EGE 311 – GENDER AND SOCIETY

Lesson 1

1 Anatomy and Physiology

Of
Reproduction
Learning Outcomes

When you finish reading this chapter, you should be able to:

1. Differentiate the female and the male reproductive systems;

2. Analyze the basis for physiological processes in females and males.

Time Frame: Week 4

Introduction

You must have laughed or have felt uncomfortable when the human
reproductive system was taught to you for the first time. The truth is, most of the
time, these issues are given sexual associations. This time let’s review the
human anatomy and physiology of the human reproductive system openly and
slightly desensitized.

Activity

Vocabulary/ Word Map

Let’s release your inhibitions about this topic.

1. Choose 3 words for organs and processes for the human reproductive
system.

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2. Define and verbalize your understanding about your chosen words.

3. You may use words in your own language/dialect.

Analysis

1. Are you comfortable naming and discussing the parts of the human
reproductive system? Why?
2. Are you comfortable naming and discussing the parts of the human
reproductive system using English terminologies or your own language/dialect?
Why?
3. Name 5 physical changes that take place in females during puberty?
4. Name 5 physical changes that take place in males during puberty?

Abstraction

The reproductive system consists of organs that function in the production

of offspring. You need to have a thorough understanding of the anatomy and
physiology of the male and female reproductive systems because both types of
reproductive organs contribute to the same goal and specialty, that is to produce
children and give birth to the new generation.

The Biological Female

The female reproductive system is a complicated but fascinating subject. It

has the capability to function intimately with nearly every other body system for
the purpose of reproduction. Puberty signals the final development of primary and
accessory organs that support reproduction

The female reproductive organs can be subdivided into the internal and
external genitalia.

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Fig.1. External Female reproductive system

The external structures of the female reproductive system are collectively

called as the Vulva. Its function is two-fold: To enable sperm to enter the body and
to protect the internal genital organs from infectious organisms. The main external
structures of the female reproductive system include:

 Mons pubis: a fatty mound which covers the pubic bone.

 Labia majora: The labia majora enclose and protect the other external
reproductive organs. Literally translated as "large lips," the labia majora
are relatively large and fleshy, and are comparable to the scrotum in
males. The labia majora contain sweat and oil-secreting glands. After
puberty, the labia majora are covered with hair.
 Labia minora: Literally translated as "small lips," the labia minora can be
very small or up to 2 inches wide. They lie just inside the labia majora, and
surround the openings to the vagina and urethra.
 Vaginal opening: the canal that joins the lower part of the uterus to the
outside of the body.
 Urethral opening: opening of the urethra, a tube which carries urine from
the bladder outside of the body.
 Clitoris: A small structure with sensitive nerve endings located within the
labia minora, the sole purpose of which is for sexual arousal and pleasure.
 Perineum : The space between the anus and the vaginal opening.
 Anus : Rectal opening.

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The internal genitalia are those organs that are within the true pelvis.
These include the following as described and shown below:

Fig.2. Internal Female reproductive tract

 Vagina:The vagina is a canal that joins the cervix (the lower part of uterus)
to the outside of the body. It also is known as the birth canal.
 Uterus (womb): The uterus is a hollow, pear-shaped organ that is the
home to a developing fetus. The uterus is divided into two parts: the cervix
and the main body of the uterus, called the corpus. The corpus can easily
expand to hold a developing baby.
 Cervix:The lower portion of the uterus which contains a small opening
called the os. Menstrual blood flows through the os into the vagina during
menstruation. Semen travels through the os into the uterus and the
fallopian tubes following ejaculation during sexual intercourse. The
cervical os dilates (opens) during childbirth.
 Fallopian tubes: These are narrow tubes that are attached to the upper
part of the uterus and serve as tunnels for the ova (egg cells) to travel from
the ovaries to the uterus. The fertilization of an egg by a sperm, normally
occurs in the fallopian tubes. The fertilized egg then moves to the uterus,
where it implants into the lining of the uterine wall.
 Endometrium: The inner lining contained in the uterus. It builds up and
sheds monthly in response to hormonal situation.
 Myometrium:is the middle layer of the uterine wall, consisting mainly of
uterine smooth muscle cells (also called uterine myocytes) but also of

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supporting stromal and vascular tissue. Its main function is to induce

uterine contractions

Understanding female reproductive anatomy is not only the study of its

external and internal structures; it also includes the hormonal cycle. Keep
reading to learn more about hormones and menstrual cycle as it relates to
reproduction.

Hormones

Hormones are natural substances produced in the body. They help to

relay messages between cells and organs and affect many bodily functions.
Everyone has what are considered “male” and “female” sex hormones.

The two main female sex hormones are estrogen and progesterone.
Estrogen is the major female hormone. It plays a big role in reproductive and
sexual development including: Puberty, Menstruation, Pregnancy and
Menopause.

Progesterone on the other hand prepares the endometrium for the

potential of pregnancy after ovulation. It triggers the lining to thicken to accept a
fertilized egg. It also prohibits the muscle contractions in the uterus that would
cause the body to reject an egg.

