8

HEALTH
Quarter 1 – Module 1b
Issues and Concerns of Teenagers
Related to Sexuality
Health – Grade 8
Alternative Delivery Mode
Quarter 1 – Module 1b: Issues and Concerns of Teenagers Related to Sexuality
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency
or office wherein the work is created shall be necessary for exploitation of such work
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payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Dan Jael T. Miguel, Julie G. Erickson, Armela T. Bustamante

Editors: Claire P. Cafino, Mary Rose G. Acupanda
Reviewer: Florence M. Pinili
Illustrator: None
Layout Artist: Florence M. Pinili
Management Team: Senen Priscillo P. Paulin, CESO V Rosela A. Abiera
Fay C. Luarez, TM, Ed.D., Ph.D. Jenith C. Cabajon
Adolf P. Aguilar, CESE Maricel R. Rasid
Nelita L. Ragay, Ed.D Elmar L. Cabrera

Printed in the Philippines by ________________________

Department of Education – Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: [email protected]
 8

HEALTH
Quarter 1 – Module 1b
Issues and Concerns of Teenagers
Related to Sexuality
Introductory Message

For the facilitator:

Welcome to the Health 8 Alternative Delivery Mode (ADM) Module Issues and
Concerns of Teenagers Related to Sexuality!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that will help
you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

ii
For the learner:

Welcome to the Health 8 Alternative Delivery Mode (ADM) Module on Issues and
Concerns of Teenagers Related to Sexuality!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

Begin This will give you an idea of the skills or competencies

you are expected to learn in the module.
Try This This part includes an activity that aims to check what
you already know about the lesson to take. If you get
all the answers correct (100%), you may decide to skip
this module.
Do This This is a brief drill or review to help you link the current
lesson with the previous one.
Explore In this portion, the new lesson will be introduced to you
in various ways; a story, a song, a poem, a problem
opener, an activity or a situation.
Keep this in Mind This section provides a brief discussion of the lesson.
This aims to help you discover and understand new
concepts and skills.
Apply What You Have This section provides an activity which will help you
Learned transfer your new knowledge or skill into real life
situations or concerns.
Reflect This includes questions or blank sentence/paragraph
to be filled into process what you learned from the
lesson.
Assess What You Have This is a task which aims to evaluate your level of
Learned mastery in achieving the learning competency.
Additional Activity In this portion, another activity will be given to you to
enrich your knowledge or skill of the lesson learned.
Answer Key This contains answers to all activities in the module.

iii
At the end of this module you will also find:

References This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Write your answers in your Health notebook.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

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 TABLE OF CONTENTS

CONTENT PAGES

INTRODUCTORY MESSAGE --------------------------------- ii

For the Facilitator --------------------------------- ii
For the learner --------------------------------- iii

BEGIN --------------------------------- 01
Learning Competency --------------------------------- 01

TRY THIS --------------------------------------------------- 02

DO THIS --------------------------------------------------- 03

EXPLORE --------------------------------------------------- 03

KEEP THIS IN MIND ------------------------------------------ 04

APPLY WHAT YOU HAVE LEARNED ------------------------ 06

REFLECT --------------------------------------------------- 07

ASSESS WHAT YOU HAVE LEARNED ------------------------ 08

GLOSSARY --------------------------------------------------- 08

ANSWER KEY ------------------------------------------ 09

REFERENCE LIST ------------------------------------------ 09

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 LEARNING COMPETENCY:

1. Identifies the different issues/concerns of teenagers (i.e., identity crisis) and the
need for support and understanding of the family. (H8FH-Ie-g-22)
2. Applies decision-making skills in managing sexuality-related issues (H8FH-Ih-23)

ISSUES AND CONCERNS OF TEENAGERS

RELATED TO SEXUALITY

As teenagers continue to grow and develop, they also continue to find their true
identity. Being exposed to some overwhelming external and internal struggles such as
coping with hormonal changes, puberty, social and parental forces, work and school
pressures and many others, would mentally and emotionally trouble one’s life.

So, this is one of the most crucial stages in your life’s journey. If this is properly
handled, then maturity takes place where self-identity is developed. Sexuality then is
diversely directed. And if not, you will feel being misunderstood and most likely you
are unsure of your role in life or you feel like you don't know the 'real you,' or maybe
you think that the world is against you. All these comprise your present personal
situations that might be unpredictable and finding the real you is hard and crucial. With
this, you may be experiencing an identity crisis.

Identity crisis will prevent the development of a strong identity within you which
may result to withdrawal from normal life, poor performance in school, and some would
even go to negative activities such as drug addiction, bullying/cyberbullying, early
marriages or even premarital sex. From their point of view, having a negative identity
could be more acceptable than none at all. And so, it is vital that family takes a major
role in helping you go through this situation. Parents need to approach their children,
who have been dealing with teenage growth issues, carefully, and in a friendly manner
to discuss the concern(s).

