Solution Manual For Understanding Human Sexuality 14th Edition Janet Hydejohn Delamater

Solution Manual for UNDERSTANDING HUMAN
SEXUALITY, 14th Edition, Janet Hyde,John

DeLamater,,
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Solution Manual for UNDERSTANDING HUMAN SEXUALITY, 14th Edition, Janet Hyde,John DeLamater,,
Chapter 7
Contraception and Abortion
Lecture Outline
Are You Curious?
Questions are posed regarding alternatives to birth control pills, including vasectomies,
mifepristone, and male hormonal contraception methods.
I. Hormonal Methods
• Hormonal methods of contraception are highly effective and come in a number of forms:
the pill, the patch, the vaginal ring, and injections.
• Several terms are used in communicating data on the effectiveness of contraceptives:
o Failure rate, or pregnancy rate, is the percentage of women using a particular
contraceptive method who will be pregnant after a year of use.
o Effectiveness is 100 minus the failure rate; thus, a contraceptive with a 5 percent
failure rate is said to be 95 percent effective.
o There are two kinds of failure rate: the failure rate for perfect users and the failure
rate for typical users.
• Combination birth control pills work mainly by preventing ovulation.
o They are one of the most effective methods of birth control.
o The perfect-user failure rate is 0.3 percent (i.e., the method is essentially 100 percent
effective), and the typical-user failure rate is 9 percent.
o Among the serious side effects associated with use of the pill are slight but
significant increases in certain diseases of the circulatory system.
o For women who have taken the pill for more than five years, the risk of benign liver
tumors increases.
o They do not interfere with intercourse, as do some other methods—the condom and
foam. It is not messy.
o Some women experience a brief delay (two or three months) in becoming pregnant
after stopping the pill, but pregnancy rates are about the same as for women who
never took the pill.
o They may increase the metabolism of some drugs, making them more potent.
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• Progestin-only pills, sometimes called minipills, contain only a low dose of progestin and
no estrogen, and are designed to avoid the estrogen-related side effects of combination
pills.
• The patch (Ortho Evra) contains the same hormones as combination birth control pills but
is administered transdermally—that is, through the skin.
• The vaginal ring (NuvaRing) is a flexible, transparent ring made of plastic and filled with
the same hormones as those in the combination pill, at slightly lower doses.
• Depo-Provera (DMPA) is a progestin administered by injection.
o It works like the other progestin-only methods, by inhibiting ovulation, thickening
the cervical mucus, and inhibiting the growth of the endometrium.
• Emergency contraception is available in pill form for situations such as rape or a condom
breaking.
o The treatment is most effective if begun within 24 hours and cannot be delayed
longer than 120 hours (five days).
II. LARC
• LARC stands for long-acting, reversible contraceptives; it includes implants and IUDs.
• Implants are thin rods or tubes containing progestin. They are inserted under the skin in a
woman’s arm and are effective for three years.
• The intrauterine device (IUD, also called intrauterine contraceptives or IUCs) is a small
piece of plastic and may also contain copper or progestin. An IUD is inserted into the
uterus by a doctor or nurse practitioner and then remains in place until the woman wants to
have it removed. IUDs remain effective for 3 to 12 years, depending on the type.
III. Condoms
• The male condom (“rubber,” “jimmies,” “safe”) is a thin sheath that fits over the penis.
o It may be made of latex (“rubber”), polyurethane, or the intestinal tissue of lambs
(“skin”). Latex and polyurethane are the effective ones.
o The perfect-user failure rate for condoms is about 2 percent. The typical-user failure
rate is about 18 percent, but many failures result from improper or inconsistent use.
o The condom has no side effects, except that some users are allergic to latex.
o A major advantage of condoms is that they provide protection against many sexually
transmitted infections.
• The female condom is made of polyurethane and resembles a clear balloon.
o It works by preventing sperm from entering the vagina and by blocking the entrance
to the uterus.
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o The typical-user failure rate for female condom is 21 percent. The perfect-user
failure rate is 5 percent.
o One major advantage of using a female condom is that it is a method that a woman
can use herself to reduce her risk of contracting an STI.
IV. Diaphragms, FemCap, and the Sponge
• The diaphragm is a circular, dome-shaped piece of thin rubber with a rubber-covered rim
of flexible metal.
o It is inserted into the vagina and, when properly in place, fits snugly over the cervix.
o The typical-user failure rate of the diaphragm has been estimated to be 12 percent.
Most failures are due to improper use.
• FemCap is a vaginal barrier device similar to the diaphragm. It is shaped like a sailor’s cap,
is made of silicone, and comes in three sizes.
• Similar to the diaphragm, the sponge is made up of polyurethane, it is small, and is shaped
like a pillow with a concave dimple on one side.
V. Spermicides
• Contraceptive foams (Delfen, Emko), creams, and jellies are all classified as
spermicides—that is, sperm killers. Most contain nonoxynol-9 (N-9).
• Failure rates for spermicides are high, and spermicide use is not recommended as a birth
control method by itself—only in conjunction with a second method like a condom.
VI. Withdrawal
• In withdrawal, the man withdraws his penis from his partner’s vagina before he has an
orgasm and ejaculates outside the vagina.
o The failure rate is around 22 percent.
VII. Fertility Awareness (Rhythm) Methods
• Rhythm (fertility awareness) methods involve abstaining from intercourse around the
time the woman ovulates.
• In the calendar method, the woman determines when she ovulates by keeping a calendar
record of the length of her menstrual cycles.
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• A somewhat more accurate method for determining ovulation is the basal body
temperature (BBT) method: The woman determines when she ovulates by keeping track
of her temperature.
• In the cervical mucus method, the woman determines when she ovulates by checking her
cervical mucus.
• The sympto-thermal method combines the basal body temperature method and the
cervical mucus method.
• Although the typical-user failure rate is around 25 percent for all these methods, ideal-user
failure rates vary considerably, from 2 to 5 percent.
• These methods have no side effects except possible psychological stress, and they are
cheap and easily reversible.
VIII. Sterilization
• Sterilization, or voluntary surgical contraception (VSC), is a surgical procedure whereby

an individual is made permanently sterile—that is, unable to reproduce.
• The male sterilization operation is called a vasectomy, so named for the vas deferens,
which is tied or cut.
o It creates no physical changes that interfere with erection. Neither does it interfere in
any way with sex hormone production; the testes continue to manufacture
testosterone and secrete it into the bloodstream. The man continues to produce an
ejaculate, it just doesn’t contain sperm.
o The process makes it impossible for sperm to move beyond the cut in the vas.
o It is essentially 100 percent effective; it has a failure rate of 0.1 percent.
• Several surgical techniques are used to sterilize a woman (sometimes called tubal ligation
or “having the tubes tied”), including minilaparotomy, laparoscopy, and the transcervical
approach.
• For laparoscopy, a magnifying instrument is inserted into the abdomen. The doctor uses it
to identify the fallopian tubes and then blocks them with clips.
o A variation on this procedure is the minilaparotomy, which is used immediately after
a woman has given birth.
o Another procedure is the transcervical approach, which does not require an incision.
The instruments enter through the cervix and uterus, and a blockage device is placed
in each fallopian tube.
o The female sterilization procedures do not interfere with the ovaries
o These procedures are essentially 100 percent effective.
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IX. Psychological Aspects: Attitudes toward Contraception
• Each year in the United States, 600,000 teenagers become pregnant. The great majority of
these unwanted pregnancies occur because sexually active persons fail to use
contraceptives responsibly.
• Factors that experts believe are crucial for teens to be consistent users of contraception
include:
o Access to contraceptives and a belief that one has access
o Knowledge about sexual and reproductive health and contraception
o Strong motivation to use contraception, rather than having excuses such as “it’s too
much of a hassle” or “it interferes with sexual enjoyment.”
• Fantasy may also play an important role in contraceptive behavior. Fantasy is often
influenced by media, which rarely depict contraception or the consequences of failing to
use it.
X. Abortion
• Abortion is the termination of pregnancy. It is controversial in the United States, and

