UNIT 3

Basic Sex Education

Overview
Building an evidence- and rights-based approach to healthy decision-making
As they grow up, young people face important decisions about relationships,
sexuality, and sexual behavior. The decisions they make can impact their
health and well-being for the rest of their lives. It provides young people with
honest, age-appropriate information and skills necessary to help them take
personal responsibility for their health and overall well being. This paper
provides an overview of research on effective sex education, laws and policies
that shape it, and how it can impact young people’s lives.

What is sexual health education?

Sex education is the provision of information about bodily development, sex,
sexuality, and relationships, along with skills-building to help young people
communicate about and make informed decisions regarding sex and their
sexual health. Sex education should occur throughout a student’s grade levels,
with information appropriate to students’ development and cultural
background. It should include information about puberty and reproduction,
abstinence, contraception and condoms, relationships, sexual violence
prevention, body image, gender identity and sexual orientation. It should be
taught by trained teachers. Sex education should be informed by evidence of
what works best to prevent unintended pregnancy and sexually transmitted
infections, but it should also respect young people’s right to complete and
honest information. Sex education should treat sexual development as a
normal, natural part of human development.

Why is sexual health education important to young people’s health and well-being?
 Avoid negative health consequences. Each year in the United States,
about 750,000 teens become pregnant, with up to 82 percent of those
pregnancies being unintended. Young people ages 15-24 account for 25
percent of all new HIV infections in the U.S. and make up almost one-
half of the over 19 million new STD infections Americans acquire each
year.4 Sex education teaches young people the skills they need to
protect themselves.
 Communicate about sexuality and sexual health. Throughout their lives,
people communicate with parents, friends and intimate partners about
sexuality. Learning to freely discuss contraception and condoms, as well
as activities they are not ready for, protects young people’s health
throughout their lives. Delay sexual initiation until they are ready.
Comprehensive sexual health education teaches abstinence as the only
100 percent effective method of preventing HIV, STIs, and unintended
pregnancy – and as a valid choice which everyone has the right to make.
Dozens of sex education programs have been proven effective at helping
young people delay sex or have sex less often.
  Understand healthy and unhealthy relationships. Maintaining a healthy
relationship requires skills many young people are never taught – like
positive communication, conflict management, and negotiating
decisions around sexual activity. A lack of these skills can lead to
unhealthy and even violent relationships among youth: one in 10 high
school students has experienced physical violence from a dating partner
in the past year.[6] Sex education should include understanding and
identifying healthy and unhealthy relationship patterns; effective ways
to communicate relationship needs and manage conflict; and strategies
to avoid or end an unhealthy relationship.
 Understand, value, and feel autonomy over their bodies. Comprehensive
sexual health education teaches not only the basics of puberty and
development, but also instills in young people that they have the right to
decide what behaviors they engage in and to say no to unwanted sexual
activity. Furthermore, sex education helps young people to examine the
forces that contribute to a positive or negative body image.
 Respect others’ right to bodily autonomy. Eight percent of high school
students have been forced to have intercourse[8], while one in ten
students say they have committed sexual violence. Good sex education
teaches young people what constitutes sexual violence, that sexual
violence is wrong, and how to find help if they have been assaulted.
 Show dignity and respect for all people, regardless of sexual orientation or
gender identity. The past few decades have seen huge steps toward
equality for lesbian, gay, bisexual, and transgender (LGBT) individuals.
Yet LGBT youth still face discrimination and harassment. Among LGBT
students, 82 percent have experienced harassment due to the sexual
orientation, and 38 percent have experienced physical harassment.
 Protect their academic success. Student sexual health can affect
academic success. The Centers for Disease Control and Prevention
(CDC) has found that students who do not engage in health risk
behaviors receive higher grades than students who do engage in
health risk behaviors. Health-related problems and unintended
pregnancy can both contribute to absenteeism and dropout.

GROUND RULES FOR SEXUAL HEALTHEDUCATION

1. No preaching; no put downs of others‟ values. All points of view are

worthy of being discussed.
2. No question is a “dumb question.” Questions only indicate a desire for
knowledge; they do NOT necessarily tell you anything about asking the
question.
3. It is accepted/understood that some teachers may NOT know the
answers to every question.
 4. When possible, the correct and medically accurate terminology should be used. If
a
student is unfamiliar with the “correct term”, the teacher should then use a term
that he/she may respond to and then refer back to the corrected meaning.
5. Students may NOT ask personal questions of the teacher, guest speakers
and/or any other member of the classroom.
6. You are NOT required to participate if a question makes you feel
uncomfortable or you do not wish to answer. Both the teacher as well as the
student has the right to “pass” on specific questions.
7. Mimicking will NOT be tolerated.
8. Teachers are expected to respect the confidentiality ground rule except
where he/she is required by law to disclose pertinent information (e.g. sexual
abuse, illegal concerns and concerns regarding child endangerment).
9. Use “I” messages ONLY when stating your feelings and/or opinion.
10.Should there be any complaints regarding the lessons taught or the
core subject, students are encouraged to report this information directly
to the teacher.
11.Students are encouraged to discuss issues raised within the classroom
with their parents, attempting to give an accurate account of the
“lessons” being taught.
12.Students should not discuss personal information or situations of other their
students at their school.
13.The word „gay‟ may not be used in a derogatory manner

Urinary System
How does the urinary system work?

The urinary system's function is to filter blood and create urine as a waste by-product.
The organs of the urinary system include the kidneys, renal pelvis, ureters, bladder
and urethra.

The body takes nutrients from food and converts them to energy. After the body
has taken the food components that it needs, waste products are left behind in
 the bowel and in the blood.

The kidney and urinary systems help the body to eliminate liquid waste called urea,
and
to keep chemicals, such as potassium and sodium, and water in balance. Urea is
produced
when foods containing protein, such as meat, poultry, and certain vegetables,
Other important functions of the kidneys include blood pressure regulation and
the production of erythropoietin, which controls red blood cell production in the
bone marrow. Kidneys also regulate the acid-base balance and conserve fluids.
are broken down in the body. Urea is carried in the bloodstream to the kidneys,
where it is removed along with water and other wastes in the form of urine.

Kidney and urinary system parts and their functions

 Two kidneys. This pair of purplish-brown organs is located below the

ribs toward the middle of the back. Their function is to:
o Remove waste products and drugs from the body
o Balance the body's fluids
o Release hormones to regulate blood pressure
o Control production of red blood cells

The kidneys remove urea from the blood through tiny filtering units called
nephrons. Each nephron consists of a ball formed of small blood capillaries,
called a glomerulus, and a small tube called a renal tubule. Urea, together with
water and other waste substances, forms the urine as it passes through the
nephrons and down the renal tubules of the kidney.

 Two ureters. These narrow tubes carry urine from the kidneys to the
bladder. Muscles in the ureter walls continually tighten and relax
forcing urine downward, away from the kidneys. If urine backs up, or
is allowed to stand still, a kidney infection can develop. About every
10 to 15 seconds, small amounts of urine are emptied into the
bladder from the ureters.
  Bladder. This triangle-shaped, hollow organ is located in the lower
abdomen. It is held in place by ligaments that are attached to other
organs and the pelvic bones. The bladder's walls relax and expand to
store urine, and contract and flatten to empty urine through the
urethra. The typical healthy adult bladder can store up to two cups of
urine for two to five hours.

Upon examination, specific "landmarks" are used to describe the location of

any irregularities in the bladder. These are:

o Trigone: a triangle-shaped region near the junction of the

urethra and the bladder
o Right and left lateral walls: walls on either side of the trigone
o Posterior wall: back wall
o Dome: roof of the bladder

 Two sphincter muscles. These circular muscles help keep urine from
leaking by closing tightly like a rubber band around the opening of the
bladder.
 Nerves in the bladder. The nerves alert a person when it is time to
urinate, or empty the bladder.
 Urethra. This tube allows urine to pass outside the body. The brain signals
the bladder muscles to tighten, which squeezes urine out of the bladder.
At the same time, the brain signals the sphincter muscles to relax to let
urine exit the bladder through the urethra. When all the signals occur in
the correct order, normal urination occurs.

Facts about urine

 Normal, healthy urine is a pale straw or transparent yellow color.

 Darker yellow or honey colored urine means you need more water.
 A darker, brownish color may indicate a liver problem or severe dehydration.
 Pinkish or red urine may mean blood in the urine.
 Reproductive System

The reproductive system overview

 The reproductive system is a collection of organs and a network of

hormone production that work together to create life.
 The male reproductive system includes the testes (which produce
sperm), penis, epididymis, vas deferens, ejaculatory ducts and
urethra.
 The female reproductive system consists of the ovaries (which
produce eggs or oocytes), fallopian tubes, uterus, cervix, vagina and
vulva.
 Both the male and female reproductive systems must be functioning
properly for a couple to conceive naturally. A problem with the
structure or function of either reproductive system can cause infertility.

What does the reproductive system do?

The reproductive system is a collection of organs and a network of hormone
production in men and women that enable a man to impregnate a woman who
gives birth to a child.
During conception, a sperm cell from the man fuses with an egg cell in the woman,
creating a fertilized egg (embryo) that implants and grows in the uterus during
pregnancy.
Abnormalities or damage to reproductive organs and malfunction of the hormone
production and delivery system that governs reproduction are common causes
of infertility in men and women.

