
o Best For: Women who prefer non-hormonal methods and want both a physical barrier and
spermicide.

Barrier Methods

Barrier methods physically block sperm from reaching the egg. These methods provide protection against STIs.
1. Male and Female Condoms:
o How They Work: Condoms made of latex, polyurethane, or lambskin that physically block
sperm.
o Usage: Worn on the penis (male condom) or inserted into the vagina (female condom) before
intercourse.
o Best For: People who want STI protection alongside contraception.

2. Diaphragm and Cervical Cap:

o How They Work: Dome-shaped silicone devices inserted into the vagina to cover the cervix and
block sperm.
o Usage: Inserted before intercourse, usually with spermicide. Must be left in place for 6 hours
afterward.
o Best For: Women who prefer non-hormonal contraception but need to avoid STIs.

Permanent/Surgical Methods

Permanent methods involve surgery to permanently prevent pregnancy. These methods are irreversible and do
not protect against STIs.
1. Vasectomy (Male):
o How It Works: The vas deferens (the tubes that carry sperm) are cut or blocked to prevent
sperm from mixing with semen.
o Usage: A one-time outpatient surgery. After recovery, sperm will no longer be present in
ejaculate.
o Best For: Men certain they do not want children in the future.

2. Tubal Ligation (Female):

o How It Works: The fallopian tubes are cut, tied, or blocked to prevent eggs from reaching the
uterus.
o Usage: A surgical procedure typically done under general anesthesia. It is a permanent form of
contraception.
o Best For: Women who are certain they do not want more children.
Key Takeaways:

 Natural Methods: Effective with discipline, but require careful monitoring and are less reliable than
other methods.
 Hormonal Methods: Provide long-term protection, but come with possible side effects.
 Artificial Methods: Useful as backup methods but are less reliable when used alone.
 Barrier Methods: Effective for contraception and STI prevention if used correctly every time.
 Permanent Methods: Best for individuals or couples who are certain they don’t want more children.