access can vary from state to state—though 926,000 legal abortions are performed each
year in the United States. It is legal and widely practiced in Russia and Japan, parts of
eastern and central Europe, and South America.
• The vacuum aspiration method (also called suction curettage) can be performed during
the first trimester of pregnancy and up to 14 weeks’ gestation.
• Dilation and evacuation (D&E) is somewhat similar to vacuum aspiration, but it is more
complicated because the fetus is larger by the second trimester.
• The drug RU-486, or mifepristone, is used for medical or medication abortion. It has a
powerful antiprogesterone effect, causing the endometrium of the uterus to be sloughed off
and thus bringing about an abortion.
• The discovery of an unwanted pregnancy triggers a complicated set of emotions, as well as
a complex decision-making process.
• Scientific evidence indicates that most women do not experience severe negative
psychological responses to abortion.
o The Turnaway Study showed that after five years, women who had abortions felt no
more depressed than women who had not.
o Studies show that children born because of lack of access to abortion show no
physical differences but do show reduced achievements in school and more
psychological problems through adolescence and adulthood.
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• Although counseling for women undergoing abortion is a standard procedure, counseling is
rarely available for the men who are involved.
XI. New Advances in Contraception
• To deal with the problem of allergies to latex, polyurethane condoms have been developed.
• Male hormonal methods suppress the production of LH and FSH by the pituitary, so that
sperm would not be produced or would not develop properly.
o Unfortunately, many of the hormone preparations that have been tried shut down
sperm production but also shut down the user’s sex drive, making them unacceptable
to most men.
• RISUG is the name for Reversible Inhibition of Sperm Under Guidance, a method that has
been developed mainly in India. It is under trial in the United States.
• Microbicides are substances that kill microbes (bacteria and viruses) and, preferably,
sperm. Experts had hoped that current contraceptive foams and gels, which contain
nonoxynol-9 (N-9), would be effective microbicides, but it turns out that N-9 is ineffective
and may actually make women more vulnerable to infection by irritating the vagina.
• A new pill is being developed that adds an androgen to the combination pill, which will
hopefully address the issue of lowered testosterone levels caused by the combination pill in
some women.
• One company is developing a ring that contains both contraceptive hormones and
tenofovir, an antiretroviral that protects against HIV.
• Research is being conducted on sperm-binding beads that will attack sperm and prevent
them from going after eggs.
• The Reversible, Nonsurgical Sterilization method involves injecting liquid silicone into the
fallopian tubes that hardens and forms a plug.
Lecture Extension
Infanticide as Abortion
Many students misperceive abortion as primarily a contemporary issue and as the only venue to
terminate an unwanted pregnancy. Few consider that infanticide historically has been a very
common means of population control and handling unwanted pregnancies or infant
abnormalities. Females, because of their innate reproductive capacities, generally have been at a
higher risk for such practices than male infants. In ancient Greece and Rome, infants with
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congenital defects, or who would place undue financial burden on the family, often were left to
die of exposure. With the advent of the Industrial Revolution in the 19th century, children
became less of an economic asset, and infanticide became more common in both the United
Kingdom and the United States. Indeed, homes in England for unwanted children came to be
referred to as “angel farms,” not for the idea that they housed angelic children, but because the
children often became “angels,” due to neglect and/or abuse.
Infanticide, or at least child murder, is still quite common in the postindustrial United
States. Milner (1998) notes, for example, that in 1966, 1 out of every 22 U.S. murders involved
the death of a child at the hands of a parent. The reasons largely are similar to those in other
cultures and at other points in history. Research indicates that economic stressors are a factor in
maternal infanticide (Gauthier, Chaudoir, & Forsyth, 2003). Interestingly, Gauthier et al. (2003)
found that relative deprivation produced greater stress than absolute poverty.
Sources:
Gauthier, D., Chaudoir, N., & Forsythe, C. (2003). A sociological analysis of maternal
infanticide in the United States 1984–1996. Deviant Behavior, 24(4), 393–405.
Milner, L. (1998). A brief history of infanticide. Available online:
www.infanticide.org/history.htm.
Lubricants for Sex
Lubricants are used in sexual activity for a variety of reasons. They can increase pleasure when
used with sex toys or when a little extra lubrication is warranted (e.g., when a woman’s vagina is
a little too dry). However, knowing what kinds of lubricant are available is important because
some can be used with contraceptive devices such as condoms and others cannot. Virtually all
lubricants on the market today fall into one of three categories:
• Water-based
• Silicone-based
• Oil-based
Water-based lubricants are just that: water-based. They tend to be fairly thin and are easily
removed from the skin with a little water and soap. Because they are water-based, they tend to be
absorbed into the skin and mucous membranes easily, and if intimate behavior continues for a
significant time, reapplication may be necessary. The main advantage of water-based lubricants
is that they are completely compatible with condoms.
Silicone-based lubricants are similar to water-based lubricants, but they are generally a
lot greasier and last much longer than water-based products. Their main advantage is that there is
virtually no need for reapplication because they do not dry out as quickly as a water-based
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lubricant. The main disadvantage is that the cleanup takes more time because they are water
resistant.
Oil-based lubricants should be considered only for sexual activities of a solo nature, for
which penetration or use with a condom is not a consideration. Oil-based lubricants corrode latex
so they should not be used with condoms. In addition, they are bad for a woman’s vaginal health
in a variety of ways and so should not be used in intercourse with a woman. Finally, they tend to
be very slimy, messy, and difficult to clean up.
Ensuring Contraceptive Success While on the Pill
Despite the popularity of the birth control pill, it is important to have detailed knowledge of how
to use it and to know when to use a backup method to prevent pregnancy. If the birth control pill
is your contraceptive choice, read this information for guidelines to help ensure its effectiveness.
1. Start your first pack on the first Sunday after your period begins. If your period begins on
Sunday, start your pills that day.
2. Use a backup method (foam, condoms, sponge) with the pills for the first month.
3. Take a pill every day until you finish a pack, then start a new pack. Do not skip any days
between packs.
4. It is very important to take your pills every day at the same time. If you miss or take any pills
late, you may spot or bleed and should use a backup method until you start the next pack of
pills.
5. If you are late with a pill by 4 hours or more, be sure to use a backup method until you start
the next pack of pills.
6. If you miss one pill, take it as soon as you remember it, then take today’s pill at the regular
time. Use a backup method until you start the next pack of pills.
7. If you miss two pills in a row, take two pills as soon as you remember and two pills the next
day. Example: If you forget pills on Monday and Tuesday, take two pills on Wednesday and
two pills on Thursday to catch up. Use a backup method until you start the next pack of pills.
8. If you miss three pills in a row, start using a backup method right away. Start a new pack of
pills on the next Sunday after the last pill you took. Use your backup method until you finish
the new pack of pills. If you have been sexually active before starting your new pack of pills,
you must wait for your next period before starting. You need to use another form of birth
control for the month and for the next cycle of pills.
9. Missed periods:
o If you have taken all pills correctly and have a very light period or miss a period,
keep taking your pills.
o If you miss two periods in a row, call your health-care provider.
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o If you miss any pills and miss a period, call your health-care provider. You may need
a pregnancy test.
10. If you are sick and experience diarrhea or vomiting within 2 hours of taking the pill, use a
backup method until you start your next pack of pills. Keep taking your pills.
11. Anytime you see a doctor or nurse, be sure to mention you are on birth control pills,
especially if you may be hospitalized.
12. Certain medicines, such as antibiotics, may cause your pills to be less effective. Call your
health-care provider to find out if you need to use a backup method.
From the University of Iowa Hospitals and Clinics. (2004). Birth control pill fact sheet:
http://www.uihealthcare.com/depts/med/obgyn/patedu/birthcontrol/pillfacts.html
How Effective Is Breastfeeding as a Contraceptive?
Many people believe that breastfeeding acts as a contraceptive; interestingly, this is found cross-
culturally. The Kung Bushmen of southern Africa believe that breastfeeding delays conception.
In their culture, the space between the births of siblings is about every 4 years, which tends to
support this belief (Shostak, 1991). The Sambia of Papua New Guinea likewise believe that
breastfeeding delays pregnancy. Also, like other groups, they have a postpartum taboo of sexual
activity that lasts for the first 2 years of a child’s life as well as during nursing (Herdt, 2006).
The American Academy of Pediatrics (2011) states that under certain conditions breastfeeding
can be effective in preventing pregnancy. Here are the conditions:
• If you are exclusively breastfeeding.
• If your menstrual periods have not resumed.
• If your baby is less than 6 months old. Once your baby is 6 months old and has begun
sampling solid foods, breastfeeding is no longer a reliable form of birth control.
If you do not want to become pregnant, you will need to consider what kind of contraception you
will use. It’s best to consult your gynecologist for advice on which types to use while
breastfeeding, but in general, condoms, a diaphragm, a cervical cap, and spermicidal are
considered the most preferable forms of birth control for a breastfeeding mother, because they
are least likely to interfere with milk supply. Low-dose birth control pills should not have a
significant impact on your milk supply when begun at this age.
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Female College Students and Emergency Contraception
Despite the wide availability of emergency contraception (EC), many women know little about
it. This may help explain why the incidence of unintended pregnancies in the United States is so
high compared to other nations. Recent studies found that 60–80 percent of pregnancies in
women aged 18–24 were unplanned (Vahratian et al., 2008). And it has been over 10 years since
the FDA approved two different forms of EC: mifepristone (RU-486) and Plan B.
In fact, women have only a general awareness about the existence of EC and approve of
it as a means to prevent unintended pregnancies. They do not know about its effectiveness,
safety, availability, and side effects, however. Also, in findings from previous research, it is clear
that many women don’t know the difference between Plan B and mifepristone, an oral
medication that can induce spontaneous abortion in the first trimester of pregnancy (Hickey,
2009).
It is also clear from these studies that health-care providers have not received adequate
information and counseling about EC. Many women reported that their information about EC
came from friends, peers, or the Internet and that they would be more likely to use EC if a
health-care provider had informed them about it. Women’s knowledge, perceptions, and use of
EC have not been adequately investigated since it became available over-the-counter in 2006
(Hickey, 2009). The research done on EC highlights both the need for health-care professionals
to share their knowledge of available resources and the need for women to be proactive about
their own health care.
Abortion Is Not Contraception
Contraception is any method that we use to prevent conception and unintended pregnancy.
Additionally, many contraceptive methods prevent the transmission of STIs. Because
contraception is used to prevent pregnancy, abortion does not fit the definition of contraception.
It may seem obvious, but it is important to underline that only after conception has occurred can
abortion take place. The purpose of contraception is to prevent conception. Abortion is among
the biggest and longest running controversies in all of sexuality in the United States. Abortion is
a painful and personal decision, and none of the groups in the debate over abortion recommend it
as a birth control method. Abortion decisions sometimes come into play late in the process of
pregnancy and may result from a true lack of sexual literacy, including the absence of positive
resources, such as quality health care, that might have resulted in the use of contraceptives in the
first place. Healthy sexuality and sexual well-being depend on understanding these processes.
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Lecture and Discussion Ideas
How the Pill Works: What three things does the birth control pill do to prevent pregnancy?
What hormonal manipulation is needed for each effect? What state does the pill mimic?
LARC: What does LARC stand for? Why do family planning experts prefer it as a method of
contraception?
Failure Rates: What is the difference between a perfect-use failure rate and a typical-use failure
rate? Which rate is the most useful in evaluating different methods?
Risky Business—Why Couples Fail to Use Protection: Indicate what “costs” are at work to
prevent people from (1) acknowledging contraception, (2) obtaining contraception, and (3)
planning and continuing contraception. Are the anticipated benefits of pregnancy as strong a
factor as the costs in discouraging contraceptive use?
Withdrawal: What is the typical failure rate for withdrawal? What other birth control methods
have similar typical failure rates? Is this surprising news? Why might someone recommend
certain devices but not withdrawal?
Responsibility for Birth Control: Discuss whose responsibility it is in a new relationship to

