Join our WikiEducator discussion group or Register now for free skills training.
Life Skills Development/Unit Two/Human Sexuality and Sexual Health/Lesson
From WikiEducator
Contents |
What is human sexuality?
Human Sexuality involves more than just having sex or engaging in sexual activities. Your sexuality affects the shape of your body, the way you see yourself in the mirror, and the way your body feels when you touch it. Sexuality is about the person you feel you are as a man or a woman, about your sexual orientation and identity. It is about your body and the way you dress, move, speak, and act or feel about other people. These are all parts of who you are as a person, from birth until you die—throughout the duration of your life. Our sexuality is a natural and healthy part of the person that we are. Human sexuality therefore comprises a broad range of behaviour and processes, including the physiological, psychological, social, cultural, political, and spiritual or religious aspects of sex and human sexual behaviour.
What is sexual health?
Sexual health refers to the many factors that impact sexual function and reproduction. These factors include a variety of physical, mental and emotional issues. Disorders that affect any of these factors can impact a person’s physical and emotional health, as well as his or her relationships & self image.
|
Sex and Sexuality: Understanding the Difference AIM After completing this activity, you will be able to:
MATERIALS Paper, markers, index cards, pencils, tape PROCEDURE
Sex refers to whether or not a person is male or female, whether a person has a penis or vagina. Many of you may have noticed on different forms you have completed for school or at the doctor’s office that there is often a question on the form called "Sex." You are required to check either male or female. Sex is also commonly used as an abbreviation to refer to sexual intercourse. Sexuality refers to the total expression of who you are as a human being, your femaleness or your maleness. Our sexuality begins at birth and ends at death. Everyone is a sexual being. Your sexuality is interplay between body image, gender identity, gender role, sexual orientation, eroticism, genitals, intimacy, relationships, and love and affection. A person's sexuality includes his or her attitudes, values, knowledge and behaviors. How people express their sexuality is influenced by their families, culture, society, faith and beliefs.
SUMMARY
Sex; the mere thought of it can be overwhelming. There is so much to think about, so much to worry about, and so much that can go wrong. Whether you are sexually active or not, knowing the facts about what sex is, and what it is not, is very important. Sex is...
Sex is NOT...
Remember, when you have sex for the wrong reasons only you have something to lose!
|
KNOW THE RISKS!
Sexually transmitted infections affect millions of people worldwide.
What are the major types of Sexually Transmitted Infections (STI’s)?
ANSWER:
| HIV and AIDS | Human immunodeficiency virus, or HIV, is a virus that attacks the immune system resulting in Acquired Immunodeficiency Syndrome, or AIDS. |
| Chancroid | A treatable bacterial infection that causes painful sores. |
| Chlamydia | A bacterial infection that often has no symptoms but has serious consequences, infertility, if not treated. |
| Crabs | Also known as pediculosis pubis, crabs are parasites or bugs that live on the pubic hair in the genital area. |
| Gonorrhoea | A treatable bacterial infection of the penis, vagina, or anus that causes pain or a burning sensation and a pus-like discharge. Also known as “the clap” |
| Hepatitis | A disease that affects the liver. There are more than four types. Hepatitis A and B have vaccines available to prevent infection. |
| Herpes | Genital herpes is a recurrent skin condition that can cause skin irritations in the genital region (anus, vagina, and penis). |
| Human Papilloma Virus / Genital Warts | Human Papilloma Virus (HPV) is a virus that affects the skin in the genital area, as well as a female’s cervix. Depending on the type of HPV involved, symptoms can be in the form of wart-like growths, or abnormal cell changes. |
| Molluscum Contagiosum | Molluscum Contagiosum is a skin disease that is caused by a virus, usually causing lesions or bumps. |
| Nongonococcal Urethritis (NGU) | Nongonococcal Urethritis (or NGU) is a treatable bacterial infection of the urethra (the tube within the penis), often times associated with Chlamydia. |