Reproductive hormones in women

The menstrual cycle is regulated by the complex interactions of hormones
produced in the hypothalamus, pituitary and ovary. FSH released from the
pituitary stimulates the ovarian follicles to begin maturation and growth.
Follicles are sac-like structures in the ovary containing eggs. As the follicle and
egg develops, cells within the follicle produce estrogen. Follicle cells produce
another hormone called inhibin that circulates back to the hypothalamus and
pituitary to decrease the release of FSH.
The production of estrogen continues to rise under the influence of FSH as the
follicle matures and increases in size. When the follicle is mature, maximum
production of estrogen occurs and this signals a rapid rise in LH from the
pituitary gland.
LH, along with the estrogen produced by the ovaries, helps in the maturation
process of the egg. LH also triggers ovulation – the release of a mature egg
from one of the follicles in the ovary. After ovulation, the follicle turns into a
different structure, the corpus luteum, which produces progesterone.
Progesterone acts on the uterine lining (endometrium) causing it to thicken in
preparation for implantation. Progesterone is essential for implantation and
pregnancy. If implantation does not occur, the thickened endometrium will
break down and be lost with menstrual bleeding.
Reproductive hormones in men
In men, FSH from the pituitary gland stimulates the testes to produce sperm by
a process known as spermatogenesis. LH from the pituitary gland signals the
testes to produce testosterone, which enhances sperm maturation.
Testosterone is the primary male sex hormone.

Key functions & parts of the female reproductive system

The female reproductive system is designed to:

 Produce the eggs necessary for reproduction, called the ova (ovum is
singular for one egg) or oocytes
 Incubate and nourish a fertilized egg until it is fully developed
 Produce female sex hormones that maintain the reproductive cycle

The female reproductive organs include:

 Ovaries — The ovaries are two small, oval-shaped glands located on

either side of the uterus. They are home to the female sex cells, called
eggs, and they also produce estrogen, the female sex hormone.
 Fallopian tubes — The fallopian tubes are narrow tunnels for a
fertilized egg to make its way down to the uterus. Damage or
blockage to the fallopian tubes — called tubal disease — can
sometimes cause fertility problems. Learn more about common
fertility problems.
 Uterus — The uterus is a hollow, pear-shaped organ located in a
woman’s lower abdomen, between the bladder and the rectum. It is also
called the “womb” and holds the fetus during pregnancy. Each month,
the uterus develops a lining (the endometrium) that is rich in nutrients.
The reproductive purpose of this lining is to provide nourishment for a
developing fetus. Uterine abnormalities, such as fibroids or
endometriosis, may cause infertility by interfering with egg fertilization
or embryo implantation and development.
  Cervix — The cervix is the lower, narrow part of the uterus, located
between the bladder and rectum. It forms a canal that opens to the
vagina. Often called the neck or entrance to the womb, the cervix lets
menstrual blood out and semen into the uterus. Growths in the cervix
called polyps can sometimes affect the fertilization or embryo growth
process.
 Vagina — The vagina, also known as the birth canal, joins the cervix (the
lower part of uterus) to the outside of the body.
 Vulva — This is the external portion of the female genital organs.

Key functions & parts of the male reproductive system

The male reproductive system performs the following functions:

 Produces, maintains and transports sperm (the male reproductive

cells) and protective fluid (semen)
 Discharges sperm within the female reproductive tract during sex
 Produces and secretes male sex hormones responsible for maintaining
the male reproductive system

Unlike in the female reproductive system, most male reproductive organs are not
located internally. They include:

 Penis — The penis is made up of two parts, the shaft and the head.
The urethral opening at the tip of the penis delivers sperm into the
vagina during sexual intercourse.
 Scrotum — The scrotum is the sac-like organ hanging behind and below
the penis. It contains the testicles (also called testes), as well as many
nerves and blood vessels.
 Testicles (testes) — The testes (oval organs that lie in the scrotum) are the
primary male reproductive organ and are responsible for testosterone
and sperm production.
  Epididymis — The epididymis is a C-shaped tube that rests on the
backside of each testicle. It transports and stores sperm cells that are
produced in the testes. The epididymis also brings the sperm to maturity,
since the sperm emerging from the testes are immature and incapable of
fertilization. During sexual arousal, contractions force the sperm into the
vas deferens.
 Ductus (vas) deferens — The vas deferens is a long, muscular tube that
travels from the epididymis into the pelvic cavity, to just behind the
bladder. The vas deferens transports mature sperm to the urethra, the
tube that carries urine or sperm outside of the body, in preparation for
ejaculation.
 Ejaculatory ducts — These are formed by the fusion of the vas deferens
and the seminal vesicles. The ejaculatory ducts empty into the urethra.
 Urethra — The urethra is the tube that carries urine from the bladder to
outside of the body. In males, it has the additional function of ejaculating
semen when the man reaches sexual climax. When the penis is erect
during sex, the flow of urine is blocked from the urethra, allowing only
semen to be ejaculated at climax.
 Other glands — Several glands produce semen or fluid in support of the
reproductive process. The seminal vesicle produces fructose that provides
energy to the sperm as they seek an egg. The prostate gland also produces
a fluid that helps the sperm move more quickly through the female
reproductive system. Another set of glands called bulbourethral, or
sometimes Cowper’s glands, makes a fluid for protecting the sperm on its
way through the urethra.

Puberty Key
points

 Puberty typically starts at 10-11 years for girls and 11-12 years for
boys. It can be earlier or later.
 In puberty, children get taller, heavier and stronger.
 There are also changes in children’s sexual organs, brains, skin, hair,
teeth and sweatiness.

What is puberty?
Puberty is the time when your child moves through a series of significant, natural
and healthy changes. These physical, psychological and emotional changes are
a sign that your child is moving from childhood towards adulthood.

Changes in puberty include:

 physical growth and development inside and outside children’s bodies

 changes to children’s sexual organs
 brain changes
 social and emotional changes.
 When does puberty start?
Puberty starts when changes in your child’s brain cause sex hormones to start
being released from the gonads, which are the ovaries and testes.

This typically happens around 10-11 years for girls and around 11-12 years for boys.

But it’s normal for the start of puberty to range from 8-13 years in girls and 9-14
years in boys.

There’s no way of knowing exactly when your child will start puberty. Early
changes in your child’s brain and hormone levels can’t be seen from the
outside, so it’s easy to think that puberty hasn’t started.

Puberty can be completed in about 18 months, or it can take up to 5 years. This

range is also completely normal.

Key points of Physical changes

 Puberty typically starts at 10-11 years for girls and 11-12 years for boys. It can
be earlier or later.
 In puberty, children get taller, heavier and stronger.
 There are also changes in children’s sexual organs, brains, skin, hair,
teeth and sweatiness.

Girls: key physical changes in puberty

In girls, these are the main external physical changes in puberty that you can expect.

Around 10-11 years

 Breasts will start developing. This is the first visible sign that puberty is
starting. It’s normal for the left and right breasts to grow at different
speeds. It’s also common for the breasts to be a bit tender as they
develop. If your child wants a bra, a soft crop top or sports bra can be a
good first choice.
 A growth spurt occurs. Some parts of the body – like the head, face and
hands – might grow faster than limbs and torso. This might result in your
child looking out of proportion for a while. On average, girls grow 5-20
cm. They usually stop growing at around 16-17 years.
 The body shape will change. For example, a girl’s hips will widen.
 The external genitals (vulva) and pubic hair will start to grow. Pubic
hair will get darker and thicker over time.

Around 12-14 years (about two years after breast development starts)

 Hair will start growing under the arms.

  A clear or white discharge from the vagina starts several months before
periods start. If the discharge bothers your child, you could suggest your
child uses a panty liner. If your child says it’s itchy, painful or smelly,
consult your GP.
 Periods will usually start within 2 years of breast growth starting, but can
take up to 4 years.

Boys: key physical changes in puberty

In boys, these are the main external physical changes in puberty that you can expect.

Around 11-12 years

 The external genitals (penis, testes and scrotum) will start to grow. It’s
normal for one testis to grow faster than the other. You can reassure
your child that men’s testes usually aren’t the same size.
 Pubic hair will start to grow. It will get darker and thicker over time.

Around 12-14 years

 Your child will have a growth spurt. Your child will get taller and their
chest and shoulders will get broader. Some parts of your child’s body –
like their head, face and hands – might grow faster than their limbs and
torso. This might result in your child looking out of proportion for a
while. On average, boys grow 10-30 cm. They usually stop growing at
around 18-20 years.
 It’s common for boys to have minor breast development. If your child is
worried by this, it might help your child to know it’s normal and usually
goes away by itself. If it doesn’t go away or if the breasts seem to be
growing a lot, consult your GP.

Around 13-15 years

 Hair will start growing on other parts of your child’s body – under the
arms, on the face and on the rest of the body. Leg and arm hair will
thicken. Some young men will grow more body hair into their early 20s.
 The hormone testosterone is produced, which stimulates the testes
to produce sperm.
 Your child might start having erections and ejaculating (releasing sperm).
During this period, erections often happen for no reason at all. Just let
your child know that this is normal and that people don’t usually notice.
Ejaculation during sleep is often called a ‘wet dream’.

Around 14-15 years

The larynx (‘Adam’s apple’ or voice box) will become more obvious. Your child’s
larynx will get larger and their voice will ‘break’, eventually becoming deeper.
Some boys’ voices move from high to low and back again, even in one sentence.
This will stop in time.
Other physical changes in puberty: inside and out
Brain
Teenage brain development affects your child’s behaviour and social skills. Your
child will
begin to develop improved self-control and skills in planning, problem-solving
and decision- making. This process will continue into your child’s mid-20s.

Bones, organs and body systems

Many of your child’s organs will get bigger and stronger. Lung performance
improves, limbs grow, and bones increase in thickness and volume.