initiate discussion about birth control. Who should ultimately take responsibility for this issue?
Contraception Decisions: Should the use of contraception be a decision that two people—or
one person—make? Does it depend on the relationship involved or the type of sex involved?
Emergency Contraception: Suppose that a couple in an intimate, loving relationship decide to

go camping together. They’re sitting by the fire under the stars feeling very romantic and
sexually excited. They suddenly realize they forgot to pack the condoms! Discuss how they
might best deal with this situation.
The Male Pill: If the male pill were available, do you think it would be popular among men?
What psychosocial barriers might make men reluctant to use it? How might it change the face of
contraceptive use in America?
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Male Sterilization: Why might some men be nervous about having a vasectomy? What happens
to sperm if they cannot move out of the testes? Do the testes swell up and explode? Does the
man still ejaculate? What percentage of ejaculate is sperm?
Note to the instructor: After a vasectomy, sperm are reabsorbed, just like they are reabsorbed if a
man who has not had a vasectomy does not ejaculate. Sperm comprise less than 1 percent of
semen. The rest of the semen, fluid from the prostate and seminal vesicles, is still ejaculated
during orgasm after men have undergone vasectomy.
Sterilization: Would you ever consider surgical sterilization as your method of birth control?
Why or why not? Might your decision change in the future?
Thinking Sociologically: How has the advent of consistently effective (assuming perfect-user
practices) contraceptives changed the nature of intimate relationships in the past 50 years? What
are the social implications of separating sex and reproduction?
Contraception in the United States Today: In the 19th and early 20th centuries, those who
opposed the use of contraceptives passed federal laws making it illegal even to distribute
information about it. Some people were brave enough to oppose this law despite the threat of
being imprisoned, but believe it or not, that law was not repealed until 1965. In past elections,
this was one of the hot issues. Republicans called women “sluts” for using birth control, argued
that insurance companies shouldn’t have to pay for birth control, and tried to cut funding for
Planned Parenthood. Many felt this constituted a war on women. Based on this, how do you see
the history of contraception in the United States affecting how we think about contraception
today? In what ways do you see contraception and sexual health care changing in the future?
Sex and Popular Culture: How is contraception treated in soap operas, in television, in films,
and in reality shows? Is a connection made between pregnancy and failure to use contraception?
Identify a show that does a good job at discussing contraception. Share myths about
contraception you have heard about or even used, such as douching with Coca-Cola. What might
the appeal be? What impact do these myths have? How can you educate others about their
ineffectiveness? How is abortion handled in television dramas and shows? Are the media pro-life
or pro-choice? Give examples.
Governmental Intervention: What role should the government have in the types of
contraception that are available in this country?
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Insurance for Birth Control: Should birth control be covered by insurance plans? Why or why
not? Should insurance cover all kinds of birth control? If not, what type of birth control should
be excluded and why? Which birth control methods are covered by the insurance that students
get from their college or university? Which methods are covered by the insurance that faculty
and staff get from their organization? Why might some insurance companies refuse to cover birth
control?
Russia and Contraception: The former Soviet Union (now Russia) was committed to being a
global superpower, and its domestic policy reflected that in its total lack of support for
contraceptives. Many Russian women during the Soviet era had five or more abortions as a
functional way to cope with the lack of access to condoms and other forms of contraception
(Kon, 1995). Since the fall of the Soviet regime in 1991, abortions have fallen but the abortion
rate in Russia remains very high.
Human Rights: Should men and women continue to be allowed to sue contraceptive
manufacturers when their device causes health problems? What effect has this type of litigation
had on the availability of devices currently on the market?
Immunocontraceptives: The promise of immunocontraceptives is great, but some people worry,