The gonadotropins, Follicle-Stimulating Hormone (FSH) is responsible for

starting follicle (egg) development and causing the level of estrogen to rise and
Luteinizing Hormone (LH) which aids in egg maturation and provides the
hormonal trigger to cause ovulation and the release of eggs from the ovary.

Did you know that testosterone, even if it is considered a male hormone,

females also produce and need a small amount of this, too? It plays a role in
several body functions like sexual desire, regulation of the menstrual cycle and
bone and muscle strength.

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Menstrual cycle

The menstrual cycle is complex and is controlled by many different glands

and the hormones that these glands produce. A brain structure called the
hypothalamus causes the nearby pituitary gland to produce certain chemicals,
which prompt the ovaries to produce the sex hormones estrogen and
progesterone.

The menstrual cycle is a biofeedback system, which means each structure

and gland is affected by the activity of the others.

The menstrual cycle can be described by the ovarian or uterine cycle.

The ovarian cycle describes changes that occur in the follicles of
the ovary whereas the uterine cycle describes changes in the endometrial lining
of the uterus. Both cycles can be divided into three phases as described and
shown below:

Fig.3. Menstrual Cycle

Uterine Cycle
 Menstrual Phase: Occurs when ovum is not fertilized and does not
implant itself into the uterine lining. The continued high levels of estrogen
and progesterone causes the pituitary gland to stop releasing FSH and
LH. Estrogen and progesterone levels decrease causing the endometrium
to be sloughed off and bleeding ensues. It is during this time that ovarian
hormones are at their lowest levels.

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 Proliferative phase: FSH is released that stimulates the ovaries to

produce estrogen and causes the ova to mature in the ovarian follicles.
Endometrium is repaired, thickens and becomes well \vascularized in
response to increasing levels of estrogens.
 Secretory Phase: LH is released that causes the ovaries to release a
mature ovum and causes the remaining portion of the follicle to develop
into the corpus luteum which produces the progesterone. Endometrial
glands begin to secrete nutrients and lining becomes more vascular.

Ovarian Cycle

 Follicular phase (day 1-13): It is the first part of the ovarian cycle. During
this phase the ovarian follicle mature and get ready to release the egg.
 Ovulation phase (day 14): It is the shortest phase in the cycle wherein
the mature egg is released from one of the ovarian follicles down the
fallopian tube. Mittelschmerz is one-sided, lower abdominal pain
associated with ovulation. It's a sign that a female released an egg from
one of her ovaries. In most cases, mittelschmerz doesn't require medical
attention.
 Luteal phase (day 15-28): It is marked after the release of the mature
egg. Follicle-stimulating hormone and Luteinizing Hormone cause the
remaining parts of the follicle to transform into corpus luteum. It produces
progesterone that inhibits the release of FSH and LH by the pituitary.
Consequently, the concentration of FSH and LH falls over time and the
corpus luteum degenerates.

The Biological Male

Most of the male reproductive system is located outside of the body.

These external structures are the penis, scrotum, epididymis, and testes. The
internal organs of the male reproductive system are called accessory organs.
They include the vas deferens, seminal vesicles, prostate gland, and
bulbourethral glands.

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Fig.3. Male reproductive system

 Penis: The male genital organ of higher vertebrates, carrying the duct for
the transfer of sperm during copulation. In humans and most other
mammals, it consists largely of erectile tissue and serves also for the
elimination of urine.
 Scrotum: Serves as a cooling unit to maintain the optimal temperature for
sperm development. The optimal temperature for sperm development is
lower than 37°C.
 Epididymis: The narrow, tightly-coiled tube connecting rear of the
testicles to the vas deferens). It stores sperm for maturation.
 Testes: Are contained in the scrotum, they are the male gonads.
 Vas deferens: A long, muscular tube that travels from the epididymis
into the pelvic cavity. It transports mature sperm to the urethra in
preparation for ejaculation.
 Seminal vesicles: Are two small glands that store and produce the
majority of the fluid that makes up semen.
 Prostate: A walnut-sized gland located between the bladder and the
penis. It secretes fluid that nourishes and protects sperm.
 Bulbourethral glands (also known as “Cowper's glands”): Are a pair
of pea shaped exocrine glands located posterolateral to the membranous

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urethra. They contribute to the final volume of semen by producing a

lubricating mucus secretion.

Hormones

The testosterone is the major male hormone produced mainly by the

testes. It is responsible for the growth and development of a boy during
adolescence and for the development of sperm and secondary sexual
characteristics.
Like in females, men has FSH and LH too. LH stimulates testosterone
production and FSH helps control the production of sperm

Application

A. Comparison Chart

Now that you have refreshed yourself on the different parts and
functions of the human reproductive systems, it’s time for you to compare and
contrast the male and female genitalia using the table below:

BASIS FOR REPRODUCTIVE SYSTEM

COMPARISON
FEMALE MALE

Meaning

Location

Hormones

Important Parts

Functions

Disease

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Closure

Well done! Now, you are well-versed and can comfortably discuss the
male and female anatomy. What you’ve just learned are very important stepping
stones for you to move on to a more interesting topic – the Process of
Reproduction.