Clumsiness
Because children grow so fast during puberty, their centres of gravity change
and their brains might take a while to adjust. This might affect your child’s
balance. You might see a bit more clumsiness for a while, and your child might
be more likely to be injured.

Physical strength
Muscles increase in strength and size during this period. Your child’s hand-eye
coordination will get better over time, along with motor skills like ball-catching
and throwing.

Weight
Your child will gain weight and need more healthy food. Teenagers’ stomachs
and intestines increase in size, and they need more energy, proteins and
minerals. Foods with plenty of calcium and iron are important for bone growth
and blood circulation.

Sleep patterns
Sleep patterns change, and many children start to stay awake later at night and
sleep until later in the day.

Sweat
A new type of sweat gland in the armpit and genital area develops during
puberty. Skin bacteria feed on the sweat this gland produces, which can lead to
body odour. Hygiene is important.

Skin and hair

Glands in the skin on the face, shoulders and back start to become more active
during puberty, producing more oil. This can lead to skin conditions like acne. If
you’re concerned about your child’s skin, first check whether the pimples or
acne are worrying your child too. If they are, consider speaking with your GP.

Children might find their hair gets oilier, and they need to wash it more. This is
normal.
Teeth
Children will get their second molars at around 13 years of age. Third molars –
‘wisdom teeth’ – might appear between 14 and 25 years. These teeth can
appear in singles, pairs, as a full set of 4 wisdom teeth – or not at all. Healthy
teeth and gums are vital to your teenage child’s health, so teenage dental care
is important.
Key points Emotional and Mental Changes

 Adolescence is a time of big social changes, emotional changes and

changes in relationships.
 Pre-teens and teenagers are forming independent identities, developing
independence and testing their abilities.
 Positive relationships between parents and teenagers are important for
social and emotional development in adolescence.

Social changes in adolescence

Identity
Young people are busy working out who they are and where they fit in the world.
You might
notice your child trying out new things like clothing styles, subcultures, music,
art or friendship groups. Friends, family, media and culture are some of the
influences on your child’s choices in these years.

Independence
Your child will probably want more independence about things like how they get
around and where they go, how they spend their time and who with, and what
they spend money on. As your child becomes more independent, it’ll probably
mean some changes in your family routines and relationships, as well as your
child’s friendships.

Responsibility
Your child might be keen to take on more responsibility both at home and at
school. This could include things like cooking dinner once a week or being on
the school council.
Sometimes you might need to encourage a move towards more responsibility.

New experiences
Your child is likely to look for new experiences, including risky experiences. This
is normal as your child explores their own limits and abilities, as well as the
boundaries you set. Your child also needs to express themselves as an
individual. But because of how teenage brains develop, your child might
sometimes struggle with thinking through consequences and risks before they
try something new.

Values
This is the time your child starts to develop a stronger individual set of values
and morals. Your child will question more things. Your words and actions help
shape your child’s sense of right and wrong.

Influences
Friends and peers might influence your child, particularly your child’s
behaviour, appearance, interests, sense of self and self-esteem. You still have a
big influence on long- term things like your child’s career choices, values and
morals.
Sexual identity
Your child might start to have romantic relationships or go on ‘dates’. But these
aren’t always intimate relationships. For some young people, intimate or sexual
relationships don’t occur until later on in life.

Media
The internet and social media can influence how your child communicates with
friends and learns about the world. They have many benefits for your child’s
social development, but also some risks. Talking with your child is the best way
to protect them from social media risks and ensure their internet safety.

Mental/Emotional Changes in male

Changes to emotions and thinking
Boys will experience a range of emotions as they go through puberty. At times,
they may feel irritable, sad, and even depressed. They may feel many different
emotions related to their sexuality, including desire, confusion, and fear.
Emotions start to level out by the end of puberty. Your son will likely show more
independence from mom and dad and have more interest in developing closer
bonds with friends and love interests. Their work and organizational habits may
improve, as will their plans for their future.

Mental/Emotional Changes in Female

Emotional changes
Emotion isn’t new to girls. However, many young girls will experience a wider
range of emotions when they begin puberty. Sometimes it will feel like a
“storm” of emotions, ranging from irritability to sadness. Your daughter may
experience confidence issues for the first time in her life. Fortunately, emotions
start to level out by the end of puberty. They may flair up around the time of
your daughter’s period. Often called PMS (pre-menstrual syndrome), hormonal
changes occurring each month around your daughter’s period can bring about
anxiety, irritability, sleeplessness, and sadness.

Emotional changes in adolescence

Moods and feelings
Your child might show strong feelings and intense emotions, and their moods might
seem
unpredictable. These emotional ups and downs happen partly because your
child’s brain is still learning how to control and express emotions in a grown-up
way.

Sensitivity to others
As your child gets older, they’ll get better at reading and understanding other
people’s emotions. But while your child is developing these skills, they can
sometimes misread facial expressions or body language. This means they might
need some help working out what others are feeling.

Self-consciousness
Teenage self-esteem is often affected by how teenagers think they look. As your
child
develops, they might feel self-conscious about their physical appearance. Your
child might also compare their body with those of friends and peers.

Decision-making
Your child might go through a stage where they seem to act without thinking a
lot of the time. Your child’s decision-making skills are still developing, and
they’re still learning that actions have consequences and even risks sometimes.

Changes in relationships in adolescence

One of the big changes you might notice is that your child wants to spend
more time with friends and peers and less time with family.

At the same time, it might seem like you and your child are having more
arguments. This is normal, as children seek more independence. It’s also
because your child is starting to think more abstractly and to question different
points of view. On top of this, your child might upset people without meaning to,
just because they don’t always understand how their words and actions affect
other people.

It might help to know that conflict tends to peak in early adolescence, and that
these changes show that your child is developing into their own person. Even if
you feel like you’re arguing with your child a lot now, it isn’t likely to affect your
relationship with your child in the longer term. But learning how to help your
child calm down and developing ways to manage conflict can help you through
this stage in your relationship.

Supporting social and emotional development in adolescence

Social and emotional changes are part of your child’s journey to adulthood. You
have a big role to play in helping your child develop adult emotions and social
skills. Strong relationships with family and friends are vital for your child’s
healthy social and emotional development.

Here are some ideas to help you support your child’s social and emotional
development.

Be a role model
You can be a role model for positive relationships with your friends, children,
partner and colleagues. Your child will learn from seeing relationships that have
respect, empathy and positive ways of resolving conflict.

You can also role-model positive ways of dealing with difficult emotions, moods
and conflict. For example, there’ll be times when you’re feeling cranky, tired
and unsociable. Instead of withdrawing from your child or getting into an
argument, you could say, ‘I’m tired and cross. I feel I can’t talk now without
getting upset. Can we have this conversation after dinner?’
Get to know your child’s friends
Getting to know your child’s friends and making them welcome in your home
will help you keep up with your child’s social relationships. It also shows that
you recognise how
important your child’s friends are to your child’s sense of self.
If you’re concerned about your child’s friends, you might be able to guide your
child towards other social groups. But banning a friendship or criticising your
child’s friends could have the opposite effect. That is, your child might want to
spend even more time with the group of friends you’ve banned.

Listen to your child’s feelings

Active listening can be a powerful way of strengthening your relationship with
your child in these years.

To listen actively, you need to stop what you’re doing when your child wants to
talk. If you’re in the middle of something, make a time when you can listen.
Respect your child’s feelings and opinions and try to understand their
perspective, even if it’s not the same as yours. For example, ‘It sounds like
you’re feeling left out because you’re not going to the party on Thursday night’.

Be open about your feelings

Telling your child how you feel when they behave in particular ways helps your
child learn to read and respond to emotions. It also models positive and
constructive ways of relating to other people. It can be as simple as saying
something like ‘I felt really happy when you invited me to your school
performance’.

Talk about relationships, sex and sexuality

If you talk about relationships, sex and sexuality in an open and non-
judgmental way with your child, it can promote trust between you. But it’s
best to look for everyday times when you can easily bring up these issues
rather than having a big talk.

When these moments come up, it’s often good to find out what your child
already knows. Correct any misinformation and give the facts. You can also use
these conversations to talk about appropriate sexual behaviour and things like
consent, sexting and pornography. And let your child know you’re always
available to talk about questions or concerns.

Focus on the positive

There might be times when you seem to have a lot of conflict with your child or
your child seems very moody. In these times, it helps to focus on and reinforce
the positive aspects of your child’s social and emotional development. For
example, you could praise your child for being a good friend, having a wide
variety of interests, or trying hard at school.

Differences Between Men and Women

Are Men and Women really different? Let’s look at the evidence in a variety of
areas of life. Note that these findings are generalizations and summaries that
apply to most men or women, but not to all men or all women.
 1. PHYSIOLOGICAL DIFFERENCES

 Girls develop right side of brain faster than boys: leads to talking,
vocabulary, pronunciation, reading earlier, better memory.
 Boys develop left side faster than girls: visual-spatial-logical skills,
perceptual skills, better at math, problem solving, building and figuring
out puzzles.
 Girls more interested in toys with faces than boys are; play with stuffed
animals and dolls more; boys drawn to blocks or anything that can be
manipulated.
 Women use both hemispheres of brain; corpus callosum thicker in women.

2. SOCIAL INFLUENCES

Studies of infants:

 Both men and women speak louder to boys than girl infants; they are
softer and express more “cooing” with girls. Boys are rarely told they
are sweet, pretty, little doll; boys are told they are a pumpkin head or
“Hey big guy”.
 Boys handled more physically and robustly than girls, bounced around more .
 Girls are caressed and stroked more than boys.
 Up to age 2, mothers tend to talk to and look at their daughters
significantly more than than they do with their sons, and make more eye
contact with the daughters as well.
 Mothers show a wider range of emotional response to girls than boys.
When girls showed anger, mothers faces showed greater facial
disapproval than when boys showed anger. May influence why girls
grow up smiling more, more social, and better able to interpret
emotions than boys.
 Fathers use “Command terms” with boys more than girls; and more
than mothers gave.

