PHILOSOPHICAL PERSPECTIVE OF SELF

1. SOCRATES
 Understanding a subject through posting a question and answer which eventually leads to further
questions (Socratic method)
 “Know thyself” an ancient greeting of the highly civilized Greek which would mean gaining information
of one’s self that are measurable. It is only by knowing one’s character that one can try and improve
from a moral point of view or make the right decisions in one’s life.
 “I know that I Do Not Know” a discovery about the self may foster.
 “An unexamined life is not worth living”
 believes on the dualism of reality.
2. PLATO
 supported the idea of His teacher but although being influenced by his teacher, Plato did have a
difficulty viewing the “soul” as an immortal entity that is unchanging.
 Tripartite soul: 1) appetitive soul 2) spirited soul 3) mind
Rational | Logical
 Seek truth and swayed by facts and arguments
Spirited | Emotional
 How feelings feel your actions
Appetitive | Physical Desires
 Drives you to eat, have sex, and protect yourself
3. ST. AUGUSTINE
 also adapted both Socrates and Plato's vision of the dualism of reality in the medieval period, the
Physical Realm and Ideal Realm.
 he adapted the metaphysics of Christian belief to explain his philosophy
 if from Plato, the immortal soul achieves eternal realm through intellectual enlightenment, for St.
Augustine, the immortal soul strive to achieve God through faith and reason and our physical world
is a proving ground for our eternal destinies
 he posited that development of the self is achieved through self-presentation and self-realization
4. AQUINAS
 Man is made up of two parts: matter and form
 Matter refers to the “common stuff that makes up everything in the universe.” Form refers to the
“essence of a substance or thing”
 the concept of the self is that we don't encounter ourselves as isolated minds or selves but rather
always as agents interacting with our environment
 our self-knowledge is dependent on our experience of the world around us

5. DESCARTES
 he based his discussion and knowledge of human existence through rational inquiry and real world
experimentation
 claimed that we cannot really rely on our senses because our sense perceptions can often deceive us
 In Descartes's view, the body is nothing else but a machine that is attached to the mind. The human
person has it but it is not what makes man a man.
 for once in your life, doubt, as far as possible, all things".
 he became famous to his principle, "cogito, ergo sum"
 We need reason in order to evaluate our thoughts and actions. We need reason to live fully the
demands, challenges and call of our religion. We need reason in order to exist and to continue to
survive the generations to come by protecting our environment. We need reason in order to protect
ourselves from our being savage to one another. We need reason in order to build and live out our
peace.
 6. LOCKE
 He opposes the idea that reason is the only way of looking at the self
 For him, the self is comparable to an empty space and such empty space will be provided with sense
data, through the encountered experiences of an individual. The process of ref lection and analysis
undergone by these data will lead to what is known as sense perception.
7. HUME
 Our ideas regarding the self is based on impressions that are temporary, thus, for him, there is no
persisting self (all we know about ourselves are just bundles of temporary impressions).
8. KANT
 His philosophy regarding the Transcendental Unity of Apperception discussed that the self is also
outside the body and goes beyond the limit of what we are experiencing
 “space and time” as part of self
9. FREUD
 regarded the self as the "I" that ordinarily constitute both the mental and physical actions
 the "I" is a product of multiple interactions, systems, and schemes as it undergoes the process of
continual change.
Sigmund Freud’s Psychosexual Stages

 (Oral Stage) Children derive pleasure from oral activities, in- cluding sucking and tasting. They
like to put things in their mouth. 0-1 year old
 (Anal Stage) Children begin potty training. 2-3 years old
 (Phallic Stage) Boys are more attached to their mother, while girls are more attached to their
father. 3-6 years old
 (Latency Stage) Children spend more time and interact mostly with same sex peers. 6 years old
to puberty
 (Genital Stage) Individuals are attracted to opposite sex peers. Beyond puberty
Using an Iceberg Diagram to Visually Describe Sigmund Freud's Understanding of the Human Mind
Conscious STRUCTURAL MODEL OF PERSONALITY
Thoughts & Perceptions TOPOGRAPHICAL MODEL OF MIND
Pre conscious Level
Memories, Fears, Stored Knowledge, Doubts
Unconscious Level
Selfish Motives, Aggression, Socially Unacceptable Desires

10. RYLE
 he postulated that one can never find the thinking I since it is just "a ghost in the machine" and the
mind is never separated from the body
 for us to understand the self, overt behaviors should be manifested. Thus, the statement "I act
therefore I am" and "you are what you do" are based on the manifested one's physical activities
and behavior which means that the kind of mind an individual possessed depends on how it is
expressed through words and actions
 we will only be able to understand the self based from the external manifestation - behaviors,
expressions, language, desires, etc. the mind, therefore, is nothing but a disposition of the self.
11. PAUL AND PATRICIA CHURCHLAND
 proposed that to understand the self, one must consider studying the neurological aspect of the
self, "Eliminative Materialism", where activities happening with an individual is explained through
understanding the existing condition of the brain and how it work
 stresses that all a person has is the brain, and so if the brain is gone, there is no self. The physical
brain and not the imaginary mind, gives people the sense of self.
12. MAURICE MERLEAU-PONTY
 The Phenomenology of Perception has raised the idea that the body and mind are intertwined
and cannot be separated from each other as all experiences are embodied.
 an individual's body will serve as the individual's opening towards that person's existence to the
world
  the philosophy of Merleau-Ponty is based on Wolfgang Kohler and Kurt Koffka's gestalt
psychology and neurobiology as well.
 he notes that everything people are aware of is contained within the consciousness.
Consciousness is a dynamic form responsible for actively structuring conscious ideas and
physical behavior. He is convinced that consciousness, the world and the human body are
intricately intertwined in perceiving the world

SOCIOLOGICAL PERSPECTIVE OF THE SELF

I. THE SELF AS PRODUCT OF MODERN SOCIETY AMONG OTHERS
With the modern society people is facing at present, life becomes urbanized. And with such situation, people
tend to be more impersonal and leads to destruction of the traditional way of life. From the limitations
imposed by the society before, people nowadays are already free to seek their own identity. Thus, they get
“delocalize.” Such instances that Clifford Geertz believes that struggle for individuality can already be possible.
And having a delocalized self as a product poses certain problems such as:
1. The authenticity of self is threatened as a result of the new found freedom
2. According to Marx, human beings are being haunted and gets alienated to their own self as an effect to
the images they created
3. The objectification of the body removes human qualities in man

II. MEAD'S THEORY OF THE SELF

George Herbert Mead is known for his theory of the social self which stands on the point that the self is not
initially there at birth. Instead, it arises out of one's social communication, activities such as observing and
interacting with others, responding to others' opinions, and internalizing external opinions and internal
feelings about oneself.
"|"-Represents the self as subject and the individual's impulse
“me”-Considered to be the socialized component of the individual that represents the learned behaviors,
expectations and attitude of others organized into a social self.

Mead’s Stages of Development

The self develops in three stages:
Preparatory stage – The child imitates the behavior of others (0-2yrs old) Children imitate the language used
by people around them. (symbols, gestures, words, and sounds for children are mere words and sound that
does not have meaning) language conveyed on them are screened as eventually these language could already
be understood as a child grows older.
Play stage - The child begins to formulate role expectations: playing house, cops and robbers, etc. (3-6yrs old)
Play develops one's self- consciousness through role playing. allowing children to take on different roles,
pretend, and express expectations of others. During role-play, a child is able to internalize the view of others
and develop an understanding of how other people feel about themselves and others in different situations.
Game stage – The child learns there are rules that specify the proper and correct relationship among the
players. (7yrs onwards) Self is developed when a child understands that rules of the game are existing and that
these rules should be followed to possibly win the game. The game stage results to what Mead identifies as
one side of the self, the "me" or generalized other.