References:

Botor, Nephtaly Joel et al. P.K. R. (2018). “Gender and Society: A Human Ecological Approach.”
Manila, Philippines: Rex Bookstore, Inc.

https://www.doh.gov.ph/sites/default/files/publications/AdolescentJobAidManualFA.pdf

https://biodifferences.com/difference-between-male-and-female-reproductive-system.html

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Lesson 2

2 The Process of Reproduction

Learning Outcomes

When you finish reading this chapter, you should be able to:

1. Define fertilization, conception and pregnancy;

2. Identify the complications of early pregnancy in the growing adolescent.

Time Frame: Week 5

Introduction

Reproduction is just one of the physiological processes besides

organization, metabolism, responsiveness and movement. In humans there are
additional requirements such as growth, differentiation, respiration, digestion and
excretion. All these are essential to human and all are interrelated to accomplish
the complex goal of sustaining life.

Activity

1. Watch Video Clip: Fertilization to Implantation

(https://www.youtube.com/watch?v=_5OvgQW6FG4)

Analysis
1. What is your personal reaction about the video clip?
2. What part of the clip you considered most remarkable? Special?

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Abstraction

INDEPENDENT READING

Powerpoint Presentations:
1. Adolescent Sexuality,Reproductive health and Teen Pregnancy
Prevention.
RTI.(2017). Peer Education Training Manual on Adolescence Sexuality
and Reproductive Health and Teen Pregnancy Prevention
2. Responsible Parenthood and Family Planning.
RTI. (2017). Peer Education Training Manual on Adolescence Sexuality
and Reproductive Health and Teen Pregnancy Prevention.

In a general sense, Reproduction is one of the most important concepts

in biology. It means making a copy, a likeness, and thereby providing for the
continued existence of species.

Definition of terms:

 Ovulation is a part of a female’s menstrual cycle when a mature egg is

released from the ovary and travels to the fallopian tube for possible
fertilization.
 Conception is the time when sperm travels up through the vagina, into the
uterus, and fertilizes an egg found in the fallopian tube.
 Fertilization the time when a sperm cell successfully meets an egg cell in
the fallopian tube.
 Pregnancy is the period in which a fetus develops inside a woman's
womb or uterus.

How does Pregnancy occur?

Now that you are already familiar with important terminologies, you will
know that pregnancy can involve a surprisingly complicated series of steps. Let’s
take a closer look at these processes.

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It starts with sperm cells and an egg cell. During Ovulation, a female
releases one mature egg and it travels through the fallopian tube towards your
uterus. When a male and female have sexual intercourse, the sperm cells get
into the vagina through ejaculation. The sperm cells then swim up through the
cervix and uterus and into the fallopian tube, looking for an egg. If one sperm
does make its way into the fallopian tube and burrows into the egg, it fertilizes the
egg and is called a zygote. At the instant of fertilization, the baby’s genes and
sex are set. The zygote moves down to the fallopian tube towards the uterus
forming a ball of cells called blastocyst. The blastocyst floats in the uterus for 2 to
3 days before it attaches to the lining of the uterus. This is called implantation,
when pregnancy officially begins. A pregnancy hormone known as Human
chorionic Gonadotropin hormone is in the blood from the time of implantation.
The HcG prevents the lining of the uterus from shedding. If the egg does not
meet up with the sperm or does not implant tin the uterus, the thick lining of the
uterus pass out of the body during menstruation.

The occurrence of menstrual period among females occurs at an average

age of 12.3 years. It signals maturation of the adolescent female body. It
commonly is associated with the ability to ovulate and reproduce. However, the
appearance of menarche does not guarantee either ovulation or fertility.

Teenage Pregnancy

Teenage pregnancy, also known as adolescent pregnancy,

is pregnancy in a female under the age of 20. IT has a tremendous impact on the

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educational, social and economic lives of young people. Early parenting reduces
the likelihood that a young woman will complete high school and pursue the
necessary post-secondary education needed to compete in today’s economy.
Although there is a decline in teenage pregnancy rates it has been steady over
the past two decades. Teens are still engaging in sexual activity and teenage
girls are still getting pregnant.

Equipping the youth with the knowledge, skills and attitudes necessary to
protect themselves against unwanted pregnancy and provide them access to
reproductive healthcare are needed.

Health consequences
Early pregnancies among adolescents have major health consequences
for adolescent mothers and their babies.

For the infant

 Low birth weight

 Preterm birth
 Higher peri- and post-neonatal mortality

For the mother

 Anemia
 Delayed prenatal care
 Depression
 Inadequate weight gain
 Pregnancy induced hypertension
 Eclampsia
 Second birth as a teen

Social consequences of adolescent pregnancy

Adolescent pregnancy can also have negative social and economic effects
on girls, their families and communities. Unmarried pregnant adolescents may
face stigma or rejection by parents and peers and threats of violence. Similarly,
girls who become pregnant before age 18 are more likely to experience violence
within marriage or a partnership. With regards to education, school-leaving can
be a choice when a girl perceives pregnancy to be a better option in her

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circumstances than continuing education, or can be a direct cause of pregnancy

or early marriage.