This module helps you learn how to handle these issues and concerns, define
your parents’ role in helping you find your true identity, and develop you to become a
good decision maker!

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At the end of the module, you should be able to:

1. Explain self-identity and its importance in the lives of the teenagers and how
identity crisis affects one’s growth and development
2. List down and discuss issues and concerns faced by teenagers in our society
today
3. Apply decision making skills in managing sexual health related issues and
concerns towards improving family health.

Direction: Read each question and identify what is being described. Write the letter
of the correct answer in your health notebook.

1. If the adolescence stage is handled well, the person will feel a sense of maturity.
This also refers to the following except ______________.
A. Ego quality C. Identity crisis
B. Gender equality D. Sexual equality
2. What is described as the failure of someone to achieve self-identity during
adolescence stage?
A. Ego quality C. Identity crisis
B. Gender equality D. Sexual equality
3. In psychology, if self-identity is not met, ________ will happen. This is characterized
by bullying, smoking, drug and alcohol addiction, premarital sex, and lack of interest
in school.
A. Destructive behaviors C. Gender equality
B. Ego equality D. Gender inequality
4. These are one of the most powerful tools for preventing adolescents from engaging
in risk-taking behaviors or destructive behaviors.
A. Having multiple partnership
B. Parental monitoring and prayer
C. Peers and alcohol drinking
D. Withdrawing self from group
5. A good decision is a decision in which you have carefully considered the outcome
of each choice. This statement is __________________.
A. Exactly true C. Partially True
B. Maybe true D. Untrue

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LABEL YOURSELF!

Direction: Copy the illustration below in your health notebook. List down the
characteristics which may describe and label who you are, according to what others
say about you.

Smart

Name

DIG YOURSELF!

Direction: Copy and do the activity below in your health notebook. Examples are
provided for number one.

1. What roles do you identify for yourself? What about the roles that are determined
by your friends, and your family? Copy the table and list them down.

SELF FRIENDS FAMILY

Confident Approachable Obedient

2. Whose opinions and beliefs have the greatest effect on how you think about your
true identity? Why do you say so?
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________.

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IDENTITY CRISIS

What is Identity Crisis?

In psychology [Erik Erickson], identity

crisis is the failure to achieve ego identity or self-
identity (Wikipedia) during adolescence. The stage of
psychosocial development in which identity crisis https://bit.ly/3hTQtXO
may occur is called the identity cohesion vs. role confusion (adolescent’s stage).

During this stage, adolescents are faced with physical growth, sexual maturity,
and integrating ideas of themselves and about what others think of them. Adolescents
therefore form their self-image. Let's take a closer look at the background and different
stages that make up Erikson's psychosocial theory.

If this stage is handled well, the

person will feel a sense of maturity,
which is sometimes referred to as ego
quality, gender equality or sexual
equality (Wikipedia).

If the stage is managed poorly,

the person will emerge with a sense of
inadequacy (lacking of something) in
that aspect of development which will
https://bit.ly/312Vvu5 lead to role or identity
confusion and a weak sense of self.

According to Erikson, adolescents (teenagers) must overcome self-identity

crises and identity confusion. Identity confusion is indicated by their inability to value
their roles in the community, personality issues, a lack of goals, hobbies, or plans for
their future, a bad attitude, and no interest in daily activities. This will result to risk-
taking behaviors or destructive behaviors which can be displayed in school, in their
community, or maybe in their own family.

These behaviors are characterized by bullying, smoking, inappropriate diet,

lack of physical activity, drug and alcohol abuse, premarital sex and sexual crimes,
violence, suicide, murder, motor vehicle accidents, and multiple partnerships which
could sometimes lead to the spreading of sexually transmitted infections (STIs).

4
 How important is the role of families when it
comes to concerns like identity crisis?

Family has a major influence on

adolescents in terms of limiting risk-taking
behavior. Parental monitoring is a powerful tool
for preventing adolescents from engaging in risk-
taking behaviors.

https://bit.ly/2BOuh1Q
A positive parenting style lead to positive
behaviors in their children. Monitoring, advising, avoiding violence, and instilling
religious values are the efforts the families make to facilitate their adolescents during
identity crisis.

Other practical ways which help you through with identity crisis:
 Do something you're passionate about like engaging in sports, playing guitar,
journal writing, etc.;
 Hanging out with good influential (GI)
friends, not the bad influential (BI)
ones;
 Join church/religious groups and
organizations;
 Find ways to grow personally. Do not
withdraw yourself from classmates or
friends when something is wrong. Face https://bit.ly/39GrmEZ
it and handle it accordingly;
 If you wish to cry, then cry! If you want to enjoy, then enjoy! Release your inner
self and do not hold grudges, and;
 APPLY GOOD DECISION MAKING IN ALL CIRCUMSTANCES. A good
decision is a decision in which you have carefully considered the outcome of
each choice.

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EXPLORE YOURSELF!

