2final - Shape - Introduction

SHAPE
1 INTRODUCTION
Sexually Healthy and Personally Empowered Adolescents
FOREWORD
The 2013 Young Adult Fertility and

Sexuality Study (YAFS 4) showed that, young
Filipinos between the ages 15-24 undergo
changes in the body at the onset of adolescence,
sometimes as early as eight (8) or nine (9) years
old. Adolescents and young people are composed
of those who are in and out-school-youth, who
are dating, or in their first jobs, getting married,
being first time (single or married) parents), and
needing to build a life for themselves or for their
families.
Our young people are in that phase of
being curious, seeking and deciding whether or
not to enter the doors that beckon, and whether
or not they find good fortune within depend on
their readiness for these life challenges.
It has been 20 years since the Adolescent
Health and Development Program (AHDP) was
established. It is still going strong and we see the
need to let it grow stronger. The prototype training modules, Sexually Healthy and
Personally Effective Adolescents (SHAPE) Adolescents, were first developed in 1997, and
are meant to support the main concerns of AHDP, which, essentially, is to help prepare
young people for personal, social and global responsibilities especially as they are in transit
during this time from childhood dependency to adulthood independence.
These modules have been reviewed, pre-tested among users and clients, revised,
updated and repackaged into four (4) training modules. One (1) introductory part includes
this foreword, identified users, and how to use the modules. Both materials are
conveniently designed to serve as easy tool and reference of trainers in addressing the
adolescents’ concerns.
INTRODUCTION 2
SHAPE
POPCOM invites and strongly encourages all institutions, government or private,

that are involved in training programs for adolescents to use these five (5) SHAPE modules.
We hope that through SHAPE Adolescents, we can effectively show ways that would enable
our youth to realize and accept the good that they can do for themselves and as members of
the larger society as they grow to be responsible and personally effective.
Congratulations to those directly involved in the conceptualization and
development of the SHAPE Adolescent training modules. Personally, may I say that you did
a pretty good job.
Mabuhay tayong lahat!
DR. JUAN ANTONIO A. PEREZ, MPH

Executive Director
3 INTRODUCTION
A MESSAGE FROM THE DEPARTMENT OF EDUCATION
Our warmest greetings to the

Commission on Population (POPCOM) on the
development of Sexually Healthy and Personally
Effective (SHAPE) Adolescent training modules.
Your multispecialty approach in support
of the Adolescent Health Development Program
(AHDP) is truly significant in the establishment of
a well-rounded system in making the delivery of
sexuality education proper and relevant. The
Department of Education (DepEd) integrates and
ensures age-appropriate, developmental, and
culture-sensitive sexuality education for learners
in the K to 12 Basic Education Curriculum.
We integrate sexuality education in the
curriculum through natural and purposive means.
Natural integration means it is taught as part of
Science, Health, Araling Panlipunan and
Edukasyon sa Pagpapakatao subjects. Purposive
integration, on the other hand, is done through Mathematics and Language subjects,
through analysis and statistics, and grammar and vocabulary enhancement relating to
issues on teenage pregnancy, premarital sex, and sexually transmitted infections.
But more importantly, we see the need to integrate human rights principles in sex
education that would correct the stigma attached to teen pregnancy and enable young girls
who get pregnant under very unusual circumstances to return to school.
DepEd acknowledges your invaluable contribution in ensuring that our teachers
and school officials are well-informed to properly guide the youth in sex-related problems
and threats and to achieve our collective vision of quality, accessible, relevant, and
liberating basic education for all.
Thank you and congratulations!
LEONOR MAGTOLIS BRIONES

Secretary
INTRODUCTION 4
SHAPE
A MESSAGE FROM THE DEPARTMENT OF HEALTH
The youth nowadays are exposed to

various sexual risks, such as sexually-transmitted
infections (STls), the Human Immunodeficiency
Virus (HIV), unintended and repeated
pregnancies, and health hazards brought by
choice of lifestyle and unprecedented pace of
change.
Teenage pregnancy is a major social and
health concern. The 2017 National Demographic
Health Survey conducted by the Philippine
Statistics Authority shows that one (1) out of 10
young women aged 15 to 19 years old had begun
child-bearing. This alarming situation can be
associated with the limited access to correct and
meaningful information and level of awareness of
the youth about reproductive health and sexually
transmitted infections. This is critical in the
youth’s holistic development and formation from
childhood dependency to adulthood
independence.
This Sexually Healthy and Personally Empowered (SHAPE) Adolescents’ toolkit will
aid us in our response to the challenge of developing healthy, empowered, and responsible
adolescents. Through competent facilitators and trainers, we are confident that young
learners will be able to grasp the appropriate knowledge and skills that will develop their
competencies for adaptive behaviors to maintain and protect their health during this crucial
transition stage. We need to shape the youth of today to become responsible citizens of
tomorrow so we can build a high-trust society where individuals, adolescents and families
thrive in vibrant, culturally diverse, and resilient communities.
To carry forward the objectives of this toolkit, we urge all our national and local
partners, health workers, community volunteers, and training facilitators involved in youth
programs to use this material to further the Adolescent Health Development program.
5 INTRODUCTION
The revitalized Philippine health sector agenda, now called FOURmula One Plus,
puts our youth at the top of everything that we do in the Department of Health (DOH). Being
the primary steward of the nation’s health, we believe that our success can only be
measured by the well-being of our fellow' Filipinos and how well the health system
responds to their needs.
May the users of this toolkit find opportunities to continue learning lessons from it
in order to forge closer partnerships and strengthen cooperation among the different
sectors and stakeholders for a healthier Filipino adolescent.
DR. FRANCISCO T. DUQUE III, MSc.

Secretary of Health
INTRODUCTION 6
SHAPE
A MESSAGE FROM THE DEPARTMENT OF SOCIAL

WELFARE AND DEVELOPMENT
The Department of Social Welfare and

Development (DSWD) has been a staunch
advocate of the full implementation of the R.A.
10354 or the Responsible Parenthood and
Reproductive Health (RPRH) Law. The Agency
and the Law acknowledge the pivotal need to
provide the youth, couples and families with
improved and greater access to correct
information and services on Reproductive Health.
We believe that it will help to empower the poor,
disadvantaged and vulnerable sectors in society
towards improved quality of life.
The Agency also ensures that the
reproductive health concerns are integrated in
the implementation of our programs such as
Pantawid Pamilyang Pilipino Program (4Ps) to
address the increasing number of teenage
pregnancies and teenage motherhood among our
youth-beneficiaries that exacerbates poverty.
On this, we would like to commend the Commission on Population (POPCOM),
together with the men and women, who are behind the development and production of the
Sexually Healthy and Personally Empowered (SHAPE) Adolescents Toolkit. This training
package will serve as a guide to our trainers and learners to acquire correct knowledge,
attitude and skills on Adolescent Sexuality and Reproductive Health (ASRH). In fact, our
agency utilized the SHAPE as reference during the production of Population Awareness and
Family Life Orientation (PAFLO) manuals.
7 INTRODUCTION
We highly recommend the use of these Modules by social workers, development

partners, outreach workers, community workers and others who shared the same passion
in developing the young generation who are future leaders and nation builders.
Together, let us embody the “tunay na malasakit, maagap at mapagkalingang
serbisyo” to our youth through this initiative.
ROLANDO JOSELITO D. BAUTISTA

