MOD4C Sexuality - Gender

Basic Course on Peer Education
MODULE 4: Adolescent Sexual and Reproductive Health

SESSION 4C– Sexuality and Gender
FACILITATION GUIDE
Sexuality can be a source of pleasure and meaning in life. It can enhance happiness, wellbeing, health and quality of life. Developing comfort and
confidence about sexuality while growing up is, however, a challenge. People often feel uncomfortable or embarrassed to talk about sexuality because
of restrictive social and cultural norms about sexual behaviors. This session will allow participants to explore sexuality and factors that shape sexual
behaviors of boys and girls, and develop a positive view about sexuality.
SESSION OBJECTIVE:
At the end of this session, participants are able to explain how gender and other social norms affect sexual and reproductive health.
SESSION ACTIVITIES: 4.5 Hours
Activity Content/Topic Key Message Materials Duration

No. Title (Minutes)
4C.1 Is sex the same as Difference between sex and Many think of sexuality as sex or sexual Meta cards, markers, tape 30
sexuality? (Word sexuality intercourse. Sexuality is much more than
Association) sexual feelings or sexual intercourse.
4C.2 Brain is a sex organ? Parts of the body that Any area of the body can respond to Enlarged illustration of 30
(Labelling of sex contribute to sexual pleasure sexual stimuli but there are certain body male and female external
organs) parts which contribute to sexual pleasure reproductive organs, slips
that are specific to males and females. of papers each containing a
name of a reproductive
part, stapler or tape,
markers
4C.3 Sex and desire Truths about sexual desire There are many ways that people One copy of “Worksheet 45
(Quiz) experience sexual desire (a longing for on Sexual Desire”
sexual expression or a feeling of sexual
attraction). There is no one “normal” way
to experience sexual desire.
Developed for Y-PEER Pilipinas, May 31, 2016

Teresita Elegado, Consultant
Activity Content/Topic Key Message Materials Duration
No. Title (Minutes)
4C.4 How boys and girls Sexual norms, or how people Sexual norms differ between boys and for each participant (or 45
should behave sexually should behave sexually, vary girls. There is the “double standard” for write the true or false
(Short story reading) according to gender roles sexual behavior. questions on the board);
answer key
4C.5 Sexuality is diverse! Variation in people’s sexual People may experience feelings of love, Board + chalk; copies of 60
(Case analysis) desires, behaviors, and attraction, and sexual desire for the other “The Story of Maya” for
identities sex, the same sex, or both. This variation half of the students, and
has always been true throughout history. copies of “The Story of
Romeo” for the remaining
half; adequate space for
the two groups to speak
without overhearing each
other.
4C.6 To engage in sex or Making a choice on sexual Choosing when or if to become sexually Board + chalk; copies of 30
not (Ranking of cards) relationships and activities active is a personal decision and an “Case Studies about
important one. People should think Growing Up Gay.”
carefully about their beliefs and values,
and their practical and personal needs,
and those of their partner.
4C.7 Consent in sexual Consent in sexual In relationships, including in marriage, this Sets of collection cards for 30
relationships is a relationships means that both partners must feel ranking
must! comfortable with the activities they
(Right or wrong participate in, and both must consent to
scenarios) each activity.
TOTAL TIME 270

ACTIVITY GUIDE:
PARTICIPATION REFLECTION GENERALIZATION APPLICATION
ACTIVITY 4C.1. Is sex the same as sexuality? (30 minutes)

1. Explain that at puberty, as discussed in the Ask the following: Many think of sexuality as sex or sexual Ask participants to get a
previous session, adolescents experience intercourse. This is one reason why certain piece of paper and to write
emotional change. One of the new emotions that What did you notice from all the societal groups object to sexuality down on it the following:
adolescents experience is sexual feeling, which words you associate with education for adolescents and young 1. What is sex?
can be a feeling of physical attraction to another sexuality? people. They think that sexuality 2. What is sexuality?
person, a feeling of excitement when you are near education will encourage young people to 3. What is the difference
that person, feeling of wanting to touch and What common word or words have sex and become promiscuous, between the two?
caress that person, or a feeling of wanting to have did you all write on your meta unrestrained or immoral.
a sexual intercourse with that person. Do sexual card?
feelings pertain to sexuality or sex? Are sexuality Sexuality is much more than sexual
and sex the same or different? feelings or sexual intercourse. It is an
2. Give each participant a piece of meta card. important part of who each person is. It
3. On the board, write “Sexuality” in big, bold letters. includes all the feelings, thoughts and
4. Ask participants to think of a word that they behaviors of being female or male, being
associate with word sexuality, to write that word attracted or attractive to others, being in
on the meta card, and to post the meta card love as well as being in a relationship that
around “Sexuality” on the board. include sexual intimacy and physical
5. Go through each meta card and read the word sexual activity.
written on it.
Sexuality is about sexual partnerships
(who a person is sexually attracted to),
sexual acts (preferred sexual practices or
Adapted from “The Circle of Human Sexuality,“ Rights acts), sexual meanings (beliefs about the
and Desire: A Facilitator’s Manual on Healthy body, what is considered erotic or
Sexuality. Breakthrough, 2006: 23. offensive, what is appropriate or not), and
sexual drives and enjoyment (sources of
physical and emotional pleasures).
[Resources for Facilitator, page 21 for
additional information.]
Sexuality is a multidimensional and

dynamic concept that varies across
cultures. Its meanings and expressions
may change over time.
ACTIVITY 4C.2. Brain is a sex organ? (30 minutes)