Developmental Differences Between Boys and Girls:

 Nursery rhymes, books and cartoons perpetuate stereotypes,which

often promote damsel in distress, frumpy housewife, helpless senior
citizen, sexy heroine and swooning cheerleader.
 Girls use more terms of endearment than boys.
 Boys get away with more aggressive antisocial behavior in school and
home than girls.
 Girls who act as tomboys are accepted; boys who act like girls
are severely reprimanded (“don’t cry” “Don’t be a sissy”).
 Girls tend to talk about other people; secrets in order to bond
friendships; and school, wishes and needs.
 Boys talk about things and activities. What they are doing and who is
 best at the activity.
 Teenage girls talk about boys, clothes and weight.
 Teenage boys talk about sports, mechanics, and function of things.
 age 12-18: biggest event for girls: have a boyfriend
 are 12-18: boys are equally interested in the following: sex, cars and sports.
  This carries into adulthood when women talk about relationships,
people, diet, clothing, physical appearance. Men talk about sports,
work, money, cars, news, politics, and the mechanics of things.
3. VALUES AND SELF ESTEEM AS ADULTS

MEN

 A man’s sense of self is defined through his ability to achieve results,

through success and accomplishment. Achieve goals and prove his
competence and feel good about himself.
 To feel good about himself, men must achieve goals by themselves.
 For men, doing things by themselves is a symbol of efficiency,
power and competence.
 In general, men are more interested in objects and things rather than
people and feelings.
 Men rarely talk about their problems unless they are seeking “expert”
advice; asking for help when you can do something yourself is a sign of
weakness.
 Men are more aggressive than women; more combative and territorial.
 Men’s self esteem is more career-related.
 Men feel devastated by failure and financial setbacks; they tend to
obsess about money much more than women
 Men hate to ask for information because it shows they are a failure.

WOMEN:

 Women value love, communication, beauty and relationships.

 A woman’s sense of self is defined through their feelings and the quality
of their relationships. They spend much time supporting, nurturing and
helping each other. They experience fulfillment through sharing and
relating.
 Personal expression, in clothes and feelings, is very important.
Communication is important. Talking, sharing and relating is how a
woman feels good about herself.
 For women, offering help is not a sign of weakness but a sign of strength;
it is a sign of caring to give support.
 Women are very concerned about issues relating to physical
attractiveness; changes in this area can be as difficult for women as
changes in a man’s financial status.
 When men are preoccupied with work or money, women interpret it as
rejection.

4. OTHER DIFFERENCES

 Men are more logical, analytical, rational.

 Women are more intuitive, holistic, creative, integrative.
 Men have a much more difficult time relating to their own feelings, and
may feel very threatened by the expression of feelings in their presence.
This may cause them to react by withdrawing or attempting to control
the situation through a display of control and/or power.
 Men are actually more vulnerable and dependent on relationships than
women are and are more devastated by the ending, since they have
fewer friends and sources of emotional support.
 Men are more at ease with their own angry feelings than women are.
 Women are in touch with a much wider range of feelings than men, and
the intensity of those feelings is usually much greater for women than
men. As a result of this, many man perceive that women’s feelings
appear to change quickly; men may find this irrational and difficult to
understand.
 Men tend to be more functional in approaching problem-solving;
women are aesthetically-oriented in addition to being functional.
 Women tend to be much more sensitive to sounds and smells than
men are; and women as such tend to place a greater emphasis on
“atmosphere”.

5. CONFLICTS WHICH ARISE DUE TO BASIC DIFFERENCES BETWEEN MEN

AND WOMEN

 The most frequent complain men have about women: Women are
always trying to change them.
 The most frequent complaint women have about men: Men don’t listen.
 Women want empathy, yet men usually offer solutions.
 When a woman tries to change or improve or correct or give advice to a
man, men hear that they are being told that they aren’t competent or
don’t know how to do something or that they can’t do something on
their own.
 Men often feel responsible or to blame for women’s problems.
 Men always assume women want advice and solutions to problems, that
that is the best way to be helpful and to show love; women often just
want someone to sincerely listen to them.
 Housework: men avoid it, try to get others to do it at all costs, feel
demeaned by doing it. For women, cleanliness of house is a
manifestation of warm, homey nest. Men and women have different
thresholds for cleanliness and dirt.
 Men often try to change a woman’s mood when she is upset by offering
solutions to her problems, which she interprets as discounting and
invalidating her feelings.
 Women try to change men’s behavior by offering unsolicited advice and
criticism and becoming a home-improvement committee.

6. HOW TO WORK WITH THESE DIFFERENCES

 When women are upset, it is not the time to offer solutions, though
that may be appropriate at a future time when she is calmed down.
 A man appreciates advice and criticism when it is requested. Men want
to make improvements when they feel they are being approached as a
solution to a problem rather than as the problem itself.
 Men have great needs for status and independence (emphasis on
separate and different); women have needs for intimacy and connection
(emphasis on close and same).
 Women need to receive caring, understanding, respect, devotion,
validation, and reassurance.
  Women are motivated when they feel special or cherished.
 Men need to receive trust, acceptance, appreciation, admiration,
approval, encouragement.
 Men are motivated when they feel needed. A man’s deepest fear is
that he is not good enough or not competent enough, though he may
never express this.

7. SUMMARY

 There are major, significant differences between men and women.

 The differences are different, NOT better or worse. Do not judge the
differences. Do not try to change the differences. Do not try to
make them go away.
 These are generalizations! Individual differences exist; we all have
some of these qualities.
 To get along, you MUST accept, expect and respect these differences.
 Be sure to remember these differences when communicating
about anything important, when expressing care and concern, and
when solving conflicts.

Sexual intercourse
sexual intercourse, also called coitus or copulation, reproductive act in which the
male reproductive organ (in humans and other higher animals) enters the
female reproductive tract. If the reproductive act is complete, sperm cells are
passed from the male body into the female, in the process fertilizing the
female’s egg and forming a new organism. In some vertebrates, such as fish,
eggs are laid outside of the body and fertilized externally.
To accomplish internal copulation, certain body and organic adaptations are
necessary. In the human male, the penis serves both excretory and
reproductive functions. During intercourse, the blood flow is temporarily
increased and trapped in the penis so that it becomes enlarged and elevated, a
condition known as erection. Erection changes the normally soft and flaccid
organ to one of greater size and rigidity to permit easier penetration into the
reproductive tract of the female. Sexual intercourse both culminates and
terminates in orgasm, a process in which the male expels semen—containing
sperm cells, which may unite with and fertilize the female’s egg, and a seminal
plasma that contains cell nutrients, water, salts, and metabolites—into the
female’s vaginal canal. The male’s ability to produce and secrete semen, as well
as to function sexually, is dependent on
the androgen hormones, which circulate in the male’s body. In the female
reproductive system, an external opening leads to the vagina, which in turn
communicates with
the uterus (or womb), a thick-walled pear-shaped organ where the sperm fertilizes
the egg and where the fetus develops. In human beings, a pattern of
physiological events occurs during sexual arousal and intercourse. These
events may be identified as occurring in a sequence of four stages: excitement,
 plateau, orgasm, and resolution. The basic pattern is similar in both sexes,
regardless of the specific sexual stimulus.
In the excitement stage, the body prepares for sexual activity by tensing muscles
and increasing heart rate. In the male, blood flows into the penis, causing it to
become erect; in the female, the vaginal walls become moist, the inner part of
the vagina becomes wider, and the clitoris enlarges. In the plateau stage,
breathing becomes more rapid and the
muscles continue to tense. The glans at the head of the penis swells and the
testes enlarge in the male. In the female, the outer vagina contracts and the
clitoris retracts.

At orgasm the neuromuscular tension built up in the preceding stages is

released in a few seconds. In the woman, the vagina begins a series of regular
contractions. In the man, the penis also contracts rhythmically, to expel the
sperm and semen (ejaculation). The succeeding resolution stage brings a
gradual return to the resting state that may take several hours. In the male, the
penis shrinks back to its normal size; in the female, the vagina and other
genital structures also return to their pre-excitement condition. The resolution
stage in men contains a refractory period of several minutes to a few hours,
during which the man is incapable of further sexual arousal. Women have no
such refractory period and can quickly become aroused again from any point in
the resolution stage.

Pregnancy
pregnancy, process and series of changes that take place in a woman’s organs and
tissues as a result of a developing fetus. The entire process from fertilization
to birth takes an average of 266–270 days, or about nine months.