Secretary
INTRODUCTION 8
SHAPE
A MESSAGE FROM THE NATIONAL YOUTH COMMISSION
The National Youth Commission, tasked

to uphold the rights and welfare of our youth,
lauds the Commission on Population (POPCOM)
for the timely development of Sexually Healthy
and Personally Empowered (SHAPE) Adolescent
Modules - a toolkit for facilitators on Adolescent
Sexual and Reproductive Health (ASRH).
We see the significance of the SHAPE
Adolescents toolkit because it integrates life skills
with personal and social issues of the youth for
both sexual and non-sexual risks. Through this,
we can effectively disseminate appropriate,
accurate, and vital information that would enable
our youth to realize their maximum potential and
make positive life choices.
We congratulate every one behind this
project for recognizing the vital role of the youth
in nation-building. Our work in promoting and
protecting the physical, moral, spiritual, intellectual and social well-being of the “Hope of
our Nation" will surely not put in vain.
We enjoin all the trainers and facilitators to use this module as a guide in the
conduct of their trainings and activities for adolescent health and development.
Again, congratulations!
RONALD GIAN CARLO J. CADERMA

Chairperson and CEO
National Youth Commission
9 INTRODUCTION
Adolescence is the period when boys and girls undergo enormous physical and
psychological changes to become adults - a natural and healthy period in life. It is a time for
boys and girls to grow and develop to their full potential in preparation for adulthood.
However, many of them go through this period experiencing sexual and reproductive health
problems like unwanted pregnancy as a consequence of early, unsafe or unprotected sex. 1
For this reason, ensuring the health and well-being of adolescents remain a key
development concern in the country. The Adolescent Health and Development (AHD)
component of the Philippine Population Management Program (PPMP) coordinated by the
Commission on Population (POPCOM) is one of the country’s responses in pursuing the
overall objective of contributing to the improvement and promotion of the total well-being
of young people. In particular, the AHD program aims to reduce the incidence of teenage
pregnancy through adolescent sexuality and reproductive health education and services.
This new Sexually Healthy and Personally Empowered (SHAPE) Adolescents resource
material is the Commission on Population’s latest addition to the Adolescent Sexuality and
Reproductive Health (ASRH) learning package. It makes use of the Comprehensive Sexuality
Education (CSE) both as a principle and as an approach. As an approach, the CSE enables
the adolescent learners to:
a. acquire accurate information on human sexuality and sexual and reproductive

health (SRH) in the context of human rights;
b. explore and clarify values, adopt positive attitude towards SRH, and develop
self-esteem, and respect for human rights and gender equality; and
c. develop and practice life skills that allow them to nurture respectful and
productive relationship with family members, peers, friends, and romantic or
intimate partners.
Sexual and Reproductive Health of Today’s Adolescents
Adolescence is a time of sexual exploration and expression. As their bodies change and
mature, many adolescents develop an interest in sex and begin to have sexual relations. The
consequences of unprotected sex in adolescents include too early and unwanted pregnancy,
and sexually transmitted infections, including HIV.2
1 World Health Organization (WHO). Orientation Programme on Adolescent Health for Health-care Providers: Handout,
New Modules. 2006:B-16.
New Modules. 2006:C-7.
INTRODUCTION 10
SHAPE
Early and Unwanted Pregnancy
When an adolescent girl becomes pregnant, she is at risk of complications during pregnancy
and delivery. Her baby is also at risk of health problems, even death. As a consequence of
early childbearing, adolescent mothers are often unable to continue schooling and fulfill
their aspirations and dreams in life.
Adolescent fathers also face some of the issues that adolescent mothers do. They face the
challenges of early fatherhood and the outcomes of lack of emotional maturity to handle
relationships.
The lack of knowledge and skills, poor access to contraceptive methods, and vulnerability to
coerced sex put adolescents at high risk of unwanted pregnancies and sexually transmitted
infections and irreversible or life-long social consequences.
The 2013 Young Adult Fertility and Sexuality Study (YAFS4) reported that in the past
decade, the proportion of older adolescent females (15-19 years old) who have begun
childbearing doubled. This is primarily because of the rise in the number of both male and
female adolescents (15-19 years old) who engaged in premarital sex [ one (1) in every three
(3)] and whose sexual activities are mostly unprotected against unwanted pregnancy and
sexually transmitted infections including HIV. Moreover, the study found that the youth in
general, which include the older adolescents (15-19 years old), has poor knowledge about
risk of conception and most of them acknowledge their lack of knowledge about sex.3
Figure 1. Percent of adolescents (10-19) who have begun childbearing
13.6%
6.3%
2002 2013
Source: Young Adult Fertility and Sexuality Study, 2013
3 University of the Philippines Population Institute (UPPI) and Demographic Research and Development Foundation,
Inc. (DRDF). 2013 Young Adult Fertility and Sexuality Survey. 2014
11 INTRODUCTION
Figure 2. Percent of adolescents (10-19) who have engaged in pre-marital sex
32%
23.2%
2002 2013
Source: Young Adult Fertility and Sexuality Study, 2013
Sexually Transmitted Infections
At the time of first sexual contact, adolescents often lack knowledge about sexuality and
reproduction. Generally, their first sexual engagement is unprotected which places them at
risk of getting sexually transmitted infections (STIs) and unwanted pregnancy. When left
undiagnosed and untreated, STIs will continue to afflict them in their adult life and may lead
to certain health conditions such as pelvic inflammatory disease, ectopic pregnancy, and
eventually, infertility. The children they bear may have are also be at risk of damaged
eyesight and poor general health condition. A female also runs the risk of getting the virus
that causes cervical cancer if her first sexual activity was in early adolescence.4
HIV and AIDS
Young people are vulnerable to HIV infection because of risky sexual behavior, substance
abuse, and lack of access to information and prevention services. Many young people do not
know that HIV is a threat to them but many do not know how to protect themselves from
acquiring HIV infection.5
New Modules. 2006:C-10.
5 Department of Health (DOH). The Growing HIV Epidemic Among Adolescents in the Philippines at
http://www.doh.gov.ph/node/5783.
INTRODUCTION 12
SHAPE
Among the most affected young populations in the country today are young males who have
sex with males, young males who have sex with both males and females, young sex workers,
and young persons who inject drugs. Their sexual initiation starts during adolescence.
Furthermore, they have low knowledge about HIV and low perception of risks of having HIV
infection. Finally, they have poor access to HIV information and services.
Sexual Violence
Adolescent girls usually lack the power, confidence, and skills to refuse to have sex. Girls are
most often raised to become submissive females, while boys are raised to become dominant
males. These gender roles and norms make it difficult for a girl to say no to sex.
Consequently, sexual violence such as sexual abuse, coercion, and rape, becomes a tragic
reality that affects young people. Sexual violence can result in unwanted pregnancy and
STIs including HIV, in addition to long lasting psychological consequences.
Table 1 below suggests that the first sexual activities of Filipino youth, which include older
adolescents (15-19 years old), are mostly non-consensual - that there are many of them
who did not want sex to happen but were somehow or actually forced into it. Moreover,
Table 2 shows there are adolescents whose first sexual intercourse happened against their
will.
Table 1. Youth’s Reasons for Having Sex
Women Men
Reasons for Having Sex
% %
Wanted to happen that time 34.6 46.5
Did not want but went along with it 27.2 21.4
Did not plan but happened anyway 33.8 31.2
Happened against will 4.5 0.7
Source: YAFS4
13 INTRODUCTION
Table 2. Forced at First Sexual Intercourse
Percentage Whose First Number of Women Who

