NIGERIAN ARMY COLLEGE OF NURSING AND MIDWIFERY

DEPARTMENT OF MIDWIFERY

ON

REPRODUCTIVE HEALTH II

TOPIC

CONCEPT OF SEXUALITY

PRESENTED BY

MARCEL MARTHA (MID/SET39/009)

SUBMITTED TO: MRS B. N. NDIMELE

DATE: OCTOBER 2023

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 TABLE OF CONTENT

1.1 INTRODUCTION 1

1.2 Definition of Sexuality 3

1.3 Sexual Self-Concept 3

1.4 Sexual Risk 4

1.4 Gender Identity Development 5

2.1 Concept of Sex 9

2.2 Stages of Development of Sexuality 9

2.3 Various Sexual Behaviours Indulged by Adolescents 11

3.1 Sexual Orientation and Identity 13

3.2 Sexual Orientation 13

3.3 Sexual Identity 14

4.1 Role of Teachers and Parents in Developing Healthy Sexual-Attitude 14

Summary 17

REFERENCES 19

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1.1 INTRODUCTION

Adolescent sexuality is influenced by many factors, including your gender identity, sexual

orientation, the culture you live in, and how your body develops. During the teen years,

you will develop a sense of your own sexuality, one that will lead to satisfying, mature

sexual relationships later in life. Adolescence is a period of change for an individual.

Another significant change that occurs in this phase relates to reproductive and sexual

organs. These changes are expressed in the form of certain behaviour in children up to 12

years that include discovering about self and the opposite sex, curiosity about the sex

organs, playing 'Doctor". As adolescence sets in, the behaviour and experiences are

expressed in the form of dreaming, fantasizing, hugging, dating, kissing, holding hands,

touching their private pans.

Adolescent sexuality has long been equated with danger (Moran, 2000), and researchers

have often reflected this sentiment with their choice of research questions by pursuing

studies of pregnancy, STI risk, condom use, and, increasingly, sexual violence in the lives

of adolescents. Adolescent sexuality has frequently been in the service of identifying

predictors of and controls on these and other negative sexual outcomes. Over the past 30

years, researchers have advocated for unlinking adolescent sexuality from assumed

dangerous outcomes and pathology (Bauman & Udry, 1981; Fine, 1988). Since 2000,

investigators have regularly produced empirical research which highlights dimensions of

adolescent sexuality, such as sexual subjectivity, gender development, and motivations for

engaging in sexual activity (Tolman & McClelland, 2011).

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People of all ages and at all stages of life experience sexual desire. They need information

on sexuality to enjoy their lives free of fear, stigma and disease. In India, temple arts and

structures represented sex and sexuality in an overt form. However, in our daily lives,

sexual expression IS governed and controlled by social factors by way of strict moral codes

of conduct. There is a culture of silence around these topics. Information about sexuality

has to flow through proper channel or else adolescents find other non-trustable channels to

gather information. This could mislead them. Because of shame and secrecy surround

sexuality, people hesitate to seek help and information openly, much to the detriment of

their health and well-being. Thus, through this unit we will explore the science of sex and

sexuality with authentic references so that the information could be passed on to our future

generations.

Different individuals may influence and shape people's sexuality differently for example,

parents may be hesitant to discuss topics related to sexuality with their children while some

teachers may find it comfortable to discuss the same with the adolescents or vice-versa.

Since concems about sexuality arise early in our lives, correct md complete information

given m easy to understand and decent language helps to enhance the quality of lives of

people, clarifying certain myths and misconceptions and helps to make informed choices.

For example, protection from diseases/infection, unwanted pregnancies, sexual abuse and

so on.

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1.2 Definition of Sexuality

Sexuality covers a wide range of issues, emotions and experiences. IVh11e there is no

single agreed upon definition, the definition given below would help to understand the

concept of sexuality in a comprehensive manner.

Sexuality is a central aspect of being human throughout life and encompasses sex, gender

identities and roles, sexual orientation, eroticism, pleasure intimacy and reproduction.

Sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs, attitudes,

values, behaviours, practices, roles and relationships. while sexuality can include all of

these dimensions, not all of them are always experienced or expressed Sexuality is

influenced by the interaction of biological, psychological, social, economic, political,

cultural, ethical, legal, historical, religious and spiritual factors. (WHO, 2002)

It is evident by the definition given above that sexuality covers various components.

Sexuality is more than the act of sexual intercourse.