III. THE LOOKING GLASS SELF

Social interaction plays an important role to individual’s understanding of self, thus, behavior and a person’s
self-esteem may be dictated by how they will predict how others perceived them.
Looking glass self pertains to an individual’s development of self-concept based on their observation of how
other people sees them. The social interaction people have are used as “mirror” to measure their own worth,
values, and behavior.
Charles Cooley, sociologist, is credited for the looking-glass self theory. This theory posits that one’s identity
comes from how one thinks other people perceive them; these perceptions are based on one’s interactions
with others.
Not all feedback made by others carries the same weight, how one perceived the self will depend on the
context of the interaction and the nature of the people involved.
LABELING BIAS-occurs when we are labeled, and others’ views and expectations of us are affected by that
labeling
SELF-LABELING-occurs when one take into their self-concept those labels, and evaluation made by others for
them
At times, labels appear to be exaggerated that it goes beyond the usual, and INTERNALIZED PREJUDICE
happens when people instill such label unto themselves which may lead to poor self-concept

ANTHROPOLOGICAL PERSPECTIVE OF THE SELF

Anthropology is the study of all aspects of the human condition. This includes human history, the present
human condition and even future possibilities. Anthropology is also considered as “the science of humanity,”
which studies human beings in aspects ranging from the biology and evolutionary history of Homo sapiens to
the features of society and culture that decisively distinguish humans from other animal species.
Anthropology considers human experience as an interplay of “nature’ referring to the genetic inheritance
which sets the individual’s potentials, and “nurture” referring to the sociocultural environment (Haviland,
Prins, Walrath & McBride, 2013). Therefore it could be understood that both biological and cultural factors
have significant influence on the development of self- awareness among individuals.
The most important contribution of anthropology is providing insights into the nature of self based on
continuous understanding of the basic elements of culture.

THE CULTURAL CONSTRUCTION OF SELF AND IDENTITY

Culture is derived from the Latin word “cultura” or “cultus” meaning care or cultivation. Culture is analogous
to caring for an infant. Because an infant has a prolonged dependency, he or she has to be taken care of by
the people around him or her. The infant has to learn from them so he or she can better adjust while growing
up in his or her immediate cultural environment.
Identity refers to “who the person is,” or the qualities and traits of an individual that make him/her different
from others. There are many ways to distinguish people. An example Is identifying them in a geographical
context or based on where they come from. People from the West are different from the people of the East
because they are located in opposite sides of the world. Identity also refers to how a person sees and
expresses oneself.
Cultural Identity is self-identification, a sense of belonging to a group that reaf fms itself. It consists of values,
meanings, customs and beliefs used to relate to the world. It reflects the common historical experiences and
shared cultural codes which give us as one entity a stable, unchanging, continuing frame of reference and
meaning. Cultural identity is dynamic and constantly evolving. It covers the Entire life span of a human being
and changes every moment based on social context.
There are two ways in which the concept of self is viewed in the different societies.
1. Egocentric View
-The self is seen as an autonomous and distant individual
Each person is defined as replica of all humanity but capable of acting independently from others
2. Sociocentric view
-The self is contingent on a situation or social setting
-This is a view of the self that is context-dependent which emphasizes that there is no intrinsic self that can
possess enduring qualities. (a person gets his identity from the group)
One’s identity is not inborn, it is something people continuously develop in life. For instance, rites of passage
usually involve ritual activities to prepare individuals for new roles from one stage of life to another such as
birth, puberty, marriage having children, and death. Arnold van Gennep believes that changes in one’s status
and identity are marked by three-phased rite of passage: separation, liminality and incorporation.
 1. Separation phase. People detach from their former identity to another. Examples is in a wedding
where the bride walking down the aisle to be “given away” by the parents to the groom implies the
separation from one’s family to become part of a new one.
2. Liminality phase. A person transitions from one identity to another. Example, the wedding ceremony
itself is the process of transition of the bride and groom from singlehood to married life.
3. Incorporation phase. The change in one’s status is officially incorporated. Example, the wedding
reception and parties that celebrate the wedding serve as the marker that officially recognize the bride
and groom’s change towards being husband and wife.

PROPERTIES OF CULTURAL IDENTITY

Jane Collier and Milt Thomas combined the ethnography of communication and social construction in order to
frame the properties of cultural identity. These properties refer to the manner in which members of a group
communicates their identity.
1. Avowal and Ascription. These two concepts deal with what constructs or produces the cultural identity
and the ways in which these identities are communicated. Avowal is how one articulates or expresses
his/her views about group identity. It is how one presents oneself to another (those that we claim for
ourselves). Ascription is how others perceive an individual. It is how one refers to others (those that
are placed on us by others). This may include stereotypes. Eg.How Asians are viewed by Europeans.
2. Modes of Expression. The use of core symbols (expressions of a group’s cultural beliefs and theories
about the world around them), names, labels and norms (expected standard of behavior) that a
cultural community share and follow in order to show that they belong to a particular group,
demonstrates shared identity. Collier found out that there were some similarities in cultural norms for
members of each ethnic group and there are within group differences with regard to gender and
nature of relationship.
3. Individual, Relational and Communal Identity. There are three components to cultural identity.
Individual refers to how an individual interprets his cultural identity based on his experiences.
Relational refers to how individuals interact with one and another (what is the appropriate behavior)
and communal identity is the use of communication in the creation, affirmation and negotiation of
shared identity.
4. Enduring and Changing Aspects of Identity. The cultural identity changes due to several factors which
are social, political, economic and contextual.
5. Affective, Cognitive and Behavioral Aspects of Identity. This refers to emotions fully attached to cultural
identity in particular situations.
6. Content and Relationship Levels. This refers to the interaction between two or more individuals. The
message exchange carries information/content. The participants of the conversation interpret the choice
and meanings of the words based on their experiences. The interactions also show the relational level
based on how a person delivers the message. This level of a message implies a cultural interpretation of
who is in control, their levels of closeness, what they feel about each other, level of trust, etc.
7. Salience or Prominence. This is the degree to which an identity is demonstrated in a situation and refers
to how much a person's cultural identity stands out and attracts attention. This is influenced by the extent
of similarity or difference between two individuals. The intensity differs depending on context, situation
topic and relationship. Prominence shows a strong investment/involvement in an identity
 ANTHROPOLOGICAL PERSPECTIVE OF THE SELF
The Self As A Cognitive Construction
1. JIAN PIAGET
Jean Piaget's theory of cognitive development is a comprehensive theory about the development of human
intelligence. This theory deals with the nature of knowledge itself; and how humans gradually come to
acquire, construct, and use it. According to Piaget, cognitive development is a progressive reorganization of
mental processes resulting from biological maturation and environmental experience.

Three basic components to Piaget's cognitive theory:

Schemas/schemes. These are mental organizations that individuals use to understand their environments and
designate action. The knowledge children acquire is organized into schemas (scheme) or groupings of similar
actions or thoughts. It is the basic building blocks of knowledge.
Adaptation. It involves the child's learning process to meet situational demand- assimilation which is the
application of previous concepts to new concepts; and accommodation which happens when people
encounter completely new information or when existing ideas are challenged.
Stages of Cognitive Development. They reflect the increasing sophistication of the child's thought process.