Age at First Sexual
Sexual Intercourse was Have Ever Had Sexual
Intercourse
Forced Against Their Will Intercourse
<15 14.7 239
15-19 5.1 3,032
20-24 3.3 2,547
25-29 1.4 964
30-49 0.8 323
Source: YAFS4
Why the new SHAPE Adolescents modules?
In the 1990s, the Commission on Population (POPCOM) developed and widely used sets of
Sexually Healthy and Personally Effective (SHAPE) Adolescents Modules to provide
comprehensive adolescent sexual and reproductive health information to young people as
well as adults who have influence on their sexual behaviors. It served as the main resource
materials for POPCOM and its stakeholders for various communication and capacity
building initiatives on adolescent and youth health and development. Using the SHAPE
Modules, various adolescent health and development interventions were mainstreamed
and institutional capacities built in the implementation of such programs. Through time,
various undocumented modifications were adopted to respond to the changing needs of the
intended audiences.
INTRODUCTION 14
SHAPE
When the SHAPE Adolescents module was first developed and used, the proportion of
adolescent females 15 to 19 years old who have begun childbearing was 6.9 percent.
Twenty years later, this figure doubled to 13.7 percent (YAFS 2013). In addition, the United
Nations Population Fund or UNFPA reported in 2012 that the Philippines had the highest
number of adolescent pregnancies in Southeast Asia which has reached the epidemic level.6
Furthermore, the Department of Health (DOH) reported that from 2011 to 2015 the
number of new HIV infection among adolescents has increased by 230 percent. HIV
infection is mostly passed on through male to male sex (58%) and males who have sex with
both males and females (26%).7
At the height of information age, the characteristics and behaviors of young people has
likewise significantly changed. According to the Young Adult Fertility and Sexuality Study
of 2013 or YAFS4, today’s adolescents are digitally wired - they own a cellular phone, use
the internet, and have a social networking and email accounts.8 As a result, they are able to
freely access all types of information which are both helpful and harmful. Such access to
online media services also enable them to enter into friendly, virtual, romantic or sexual
relationships via the internet or SMS (short message service) technologies. These happen
both inside and outside the home.
This situation suggests that today’s adolescents do not only need information about
sexuality and reproduction. They also need skills that allow them to make informed and
responsible decisions about their body and relationships, as well as develop attitude that
promotes respect for fellow human being regardless of size, shape, color, social status,
religion, culture, sexuality, and gender identity within the context of significant factors that
affect their growth and development such as technology and globalization.
Furthermore, as a landmark legislation of the country in institutionalizing the promotion of

reproductive health, the Responsible Parenthood and Reproductive Health Law (Republic
Act 10354) was enacted in 2012. The law aims to ensure universal access to reproductive
health services including adolescent sexual and reproductive health (ASRH) information
and services. It specifically mandates the provision of age- and development-appropriate
reproductive health education to young people.
6 “PH tops teen pregnancy in SEA,” at http://newsinfo.inquirer.net/186201/ph-tops-teenage-pregnancy-in-sea. May 2,

2012.
7 Department of Health (DOH). The Growing HIV Epidemic among Adolescents in the Philippines at
http://www.doh.gov.ph/node/5783.
8 University of the Philippines Population Institute (UPPI) and Demographic Research and Development Foundation,
Inc. (DRDF). 2013 Young Adult Fertility and Sexuality Survey. 2014.
15 INTRODUCTION
Recognizing such emerging contexts, the rationale for reshaping the previous SHAPE
Adolescents module revolved around:
a. responsiveness to persisting and emerging ASRH concerns and problems

impacting adolescents;
b. compliance to the requirements of the 2012 Responsible Parenthood and

Reproductive Health (RPRH) Law aka Republic Act 10354; and
c. relevance to the promotion of life skills, values and overall wellness among
today’s adolescents.
What is “new” with the New SHAPE Adolescents Toolkit?
It strongly recognizes that young people have qualities and characteristics that make
them a vital force and a necessary resource for development initiatives.
Many of the images of the youth we see today are created, shaped, influenced and
perpetuated by media. Mass media casts young people either as overgrown, highly
dependent children or as juvenile delinquents needing correction. Traditionally, youth have
been portrayed as happy-go-lucky, reckless, and irresponsible individuals.
Contrary to such negative societal perception against adolescents, this module builds on the
principle that adolescents are vital resource that provides significant contribution to
national development. They have the qualities, idealism, and characteristics that can propel
the country to socio-economic growth today and in the future. They are indeed vital
partners in societal development.
As such, there is a need to create an enabling environment for them to achieve their
potentials and aspirations. There is a need to empower them in making responsible, sound,
healthy, and informed choices and decisions through accurate information and services.
Adults and the society, at large, serve as their partners towards growth and development.
INTRODUCTION 16
SHAPE
It is based on strong evidences about sexual and non-sexual behaviors of today’s teens.
The YAFS4 provides strong evidence that sexual and reproductive health education for
today’s youth requires a more responsive approach – one that strongly addresses their
social context, health and lifestyle, and sexual behavior:
Social Context
a. Unlike their counterpart in the 1990s and earlier, most youth today are
never married. There are more youth who are in a “live-in” arrangement
than are formally married. This means that they need support such as
information and services to decide and plan for childbearing.
b. Today’s youth are studying (36%) or working (24%). However, there are
others who are either idle (9%) or looking for work (7%). This means that
sexual and reproductive health education should be offered both in formal
and informal settings to reach as much number of older adolescents and
youth.
c. Most of today’s youth rely more on the internet rather than on newspaper,
television, and radio for entertainment and information. This implies that
adolescent sexual and reproductive health (ASRH) education should
optimize the online platforms and channels to reach out to them. It also
indicates the challenge to appropriately guide adolescents in determining
“right” and “wrong” information.
Health and Lifestyle
a. Typically, boys and girls are more conscious of their body image than their
nutrition and health. Data from the 2013 YAFS provides some insights on
the behaviors of young people in terms of their health and nutrition:
17 INTRODUCTION
i. Young people consider themselves in good health condition, with 16