1.3 Sexual Self-Concept

An innovative direction in the field of adolescent sexuality has been the development of

research on adolescents’ sexual self-concept (Hensel, Fortenberry, O’Sullivan, & Orr,

2011) and sexual subjectivity (Martin, 1996; Tolman, 2002). Sexual subjectivity, for

example, includes an individual’s sexual body-esteem, entitlement to self-pleasure and

pleasure from a partner, sexual self-efficacy, and reflection about sexual behavior (Horne

& Zimmer-Gembeck, 2006). Researchers working with concepts related to sexual self-

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concept and sexual subjectivity have often investigated their relationship to sexual identity

formation, sexual decision making, and sexual behaviors. For example, the development

of the Female Sexual Subjectivity Inventory (FSSI) enabled Horne and Zimmer-Gembeck

(2006) to find that among adolescent girls, sexual subjectivity was associated with self-

esteem and resistance to sexual double standards. Others have investigated relationships

between sexual subjectivity and psychological well-being (e.g., Impett & Tolman, 2006).

1.4 Sexual Risk

Adolescent sexuality has been anchored in identifying and evaluating risks associated with

penile-vaginal intercourse, with particular focus on age of first intercourse, pregnancy, and

increasingly STIs, including HIV/ AIDS. The underlying purpose for this research is to

diminish the dangers and unintended consequences of adolescent sexual behaviors. This

body of research has often been concerned with which groups of adolescents are most “at

risk” for outcomes such as teen pregnancy and sexually transmitted infections.

Often as a result of gender-based and racial stereotypes about adolescent sexuality (Fasula,

Carry, & Miller, 2012), race and ethnicity have been dominant factors in the definition of

“sexual risk,” with African-American and Latina adolescents often categorized as

especially “at risk” or “risky.” This focus on specific demographic groups as especially “at

risk,” while framed as protectionist, has meant that youth of color have often been

individually associated with sexual risk, obscuring structural factors such as poverty, lack

of educational supports, or social stigma (Fine & McClelland, 2006). However, research

on diverse patterns within racial/ethnic groups has extended understandings of early

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romantic relationships (Geronimus, 2003; Milbrath, Ohlso, & Eyre, 2009). In addition to

race/ethnicity, to the extent that lesbian, gay, bisexual, and transgender (LGBT) sexuality

has been studied, it has almost exclusively been in terms of identifying who is at heightened

HIV risk (Goodenow, Netherland, & Szalacha, 2002).

1.4 Gender Identity Development

Adolescents’ definitions of what it means to be a man or a woman, both in and out of sexual

relationships, have been of interest to researchers for decades (Martin, 1996). This body of

work has often examined the mechanisms by which adolescents learn about gender

ideologies, including media, family, and schooling. For example, Chu, Porche, and Tolman

(2005) developed the Adolescent Masculinity Ideology in Relationships Scale (AMIRS) as

a means to measure the nature and degree to which adolescent boys internalized masculine

norms and how masculine ideology impacted their intimate relationships. In related

research, Tolman and Porche (2000) developed the Adolescent Femininity Ideology Scale

(AFIS) as a means to assess the role of gender norms in the lives of girls and young women.

Researchers have usefully explored how gender ideologies powerfully shape sexual lives.

For example, Kerrigan and colleagues’ (2007) study of African-American adolescents

found that “[s]tronger adherence to female gender ideologies related to emotional strength

and caretaking may be linked to a heightened desire for male intimacy and tolerance of

male sexual risk behavior.

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Body Image

Concerns with body image at this transitional point in the life course have often resulted in

research which examines how the pubertal transition negatively affects girls and young

women and how sexual decision making is affected. For example, Grabe and colleagues

(2007) examined the role of sexual objectification during sexual development and found

that pubertal development and peer harassment lead to greater body shame for girls. In

terms of sexual decision making, Gillen and colleagues (2006) found that young women

who evaluated their appearance more positively were less likely to report engaging in risky

sexual activity. For both males and females, those who rated their appearance more

positively also perceived fewer barriers to using condoms. These findings and related

research are essential to better understand the relationships between how a young person

experiences and judges their own body, the bodies of their peers, and the bodies of their

real and potential sexual partners – both in adolescence and throughout adulthood.