because the history of contraceptive technologies is ridden with stories of systematic abuses.
What are the possible abuses of immunocontraceptives? Why might some people be worried
about access to immunocontraceptives by doctors and state and federal governments?
Health Considerations:
• Imagine that a man or woman comes to you for contraception. They live in different cities
and only see each other one or two weekends a month. How would you help them chose a
contraception method? Consider issues such as cost, reliability, and irregular frequency of
sex.
• Imagine that a man or woman comes to you for contraception. In the course of the
conversation, the person shares that they are bisexual. What form of contraception would
you recommend? Why?
Morality and the Study of Abortion: Because abortion is an emotionally charged issue, many
find it difficult to study scientifically. Approach the issue as objectively as you can, regardless of
your beliefs. Discuss the relationship, if any, between scientific findings and moral stands on
abortion. For example, what is the moral significance, if any, of the empirical findings that most
women express relief following abortion? Does this finding have any bearing on the belief that
abortion is murder?
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Demographic and Socioeconomic Factors Associated with Abortion: What is the relationship
between ethnicity and abortion rates? What are the reasons for different abortion rates? What is
the significance of socioeconomic status?
Access to Contraception and Abortion Services for Minor Adolescents: The question of
whether contraception should be freely available to adolescents without parental consent has
been a hot topic for years for parents, teachers, health practitioners, and health educators. In fact,
many states allow adolescents to acquire contraceptive care without parental consent. However,
many states do not allow minor adolescents to undergo an abortion without the consent of a
parent or legal guardian. It appears that even though many lawmakers agree that minors should
have privacy for contraceptive care, they want parents involved in an adolescent’s decision about
abortion. The question we consider, then, is this: Should minor adolescents have access to
contraceptive and abortion services without parental consent? How might we strike a balance
between parents’ desires to be involved in their minor teen’s health care while ensuring safe
options for sexual health care for them?
Bodily Autonomy: Many pro-choice advocates argue that a woman has a right to control her
own body. Right-to-life advocates often disagree. In a case of life or death, is an American
citizen forced to donate blood? An organ? If a person dies and a doctor could save a life by
harvesting an organ, is it ethical from the doctor’s perspective? If yes, under what conditions is it
ethical? Does the heavy emphasis on bodily autonomy, even when a life or death situation is
involved, support a pro-choice view?
A Rock and a Hard Place: Pro-choice groups opposed legislation that would allow people who
hurt pregnant women and kill the fetus to be prosecuted for murder. Why did the pro-
choice/right-to-life debate put choice advocates in such a sticky situation?
Kinds of Abortion: What percentage of abortions are done in the first 14 weeks of pregnancy?
What kind of abortion is done in this case? Is this contrary to the picture of the “typical abortion”
that is highlighted by right-to-life groups? How is it different? How do the statistics affect the
right-to-life argument, if at all?
Abortion in Greece: How have abortion rates in Greece been affected by the country’s
pronatalist culture, which provides little support for contraceptive use? How have doctors’
interests played into it? How has the media participated? If we think about abortion in America
in these terms, can we come to any interesting insights?
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Men’s Role in Reproductive Decisions: What should men’s role be in making decisions about
abortion? Can we, and should we, try to determine what men’s rights are in such a situation?
How does men’s participation or lack of participation in a woman’s right to choose interact with
and reflect society’s roles for men and women?
Polling Questions
Polling 1: Contraception Use Today
How many of you use birth control? Do you think use of birth control connotes that you are
“easy” or a “slut”? Do you think that birth control should be available over the counter?
Polling 2: Access to Contraception and Abortion Services for Minor Adolescents
The question of whether contraception should be freely available to adolescents without parental
consent has been a hot topic for years for parents, teachers, health practitioners, and health
educators. In fact, many states allow adolescents to acquire contraceptive care without parental
consent.
1. Do you believe that teenagers should have access to contraceptive care without parental
consent? What about access to abortion services?
2. Do you believe that granting teenagers conﬁdential contraceptive and reproductive care
encourages sexual activity and promiscuity?
Activities
Note to the instructor: Any classroom activity requires careful ethical reflection by the instructor
before assigning the exercise. Some of these principles parallel those in human subject research.
Students should have a basic right to privacy about their own sexuality. They should not be
coerced into revealing private information if it is identifiable.
Condom Buying: Require each student to purchase/acquire a condom. This can be at the local
drug store, bathroom vending machine, or through a local clinic such as Planned Parenthood. In a
one-page, anonymous response paper, ask them to briefly describe the experience and their
feelings about doing so. (You may have them write their name on a cover sheet that is removed
IM – 7 | 15

from the paper when they hand in the assignment.) Ask students to discuss their experiences in
small groups. (This may be one of the most popular and talked-about assignments in your class.)
Using a Condom: Bring condoms to class and a demonstration device. Ask one or more students
to demonstrate how to put on and take off a condom properly. After one student has
demonstrated, ask the other students to point out any details the demonstrator may have
forgotten. Ask other students to demonstrate until the demonstration is perfect.
Condom Commercials: Divide your class into small discussion groups to produce their own
condom commercial. You could have them present short commercials using humor or some
other device regularly used by advertisers (e.g., emotional appeals such as fear or guilt,
eroticism, romance, appeals to masculinity or femininity). Try assigning each group a target
audience. Among the potential targets are gays, lesbians, heterosexual college students, single
career men or women, and married couples.
Contraceptive Risk Taking: Ask students, if they are (or have been) involved in sexual
intercourse, to indicate anonymously on 3 × 5 cards the last time that they did not use
contraception. Ask them to describe why. If students have not been involved in sexual
intercourse, ask them to indicate factors that might discourage them from using contraception.
Randomly distribute the cards and have students discuss these factors and the implications for
education and prevention.
Sharing Contraceptive Responsibility: Have students discuss in small groups who is

responsible for contraception in a single encounter, in an ongoing relationship, in a committed
relationship. Distinguish what happens in reality from what ought to be.
Choosing and Acquiring a Contraceptive Method: Have students complete Handout 1: Facts
About Contraception and Handout 2: Which Contraceptive Method Is Right for You and Your
Partner? Discuss in small groups the reasoning behind choosing the best method for yourself and
your partner. Does the length or type of relationship matter? Individual reflection: If you are not
currently using or inconsistently using contraception, what steps will you take tomorrow to
insure your health and contraceptive planning?
The Cooperative Classroom and Contraception: Have students form groups and assign each
group a particular contraceptive method. Ask the groups to outline the salient points of each
method, such as effectiveness, ease of use, cost, reversibility, etc., during the next class meeting.
Request that they bring a photo or physical example of the contraceptive device.
IM – 7 | 16