1. Explain that to better understand and appreciate Ask the following: The brain is deeply involved in sexual Ask for volunteers to
sexuality, it is important for participants to be experience and pleasure. It responds to answer the following:
familiar with male and female organs involved in Are the slips of paper placed input from hormones and processes
sexual intercourse. correctly on the illustrations? emotions. Some people would say that What parts or organs of
2. Form pairs and give each pair a slip of paper the brain is the most important sexual the body are involved in
containing the name of a part of the sexual organ. How do you feel about this organ. sexual experience and
3. Display the enlarged illustration of the female activity? pleasure?
sexual anatomy. Ask the different pairs to place Any area of the body can respond to
the slip of paper on the appropriate place in the How do you feel about the male sexual stimuli. For example, a person may Why is the brain
illustration. and female sex organs? feel sexual pleasure from a touch to the considered a sex organ?
4. Display the enlarged male sexual anatomy. Ask face, stomach, nipples, ears, legs, or
the different pairs to place the slip of paper on the Why do you feel that way? anywhere else. Each person has different
appropriate place in the illustration. responses, and each person’s response
5. Explain the following: What are the role and functions depends on the situation.
of the male and female sex
The female organs involved in sexual intercourse organs? Certain parts of the body that contribute
are the: to sexual pleasure are specific to males
VULVA – the collective term for the female or to females:
external genitalia. It has two opening. One of it
leads to the vagina and it is where the penis In boys and men, they include the penis,
enters during sexual intercourse testes, scrotum, and prostate.
CLITORIS – a highly sensitive part of the female
body. Its function is to provide sexual pleasure In girls and women, these parts include
during sexual intercourse. the clitoris, vulva, vagina, and breasts.
The male organ involved in sexual intercourse is The clitoris (not the vagina) is the part of
the penis. It is a highly sensitive part of the male the female body that is most responsive
body. Its head, called glans, is especially sensitive. to sexual stimulation. Most females reach
orgasm (sexual climax) as a result of
During sexual intercourse between a male and a stimulation of the clitoris (rather than
female, the male’s penis is inserted into the from penile penetration of the vagina).
female’s vulva and is followed by a rhythmic Unfortunately, many people do not
movement often leading to orgasm. This brings understand this basic fact.
about pleasure to both the male and the female.
When a female is ovulating, its body produces The way the body actually responds to
secretions that make sexual intercourse more sexual stimulation involves various
pleasurable. physiological processes.
For example:
 Heart rate increases.
Adapted from “The Circle of Human Sexuality,“ Rights  Blood flows to the genital area. In
and Desire: A Facilitator’s Manual on Healthy males, this blood flow may cause an
Sexuality. Breakthrough, 2006: 25-27. erection.
 The body secretes fluids. In females,
the vagina may become wet. In males,
the penis may release a few drops of
pre-ejaculate (not the same fluid as
that of ejaculation).
 How the body responds to sexual
stimulation varies according to the
situation and from person to person.
Adapted from “anatomy and pleasure,”

It’s All One Curriculum: Guidelines for a
Unified Approach to Sexuality, Gender, HIV
and Human Rights Education; The
Population Council, Inc., 2009: 98.
ACTIVITY 4C.3. Is it good or bad to desire for sex? (45 Minutes)

1. Review and adapt the worksheet as needed [See Ask the following: There are many ways that people Ask for volunteers to
copy of Worksheet on Sexual Desire on page 12- experience sexual desire (a longing for answer:
13). Make sure you have the information needed What were some of the things sexual expression or a feeling of sexual
to clarify the answers. you thought were true at the attraction). There is no one “normal” way Is it good or bad for young
2. Hand out the worksheet and instruct participants beginning of the session that to experience sexual desire. people to desire for sex?
to fill it out quickly. turned out to be myths?
3. Ask a volunteer to read the first statement and Various social, emotional, and physical
then encourage discussion by asking: What effect can this kind of factors shape people’s desire to express
• How many of you think that statement is true? misinformation have on your themselves sexually. These factors often
• Who thinks it is false? feelings about yourself and your are interrelated.
If no one offers the correct answer, ask questions sexuality?
to help the group reach the correct response. People often confuse sexual desire or
Offer the correct answer only if no one in the What do you notice about attraction with other emotional or
group comes up with it. Be sure to ask if anyone society’s messages about male physical
still has a question or comment. desire compared with its experiences.
4. Repeat this process for each statement. messages about female desire?
For many people, fantasy may create or
What effect do you think such increase desire.
widely held myths can have on
Adapted from “the truth about desire,” It’s All One sexual relationships? Adapted from “anatomy and pleasure,”
Curriculum: Activities for a Unified Approach to It’s All One Curriculum: Guidelines for a
Sexuality, Gender, HIV and Human Rights Education; Why do you think we get Unified Approach to Sexuality, Gender, HIV
The Population Council, Inc., 2009: 59-61. different messages about male and Human Rights Education; The
and female desire? Should we? Population Council, Inc., 2009: 92-93.
ACTIVITY 4C.4. How are boys and girls supposed to behave sexually? (45 Minutes)
1. Break the class into two groups. Then ask: Sexual norms, or how people should Ask for volunteers to
2. Distribute “The Story of Maya” to one group and behave sexually, vary according to gender answer:
“The Story of Romeo” to the other group [See What do we notice from the roles. Sexual norms differ between boys
copy of stories on pages 14-15]. Do not say responses for Maya, compared and girls. There is the “double standard” After having learned about
anything about the two stories. Give 15 minutes with those for Romeo? for sexual behavior. the inequalities between
for the two groups to read, respond to the boys and girls, how are
questions, and compare responses within each What does this tell us about Boys are often permitted, or even boys and girls now
group. Make sure that the two groups are far standards for girls compared pressured, to be sexually active, as long as supposed to behave
apart so they do not overhear each other. with the standards for boys? their sexual desires are directed toward sexually?
3. After 15 minutes, ask the group that read about females.
Romeo to briefly share its responses to each of Does this double standard affect
the questions at the end of the story without girls in our community? Girls may be discouraged or even
discussing their reasons. On the board, write the punished for being sexually active.
responses using key words (adjectives, nouns). How do you feel about this
Write “Romeo” on top of the key words. double standard? Certain expectations are placed on both
4. Do the same for the group that read the story of boys and girls. Boys and men who appear
Maya. Write “Maya” on the top of the key words. feminine are often treated disrespectfully
5. Reveal that the two stories are identical except for or cruelly. Girls are more intensely
the sex of the two persons. pressured than boys to alter their
appearance or bodies to conform to the
Adapted from “first impression,” It’s All One ideals of sexual attractiveness or beauty.
Curriculum: Activities for a Unified Approach to
Sexuality, Gender, HIV and Human Rights Education; Sexual norms are often intolerant of
The Population Council, Inc., 2009: 56-58. certain groups such as the elderly, those
who live in poverty, those from certain
racial or ethnic groups, those with
disability, or those who are attracted to
someone of the same sex.
ACTIVITY 4C.5. Sexuality is diverse! (60 minutes)