International Relevance

Two areas of research have developed in terms of international trends related to adolescent

sexuality. The first has concerned important comparisons between the US and other

Western countries, especially in terms of the US’s high rates of teen pregnancy, abortion,

and lack of knowledge concerning birth control (Kost & Henshaw, 2012). For example,

Schalet’s (2011) detailed comparison of the US and the Netherlands’ approaches to

adolescent sexuality, sex education, and parental guidance highlighted how cultural

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assumptions and public policies are extremely influential in shaping how young people

learn about themselves and their bodies, as well as experience intimate relationships.

The second area of research in terms of international trends related to adolescent sexuality

has concerned how US media circulates through new technologies into both developing

and developed countries and how this affects the sexualization of girls worldwide (APA,

2007). Researchers have become increasingly concerned about the effects of easily

available pornography, the widespread infiltration of sexualized media, and its impact on

the prevalence of sexual violence as well as other vulnerabilities for girls and women (Coy

& Garner, 2012).

Practice Relevance

Attention to how terms like “adolescent sexuality” are defined is essential because

definitions have broad and often immediate impacts on a range of interpersonal and

institutional practices – ranging from clinical and therapeutic interventions to parenting

decisions, sex education practices, and other school-based policies. For example, beginning

with the introduction of the 1981 Adolescent Family Life Act (AFLA) in the US,

controversies have erupted over federal funding of sexuality education that has increasingly

restricted what young people can learn about sex and sexuality in school settings. In the

US, definitions of adolescent sexuality as pathological have largely resulted in “abstinence-

only until-marriage” sex education policies which define any sexual expression in

adolescence as dangerous to the welfare of the individual, the school, as well as the nation

(Fine & McClelland, 2006). More recently, definitions that conceptualize adolescent

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sexuality as a normative aspect of development have resulted in emergent school-based

education programs that teach a range of issues related to relationships, communication,

and sexual decision making, as well as pregnancy and STI prevention (SIECUS, 2004).

In addition to school policies, clinical settings are heavily influenced by how the concept

of adolescent sexuality is defined. This can result in varying theories of intervention (i.e.,

when, how, and why to treat), for example, when adolescents are patients in therapeutic

settings or when they are seeking medical advice/attention in health-care settings. For

example, definitions of adolescent sexuality that encourage clinicians to frame sexuality

only in terms of risky sexual behaviors might overlook patients who need information

about issues not related to behaviors, including gender identity development, aspects of

desire and pleasure, anxieties about sexual fantasy, as well as many other areas that remain

silenced within risk-focused clinical paradigms (Tolman, 2002). In addition, frameworks

that focus on adolescent sexuality as primarily pathological may shape the kinds of

information, diagnoses, and interventions provided to young people who engage in sexual

activity, as a result of their own deciding or as a result of coercion. Lastly, these definitions

shape the ways that parents engage with children, from infancy to adulthood, around issues

of sex. Definitions of sexuality have been found to profoundly affect how parents teach

children to name their genitals and about sexuality (Martin & Luke, 2010), how parents

relate to teens’ dating partners (Schalet, 2011), and the kinds of information parents share

with children as they grow (Elliott, 2012).

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2.1 Concept of sex

Sex refers to biological difference between females and males present at birth.

These include anatomical differences such as vagina (in females) and penis (in males),

genetic differences found in a person's chromosomal make up or physiological clifrrences

such as menstruation in females and sperm production in males.

Sex can also be used to describe behaviors/physical acts that may produce sexual pleasure

and reproduction. The most common expression of sexual intercourse is the male-female

(penile-vaginal intercourse).

2.2 Stages of Development of Sexuality

In talk following section the stages of development of sexuality will be discussed:

Sensuality: This constitutes awareness and feelings about your body and other's bodies,

especially of your sexual partner

Intimacy: This constitutes the ability to be emotionally close another person and to

accept closeness in return Intimacy includes:

• Sharing and Caring These make the personal relationship rich and work while Joys

and pain are to be shared, which in turn express care.

• Liking/loving another person: Having emotional connection apart from physical

contact shows intimacy.

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Sexual identity: The three interlinked components of gender identity, gender role and

sexual orientation constitute the sexual Identity of an individual It includes:

• Gender Identity: It is understanding whether one is male or female.

• Gender role. These are socially constituted roles of males and female in the society

and are different from sex roles that are biologically determined (For example,

females menstruate and males produce sperms). Gender roles expect the females to

show "feminine' characteristics behaviours being soft, submissive, beautiful,

dependent and so on. Gender roles also expect males to show "masculine"

characteristics behaviours like being strong, assertive/aggressive, macho and

independent, in control decision maker and so on.