percent even giving themselves very healthy self-assessment, while 26
percent said they are healthier than average. In addition, they also find
their body weight as “normal” or “alright” while 20 percent said that
they feel they are too thin.
ii. However, a typical diet of a young Filipino includes instant noodles,

chips, grilled street food and carbonated drinks. Sixty eight percent
reported that they consume carbonated drinks at least once a week. Six
in 10 have instant noodles and chips in their weekly fare while slightly
more than half eat grilled street food at least once a week.
iii. Many adolescents are physically active. About two (2) in three (3) young
Filipinos engage in physical exercises and 67 percent do it at least twice
a week. More young men than women regularly exercise. However,
when it comes to leisure activities, media and technology-related
activities dominate young people’s choices – watching television (49
percent), texting (30 percent), listening to music (22 percent), and
surfing the internet (13 percent).
Non-Sexual Risk Behaviors
a. Smoking, drinking, and drug use while on the decline, are precursors to
risky sexual behavior among adolescents.
b. Reported suicide attempts remained almost constant but actual suicide

attempts increased in the past decade, by age and sex.
c. Experience of physical violence either as victim or as aggressor, is higher

among the 15-19 year olds and among males. But there are more victims
than aggressors. The most common aggressors are friends, classmates,
romantic or sexual partners, and a parent, or a sibling. More males have
been hurt by non-relatives (others, friends and classmates), while more
females were hurt by relatives or people with whom they have close ties
(spouse/Boyfriend/Girlfriend, parents or siblings).
INTRODUCTION 18
SHAPE
d. Among 15-19-year olds, the most common objects of their physical

aggression are classmates and friends.
e. Harassment using cybertechnology while generally low, remains a

significant concern among adolescents.
Sexual Risk Behaviors
a. More youth are having sex before they reach the age of 18 years and before
they are married.
b. Many of them (78%) do not use protection against unintended pregnancy

and STIs.
c. Most of them acknowledge their lack of knowledge about sex particularly on

the risk of conception.
d. Commercial sex remains low and has declined. More men have commercial
sex experience, either paying or being paid. Most commercial sex activities
are unprotected by condom.
e. Casual sex is more prevalent among males than females.
f. Non-romantic or casual sex is also more common among males.
g. More males report having multiple sexual partners.
h. There are sexual risk behaviors specific to males having sex with males and
anal sex.
i. Other sexual activities are technology-mediated.
Teenage Fertility
a. The proportion of 15-19-year-old females who have begun childbearing

doubled in the past decade.
19 INTRODUCTION
b. More teenage mothers are in living-in arrangements and there are also more
teenage mothers who never marry.
c. Teenage mothers are mostly high school undergraduates and graduates.
d. Teenage childbearing and prevalence of premarital sex are highly correlated.
e. Most teenagers acknowledge lack of knowledge about sex.
Given this situation, there is a need to intensify Comprehensive Sexuality Education

(CSE) that enables adolescents to prevent unintended pregnancy and high fertility
giving them access to information and appropriate reproductive health services.
It is guided by the principles of Comprehensive Sexuality Education (CSE).
By universal definition, CSE is an age-appropriate and culturally relevant approach to

teaching about sexuality and relationships by providing scientifically accurate, realistic and
non-judgmental information (UNESCO, 2009). It is rights-based, gender-focused,
curriculum-based, and goes beyond the focus on prevention of pregnancy and STIs. It
enables children and young people to (UNFPA, 2014):
a. Acquire accurate information about human sexuality, sexual and reproductive

health, and human rights.
b. Explore and nurture positive values and attitude towards their sexual and
reproductive health, and develop self-esteem, respect for human rights and
gender equality.
c. Develop life skills that encourage critical thinking, communication and

negotiation, decision-making, and assertiveness that can contribute to better
and more productive relationships with family members, peers, friends, and
romantic or sexual partners.
When CSE is started early, provided over time, and involves all of the elements listed above,
young people are more empowered to make informed decisions about their sexuality,
including their sexual and reproductive health, and can develop the life skills necessary to
protect themselves while respecting the rights of others.
INTRODUCTION 20
SHAPE
Any CSE-based curriculum program includes the following core principles:
a. Respect for human rights and diversity, with sexuality education affirmed as a
right;
b. Critical thinking skills, promotion of young people’s participation in decision-

making, and strengthening of their capacities for citizenship;
c. Fostering of norms and attitude that promote gender equality and inclusion;
d. Addressing vulnerabilities and exclusion;
e. Local ownership and cultural relevance; and
f. A positive life-cycle approach to sexuality.
The Comprehensive Sexuality Education Standards for the Philippines. A proposed CSE
standard developed by a panel of Filipino experts in 2014 - 2016 adopts the above
universal definition and principles of CSE. For CSE to be age- and development appropriate,
it must meet the following minimum functions:
a. Provide accurate information about topics that stir the curiosity of children and
young people, and about which they have a need to know;
b. Provide children and young people with opportunities to explore values,

attitudes, and norms concerning sexual and social relationships;
c. Promote the acquisition of skills (e.g., information-gathering, communication,

negotiation, refusal, decision-making, self-management); and
d. Encourage children and young people to assume responsibility for their own
behavior and to respect the rights of others.
It also proposes the following as content for an effective CSE program:
a. Knowledge of sexual issues such as sexual abuse and sexual coercion, HIV and
other STIs, pregnancy and methods of prevention;
21 INTRODUCTION
b. Prevention of risks (e.g., HIV, other STIs, and of pregnancy);
c. Personal values about sexual activity and abstinence;
d. Attitudes about self-protection, including use of condoms and contraception;
e. Perceptions of peer norms especially about sexual activity, condoms and

contraception;
f. Self-efficacy to avoid unwanted sexual attention, refuse sexual intercourse, and

to use protection; and
g. Communication with parents or other adults and with potential sexual partners.
The new SHAPE conforms to the above definition, principles, and standards, and covers
most if not all of the above proposed content.
It recognizes the evolving capacity of adolescents, thus, it utilizes interactive, learner-