Failure Rates Quiz: Make a series of signs, each with one of the birth control methods outlined
in the textbook. Pass out the signs to your students and ask them to line up in the order of
effectiveness, according to what they think is the real failure rate of each method. Once they are
all agreed, read out the actual failure rates from lowest to highest. Have students move into the
proper order as you read the rates. There are sure to be some surprises.
Note to the instructor: Some of the surprises you might encounter include: how similar the
failure rate of withdrawal is to some contraceptive methods, the failure rate of condoms (which
are commonly used by students), and the big jump in effectiveness that begins with hormonal
contraception and LARC. In conducting this exercise, you need to decide whether you will go
with typical-user failure rates or perfect-user failure rates. The order of effectiveness will be
different depending on which you choose. This also provides a teachable moment in which you
can emphasize the importance of being a perfect user.
STI Protection: Have the class brainstorm a list of all the contraceptive methods that also offer
some protection against STIs. How much STI protection does each option offer? Is the list long
or short? Why might that be the case?
Note to the instructor: The male condom is the obvious choice; however, make sure to point out
female condoms and the newly developed microbicides.
Contraceptives Hands-On: Buy or borrow a contraceptive kit with an example of each of the
commonly used contraceptives available in America today. Many students have never seen or
handled most birth control options. Demonstrate the use of and pass around each device as a way
to stimulate interest in and discussion about each method.
Campus Contraception Resources: Check with your campus student’s services or student
health to enquire if they do lectures for classes on campus on contraception use. Many campuses
not only talk about contraception but also provide free condoms, lube, and dental dams to
students. Check with student health services to see if they can come to your class and
demonstrate proper use of contraception.
Recommending a Contraceptive Method: Pass out Handout 4: Recommending a

Contraceptive Method to students. Ask students, working individually or in groups, to think of at
least one method of birth control that should not be recommended for people with the
characteristics listed. As you address each characteristic, fill in the answers, and discuss each
with the class.
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Note to the instructor: Check the answers on the second page of the handout. Note that some of
the answers are incomplete and/or debatable.
Pros and Cons of the Pill: The birth control pill is one of the most common contraceptives used
by college-age women. Have the class brainstorm a list of advantages and disadvantages of the
pill. Which of these pros and cons are most salient to the typical college student. Why?
Why People Don’t Use Birth Control: First, split the class into small groups. Have each group
create a list of reasons why students don’t use birth control, and rank the reasons from the most
frequent or likely reason to the least likely. Have the groups share their conclusions with each
other. Next, return to the small groups and have each group create a list of strategies to improve
the rate of birth control use on campus.
Note to the instructor: Make sure that the following points come out: double standard,
ambivalence about sexuality, inability of people to admit their sexual activity, belief that it is the
other person’s responsibility, lack of communication, lack of availability of contraceptives,
concern over health risks, spontaneity, and lack of information.
Marketing the Male Pill: Imagine that a pharmaceutical company has developed a male pill and
that it has been approved by the FDA. Assign your students the job of marketing executive. As
homework, ask them to design (in groups or as individuals) a marketing slogan, campaign, or
commercial for the male pill. Present the ideas in class.
Male and Female Sterilization: Encourage students to compare and contrast issues of
invasiveness and reversibility of sterilization by gender. Which option is most common? Discuss
the psychosocial factors that make vasectomy a daunting prospect for many men.
Critical Thinking—Probability: The critical thinking skill for this chapter is understanding the
concept of probability. Read the following brief scenario to students and ask them to identify
how the concept of probability should play a role in Marisol’s decision.
Marisol is a 21-year-old college student and it is very important to her that she finish
college and get her degree in journalism. She and her boyfriend Arcadio enjoy sexual
intercourse about 3 or 4 times a week. They have been using a condom for birth control,
but Marisol thinks that she needs to start using a more effective method. She is trying to
decide between the IUD, the birth control pill, and rhythm. What should she choose?
Access to Contraception and Abortion Services for Minor Adolescents: It appears that even
though many lawmakers agree that minors should have privacy for contraceptive care, they want
IM – 7 | 18

parents involved in an adolescent’s decision about abortion. Have students consider this
question: Should minor adolescents have access to contraceptive and abortion services without
parental consent?
Yes:
• Allowing minor teenagers access to contraception may help decrease the number of
unintended pregnancies that occur every year in the United States.
• Granting access to contraception allows teens to be proactive in their sexual health and can
have the effect of preventing abortions.
• Minors may not seek health services if they are required to inform their parents (Dailard &
Richardson, 2005).
• Allowing minor teenagers the right to have an abortion without parental consent may mean
they can have an abortion earlier in the pregnancy, which poses less serious risks to their
reproductive health, for two reasons:
o They may detect pregnancy earlier than they currently do.
o They may face fewer legal obstacles earlier in the pregnancy.
• Forcing minor teens to inform parents that they are seeking an abortion may place some at
risk of physical violence or abuse (Dailard & Richardson, 2005).
No:
• Teens with access to birth control think they have a ticket for sexual freedom.
• Many parents believe that they need to retain the legal authority to make medical decisions
for their minor teens because teens often lack the maturity and judgment to make fully
informed decisions (Dailard & Richardson, 2005).
• Laws requiring parental consent or knowledge reduce abortion and pregnancy rates among
teenagers for two reasons:
o If parents are able to guide their pregnant teens, more would choose childbirth (and
potentially adoption) over abortion.
o Teenagers who have to inform parents about a pregnancy to obtain an abortion will
think twice before having sex in the first place (Dailard & Richardson, 2005).
You can then assign students to write a brief paragraph describing their perspective.
1. Do you believe that teenagers should have access to contraceptive care without parental
consent? What about access to abortion services?
2. Do you believe that granting teenagers conﬁdential contraceptive and reproductive care
encourages sexual activity and promiscuity?
3. How might we strike a balance between parents’ desires to be involved in their minor teen’s
health care while ensuring safe options for sexual health care for them?
IM – 7 | 19