• Sexual orientation: This determines whether a person's basic attraction is towards

people of same sex (Homo sexuality) or opposite sex (hetero sexuality) or both the

sexes (bisexuality). Terms like gays, lesbians etc are used to identify people's sexual

orientation.

Reproduction and sexual health: This constitutes a person's ability to procreate and also

enjoy healthy sexual life. It includes:

• Factual information about reproduction: Knowledge about anatomy and

physiology of male and female bodies, process of conception, pregnancy and child

birth are important to make informed choices regarding sexual expression and to

ensure well-being of self and partner.

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 • Sexual intercourse/sex: A behaviour act that produces sexual pleasures when

penile- vaginal intercourse takes place.

• Factual information on contraceptive methods: Comprehensive knowledge

about this Will promote healthy sexual expression, and prevent infection/ diseases

and unwanted pregnancies

2.3 Various Sexual Behaviours Indulged by Adolescents

Though sex is understood and expressed in a physical manner, it is more than just a physical

activity Sex involves feeling, thoughts, belie& and values. These sexual feelings and

expressions engage people in different ways. For example, holding hands, fantasizing,

gazing affectionately and kissing.

Kissing is the pleasurable touching of ones lips against another 's or other parts of the body.

Deep kissing is pressing the mouths together with the lips parted, which allows for one's

tongue to play in the other 's mouth.

Masturbation is the manual stimulation of one's genitals. It may rubbing, stroking and

caressing one's own genitals. This can occur individually or with other person(s). It is a

normal and natural activity, done by boys and girls, men and women. As long as people

take care to not hurt themselves and do not let it interfere with the other things they have

to do like games, studies etc, there is no harm in masturbating. There are a number of myths

associated with masturbation although it is one of the safest forms of sex in relation to HIV

transmission It is a personal and pleasurable act. The act is not dirty and it does not matter

how often you masturbate.

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Fantasy: Having day dreams/fantasies about sexual behaviour is normal among

adolescents. For some adolescents’ heroes and heroines from cinema become the role

models and they try to emulate them often leading to disappointment

Experiencing pleasure: When certain parts of the body are touched (like holding hand,

hugging, kissing etc.) in loving and caring ways, of pleasure is experienced by adolescents

&youth.

Obscene phone calls: This is a punishable offence in India and complaint can be lodged

with the police. In this the anonymous callers indulge in obscene talks which results in a

feeling of helplessness and harassment on part of the receiver

Use of SMS through Mobile: Sending vulgar messages through mobile phone vu SMS is

also one of the common sexual behaviours indulged by adolescents.

Eroticism: Feeling sexual excitement/enjoyment from certain actions/images etc (For

example, pornography).

Sexual harassment: It includes a variety of behaviours_ For example, making fun/'passing

remarks about some one's appearance/body parts, unwanted touching; demands teacher or

other people m authority in exchange for marks, promotion salary raise; eve teasing and so

on. These are behaviours that are manipulative and people have a right to lodge a

complaint.

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3.1 SEXUAL ORIENTATIONANDIDENTITY

Mass media (both electronic media and print media) helps to shape our sexuality. It also

throws up a frew questions and increases our curiosity regarding some expressions/

behaviour of people that may seem different at times For example,

• Men dressing up as women in TV serials/cinema and showing feminine

• Reports of protests or parade by gay, lesbians, bisexuals and transgender, m

Newspaper/TV

• Transgender performing at events like marriage, child birth etc. and giving their

blessings.

• Reports of people of same sex getting married and living as a couple, in newspapers

TV.

This section will address these issues in detail.

3.2 Sexual Orientation

Sexual orientation defines a person's sexual attraction to the other person. This sexual

orientation or preference could be of three types:

a) Heterosexuality is a state of being when a person is sexually attracted to a person

of the opposite sex. This is the most common and acceptable form of sexual

orientation m our society.

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 b) Homosexuality is a state of being when a person is sexually attracted to another

person of the same sex. Homosexuals do not openly come out in public as they are

not acceptable in society

c) Bisexuality: is a state of being when a person is sexually attracted to people of both

sexes. Many bisexuals are in dual relationship as they are under pressure from

family to get married and have children. At the same time, they have sexual

attraction and relationship with partners of same sex.