centered learning methods.
The new SHAPE-Adolescent Toolkit modules uses the experiential and interactive learning
approach. It encourages the learners to participate in activities that incorporate personal
experiences or existing knowledge in the acquisition of new knowledge, attitude, and skills.
Experiential learning gives participants the opportunity to learn by reflecting on personal
knowledge, develop skills through practice, and receive immediate feedback.
The core modules employ participatory learning strategies through working in pairs or
small groups, brainstorming, discussing with small group, talking in a circle, role playing,
big group discussion, return demonstration; and creative strategies such as poster and
collage making. Furthermore, all activities ensure a safe and supportive environment that is
open, non-judgmental, and trust-building not only among learners but also between
facilitators and participants.
INTRODUCTION 22
SHAPE
What is the Aim of this Toolkit?
This toolkit aims to assist facilitators and other users of this toolkit to:
a. Draw out prior or existing knowledge, attitudes and experiences of learners

related to ASRH, and stimulate critical thinking by engaging them in self-
reflection exercises;
b. Provide accurate facts and information about the physical, psychological and
social changes that happen to every person who goes through the adolescence
stage of human development, and enable learners to make connections and
interconnections between facts and real-life experiences;
c. Enable learners to:
i. analyze their own situations, experiences, ideas, resources, and needs;
ii. increase awareness of their own values and attitudes, and explore positive
and enabling attitudes towards SRH;
iii. develop self-esteem and confidences;
iv. build trust and take collective actions;
v. build and apply new knowledge and attitudes in their own lives;
vi. develop life skills, particularly life planning, critical thinking, negotiation,
assertive communication, problem-solving, and making better choices;
vii. measure learning acquired from each module and the whole course; and
viii. deliver and facilitate learning activities that employ a two-way learning
process that starts from what learners know and feel, and promotes respect
and value for everyone regardless of age, size, shape, sex, gender identity,
color, religion and culture.
23 INTRODUCTION
For whom is this toolkit?
This toolkit is primarily for trainers, facilitators and service providers involved or
interested in promoting ASRH. It can also be used by teachers, peer educators, youth
leaders, outreach workers, community workers, and others who want to use experiential,
interactive and participatory activities to equip adolescents with the knowledge, attitude
and skills they need to achieve their total well-being, aspirations, and potentials.
How is learning structured by this toolkit?
Anchored in active learning that elicits positive attitude and behavior, this toolkit has the
following characteristics:9
a. The contents are based on current realities about the learners’ lives, situation,
challenges and needs, and the opportunities and choices available to them.
b. Each session starts with what the learners already know and feel, and
progresses in an atmosphere of respect and value for one’s age, sexual and
gender identity, body form, social status, religion, and culture.
c. The learners participate in group and self problem-finding and solving exercises
that allow them to ‘get the feel’ of and empathize with a situation.
d. The learners are afforded opportunities to explore options, recognize and

understand the varied influences in their lives, and come up with their own
decision, rather than be told what to do.
e. The key learning points presented allow the learners to ‘feel good’ about
themselves and improve their self-esteem and skills in relating with peers,
family members and community gatekeepers.
9 International HIV and AIDS Alliance (IHHA). Sexuality and Life-Skills: Participatory activities on sexual and
reproductive health with young people. 2008:4.
INTRODUCTION 24
SHAPE
What are the key features of the New SHAPE Adolescents

Toolkit?
The New SHAPE Adolescents Toolkit is curriculum-based. It is a full course that addresses
the three facets of change in adolescence -- physical, psychological, and social changes. It
consists of five (5) interdependent modules -- a preparatory and four core modules. Except
for the preparatory module, which consists of several activities that all contribute to setting
a relaxed and safe learning environment, the other modules include a pretest and post-test
exercises and learning sessions. Each learning session is made up of an opening activity,
activity processing guide, key learning points (key facts and key messages), and a closing
activity.
Target Learners
The principal target learners in general are adolescents 10-19 years old, both in-school and
out-of-school. As a facilitator’s toolkit, it directly targets adults (e.g. government and
private workers, civil society organizations, service providers, teachers), youth leaders, or
adolescent peers who intends to educate adolescents with the contents of this material.
Course Goal and Objectives
Upon completion of the New SHAPE Adolescents Toolkit, the participants take a positive
view of their sexuality and are able to take actions that protect and promote their sexual
and reproductive health towards the attainment of their aspirations and potentials. The key
competencies that the participants will acquire throughout the course are specified in the
facilitation guide for the different modules (see following sections of this manual).
The modules are briefly described as follows:
Preparatory Module: Creating a Safe Learning Environment. Talking about sexuality and
sexual and reproductive health requires a safe, relaxed, and nurturing environment. It also
requires participants to be “self-aware” to understand why they do certain things in certain
ways. The more a person knows his or her habits, the easier it is to improve on those habits.
25 INTRODUCTION
This opening module consists of activities that allow participants to initially get to know
each other, express “hopes” and “fears” about sexuality, acknowledge each one’s
uniqueness, build trust, get to work as a team, and agree on rules that will govern each
one’s behavior throughout the course. Its primary aim is to make everyone feel relaxed,
energized, and safe.
Module 1. Growing Up. This module focuses on the physiological or physical changes
at puberty. It begins with identification of puberty changes in males and females,
emphasizing growth spurt and sexual maturation as the most important changes. It
follows a detailed discussion of sexual maturation by illustrating how puberty
prepares the body for reproduction (male and female fertility) and how pregnancy
occurs (fertilization and sexual intercourse). It ends with determining the
consequences of early sexual intercourse, particularly early childbearing and STIs
including HIV and AIDS, and discussion of ways to prevent them from happening.
Module 2. Changing Feelings and Expectations. This module tackles emotional

changes at puberty which are often not given enough attention in sexuality education.
This module allows participants to acknowledge and identify the different new
feelings they have, and examine how such feelings shape their body image and their
relationship with other people. It also builds participants’ abilities to handle feelings
of anger, anxiety, poor body image, and sexual attraction.
Module 3. Changing Relationships. This module deals with adolescents’ changing