Sensorimotor (0-2 years)

The infant explores the world through direct sensory and motor contact. Object permanence and separation
anxiety develop during this stage.

Preoperational (2-6 years)

The child uses symbols (words and images) to represent objects but does not reason logically. The child also
has the ability to pretend. During this stage, the child is egocentric.

Concrete operational (7-12 years)

The child can think logically about concrete objects and can thus add and subtract. The child also understands
conservation.

Formal operational (12 years-adult)

The adolescent can reason abstractly and think in hypothetical terms.

2. William James: The Self

Recognizing both the affect of the group and the individual
•The "I" and the "Me"
•The Me is the part of the self that is known

 Body, family, ability

 Pride, self-esteem, depression
 Self preservation
•The I is the thinker/philosopher of self

 Original
 Different at each expression
 The material self according to James, is the component of "Me" that a person tends to be most
affected with, as he/she invests with things such as clothes, family, and home (those that we label
mine)
 Man's social self is assembled, based on man's interaction with the society and the reactions of others
that are analyzed in order to contribute to our idea of a social self. Thus, actions manifested by people
will depend on the social situation they are interacting with. With the diverse social situations that an
individual may encounter and participate in, it is then assumed that one may manifest a number of
selves depending on the situation.
 The spiritual self is said by James to be the most intimate self. It is who we are at our core and
something that is permanent: personality, core values, conscience, etc. James considered the spiritual
self to be the most intimate version because the satisfaction experienced when one thinks of his/her
"ability to argue and discriminate, one's moral sensibility and conscience, and of one's indomitable
will" (James 1890, 164) which is more pure than other sentiments of satisfaction.

Real and Ideal Self Concept

 Karen Horney believed that people experience anxiety, and it is through such experience
that they develop strategies to be able to reduce and cope with the anxiety. Thus,
people tend to create an idealized self- an imaginary picture of self having an unlimited
power or qualities. Real self, which is revealed only when a person starts to find ways to
deal and resolve anxiety and conflicts. When gaps between the real and ideal self exist,
an unhealthy personality arises.

True Self and False Self

 Donald W. Winnicott explained his theory about the True Self and the False Self in the
paper he wrote in 1960. As he expounded, false self may develop to protect the inner,
and more vulnerable true self. When a child is reared in an environment with supportive
caretakers and whose needs are satisfied then true self may develop. However, there
are instances that the environment does not have enough resources to gratify the needs
of the child for certain reasons. In this situation, a child may feel that his/her truest
needs is unacceptable, becoming unconsciously compliant and adjust his / her behavior.
A false self may at times appear to be Healthy False Self- that is becoming compliant but
without the feeling that the true self is betrayed, and at times Unhealthy False Self- that
which promotes the feeling of being forced to comply with the demands of a situation.

True Self & False Self

Healthy individual:
 On average behaves in accordance with true self
 When called upon to wear the false mask - still stays true to self
 Future authentic relationships with others

Unhealthy Pathological Individual:

 When wearing the false mask, continues to be false to himself or herself
 Feels a sense of unreality, of not being alive and happy.
 THE SELF IN WESTERN AND ORIENTAL/ EASTERN THOUGHTS
WESTERN SELF OF CONCEPT
•The individuality was the focus of Renaissance thought, with Rene Descartes' famous "I think, therefore I am"
as the epitome of the Western idea of self.
• Frank Johnson (1985), outlined four categories on how the term "self" is used in contemporary western
discussion:
1. Analytical. The tendency to see reality as an aggregate of parts. The self is an observer separate and distinct
from extemal objects (me versus other).
2. Monotheistic. The tendency toward unitary explanations of phenomena and a closed-system view of self, as
modeled after a unitary, omnipotent power (Man as created by God, in His image).
3. Individualistic. Individualism is a quality of western thinking where self-expression and self-actualization are
important ways of establishing who one is, as well as in finding satisfaction in the world.
4. Rationalistic. Western thinking tends to discredit explanations that do not use analytic-deductive modes of
thinking.

EASTERN CONCEPT OF SELF

A. The Self According to Buddhism
Buddhism philosophy believes that the religion is a way of life and to live a moral life, to be mindful and aware
of thoughts and actions, and to develop wisdom and understanding is its main teaching.
• The Four Noble Truth and Eight Fold Paths as taught by the religion reminds people that life should not
focused on pleasure, instead should be lived in contemplation. In addition, the nature and purpose of man is
described through the major teaching:
• The Four Noble Truth
1. Life is suffering. Life does not solely offer the kind of living a person sees it to be. Attached with the
pleasures is the reality that sufferings are included in life and cannot be avoided.
2. Suffering is caused by craving and aversion. Lack of contentment results to suffering. Human needs are
never ending, and getting what one wants does not guarantee happiness. Thus, to attain happiness,
wants should be modified.
3. Suffering can be overcome and happiness can be attained. When one learns to live each day at a time
and is able to give up unnecessary cravings, then man can possibly attain happiness and freedom.
4. Eight Fold Path is the path which leads to the end of suffering. Being moral, being fully aware of
thoughts and action, developing wisdom by understanding the 4 Noble Truth, and developing
compassion for other will lead to the end of suffering.

B. The Self According to Confucianism

 Confucius philosophy of life stand with the idea that life is a living reality, a blessing, a natural priceless
right and opportunity to be with others to work together for common good to attain happiness. Thus,
the threat for social order is selfishness. In the Confucian philosophy, the principle of ren characterized
the self-possessing compassion for others. The self for Confucius is the person within the society who
exhibit refinement and compassion (Junzi). Such principle connotes that this new self or Junzi is formed
through education under the virtuous teacher as the role model.

C. The Self According to Taoism

 Taoism rejects a hierarchical view of the self, society, or cosmos. It does not regard the self as an
extension of social relationships, rather, the self is but one of the countless manifestations of the Tao.
It is an extension of the cosmos (or the universe seen as a well ordered whole). According to Chuang-
tzu, “The perfect man has no self; the spiritual man has no achievement; the true sage has no name” ,
thus, the ideal self is selflessness. In sum, his conception of selfhood entails conscious self-
transformation leading to the attributes of a balanced life in harmony with both nature and society.
 D. The Self in Islamic Tradition
 The Arabic word for self is Nafs in the Holy Qur'an. It pertains to the psyche (the totality of the
conscious and unconscious human mind) or the soul. The nafs/self is to be nurtured and self-regulated
so it can progress into becoming "good" (or "evil") through its thoughts and actions. The self in Islamic
tradition is used both in the individualistic and collective sense.
 The self in the oriental thought is collective, while on the other hand, the self for the western people is
individualistic.

PHYSICAL SELF
refers to the body, this marvelous container and complex, finely tuned, machine with which we interface with
our environment and fellow beings. The concrete dimension, the tangible aspect of the person that can be
directly observed and examined. The physical self is defined by the physical characteristics that are visible.

THE IMPACT OF CULTURE ON BODY IMAGE AND BEAUTY

The cultural implications of beauty are prominent in every culture and have a strong influence on the way men
and women are perceived. Across the world, different cultural perceptions uphold an ideal of beauty that is
linked to sexual appeal and social status. The purpose of beauty is the feeling and consequences from being
beautiful. In ancient cultures, according to Julian Robinson, "the enhancement and beautifying of the human
form by various means appeared to be an inborn human trait-an essential part of our genetic makeup and an
expression of our psyche."