Based on their subsequent lower education attainment, may have fewer

skills and opportunities for employment, often perpetuating cycles of poverty.

Teenage Pregnancy Prevention

The surest way to avoid pregnancy is not to have sex. Or if you do have sex,
to always use contraception.

Birth control, also known as contraception, is designed to prevent

pregnancy. Birth control methods may work in a number of different ways:
Preventing sperm from getting to the eggs. You have a choice among either to
use Artificial and /or Natural methods.

Chart for Contraception

Type of Benefits other

Contraceptive How it Instruction than
Method works Effectiveness Benefits for use Contraception
Low cost;
easily
Pill Alters available;
(contains natural controlled Taken daily after
synthetic ovulation by the menstrual cycle
estrogen) cycle. 99-100% woman begins None
Injections
(given in the
1st days if the
menstruation
and then
every 2-3
months) Not known Given by doctor None
Withdrawal No cost
(removal of under the
the penis Prevents control of
from the semen from the man and
vagina before going into the woman Dependent on
ejaculation) the vagina 70-85% involved the man None
Inserted by a
doctor in the first
few days of
Inserted Long-lasting menstruation;

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inside the and should be

Intrauterine uterus by a relatively examined every
Device (IUD) doctor 95-98% inexpensive few months None
Male Condom Low cost;
(rubber easily Do not use with Can be
sheath that accessible oil-based effective in
fits over the Rolled over and reduces lubricants(creams preventing of
penis) the penis 80-85% risk of STIs and lotions) STI’s/HIV/AIDS
Implant of the
Implantable Continuous Continuous capsule in the
hormone release of birth control upper arm; done
Device hormones Not known for 5 years by the doctor. None
Allows the
woman to No cost and Woman must
Calendar keep track under the keep track with
Method of “safe” control of the help of a
cycle. days for sex. 60-80% the woman calendar, None
Passageway Highly
Sterilization for the effective,
(Vasectomy sperm or the permanent
for males and egg is and one-
tubal ligation surgically time Doctor performs
for females) tied. 100% expense. the operation. None

Application
1. Reflect on what is an Ideal Contraceptive?

Closure

Good job! You can already differentiate fertilization, conception and

pregnancy; and that the idea of teenage pregnancy is no joke. Although teens
can often safely deliver healthy babies, there are possible health concerns for
both mother and child. If you become pregnant, you should see your doctor as
soon as possible to discuss your pregnancy. Additionally, you may also visit
health centers near you for methods available to help prevent teenage
pregnancy. Indeed, matters on sexuality and reproductive health entails a lot of
responsibilities.

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References:

Botor, Nephtaly Joel et al. P.K. R. (2018). “Gender and Society: A Human Ecological Approach.”
Manila, Philippines: Rex Bookstore, Inc.

RTI. (2017). Peer Education Training Manual on Adolescence Sexuality and Reproductive Health
and Teen Pregnancy Prevention

https://www.visiblebody.com/learn/reproductive/reproductive-
process#:~:text=Pregnancy%20begins%20once%20the%20fertilized,ends%20with%20labor%20an
d%20birth.

https://www.britannica.com/science/reproduction-biology

https://www.healthline.com/health/womens-health/what-does-conception-mean

https://www.healthline.com/health/womens-health/what-is-ovulation

https://www.healthline.com/health/where-does-fertilization-occur#where-fertilization-occurs

https://www.ncbi.nlm.nih.gov/books/NBK470216/

https://www.youtube.com/watch?v=_5OvgQW6FG4

https://pediatriceducation.org/2007/04/09/what-are-some-of-the-complications-of-teenage-
pregnancy/

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Lesson 3

3 Sexual Health and Hygiene

Learning Outcomes

When you finish reading this chapter, you should be able to:

1. Identify the important health habits for the developing adolescent.

Time Frame: Week 6

Introduction

Puberty causes all kinds of changes in the adolescent’s body. These

bodily changes are normal part of developing into an adult. There are instances
when these changes can be a source of anxiety to the growing teen. Does
anyone not worry about smelly breath and underarms? This further puts personal
hygiene and health habits being important life skills for the teen.

Activity

Reflect on the hygiene practices as you grow up.

1. List your health and hygiene practices and those that you know about.

a. ____________________________________________________
b. ____________________________________________________
c. ____________________________________________________
d. ____________________________________________________
e. ____________________________________________________
f. ____________________________________________________

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g. ____________________________________________________
h. ____________________________________________________
i. ____________________________________________________
j. ____________________________________________________

Analysis

1. Where did you learn about these practices?

___________________________________________________________
___________________________________________________________

2. Are you still applying these practices up to this day?

___________________________________________________________
___________________________________________________________

3. From your list, what practices do you consider a myth? Why?

___________________________________________________________
___________________________________________________________

4. From your list, what practices do you consider a fact? Why?

___________________________________________________________
___________________________________________________________

Abstraction

Definition of Terms:

 Health is a state of complete physical, mental and social well-being and

not merely the absence of disease or infirmity.
 Hygiene refers to behaviors that can improve cleanliness and lead to good
health.