relationship with family and peers, and their growing interest in sexual relationships.
It provides participants with knowledge, attitude, and skills they need to effectively
relate with their family, choose peers, and deal with sexual feelings and attractions.
Module 4. Having a Safe, Healthy, and Happy Adolescence. This final module
centers on building important attitude and skills that adolescents need to have a safe,
healthy, and happy journey to adulthood which include: building or improving self-
esteem; keeping one’s body clean, tidy, and fit; being respectful and responsible in
romantic and sexual relationships; using the internet safely and responsibly;
communicating assertively; and making better choices. It also summarizes the critical
development tasks that adolescents should be able to accomplish to enable them to be
more effective in dealing with the tasks of adulthood.
INTRODUCTION 26
SHAPE
The above modules are interdependent and arranged progressively. For participants to
acquire the desired learning outcome, they must go through the different modules - either
on single or separate occasions. What is important is that participants are able to complete
the whole course according to the prescribed sequence of the modules – beginning with the
Preparatory Module and ending with Module 4, the final module.
Facilitating-Learning Approach
The New SHAPE Adolescents Toolkit recognizes the evolving capacity of adolescents, that
is, as their physical body, emotions, and mental capacity change to become adults, they
acquire unique experiences in life and develop certain abilities. For this reason, adolescents,
young as they are, have experiences, ideas, and feelings to share.
To elicit active and strong participation from adolescents, who may feel inhibited to express
their thoughts and feelings or share experiences, the New SHAPE Adolescents Toolkit
employs the experiential, interactive, and participatory learning approach. This approach
engages the learners actively in their own learning by incorporating their personal
experiences and prior knowledge to the acquisition of new knowledge, attitude, and skills.
Experiential learning gives learners an opportunity to learn by reflecting on their personal
experiences, develop skills through practice, and receive immediate feedback.
The learning sessions are structured following the 4As of Lesson Planning:10 a) Activate
Prior Knowledge, b) Acquire New Knowledge, c) Application, and d) Assessment. Following
this, each learning session starts with an OPENING ACTIVITY, that will activate participants’
existing knowledge about the topics and is immediately followed by ACTIVITY
PROCESSING, which allows participants to reflect on the opening activity and engages them
in a discussion or exchange of thoughts and feelings. The learning session proceeds with
KEY LEARNING POINTS, which allows participants to acquire new knowledge through key
facts and key messages about the topic. The learning session ends with a CLOSING
ACTIVITY, which corresponds to application or assessment of participants’ learning
through another interactive activity.
10 https://www.humber.ca/centreforteachingandlearning/assets/files/Teaching%20Methods/4A%20of%20
Lesson%20 Planning.pdf
27 INTRODUCTION
Evaluation of Learning
Learning can be measured in several ways. In each module, a pretest and post-test activity
is prescribed to measure change in knowledge and attitude about the topics and issues
covered. At every learning session for each module, the CLOSING ACTIVITY enables
participants to apply what they have learned from the session and allows facilitator to
assess their learning.
A daily feedback exercise is useful to further gauge learning and find learning barriers that
need immediate attention and action by facilitators. Facilitators are free to use activities
and methods they consider appropriate and responsive to the literacy level, local cultures,
and other characteristics of participants.
Overall, a daily feedback exercise may consist of the following items:
a. what the day has taught them;
b. lesson they find surprising;
c. reflections they have regarding personal values;
d. topics they want further discussion on;
e. factors that facilitated their learning; and,
f. factors that somehow hindered their learning.
An end-of-the-course evaluation may take the form of creative activities such as poster
making, collage making, and poem or song writing, or group activities such as
dramatization or role-playing, games, and others.
INTRODUCTION 28
SHAPE
How is the New SHAPE Adolescents Toolkit structured?
This toolkit is composed of the Introduction, the Preparatory Module, the four Core
Modules, and a Course Synthesis. Each part of the module is described in the table below:
Part Description
Module Number The module number specifies its position in the arrangement of
and Title modules. The Preparatory Module comes first followed by Module1,
Module 2, Module 3, and Module 4. The module title indicates the focus
or main topic of the module.
Introduction A brief discussion of the rationale for a particular module’s focus and the
key topics the module will cover.
Learning A listing of key competencies - knowledge, attitude, and skills the
Objectives learners are expected to have acquired from the module stated in
observable and measurable terms.
Learning It enumerates and briefly describes the different learning sessions
Sessions comprising a module. It gives a glimpse of how learning will take place
by showing the following: session title; learning objectives; opening and
closing activities; key topics covered in each session; materials needed;
and duration of each session and the whole module.
Opening Statements about the focus or main topic of the module and what
Statement learners can expect from the different sessions comprising the module.
Pre-test Indicates the Objective, Statement, and instruction for the activity prior
to its conduct
Session Guide A detailed discussion of the structure of each session.
Post-test Indicates Objective, Statement, and instruction for activity after its
conduct
Closing Statements that summarize the key content and messages of the whole
Statement module.
Resources for Fact sheets on specific topics for additional reading and reference for
Facilitators facilitators.
References Sources of opening and closing activities, key facts, and key messages.
These also provide the materials that the user can further read to have a
more comprehensive information and knowledge about certain topic.
29 INTRODUCTION
How is each Learning Session structured?
The parts of each Learning Session are described in the table below:
Part Description
Session Number Distinguishes the session from the other sessions. It is numbered
and Title following the module number and order of the session. For example,
Session 1.1 is the first session of Module 1.
Session Enumerates the specific knowledge, attitudes, and skills learners will
Objectives acquire from the session. In each session, there is at least one and at
most, eight learning objectives.
Time States in minutes the time allotment for the session.
Opening This aims to activate or bring out what learners already know or have
Activity experienced about the session’s topics. It states the title of the activity,
enumerates the materials (if there are any) needed for the activity, states
the time allotted for the activity, and provides a step-by-step instruction
on how to go about with the activity.
Icons are provided to indicate with what appropriate age should the
topics be discussed.
This indicates that the activity is appropriate only for younger

adolescents (10-14 years old).
This indicates the activity is appropriate only for older

adolescents (15-19 years old).
This indicates that the activity is appropriate for both younger

and older adolescents.
Activity States the time allotment and guide questions for processing of
Processing reflections of learners from the opening activity. The questions cannot
be interchanged as they are arranged from easy to difficult questions
and in a manner that will encourage participation by learners.
Key Learning Consist of two parts: discussion of key facts pertinent to the topics and
Points delivery of key messages, which also serve as synthesis of the key
learning points.
INTRODUCTION 30
SHAPE
Part Description
Closing Activity This allows the learners to demonstrate certain skills, as stated in the
session’s learning objectives, through another interactive activity. It
states the title of the activity, enumerates the materials (if there are any)
needed for the activity, states the time allotted for the activity, and
provides a step-by-step instruction on how to go about with the activity.
Again, the following icons appear:
This icon means the activity is appropriate or intended for

younger adolescents (10-14 years old).

older adolescents (15-19 years old).

