CTL S6 Student book

Student Book
S6
Responsible
in Love

KEY MESSAGES FOR YOUNG PEOPLE
“We are not some casual product of evolution.
Each of us is the result of a thought of God.
Each of us is willed, each of us is loved, each of us is necessary.”
(Pope Benedict XVI)
1. You are a special human being, created by God in his own image
and likeness, gifted with unique talents and potential for life.
2. You are called to love - to know the love of God, of family and of
friends - and to love others as you are loved by God.
3. God loves all people as his children. You are called to show
respect for all people, even when their views and actions, their
values and beliefs, are different from your own.
4. Your sexuality is an important and intimate feature of your person,
given to you as part of God’s plan for your happiness and your
life’s vocation. You should cherish it and ensure that it is not
exploited.
5. Your sexuality makes it natural for you to be attracted to other
people. Such attraction can lead to strong emotional and physical
feelings which should always be expressed with modesty and
respect, both for your self and for others.
6. The ultimate sexual expression of such attraction should be an
expression of true love, in which you commit to being faithful in
marriage to a husband or wife, for life. Such total gift of self –
body, emotions and soul – is a great responsibility and requires
careful preparation and total commitment by both partners.
7. You are called to share with God in the creation of new life
through the rearing of children in a loving family which should be
a reflection of God’s love.
8. You are loved by God who shows compassion when things go
wrong, who helps to heal wounded relationships, who forgives
when your actions fail to match your ideals.

Responsible in Love: CONTENTS
Session Session Page
number title number
INTRODUCTION 3
1 MY STANDPOINT 4
2 MY DESIRES AND EXPECTATIONS 6
3 UNDERSTANDING HUMANITY 8
4 THE PURSUIT OF PLEASURE 10
5 THE OBJECT OF DESIRE 12
6 IN GOD’S IMAGE AND LIKENESS 14
7 DESIGN AND PURPOSE 16
8 GOD’S IMAGE REFLECTED THROUGH ME 18
9 TRUTH OR LIES? 20
10 HAVING SEX OR MAKING LOVE? 22
11 USING OR LOVING? 24
12 SAFE(R) SEX? 26
Appendix Appendix Page
number title number
1 FIRST LOVE 28
2 TWO PHILOSOPHICAL VIEWPOINTS 30
3 A MORAL DILEMMA 30
4 PLEASURE MACHINE 31
5 MAN AND WOMAN 31
6 METHODS OF CONTRACEPTION 32

Responsible in Love: INTRODUCTION
“Real love is demanding. I would fail in my mission if I did not tell you so.
Love demands a personal commitment to the will of God.”
(Pope John Paul II)
What does it mean to be fully human? What do we mean by the term ‘sexuality’? And how
does our understanding of both our humanity and our sexuality impact on the relationships
we have? Human sexuality is an integral part of who we are, and as we grow in faith as young
adults, sexual morality becomes a significant issue in our lives.
In today’s world, sex seems to have been reduced to a commodity, something that can be
bought or sold, something which should be pursued, for the purpose of pleasure alone. Against
this backdrop the Catholic Church is often portrayed as being negative or interfering.
Pope John Paul II left a legacy in what is known as ‘The Theology of the Body’. This is the
working title given to a series of 129 short talks delivered between September of 1979 and
November of 1984 in what became known as his ‘Wednesday Audiences’. In this work, the first
teaching project of his Pontificate, Pope John Paul II offers a particular vision of human
sexuality and what it means to be human.
This is a vision which is often very markedly
different from that which we encounter in our
modern world, but finds its roots in the
understanding of the human person,
made in the image and likeness of God.
What does it mean to be made in the
image and likeness of God? What
implications does this have for our
understanding of sexuality and the
meaning and purpose of sexual
intercourse? What rights do we have in
our relationships and what demands
might be expected of us if we are to be
responsible in love?
page 3