Birth Control Myths: Ask students if they’ve ever felt caught in a whirlwind of misinformation
about birth control methods, such as knowing which ones are effective and which ones don’t
work. To help them understand which ones do not work, have them consider the following
statements and decide whether each statement is true or false:
1. You can’t get pregnant if you are breastfeeding.
2. Pregnancy is not possible if a woman doesn’t have an orgasm.
3. If a woman douches after sex, she won’t get pregnant.
4. A woman is only fertile one day a month so there’s no need for contraception if sex happens
only during the “safe time.”
5. A woman can’t get pregnant if she has sex while on top or standing up.
6. If you don’t have a condom, you can use a balloon or plastic wrap.
7. If a man withdraws his penis from the woman’s vagina before he ejaculates, neither
pregnancy nor an STI is possible.
8. You can’t get pregnant when having sex for the first time.
9. You can’t get pregnant if you shower, bathe, or urinate right after sex.
10. The birth control pill is effective as soon you begin taking it.
1. False: As we previously noted, breastfeeding tends to postpone ovulation, but breastfeeding

alone is not a guarantee, because ovulation can still occur. A nursing mother should use birth
control if she does not want to get pregnant.
2. False: Pregnancy occurs when a sperm and an egg unite, regardless of whether a woman has
an orgasm during sex.
3. False: Douching is not an effective method of contraception. After ejaculation, the sperm
enter the cervix and are out of reach of any douching solution. In addition, douching can
irritate the vagina and is not a recommended practice.
4. False: Myths such as this may stem from not fully understanding the menstrual cycle. Certain
hormones need to work together for ovulation to occur. While a woman’s cycle is more or
less regular, various factors can disrupt this delicate balance of hormones, such as age, stress,
or medications. Therefore, pinpointing the exact time of ovulation and predicting “safe days”
can be difficult.
5. False: Some people falsely believe that having sex in certain positions will force sperm out of
the woman’s vagina via gravity. Sexual positions have nothing to do with whether or not
fertilization occurs. When a man ejaculates into a woman’s vagina, the sperm begin to move
up through the cervix immediately.
6. False: While the ingenuity of these ideas is interesting, they are not good substitutes for
condoms. They do not fit well and can be easily torn during sex. Condoms are made
specifically to provide a good fit and therefore good protection during sex.
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7. False: Pulling out before a man ejaculates, known as the withdrawal method, is not a
foolproof method for contraception. Some ejaculate (fluid that may contain sperm, viruses, or
bacteria that cause STIs) may be released before a man actually begins to climax. In addition,
some men may not have the willpower or be able to withdraw in time.
8. False: A woman can get pregnant any time ovulation occurs, even if it is her first time having
sex.
9. False: Washing or urinating after sex will not stop sperm that have already entered the uterus
through the cervix.
10. False: In some women, one complete menstrual cycle is needed for the hormones in the pill
to work with their naturally produced hormones to prevent ovulation. To make sure you do
not get pregnant, use a backup method of contraception during the first month of taking the
birth control pill.
Ask students: Did you previously believe any of these myths? Which ones did you have incorrect
information about? Myths about birth control are common, and it is easy to believe something
that we hear from media or from peers. It is important to make sure that we use trusted resources
when considering any form of contraception to make sure we understand the method fully so we
can use it correctly.
Internet Activity: Contraception Education in School: Should schools teach students about
contraception? Should schools distribute or make available condoms to students? Have students
find a website that presents material on this subject and answer the following questions:
• What elements would you want to see included in a school curriculum? Why?
• At what age would you recommend students learn about contraception? Why?
• What contraceptives, if any, should be available at schools? Why?
They should also answer the following:

1. What is the URL of the site?
2. What is the title of the site?
3. Who is the author?
4. If an organization sponsors the site, what organization is it?
5. What link did you follow to find this site?
6. What keywords did you use in your search engine?
7. What made you select this website to present?
8. Summarize the contents of this website.
9. What two things did you learn from this site that are different from or reinforce the
lectures and/or the textbook?
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Contraception in History: There are several ancient forms of birth control. For example,
Egyptian records dating back to 1850 BCE describe a form of contraception that involved
placing a device in a woman’s vagina made of crocodile dung and fermented dough. Such an
unlikely combination was certainly meant to create a hostile environment for sperm. The
Egyptians also placed plugs of gum, honey, and acacia in the vagina. The ancient Romans used a
highly acidic concoction of fruit and nuts in the vagina. In fact, they may have been the first
society to invent a barrier method in which wool was placed over the cervix to stop the
movement of sperm to the fallopian tubes. Society and medicine have come a long way in the
effort to invent and apply effective contraception since that time. What other inventive forms of
contraception have been used over the course of history? What were some of the risks associated
with them? Have students perform a review of the literature on this topic and share their findings
either in class, in a short written assignment, or via discussion board.
Taking Action: In coordination with campus productions of Vagina Monologues and your
campus heath center, provide a series of peer-led workshops on contraception.
Guest Speakers/Panels:
• Invite a health-care worker from the college health clinic or local Planned Parenthood to
demonstrate on a pelvic model and discuss birth control methods and services available in
your community.
• Invite a panel of females and males to discuss their personal experiences with abortion,
focusing on the decision-making process, their feelings, and consequences. (The panel may
come from the student health service, Planned Parenthood, or other reproductive health
organizations that tend to emphasize positive outcomes. To achieve balance, you might
also try Birthright or conservative religious groups, which oppose abortion; they tend to
emphasize negative outcomes for women.)
Personal Reflections on Abortion: Have students anonymously answer the questions in

Handout 3: Personal Reflections on Abortion. Ask them to disclose their answers and discuss
them with the class.
The Story of Rebecca Bell: Pass out and discuss Handout 5: The Story of Rebecca Bell. See the
critical thinking questions on the handout.
Scavenger Hunt: Medical abortion (long known as RU-486 and marketed as Mifeprex) is
available in the United States. What is this treatment and what is it designed to do? How does it
work? What is the controversy surrounding its use? Would you consider the use of this drug
IM – 7 | 22

equivalent to abortion or equivalent to birth control? Have students answer the following
questions and cite the websites used as their sources:
1. What is the URL of the site?
2. What is the title of the site?
3. Who is the author?
4. If an organization sponsors the site, what organization is it?
5. What link did you follow to find this site?
6. What keywords did you use in your search engine?
7. What made you select this website to present?
8. Summarize the contents of this website.
9. What two things did you learn from this site that are different from or reinforce the
lectures and/or the textbook?
Suggested Media
Abortion Frontline of America: Life and Death in Texas

https://www.youtube.com/watch?v=QbR2SoYI95M
After Tiller (2013; PG-13; 1 hr 28 min). Documentary that interviews the only doctors in the
United States willing to perform third-trimester abortions.
Can the Abortion Pill Be Reversed? | NYT Documentary

https://www.youtube.com/watch?v=HU3manZSGlY
Grandma (2015; R; 1 hr 19 min). Temporarily broke, Grandma Elle and granddaughter Sage
spend the day trying to procure funds for Sage’s abortion; looks at abortion through a
contemporary, yet cross-generational lens.
The History of Birth Control | TIME Magazine

https://www.youtube.com/watch?v=jdr1yDO7MoY
How Do Contraceptives Work?

https://www.youtube.com/watch?v=Zx8zbTMTncs
Contraceptives are designed to prevent pregnancy in three basic ways: They block sperm, disable
sperm before they reach the uterus, or suppress ovulation. But is one strategy better than the
others? And how does each one work? N. W. Hunter describes the mechanics behind different
kinds of contraceptives.
IM – 7 | 23

