Objectives:

Define self
Discuss the different notions of the self from the points
of view of the various philosophers across time and place;
and
Describe self in Western and Eastern thoughts

Topic:
A. Defining the Self: Personal and Developmental Perspectives
on Self and Identity
1. The Self, Society, and Culture
What is the self?
The Self and Culture
The self and Development of the Social World
Gender and the Self
2. The Self from Various Philosophical Perspectives
3. The Self as Cognitive Construct
4. The Self in Western and Eastern Thoughts

Student Outcomes:
Identify the importance of Knowing one’s self.
State what “self” is for each philosopher.
Present research about boosting one’s self-esteem.

Objectives:
Explain the definition and types of Human Sexual Behavior;
Discuss the sexually transmitted diseases; and
Enumerate the natural and artificial methods of
contraception.

Topic:
B. Unpacking the Self
1. The Physical and Sexual Life
Diseases Associated with the Reproductive System
Human Sexual Behavior
Physiology of Human Sexual Response
Sexually Transmitted Diseases
Natural and Artificial Methods of Contraception

Student Outcomes:
List the common sexually transmitted diseases.
Propose a program in school that will raise the awareness
of the students and to help them eliminate sexually
transmitted diseases among youth.
Topic:
A. Defining the Self: Personal and Developmental Perspectives
on Self and Identity
1. The Self, Society, and Culture
What is the Self?

Self Defined
• The self, in contemporary literature and even common sense,
is commonly defined by the following characteristics:
“separate, self-contained, independent, consistent, unitary,
and private” (Stevens, 1996). By separate, it is meant that
the self is distinct from other selves. The
self is always unique and has its own identity.
One cannot be another person. Even twins are
distinct from each other.
• Second, self is also self-contained and
independent because in itself it can exist.
Its distinctness allows it to be self-
contained with its own thoughts,
characteristics, and volition. It is consistent because it
has has a personality that is enduring and therefore can be
expected to persist for quite some time. Self is unitary in
that it is the center of all experiences and thoughts that
run through a certain person. Finally, the self is private.
Each person sorts out information, feelings and emotions,
and thought processes within the self.

The Self and Culture

• In the Philippines, Filipinos tend to
consider their territory as a part of who
they are. This includes their immediate
surrounding as a part of them, this the
perennial “tapat ko, linis ko.” Filipinos
most probably do not consider national roads
as something external to who they are. In
other country, however, the Filipino
recognizes that he is in a foreign territory where nothing
technically belongs to him.
• Language is another interesting aspect of this social
constructivism. The Filipino language is incredibly
interesting to talk about. The way by which we articulate
our love is denoted by the phrase “Mahal kita.” This,
of course, is the Filipino translation of “I love you.” The
Filipino brand of this articulation of love, unlike in
English, does not specify the
subject and the object love; there
is no specification of who loves and
who is loved.
• Another interesting facet of our
language is its being gender-
neutral. In English, Spanish and
other languages, the distinction is clear between a third
person male and third person female pronoun. He and she; el
and ella. In Filipino, it is plain, “siya.” There is no
 specification of gender. Our
language does not specify between
male and female. We both call it
“siya.”
• In these varied examples, we
have seen how language has something
to do with culture. It is a salient
part of culture and ultimately, has
a tremendous effect in our crafting for the self. This might
also be one of the reasons why cultural divide spells out
differences in how one regards oneself.
• The Self and Culture
Moi- refers to a person’s sense of who he is, his body, and
his basic identity.
Personne- has much to do with it means to live in a
particular institution, a particular family, a particular
religion, a particular nationality, and a particular
culture.

The Self and the

Developmental of the
Social World
• Men and women are born
with particularities
that they can no longer
change. Recent studies, however, indicate that men and
women in their growth and development engage actively in
the shaping of the self. The unending terrain of
metamorphosis of the self is mediated by language.
❖ Mead and Vygotsky
• Both Vygotsky and Mead treat the human mind as something that
is made, constituted through language as experienced in the
external world and as encountered in dialogs with others. A
young child internalizes values, norms, practices, and social
beliefs and more through exposure to these dialogs that will
eventually become part of his individual world.

• For Mead, this takes place as a child assumes the

“other” through language and role-play. A child
conceptualizes his notion of “self” through this. Can
you notice how litte children are fond of playing
role-play with their toys? How they make scripts and
dialogs for their toys as they play with them?
According to Mead, it is through this that a child delineates
the “I” from the rest.