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 Sexual Health refers to a state of physical, emotional, mental and social

well-being in relation to sexuality: it is not merely the absence of disease,
dysfunction or infirmity. It requires a positive and respectful approach to
sexuality and sexual relationships, as well as the possibility of having
pleasurable and safe sexual experiences. Free of coercion, discrimination
and violence. For sexual health to be attained and maintained, the sexual
rights of all persons must be respected, protected and fulfilled.
 Reproductive health refers to the state of complete physical, mental and
social well-being and not merely the absence of disease or infirmity in all
matters relating to the reproductive system and to its functions and
processes at all stages of life. It suggests that people with adequate
reproductive health have a satisfying and safe sexual life, can have
children, and can make a choice as to whether they would like to have
children and when and how to prevent them.

Let’s talk about teen hygiene

Oily Hair

Teenagers with greasy hair is a common occurrence. As you’ve probably

been told many times, hormones are up and down during this time. The
hormones that create acne are the ones responsible for your oily hair too. Each
strand of hair has its own sebaceous gland which keeps hair shiny and
waterproof. But during puberty when the sebaceous glands produce extra oil, it
can make you hair look too shiny, oily and greasy.

What to do:
 Wash hair regularly.
 Do not scrub or rub hair and scalp too hard.
 Use conditioner for oily hair.
 Pay attention to products you use on your hair.

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Sweat and body odor

Perspiration or sweat comes from sweat glands that you have always had
in your body. During puberty, these glands become more active and secrete
different chemical into the sweat that has a stronger smelling odor.

What to do:
 Bathe or shower everyday using soap and warm water.
 Wear clean clothing everyday (shirts, socks, underwear)
 Cotton clothing is recommended as it will help absorb sweat
more effectively
 To prevent sweaty and underarm odor, use deodorant with
antiperspirant.

Body Hair
Growing body hairs are again due to hormones in action.

What to do: (if you decide to shave)

 Make sure, blade of your razor is new and sharp to prevent cuts
and nicks.
 If you razor does not have shaving gel right in the blade area,
use shaving cream or gel because they make it easier to pull the
razor against your skin.
 Do it slowly and carefully to prevent cutting yourself.

Dental Hygiene

Dental health problems like tooth decay, gum bleeding or swelling, foul
breath are indicative of poor health. Dental health problems can cause poor self-
esteem and can lower the adolescent’s body image, especially at a time when
they are very conscious of their appearance. Explore the issue of body image
with the adolescent.

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How does one care for his/her teeth and oral/dental health?

 Brush your teeth regularly especially after eating sweet foods;

 Make the use of the dental floss a part of your routine after
brushing;
 Visit the dentist twice a year;
 Have a dental prophylaxis of the teeth as advised by the dentist;
 Avoid the use of coffee, tea, colas, and certain drugs that
discolor the teeth;
 Avoid cigarette smoking which discolors the teeth, makes your
breath foul, and puts you at risk for many diseases;
 Increase your intake of water
 Do not share toothbrush with other members of the family.

Health care check for the female

Breast Self-Exam

Breast self-exam, or regularly examining your breasts on your own, can be

an important way to find a breast cancer early, when it’s more likely to be treated
successfully. While no single test can detect all breast cancers early, performing
breast self-exam in combination with other screening methods can increase the
odds of early detection.

The best time for a self-breast exam is about a week after the last day of
your menstrual period, when your breasts are tender and swollen. This should be
done at the same time each month.

How to do a Breast Self-Exam: The 5 Steps

Step 1:
Begin by looking at your breasts in the mirror with your
shoulders straight and your arms on your hips.
Here's what you should look for:

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 Breasts that are their usual size, shape, and color

 Breasts that are evenly shaped without visible
distortion or swelling
If you see any of the following changes, bring them to
your doctor's attention:
 Dimpling, puckering, or bulging of the skin
 A nipple that has changed position or an inverted
nipple (pushed inward instead of sticking out)
 Redness, soreness, rash, or swelling

Step 2:

Now, raise your arms and look for the same changes.

Step 3:

While you're at the mirror, look for any signs of fluid

coming out of one or both nipples (this could be a
watery, milky, or yellow fluid or blood).

Step 4:
Next, feel your breasts while lying down, using your right
hand to feel your left breast and then your left hand to
feel your right breast. Use a firm, smooth touch with the
first few finger pads of your hand, keeping the fingers
flat and together. Use a circular motion, about the size
of a quarter.
Cover the entire breast from top to bottom, side to side
— from your collarbone to the top of your abdomen, and
from your armpit to your cleavage.
Follow a pattern to be sure that you cover the whole
breast. You can begin at the nipple, moving in larger

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and larger circles until you reach the outer edge of the
breast. You can also move your fingers up and down
vertically, in rows, as if you were mowing a lawn. This
up-and-down approach seems to work best for most
women. Be sure to feel all the tissue from the front to
the back of your breasts: for the skin and tissue just
beneath, use light pressure; use medium pressure for
tissue in the middle of your breasts; use firm pressure
for the deep tissue in the back. When you've reached
the deep tissue, you should be able to feel down to your
ribcage.