I Don’t Want Children—Stop Telling Me I’ll Change My Mind | Christen Reighter
https://www.youtube.com/watch?v=A_xXC37CDSw
One in five women in the United States will not have a biological child, and Christen Reighter is
one of them. From a young age, she knew she didn’t want kids, in spite of the insistence of many
people (including her doctor) who told her she’d change her mind. In this powerful talk, she
shares her story of seeking sterilization—and makes the case that motherhood is an extension of
womanhood, not the definition.
Obvious Child (2014; R; 1 hr 30 min). Drama/Comedy/Romance. An immature, newly

unemployed comic (Jenny Slate) must navigate the murky waters of adulthood after her fling
results in an unplanned pregnancy.
The Operation: Vasectomy/Tubal Ligation (1994, 58 min, VHS, Films for the Humanities).
One out of four American families chooses a vasectomy or laparoscopic tubal ligation—
currently our most reliable forms of birth control. This video shows the actual surgical
procedures being performed.
The Traveling Abortion Doctor (2017)

https://www.youtube.com/watch?v=Vh4_g7DzuCs
When Abortion Was Illegal: Untold Stories (1992; 57 min). Award-winning, independent short
film that discusses abortion laws and experiences prior to Roe v. Wade.
Internet Resources
Alan Guttmacher Institute

www.guttmacher.org
This provides many infographics and videos about contraceptives and abortion in the United
States and around the world.
APA
http://www.apa.org/
APA Site for Research on Sexuality

http://www.apa.org/topics/sexuality/index.aspx
IM – 7 | 24

Association of Reproductive Health Professionals (ARHP)
http://www.arhp.org
A site for health-care providers, as well as those interested in reproductive health news.
Bedsider
http://bedsider.org
Operated by The National Campaign to Prevent Teen and Unplanned Pregnancy, this site
exclusively focuses on birth control with articles, interviews, resources, and reminders. The site
includes informational and testimonial videos about contraceptives.
Centers for Disease Control and Prevention Reproductive Health Information Source
http://www.cdc.gov/reproductivehealth/index.htm
Provides information, research, and scientific reports on men’s and women’s reproductive health.
The Emergency Contraception Website

http://ec.princeton.edu
Operated by the Office of Population Research at Princeton University, this project is designed
to provide accurate information about emergency contraception.
Family Health International

http://www.fhi360.org/
FDA
http://www.fda.gov/ForConsumers/ConsumerUpdates/default.htm
Offers current research on various forms of birth control including methods that have been
recalled for various problems.
International Women’s Health Coalition

http://www.iwhc.org/
International Women’s Health Coalition homepage. Has a section on reproductive rights as well
as sections on Africa, Asia, and the Middle East.
McGraw-Hill Higher Education

http://www.mhhe.com/socscience/psychology/psychonline/general.html
McGraw-Hill Higher Education General Resources for Students and Faculty.
IM – 7 | 25

Men and Abortion
http://menandabortion.com/
For men and women, this site posts information that will be of use during counseling for, the
procedure of, and recovery from abortion.
National Abortion and Reproductive Rights Action League

http://www.naral.org
Advocates for comprehensive reproductive health policies to secure reproductive choice for all
Americans.
Office on Women’s Health

https://www.womenshealth.gov/files/fact-sheet-birth-control-methods.pdf
Birth control method fact sheet. Has a PDF printable version that can be used as a handout.
Population Council
http://www.popcouncil.org
An international, nonprofit, nongovernmental organization that conducts biomedical, social
science, and public health research on such topics as family planning, contraceptive
development, and abortion.
Planned Parenthood
http://www.plannedparenthood.org/
This website contains extensive information on many different issues about contraception, birth
control, sexual health, and other issues regarding planning parenthood.
Power to Decide
https://powertodecide.org
United Nations Population Fund

http://www.unfpa.org
An international development agency that advocates for the rights of young people, including
accurate information and services related to sexuality and reproductive health.
U.S. Department of Health & Human Services Office of Population Affairs

https://www.hhs.gov/opa/pregnancy-prevention/index.html
A variety of PDF downloads on contraception.
IM – 7 | 26

Additional Readings
Bancroft, J., & Sartorius, N. (1990). The effects of oral contraceptives on well-being and
sexuality. Oxford Review of Reproductive Biology, 12, 57–92.
Battaglia, C., Battaglia, B., Mancini, F., Busacchi, P., Paganotto, M. C., Morotti, E., & Venturoli,
S. (2012). Sexual behavior and oral contraception: A pilot study. Journal of Sexual
Medicine, 9(2), 550–557.
Bearak, J. M., & Jones, R. K. (2017). Did contraceptive use patterns change after the Affordable
Care Act? A descriptive analysis. Women’s Health Issues, 27(3), 316–321.
doi:10.1016/j.whi.2017.01.006.
Birnbaum, S., Birnbaum, G. E., & Ein-Dor, T. (2017). Can contraceptive pill affect future
offspring’s health? The implications of using hormonal birth control for human evolution.
Evolutionary Psychological Science, 3(2), 89–96.
Burrows, L. J., Basha, M., & Goldstein, A. T. (2012). The effects of hormonal contraceptives on
female sexuality: A review. Journal of Sexual Medicine, 9(9), 2213–2223.
doi:10.1111/j.1743-6109.2012.02848.x.
Guttmacher Institute. (2018). Insurance coverage of contraceptives. State Laws and Policies,
New York: Guttmacher Institute, https://www.guttmacher.org/state-
policy/explore/insurance-coverage-contraceptives.
Lindberg, L., Santelli, J., & Desai, S. (2016). Understanding the decline in adolescent fertility in
the United States, 2007–2012. Journal of Adolescent Health, 59(5), 577–583.
doi:10.1016/j.jadohealth.2016.06.024.
Mathlouthi, N., Jarraya, M., Bengharbi, A., Dhouib, M., Chaabene, K., Trabelsi, I., . . .
Guermazi, M. (2013). Impact de la pilule oestroprogrestative sur la sexualité: étude
prospective à propos de 85 cas [Sexuality and contraception: A prospective study of 85
cases]. La Tunisie Médicale, 91(3), 179–182.
Pastor, Z., Holla, K., & Chmel, R. (2013). The influence of combined oral contraception on
female sexual desire: A systematic review. European Journal of Contraception and
Reproductive Health Care, 18(1), 27–43. doi:10.3109/13625187.2012.728643.
Schaffir, J. A., Isley, M. M., & Woodward, M. (2010). Oral contraceptives vs injectable
progestin in their effect on sexual behavior. American Journal of Obstetrics and
Gynecology, 203(6), 545e1–545.e5. doi:10.1016/j.ajog.2010.07.024.
Sonfield, A. (2017). Why family planning policy and practice must guarantee a true choice of
contraceptive methods. Guttmacher Policy Review, 20, 103–107.
Resources Available Within Connect
IM – 7 | 27

In addition to reading assignments and quizzes, you will find the following chapter resources
within McGraw-Hill Education’s digital learning platform, Connect.
Chapter Title Learning Objective

7 NewsFlash: Discuss abortion, including procedures,
Fetal Protection psychological aspects, and men and abortion.
IM – 7 | 28