1. Divide the class into three groups. Give each Ask the following questions: First and foremost, we are all people. All Ask for volunteers to
group a copy one case study about growing up as of us have similarities and differences answer:
gay [See copy of case studies on pages 16-17]. Overall, what kinds of feeling compared with others in our families,
Inform that each group has a different case study did Nia, Lee and school workplace, and communities. For 1. Is sexuality is just about
to discuss. Mo have about being gay? What example, there is wide variation in how being male or female?
2. On the board or screen, write or flash the were the main reasons for those we look and what we think, in our talents 2. How are we supposed to
following questions and read them aloud: feelings? How did they come to and in our sexuality. This diversity of treat persons who do not
 What feelings does this person in the story talk realize they were gay or lesbian? human experience exists everywhere. conform to the
about having? List as many feelings you Was there heteronormative norms?
noticed? something that happened to Variation in people’s sexual desires,
 What are some of the things that the person in them that “made them gay?” behaviors, and identities is referred to as
the story believes about people who are gay? sexual diversity.
 What does the person in the story do about his How did you feel reading these
or her feelings? stories? What surprised you? People may experience feelings of love,
3. Give the groups 10 minutes to read, discuss and What did you learn about attraction, and sexual desire for the other
write responses to the questions. people who are gay? sex, the same sex, or both. This variation
4. Then ask two members of each group to briefly has always been true throughout history.
paraphrase the story and to present the group’s Are attitudes and ideas about It is true in all societies, whether or not
responses to the three questions. Write responses sexual diversity in the society the society accepts same-sex attraction.
on the board. changing?  The term heterosexual is used to
describe people who desire people of
the other sex.
 The term homosexual is used to
Adapted from “feeling sexually attracted to someone describe people who desire people of
of the same sex: personal stories,” It’s All One the same sex.
Curriculum: Activities for a Unified Approach to  Like everyone else, transgender people
Sexuality, Gender, HIV and Human Rights Education; (people whose gender identity differs
The Population Council, Inc., 2009: 63-65. from the sex they were assigned at
birth) may be attracted to people of the
same sex, the other sex, or both.
 People may or may not identify as
heterosexual, homosexual (gay or
lesbian), or bisexual (attracted to people
of both the same and the other sex).
 People may be labeled with a sexual
identity that they do not claim for
themselves. Some people do not want
to be labeled or categorized in terms of
their sexuality or sexual identity,
regardless of their desires.
 What determines whether a person
experiences desire for the same sex, the
other sex, or both, is not well
understood. These desires cannot be
changed by religion, therapy, or medical
intervention. A person’s desires,
behavior, or identity may shift over time
and from situation to situation.
People who are heterosexual,

homosexual, bisexual, or transgender may
be found in every kind of family,
community, religion, and profession.
As a matter of human rights, people may

enter into relationships that they choose
and that are consensual.
In every society, individuals’ feelings

about sexual diversity and homosexuality
vary.
• Some people are comfortable with, and
celebrate, sexual diversity. Others may
experience fear or even hatred toward
people who are homosexual. Some have
mixed feelings. Fear of or aversion to
homosexuals is called homophobia.
• People’s feelings often reflect local
norms. Such norms vary across a
continuum that includes: stigma and
discrimination (for example, refusing
someone housing or employment);
rejection (for example, teasing);
tolerance; acceptance; respect; and,
finally, valuing and embracing diversity.
Unfortunately, rejection, stigma, and

discrimination toward people who desire
or engage in same-sex experiences or
relationships are widespread. Such stigma
and discrimination harm people and
violate their human rights.
ACTIVITY 4C.6. To engage in sex or not? (30 minutes)

1. Form small groups of 4 to 5 members and give Ask the following: Choosing if, when, who with and how to Ask for volunteers to
each group a set of the collection cards. engage in sexual activity is a personal explain:
2. Ask each group to rank the collection of cards How did you feel about the choice. Feelings of attraction are
according to what group members think as the activity? something that happens right away. What it means to say that
most and the least important consideration when People should not judge others for their choosing to have sex,
deciding on whether to engage in sexual activity Was it easy or hard? What made choices. Stigma and discrimination against when and with whom to
together. it easy or hard? people for their sexual choices is hurtful have sex is a personal
3. Remind the groups that there is no right or wrong and damaging for their self- perception choice.
ranking of cards. The order of the cards will What are your reflections on the and mental health.
undoubtedly be different for different people. activity? Which of them will you
4. After the groups have finished ranking the cards, apply in your life? Choosing to when or if to become sexually
ask each group to share its output with the big active is an important life decision. It is
group and explain why they put certain cards on important for people to think carefully
top of the others [see copy of Collection of Cards about their beliefs and values, as well as
on pages 18-19]. about their practical and personal needs,
5. Explain that there are many different forms of and those of their partner.
sexual activity. There are also many reasons why
couples engage in sexual activity (not just to make
a baby, also to show love and for pleasure). Many
people prefer to abstain from sexual activities
until they are married. The important thing to
note is that the kind of sexual activity that a
person engages in is their choice, this includes in
marriage. No one should be forced to have any
form of sexual activity that they do not choose.