• Vygotsky, for his part, a child internalizes

real-life dialogs that he has had with
others, with his family, his primary
caregiver, or his playmates. They apply this
to their mental and practical problems along
with the social and cultural infusions brought about by the
said dialogs.
 ❖ Self in Families
• Humans persons learn the
ways of living and
therefore their selfhood by
being in a family. It is
what a family initiates a
person to become that
serves as the basis for this
persons’ progress.
internalize ways and styles
that they observe from
their family. By imitating,
for example, the language of its primary agents of rearing
its family, babies learn the language. The same is true for
ways of behaving. Notice how kids reared in a respectful
environment becomes respectful as well and the converse if
raised in a converse family. Internalizing behavior may
either be conscious or unconscious. Table manners or ways of
speaking to elders are things that are possible to teach and
therefore, are consciously learned by kids. Some behaviors
and attitudes, on the other hand, may be indirectly taught
through rewards and punishments. Others,
such as sexual behavior or how to confront
emotions, are learned through subtle
means, like the tone of the voice or
intonation of the models. It is then clear
at this point that those who develop and
eventually grow to become adult who still
did not learn simple matters like basic
manners of conduct failed in internalizing
due to parental or familial failure to initiate them into the
world.

Gender and Self

• Gender is one of those loci of the self that is subject to
alteration, change, and development. We have seen in the
past years how people fought hard for the right to express,
validate, and assert their gender expression. Many
conservatives may frown upon this and insist in the
biological. However, from the point-of-view of the social
sciences and the self, it is important to give on the
leeway to find , express and live his identity. A wonderful
anecdote about Leo Tolstoy’s wife that can solidify this
point is narrated below:

❖ Sonia Tolstoy, the wife of the famous Russian

novelist, Leo Tolstoy, wrote when she was twenty-one,
“I am nothing but a miserable crushed whom, whom no
one wants, whom no one loves, a useless creature with
morning sickness, and a big belly, two
rotten teeth, and a bed temper, a
battered sense of dignity, and a love
which nobody wants and which nearly drives
me insane”
 ❖ Nancy Chodorow, a feminist, argues that because
mothers take the role of taking care of the children,
there is a tendency for girls to imitate the same and
reproduce the same kind of mentality of women as care
providers in the family.

• Men on the other hand, in the

periphery of their own family, are
taught early on how to behave like a
man. This normally includes holding in
one’s emotion, being tough,
fatalistic, not to worry about danger,
and admiration for hard physical
labor. Masculinity is learned by
integrating a young boy in a society.
In the Philippines, young boys had to
undergo circumcision not just for the original, clinical
purpose of hygiene but also to assert their manliness in the
society. Circumcision plays another role by initiating young
boys into manhood.

Characteristics of the Self:

1. Separate- one person cannot be another person.
2. Self-contained- with different thoughts
3. Independent
4. Consistent- studied, described, measured
5. Unitary
6. Private-information/secret

The Self from Various Philosophical Perspectives

Socrates
• a human is composed of body and soul.
• A body is imperfect and impermanent.
• also used the term soul to identify self.
• The self, is the immortal and unified entity that is
consistent over time.
• “Know Thyself”.
Plato
• Soul perfect permanent working together with 3 soul
components: rational or intellect, spirited, and
appetitive.
Thomas Aquinas
• man is composed of two parts: matter and form(substance)
• Like Aristotle, believes that soul is what makes us human.
St. Agustine
• A man is looking forward to met divine one
• believed that the physical body is different from the
immortal soul.
Rene Descartes
• father of modern philosophy
 • his famous principle is the “cogito, ergo sum— “I think,
therefore I am”.
• Cogito (mind), Extenza(body)
• Should not doubt he really exist in this world.
• established his philosophical views on “true knowledge” and
concept of self.
• the essence of self is being a thinking thing.
John Locke
• The self is consciousness.
• personal identity and the soul or substance in which the
personal identity is situated are two very different
things.
David Hume
• Hume considered that the self does not exist because all of
the experiences that a person may have are just perceptions
and this includes the perception of self.
• he assumed that there is no self
• there are only two distinct entities, "impressions" and
"ideas".
• Impressions are the basic sensations of our experience, the
elemental data of our minds: pain, pleasure, heat, cold,
happiness, grief, fear, exhilaration, and so on.
• On the other hand, ideas are copies of impressions that
include thoughts and images that are built up from our
primary impressions through a variety of relationships, but
because they are derivative copies of impressions, they are
once removed from reality.

Gilbert Ryle
• the self is best understood as a pattern of behavior, the
tendency or disposition for a person to behave in a certain
way in certain circumstances.
Immanuel Kant
• the greatest philosopher of the modern period.
• the self is the product of reason, it is not the object of
consciousness.

The Self as Cognitive Construct

• The cognitive aspect of the self is known as self-concept.
• Self-concept is defined as self-knowledge, a cognitive
structure that includes beliefs about personality traits,
physical characteristics, abilities, values, goals, and
roles, as well as the knowledge that an individual exists
as individuals.

ABSTRACTION
There are various definitions of the “self” and other similar
or interchangeable concepts in psychology. Simply put,
 • “self” is “the sense of personal identity and of who we are
as individuals (Jhangiani and Tarry 2014).”
• William James (1890) was one of the earliest psychologists to
study the self and conceptualized the self as having two
aspects—the “I” and the “me.” The “I” is the thinking, acting,
and feeling self (Gleitman, Gross, and Reisberg 2011; Hogg
and Vaughan 2010). Carl Roger’s (1959) theory of personality
also used the same terms, the “I” as the one who acts and
decides while the “me” is what you think or feel about
yourself as an object (Gleitman, gross and Reisberg 2011).
Other concepts similar to self are identify and self-concept.
Identify is composed of personal characteristics, social roles,
and responsibilities, as well as affiliations that define who one
is (Oyserman, Elmore, and Smith 2012). Self-concept is what
basically comes to your mind when
you are asked about who you are
(Oyserman, Elmore, and Smith
2012).