Step 5:

Finally, feel your breasts while you are standing or

sitting. Many women find that the easiest way to feel
their breasts is when their skin is wet and slippery, so
they like to do this step in the shower. Cover your entire
breast, using the same hand movements described in
step 4.

Keeping the external female genitalia clean

 Wash the external genitalia every day especially during menstruation.

 According to most skin care specialists, soap is optional for the vulva
as they can affect the healthy balance of bacteria and pH levels in
the vagina and cause irritation. If you choose to use soap, use plain,
unperfumed ones to wash the vulva gently every day.
 Wash only the external parts. Do not try to clean the internal genitalia.
 The close proximity of the urethra and the rectum makes women
susceptible to urinary tract infections (UTIs) because bacteria from the
anus can enter the urethra. Avoid contamination of the urethra by
“wiping from front to back” following urination or bowel movement.
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 Wear clean, soft and moisture-wicking underwear.

 Avoid wearing anything tight against the vulva.
 Be aware of any changes in your vaginal fluids – color or odor. If you
see and observe any, please visit a health professional immediately.

Healthcare Check for the males

 Wash the external genitalia using water and unscented, mild soap.
Don’t use harsh soaps or scrub the area too hard, as the sensitive skin
in the area can be irritated.
 Uncircumcised males need to pull back the foreskin and gently wash
underneath. Poor hygiene can cause a build-up of smegma, an oily,
malodorous, and irritating substance that is known to occur below the
foreskin. If smegma builds up, it can cause inflammation to the
adjacent skin. This can be uncomfortable and can be a cause balanitis,
a condition where the head of the penis becomes red and inflamed.
 Use loose-fitting, cotton underwear to prevent irritation.
 Seek medical attention immediately if you notice unusual penile
discharges, odors, blisters or sores.

Application

A. Match the Items in Column A with the statements in Column B. Write your
answers on a sheet of paper:

A B
A. Prevents acne by elimination of
1. Masturbation. blackheads.
2. Using Tampons. B. Not necessary with regular
bathing.
3. Wearing of athletic supporter. C. An eliminate “Jock itch”
D. A normal, healthy way to relieve
4. Breast Self-Examination. sexual tension
E. Important for sexual and
5. Using deodorant. reproductive health
F. Cleans the genitals daily and
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6. Douching. keeps them odor free

G. Masks the normal odor
7. Rubbing cornstarch on genitals. associated with healthy
genitals.
H. Protects and supports the penis
8. Avoiding vaginal infections. and testicles.
I. May destroy natural bacteria
9. Using feminine hygiene sprays. that keeps the vagina clean.
J. Protects you and partner from
10. Frequent bathing. further infections.
K. Can detect small lumps that
11. Using an abrasive facial could develop into cancer.
cleanser.
L. Does not affect sexual or
12. Circumcision. reproductive health.
13. Applying a hot water bottle or M. Can cause Toxic Shock
heating pad to abdomen. Syndrome (TSS) if left too long.
N. Depends on diet, clothing,
14. Being tested and treated for bathing and other health
STIs. behaviors.
15. Having regular pelvic O. May eliminate menstrual
examination. cramps.
Adapted from Life Planning Education, Advocates for Youth , Washington D.C.

B. Reflect on the growing rate of Sexually Transmitted Infections / HIV-AIDS

among High School and College population. What does this say about the
youth of today?

Closure

In this chapter, we have identified the important health habits for the
developing adolescent to address the various changes the take place in the
growing adolescent. Practical tips on observing good and healthy hygiene daily
have been highlighted as well as indications when to seek help, especially from a
health care professional. We are already gearing towards the end of this Module,
now, we will be discussing about Adolescents and why are they prone to risky
behaviors? What should be done to prevent them from detriment?

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References:

Botor, Nephtaly Joel et al. P.K. R. (2018). “Gender and Society: A Human Ecological Approach.”
Manila, Philippines: Rex Bookstore, Inc.

https://www.healthline.com/health/penis-health

https://sexualityresources.com/ask-dr-myrtle/womens-issues-and-sexual-problems/basic-genital-
care-women

https://www.breastcancer.org/symptoms/testing/types/self_exam

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Lesson 4

4 Risky Behaviors and Adolescents

Learning Outcomes

When you finish reading this chapter, you should be able to:

1. Identify trouble signs that can lead to risky behaviors and its complications;
2. Discuss how to avoid risky behaviors.

Time Frame: Week 6

Introduction

Adolescence is one of the most important developmental period in which

person grows and matures physically, mentally, cognitively, socially and
emotionally. It is important to examine the developmental characteristics, risky
behaviors and counseling during adolescence period. Risky behaviors restrain
adolescents to become responsible adults by threatening their well-being.
Preventive interventions should reduce risk factors and enhance protective
factors.