Adapted from “Choice and decisions in sexual
relationships,” Creating Connections: Life skills for
adolescents. UNICEF, March 2015: 46-47.
ACTIVITY 4C.7. Consent in sexual relationships is a must! (30 minutes)

1. The importance of consent (10 minutes). Explain Ask the following: Everyone has the right to decide which Ask participants to get a
that when deciding to participate in sexual sexual activities they will and will not want piece of paper.
activity, people may consent to some activities How did you feel about the to be involved in. In relationships,
and not to others. This is an individual choice, and activity? including in marriage, this means that Ask them to write a short
everyone has the right to decide which sexual both partners must feel comfortable with letter to a friend who is in
activities they will and will not want to be Was it easy or hard? What made the activities they participate in, and both coercive relationship
involved in. In relationships, this means that both it easy or hard? must consent to each activity. explaining about the
partners must feel comfortable with the activities importance of consent in
they participate in, and both must consent to What are your reflections on the To force another person into a sexual any relationship.
each activity. activity? Which of them will you activity is wrong, even if you are married
2. Ask participants the following questions. In a apply in your life? to them. If people want to engage in any
romantic relationship… sexual activity, they should always have
Do you need consent to hold someone’s hand? the consent of the other person.
YES!
Do you need consent to kiss someone on the
mouth? YES!
Do you need consent to touch someone on their
body? YES!
Do you need consent to have sexual intercourse
with someone? YES!
3. Point out that all of these activities involve touch
and therefore, require consent from both people
involved. To force sexual contact at the lower end
is a form of sexual harassment. To force contact at
the higher end is sexual assault or rape. These are
all crimes. A good rule to remember is that you
must have permission from the other person to
have any form of sexual contact with them. The
more sexual the act, the more there is need for
extra careful checking about consent. If the
person is not old enough to give permission, you
should not have any sexual contact with them.
Children must not be forced or tricked into giving
consent.
4. Remind the group that it is a person’s right
(regardless if they are male or female) to choose
not to have sexual activity, even in a marriage
relationship.
5. One of the best ways to determine if someone is
uncomfortable with a situation, especially in a
sexual one, is to simply ask. Here are some
examples of questions you could ask:
 Are you happy with us?
 Is this right for both of us?
 Do you want to stop?
 Are we going to conceive a child and is this what
we want right now?
 Will either of us regret this later?
 Are we protected?
 Could either of us pass on an infection?
6. If you get a negative or noncommittal answer to
any of these questions then you should stop what
you are doing and talk to them about it. They may
be too afraid to speak to tell you that this is not
acceptable to them.
7. We must also remember that just because
someone consents to a particular activity at one
time, it doesn't mean that they will continue to
say yes. They may say no at another
time.
Adapted from “Choice and decisions in sexual

relationships,” Creating Connections: Life skills for
adolescents. UNICEF, March 2015: 47-50.
1. Is it consenting? (20 minutes). Explain that if Ask the following: To force another person into a sexual
people are to have happy relationships, it is activity is always wrong, even if you are
important that they agree to any activity that How did you feel about the married to that person. If people want to
happens in that relationship. At this time it is activity? engage in any sexual activity, they should
important to remember that you should never always have the consent of the other
touch a person sexually without their permission. Was it easy or hard? What made person.
2. Read the scenarios one by one [see Right or it easy or hard?
Wrong Scenarios on page 20]. As you read, ask the
participants to go to one side of the room if they What are your reflections on the
think the boy has done the right thing or the activity? Which of them will you
person has shown respect for the other person. apply in your life?
They go to the other side if they think the boy has
done the wrong thing and has not respected the
other person. If they are not sure they can stand
in the middle.
3. If participants are not sure or got the wrong
answer, explain which one is the correct answer
and what the reason is.

MATERIALS FOR FACILITATORS
ACTIVITY 4C.3.Sex and desire
WORKSHEET ON SEXUAL DESIRE

Read each statement. Decide if it is true (T) or false (F). Mark you answer in the box on T or F
the right column.
1 Most women do not really desire sex.
2 If you desire sex, you have to have it.
3 The social expectation that women should not want sex can affect their level of
desire.
4 If a boy gets an erection, it means he wants to have sex; if a girl’s vagina lubricates,
it means she wants to have sex.
5 Some women want to have sex more than their sex partners do.
6 People have sexual fantasies about things they do not desire to experience in real
life.
7 Fear of becoming pregnant or of becoming infected with an STI can affect sexual
desire.
8 Everyone’s level of sexual desire changes over time and with different
circumstances.
9 If you are male, then you want to have sex all the time.
10 Most older people still feel sexual desire.
11 If a man does not get an erection in a sexual situation, he does not desire the
person he is with.
12 Some medications affect sexual desire.
13 A person can feel sexual desire for a person she or he does not love.
14 It is normal for men not to want sex sometimes.
15 If you desire sex, you will become sexually excited.

ANSWER KEY
Answers to “Worksheet on Sexual Desire”

1 False Most women do desire sex. However, if a woman does not get pleasure from sex, she
may lose interest.
2 False Sexual desire does not have to lead to sexual activity. In fact, people can enjoy feeling
“turned on” without wanting to have sex.
3 True Sexual desire is affected by social expectations. If a woman thinks she should not want
sex, she may suppress or deny her desire.
4 False Erections and lubrications can occur for reasons not related to desire. For example,
most males wake up with an erection in the morning because their bladders are full.
Teenage boys often get spontaneous erections that are not related to sexual desire or
excitement.
5 True Levels of sexual desire vary by individual and circumstance. In some couples, or at
some points in life, a woman may desire sex more than their partner does.
6 True Fantasies are often just fantasies. A person may not want to experience the fantasy.
7 True Emotional states, such as fear, can affect a person’s sexual desire.
8 True “Normal” levels of sexual desire vary widely and change. Sexual desire is affected by
physical, emotional, and social factors. If a person’s level of desire is causing him or
her a problem, the person can talk with a sexual health professional.
9 False Men do not always desire sex. They experience variations in their levels of desire, as
do all people.
10 True Sexual desire may decrease with age. If a society frowns on elderly people’s sexuality,
their level of desire may be affected by stigma. Many people experience sexual desire
throughout their lives.
11 False A man may not get an erection in a sexual situation for many reasons, including
medical conditions (for example, diabetes or heart disease), the use of certain drugs,
and emotional factors (such as anxiety about sexual performance, anger at the other
person or about someone else, or because he is busy).
12 True A decrease in sexual desire is one side effect of some medications. Some medications
such as Viagra increase erectile function and tae taken specifically for that purpose.
Doctors frequently do not discuss the sexual side effects of medications with their
patients. If side effects are a concern, consult a physician or pharmacist.
13 True People can confuse sexual desire and love. You may love someone and not desire to
have sex with that person, and you can desire to have sex with someone whom you
do not love.
14 True No one, whether male or female, always wants to have sex.
15 False Sometimes people do desire sex but do not become sexually excited. This situation
happens to most people at some point. It is not something to worry about.
*Adapted from “the truth about desire,” It’s All One Curriculum: Activities for a Unified Approach to Sexuality, Gender, HIV and Human Rights Education; The Population
Council, Inc., 2009; pages 59-61.