Self, identity, and self-

concept are not fixed in one time
frame. They are not also fixed for
life nor are they ever-changing at
every moment. Think of a malleable metal, strong and hard but can
be bent and molded in other shapes. Think about water. It can take
any shape of the container, but at its core, it is still the same
element.

Carl Rogers captured this idea in his concept of self-schema

or our organized system or collection of knowledge about who we
are (Gleitman, Gross and Reisberg 2011; Jhangiani and Tarry 2014).
Imagine an organized list or a diagram similar to the one below:

Hobbies

SELF
Family Religion

Nationality
 Theories generally see the self and identity as mental
constructs, created and recreated in memory (Oyserman, Elmore, and
Smith 2012). Current researches point to the frontal lobe of the
brain as the specific area in the brain associated with the process
concerning the self (Oyserman, Elmore, and Smith 2012).

Several psychologists, especially during

the fields’ earlier development, followed this
trend of thought, looking deeper into the mind
of the person to theorize about self, identity,
self-concept and in turn, one’s personality. The
most influential of them is Sigmund Freud.

Sigmund Freud
However, as mentioned earlier, one cannot fully discount the
effects of society and culture on the formation of the self,
identity, and self-concept. Even as Freud and other theories and
researchers try to understand the person by digging deeper into
the mind, they cannot fully discount the huge and important effects
of the environment. As in the above mentioned definitions of the
self, social interaction always has a part to play in who we think
we are. This is not nature vs. nurture but instead a nature-and-
nurture perspective.
Under the theory of symbolic interactionism, G.H. Mead (19340
argues that the self is created and developed through human
interaction (Hogg and Vaughan 2010) basically, there are three
reasons why self and identify are social products: (Oyserman,
Elmore, and Smith 2012)
1. We do not create ourselves out of nothing. Society helped
in creating the foundations of who we are and even if we
make our choices, we will still operate in our social and
historical contexts in one way or the other.
2. Whether we like to admit it or not, we actually need others
to affirm and reinforce who we think we are. We also need
them as reference points about our identity.
3. What we think is important to us may also have been
influenced by what is important in our social or historical
context.
Social interaction and group affiliation, therefore, are
vital factors in creating our self-concept especially in the aspect
of providing us with our social identity or our perception of who
we are based on our membership to certain groups (Jhangiani and
Tarry 2014). It is also inevitable
that we can have several social
identities, that those identities
can overlap, and that we can
automatically play the roles as we
interact with our groups.
 There are times, however, when we are aware of our self-
concepts; this is also called self-awareness. Carver and Scheier
(1981) identified two types pf self that we can be aware of: 91)
the private self or your internal standards and private thoughs
and feelings, and (2) the public self or your public image commonly
geared toward having a good presentation of yourself to others
(Hogg and Vaughan 2010).
Self-awareness also presents us with at least three other
self-schema: the actual, ideal, and ought self. The “actual” self
is who you are at the moment, the “ideal” self is who you like to
be, and the “ought” self is who you think you should be (Higgins
1997 in Hogg and Vaughn 2010). An example is that you are a student
interested in basketball but is also academically challenged in
most of your subject. Your ideal self might be to practice more
and play with the varsity team but ought to pass your subjects as
a responsible student. One has to find a solution to such
discrepancies to avoid agitation, dejection, or other negative
emotions. In some instances, however, all three may be in line
with one another.
Self-awareness may be positive or negative depending on the
circumstances and our next course of action. Self-awareness can
keep you from doing something dangerous. In other instances, self-
awareness can be too much that we are concerned about being
observed and criticized by others, also known as self-
consciousness (Jhangiani and Tarry 2014). At other times,
especially with large crowds, we may experience deindividuation or
“the loss of individual self-awareness and individual
accountability in groups.”
Our group identity and self-awareness also has a great impact
on our self-esteem, one of the common concepts associated with the
“self.” One of the ways in which our social relationship affects
our self-esteem is through social comparison. According to the
social comparison theory, we learn about ourselves, the
appropriateness of our behaviors, as well as our social status by
comparing aspects of ourselves with other people.
The downward social comparison is the more common type of
comparing ourselves with others. As the name implies, we create a
positive self-concept by comparing ourselves with those who are
worse off than us (Jhangiani and Tarry 2014). By having the
advantage, we can raise our self-esteem. Another comparison is the
upward social comparison which is comparing ourselves with those
who are better than us (Jhangiani and Tarry 2014). While it can be
a form of motivations for some, a lot of those who do this actually
felt lower self-esteem as they highlight more their weakness or
inequities.
Social comparison also entails what is called self-evaluation
maintenance theory, which states that we can feel threatened when
someone out-performs us, especially when that person is close to
us. In this case, we usually react in three ways. First, we
distance ourselves from that person or redefine our relationship
with them (Jhangiani and Tarry 2014). Second, we may also
reconsider the importance of the aspect or skill in which you were
outperformed. Lastly, we may also strengthen our resolve to improve
that certain aspect of ourselves.
 However, in the attempt to increase
or maintain self-esteem, some people
become narcissistic. Narcissism is a
“trait characterized by overly high
self-esteem, self-admiration, and self-
centeredness” (Jhangiani and tarry
2014). They are often charismatic because of how they take care of
their image.