SESSION
1
Responsible in Love:
MY STANDPOINT
“In the first place I say this: you must never think that you are alone in deciding your
future. And second: when deciding your future, you must not decide for yourself alone!”
(Pope John Paul II)
Learning objectives for students:
• to express their opinions on sexual relationships;
• to explore male and female attitudes to sexual matters.
What is your standpoint on the subject of sex and relationships? What values and principles
determine your words and actions? Who are you most likely to listen to when discussing
sexual health matters? What sort of things do you find to be either acceptable or unacceptable in
relation to sexual behaviour?
TASK 1.1
WHAT DO I THINK ABOUT SEX AND RELATIONSHIPS?
Look at the list of 12 statements on Resource Sheet 1.
Using a scale of 1 to 5 (1 = strongly agree, 5 = strongly disagree) indicate which statements you
agree or disagree with.
page 4

TASK 1.2
WHAT DO OTHERS THINK ABOUT SEX AND RELATIONSHIPS?
In mixed groups of approximately 6 people compare your answers to Task 1.1 and record your
findings in the grid on Resource Sheet 2
How many people agree with your viewpoint? Do the males and females in your group share the
same view?
Discuss the outcomes of this exercise.
Reflection:
As a young adult, you are free to make choices in
relation to a wide range of life issues. Of course, with
this freedom comes a massive amount of responsibility.
You cannot have freedom without responsibility –
responsibility to yourself and to others.
The Catholic Church does not seek to control your life
or to tell you how to think. Rather, it seeks to present to
you a particular vision of human love and sexuality that
will lead to true freedom and the ability to make right
choices and to take responsibility for your decisionmaking.
Aristotle said: ‘An unexamined life is not worth living.’ It is crucial that we continually examine
the way we live, act and speak. We need to reassess our priorities, what’s important to us, what
we are living for and what the purpose of life is.
O God, you have made us in your image and we long to see your face. Inspire us so to walk
the way of your truth and to leave the imprint of your goodness on this world.
Extension Task:
Choose ONE of the statements listed on Resource Sheet 1. Write a few paragraphs to explain
your personal views on this particular issue.
page 5

SESSION
2
Responsible in Love:
MY DESIRES AND
EXPECTATIONS
“The greater the feeling of responsibility for the other person, the more true love there is.”
(Pope John Paul II)
Learning objectives for students:
• to explore the extent to which males and females view sex and relationships in the same way;
• to consider what it is that we want from sex.
During this session and those which follow you will be asked to consider your own attitudes to
relationships and sexual behaviour. At the same time you will be presented with the Catholic
Church’s vision of human sexuality and the meaning of sexual intercourse.
Before we do this, however, we are going to consider what it is that males and females want or
expect from relationships.
TASK 2.1
WHAT DO WE DESIRE FROM SEX AND RELATIONSHIPS?
If possible, either watch the appropriate excerpt from the musical ‘Grease’ or listen to the song
‘Summer Nights’ which comes from the music soundtrack. (or choose another film which shows
different attitudes to relationships).
Discuss:
1. How would you describe the two main characters as they are portrayed in this song?
2. What are the differencea between them?
3. What might this suggest about relationships?
What do we expect from relationships? Do males and females have the same expectations? Over a
period of time, it is possible to identify these expectations, as you get to know someone more fully.
But is this true of all relationships?
page 6

TASK 2.2
WHAT DO WE EXPECT FROM SEX AND RELATIONSHIPS?
Working in mixed gender groups of approximately 6 people, each group should take 1 of the four
scenarios described in Appendix 1 and complete the related discussion task.
Discuss your findings with others.
In the first two sessions we have considered a number of issues about relationships and our attitudes
to sex and sexual behaviour. Relationships need work, but they also need a considerable amount of
respect and responsibility.
It is important to think ahead to what you want out of life and to plan ways to avoid things which might
affect your plans. If we do not plan ahead, if we do not take responsibility for the decisions we make,
we may find that the consequences of our choices demand a very high cost, of ourselves and of
others with whom we share relationships.
Are you prepared to pay that cost?
Reflection:
When things are going well for us, we sometimes lose a sense of how much we need God and
others. The test of how much we believe in and trust God or others is when we are truly shaken
in our lives. This can happen when a relationship goes sour, when someone takes ill, when we
have money problems or a career setback. At these times, we discover who our true friends
are. We can also be angry and lose faith in God.
Lord, greater love has no one than to give his life for his friends. You are my friend and you
gave up your life for me. Help me to be ready to give my life to another.
Extension Task:
Choose one of the scenarios from Appendix 1 which you did not examine in Task 2.2. Write
answers to the questions provided.
page 7