both younger and older adolescents. It includes a final and
closing statement for the session.
Managing the Course
The different modules are interdependent and arranged in progressive order. The course
starts with the Preparatory Module, followed by Module 1 and progresses through Module
4. The whole course requires a total of 32 hours which is equivalent to four (4) days. If
combined with activities such as opening and closing ceremonies, daily learning feedback
sessions, opening activities in the morning, snacks and lunch breaks, course synthesis, and
course evaluation, the course runs for a total of five days.
The course may be delivered in five (5) days, or by module. If delivered by module, each
module may be delivered for one (1) to two (2) days. Sample programs are found at the end
of this introductory section.
The different learning sessions are also interdependent. They are arranged and linked in
succession or in a manner where learning progresses from the first session and ends with
the last session. When necessary, facilitators may replace the opening and closing activities
with activities they find more appropriate to the cultural context of specific groups of
adolescents. They can also do the same if the materials prescribed in this manual are not
locally available.
31 INTRODUCTION
Preparing for the Sessions. Facilitators can prepare for the delivery of sessions by
thoroughly reading the session guide to get a good grasp of the instructions and key
learning points. They should keep a copy of this toolkit with them for quick reference.
Facilitators must also read and use the fact sheets and other references to equip themselves
with additional information about the topics covered in each module and to help them
answer questions raised by participants. If an activity is new, facilitators may try it out with
a group of friends. If necessary, they can modify stories or role-play situations to match a
set of participants. If there are several facilitators working together, they should meet
beforehand to discuss the different sessions and agree who will do what part.
At the end of every session, participants are encouraged to seek out a trusted adult or a
service provider if they need someone to talk to, share their problems, or ask for advice.
Facilitators should prepare for this by collecting contact information of counsellors, health
care providers, and other service providers, and making initial arrangement for possible
referrals.
Resources Needed. In most of the sessions, facilitators will only need for themselves, a
copy of this toolkit, the supplies and materials indicated in the session guide, and a
notebook to write down observation notes. Before the sessions, facilitators should make
sure to have all the materials they need. They also need to ensure that the venue has a space
for group-based activities (small group discussion, role-play, etc.), a smooth ground-level
surface for making maps, diagrams, or charts, and some wall space to post the maps,
diagrams, or charts for everyone to see.
Working with Learners. A class size of 25 is ideal to achieve greater participation of

learners. To discuss sensitive topics, promote greater participation, and foster
inclusiveness, it will be helpful for facilitators to:
a. Divide the group into smaller groups or form pairs;
b. Start with groups of the same sex. When learners have gained confidence, mix
males and females together to share their ideas and get used to talking to each
other on the different issues;
c. Arrange seating in a circular formation so that everyone feels part of the group
and is able to make eye contact with each other and to talk to and hear each
other easily;
INTRODUCTION 32
SHAPE
d. Use language that includes everyone, for example, “those of us with HIV” or
“those of us who have experienced sexual harassment;”
e. Explain and emphasize that learners will learn from each other, that each one
has valuable ideas and should feel free to express them and their feelings as well;
f. Encourage learners to ask questions and emphasize that no question is wrong or

not worth asking;
g. Ask open-ended, probing, and clarifying questions to encourage participants to

talk more fully;
h. Put a box nearby and encourage participants to write down questions

anonymously; and
i. Summarize discussions so that participants will know what they have covered
and where they will go next.
Tracking Learning
In addition to the pre-test and post-test activity, daily feedback exercise, and end-of-the-
course evaluation sessions, learning can also be determined through the following:
1. Self-assessment – Facilitators may ask themselves: What went well? What was
difficult? What did I achieve? How will I do it differently next time?
2. Observation – If there are several facilitators, they can take turns to observe how
participants are responding to the activities and discussions, and then give feedback
to each other after the session or an activity. If alone, a facilitator can still observe
how learners are responding and working together.
Facilitators must watch out for the following:
a. Who is actively participating and who is quiet all the time?
b. Who talks most and who talks least? Are learners listening to each other?
c. Are learners working together or splitting into smaller groups?
33 INTRODUCTION
d. What is the mood of the group? Are learners bored or interested? Is anyone
upset or embarrassed?
3. Feedback from learners – Facilitators can solicit feedback by asking or

encouraging learners to verbalize their view on the activity or session. They may go
around and ask learners to say something or may call out for volunteers to share
their thoughts. The following feedback questions can be helpful:
a. What is the most important thing you have learned from this activity or session?
b. How will you use what you have learned in your own life (if appropriate)?
c. What did you enjoy most about this activity?
d. What did you find difficult?
e. What suggestions do you have for improving the activity?
f. What questions or issues would you like to cover in the next activity?
To add fun, you may ask learners to respond to the above questions through the
following:
a. Making actions or gestures: for example, they put one hand up and wave if they
found the activity interesting; put their hands on their lap if they found the
activity neither interesting nor boring; put their two thumbs down if they found
the activity boring; put their two thumbs down and waggle them if activity was
very boring; and
b. Make an imaginary line on the ground, label one end “Very Interesting” and the
other end “Boring.” Ask learners to stand along the line according to how they
feel about the activity.
INTRODUCTION 34
SHAPE
Making Referrals and Following-up Participants
Issues may arise in the sessions that require referral and follow-up. For example, a
participant may need counselling or may have approached the facilitator for referral to a
particular health service. Certain participants may request the facilitator to involve their
family or friends. The group may bring up an issue that requires the involvement of other
community members or service providers. Facilitators should respond by contacting and
collaborating with resource people and service providers in the community and work with
them to respond to the issues raised by the group. Whatever the case may be, the
confidentiality of sensitive information should be maintained.
35 INTRODUCTION
References
About Teens Health at http://kidshealth.org/en/teens/your-mind/.
Baxley, DiAnn L. and Zendell, Anna L. Sexuality Across the Lifespan: Sexuality education for
children and adolescents with developmental disabilities. An instructional manual for
educators of individuals with developmental disabilities. United States Department of
Health and Human Services, Administration on Developmental Disabilities and the
Florida Developmental Disabilities Council, Inc.; 2011.
Commission on Population (POPCOM) and Department of Health (DOH). Responsible

Parenting and Family Planning Resource Manual. 2015.
________. SHAPE Modules. Unpublished. 199_.
Connections Philippines – Zamboanga Program, Connections Philippines Mindanao: Life