Sometimes, there is a thin line between high self-esteem and

narcissism and there are a lot of tests and measurements for self-
esteem like Rosenberg scale but the issue is that the result can
be affected by the desire of the person to portray herself in a
positive or advantageous way.
People with high self-esteem are commonly described as
outgoing, adventurous, and adaptable in a lot of situations. They
also initiate activities and building relationship with people.
However, they may also dismiss other activities that do not conform
to their self-concept or boost their self-esteem. They may also be
bullies and experiment on abusive behaviors with drugs, alcohol,
and sex.
This duality in the behavior and attitudes only proves that
above-mentioned correlation. Baumeister, Smart, and Boden (1996)
in their research on self-esteem concluded that programs,
activities and parenting styles to boost self-esteem should only
be for rewarding good behavior and other achievements and not for
the purpose of merely trying to make children feel better about
themselves or to appease them when they get angry or sad (Jhangiani
and Tarry 2014).

The Self in Western and Eastern Thoughts

1. Confucianism
Confucianism can be seen as a
code of ethical conduct, of how one
should properly act according to
their relationship with other
people; thus, it is also focused on
having a harmonious social life (Ho
1995). Therefore, the identity and
self-concept of the individual are
interwoven with the identity and
status of his/her community or culture, sharing its pride as
well as its failures (Ho 1995).
Self-cultivation is seen as the ultimate purpose in life but
the characteristics of a chun-tzu, a man of virtue or noble
character, is still embedded in his social relationships (Ho 1995).
The cultivated self in Confucianism is what some scholars call a
“ subdued self” wherein personal needs are pressed (subdued) for
the good of many, making Confucian society also hierarchal for the
purpose of maintaining order and balance in society (Ho 1995).
 2. Taoism
Taoism is living in the way of the
Tao or the universe. However, Taoism
rejects having one definition of what
the Tao is, and one can only state clues
of what it is as they adopt a free-
flowing, relative, unitary, as well as
paradoxical view of almost everything.
Taoism rejects the hierarchy and
strictness brought by Confucianism and
would prefer a simple lifestyle and its teachings thus aim to
describe how to attain that life.
The self is not just an extension of the family or the
community; it is part of the universe, one of the forms and
manifestations of the Tao (Ho 1995). The ideal self is
selflessness but this is not forgetting about the self, it is
living a balanced life with society and nature, being open and
accepting to change, forgetting about prejudices and egocentric
ideas and thinking about equality as
well as complementarity among humans as
well as other beings (ho 1995). In this
way, you will be able to act
spontaneously because you will not be
restricted by some legalistic standards
but because you are in harmony with
everything.
3. Buddhism
There are various groups who have adopted Buddhism; thus,
you may find differences in their teachings with our discussion
but more likely, their core concepts remained the same. The self
is seen as an illusion. Born out of ignorance of trying to hold
and control things, or human-centered needs; thus, the self is
also the source of all these sufferings (ho 1995). It is,
therefore, our quest to forget about the self, forget the
cravings of the self, break the attachments you have with the
world, and to renounce the self which is the cause of all
suffering and in doing so, attain the state of Nirvana (Ho
1995).
The self or the individual is not the focus of the
abovementioned Asian or Eastern philosophies or beliefs. Even with
extended discussions about how the self should work, Confucianism
and Taoism still situate the self within a bigger context.
Several studied showed that Americans, for example, talk more
about their personal attributes when describing themselves while
Asians in general talk about their social roles or the social
situations that invokes certain traits that they deem positive for
their selves(Gleitman, Gross, Reisberg 2011).
The western culture is what we could call an individualistic
culture since their focus is on the person. Asian culture, on the
other hand, is called a collectivistic culture as the group and
social relations that is given more importance than individual
needs and wants.
 By evaluating the individual, Westeners may seem to have loose
associations or even loyalty to their groups. Competition is the
name of the game and they are more likely straightforward and
forceful in their communication as well as decision making. Eastern
or oriental persons look after the welfare of their groups and
values cooperation. They would also be more compromising and they
tend to go around the bust in explaining things, hoping that the
other person would “feel” what they really want to say (Qingxue
2003).
Westeners also emphasize more on the value of equality even
if they see that the individual can rise above everything else.
Because everyone is on their own in the competition, one can say
that they also promote ideals that create “fair” competition and
protect the individual. Asians, with their collectivistic culture,
put more emphasis on hierarchy as the culture wants to keep things
in harmony and order (Qingxue 203).
It must be emphasized, however, that these are general
commonalities among Western cultures as compared to Asian or
Oriental cultures. In the case of the Philippines, we can also
consider the colonization experience for differences and
similarities with our Asian neighbors. We might also find variation
among provinces and regions due to geographical conditions. With
the social media, migration, and intermarriages, variety between
the Western and Asian perceptions may be either be blurred or
highlighted. Whereas conflict is inevitable in diversity, peace is
also possible through the understanding of where each of use is
coming from.