Activity

1. List down all the information you know about the following:

a. Drug abuse
 street name of drugs, signs and effects
b. STIs and HIV/AIDS
 modes of transmission, signs and symptoms, prevalence and
prevention

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Analysis

1. Where did you learn about this information?

2. What do you think are some situations where introduction to drugs and sexual
risks among adolescents could come in?
3. What could you do to avoid being involved in drug use and sexually
transmitted infections?
4. What are areas of concern that you can openly discuss with any or both of
your parents? Why?
5. What are areas of concern that you cannot openly discuss with any or both of
your parents? Why?

Abstraction

INDEPENDENT READING

Powerpoint Presentations:
1. The Basics of STI and HIV-AIDS
RTI.(2017). Peer Education Training Manual on Adolescence Sexuality and
Reproductive Health and Teen Pregnancy Prevention

2. STI/HIV-AIDS and the Youth

RTI.(2017). Peer Education Training Manual on Adolescence Sexuality and
Reproductive Health and Teen Pregnancy Prevention

3. Drug Abuse in the Philippines

RTI.(2017). Peer Education Training Manual on Adolescence Sexuality and
Reproductive Health and Teen Pregnancy Prevention

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Understanding Developmental Characteristics of Adolescents

Physical Development

There are three main physical changes that come with adolescence:

 The growth spurt (an early sign of maturation);

 Primary sex characteristics (changes in the organs directly related to
reproduction);
 Secondary sex characteristics (bodily signs of sexual maturity that do not
directly involve reproductive organs).

Cognitive Development

Adolescent thinking is on a higher level than that of children. Children are

only able to think logically about the concrete, the here and now. Adolescents
move beyond these limits and can think in terms of what might be true, rather
than just what they see is true. They are able to deal with abstractions, test
hypotheses and see infinite possibilities. Yet adolescents still often display
egocentric behaviors and attitudes.

Emotional Development

Adolescents are also developing socially and emotionally during this time.
The most important task of adolescence is the search for identity. (This is often a

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lifelong voyage, launched in adolescence.) Along with the search for identity
comes the struggle for independence.

Risk Behaviors of Adolescents in the Philippines

Majority of the youth mature successfully through adolescence without

apparent long term problems. All adolescents should be considered at risk due to
the prevalence of risk behaviors, the inherent developmental needs of
adolescents, and the various risk factors for their initiation and maintenance.
Risk taking is a normal part of adolescent development. Risk taking is
defined as participation in potentially health compromising activities with little
understanding of, or in spite of an understanding of, the possible negative
consequences.
Adolescents experiment with new behaviors as they explore their
emerging identity and independence. The concept of risk has been established
as a characteristic that exposes adolescents to threats to their health and well-
being. Young people may be exposed to similar risks but respond differently.
Some may not sustain any physical or emotional damage while others may be
affected for the rest of their lives.

Trouble Signs among Teens:

Sexual promiscuity
Regular use of drugs and alcohol
Repeated violation of the law or school regulation
Running away more than once in 3 months
Skipping school more than once in 3 months
Aggressive outbursts/ Impulsiveness
Dark drawings or writings
Deterioration in hygiene
Oppositional behavior
Refusal to work/ non-compliance
Chronic lateness
Falling asleep in class
Changes in physical appearance
Excessive daydreaming

Source: DOH Adolescent Job Aid Manual 2009

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During adolescence, young people begin to explore alternative health

behaviors including: Smoking, drinking alcohol, drug use, sexual intimacy, and
violence. The Department of Health, in its Adolescent and Youth Health Policy
(2000), has identified the following health risks: substance use, premarital sex,
early childbearing, abortion, HIV/AIDS, violence, accidents, malnutrition and
mental health.

Adolescents Health Risks

Alcohol use

Alcohol is the most frequently used drug by teenagers. Unintentional

injuries are the leading cause of death among 15 to 24 years old and many of
these injuries are related to alcohol use. Young people who drink are more likely
to use tobacco and other drugs and engage in risky sexual behavior than those
who do not drink.

Drinking alcohol may lead to the following effects:

 decreases ability to pay attention

 the younger a person is when they begin drinking, the more likely
they are to develop a problem with alcohol
 deaths due to car crashes in which underage drinking is involved
 alcohol is involved in nearly half of all violent deaths involving teens
 suicide
 likely to engage in sexual activity, unprotected sex, or have sex with
a stranger
 excess alcohol use can mask other emotional problems, like
anxiety or depression
 use of other drugs, like marijuana.

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Substance Abuse

Substance abuse is the overuse of a drug, with no due regard to accepted

medical practices resulting in the individual’s physical, mental, emotional, or
behavioral impairment. This results in problems at home (such as more
arguments with parents), at school (such as failing grades), or with the law (such
as driving under the influence or possessing illegal substances). The effects
cause changes in a teen's alertness, perceptions, movement, judgment, and
attention. These make the teen more likely to engage in risk-taking behaviors.