THE CONCEPT OF BEAUTY IN DIFFERENT CULTURES

“Beauty is not one’s own, but a reflection of one’s culture.”
Across the globe, few people have difficulty recognizing someone who is considered beautiful. Standards of
beauty are usually social markers determining cultural status, social acceptance and suitability as a mate.
Although the specifics of what makes someone beautiful can differ across countries, cultures and
communities, the concept of beauty has existed for as long as there have been people.
In the Philippines, we see our standard of beauty everywhere, in magazines, televisions and billboard ads. Just
as we have a unique cultural perception of beauty, so do other cultures and peoples.
1. FACE TATTOOS
Tattooing the chin and lips of Māori women of New Zealand is considered beautiful. This tradition has
been around for centuries, and consists of patterns called Ta-Mako in black or dark blue ink on the
woman's face. Ta-Mako tattoos are also a public declaration of one's membership in the Māori tribe.
2. DECORATED SKIN
Instead of accessorizing with extravagant jewelry, women in India turn to nose rings, bindi and henna to
make themselves more attractive for festivals and celebrations, like weddings. Brides in particular will
often wear a dot of red powder on the face known as kumkuma to look more beautiful.
3. LONG EARLOBES
To the Masai tribe of Kenya, long, stretched earlobes are the ideal for both men and women. They are
known to shave their heads and use everything from elephant tusks to twigs to pierce and stretch their
lobes to become more attractive.
4. LONG NECKS
Long, giraffe-like necks are the ultimate sign of beauty and female elegance to the Kayan tribe (Myanmar) .
At 5 years old, Kayan women start priming their necks with heavy brass rings. Each year, more coils are
added, pushing down their shoulders and creating the effect of a longer neck. The rings in this centuries-
old ritual can weigh up the 22 pounds.
5. PALE SKIN
Women in many Asian countries avoid the sun at all costs simply because pale skin is the ultimate sign of
beauty and desirability. Contrary to Western culture, where ladies are keen to get a tan during the
summer, tan is the least popular color - especially in Korea. This is why a lot of women can be spotted
wearing hats with abnormally large visors that can protect their entire faces from the sun. Apart from
covering their faces, Korean women cover their bodies from head to toe, too even in the hottest months,
in order to keep their skin from tanning. Skin-whitening creams are also a major hit in this country, and
women tend to spend a great deal of money on such skin products that can result in an even paler
complexion.
6. FULL FIGURE
In Mauritania, females with full figures are considered incredibly beautiful, and think women are
considered physically desirable. Mauritanian parents will even send their girls to “Fat camps,” where the
girls would eat up to 16,000 calories a day to prepare for marriage. On top of that, stretch marks are
considered a bonus, and even more beautiful.
7. BODY SCARS
Scarification of the body is a practice, specifically among populations with dark skin too dark to show
tattoos. The a tribe of Ethiopia scar men and women’s torsos and chests to assert social status. Men’s scars
mark the number of enemies killed in battles, while women’s scars represent sensuality and appeal.
Although less practiced today, some indigenous groups with little contact with the modern world continue
these kinds of beauty rituals.
8. LIP PLATES
Suri people of Ethiopia find beauty represented in women’s lip plates. When a girl reaches puberty, her
bottom teeth are removed to make way for a piercing in the lower lip. Once the piercing is in place, the lip
is stretched around a clay plate. When it is time to find a husband, this lip plate guides the dowry process.
Plates are seen as both a sign of beauty and a measure of a woman’s value in cattle. Larger plates signal a
more valuable and desired woman.
9. FOOT BINDING
Despite being ban in the 1940’s, foot binding was a huge part of Chinese culture. The process of foot
binding included breaking all of the toes and bending them backwards against of the sole of the foot, and
then binding them in place with a tight fabric wrapping. The result was small and petite feet which is
considered highly attractive in China.
10. MONOBROWS
While Filipino women always want their brows to be on fleek by plucking or shaving, the women of
Tajikistan embrace their natural eyebrows, and will even draw on them to make it appear that they have a
monobrow.
THE INFLUENCE OF MEDIA ON THE ADOLESCENT'S UNDERSTANDING OF BEAUTY

 The mass media play a critical role in people's self-image by informing and reflecting what people
consider to be beautiful or attractive. One of the ways in which they do so is through the common
use of very thin and attractive models in print and other media, often termed the 'thin ideal',
which communicate the way that people believe they should look in order to be attractive and
desirable to others. There are different aspects of appearance about which the media can convey
beauty ideals, including hair, skin, and facial features.
 The media has increasingly become a platform that reinforces cultural beliefs and projects strong
views on how we should look, that we as individuals often unknowingly or knowingly validate and
perpetuate.
 Body image is a multidimensional construct that refers to one's perception of and attitudes about
the size and shape of one's body. It has both a perceptual component that refers to how we see
our body size, shape, weight, physical characteristics, performance, and movement, and an
evaluative component, which refers to how we feel about these attributes and how those feelings
influence our behaviors.
  Body dissatisfaction is experienced when one perceives that their body falls short of the societal
ideal in terms of size and/or shape, regardless of a person's objective size or shape. In other words,
body dissatisfaction is influenced not only by how we interpret societal ideals, but by how we
perceive ourselves. Therefore, body dissatisfaction and perceptions of beauty are inextricably
linked. Body dissatisfaction is the number one risk factor for a number of unhealthy behaviors,
including eating disorders and chronic dieting.
SELF-ESTEEM and BODY IMAGE
 Self-esteem is all about how much you feel your worth and how much you feel other people value
you. It is how you value and respect yourself as a person. Self-esteem affects how you take care of
yourself, emotionally, physically and spiritually.
 Body image is how you view your physical self others like your looks. - including whether you feel
you are attractive and whether
 Body image and self-esteem directly influence one another. When you have healthy body image,
you feel comfortable about your body and know how to care for it.
 How people view themselves, or their body image, can vastly affect their self-esteem, or overall
feeling of worth. According to Jung and Lee (2006), the lower or more negative one's body image,
the lower his or her self-esteem. In addition, the more optimistically one feels about his or her
appearance, the more optimistically he or she will feel about him or herself overall.

How do I know if I have a healthy body image and self-esteem?

 You see and think of yourself as a whole person, not a collection of specific body parts.
 You accept and celebrate the uniqueness of your natural body shape and size.
 You understand that a person's physical appearance says very little about their character and value
as a person.
 You feel comfortable and confident in your body, and avoid worrying about food, weight, and
counting calories.
 It's important to remember that each body is unique. Everyone's family background and
environment influence their size and weight differently. There's no such thing as a "one size fits all"
body type that's right for everyone.
 Where you feel good about yourself and who you are, you stand tall and naturally carry yourself
with a sense of confidence and self-acceptance that makes you beautiful and attractive regardless
of your weight, size, or shape.