The normal events of pregnancy

The normal events of pregnancy

Initiation of pregnancy

A new individual is created when the elements of a potent sperm merge with
those of a fertile ovum, or egg. Before this union both the spermatozoon
(sperm) and the ovum have migrated for considerable distances in order to
achieve their union. A number of actively motile spermatozoa are deposited in
the vagina, pass through the uterus, and invade the uterine (fallopian) tube,
where they surround the ovum. The ovum has arrived there after extrusion from
its follicle, or capsule, in the ovary. After it enters the tube, the ovum loses its
outer layer of cells as a result of action by substances in the spermatozoa and
from the lining of the tubal wall. Loss of the outer layer of the ovum allows a
number of spermatozoa to penetrate the egg’s surface. Only one spermatozoon,
however, normally becomes
the fertilizing organism. Once it has entered the substance of the ovum, the
nuclear head of this spermatozoon separates from its tail. The tail gradually
disappears, but the head with its nucleus survives. As it travels toward the
nucleus of the ovum (at this stage called the female pronucleus), the head
enlarges and becomes the male pronucleus.The two pronuclei meet in the
centre of the ovum, where their threadlike chromatin material organizes into
chromosomes.
Originally the female nucleus has 44 autosomes (chromosomes other than
sex chromosomes) and two (X, X) sex chromosomes. Before fertilization a
type of cell division called a reduction division brings the number of
chromosomes in the female pronucleus down to 23, including one X
chromosome. The male gamete, or sex cell, also has 44 autosomes and two
(X, Y) sex chromosomes. As a result of a reducing division
occurring before fertilization, it, too, has 23 chromosomes, including either an X or
a Y sex chromosome at the time that it merges with the female pronucleus.
After the chromosomes merge and divide in a process termed mitosis, the
fertilized ovum, or zygote, as it is now called, divides into two equal-sized
daughter cells. The mitotic division gives each daughter cell 44 autosomes, half
of which are of maternal and half of paternal origin. Each daughter cell also has
either two X chromosomes, making the
new individual a female, or an X and a Y chromosome, making it a male. The
sex of the daughter cells is determined, therefore, by the sex chromosome from
the male parent. Fertilization occurs in the uterine tube. How long the zygote
remains in the tube is unknown, but it probably reaches the uterine cavity about
72 hours after fertilization. It is nourished during its passage by the secretions
from the mucous membrane lining the tube. By the time it reaches the uterus, it
has become a mulberry-like solid mass called a morula. A morula is composed
of 60 or more cells. As the number of cells in a morula increases, the zygote
forms a hollow bubblelike structure, the blastocyst. The blastocyst, nurtured by
the uterine secretions, floats free in the uterine cavity for a short time and then
is implanted in the uterine lining. Normally, the implantation of the blastocyst
occurs in the upper portion of the uterine lining.

What’s the timeline for fetal development?

The last few weeks of pregnancy are divided into the following groups:

 Early term: 37 0/7 weeks through 38 6/7 weeks.

 Full term: 39 0/7 weeks through 40 6/7 weeks.
 Late term: 41 0/7 weeks through 41 6/7 weeks.
 Post term: 42 0/7 weeks and on.
 Stages of Growth Month-by-Month in Pregnancy

First trimester

The first trimester will span from conception to 12 weeks. This is generally the first
three months of pregnancy. During this trimester, the fertilized egg will change
from a small grouping of cells to a fetus that is starting to have a baby’s
features.

Month 1 (weeks 1 through 4)

As the fertilized egg grows, a water-tight sac forms around it, gradually filling with
fluid. This is called the amniotic sac, and it helps cushion the growing embryo.

During this time, the placenta also develops. The placenta is a round, flat organ
that transfers nutrients from the mother to the fetus, and transfers wastes from
the fetus. Think of the placenta as a food source for the fetus throughout your
pregnancy.

In these first few weeks, a primitive face will take form with large dark circles for
eyes. The mouth, lower jaw and throat are developing. Blood cells are taking
shape, and circulation will begin. The tiny "heart" tube will beat 65 times a
minute by the end of the fourth week.

By the end of the first month, the fetus is about 1/4 inch long – smaller than a grain of
rice.

Month 2 (weeks 5 through 8)

Facial features continue to develop. Each ear begins as a little fold of skin at the
side of the head. Tiny buds that eventually grow into arms and legs are
forming. Fingers, toes and eyes are also forming.

The neural tube (brain, spinal cord and other neural tissue of the central nervous
system) is well formed now. The digestive tract and sensory organs begin to
develop too. Bone starts to replace cartilage.

The head is large in proportion to the rest of the body at this point. At about 6
weeks, a heartbeat can usually be detected.

After the 8th week, healthcare providers refer to it as a fetus instead of an embryo.

By the end of the second month, the fetus is about 1 inch long and weighs about 1/30
of an ounce.

Month 3 (weeks 9 through 12)

The arms, hands, fingers, feet and toes are fully formed. At this stage, the fetus is
starting to explore a bit by doing things like opening and closing its fists and
mouth. Fingernails and toenails are beginning to develop and the external ears are
formed. The beginnings of teeth
are forming under the gums. The reproductive organs also develop, but gender
is still difficult to distinguish on ultrasound.

By the end of the third month, the fetus is fully formed. All the organs and limbs
(extremities) are present and will continue to develop in order to become
functional. The circulatory and urinary systems are also working and the liver
produces bile.

At the end of the third month, the fetus is about 4 inches long and weighs about 1
ounce.

Since the most critical development has taken place, your chance of miscarriage
drops considerably after three months.

Second trimester

This middle section of pregnancy is often thought of as the best part of the
experience. By this time, any morning sickness is probably gone and the
discomfort of early pregnancy has faded. The fetus will start to develop facial
features during this month. You may also start to feel movement as the fetus
flips and turns in the uterus. During this trimester, many people find out
whether their baby will be designated male or female at birth. This is typically
done during an anatomy scan (an ultrasound that checks physical development)
around 20 weeks.

Month 4 (weeks 13 through 16)

The fetal heartbeat may now be audible through an instrument called a doppler.
The fingers and toes are well-defined. Eyelids, eyebrows, eyelashes, nails and
hair are formed. Teeth and bones become denser. The fetus can even suck his
or her thumb, yawn, stretch and make faces.

The nervous system is starting to function. The reproductive organs and

genitalia are now fully developed, and your doctor can see on ultrasound if the
fetus will be designated male or female at birth.

By the end of the fourth month, the fetus is about 6 inches long and weighs about 4
ounces.

Month 5 (weeks 17 through 20)

At this stage, you may begin to feel the fetus moving around. The fetus is
developing muscles and exercising them. This first movement is called
quickening and can feel like a flutter.
Hair begins to grow on the head. The shoulders, back and temples are
covered by a soft fine hair called lanugo. This hair protects the fetus and is
usually shed at the end of your baby's first week of life.
The skin is covered with a whitish coating called vernix caseosa. This "cheesy"
substance is thought to protect fetal skin from the long exposure to the
amniotic fluid. This coating is shed just before birth.

By the end of the fifth month, the fetus is about 10 inches long and weighs from
1/2 to 1 pound.

Month 6 (weeks 21 through 24)

If you could look inside the uterus right now, you would see that the fetus's skin is
reddish in color, wrinkled and veins are visible through translucent skin. The finger
and toe prints are visible. In this stage, the eyelids begin to part and the eyes open.

The fetus responds to sounds by moving or increasing the pulse. You may
notice jerking motions if the fetus hiccups.

If born prematurely, your baby may survive after the 23rd week with intensive care.

By the end of the sixth month, the fetus is about 12 inches long and weighs about 2
pounds.

Month 7 (weeks 25 through 28)

The fetus continues to mature and develop reserves of body fat. At this
point, hearing is fully developed. The fetus changes position frequently and
responds to stimuli, including sound, pain and light. The amniotic fluid
begins to diminish.

If born prematurely, your baby would be likely to survive after the seventh month.

At the end of the seventh month, the fetus is about 14 inches long and weighs
from 2 to 4 pounds.

Third trimester

This is the final part of your pregnancy. You may be tempted to start the
countdown till your due date and hope that it would come early, but each week
of this final stage of development helps the fetus prepare for birth. Throughout
the third trimester, the fetus gains weight quickly, adding body fat that will help
after birth.

Remember, even though popular culture only mentions nine months of

pregnancy, you may actually be pregnant for 10 months. The typical, full-term
pregnancy is 40 weeks, which can take you into a tenth month. It’s also possible
that you can go past your due date by a week or two (41 or 42 weeks). Your
healthcare provider will monitor you closely as you approach your due date. If
you pass your due date, and don’t go into spontaneous labor, your provider
may induce you. This means that medications will be used to make you go into
labor and have the baby. Make sure to talk to your healthcare provider during
this trimester about your birth plan.
Month 8 (weeks 29 through 32)

The fetus continues to mature and develop reserves of body fat. You may
notice more kicking. The brain developing rapidly at this time, and the fetus can
see and hear. Most internal systems are well developed, but the lungs may still
be immature.

The fetus is about 18 inches long and weighs as much as 5 pounds.

Month 9 (weeks 33 through 36)

During this stage, the fetus continues to grow and mature. The lungs are close to
being fully developed at this point.

The fetus has coordinated reflexes and can blink, close the eyes, turn the head,
grasp firmly, and respond to sounds, light and touch.

The fetus is about 17 to 19 inches long and weighs from 5 ½ pounds to 6 ½

pounds.

Month 10 (Weeks 37 through 40)

In this final month, you could go into labor at any time. You may notice that less
movement because space is tight. At this point, The fetus's position may have
changed to prepare for birth. Ideally, it's head down in your uterus. You may
feel very uncomfortable in this final stretch of time as the fetus drops down into
your pelvis and prepares for birth.

Your baby is ready to meet the world at this point. They are about 18 to 20 inches
long and weigh about 7 pounds.

Child Birth

birth, also called childbirth or parturition, process of bringing forth a child from
the uterus, or womb. The prior development of the child in the uterus is
described in the article human embryology. The process and series of changes
that take place in a woman’s organs and tissues as a result of the developing
fetus are discussed in the article pregnancy.

Stages of labor and birth: Baby, it's time!

Labour has three stages:

 The first stage is when the neck of the womb (cervix) opens to 10cm dilated.
 The second stage is when the baby moves down through the vagina and is
born.
 The third stage is when the placenta (afterbirth) is delivered.
 The first stage of labour: dilation

Before labour starts, your cervix is long and firm. During the first hours of labour,
the muscles of the uterus (womb) contract and help shorten and soften the
cervix, so that it can dilate (open).