B. Unpacking the Self

1. The Physical and Sexual Life
Puberty is the period of life, generally between the ages 10
and 15 years old, when the reproductive organs grow to their adult
size and become functional under the influence of rising levels of
gonadal hormones (testosterone in males and estrogen in females).
After this time, reproductive capability continues until old age
in males and menopause in females.
The changes that occur during puberty is similar in sequence
in all individuals but the age which they occur differs among
individuals. In males, as they reach the age of 13, puberty is
characterized by the increase in the size of the reproductive
organs followed by the appearance of hair in the public area,
axillary, and face. The reproductive organs continue to grow for
two years until sexual maturation marked by the presence of mature
semen in the testes.
In females, the budding of their breasts usually occurring at
the age of 11 signals their puberty stage. Menarche is the first
menstrual period of females which happens two years after the start
of puberty. Hormones play an important role in the regulation of
ovulation and fertility of females.
 Diseases Associated with the Reproductive System
Infections are the most common
problems associated with the
reproductive system in adults. Vaginal
infections are more common in young and
elderly women and in those whose
resistance to disease is low. The usual
infections include those caused by
Escherichia coli which spread through
the digestive tract; the sexually transmitted microorganisms
such as syphilis, gonorrhea, and heroes virus; and yeast (a type
of fungus).
In males, the most common inflammatory conditions are
prostatitis, urethritis, and epididymitis, all of which may follow
sexual contacts in which sexually transmitted disease (STD)
microorganisms are transmitted. Orchiditis, or inflammation of the
testes, is rather uncommon but is serious because it can cause
sterility. Orchiditis most commonly follows mumps in an adult male.
Neoplasms are a major threat to the reproductive organs.
Tumors of the breast and cervix are the most common reproductive
cancers in adult females, and prostate cancer (a common sequel to
prostatic hypertrophy) is a widespread problem in adult males.
Most women hit the highest point in their reproductive
abilities in their late 20s. A natural decrease in ovarian function
usually follows characterized by reduced estrogen production that
causes irregular ovulation and shorter menstrual periods.
Consequently, ovulation and menses stop entirely, ending
childbearing ability. This event is called as menopause, which
occurs when females no longer experience menstruation.
There is no counterpart for menopause in males. Although aging
men show a steady decline in testosterone secretion, their
productive capability seems unending. Healthy men are still able
to father offspring well into their 80s and beyond.
Human Sexual Behavior
Human sexual behavior is defined as any activity—solitary,
between two persons, or in a group---that induces sexual arousal
(Gebhard, P. H. 2017). There are two major factors that determine
human sexual behavior: the inherited sexual response patterns that
have evolved as a means of ensuring reproduction and that become
part of each individual’s genetic inheritance, and the degree of
restraint other types of influence exerted on the individual by
society in the expression of his sexuality.

• Human sexual behavior may conveniently be classified

according to the number and gender of the participants.
• Not all sexual arousal can lead to sexual activity.
• The diversity of sexual behavior: solitary, heterosexual,
homosexual, bisexual and transsexual
Types of Behavior
1. Solitary Behavior
Self-gratification means self-stimulation that leads to
sexual arousal and generally, sexual climax. Usually, most self-
gratification takes place in private as an end in itself, but can
also be done in sociosexual relationship.
Self-gratification, generally beginning at or before
puberty, is very common among young males, but becomes less
frequent or is abandoned when sociosexual activity is available.
Consequently, self-gratification is most frequent among the
unmarried. There are more males who perform acts of self-
gratification than females. The frequency greatly varies among
individuals and it usually decreases as soon as they develop
sociosexual relationships.
2. Sociosexual Behavior
Heterosexual behavior is the greatest amount of
sociosexual behavior that occurs between only one male and one
female. It usually begins in childhood and may be motivated by
curiosity, such as showing or examining genitalia.
Petting differs from hugging, kissing, and generalized
caresses of the clothed body to practice involving stimulation of
the genitals. Petting may be done as an expression of affection
and a source of pleasure, preliminary to coitus. Petting has been
regarded by others as a near-universal human experience and is
important not only in selecting the partner but as a way of
learning how to interact with another person sexually.
Coitus, the insertion of the male reproductive structure
into the female reproductive organ, is viewed by society quite
differently depending upon the marital status of the individuals.
Physiology of Human Sexual Response
1. Excitement phase