Here are a few other things that you can try to increase your self-esteem:
Make a list of the stuff you’re good at. It can be anything from drawing or singing to playing a sport or telling a
good joke. If you’re having trouble with your list, ask your mom or dad to help you with it. Then add a few
things to the list that you’d like to be good at. Your mom or dad can help you plan a way to work on those
skills or talents.
Give yourself three compliments every day. Don’t just say, “I’m so great.” Be specific about something good
about yourself, like, “I was a good friend to Jill today” or “I did better on that test than thought I would.” While
you’re at it, before you go to bed every night, list three things in your day that really made you happy or that
you feel thankful for.
Remember that your body is your own, no matter what shape, size, or color it is. If you are worried about your
weight or size, you can check with your doctor to make sure you’re healthy. Remind yourself of things about
your body that are cool, like, “My legs are strong and I can skate really well.”
Remember that there are things about yourself you can't change. You should accept and love these things -
such as skin color and shoe size - because they are part of you.
When you hear negative comments in your head, tell yourself to stop. Remind yourself of things you're good
at and if you can't think of anything, ask someone else! You can also learn a new skill (for example, calligraphy,
dance, a musical instrument) so you can feel good about that!
By focusing on the good things, you do and all your great qualities, you learn to love and accept yourself the
main ingredients for strong self-esteem! Even if you've got room for improvement (and who doesn't?),
knowing what you're good at and that you're valuable and special to the people that care about you can really
help you deal with growing up.
 THE SEXUAL SELF
Talking about sex should not be considered as a taboo, but instead be deemed normal for there is a need for
people to learn more about their sexuality. Sexuality is an essential component of healthy development for
young people. U.S. Surgeon General David Satcher echoed these sentiments, stating that, "sexuality is an
integral part of human life," and "sexual health is inextricably bound to both physical and mental health.'

THE DEVELOPMENT OF SEX CHARACTERISTICS

Primary Sexual Characteristics
Primary sexual characteristics refer to the reproductive organs themselves.
Secondary sexual characteristics refer to other characteristic indicators of adult male and female.
The development of primary sexual characteristics indicates youth have become capable of adult reproductive
functioning (i.e., the ability to make babies). The development of both primary and secondary sexual
characteristics begins during late childhood and continues throughout early adolescence.
For females, the most significant primary sexual characteristic is the first menarche, or first menstrual period.
The first menarche indicates girls have begun to ovulate; i.e., to release mature eggs that can become
fertilized by male sperm through sexual intercourse. The average age for the first menstrual period is 12 years,
but girls can reach menarche at any age from 10 to 15 years old and still be considered “normal.”
For males, the primary sexual characteristics include an enlargement of the penis and testes, and the first
spermarche; i.e., the first ejaculation of mature sperm capable of fertilizing female eggs through sexual
intercourse. The average age of first spermarche is 13 years, but it can occur anytime between the ages of 12
and 16 years. On average, the testes will begin to enlarge at about 11 years of age, but this growth can occur
anytime between 9 and 13 years. On average, the penis begins to enlarge around age 12, but this growth can
begin at any age between 10 and 14 years. The penis reaches its adult size at about age 14, but this can occur
anytime between the ages 12 and 16.

Secondary Sexual Characteristics

Secondary characteristics are the result of hormonal changes in the body during puberty. These changes are
faster in girls than in boys. Some changes are common in both boys and girls while others are specific to each
gender. This is due to the different hormones released by them. Growth of pubic hair, facial hair and under the
armpit, increase in height, sweating, etc. are some of the secondary sexual characteristics.

 Change in height: Most prominent change that occurs in adolescents is the change in their heights.
Growth Hormone secretion and bone growth are much higher during this time.
 Sweat and Sebaceous glands: The pimples and acne in adolescents are mostly due to the increased
activities of Sweat and sebaceous glands
 Hair growth: Another observable change is rapid hair growth under the armpit and pubic area.

In females, breasts are a manifestation of higher levels of estrogen; estrogen also widens the pelvis and
increases the amount of body fat in hips, thighs, buttocks, and breasts. Estrogen also induces growth of the
uterus, proliferation of the endometrium, and menstruation. Female secondary sex characteristics include:

 Enlargement of breasts and erection of nipples.

 Growth of body hair, most prominently underarm and pubic hair
 Widening of hips; lower waist to hip ratio than adult males. Elbows that hyperextend 5-8° more than
male adults.
 Upper arms approximately 2 cm longer, on average, for a given height.
 Labia minora, the inner lips of the vulva, may grow more prominent and undergo changes in color with
the increased stimulation related to higher levels of estrogen.
In males, the increased secretion of testosterone from the testes during puberty causes the male secondary
sexual characteristics to be manifested. In males, testosterone directly increases size and mass of muscles,
vocal cords, and bones, deepening the voice, and changing the shape of the face and skeleton. Converted into
dihydrotestosterone in the skin, it accelerates growth of androgen- responsive facial and body hair but may
slow and eventually stop the growth of head hair. Taller stature is largely a result of later puberty. Male
secondary sex characteristics include:

 Growth of body hair, including underarm, abdominal, chest hair and pubic hair. • Growth of facial hair.
 Enlargement of larynx (Adam’s apple) and deepening of voice.
 Increased stature; adult males are taller than adult females, on average.
 Heavier skull and bone structure.
 Increased muscle mass and strength.
 Broadening of shoulders and chest; shoulders wider than hips.
 Increased secretions of oil and sweat glands.

THE HUMAN REPRODUCTIVE SYSTEM

The Male Reproductive System
The purpose of the organs of the male reproductive system is to perform the following functions:

 To produce, maintain, and transport sperm (the male reproductive cells) and protective fluid (semen)
 To discharge sperm within the female reproductive tract during sex
 To produce and secrete male sex hormones responsible for maintaining the male reproductive system
Parts:

 Scrotum- A small muscular sac-like organ which is located below and behind the penis. It consists of
the testes and is mainly involved in maintaining the temperature required for the of sperm production.
 Testes – It is also called as testicles. They are a pair of oval-shaped organs which are mainly responsible
for the sperm production and synthesis of testosterone- male hormones.
 Penis- It is the primary sexual organ which serves as both reproductive organ as well as excretory organ
and used for the purpose of sexual intercourse. It is a cylindrical tube-like organ with a small opening at
the top and is extremely sensitive as it becomes vertical when a person is sexually aroused. Semen,
containing sperm, is ejaculated from the opening at the top when the person reaches sexual climax.
 Urethra- A narrow tube-like structure that conducts urine and semen from the urinary bladder to the
penis.
 Vas Deferens- It is a muscular tube that carries mature sperm produced in the testes to the urethra.

The Female Reproductive System

The female reproductive organs are located near the lateral walls of the pelvic cavity. It is designed to
carry out several functions.

 It produces the female egg cells necessary for reproduction, called the ova or oocytes.
 The system is designed to transport the ova to the site of fertilization.
 Conception
 Menstruation
 Production of female hormones
Parts:

 Ovaries- They is a pair of organs which are mainly responsible for the production and storage of
ovum, or egg, which are the sex gametes in a female.
 Uterus- It is commonly known as the womb. It is a pear-shaped muscular bag-like organ with a
strong muscular lining that holds the baby after fertilization. The uterus is referred as the site for
the embryo development as it protects the fertilized ovum and holds it till the baby is mature
enough for birth.
 Cervix- A cylinder ring-shaped tissue which is composed mainly of fibromuscular tissue. It is located
at the lowermost portion of the uterus and is involved in connecting the uterus and the vagina.
 Vagina – The primary sexual organ which serves as both excretory organ as well as reproductive
organ. It is a muscular and tubular part of the female genital tract that opens outside the body and
the opening of the vagina is called the vulva, which also includes the clitoris, labia, and urethra. The
 vagina connects cervix to the external female body parts and it is the path for penis during coitus as
well as a fetus during delivery.