ACTIVITY 4C.4. How boys and girls should behave sexually
The Story of Maya

Maya first had sex at the age of 16. Her two friends used to tease her that she never had a boyfriend. They encouraged her to ask a certain boy for a
date and to a have sex with him. She was curious, but mostly pressured by her two friends, so she asked the boy out and they had sex. Almost everyone
at school found out that Maya and the boy had sex.
Over the next two years, Maya had sex with four other boys. One was a schoolmate, one was a neighbour, one she met at her job, and one she met
through a friend. She enjoyed having sex. Maya knew that she did not want to marry any of these boys, but she was nice to each boy and she never lied
to them about her feelings. Having sex partners made Maya feel attractive and important.
Most of the time, Maya was careful about using condoms but one time she became pregnant and had an abortion. At another time, she got a sexually
transmitted infection from a partner but was treated for it immediately.
Now Maya is engaged to a young man her family wants her to marry. She likes this young man but she knows that she is expected to refrain from having
sex with him until they marry in two years. When she was visiting her cousin in another town, she ran into one of her old boyfriends who wanted to have
sex with her again. Maya thought that it will not hurt anyone if she engages in sex for one last time before she settles down in marriage. She felt that
two years with no sex is a long time. Afterward, she confided in her closest friend.
After reading this story, think about these questions and discuss them in your group:
1. What do you think Maya’s peers think about Maya? What “label” might they use to describe Maya?
2. How do you feel about Maya?
3. List down at least three adjectives that you think describe Maya. For example, is she happy or unhappy? Self-confident or insecure? Honest or
dishonest? Realistic or unrealistic? Attractive or unattractive? Respectable or unrespectable? Typical for a girl or atypical? Moral or immoral?
The Story of Romeo

Romeo first had sex at the age of 16. His two friends used to tease him that he never had a girlfriend. They encouraged him to ask a certain girl for a date
and to a have sex with her. He was curious, but mostly pressured by his two friends, so he asked the girl out and they had sex. Almost everyone at school
found out that Romeo and the girl had sex.

Over the next two years, Romeo had sex with four other girls. One was a schoolmate, one was a neighbour, one he met at his job, and one he met
through a friend. He enjoyed having sex. Romeo knew that he did not want to marry any of these girls, but he was nice to each girl and he never lied to
them about his feelings. Having sex partners made Romeo feel attractive and important.
Most of the time, Romeo was careful about using condoms but one girl got pregnant and she had an abortion. At another time, he got a sexually
transmitted infection from a partner but was treated for it immediately.
Now Romeo is engaged to a young woman his family wants him to marry. He likes this young woman but he knows that he is expected to refrain from
having sex with her until they marry in two years. When he was visiting his cousin in another town, he ran into one of his old girlfriends who wanted to
have sex with him again. Romeo thought that it will not hurt anyone if he engages in sex for one last time before he settles down in marriage. He felt
that two years with no sex is a long time. Afterward, he confided in her closest friend.
After reading this story, think about these questions and discuss them in your group:
1. What do you think Romeo’s peers think about Romeo? What “label” might they use to describe Romeo?
2. How do you feel about Romeo?
3. List down at least three adjectives that you think describe Romeo. For example, is she happy or unhappy? Self-confident or insecure? Honest or
dishonest? Realistic or unrealistic? Attractive or unattractive? Respectable or unrespectable? Typical for a girl or atypical? Moral or immoral?
*Adapted from “first impression,” It’s All One Curriculum: Activities for a Unified Approach to Sexuality, Gender, HIV and Human Rights Education; The Population
Council, Inc., 2009; pages 56-58.

ACTIVITY 4C.5 Sexuality is Diverse!
Case Studies about Growing up as Gay
GROUP 1 HANDOUT: Nia’s Story:

I am a 25-year-old lesbian. As a child, I was a good student and had lots of friends. When I reached puberty, I began to feel different. I had some dreams
of kissing someone. I couldn’t see the face of the person, but I could feel the body, a female body. I felt confused and began to hate myself. At 15, I
suddenly found that I was really attracted to an older girl I knew. It felt like a real crush. Taking this together with my dreams, I slowly realized and
admitted to myself that I am attracted to females. But the first time I saw the word “homosexual” was in a magazine story about a female police officer
who allegedly raped a 17-yearold girl. I remember the way the magazine described homosexuality as a perversion and a disease. There was another
article about gay men and AIDS. Both articles portrayed people who are gay as perverse and sick. I realized that I would be an outcast, one of “those
people.” Everyone wants to be loved and part of society — no one wants to be an outcast. I thought there was something wrong with me, that I was
sick. The word “lesbian” became a huge threat in my mind. It was a taboo; I was taboo. I was scared. I thought of myself as freakish and abnormal. In
order to cope, I withdrew into my studies and became known as a bookworm.
GROUP 2 HANDOUT: Lee’s Story:

I am a 23-year-old gay man; I grew up in the countryside. When I was about 11, I started to notice that I liked to see men’s bodies. I was surprised and I
didn’t know why. There was a man where I lived who looked and acted a lot like a woman; his nickname was “Girl.” I was afraid of him and I knew I
didn’t want to be like him. I remember also one time that a copy of a sex magazine got to our town and there was some information about gays in it,
which I read. I felt afraid when I read it. Then we moved to the city, where my friends talked about wanting to have sex with girls. I lied to them and told
them that I was interested in a special girl, but the whole time I was thinking about men. To cover up, I acted tougher than the other guys, and got
involved with sports. I was hoping no one would guess I was gay and no one did. But I hated myself because I couldn’t understand why I was like that. I
thought, “Why don’t I try it?” I went out with five different girls. I would give them gifts, we would go out, sometimes to the movies. I kept trying, but it
just didn’t work. I even managed to have sex with a girl four times, but it wasn’t satisfying for me.
GROUP 3 HANDOUT: Mo’s Story:

I am a 22-year-old gay man. When I was growing up, we had neighbors who were gay and my parents had other gay friends. So I was raised knowing that
gay people are the same as everyone else — just like my parents, they had children and jobs and pets. When I was 15, I realized that I liked my best
friend Benno as more than just a friend. I didn’t know how to speak to him about it, so I visited my mom’s gay friend; he had been living with his partner
for 20 years. First he said he knew it can take a lot of honest reflection to discover who we are. He then asked me about Benno’s attitudes and
encouraged me to be honest with Benno. He explained that Benno might not feel the same way toward me and, in fact, that Benno might distance
himself from me. The next day, after soccer practice I told Benno about my feelings for him. At first he was upset and told me that he didn’t think we
could be friends anymore. I was devastated. But a few days later Benno came over to my house. He told me that he had no sexual feelings toward me or
toward any males, but that he still wanted to be friends. I was very happy to have my friend back even though we would never be romantically involved.
Being gay as a teenager
was not always easy, and I often met people who were uncomfortable with my lifestyle. I know that I am very lucky to have such a supportive family;
many young people do not have that. This is why I now work at a hotline for young people who are questioning their sexuality and have nowhere else to
turn.

ACTIVITY 4C.6 To engage in sex or not
COLLECTION OF CARDS FOR RANKING

ACTIVITY 4C.7 Consent in sexual relationships is a must!
RIGHT OR WRONG SCENARIOS

RESOUCES FOR FACILITATOR:
The Four Elements of Sexuality
Sexual Partnerships
 Number of sexual partners, current and past
 Timing and duration of sexual partnerships throughout a person’s lifetime
 Identity of sexual partners (socioeconomic characteristics, gender identities, sexual orientations)
 Orientation towards a particular biological sex or gender
 Conditions of choice under which a partner is freely selected or imposed upon a person
 The frequency and conditions for changing partners
Sexual Acts
 Nature of sexual acts
 Frequency of sexual acts
 Conditions of choice of specific sexual practices in which individuals and couples engage
Sexual Meanings
 Collective and individual beliefs about the nature of the body
 Beliefs about what is considered erotic or offensive
 Beliefs about what and with whom it is appropriate or inappropriate for men and women (according to their age and other characteristics) to do
or to talk about sexually
Sexual Drives and Enjoyment

 Women and men’s knowledge of the body’s sexual and reproductive capacities
 The ability to obtain physical and emotional pleasure from fantasy, sexual encounters or self-stimulation
SOURCE: Dixon-Mueller, Ruth. The Sexuality Connection in Reproductive Health. 1993 as quoted in ACHIEVE’s GAME Training Manual, pages 24-25.

Basic Sexuality Concepts
Bisexuality
Having both same-sex and opposite-sex attraction or desire, behaviour, or identity.
Heterosexuality
Sexuality between males and females, or having opposite-sex attraction, behaviour, or identity.
Homosexuality
Sexuality between people of the same sex, or having same-sex attraction or desire, behaviour, or identity.
Intercourse
Sexual intercourse often refers to vaginal penetration by the penis. Oral intercourse involves the use of the mouth on a partner’s sex organ. Anal
intercourse involves insertion of the penis into a partner’s anus.
Intersex
Having sex chromosomes, genitalia, and/or secondary sex characteristics that are neither exclusively male nor female. For example, a person having
both a penis and a vagina.
Sexual and reproductive rights

Human rights that apply to sexual and reproductive health and life. They include, for example, a person’s right to choose whether, with whom and under
what circumstances will he or she engage in sex; the right to get pregnant or not; and the right to protect one’s body from sexual coercion or violence.
Sexual desire
A longing to express oneself sexually or a feeling of sexual attraction.
Sexual diversity
The wide variation in people’s sexual desires, identities, and behaviours, including attraction to the same, opposite or both sexes.
Sexual identity
How people identity themselves in terms of various aspects of their sexuality, which may include their sexual preferences and attractions. It may also
include the kinds of relationship they wish to form, for example, with the same, opposite or both sexes. A person’s sexual identity may or may not be the
same as their sexual desire or behaviour.
Sexual norms
Social standards that shape people’s understanding, attitudes and experiences related to sexuality.
Sexual wellbeing
A sense of wellbeing related to one’s sexuality and sexual life, or being happy and contented with one’s sexuality and sexual life.
Sexuality
How people experience and express themselves as sexual beings. Many factors contribute to people’s sexual behaviours, relationships, feelings, identity,
desires, and attitudes. One of these factors is biology, especially sex hormones. Another factor is individual personality and experience. Yet another
factor is culture, which influences people’s attitudes, expectations, and experiences related to sexuality. Cultural norms also affect laws and policies
about sexuality. All of these factors interact throughout life.
*Adapted from ‘It’s All One Curriculum: Guidelines and Activities for a Unified Approach to Sexuality, Gender, HIV and Human Rights Education; The Population Council,
Inc., 2009; pages 112-113.

Sexuality Terms and Definitions
Abstinence, sexual
The voluntary decision not to engage in sexual relations of any kind. In some cases, it is the decision not to engage in penetrative or vaginal sex. Reasons
for abstinence include, among other things, periodic abstinence for contraception, disease, or pregnancy prevention, and abstinence for religious
reasons.
Anal sex
Sexual activity characterized by anal stimulation or penetration with finger, penis, objects, lips, mouth, or tongue.
Arousal
See Excitement.
Bisexual
1. Of, relating to, or having a sexual orientation (or attraction) to persons of both sexes (same sex and opposite sex).
2. A person who identifies himself or herself as having a sexual orientation (or attraction) toward both sexes.
Body rubbing
Rubbing bodies together, especially sexual organs, sometimes leading to orgasm.
Celibacy
1. Abstinence from sexual intercourse.
2. Abstinence from all sexual activity and sexual relations.
Cervix
The lower part of the uterus that protrudes into the vaginal canal and allows the passage of menstrual flow from the uterus and the passage of sperm
into the uterus.
Circumcision
The act of cutting off the prepuce, or foreskin, of males or the external structures of females.
Clitoridectomy
Removal of part or all of the clitoris (associated with female genital cutting).
Climacteric
A period of life characterized by physiological midlife changes for women and men. Immediately preceding menopause in women and continuing for 15
or more years beyond menopause
Clitoris
An erectile, hooded organ at the upper joining of the labia that contains a high concentration of nerve endings and is very sensitive to stimulation.
Coitus (sexual intercourse, copulation, vaginal intercourse)