For first-time mothers, this stage can last from six to 36

hours. During this time you might experience:

 Contractions - some can be quite mild, like a period pain; others can be
sharp and strong. Initially, the contractions will be short (between 30 to
40 seconds) and irregular. Once contractions are five minutes apart
and a minute or more in length, labour is said to be 'established'.
 A 'show' - the discharge of a plug of mucus that can be thick and
stringy or blood- tinged. This may happen the day you go into labour,
or up to a week before.
 'Breaking of your waters' - this means the amniotic sac around
your baby has ruptured.

Every labour is different. If you think you could be in labour, the first thing to do is
relax and stay calm. The best place for early labour is at home.

When women who are planning to birth in a primary maternity unit or hospital
stay at home until their labour is established, they are less likely to have
interventions in their labour and are more likely to have a normal birth.

The second stage of labour: your baby

The second stage of labour begins when the cervix is fully dilated (open) and the
baby's head moves down out of the uterus and into the vagina (or birth canal).
Your job at this stage is to push the baby through the birth canal, so you'll need
focused determination and energy.

The birth of your baby may take 30 minutes to an hour or longer. This second
stage could be further extended if you have an epidural.

A small number of women will require assistance with their births, either by
forceps or ventouse (vacuum extraction). The obstetrician will choose which is
best for your situation.

Find out more about your pain relief options and coping with labour.

The third stage of labour: the placenta

The final stage of labour is delivery of the placenta. There can happen in one of
two ways listed below.
Your LMC can help you to decide which approach would be best for you, taking
into considering your health, how your pregnancy has progressed and the type
of labour and birth you experience.

1. Physiological management

Physiological third stage means waiting for your placenta to deliver

spontaneously with your effort. This may take up to an hour following the birth;
while you're waiting, skin-to-skin with your baby and a first breastfeed will be
encouraged.

2. Active management

Active management involves injecting an ecbolic (contracting drug) into your

leg as your baby's shoulders are born. The ecbolic speeds up placental
separation and your uterus (womb) contracts down to reduce blood loss and
ensure your womb remains contracted.

Myths and Facts about LGBT People

Myth: LGBT persons are mentally ill.

Fact: The Diagnostic and Statistical Manual (DSM) of Mental Disorders brought
out by the American Psychiatric Association is considered a universal authority
for psychiatric diagnoses. In 1973, they removed homosexuality from its list of
mental disorders and declared that homosexuality is as healthy as
heterosexuality.

The World Health Organisation’s ICD-9 (International Statistical Classification of

Diseases and Related Health Problems) had also listed homosexuality as a
mental illness in 1977, but it was removed from the ICD-10, endorsed by the
Forty-Third World Health Assembly in 1990.

However, LGBT people, along with people who have diverse gender identities
and sexual orientation or whose behaviours that are not considered normal,
can become maladjusted when they are treated with hostility.

Myths and Facts about LGBT People

A note: Our attempt is to present to you myths and facts about and around LGBT people.
Not only will this document help demystify myths we tend to gather about LGBT people and
counter them with facts, it will also help readers reflect on the tendency to create myths
about any practice that goes beyond what is considered normal.
This list does not claim to be comprehensive. We hope you will build on this list and
continue to reflect on beliefs, practices, and attitudes.
*

Myth: LGBT persons are mentally ill.

Fact: The Diagnostic and Statistical Manual (DSM) of Mental Disorders brought
out by the American Psychiatric Association is considered a universal authority
for psychiatric diagnoses. In 1973, they removed homosexuality from its list of
mental disorders and declared that homosexuality is as healthy as
heterosexuality.
The World Health Organisation’s ICD-9 (International Statistical Classification of
Diseases and Related Health Problems) had also listed homosexuality as a
mental illness in 1977, but it was removed from the ICD-10, endorsed by the
Forty-Third World Health Assembly in 1990.
However, LGBT people, along with people who have diverse gender identities
and sexual orientation or whose behaviours that are not considered normal,
can become maladjusted when they are treated with hostility.

Myth: Being LGBT is unnatural and abnormal.

Fact: This myth is pinned on the belief that all sexual relationships are formed
for the procreation of children. The fact is that while there are heterosexual
couples who decide to have children, there are many who do not choose to do
so, and instead choose to engage in sexual activities that do not lead to
procreation. There are also some couples who, for some reason, cannot have
biological children.

Moreover, we need to question what we consider natural and unnatural. Are the
cars we drive or the air conditioners we use natural?
There is no fixed definition of normal. What one person considers perfectly
normal might be found to be extremely abnormal in another city, culture,
country, by a different group of people, or in a different era. For instance, 50
years ago, girls pursuing higher education was not considered entirely normal in
many cultures, but in 2017 it is perfectly normal for girls to be high school
graduates or even be a PhD.

Myth: Men who act in a feminine manner must be gay. Masculine women with short
haircuts and deep voices must be lesbians. Transmen are secretly lesbians, and
transwomen are actually gay men.

Fact: These stereotypes confuse the concept of sexual orientation (whether you
prefer the same or another sex as sexual partners) with gender roles (exhibiting
masculine or feminine behaviour). There are many homosexual men who are
masculine, and many homosexual women who are feminine. Besides, some
heterosexual men have feminine traits, and some heterosexual women have
masculine traits.
Transmen are people who were assigned the female gender at their birth but
their gender identity and expression is that of men. They prefer to be addressed
as men, and this is because they are men. As for their sexual orientation, they
may like women or they may like men. Similarly, transwomen are people who
were assigned male at birth but their gender identity and expression is that of
women. They prefer to be addressed as women because they are women. And
they may be attracted to men or women.

Myth: It is very easy to spot LGBT people. They flaunt their sexuality when they talk
about their partner, hold hands, or kiss one another in public (especially gay men).
You can always tell homosexuals by the way they look or act.

Fact: Human beings come in all shapes and sizes and have diverse preferences.
There is no easy way to determine who likes whom or what. For instance, we
can find out about someone’s food preferences or taste in films only by their
choosing to share that information. Similarly, there is no accurate way to find
out someone’s sexual orientation or sexual desires except for when they share
with us about it.
However, because of homophobia, not many lesbian, bisexual, or gay people
come out about their sexual orientations in the open. Besides, some who are
not LGBT might also choose to look or act in ways that are not considered
normal.

Myth: LGBT persons are promiscuous.

Fact: Same-sex desiring persons or those who deviate from sexual and gender
norms are neither more nor less sexually promiscuous (engaging with multiple
partners) than those who do not. Like heterosexual people, many LGBT people
are involved in monogamous relationships and are committed to each other.
Some LGBT people may also choose to remain celibate or might be asexual, and
others may have multiple partners. This is similar to heterosexual people whose
sexual life and preferences we cannot know about till they tell us.

Myth: Bisexual people have multiple partners.

Fact: By definition, bisexual individuals have romantic and/or sexual feelings

towards persons of another gender as well as towards persons of the same
gender as them. This does not automatically imply involvement with more than
one partner at a time any more than a heterosexual person’s ability to be
attracted to more than one person automatically implies multiple partners.

Myth: If a friend tells you they are LGBT, then that friend is coming on to you/hitting
on you.
Faculty Name- Mrs. Neha Dixit Department of Management Studies
Fact: When friends or someone who trusts you ‘comes out’ (reveals their sexual
orientation, or gender identity in case of trans people) to you, they are
essentially inviting you to know them better. If an LGBT person chooses to come
out to you, that person has decided to share a part of their identity with you.
Such a disclosure only means that this friend trusts you.

Myth: Having LGBT people in your friend circle or workplace will make you LGBT.
Fact: Liking or loving someone is not contagious. Spending time with people who
are LGBT does not make you LGBT any more than liking someone who is left-
handed or is tall or short.

Myth: Early sexual experiences are indicative of one’s sexual orientation as an adult,
and LGBT people are abused in their childhood.

Fact: Many lesbian, gay, and bisexual people in pursuit of their sexual
orientation may have heterosexual experiences, similar to many heterosexual
people who may have homosexual experiences. Sexual activity per se does not
make you lesbian, bisexual, or gay. Feeling comfortable with and identifying
with that sexual activity, identity, or orientation may determine it.

Myth: We know what causes homosexuality and transgender identity, and working on
that can reverse these.

Fact: Many LGBT people may know that they are attracted to members of their
own gender, or that they identify as another gender, at an early age.
Sometimes they may know when they are older, or when they are much, much
older and well into their lives. There is no appropriate/right age to start
identifying as LGBT.
There are various studies, research, and opinions to determine what causes
someone to be homosexual or identify as a gender other than what they were
assigned at birth but these are all possibilities. There is no definitive theory or
text that can tell us what causes particular orientations or makes your gender
identity.

Myth: Gay men hate women and lesbian women hate men.
Fact: Gay men and lesbians, like heterosexual people, have friends and
acquaintances who vary in gender identity and sexual orientation. Like anyone
else, lesbian and gay people have personal preferences concerning those
individuals they like to be around and choose as friends, and most people prefer
being together in groups and communities with others who share their own
values and identities. Preferring to have certain types of people as friends, or to
have a romantic attraction to a particular type of person does not mean that
one hates or dislikes those who are outside that circle. In other words, if you
really like rice, it does not mean that you dislike or hate chapatis!
Myth: In a same-sex relationship, one partner (usually the one who is more
masculine) plays the role of the husband and the other (more feminine) partner plays
the role of the wife.
 Fact: Within the heterosexual community, there are all types of relationships,
and people perform all kinds of domestic/romantic/sexual roles in a
relationship. This is true in same- sex relationships as well.
Some people, both heterosexual and homosexual, perform roles that are
commonly associated with their gender identity, and it could take precedence
over what they may actually prefer doing. There are, however, many couples
and people of all sexual orientations and gender identities who believe that
people should have the freedom to live roles or do things they like doing rather
than what’s associated with their gender identity.