| Pelvic Inflammatory Disease | An infection of the female reproductive organs by Chlamydia, gonorrhoea, or other bacteria. Also known as PID. |
| Scabies | Scabies is a treatable skin disease that is caused by a parasite. |
| Syphilis | A treatable bacterial infection that can spread throughout the body and affect the heart, brain, nerves if not treated. Also known as “syph.” |
| Vaginitis | Caused by different germs including yeast and trichomoniasis, vaginitis is an infection of the vagina resulting in itching, burning, vaginal discharge, and odd odour. |
| Vaginosis (Bacterial) | Causes pain during urination, and untreated can result in kidney failure. |
|
QUESTION: What are the various methods of contraception and how effective are they? ANSWER:
|
|
Question: How does one go about practicing safe sex? Answer: Safe sex requires planning and good communication between individuals
|
|
Question: What is feminism? Answer: Feminism is the belief that society is disadvantageous to women, systematically depriving them of individual choice, political power, economic opportunity and intellectual recognition. Feminism is therefore a doctrine that advocates equal rights for women. Feminism became an organized movement in the 19th century as people increasingly came to believe that women were being treated unfairly. The feminist movement was rooted in the progressive movement and especially in the reform movement of the 19th century. Many countries began to grant women the vote in the late 19th century and early 20th century (New Zealand being first in 1893, with the help of suffragist Kate Sheppard), especially in the final years of the First World War onwards. The reasons varied, but they included a desire to recognize the contributions of women during the war (since the men were at war, women had to take on all their responsibilities), and were also influenced by rhetoric used by both sides at the time to justify their war efforts.
|
|
Question: What are the stages in a relationship? Answer:
|
|
Question: How can I end a relationship gracefully? Answer:
|
|
Portfolio Contents
- Reflections on when I knew my gender.
- Reflections on the images, emotions, perspectives, experiences and hopes I feel are regarding my gender.
- Reflections on my behaviour in my gender role.
- My hopes for gender relations.
- Written views from the male or female perspective on education and training, economy, power and decision making, health, media, and girl child/boy child.
Unit summary
In this unit you learned about
- Gender and its origins
- How to end a relationship gracefully
- Behave appropriately with peers and adults
- Exercise parenting skills in the wider community when the need arises
- Take responsible action to stop abuse by reporting and seeking counselling for children who have been victims of abuse
- That you should value diversity
- How to demonstrate responsibility with respect to roles
- And the importance of displaying emotional management
Checklists of Performance Task
1. Listing and acting out of what the trainees perceive to be appropriate male and female behaviour
| RUBRIC of performance criteria | V. Well Done | Well Done | OK | Not Ok- Will redo by …. | |
|---|---|---|---|---|---|
| 1. | I understand the differences between gender and sex. | ||||
| 2. | I listed what I believe to be positive and negative male behavior | ||||
| 3. | I listed what I believe to be positive and negative female behaviour | ||||
| 4. | I wrote my reflections on when I knew my gender. | ||||
| 5. | I wrote my reflections on the images, emotions, perspectives, experiences and hopes I feel are regarding my gender. | ||||
| 6. | I wrote my reflections on my behaviour in my gender role | ||||
| 7. | I wrote my hopes for gender relations. | ||||
| 8. | I wrote my views from the male and from the female perspective on education and training, economy, power and decision making, health, media, and girl child/boy child. |
2. Sex as an important factor in a relationship.
| RUBRIC of performance criteria | V. Well Done | Well Done | OK | Not Ok- Will redo by …. | |
|---|---|---|---|---|---|
| 1. | I wrote my views on what is important in relationships regardless of gender. |
3. Reflections on rights for transgender and homosexual people
| RUBRIC of performance criteria | V. Well Done | Well Done | OK | Not Ok- Will redo by …. | |
|---|---|---|---|---|---|
| 1. | I presented my arguments to my partner for the rights of transgender people | ||||
| 2. | I presented arguments for the rights of all people including homosexual people |