Handout 1: Facts About Contraception
(Page 1 of 2)
To help you choose the best method of contraception for you and your partner, you both must
first be familiar with the advantages, disadvantages, and effectiveness ratings of the different
methods. Fill in the space below with the appropriate comments, using your text if necessary. If
you are currently sexually active, consider sharing this activity with your partner.
Method Advantages Disadvantages Effectiveness
Oral contraceptives
Implants
Injectable
contraceptives
IUD
Male condom
Female condom
Diaphragm with
spermicide
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(Page 2 of 2)
Method Advantages Disadvantages Effectiveness
Cervical cap
Contraceptive sponge
Spermicides
Fertility awareness
Withdrawal
Male sterilization
Female sterilization
Emergency contraception
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Handout 2: Which Contraceptive Method Is Right for You and Your
Partner?
(Page 1 of 2)
If you are sexually active, you need to use the contraceptive method that will work best for you.
A number of factors may be involved in your decision. The following questions will help you
sort out these factors and choose an appropriate method. Answer yes (Y) or no (N) for each
statement as it applies to you and, if appropriate, your partner.
____ 1. I like sexual spontaneity and don’t want to be bothered with contraception at the time of
sexual intercourse.
____ 2. I need a contraceptive immediately.
____ 3. It is very important that I do not become pregnant now.
____ 4. I want a contraceptive method that will protect me and my partner against sexually
transmitted diseases.
____ 5. I prefer a contraceptive method that requires the cooperation and involvement of both
partners.
____ 6. I have sexual intercourse frequently.
____ 7. I have sexual intercourse infrequently.
____ 8. I am forgetful or have a variable daily routine.
____ 9. I have more than one sexual partner.
____ 10. I have heavy periods with cramps.
____ 11. I prefer a method that requires little or no action or bother on my part.
____ 12. I am a nursing mother.
____ 13. I want the option of conceiving immediately after discontinuing contraception.
____ 14. I want a contraceptive method with few or no side effects.
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(Page 2 of 2)
If you answered “yes” to the statements listed on the left, the method on the right might be a
good choice for you.
1, 3, 6, 10, 11 Oral contraceptives
1, 3, 6, 8, 10, 11 Implants
1, 3, 6, 8, 10, 11, 12 Injectable contraceptives
1, 3, 6, 8, 11, 12, 13 IUD
2, 4, 5, 7, 8, 9, 12, 13, 14 Condoms (male and female)
5, 7, 12, 13, 14 Diaphragm and spermicide
5, 7, 12, 13, 14 Cervical cap
2, 5, 7, 8, 12, 13, 14 Spermicides
5, 7, 13, 14 Fertility awareness methods
Your answers may indicate that more than one method would be appropriate for you. To help
narrow your choices, circle the numbers of the statements that are most important for you. Before
you make a final choice, talk with your partner(s) and your physician. Consider your own
lifestyle and preferences as well as characteristics of each method (effectiveness, side effects,
costs, and so on). For maximum protection against pregnancy and STDs, you might want to
consider combining two methods.
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Handout 3: Personal Reflections on Abortion
Please write an answer to each question. Do not write your name on the survey.
1. As you were growing up, did your parents share their opinion on abortion with you? What
did they say about it?
2. Did you accept your parents’ view of abortion at the time? Do you still? If not, what made
you change your mind? If you still agree with your parents, what have you learned, since,
that has made you more confident in their view?
3. Have you ever known anyone (including yourself) who experienced an unintended
pregnancy? If yes, what decision did she make? Do you think it was the right one for her?
Did she share her reasoning with you? What was her thought process?
4. Do you feel that abortion should be legal under any circumstances, legal under some
circumstances, or always illegal? Why? If you think abortion should be restricted, what
restrictions would you recommend? Why?
5. Should abortion be legal or illegal if there is a possibility the baby will have a serious birth
defect? If the woman’s life is endangered by the pregnancy? If the pregnancy is the result of
rape or incest?
6. Should abortion be legal or illegal if the parents don’t want a child? If the woman’s health
would be impaired by pregnancy or childbirth? If the woman is not married? If a woman
can’t afford a(nother) child?
IM – 7 | 33

Handout 4: Recommending a Contraceptive Method
Each of the following statements suggests that one or more contraceptives would be a poor
choice. For each, think of at least one method of birth control that should NOT be recommended.
1. You are uncomfortable influencing your body with drugs or chemicals.
2. You have high blood pressure.
3. You smoke cigarettes and are over 35.
4. You have multiple sexual partners.
5. You have just begun a new relationship.
6. Although you aren’t ready for a baby, you would never have an abortion.
7. You have a hard time remembering things.
8. You’re not sure your partner is monogamous.
9. You don’t want a method that will interfere with the mood.
10. Protection against STDs is very important to you.
11. Your family has a history of endometrial and ovarian cancer.
12. You want a method today.
13. You’ve never reached inside your (or your partner’s) vagina, and you’d rather not.
14. Your partner does not want you to use birth control.
15. You may want to have children one day.
16. You have had at least one child.
17. You’re not detail-oriented.
18. You’re allergic to latex.
IM – 7 | 34

Handout 4: Recommending a Contraceptive Method—Answers
1. The birth control pill, Implanon, Depo-Provera, or the hormonal IUD

2. The birth control pill
4. Any method that does not protect against STDs (but remember that you can combine
methods, such as birth control pills plus a condom)
5. Any method that does not protect against STDs
6. Any method with a fair to poor success rate
9. Spermicides, the male or female condom, perhaps the diaphragm or cervical cap
12. Any method that requires a prescription
13. The diaphragm, the cervical cap, and perhaps spermicides
14. Any method he can detect, such as the male or female condom, the diaphragm, the cervical
cap, and perhaps Implanon
15. Sterilization
16. The cervical cap
17. The rhythm method
18. The male or female latex condom
IM – 7 | 35

Solution Manual for UNDERSTANDING HUMAN SEXUALITY, 14th Edition, Janet Hyde,John DeLamater,,
Handout 5: The Story of Rebecca Bell
Some girls tell their parents, usually their mothers, before they have an abortion. But some girls,
such as Rebecca Bell, do not. In 1988, Rebecca was a 17-year-old Indiana teenager. She died
from an illegal abortion. Her state required written parental notification for a minor to receive an
abortion, but Rebecca did not want her parents to know about her pregnancy. She could have
used the judicial-bypass provision in the law, but she was told that the judge was anti-choice. She
could have traveled to the next state, Kentucky, but she had no transportation. No one knows
what Rebecca did to attempt abortion, but she died from her attempt, as did hundreds of
thousands of American women before abortion was made safe and legal in 1973.
Should the risk that women will die from abortions they attempt themselves or illegal abortions
play a part in the debate over its legality? Similarly, are outcomes such as the one above a reason
for making abortions more accessible for minors? Should teenagers be able to get abortions
without their parents’ knowledge? Do women have the right to an abortion that is cheap and
easily accessible? Explain your answers.
IM – 7 | 36

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IV. Diaphragms, FemCap, and the Sponge

VII. Fertility Awareness (Rhythm) Methods

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• Sterilization, or voluntary surgical contraception (VSC), is a surgical procedure whereby

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• Abortion is the termination of pregnancy. It is controversial in the United States, and

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XI. New Advances in Contraception

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Lubricants for Sex

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Ensuring Contraceptive Success While on the Pill

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How Effective Is Breastfeeding as a Contraceptive?

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Abortion Is Not Contraception

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Responsibility for Birth Control: Discuss whose responsibility it is in a new relationship to

Emergency Contraception: Suppose that a couple in an intimate, loving relationship decide to

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Immunocontraceptives: The promise of immunocontraceptives is great, but some people worry,

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Polling 1: Contraception Use Today

Polling 2: Access to Contraception and Abortion Services for Minor Adolescents

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Sharing Contraceptive Responsibility: Have students discuss in small groups who is

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Recommending a Contraceptive Method: Pass out Handout 4: Recommending a

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1. False: As we previously noted, breastfeeding tends to postpone ovulation, but breastfeeding

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They should also answer the following:

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Personal Reflections on Abortion: Have students anonymously answer the questions in

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Abortion Frontline of America: Life and Death in Texas

Can the Abortion Pill Be Reversed? | NYT Documentary

The History of Birth Control | TIME Magazine

How Do Contraceptives Work?

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Obvious Child (2014; R; 1 hr 30 min). Drama/Comedy/Romance. An immature, newly

The Traveling Abortion Doctor (2017)

Alan Guttmacher Institute

APA Site for Research on Sexuality

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The Emergency Contraception Website

Family Health International

International Women’s Health Coalition

McGraw-Hill Higher Education

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National Abortion and Reproductive Rights Action League

Office on Women’s Health