Myth: Same-sex relationships/marriage will lead to polygamy, pedophilia, people

wanting to marry their dogs, or the end of the world.

Fact: Homosexual relationships/marriages are no more likely to lead to such

issues than heterosexual marriages. There is no logical link between same-sex
relationships/marriage and pedophilia or polygamy. Marriage/people deciding to
love or be with other people should be an association between consenting
people (and not forced).

Myth: LGBT culture is a non-Indian, Western concept, and we must oppose it.

Fact: There are several instances of sexual relationships mentioned in our own
Indian culture – be it in old architecture or in literature. For instance, there are
mentions of same- sex relationships in the Kama Sutra and in architecture like
Khajuraho.
When we are accepting of Western or other cultures in certain aspects of our
lives such as food, clothes, and language, it isn’t logical that when it comes to
issues of beliefs and attitudes with regard to desire and sexuality we struggle in
accepting other worldviews.
Here we should also note that Indian law is Western; i.e. the British introduced
Section 377 (and related laws deeming homosexuality an unnaturaland
punishable offence) in penal codes of their colonies such as India, Pakistan, and
Sri Lanka in 1860.

Birth Control

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

control methods may work in a number of different ways:

 Preventing sperm from getting to the eggs. Types include condoms,

diaphragms, cervical caps, and contraceptive sponges.
 Keeping the ovaries from releasing eggs that could be fertilized. Types include
 birth control pills, patches, shots, vaginal rings, and emergency contraceptive
pills.
 IUDs, devices which are implanted into the uterus. They can be kept in place
for several years.
 Sterilization, which permanently prevents a someone from getting pregnant
or from from being able to get someone else pregnant.

Your choice of birth control should be based on several factors. These include your
health, how often you have sexual activity, how sexual partners you have, and
whether you want to have children in the future. Your health care provider can
help you select the best form of birth control for you.

What is abortion?
Abortion is when a pregnancy is ended so that it doesn't result in the birth of a
child. Sometimes it is called 'termination of pregnancy'.
BPAS cares for women with an unplanned or unwanted pregnancy. We treat thousands
of women who've decided that abortion is the right choice for them, and give
advice and counselling to women who don't know what to do next.
There are two types of abortion treatment, 'Medical' and 'Surgical' abortion:

1. Medical abortion: The abortion pill

Some women feel that a medical abortion is a more natural process. There are two
types of medical abortion
Abortion pill (also known as early medical abortion) up to 10 weeks Abortion
pill from 10 weeks up to 24 weeks

2. Surgical abortion
Surgical abortion involves a quick, minor operation. There are two types of
surgical abortion:
Vacuum aspiration up to 15 weeks
Dilatation and evacuation between 15 and 24 weeks

Key facts

 Abortion is a common health intervention. It is safe when carried out

using a method recommended by WHO, appropriate to the pregnancy
duration and by someone with the necessary skills.
 Six out of 10 of all unintended pregnancies end in an induced abortion.
 Around 45% of all abortions are unsafe, of which 97% take place in
developing countries.
 Unsafe abortion is a leading – but preventable – cause of maternal
deaths and morbidities. It can lead to physical and mental health
complications and social and financial burdens for women, communities
and health systems.
 Lack of access to safe, timely, affordable and respectful abortion care
is a critical public health and human rights issue.
 Sex Without Love

Many people view sex as an intimate connection with the person you love.
However, there are a growing number of people who are more open about their
sexuality and want to enjoy themselves without the emotional baggage that
comes with love and relationships. While “No Strings Attached” hook-ups aren’t
for everyone, having a little fun without commitment is possible for many
people. That said, this kind of relationship isn't for everyone, and that is okay
too.

Method 1. Avoiding Falling in Love

1. Know that having sex does not mean that you need to fall in love.
2. Avoid sleeping with people you share romantic history with.
3. Ask yourself what you are looking for in the hook-up.
4. Casual hook-ups aren't for everyone, but that is okay
5. Set your boundaries
6. Don't hook up every chance you get with the same person
7. Make pleasure the priority in the relationship.
8. Re-examine your relationship goals every few weeks.
9. Leave when you're uncomfortable.

Method 2. Finding Willing Partners

1. Casually flirt with acquaintances, casual friends, or friends of friends to see if

you have sexual chemistry.
2. Communicate your intentions with your partner.

5. Act like friends, not lovers.

6. Be honest if you are seeing other people.

6. Try casual dating apps to find people interested in hooking up.

8. Break things off when only one person develops romantic feelings. If you or your

What Is Harassment?

While harassment might seem like an obvious thing when it happens, it’s reported
that 34% of employees truly do not grasp the concept of harassment or
behaviors that lead to a hostile working environment.

Harassment is any unwanted behavior, physical or verbal (or even suggested), that
makes a reasonable person feel uncomfortable, humiliated, or mentally
distressed.
Depending on state laws, the definition and boundaries for what’s considered
harassing behavior may slightly vary.

During a harassment suit, a lot of things come into consideration. While

harassment laws differ between states, most states consider these two main
factors when deciding the validity of an accusation:

 The perpetrator’s intention (or un-intention) to annoy, threaten, or demean

the victim.
 Repetition and severity of the unwanted action.

Types of Harassment and Examples

Harassment covers a wide range of unwanted behavior, including physical

contact and verbal abuse that causes emotional distress to the harassed.
There are seven common types of harassment charges:


 Domestic Violence
 Elder or Dependent Adult Abuse
 Workplace Violence or Harassment
 Sexual Harassment
 Civil Harassment
 Criminal Harassment
 Cyberbullying or Cyberstalking

Domestic Violence

Domestic violence occurs in a domestic or cohabitation setting, although the

abuse itself doesn’t have to happen in a private setting. Abuse can happen
between spouses, partners, family members, or even housemates. In some
countries, domestic abuse is even part of a tradition, such as child marriage or
corporal punishment.

Domestic abuse is hard to detect and report, especially since the victim spends
so much time around the abuser and can be reluctant to file a report. Abuse
that hasn’t reached a physical level is even harder to detect since there are
various manipulation techniques that the perpetrators can use to make it seem
like what they’re doing is natural.

Understanding how a healthy relationship looks and how to spot signs of

domestic abuse is important to prevent domestic abuse. This article by
MedlinePlus may help you identify signs of physical abuse on a person you’re
close to, as well as how to get help.

This United Nations report can also help you identify if you’re a victim of domestic
abuse.
Elder or Dependent Adult Abuse

Elder abuse is mostly done by caregivers, such as family or employees at a nursing

home. However, elder abuse can also be done by someone close to the elderly,
such as fellow residents at a nursing home, neighbors, or family and friends.

Some state courts (California, for example) define elder or dependent adult
abuse as an act of abuse against

 People over 65 years old, or

 A dependent adult aged 18 to 64 has mental or physical disabilities
preventing them from being able to do normal everyday activities or
protect themselves.

The scary thing about elder abuse is that it may not be intentional, especially in the
case of neglect or abandonment. An example of unintentional elder abuse may be
one with an overwhelmed caregiver, such as a working adult with multiple
responsibilities or an elderly person who doesn’t want to burden anyone, thus
isolating themselves from their caregivers.

Workplace Violence or Harassment

The term “workplace harassment” covers any and all types of harassment that
may happen in a professional setting. It’s not limited to sexual harassment
either; anything that makes someone feel uncomfortable or unsafe in their work
environment is considered an instance of workplace harassment.

The harasser can be anyone, including co-workers, supervisors, and even

customers. The motive also varies, including discriminatory aspects, such as
religion, nationality, sexual orientation, physical appearance, and age. Workplace
harassment can even occur at job interviews with a candidate.

The culture of the company, as well as regular training and policies, play
a big part in preventing workplace harassment.

What’s considered acceptable behavior is also highly subjective, which makes

the role of regular training and established policies extremely important in
cultivating a productive and safe environment for your employees.

Regular training provides a baseline for appropriate behavior in the workplace,

while harassment policies give victims concrete steps on how to report offensive
behaviors.

Knowing how to spot sexual harassment and how to handle them can protect
your company from liability and your employees from mental distress.
Sexual Harassment

Sexual harassment can mean harassment caused by a person’s sex that makes
the harassed feel uncomfortable, unsafe, or humiliated. It can also be
considered as any unwanted sexual advances, such as inappropriate comments
that are sexual in nature, requests for sexual favors, unwarranted physical
touch, or even sexual assault.

Sexual harassment can happen to anyone anywhere, which is why it’s

important to identify signs of sexual harassment and know how to act.

In the workplace, there are two common types of sexual harassment: quid pro
quo and hostile work environment.

 Quid pro quo sexual harassment refers to the action of exchanging

sexual favors for something, which can be a benefit or prevention of a
detriment.
 A hostile work environment is any incident or event that leads to general
discomfort, humiliation, or fear for those involved. Examples are:
 Sexual or offensive comments
 Sending inappropriate texts, memos, or images that are sexual
or crude in nature
 Sexual innuendos in conversation
 Unwarranted or unwelcome physical touch such as rubbing,
touching, or hugging

Civil Harassment

Civil harassment is often classified as acts of abuse by someone you don’t have
a close relationship with. Abuse by a family member that doesn’t fall under the
domestic violence case is also considered a civil harassment case.