Though sexual orientation may begin to emerge by adolescence or puberty, it gets

strengthened/confirmed much later Therefore, sexual play with same sex peers, crushes on

same sex adult or sexual about same sex people are normal for adolescent and are not

necessarily related to sexual orientation.

3.3 Sexual Identity

Sexual identity refers to how an individual feel on the inside as a sexual being For example,

a boy may feel that he is actually a girl trapped in a boy's body. Some people

express/manifest their sexual identity differently. Some of these include:

Transvestite: Person, who dresses, uses cosmetics and acts like a person of the opposite

sex.

Trans- sexual: Who has taken measures to change hi*'her physical characteristics to

completely resemble the sex to which s/he feels She belongs. For example, taking

hormones and having a sex change operation etc.

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4.1 ROLE OF TEACHERS AND PARENTS IN DEVELOPING HEALTHY

SEXUALATTITUDE

Adolescent years are full of excitement, curiosity, confusion, dreams, aspirations,

frustrations and disappointments. There are many things to deal with studies, career, friend,

parties and relationships and so on. Sexuality is apart of everyone's life and it stats

emerging around adolescence. Whether or not adolescents are sexually active, they need

information so that they can be healthy and safe Apart from getting the information,

sexuality is shaped by peers, family and the larger society Teachers and parents can

contribute m developing a healthy sexual attitude amongst adolescents.

Parents and teachers often fear that information on sexuality would encourage adolescent

to indulge in sexual behaviour or other forms of sexual experimentation In fact, studies

have shown that when young people/ adolescents have information about sexuality, they

make responsible decisions like delaying sexual debut, engaging in healthy behaviour etc.

(WHO-1996).

Parents and teachers need to have realistic expectation from adolescents.

• The strengths of the adolescents should be highlighted md built upon. They should

be encouraged to improve their own standards/levels (academics, sport, extra-

curricular, health and nutrition etc ) and should not be compared With others.

Comparison with others leads to frustration and depression whereas improving one's

own standards level increases self-confidence and self esteem

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• Parents and teachers firstly need to overcome certain barriers before they can stan

communicating with adolescents. Barriers including their own prejudices/biases,

lack of decent and appropriate language and terminology to address issues related

to sexuality, hesitation and fears regarding consequences of sexuality education etc.

Accurate and complete information given to the adolescents in a simple and decent

language will promote healthy sexuality amongst them

• Parents and teachers could help the adolescents in challenging certain values and

beliefs and also experimenting with things like discovering and encouraging a

skill/talent or aptitude, experimenting different kind of dressing style/ look,

challenging certain gender stereotypes and so on. However, trying out new

behaviour like drinking, smoking, experimenting with drugs etc. should not be

encouraged, they may serve as a gate way to other forms of addictions, sexual abuse

etc. Adolescents should be made of these undesirable behaviour and their

consequences so as to help them to take proper decisions in their lives.

• If for some reason, teachers and parents are unable to communicate with adolescents

on some issues related to sexuality, they could get them some people Ilk-e social

workers/counsellors who can talk with them.

• Encourage them to ask questions, seek clarifications, and express their opinions and

so on. In order for this to teachers and parents should have effective communicating

skill. They should provide an environment of trust, respect, openness and

confidentiality to proper interaction with adolescents

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 • If adolescents are confused about their sexuality, encourage them to speak up and

share Ignoring or suppressing matters does not help. Similarly, if

adolescents/children report about sexual abuse or unwelcome touch parents and

teachers should trust them and listen to them.

To conclude, has a right to a life of idignity, to liberty and to health As fir as sexuality is

concerned, adolescents have the rights to:

• Accurate inputs about sexuality

• Express or not express their sexuality, safely

• Make decisions about sexuality in their own lives

• Not to be forced in any way into being physical or sexual

• Say 'No' to an unwanted touch of any kind.

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SUMMARY

Adolescent sexuality is influenced by many factors, including your gender identity, sexual

orientation, the culture you live in, and how your body develops. During the teen years,

you will develop a sense of your own sexuality, one that will lead to satisfying, mature

sexual relationships later in life.

Although it is normal for teens to want to begin to experiment with physical intimacy,

many teens are not able to understand the consequences of sexual activity for themselves

and their partner. By taking it slowly, getting reliable information, and delaying sex until

you are sure you are ready, you can help make sure that your sexuality is a healthy, positive

aspect of your life.

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