Insertion of the penis into the vagina, followed by rhythmic movement often leading to orgasm.
Coitus interruptus
Withdrawal of the penis during penile-vaginal intercourse before ejaculation.
Condom
A flexible sheath (usually made of thin latex or polyurethane) designed to cover the penis (male condom) or vulva (female condom) during sexual
intercourse for contraceptive purposes or as a means of preventing sexually transmitted infections.
Cunnilingus (oral sex on a woman)

Stimulation of the external genitals of the woman with lips, mouth or tongue. This practice may or may not lead to orgasm.
Ejaculation
The moment when rhythmic contractions of the urethra cause semen to be discharged from the penis.
Erection
The firm and enlarged condition of a body organ (e.g., penis, clitoris, nipples) when the erectile tissue surrounding it becomes filled with blood. When
the penis fills with blood and becomes hard, this is called an erection. It is time to put on a latex condom if having sexual intercourse.
Erogenous zones
Highly innervated areas of the body that are especially sensitive and responsive to sexual stimulation, thus causing sexual arousal and sexual pleasure.
Common areas identified as erogenous zones include neck, earlobes, mouth, lips, nipples, genitalia, buttocks, inner thighs, anus, back of knees, fingers,
and toes.

Erotic
Tending to arouse sexual desire.
Excitement (arousal)
A stage of the sexual response cycle characterized by increased heart rate, blood pressure, body muscle tension, sexual flush, and erection of the nipples
in both sexes. In women, vaginal lubrication and swelling of the vulva, in men, scrotal thickening and movement of the testes closer to the body.
Fellatio (oral sex on a man)

Stimulation of the penis using the lips, mouth, or tongue. This practice may or may not lead to orgasm, and the partner may or may not swallow the
ejaculate.
Foreplay
Physical and sexual stimulation (such as kissing, touching, stroking, and massaging) usually preceding sexual intercourse.
Foreskin
A retractable tube of skin that covers and protects the glans of the penis.
G-spot (Grafenberg spot)

A small area (about 1–2 cm) on the front wall of the vagina that is especially sensitive to sexual stimulation in some women and may be the source of a
small amount of fluid ejaculated at orgasm.
Gay
A person who identifies himself or herself as homosexual.
Gender
Refers to what a person, society, or legal system defines as “female” or “male.”
Gender identity
Refers to the personal, private conviction each individual has about being “feminine” or “masculine.”
Gender roles
The set of socially or culturally defined attitudes, behaviours, expectations, and responsibilities considered appropriate for women (feminine) and men
(masculine).
Glans penis (glans)
The head of the penis, the glans includes the most highly innervated part of the penis and is covered by the foreskin in men who are not circumcised.
Heterosexual
Physical and romantic attraction to people of the opposite gender.
Homosexual
1. Of, relating to, or having a sexual orientation to persons of the same sex.
2. A person who identifies himself or herself as gay or lesbian.
Hymen
A fold of thin, fleshy tissue that stretches across part of the opening of the vagina in some women.
Impotence
Inability to achieve erection, low sperm count and inability to have children. See erectile dysfunction.
Incest
Sexual contact between closely related individuals that violates socio-cultural or religious norms or laws. (Definitions of the type of kinship within which
sex is forbidden vary widely between cultures.)
Intercourse
Insertion of the erect penis into the vagina or anus. (May also be used to describe other forms of sexual activity, such as interfemoral intercourse, oral
intercourse, or mammary intercourse).
Lesbian
1. Of or relating to female homosexuality.
2. A woman who identifies herself as homosexual.
Masturbation
Gentle rubbing of the genitals by oneself or with another individual (mutual masturbation) is one way to release sexual tension without having sexual
intercourse.

Masochism
Sexual arousal or orgasm dependent on receiving punishment, discipline, humiliation, or servitude.
Menarche
A woman’s first menstruation.
Multiple orgasm
Passing immediately from the orgasm stage of the sexual response cycle to the plateau stage and back to the orgasm stage without passing through the
resolution stage.
Oral-genital sex
Stimulation of the genital organs using the mouth.
Orgasm
The fourth stage of the sexual response cycle, characterized by the peak of sexual tension, resulting in release of tension through muscular contractions
of the uterus, vagina, anus, and pelvic floor in women and contractions of the urethra, anus, and pelvic floor in men. In men, orgasm can trigger
contractions of the ejaculatory duct and prostate gland, causing semen to be ejected from the body through the penis.
Penis
The part of the male genitalia that provides pleasure; it can be stimulated without having sexual intercourse. Males should use a latex condom over the
erect penis during oral, vaginal, or anal intercourse.
Pornography
Sexually explicit pictures, writing, or other material whose primary purpose is to cause sexual arousal.
Premature ejaculation (PE)

A condition in men characterized by persistent or recurrent ejaculation with minimal sexual stimulation before, on, or shortly after penetration and
before the person wishes it.
Rape
Any kind of sexual intercourse (vaginal, oral, or anal) that is committed against a person’s will or is committed with physical force or with a threat to hurt
the victim or another person.