Human Reproduction
 The average menstrual cycle lasts 28 days, with the cycle’s first day considered to be the first day of
menstruation. During the first 14 days of the cycle, an egg matures in a woman’s ovaries. This
maturation process is stimulated by a hormone called follicle stimulating hormone (FSH). The ‘coat’
around the maturing egg produces another hormone, estrogen, which makes the lining of the uterus
prepare for pregnancy. The uterus grows a nutrient-rich and secure bedding for the egg to settle into
after fertilization.
 Around day 14 of the cycle, the egg is ready for release and emerges from the ovary. This release is
triggered by an increase in another hormone called luteinizing hormone (LH). After release, the egg has
about a 12-24 hour window where it can be fertilized by a sperm. Sperm may survive in a woman’s
genital tract and be capable of fertilizing an egg for up to three days after intercourse. Fertilization
happens high up in the fallopian tube.
 If a sperm penetrates the egg, an embryo will begin to form. This happens through cell division: one
cell becomes two, which become four, which become eight, and so forth. After about seven days, the
embryo reaches the uterus and embeds itself in the lining of the uterus. Cells surrounding the embryo
make the hormone human chorionic gonadotropin (HCG), which signals the woman’s body that
pregnancy has occurred and the menstrual cycle stops until after delivery. If conception does not occur
the uterine lining will be shed and the cycle will begin again.

THE SEXUAL RESPONSE CYCLE

Masters and Johnson studied many different sexual behaviors during their investigations, one of the most
important products that came from their research was the development of the sexual response cycle. The
sexual response cycle is a series of four physiological phases that both men and women go through during
intercourse. In order to accurately observe these physiological changes, the researches carefully measured
blood pressure, respiration rate, and indicators of sexual arousal such as level of vaginal lubrication in
women and the level of swelling and blood flow to the penis in men. In conclusion, Masters and Johnson
determined that the human body undergoes four distinct phases during sex:

1. Excitement Phase
General characteristics of the excitement phase, which can last from a few minutes to several hours,
include the following:

 Muscle tension increases.

 Heart rate quickens and breathing is accelerated.
 Skin may become flushed (blotches of redness appear on the chest and back).
 Nipples become hardened or erect.
 Blood flow to the genitals increases, resulting in swelling of the woman's clitoris and labia minora
(inner lips), and erection of the man's penis.
 Vaginal lubrication begins.
 The woman's breasts become fuller and the vaginal walls begin to swell.
 The man's testicles swell, his scrotum tightens, and he begins secreting a lubricating liquid.
2. Plateau Phase
General characteristics of the plateau phase, which extends to the brink of orgasm, include the following:

 The changes begun in phase 1 are intensified.

 The vagina continues to swell from increased blood flow, and the vaginal walls turn a dark purple.
 The woman’s clitoris becomes highly sensitive (may even be painful to touch) and retracts under the
clitoral hood to avoid direct stimulation from the penis.
 The man’s testicles are withdrawn up into the scrotum.
  Breathing, heart rate, and blood pressure continue to increase.
 Muscle spasms may begin in the feet, face, and hands.
 Muscle tension increases.
3. Orgasm Phase
The orgasm is the climax of the sexual response cycle. It is the shortest of the phases and generally lasts
only a few seconds. General characteristics of this phase include the following:

 Involuntary muscle contractions begin.

 Blood pressure, heart rate, and breathing are at their highest rates, with a rapid intake of oxygen.
 Muscles in the feet spasm.
 There is a sudden, forceful release of sexual tension.
 In women, the muscles of the vagina contract. The uterus also undergoes rhythmic contractions.
 In men, rhythmic contractions of the muscles at the base of the penis result in the ejaculation of
semen.
 A rash, or “sex flush” may appear over the entire body.
4. Resolution Phase
During resolution, the body slowly returns to its normal level of functioning, and swelled and erect body parts
return to their previous size and color. This phase is marked by a general sense of well-being, enhanced
intimacy and, often, fatigue. Some women are capable of a rapid return to the orgasm phase with further
sexual stimulation and may experience multiple orgasms. Men need recovery time after orgasm, called a
refractory period, during which they cannot reach orgasm again. The duration of the refractory period varies
among men and usually lengthens with advancing age.

THE CHEMISTRY OF LUST, LOVE AND ATTACHMENT

According to a team of scientists led by Dr. Helen Fisher at Rutgers, romantic love can be broken down into
three categories. Each category is characterized by its own set of hormones stemming from the brain.

1. Lust
 is driven by the desire for sexual gratification. The evolutionary basis for this stems from our need
to reproduce, a need shared among all living things. Through reproduction, organisms pass on their
genes, and thus contribute to the perpetuation of their species.
The hypothalamus of the brain plays a big role in this, stimulating the production of the sex hormones
testosterone and estrogen from the testes and ovaries. While these chemicals are often stereotyped as being
“male” and “female,” respectively, both play a role in men and women. As it turns out, testosterone increases
libido in just about everyone. The effects are less pronounced with estrogen, but some women report being
more sexually motivated around the time they ovulate, when estrogen levels are highest.

2. Attraction
 seems to be a distinct, though closely related, phenomenon. While we can certainly lust for
someone we are attracted to, and vice versa, one can happen without the other. Attraction
involves the brain pathways that control “reward" behavior which partly explains why the first few
weeks or months of a relationship can be so exhilarating and even all-consuming.
•Increased dopamine is associated with motivation, reward, and goal-directed behavior-hence the drive to
pursue your loved one or create them in fantasy if you can't be with them. Dopamine also creates a sense of
novelty. Your loved one seems exciting, special and unique to you; you want to tell the world about his special
qualities.
•Norepinephrine is responsible for the extra surge of energy and "racing heart" that you feel, as well as the
loss of, in some cases, both your appetite and your desire for sleep. It puts your body into a more alert state in
which you are ready for action.
•Scientists think serotonin probably decreases at this stage, but more studies need to be done. Low levels of
serotonin are found in obsessive-compulsive disorder (OCD) and are thought to cause obsessive thinking. In
one Italian study of 60 students, those who were recently in love and those with OCD both had less serotonin
transporter protein in their blood than regular (not recently in love) students.

3. Attachment
involves wanting to make a more lasting together commitment to your loved one. This is the point at
which you may move in together, get married, and/or have children. After about four years in a
relationship, dopamine decreases and attraction goes down. If things are going well, it gets replaced by the
hormones oxytocin (cuddle hormone) and vasopressin, which create the desire to bond, affiliate with, and
nurture your partner. You want to cuddle and be close and share your deepest secrets with him or her.
You plan and dream together.

THE 3 STAGES OF FALLING IN LOVE

1. LUST
Testosterone Estrogen
The initial stage of love is lust. This feeling is developed due to our natural human instinct to mate and
procreate with a partner.

2. ATTRACTION
Dopamine Norepinephrine Serotonin
In this stage, we begin to think irrationally and idealize our lover. The initial stages of feeling good when
meeting someone is attraction and not love.

3. ATTACHMENT
Oxytocin Vasopressin
In this stage, the passion for each other turns into attachment towards your significant other.