2. Plateau phase

3. Sexual climax
4. Resolution phase
Human Sexual Response Cycle

Sexual Problems
Psychological problems compromise by far the largest
category. They are usually caused by socially induced
inhibitions, maladaptive attitudes, ignorance, and sexual myths
held by society.
Premature emission of semen is a common problem, especially
for young males. Sometimes this is not the consequence of any
psychological problem but the natural result of excessive tension
in a male who has been sexually deprived. Erectile impotence is
almost always of psychological origin in males under 40; in older
males, physical causes are more often involved.
Ejaculatory impotence, which results from the inability to
ejaculate in coitus, is uncommon and is usually of psychogenic
origin. It appears to be associated with ideas of contamination or
with memories of traumatic experiences. Occasional ejaculatory
inability can be possible expected in older men or in any male who
has exceeded his sexual capacity.
Vaginismus is a strong spasm of the pelvic musculature
constricting the female reproductive organ so that penetration is
painful or impossible. It can be due to anti-sexual conditioning
or psychological trauma that serves as an unconscious defense
against coitus. It can be treated by psychotherapy and by gradually
dilating the female reproductive organ with increasingly large
cylinders.
 Sexually Transmitted Disease (STD)
• Sexually Transmitted Diseases (STD) are also known as
Sexually Transmitted Infections (STI), together with
venereal disease, these are infections that are commonly
spread by sexual intercourse.
• These are infections that are passed from one person to
another through sexual contact, blood transfusion,
breastfeeding, and a certain amount of saliva.
• Some causes of STDs are: bacteria, parasites, yeast, and
viruses. These STDs can be dangerous, although in today’s
generation it can be treated in different ways, but if not
it can lead to Human Immunodeficiency Virus (HIV) or even
Acquired immune deficiency syndrome or acquired
immunodeficiency syndrome (AIDS).

Sexually transmitted diseases (STDs) are infectious transmitted

from an infected person to an uninfected person through sexual
contact. STDs can be caused by bacteria, viruses, or parasites.
STDs are a significant global health priority because of
their overwhelming impact on women and infants and their inter-
relationships with HIV and AIDS. STDs and HIV are associated
with biological interactions because both infections may occur
in the same populations. Infection with certain STDs can
increase the risk of getting and transmitting HIV as well as
modify the way the disease develops. Moreover, STDs can lead to
long-term health problems, usually in women and infants. Among
the health complications that arise from STDs are pelvic
inflammatory disease, infertility, tubal or ectopic pregnancy,
cervical cancer, and perinatal or congenital infections in
infants born to infected mothers. One of the leading STDs
worldwide is AIDS, which is caused by HIV or Human
Immunodeficiency Virus. The virus attacks the immune system
making the individual more prone to infections and other
diseases. The virus usually targets the T-cells (CD4 ceells0 of
the immune system, which serve as the regulators of the immune
system. The virus survives throughput the body but may be
transmitted via body fluids such as blood, semen, vaginal fluids
and breast milk. AIDS occurs in the advanced stage of HIV
infection.
Chlamydia

It is a common sexually transmitted

infection (STI) caused by bacteria. You
might not know you have chlamydia because
many people don't have signs or symptoms,
such as genital pain and discharge from the
vagina or penis.
Gonorrhea
Gonorrhea is a sexually transmitted
disease (STD) caused by infection with the
Neisseria gonorrhoeae bacterium. Gonorrhoeae
infects the mucous membranes of the
reproductive tract, including the cervix,
uterus, and fallopian tubes in women, and
the urethra in women and men.
Syphilis

Syphilis is a bacterial infection usually spread by sexual

contact. The disease starts as a painless sore — typically on your
genitals, rectum or mouth. Syphilis spreads from person to person
via skin or mucous membrane contact with these sores.

Chancroid

Chancroid is a highly contagious

yet curable sexually transmitted
disease (STD) caused by the bacteria
Haemophilus ducreyi. Chancroid causes
ulcers, usually of the genitals.

Human Papillomavirus
HPV stands for human papillomavirus. It's the most common
sexually transmitted infection. HPV is usually harmless and goes
away by itself, but some types can lead to cancer or genital
warts.
Herpes Simplex Virus
The herpes simplex virus, also known as HSV, is an
infection that causes herpes. Herpes can appear in various parts
of the body, most commonly on the genitals or mouth.
Trichomonas Vaginalis
Trichomonas vaginalis, also known as trichomoniasis, is a
curable sexually transmitted infection (STI) caused by a
parasite, Trichomonas vaginalis. The infected individuals are
asymptomatic or have non-specific symptoms, making diagnosis
difficult. Therefore, appropriate treatment and prevention
strategies are important to prevent its spread.

