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.
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.
Early and Unwanted 13.6%
Pregnancy
6.3%
Percent of adolescents
(ages 10-19) who have
begun childbearing 2002 2013
Source: Young Adult Fertility and
Sexuality Study, 2013
Early and Unwanted 32%
Pregnancy 23.2%
Percent of adolescents
(ages 10-19) who have
engaged in pre-marital sex 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.
HIV and AIDS
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.
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.
Youth’s Reason 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
Forced at First Sexual Intercourse
Percentage Whose First Sexual Number of Women Who
Age at First Sexual
Intercourse was Forced Against Have Ever Had Sexual
Intercourse
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
Why the new SHAPE Adolescents modules?
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.
Why the new SHAPE Adolescents modules?
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%).
Why the new SHAPE Adolescents modules?
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.
Why the new SHAPE Adolescents modules?
To 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.
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.
• It is based on strong evidences about sexual and non-
sexual behaviors of today’s teens.
Social Context
a. Most youth today are never married. There are more youth
who are in a “live-in” arrangement than are formally
married.
b. 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. Adolescent Sexual and Reproductive Health education
should optimize the online platforms and channels to reach
out to them.
Health and Lifestyle
a. Typically, boys and girls are more conscious of their body image
than their nutrition and health.
b. Young people consider themselves in good health condition
c. A typical diet of a young Filipino includes instant noodles, chips,
grilled street food and carbonated drinks.
d. 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.
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.
Non-Sexual Risk Behaviors
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.
Sexual Risk Behaviors
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.
Sexual Risk Behaviors
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.
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.
Sexual Risk Behaviors
d. Teenage childbearing and prevalence of premarital
sex are highly correlated.
e. Most teenagers acknowledge lack of knowledge
about sex.
What is “new” with the New SHAPE Adolescents
Toolkit?
• 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.
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;
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.
What is “new” with the New SHAPE Adolescents
Toolkit?
• It recognizes the evolving capacity of adolescents, thus, it
utilizes interactive, learner-centered learning methods.
– The new SHAPE-A modules uses the experiential and
interactive learning approach which encourages the
learners to participate in activities that incorporate
personal experiences.
What is the Aim of this Toolkit?
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;
c. Enable learners to: iii. develop self-esteem and
i. analyze their own confidences;
situations, experiences, iv. build trust and take
ideas, resources, and collective actions;
needs; v. build and apply new
ii. increase awareness of knowledge and attitudes
their own values and in their own lives;
attitudes, and explore
positive and enabling
attitudes towards SRH;
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.
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?
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.
What are the key features of the New SHAPE
Adolescents?
a. a full course that addresses the three facets of change in
adolescence – physical, psychological, and social
changes.
b. Consists of five (5) interdependent modules – a
preparatory and four core modules.
c. Module 1 -4 include a pretest and post-test exercises
and learning sessions.
d. 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 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.
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).
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.
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.
Facilitating Learning Approach
• 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.
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.
How is the New SHAPE Module structured?
Part Description
Module The module number specifies its position in the arrangement of modules. The
Number and Preparatory Module comes first followed by Module1, Module 2, Module 3, and
Title 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 learners are
Objectives expected to have acquired from the module stated in observable and measurable
terms.
How is the New SHAPE Module structured?
Part Description
Learning It enumerates and briefly describes the different learning sessions comprising a
Sessions module.
Opening Statements about the focus or main topic of the module and what learners can
Statement expect from the different sessions comprising the module.
Pre-test Indicates the Objective, Statement, and instruction for the activity prior to its
conduct.
Session A detailed discussion of the structure of each session.
Guide
How is the New SHAPE Module structured?
Part Description
Post-test Indicates Objective, Statement, and instruction for activity after its conduct
Closing Statements that summarize the key content and messages of the whole module.
Statement
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. Also
provides the materials that the user can further read to have a more
comprehensive information and knowledge about certain topic.
How is each Learning Session structured?
Part Description
Session Distinguishes the session from the other sessions. It is numbered following the
Number and module number and order of the session. For example, Session 1.1 is the first
Title session of Module 1.
Session Enumerates the specific knowledge, attitudes, and skills learners will acquire
Objectives 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.
How is each Learning Session structured?
Part Description
Opening This aims to activate or bring out what learners already know or have
Activity experienced about the session’s topics. Icons are provided to indicate with what
appropriate age should the topics be discussed.
Appropriate only for Appropriate only for Appropriate for younger
younger adolescents older adolescents and older adolescents
How is each Learning Session structured?
Part Description
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 Consist of two parts: discussion of key facts pertinent to the topics and
Learning delivery of key messages, which also serve as synthesis of the key
Points learning points.
How is each Learning Session structured?
Part Description
Closing This allows the learners to demonstrate certain skills, as stated in the session’s
Activity learning objectives, through another interactive activity. Icons are provided to
indicate with what appropriate age should the topics be discussed.
Appropriate only for Appropriate only for Appropriate for younger
younger adolescents older adolescents and older adolescents
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.
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.
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.
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;
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:
Self-assessment
Facilitators may ask themselves: What went well? What was
difficult? What did I achieve? How will I do it differently next
time?
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.
Observation
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?
d. What is the mood of the group? Are learners bored or
interested? Is anyone upset or embarrassed?
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 to rate the activity (interesting,
neither interesting or boring, boring, or 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.
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.