skills for adolescents. Connections Philippines – Zamboanga Program, 2014.
Demographic Research and Development Foundation, Inc. (2013). Young Adult Fertility and Sexuality
Survey (YAFS 4). Mandaluyong City: Commission on Population.
Ingersoll, G. M. (2017, September 6). Normal adolescence. Center for Adolescent Studies. Bloomington,
Indiana, USA. Retrieved from https://ccoso.org/sites/default/files/import/Developmental-Tasks-
of-Normal-Adolescence.htm
The Psychology Notes HQ. (2017, July 21). Havighurst’s Developmental Tasks Theory. Retrieved
SEptember 6, 2017, from The Psychology Notes HQ:
https://www.psychologynoteshq.com/development-tasks/
Department of Health (DOH). “The Growing HIV Epidemic Among Adolescents in the
Philippines” at http://www.doh.gov.ph/node/5783.
Family Health International. My Changing Body: Fertility Awareness for Young People.
Institute for Reproductive Health of Georgetown University and Family Health
International in collaboration with Elisa Knebel, 2003.
Foundation for Adolescent Development, Inc. (FAD). Selected session activities on teen
pregnancy and STI and HIV.
Ingersoll, G. M. (2017, September 6). Normal adolescence. Center for Adolescent Studies.
Bloomington, Indiana, USA. Retrieved from
INTRODUCTION 36
SHAPE
https://ccoso.org/sites/default/files/import/Developmental-Tasks-of-Normal-
Adolescence.htm
http://doj.gov.ph/child-protection-program.html.
http://www.advocatesforyouth.org/for-professionals/lesson-plans-professionals/201
?task=view.
International HIV and AIDS Alliance (IHHA). Sexuality and Life-Skills: Participatory
activities on sexual and reproductive health with young people. 2008.
International HIV and AIDS Alliance (IHHA). 100 ways to Energize Groups: Games to use in
Workshops, Meetings and the Community. International HIV and AIDS Alliance:
London, 2002.
Kids Health: Child and Youth Health, Women’s and Children’s Health Network at http://
www.cyh.com/HealthTopics/HealthTopicCategories.aspx?p=287. Introduction 31
Likhaan Center for Women’s Health, Inc. (LIKHAAN). “Proposed Philippine Standards by
Core Topics and Grade Level,” Comprehensive Sexuality Education Standards for the
Philippines: A Proposal for Policy Makers. 2016.
“Module 7: Making Better Choices” at http://www.aces.edu/teens/pdf/mod7.pdf
National Statistics Office (NSO). Philippines National Demographic and Health Survey 2008
at http://dhsprogram.com/pubs/pdf/FR224/FR224.pdf.
National Institute of Mental Health. The Teen Brain: Still Under Construction. United States
Department of HealtH and Human Services, National Institutes of Health, National
Institute of Mental Health. 2011.
Ontario Ministry of Education. Teaching Puberty: You Can Do It!, Growth and Development
Curriculum. 1998: 18 at http://www.edu.gov.on.ca/eng/curriculum/elementary/.
“PH tops teen pregnancy in SEA,” at http://newsinfo.inquirer.net/186201/ph-tops-

teenage-pregnancy-in-sea. May 2, 2012.
Physical and Health Education Canada. Always Changing: A Co-Ed Puberty Education Guide
for Grades 5 and 6 at http://www.phecanada.ca/alwayschanging accessed on August
7, 2016.
37 INTRODUCTION
raisingchildren.net.au: the australian parenting website at http://raisingchildren.net.au/

articles/brain_development_teenagers.html/context/1156.
REACHOUT.com at http://au.reachout.com/am-i-ready-for-sex
The Population Council. It’s All One Curriculum: Activities and Guidelines for a Unified
Approach to Sexuality, Gender, HIV and Human Rights Education. New York, 2009.
The Psychology Notes HQ. (2017, July 21). Havighurst’s Developmental Tasks Theory.
Retrieved SEptember 6, 2017, from The Psychology Notes HQ:
https://www.psychologynoteshq.com/development-tasks/
United Nations Educational, Scientific and Cultural Organization (UNESCO). International

Technical Guidance on Sexuality Education: An evidence-informed approach for
schools, teachers and health educators. 2009.
United Nations Population Fund (UNFPA). UNFPA Operational Guidance for Comprehensive
Sexuality Education. 2014. 5 November 2015 http://www.unfpa.org/publications/
unfpa-operationalguidance-comprehensive-sexuality-education.
United Nations Population Fund (UNFPA) and Youth Peer Education Network (Y-PEER).
Youth Peer Education Toolkit: Training of Trainers’ Manual. New York, 2005.
University of the Philippines Population Institute (UPPI) and Demographic Research

Foundation, Inc. (DRDF). 2013 Young Adult Fertility and Sexuality Survey. 2014.
World Health Organization (WHO). Orientation Programme on Adolescent Health for

Health-care Providers: Handout, New Modules. 2006.
INTRODUCTION 38

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SHAPE

The 2013 Young Adult Fertility and

POPCOM invites and strongly encourages all institutions, government or private,

DR. JUAN ANTONIO A. PEREZ, MPH

A MESSAGE FROM THE DEPARTMENT OF EDUCATION

Our warmest greetings to the

LEONOR MAGTOLIS BRIONES

A MESSAGE FROM THE DEPARTMENT OF HEALTH

The youth nowadays are exposed to

DR. FRANCISCO T. DUQUE III, MSc.

A MESSAGE FROM THE DEPARTMENT OF SOCIAL

The Department of Social Welfare and

We highly recommend the use of these Modules by social workers, development

ROLANDO JOSELITO D. BAUTISTA

A MESSAGE FROM THE NATIONAL YOUTH COMMISSION

The National Youth Commission, tasked

RONALD GIAN CARLO J. CADERMA

a. acquire accurate information on human sexuality and sexual and reproductive

Sexual and Reproductive Health of Today’s Adolescents

Early and Unwanted Pregnancy

Figure 1. Percent of adolescents (10-19) who have begun childbearing

Figure 2. Percent of adolescents (10-19) who have engaged in pre-marital sex

Sexually Transmitted Infections

HIV and AIDS

Table 1. Youth’s Reasons for Having Sex

Table 2. Forced at First Sexual Intercourse

Percentage Whose First Number of Women Who

Why the new SHAPE Adolescents modules?

Furthermore, as a landmark legislation of the country in institutionalizing the promotion of

6 “PH tops teen pregnancy in SEA,” at http://newsinfo.inquirer.net/186201/ph-tops-teenage-pregnancy-in-sea. May 2,

a. responsiveness to persisting and emerging ASRH concerns and problems

b. compliance to the requirements of the 2012 Responsible Parenthood and

What is “new” with the New SHAPE Adolescents Toolkit?

Health and Lifestyle

i. Young people consider themselves in good health condition, with 16

ii. However, a typical diet of a young Filipino includes instant noodles,

Non-Sexual Risk Behaviors

b. Reported suicide attempts remained almost constant but actual suicide

c. Experience of physical violence either as victim or as aggressor, is higher

d. Among 15-19-year olds, the most common objects of their physical

e. Harassment using cybertechnology while generally low, remains a

Sexual Risk Behaviors

b. Many of them (78%) do not use protection against unintended pregnancy

c. Most of them acknowledge their lack of knowledge about sex particularly on

e. Casual sex is more prevalent among males than females.

f. Non-romantic or casual sex is also more common among males.

g. More males report having multiple sexual partners.

i. Other sexual activities are technology-mediated.

a. The proportion of 15-19-year-old females who have begun childbearing

c. Teenage mothers are mostly high school undergraduates and graduates.

d. Teenage childbearing and prevalence of premarital sex are highly correlated.

e. Most teenagers acknowledge lack of knowledge about sex.

Given this situation, there is a need to intensify Comprehensive Sexuality Education

It is guided by the principles of Comprehensive Sexuality Education (CSE).

By universal definition, CSE is an age-appropriate and culturally relevant approach to

a. Acquire accurate information about human sexuality, sexual and reproductive

c. Develop life skills that encourage critical thinking, communication and

Any CSE-based curriculum program includes the following core principles:

b. Critical thinking skills, promotion of young people’s participation in decision-

d. Addressing vulnerabilities and exclusion;

e. Local ownership and cultural relevance; and

f. A positive life-cycle approach to sexuality.