Natural and Artificial Methods of Contraception

Natural Method
The natural family planning methods do not involve any chemical
or foreign body introduction into the human body. People who are very
conscious of their religious beliefs are more inclined to use the
natural way of birth control and others follow such natural methods
because they are more cost-effective.
a. Abstinence
This natural method involves refraining from sexual
intercourse and is the most effective
Natural birth control method with ideally 0% fail rate. It is
considered to be the most effective way to avoid STIs (Sexually
Transmitted Infections). However,
most people find it difficult to
comply with abstinence, so only a few
use this method.
b. Calendar method
This method is also called
as the rhythm method. It entails
withholding from coitus during the
days that the woman is fertile. According to the menstrual
cycle, the woman is likely to conceive three or four days before
and three or four days after ovulation. The woman needs to
record her menstrual cycle for six months in order to calculate
the woman’s safe days to prevent conception.
c. Basal Body Temperature
The basal body temperature (BBT)
indicates the woman’s temperature at
rest. Before the day of ovulation and
during ovulation, BBT fails at 0.5°F;
it increases to a full degree because
of progesterone and maintains its level
throughout the menstrual cycle. This
serves as the basis for the method.
d. Cervical Mucus Method
The change in the cervical mucus during ovulation is the
basis for this method. During ovulation, the cervical mucus is
copious, thin, and watery. It also exhibits the property of
spinnbarkeit, wherein it can be stretched up until at least 1 inch
and is slippery. The woman is said to be fertile as long as the
cervical mucus is copious and watery. Therefore, she must avoid
coitus during those days to prevent conception.
e. Symptothermal Method
The symptothermal method is
basically a combination of the BBT
method and the cervical mucus method.
The woman records her temperature
every morning and also takes note of
the changes in her cervical mucus. She
should abstain from coitus three days
after a rise in her temperature or on the fourth day after the
peak of a mucus change.
 f. Ovulation Detection

The ovulation detection

method uses an over-the-counter
kit that requires the urine sample
of the woman. The kit can predict
ovulation through the surge of
luteinizing hormone (LH). That
happens 12 to 24 hours before
ovulation.

g. Coitus Interruptus
Coitus Interruptus is one of the oldest methods that
prevent conception. A couple still goes on with the coitus, but
the man withdraws the moment he ejaculates to emit the spermatozoa
outside of the female reproductive organ. A disadvantage of this
method is the pre ejaculation fluid that contains a few spermatozoa
that may cause fertilization.
Artificial Methods
a. Oral contraceptives
Also known as the
pill, oral contraceptives
contain synthetic estrogen
and progesterone. Estrogen
suppresses the Follicle
Stimulating Hormone (FSH)
and LH to prevent
ovulation. Moreover,
progesterone decreases the permeability of the cervical mucus to
limit the sperm’s access to the ova. It is suggested that the
woman takes the first pill on the first Sunday after the
beginning of a menstruation flow, or as soon as it is prescribed
by the doctor.

b. Transdermal Patch
The transdermal patch
contains both estrogen and
progesterone. The woman should
apply one patch every week for three
weeks on the following areas: upper
outer arm, upper torso, abdomen, or
buttocks. At the fourth week, no patch is applied because the
menstrual flow would then occur. The area where the patch is
applied should be clean, dry and free of irritation.
 c. Vaginal Ring
The vaginal ring
releases a combination of
estrogen and progesterone and
it surrounds the cervix. The
silicon ring is inserted into
the female reproductive organ
and remains there for three
weeks and then removes on the
fourth week, as menstrual flow
would occur. The woman becomes
fertile as soon as the ring is removed.
d. Subdermal Implants

Subdermal implants are

two rod-like implants inserted
under the skin of the female during
her menses or on the seventh day of
her menstruation to make sure that
she will not get pregnant. The
implants can be helpful for three
to five years.

e. Hormonal Injections
A hormonal injection
contains medroxyprogesterone,
progesterone and is usually given
once every 12 weeks
intramuscularly. The injection
causes in the endometrium and
cervical mucus and can help
prevent ovulation.

f. Intrauterine Device
An Intrauterine device (IUD) is a
small, T-shaped object containing
progesterone that is inserted into
the uterus via the female
reproductive organ. It prevents
fertilization by creating a local
sterile inflammatory condition to
prevent implantation of the zygote.
The IUD is fitted only by the
physician and inserted after the
woman’s menstrual flow. The device can be effective for five to
seven years.
 g. Chemical Barriers
Chemical barriers
such as spermicides, vaginal
gels and creams, and glycerin
films are used to cause the
death of sperms before they
can enter the cervix and to
lower the pH level of the female reproductive organ so it will
not become conducive for the sperm. On the other hand, these
chemical barriers cannot prevent sexually transmitted
infections.
h. Diaphragm

It is a circular, rubber disk that

fits the cervix and should be placed before
coitus. Diaphragm works by inhibiting the
entrance of the sperm into the female
reproductive organ and it works better when
used together with a spermicide. The diaphragm
should be fitted only by the physician, and should remain in place
for six hours after coitus.