LOVE
 Grows slowly
 Gives
 Patient
 Respects
 Unselfish
 Honest
 Friendship
 Security
 Constant Work

LUST
 “At first sight”
 Takes
 Impatient
 Desires
 Selfish
 Not always loyal
 Image
 Jealousy
 Fling
Dopamine, which runs the reward pathways in our brain, is great in moderate doses, helping us enjoy food,
exciting events, and relationships. However, we can push the dopamine pathway too far when we become
addicted to food or drugs. Similarly, too much dopamine in a relationship can underlie unhealthy emotional
dependence on our partners. And while healthy levels of oxytocin help us bond and feel warm and fuzzy
towards our companions, elevated oxytocin can also fuel prejudice.
 DIVERSITY OF HUMAN SEXUALITY
Diversity is all the ways we're different from each other. It includes things like race, religion, culture,
physical ability, mental ability, family make-up, socio-economic status and sexual and gender diversity.
Sexuality refers to the sexual feelings and attractions we have towards other people. There are many
different types of sexuality and it can take a while for people to figure out what is right for them. All are
perfectly normal and part of the broad range of human relationships and experiences. A person's sexuality
is a central part of who they are, and can influence their thoughts, feelings and actions.
When we talk about sexual and gender diversity, it's important to understand these terms:
Sex: Categories (male, female) to which people are typically assigned at birth based on physical
characteristics (e.g. genitals). Some people may be assigned intersex, when their reproductive, sexual or
genetic biology doesn't fit the traditional definitions of male or female.
Sexual Orientation: A person's emotional and sexual attraction to others. It can change and may or may
not be the same as a person's sexual behavior.
Gender/Gender Identity: A person's internal sense of identity as female, male, both or neither, regardless
of their sex.
Gender Expression: How a person expresses their gender. This can include how they look, the name they
choose, the pronoun they use (e.g., he, she) and their social behavior.
Each person's sexual orientation, gender identity and gender expression are a part of who they are. When
talking about these topics, it is common to see the acronym SOGIE, which stands for Sexual Orientation,
Gender Identity and (Gender) Expression.

Terms relating to LGBTQIA*

 Ally | A person who is not LGBTQ but shows support for LGBTQ people and promotes equality in a
variety of ways.
 Androgynous | Identifying and/or presenting as neither distinguishably masculine nor feminine.
 Asexual | The lack of a sexual attraction or desire for other people.
 Biphobia | Prejudice, fear or hatred directed toward bisexual people.
 Bisexual | A person emotionally, romantically or sexually attracted to more than one sex, gender or
gender identity though not necessarily simultaneously, in the same way or to the same degree.
 Cisgender | A term used to describe a person whose gender identity aligns with those typically
associated with the sex assigned to them at birth.
 Closeted | Describes an LGBTQ person who has not disclosed their sexual orientation or gender
identity.
 Coming out | The process in which a person first acknowledges, accepts and appreciates their
sexual orientation or gender identity and begins to share that with others.
 Gay | A person who is emotionally, romantically or sexually attracted to members of the same
gender.
 Gender dysphoria | Clinically significant distress caused when a person’s assigned birth gender is
not the same as the one with which theyIdentify. According to the American Psychiatric
Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM), the term – which
replaces Gender Identity Disorder – “is intended to better characterize the experiences of affected
children, adolescents, and adults.” A person who does not identify with a single fixed gender, of or
relating to a person.
 Gender-fluid | According to the Oxford English Dictionary, Having or expressing a fluid or unfixed
gender identity.
 Gender non-conforming | A broad term referring to people who do not behave in a way that
conforms to the traditional expectations of their Gender, or whose gender expression does not fit
neatly into a category.
 Genderqueer | Genderqueer people typically reject notions of static categories of gender and
embrace a fluidity of gender identity and often, though not always, sexual orientation. People who
identify as ‘genderqueer may see themselves as being both male and female, neither male nor
female or as falling completely outside these categories.
 Gender transition | The process by which some people strive to more closely align their internal
knowledge of gender with its outward appearance. Some people socially transition, whereby they
 might begin dressing, using names and pronouns and/or be socially recognized as another gender.
Others undergo physical transitions in which they modify their bodies through medical
interventions.
 Homophobia | The fear and hatred of or discomfort with people who are attracted to members of
the same sex.

 Intersex | An umbrella term used to describe a wide range of natural bodily variations. In some
cases, these traits are visible at birth, and in others. They are not apparent until puberty. Some
chromosomal variations of this type may not be physically apparent at all.

 Lesbian | A woman who is emotionally, romantically or sexually attracted to other women.

 Living openly | A state in which LGBTQ people are comfortably out about their sexual orientation or
gender identity-where and when it feels appropriate to them.

 Non-binary |An adjective describing a person who does not identify exclusively as a man or a
woman. Non-binary people may identify as being both a man and a woman, somewhere in
between, or as falling completely outside these categories. While many also identify as
transgender, not all non-binary people do.

 Outing | Exposing someone’s lesbian, gay, bisexual or transgender identity to others without their
permission. Outing someone can have serious repercussions on employment, economic stability,
personal safety or religious or family situations.

 Pansexual | Describes someone who has the potential for emotional, romantic or sexual attraction
to people of any gender though not necessarily simultaneously, in the same way or to the same
degree.

 Queer | A term people often use to express fluid identities and orientations. Often used
interchangeably with “LGBTQ “

 Questioning | A term used to describe people who are in the process of exploring their sexual
orientation or gender identity.

 Sex assigned at birth | The sex (male or female) given to a child at birth, most often based on the
child’s external anatomy. This is also referred to as “assigned sex at birth.”

 Transgender | An umbrella term for people whose gender identity and/or expression is different
from cultural expectations based on the sex they were assigned at birth. Being transgender does
not imply any specific sexual orientation. Therefore, transgender people may identify as straight,
gay, lesbian, bisexual, etc.

 Transphobia | The fear and hatred of, or discomfort with, transgender people.

Sexually Transmitted Disease

The term sexually transmitted disease (STD) is used to refer to a condition passed from one person to another
through sexual contact. You can contract an STD by having unprotected vaginal, anal, or oral sex with
someone who has the STD.
An STD may also be called a sexually transmitted infection (STI) or venereal disease (VD).
Sexually transmitted diseases (STDs) or sexually transmitted infections (STIs) can have a range of signs and
symptoms, including no symptoms. That’s why they may go unnoticed until complications occur or a partner is
diagnosed. Signs and symptoms may appear a few days after exposure, or it may take years before you have
any noticeable problems, depending on the organism.
Signs and symptoms that might indicate an STI include:
  Sores or bumps on the genitals or in the oral or rectal area
 Painful or burning urination
 Discharge from the penis
 Unusual or odd-smelling vaginal discharge
 Unusual vaginal bleeding
 Pain during sex
 Sore, swollen lymph nodes, particularly in the groin but sometimes more widespread
 Lower abdominal pain
 Fever
 Rash over the trunk, hands or feet
Sexually transmitted diseases (STDs) or sexually transmitted infections (STIs) can be caused by:

 Bacteria (gonorrhea, syphilis, chlamydia)

 Parasites (trichomoniasis)
 Viruses (human papillomavirus, genital herpes, HIV)
Who is most at risk with STI?

 You don’t use condoms during sex or dental dams (a thin latex square held over the vaginal or anal
area during oral sex)
 You have changed sex partners or had more than one sex partner in the last 12 months
 You or your partner share injecting equipment such as a syringes and needles
 You or your sex partner has another STI.