Destructive behaviors will result when identity crisis is not properly dealt with.
Identify the behaviors below. Write the answers in your health notebook.

1. _________ 2. ___________

https://bit.ly/3hXhycj
https://bit.ly/3gfz6jN

3. __________ 3. _____________

https://bit.ly/3gfqUjf https://bit.ly/33aFjcR

5. Copy the table below. To whom should you tell and share if the following would
happen? You can check more than one if you feel they are the right people to be
informed.

Parent/s or Friend/s or Teacher/s or

family members Peers authorities
Bullying in class
Love life
Peer pressure
School works/ projects
Smoking in school campus
Sexual crimes

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ACT YOURSELF!

A decision is a choice you make or act upon. A good decision is a decision in

which you have carefully considered the outcome for each choice. To accept personal
responsibility is to accept how your decisions may affect you and other people as well
as your family. Analyze the situation and respond to the questions. Write your answers
in the activity notebook.

False rumors on the sexual behavior of an adolescent girl

are spread at school and on social media. The girl feels humiliated.
She no longer wants to attend school and is often absent without authorization.

1. Identify the problem. What actions do you have to take?

___________________________________________________________________
___________________________________________________________________
___________________.
2. Consider your values. What is important to you?
___________________________________________________________________
___________________________________________________________________
___________________.
3. Decide and act. Should you keep the situation to yourself? If not, to whom should
you tell the issue? Explain your decision.
___________________________________________________________________
___________________________________________________________________
___________________.
4. Evaluate your choice. How do you feel about the action you took? Did you make a
good decision? Would you take a different action if faced with the same scenario
again? What did you learn?
___________________________________________________________________
___________________________________________________________________
_____________________________.

Congratulations! You have just had an amazing learning journey in this

module! For the last time, please share your insights by completing the following
sentence prompt.

I have learned that…

___________________________________________________________________
_________________________________.

I wish to ask my teacher about…

___________________________________________________________________
_________________________________.

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Direction: Write (SI) if the statement/behavior below is about Self-identity, (IC) if
Identity Crisis, (DB) if Destructive Behavior, (PS) if Parental Support, and (DM) if
Decision Making skill. Do this in your health notebook.

__________1. Conscious of one’s actions

__________2. Uncertain of which group one should belong
__________3. Cyberbullying
__________4. Limiting risk-taking behaviors
__________5. Bad attitude
__________6. Instilling positive behaviors
__________7. No interest of daily activities
__________8. Refusal
__________9. Fond of talking in groups
__________10. Considering the outcome

GLOSSARY The following terms used in this module are defined as follows:

Bully – someone who is habitually cruel, insulting or threatening to others who are
weaker or smaller
Destructive behaviors - is when we cause ourselves unnecessary harm, either by
putting ourselves in harmful situations, or keeping ourselves from helpful ones.
Ego identity – is the sense of identity that provides individuals with the ability to
experience a sense of who they are and also act on that sense, in a way that has
continuity and sameness.
Identity confusion – personal psychosocial conflict especially in adolescence that
involves confusion about one's social role and often a sense of loss of continuity to
one's personality.
Murder – to kill someone unlawfully especially with malice
Multiple partnership – having more than one romantic and sex partners
Sexual crimes – unwanted sexual contact
Sexually Transmitted Infections (STI) – also known as sexually transmitted disease
(STD) is a communicable disease that is spread by a pathogen (disease-causing
organism) from one person to another through sexual contact.
Violence – the use of physical force so as to injure, abuse, damage, or destroy

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 9
https://bit.ly/33aFjcR   https://bit.ly/39GrmEZ
https://bit.ly/3gfqUjf   https://bit.ly/2BOuh1Q
https://bit.ly/3hXhycj   https://bit.ly/312Vvu5
https://bit.ly/3gfz6jN   https://bit.ly/3hTQtXO
Photo Resources
 https://bit.ly/3hTAhWg
 https://bit.ly/33i8z1D
 https://bit.ly/31asRaG
 https://bit.ly/2D7EGWR
 https://bit.ly/2Dl2W7S
Internet Sources
Physical Education and Health: Learner’s Module pp. 224-230
Book
REFERENCES
ANSWER KEY Please AVOID looking at this page while answering the module. Remember, HONESTY IS
THE BEST POLICY
Try This:
1. B 2. B 3. A 4. B 5. A
Do This:
Responses may vary in each student.
Explore:
Responses may vary in every student
Apply what have you learned:
1. ALCOHOLISM OR DRUG ABUSE 2. TEENAGE PREGNANCY/PREMARITAL SEX
3. BULLYING 4. INVOLVEMENT IN VEHICULAR ACCIDENTS
5. ANSWERS MAY VARY IN EVERY STUDENT
Act yourself:
Responses may vary in every student
Assess what have you learned:
1. SI 2. IC 3. DH 4. PS 5. DH 6. PS 7. DH 8. DM 9. SI 10. DM
For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: [email protected]
Website: lrmds.depednodis.net