The harassment that falls under this category are ones that involve violence or a
threat of violence, including stalking, assault, and credible threats.

To protect yourself from civil harassment, you can get a restraining order.
Cases of civil harassment may overlap with other categories. For example,
threats of violence to an elderly of the age 65 years old or more can be
considered as both civil harassment and elder abuse.

Criminal Harassment

Criminal harassment suits are linked to harassment against protective groups

that are designed to annoy, harm, or terrorize. The protected groups include
people of a certain gender, sexual orientation, race, national origin, religion,
age group, or disability.
Unwanted behavior that makes people of certain groups feel unsafe can be
categorized as a misdemeanor or a felony, depending on the severity and
frequency of the action, as well as the intention of the harasser.

For example, a hate crime or harassment against a community (such as the

LGBTQIA+ community) can be classified as criminal harassment.

Cyberbullying or Cyberstalking

Cyber harassment, or online harassment, refers to acts that are designed to

harm, stalk, or terrorize someone through any form of electronic
communications, such as social media, text messages, or phone calls.

It’s easier to harass people virtually since it will be hard to track the parties
involved. Cyber harassment can include harmful comments, derogatory
websites, and untruthful posts, as well as hateful or offensive emails
intentionally designed to terrorize a person.

While cyberbullying seems light compared to other forms of harassment,

especially since there are no bodily injuries caused, cyberbullying causes
significant damage to a person’s mental state. It can also escalate into a
physical confrontation.

Cyberbullying can be extremely difficult to detect or identify as there are

sometimes privacy laws, restrictions, and rights owners have. This is why it is
especially critical to train your entire workforce to avoid and handle all acts of
cyberbullying or malicious online activity.

Sexual abuse
Sexual abuse is unwanted sexual activity, with perpetrators using force, making
threats or taking advantage of victims not able to give consent. Most victims and
perpetrators know each other. Immediate reactions to sexual abuse include
shock, fear or disbelief. Long-term symptoms include anxiety, fear or post-
traumatic stress disorder. While efforts to treat sex offenders remain
unpromising, psychological interventions for survivors — especially group
therapy — appears effective.

Rape
Crime
rape, unlawful sexual activity, most often involving sexual intercourse, against
the will of the victim through force or the threat of force or with an individual
who is incapable of giving legal consent because of minor status, mental illness,
mental deficiency, intoxication, unconsciousness, or deception. In many
jurisdictions, the crime of rape has been subsumed under that of sexual assault.
Rape was long considered to be caused by unbridled sexual desire, but it is now
understood as a pathological assertion of power over a victim.
Sexually transmitted diseases (STDs)

Overview

Sexually transmitted diseases (STDs) — or sexually transmitted infections (STIs) —

are generally acquired by sexual contact. The bacteria, viruses or parasites that
cause sexually transmitted diseases may pass from person to person in blood,
semen, or vaginal and other bodily fluids.

Sometimes these infections can be transmitted nonsexually, such as from mothers

to their infants during pregnancy or childbirth, or through blood transfusions or
shared needles.

STIs don't always cause symptoms. It's possible to contract sexually

transmitted infections from people who seem perfectly healthy and may not
even know they have an infection.

Symptoms

STDs or STIs can have a range of signs and symptoms, including no symptoms.
That's why they may go unnoticed until complications occur or a partner is
diagnosed.

Signs and symptoms that might indicate an STI include:

 Sores or bumps on the genitals or in the oral or rectal area

 Painful or burning urination

 Discharge from the penis

 Unusual or odorous vaginal discharge

 Unusual vaginal bleeding

 Pain during sex

 Sore, swollen lymph nodes, particularly in the groin but sometimes more
widespread

 Lower abdominal pain

 Fever

 Rash over the trunk, hands or feet

Signs and symptoms may appear a few days after exposure. However, it may take
years before you have any noticeable problems, depending on the organism
causing the STI.

When to see a doctor

See a doctor immediately if:

 You are sexually active and may have been exposed to an STI

 You have signs and symptoms of

an STI Causes

STDs or STIs can be caused by:

 Bacteria. Gonorrhea, syphilis and chlamydia are examples of STIs that are
caused by bacteria.

 Parasites. Trichomoniasis is an STI caused by a parasite.

 Viruses. STIs causes by viruses include HPV, genital herpes and HIV.

Other kinds of infections — hepatitis A, B and C viruses, shigella infection and

giardia infection — can be spread through sexual activity, but it's possible to be
infected without sexual contact.

Risk factors

Anyone who is sexually active risks some degree of exposure to an STD or STI.
Factors that may increase that risk include:

 Having unprotected sex. Vaginal or anal penetration by an infected partner

who isn't wearing a latex condom significantly increases the risk of getting
an STI. Improper or inconsistent use of condoms can also increase risk.

Oral sex may be less risky, but infections can still be transmitted without a latex
condom or a dental dam — a thin, square piece of rubber made with latex or
silicone.

 Having sexual contact with multiple partners. The more people you have
sexual contact with, the greater your risk.
  Having a history of STIs. Having one STI makes it much easier for another STI
to take hold.

 Being forced to engage in sexual activity. Dealing with rape or assault is

difficult, but it's important to see a doctor as soon as possible to receive
screening, treatment and emotional support.

 Misuse of alcohol or use of recreational drugs. Substance misuse can inhibit

your judgment, making you more willing to participate in risky behaviors.

 Injecting drugs. Needle sharing spreads many serious infections,

including HIV, hepatitis B and hepatitis C.

 Being young. Half the new STIs occur in people between the ages of 15 and 24.
Transmission from mothers to infants

Certain STIs — such as gonorrhea, chlamydia, HIV and syphilis — can be passed
from mothers to their infants during pregnancy or delivery. STIs in infants can
cause serious problems or even death. All pregnant women should be screened
for these infections and treated.

Complications

Because many people in the early stages of an STD or STI experience no

symptoms, screening for STIs is important to prevent complications.

Possible complications include:

 Pelvic pain

 Pregnancy complications

 Eye inflammation

 Arthritis

 Pelvic inflammatory disease

 Infertility

 Heart disease

 Certain cancers, such as HPV-associated cervical and rectal cancers

 Prevention

There are several ways to avoid or reduce your risk of STDs or STIs.

 Abstain. The most effective way to avoid STIs is to not have (abstain from) sex.

 Stay with one uninfected partner. Another reliable way of avoiding STIs is to
stay in a long-term relationship in which both people have sex only with
each other and neither partner is infected.

 Wait and test. Avoid vaginal and anal intercourse with new partners until you
have both been tested for STIs. Oral sex is less risky, but use a latex condom
or dental dam to prevent skin-to-skin contact between the oral and genital
mucous membranes.

 Get vaccinated. Getting vaccinated early, before sexual exposure, is also

effective in preventing certain types of STIs. Vaccines are available to
prevent human papillomavirus (HPV), hepatitis A and hepatitis B.

The Centers for Disease Control and Prevention (CDC) recommends the HPV
vaccine for girls and boys ages 11 and 12, although it can be given as early
as age 9. If not fully vaccinated at ages 11 and 12, the CDC recommends
getting the vaccine through age 26.

The hepatitis B vaccine is usually given to newborns, and the hepatitis A

vaccine is recommended for 1-year-olds. Both vaccines are recommended
for people who aren't already immune to these diseases and for those who
are at increased risk of infection, such as men who have sex with men and IV
drug users.

 Use condoms and dental dams consistently and correctly. Use a new latex
condom or dental dam for each sex act, whether oral, vaginal or anal. Never
use an oil- based lubricant, such as petroleum jelly, with a latex condom or
dental dam.

Condoms made from natural membranes are not recommended because

they're not effective at preventing STIs. Also, keep in mind that while latex
condoms reduce your risk of exposure to most STIs, they provide less
protection for STIs involving exposed genital sores, such as HPV or herpes.
Also, nonbarrier forms of contraception, such as birth control pills or
intrauterine devices (IUDs), don't protect against STIs.
 Don't drink alcohol excessively or use drugs. If you're under the influence,
you're more likely to take sexual risks.

 Communicate. Before any serious sexual contact, communicate with your

partner about practicing safer sex. Be sure you specifically agree on
what activities will and won't be OK.

 Consider male circumcision. For men, there's evidence that circumcision

can help reduce the risk of acquiring HIV from a woman with HIV by as
much as 60%. Male circumcision may also help prevent transmission of
genital HPV and genital herpes.

 Consider using preexposure prophylaxis (PrEP). The Food and Drug

Administration (FDA) has approved the use of two combination drugs to
reduce the risk
of HIV infection in people who are at very high risk. They're emtricitabine plus
tenofovir disoproxil fumarate (Truvada) and emtricitabine plus tenofovir
alafenamide fumarate (Descovy).

Your doctor will prescribe these drugs for HIV prevention only if you don't
already have HIV. You will need an HIV test before you start taking PrEP
and then every three months as long as you're taking it.

Your doctor will also test your kidney function before prescribing Truvada
and continue to test it every six months. If you have hepatitis B, you should
be evaluated by an infectious disease or liver specialist before beginning
therapy.

These drugs must be taken every day, exactly as prescribed. If you use
Truvada daily, you can lower your risk of getting HIV from sex by about 99%
and from injection drug use by more than 74% percent, according to the
U.S. Centers for Disease Control and Prevention. Research suggests that
Descovy is similarly effective in reducing the risk of getting HIV from sex.
However, Descovy hasn't been studied in people who have receptive vaginal
sex. Using additional prevention, such as condoms, can lower your risk even
more and prevent other STIs.