Colors of vaginal discharge and what they can mean

CLEAR
 healthy discharge
 pregnancy -ovulation
 hormonal imbalances

GRAY
 bacterial vaginosis

WHITE
 healthy discharge - yeast infection

YELLOW- GREEN
 sexually transmitted infection

PINK
 cervical bleeding
 vaginal irritation
 implantation bleeding

RED
 menstruation
 cervical infection
 cervical polyp endometrial or
cervical cancer

Chlamydia
5 in 10 men who have been infected with Chlamydia don't have any symptoms
Symptoms:

 Vaginal discharge
 Painful urination
  Uterine tenderness
 Fever
 Sex Difficulty during urination Conjunctivitis
Chlamydia trachomatis Prevention

 Avoid drug use Avoid unprotected sex

 Practice Monogamy
Treatment for Chlamydia

 Antibiotics like azithromycin and doxycyclin

GONORRHEA
Gonorrhea is a Common Sexually Transmitted Disease-STD. Gonorrhea is a common sexually caused by a
transmitted infection (STI) bacteria called Neisseria gonorrhoeae (N. gonorrhoeae). It's also sometimes called
"the clap" or "drip." Gonorrhea is spread through sexual fluids, including vaginal fluid and semen. You can get
gonorrhea from intercourse, anal sex, oral sex, or sharing sex toys with an infected person.
Gonorrhea is Caused by the Bacterium Neisseria
FEMALE

 Abdominal Pain
 Increased Vaginal Discharge
 Painful Urination
 Painful Intercourse
 Vaginal Bleeding Between Periods
MALE

 Discharge from the Penis

 Swollen Testicles
 Painful Urination
 Urinary Tract Infection
 Inflammation of the Penile

Most Common STDs

 Genital Herpes Genital Warts
 Hepatitis B
 (HBV) HIV and AIDS Pelvic
 Inflammatory Disease (PID)
 Pubic Lice(Crabs)
 Syphilis
 Trichomoniasis

FAMILY PLANNING AND RESPONSIBLE PARENTHOOD

Family Planning (FP) is having the desired number of children and when you want to have them by using safe
and effective modern methods. Proper birth spacing is having children 3 to 5 years apart, which is best for the
health of the mother, her child, and the family.
Benefits of Family Planning
Mother

 Enables her to regain her health after delivery.

 Gives enough time and opportunity to love and provide attention to her husband and children.
 Gives more time for her family and own personal advancement.
 When suffering from an illness, gives enough time for treatment and recovery.
Children

 Healthy mothers produce healthy children.

  Will get all the attention, security, love, and care they deserve.
Father

 Lightens the burden and responsibility in supporting his family.

 Enables him to give his children their basic needs (food, better future). shelter, education, and
 Gives him time for his family and own personal advancement.
 When suffering from an illness, gives enough time for treatment and recovery.

FAMILY PLANNING METHODS

1. Natural Family Planning (NFP) refers to a variety of methods used to prevent or plan pregnancy, based on
identifying a woman's fertile days. For all natural methods, abstinence or avoiding unprotected intercourse
during the fertile days is what prevents pregnancy. The effectiveness and advantages of NFP address the
needs of diverse populations with varied religious and ethical beliefs. They also provide an alternative to
women who wish to use natural methods for medical or personal reasons.
NATURAL CONTRACEPTIVE OPTIONS

 Abstinence
Refraining from penetrative sex provides 100% protection from pregnancy, and offers effective prevention of
transmission of sexually transmitted infections as well
Withdrawal or Coitus interruptus
The withdrawal method of family planning is unlike other natural methods in that it is male-controlled.
Withdrawal has been used for centuries, following the discovery that ejaculation into the vagina leads to
pregnancy; this method prevents pregnancy by preventing contact between the sperm and the egg
Calendar methods - based on calculations of cycle length
In calendar rhythm method, a woman makes an estimate of the days she is fertile based on past menstrual
cycle length. She does this with the expectation that the length of her current cycle, and thus the time of her
fertile phase, will not vary greatly from previous menstrual cycles.

 Basal Body Temperature (BBT) Method

 Due to the actions of progesterone on the hypothalamus, a woman’s body temperature rises slightly
after she ovulates (0.2 to 0.5 degrees C) and remains elevated until the end of the cycle, until
menstruation. Women who use this method must chart their temperature every day, immediately
after waking up and before getting out of bed or drinking any liquids. Couples relying on this method
must abstain from unprotected intercourse between the first day of menstruation until after the third
consecutive day of elevated body temperature, so unprotected sex is limited to the postovulatory
infertile time.
 Lactational Amenorrhea Method (LAM)
 Research has confirmed that a form of breastfeeding to achieve contraception, called the lactational
amenorrhea method, or LAM, is more than 98% effective during the first 6 months following delivery.
During breastfeeding, ovulation is inhibited by a series of physiological responses to nipple stimulation.
More frequent or intense suckling sends nerve impulses to the mother’s hypothalamus that disrupt
normal signals to the pituitary controlling hormone secretion; the resulting abnormal pattern of LH
secretion is inhibitory to ovarian activity. When breastfeeding diminishes with less frequent
breastfeeding and/or more frequent supplemental feeding, the chance of ovulation and subsequent
pregnancy rises.

2. Artificial Birth Control employs artificial control methods to help prevent unintended pregnancy through
the use of contemporary measures such as contraceptive or birth control pills. Diaphragm, male and
female condoms, spermicide, cervical cap, birth control patch, birth control shot, implants, IUD, tubal
ligation, vasectomy and emergency contraception pill.

 Oral Contraceptives
This is a series of pills that a woman takes once each day for a month. At the end of the month, she starts a
new package of pills. The pills have hormones much like those a woman’s body makes to control her
menstrual cycle. They work by keeping the ovaries from releasing eggs or by changing the lining of the uterus
or the mucus of the cervix.

 Depo-Provera:
A method of birth control given in the form of a shot. The shot gives protection for up to 12 weeks. It does not
contain estrogen so there are no side effects from that hormone. It works by keeping the ovaries from
releasing eggs or by changing the lining of the uterus or the mucus of the cervix.

 Contraceptive Patch:
A method of birth control that is a small, thin and smooth patch and is put on a woman’s skin. The woman can
choose where she wears the patch: the buttocks, the shoulder, the upper arm, front or back, but not on the
breasts. It releases hormones every day for three weeks so the woman’s ovaries don’t produce eggs. It can
stay on the body for one week. You change it once a week and on the fourth week, you don’t wear a patch but
you will still be protected. You can swim, bathe, shower and wear it in warm humid weather.

 Contraceptive Ring
A method of birth control in the form of a soft ring that fits deep inside the vagina. It releases low-dose
hormones everyday for three weeks so the woman’s ovaries don’t produce eggs. It can stay in the vagina for
up to three weeks and provides protection for one month

 Intrauterine Device (IUD)

A small device made of plastic. Some contain copper, or a hormone. A clinician chooses the right type for a
woman, and inserts it into her uterus. Some can stay there for 4 years; copper IUDs may be left in place up to
8 years. IUDs prevent a woman’s egg from being fertilized by the man’s sperm, and change the lining of her
uterus.

 Implanon
Implanon is a small, thin, implantable hormonal contraceptive that provides effective protection for up to
three years. Implanon must be removed by the end of the third year and can be replaced by a new Implanon if
contraceptive protection is still needed. This contraceptive method must be inserted and removed by a
trained healthcare provider.

 Diaphragm/Cervical Cap
A soft rubber barrier in a woman’s vagina, used with a contraceptive cream or jelly. The diaphragm or cervical
cap is put into a woman’s vagina before intercourse. It covers the entrance to her uterus, and the cream or
jelly stops the man’s sperm from moving. The diaphragm can be put in the vagina 6 hours ahead of
intercourse, and left in or 24 hours. The cervical cap can be left in her vagina for up to 48 hours.

 Male Condom
It is a sheath of latex that a man can wear over his penis during intercourse. The condom catches the semen
that comes out of a man’s penis before, during and after he ejaculates. This keeps his sperm from getting into
the woman’s vagina. Latex condoms also help protect against some infections, including HIV, the virus that
causes AIDS.

 Female Condom
It is a loose-fitting sheath that fits inside the woman’s vagina. It catches the semen that comes out of a man’s
penis when he ejaculates. It covers the cervix, the opening to the uterus, so sperm can’t get through. It also
protects against some infections including HIV, the virus that causes AIDS.