Cigarette Smoking

Adolescents smoke for the following reasons:

 social norm (“to be cool”)

 curiosity
 advertising
 social pressure
 pleasure
 addiction

What are the health effects of tobacco?

 Cardiovascular: ischemic heart disease, cerebrovascular disease,

peripheral vascular disease
 Cancer: lung, head and neck, esophageal, gastric, colorectal
 Endocrine: menstrual disorders, decreased bone mineral density,
erectile dysfunction
 Pulmonary: COPD
 Gastrointestinal: gastroesophageal reflux, peptic ulcer disease
 Dermatologic: premature wrinkling
 Pregnancy complications: low birth weight, IUGR, SGA, spontaneous
abortion, PROM, SIDS

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Identified Sexual Risks that were found among the growing Filipino
adolescents

One in three has sexual experience. They also engage in sex at a younger
age: first sex for boys: 17.6 years old while first sex for girls: 18.1 years old. One
in 50 had sex before age 15 while one in 4 had sex before 18 years old. 7 in 10
of first premarital sex cases a re unprotected against unintended pregnancy and
sexually transmitted infections including HIV-AIDS.

Sex and Media have been identified as key influencers among

adolescents engaging in high risk behaviors, as shown in studies in NCR and
CALABARZON. 3 in 5 have watched X-rated movies and videos, the 4th highest
in the country. 3 in 10 have sent or received sex videos through cell phones or
internet, the 2nd highest in the country. 6 in 100 have engaged in phone sex,
higher than the national average.

Guidance of family is very important as the adolescent develops into a

mature adult. Family arrangement, based on the 2006 McCann Erickson Study,
has noted the 53% of adolescents live with both parents. Because of the
Overseas Filipino Worker (OFW) phenomenon, 5% live without the mother, 20%
live without the father and 23% live without parents.

Preventing Multiple Risky Behaviors among Adolescents

Strategies to prevent risky behaviors among adolescents include school

and extra-curricular activity involvement, safe environments, and positive
relationships with caring adults.

1. Support and Strengthen Family Functioning

Teaching parents how to cope with stress, communicate clear expectations,
eliminate coercive parenting, and reward positive behaviors appears to prevent
and deter children and youth from engaging in risky behavior.
2. Increase Connections between Students and Their Schools

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Children and youth who feel connected to their schools are less likely to bully or
be bullied, to engage in delinquent behavior, and to use drugs and alcohol.
3. Make Communities Safe and Supportive for Children and Youth
Children and youth who live in safe, supportive communities are less likely to use
drugs, exhibit aggressive behavior, commit crimes, and drop out of school.

4. Promote Involvement in High Quality Out-of-School-Time Programs

Involvement in high quality out-of-school-time programs has been linked with
decreased drug abuse, delinquency, and sexual risk-taking behaviors.
5. Promote the Development of Sustained Relationships with Caring
Adults
Children and youth who report that they have positive relationships with adults
and those who receive mentoring in the context of a long-term supportive
relationship are more likely to succeed on multiple fronts.
6. Provide Children and Youth Opportunities to Build Social and
Emotional Competence
Children and youth with strong social and emotional competence are less likely to
engage in risky behaviors related to aggression, substance use, and sexual risk
taking.
7. Provide Children and Youth with High Quality Education during
Early and Middle Childhood
Children who receive high-quality early care and/or high-quality education in
elementary school are less likely to engage in substance use and risky sexual
behavior when they get older

Application

1. Write a Key Message to Adolescents that will impact the quality of their
health in adulthood when they assume new roles and responsibilities related to
work, career, family and parenthood.

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Closure

Now you understand why adolescents behave the way they do; you have
also identified areas of concern that will lead an adolescent to risky behaviours
and its dangers and means to prevent it. Congratulations! You are finished with
Unit II. I hope you will remember everything we have discussed by heart as these
will connect you to concerns and issues on gender and sexuality.
Module Summary:

This module covered the biomedical perspective in gender and sexuality.

Anatomically, males and females have different reproductive organs, a penis,
testicle and scrotum for males and a vagina, uterus and ovaries for females.
Other anatomical differences include the development of breasts among females
and the presence of a menstrual cycle. Though males and females have
biological differences but otherwise most bodily systems function the same say
and differences arise from cultural expectations.

References:

Botor, Nephtaly Joel et al. P.K. R. (2018). “Gender and Society: A Human Ecological Approach.”
Manila, Philippines: Rex Bookstore, Inc.

RTI. (2017). Peer Education Training Manual on Adolescence Sexuality and Reproductive Health
and Teen Pregnancy Prevention

https://www.doh.gov.ph/sites/default/files/publications/ADolescentsJobManualFA.pdf

https://www.childtrends.org/publications/preventing-multiple-risky-behaviors-among-adolescents-
seven-
strategies#:~:text=Strategies%20to%20prevent%20risky%20behaviors,positive%20relationships%
20with%20caring%20adults.

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