i. Cervical Cap
The cervical cap is made of soft
rubber and fitted on the rim of the cervix. It
is shaped like a thimble with a thin rim, and
could stay in place for not more than 48
hours.
j. Male Condoms
The male condom is a
latex or synthetic rubber
sheath that is placed on the
erect male reproductive organ
before penetration into the
female reproductive organ to
trap the sperm during
ejaculation. It can prevent
STIs (Sexually Transmitted
Infections) and can be bought
over-the-counter. Male condoms
have an ideal fail rate of 2% and a typical fail rate of 15% due
to a break in the sheath’s integrity or spilling of semen.
 k. Female Condoms
Female condoms are made up of
latex rubber sheaths that are pre-
lubricated with spermicide. They are
usually bound by two rings. The outer
ring is first inserted against the
opening of the female reproductive organ and the inner ring
covers the cervix. It is used to prevent fertilization of the
egg by the sperm cells.
l. Surgical Methods

During vasectomy, a
small incision is made on each
side of the scrotum. The vas
deferens is then tied.
Cauterized, cut, or plugged to
block the passage of the
sperm. The patient is advised
to use a backup contraceptive
method until two negative
sperm count results are recorded because the sperm could remain
viable in the vas deferens for six months.

In women, tubal ligation is performed after the

menstruation and before ovulation. The procedure is done through
a small incision under the woman’s umbilicus that targets the
fallopian tube for cutting, cauterizing, or blocking to inhibit
the passage of both the sperm and the ova.
Methods of Contraception (Artificial and Natural)
(extra info lng po)
● There are a lot of reasons why people use contraceptives. Some
purposes of birth control are to prevent pregnancy, many women
choose to use contraception because of certain health
advantages. For example, some hormonal birth control methods may
help regulate your period, reduce acne, and/or lower
endometriosis-related pain.

Some of the methods of contraception:

1. Hormonal method of contraception (prevents the release of an

egg or ovulation)

a. Oral Contraceptives (Pills) – These are daily oral

contraceptives. Some contain estrogen and progesterone; others
are progestin only and are over 99% effective if used according
to instruction. Often reduces bleeding and period pain, and may
help with premenstrual symptoms. Missing pills, vomiting or
severe diarrhea can make it less effective.
b. The Patch – It is a small patch you stick on the skin that
releases estrogen and progestogen. It
stops ovulation. It can make bleeds regular, lighter, and less
painful, however, may be seen and can cause skin irritation.
c. The ring – The contraceptive vaginal ring is a small plastic
ring a woman inserts into her vagina every month and releases
hormones to stop ovulation. One ring stays in for three weeks –
you don’t have to think about contraception every day and must
be comfortable with inserting and
removing it.
d. Implants - A small, flexible rod put under the skin of the
upper arm releases progestogen. Works for 3 years but can be
taken out sooner. It requires a small procedure to fit and
remove it.
e. Injectable - An injection of progestogen. Works for 8 or 13
weeks – you don’t have to think about contraception during this
time. Can’t be removed from the body so side effects may
continue while it works and for some time afterwards.

2. Barrier methods (methods that physically or chemically block

the sperm from reaching an egg and provide a barrier between
direct skin to skin contacts)
a. Diaphragm - A flexible latex (rubber) or silicone device,
used with spermicide, is put into the vagina to cover the
cervix. Can be put in any time before sex.
b. Cervical Caps – These are similar to the diaphragm, though
they are generally always made of silicone. They are put into
the vagina to cover the cervix and are 92 to 96 percent
effective when used correctly.
c. Male and Female Condoms or spermicides - For Males: A very
thin latex (rubber) polyurethane (plastic) or synthetic sheath,
put over the erect penis. For Females: Soft, thin polyurethane
sheath that loosely lines the vagina and covers the area just
outside. Condoms are the best way to help protect yourself from
sexually transmitted infections

3. Behavioral Methods
a. Rhythm or Calendar Method – It is a way to determine a
woman’s most fertile and interfile times by charting the
menstrual cycle. It is also known as natural family planning or
fertility awareness.
b. Abstinence or celibacy – It refers to the avoidance of sexual
intercourse.
c. Outercourse – It is a sexual activity that does not include
the insertion of the penis into the vagina.
d. Withdrawal – it happens when a man removes his penis from
vagina and ejaculate outside of the woman’s body.

4. Sterilization (procedures that make an individual permanently

incapable of conceiving or fertilizing a partner)

a. Tubal Ligation /Sterilization – It is a surgery for women in

which fallopian tubes are tied to prevent eggs from travelling
to the uterus so a woman cannot get pregnant.
b. Vasectomy – It is an operation in which the surgeon makes a
small cut in the upper part of the scrotum then ties or blocks
the vas deferens. Men can still have orgasm or ejaculation after
the operation.
5. Intrauterine Device (IUD) – It is a small device that is
placed in the uterus by a doctor to prevent pregnancy.

6. Emergency Contraception - It is a measure that protects

against pregnancy after unprotected sex has already occurred. It
could be through IUD or higher dosage of pills.

Student Outcomes:(ito po yung mga sinagutan nating

learning check, nakacenter na po sa objectives at
topics)
Identify the importance of Knowing one’s self.
State what “self” is for each philosopher.
Present research about boosting one’s self-esteem.
List the common sexually transmitted diseases.
Propose a program in school that will raise the awareness
of the students and to help them eliminate sexually
transmitted diseases among youth.