Reproduction
The sexual or asexual process by which organisms generate new individuals of the same kind; procreation.
Reproductive rights
Reproductive rights rest on the recognition of the basic right of all couples and individuals to decide freely and responsibly the number, spacing and
timing of their children and to have the information and means to do so, and the right to attain the highest standard of sexual and reproductive health.
They also include the right of all to make decisions concerning reproduction free of discrimination, coercion and violence.
Reproductive tract infection

Infectious diseases of the genitourinary tract that include STI, other common infections of the genital tract (e.g., candidiasis), and infections associated
with clinical procedures, such as IUD insertion.
Safe sex (often “safer sex”)

A commonly used term describing sexual practices which minimize the exchange of blood, semen, and vaginal fluids. These sexual practices reduce the
risk of contracting an STI/HIV infection and thus are referred to as ‘safer sex’. A broader definition might include relations that lower the risk for disease,
unintended pregnancy, violence, coercion, or abuse of power.
Sex toys
Objects used for or designed for enhancing sexual pleasure (including dildos, vibrators, and implements used for bondage).
Scrotum
A pouch of skin hanging directly under the penis that contains the testes and functions to protect the testes and to maintain the temperature necessary
for the production of sperm by the testes.
Sexuality
Sexuality involves giving and receiving sexual pleasure, as well as enabling reproduction. Sexuality is a total sensory experience, involving the whole mind
and body—not just the genitals. A reflection of the total expression of who we are as human beings, sexuality is shaped by our values, attitudes,
behaviours, physical appearance, beliefs, emotions, personality, likes and dislikes, and spiritual selves, as well as all the ways in which we have been
socialized.
Sexual orientation
The erotic or romantic attraction (preference) for sharing sexual expression with the opposite sex (heterosexuality), one’s own sex (homosexuality), or
both sexes (bisexuality).
Sexual pleasure
A good feeling that people get when they have sex with someone else or are physically close to another person.
Sexual practices
Activities related to sexual expression that are performed habitually or repeatedly.
Sexual rights
Sexual rights embrace human rights that are already recognized in national laws, international human rights documents and other consensus
documents.
Sexually transmitted infections (STIs or STI)

Infections usually passed from person to person by sexual contact. Also called sexually transmitted diseases (STDs).
Sodomy
Any sexual act that is not penile-vaginal penetration. Usually refers to oral or anal intercourse, but various legal definitions may include other activities.
Transgender
This is a blanket term for any person whose internal gender identity differs from physiological gender.
Transsexual
This is a person who wants to change his or her physiological gender, and to live permanently in the new gender role.
Transvestism (cross-dressing)
Dressing in clothes traditionally used by members of the opposite sex. In some people, cross-dressing may be a compulsion, or sexual arousal may be
dependent upon cross-dressing. Many transvestites are heterosexual men whose behavior pattern does not lead to transsexualism (living and passing
socially as a member of the opposite gender). Other transvestites are homosexual men (“drag queens”), who often develop elaborate feminine
personas.
Vagina
A muscular, highly expandable, tubular cavity leading from the vestibule to the uterus. The vagina has membranes that can absorb HIV during penile-
vaginal intercourse. The vagina also secretes fluids that can transmit HIV if the woman is HIV-infected.

Vaginal intercourse (coitus)
Inserting the penis into the vagina.
Vulva
The external genital organs of the female, including the labia majora, labia minora, clitoris, and vestibule of the vagina.
*Adapted from “Rights and Desire: A Facilitator’s Manual to Healthy Sexuality; Breakthrough, 2006; pages 84-87.


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Basic Course on Peer Education

MODULE 4: Adolescent Sexual and Reproductive Health

SESSION ACTIVITIES: 4.5 Hours

Activity Content/Topic Key Message Materials Duration

Developed for Y-PEER Pilipinas, May 31, 2016

Developed for Y-PEER Pilipinas, May 31, 2016

PARTICIPATION REFLECTION GENERALIZATION APPLICATION

ACTIVITY 4C.1. Is sex the same as sexuality? (30 minutes)

Sexuality is a multidimensional and

ACTIVITY 4C.2. Brain is a sex organ? (30 minutes)

Adapted from “anatomy and pleasure,”

ACTIVITY 4C.3. Is it good or bad to desire for sex? (45 Minutes)

ACTIVITY 4C.5. Sexuality is diverse! (60 minutes)

People who are heterosexual,

As a matter of human rights, people may

In every society, individuals’ feelings

Unfortunately, rejection, stigma, and

ACTIVITY 4C.6. To engage in sex or not? (30 minutes)

Developed for Y-PEER Pilipinas, May 31, 2016

ACTIVITY 4C.7. Consent in sexual relationships is a must! (30 minutes)

Adapted from “Choice and decisions in sexual

Developed for Y-PEER Pilipinas, May 31, 2016

ACTIVITY 4C.3.Sex and desire

WORKSHEET ON SEXUAL DESIRE

Developed for Y-PEER Pilipinas, May 31, 2016

Answers to “Worksheet on Sexual Desire”

Developed for Y-PEER Pilipinas, May 31, 2016

The Story of Maya

The Story of Romeo

Developed for Y-PEER Pilipinas, May 31, 2016

Developed for Y-PEER Pilipinas, May 31, 2016

Case Studies about Growing up as Gay

GROUP 1 HANDOUT: Nia’s Story:

GROUP 2 HANDOUT: Lee’s Story:

GROUP 3 HANDOUT: Mo’s Story:

Developed for Y-PEER Pilipinas, May 31, 2016

COLLECTION OF CARDS FOR RANKING

Developed for Y-PEER Pilipinas, May 31, 2016

RIGHT OR WRONG SCENARIOS

Developed for Y-PEER Pilipinas, May 31, 2016

The Four Elements of Sexuality

Sexual Drives and Enjoyment

Developed for Y-PEER Pilipinas, May 31, 2016

Sexual and reproductive rights

Developed for Y-PEER Pilipinas, May 31, 2016

Coitus (sexual intercourse, copulation, vaginal intercourse)

Cunnilingus (oral sex on a woman)

Developed for Y-PEER Pilipinas, May 31, 2016

Fellatio (oral sex on a man)

G-spot (Grafenberg spot)

Developed for Y-PEER Pilipinas, May 31, 2016

Premature ejaculation (PE)

Developed for Y-PEER Pilipinas, May 31, 2016

Reproductive tract infection

Safe sex (often “safer sex”)

Sexually transmitted infections (STIs or STI)

Developed for Y-PEER Pilipinas, May 31, 2016

Developed for Y-PEER Pilipinas, May 31, 2016

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