SESSION
3
Responsible in Love:
UNDERSTANDING
HUMANITY
“The power to decide what is good and what is evil does not belong to man, but to God alone.”
(Pope John Paul II)
Learning objectives for students:
• to understand what we mean by the term ‘philosophy’;
• to increase in knowledge of two philosophies: Hedonism and Utilitarianism;
• to understand how such philosophies can influence our relationships.
How we come to make decisions is a very complex process and there are many possible
influences which play their part. Some of these influences come from things that we see, or hear,
or from people we meet, and we will absorb these influences without being conscious of them. Other
influences come from our own personal background, such as our family, cultural and ethnic origins.
These same influences also shape our thinking in terms of our sexuality and sexual behaviour.
How you understand yourself and how you understand others is very important in determining your
views on sex, just as it influences your views on a number of social issues, including life and death
issues and many other aspects of human life.
Φιλοσοφια
Does this word meaning anything to you? Unless you are a scholar
of Classics, then it is unlikely to be intelligible to you. The symbols
above are from the Greek alphabet and they spell out the word
‘philo-sophia’, which translates as ‘love of wisdom’ (English word
‘philosophy’). Philosophy is all about studying the meaning of life
(not the Monty Python version) and involves thinking about and
trying to understand different aspects of our world, and of our place
in it.
Our understanding of the human person has changed and evolved
over time, and it will continue to do so as the human mind develops
and technologies allow us to expand our understanding.
Over the centuries, and in various cultures, there have been many
schools of philosophy which have developed particular views of the
world and particular methods of philosophical enquiry. Many
philosophies have helped to shape our modern world and our
understanding of what it means to be a human being.
In this session we are going to consider two particular philosophies
- Hedonism and Utilitarianism - which have had a significant bearing
on how many people understand and shape their lives.
page 8

TASK 3.1
MORALITY AND ETHICS
Working in mixed groups of approximately 6 people, read the paragraph on either Hedonism or
Utilitarianism in Appendix 2.
Once you have done this, think of as many examples of this particular type of thinking: ie
hedonistic or utilitarian. Discuss your findings.
When we consider the ETHICS of a situation, we ponder the extent to which human behaviour is
governed by rules, principles or values which determine what is good or bad, right or wrong - ie our
MORAL conduct. Many areas of life are governed by ethical considerations, in terms of
professional conduct being directed by agreed protocols and standards of behaviour. Some of these
ethical considerations relate to values such as honesty, fair treatment, integrity which influence our
conduct
Other ethical considerations relate to our personal morality - how we act in our relationships where
we demonstrate the level of our commitment to others in our words and actions. Where these
relationships result in sexual activity, our physical appetites may be governed to a greater or lesser
extent by our core values and by our personal dispositions or virtues, such as temperance, modesty
and chastity.
Ethical and moral considerations confront all of us at various
stages in life, regardless of our religious or cultural background.
When taking any moral action, we can choose to follow the
moral principles in which we believe or to reject them. We can
conform to our moral conscience or we can set it aside.
When faced with an ethical problem, in deciding what is right
or wrong, a person who has been influenced by a
hedonistic outlook or by a utilitarian outlook would probably
consider how the chosen action would affect personal
pleasure or happiness.
Reflection:
God, may all who need your help today experience your love and compassion through us. Bless
all the children of this world; protect them from all harm. May they come to know their worth and
dignity as rightful citizens of this earth.
Extension Task:
Discuss:
“The Catholic church is challenging such negative cultural elements as superstition, rugged
individualism, materialism, hedonism, permissiveness and utilitarianism”.
(Cardinal Francis Arinze of Nigeria)
page 9

SESSION
4
Responsible in Love:
THE PURSUIT OF
PLEASURE
“The human body includes right from the beginning . . . the capacity of expressing love,
that love in which the person becomes a gift and - by means of this gift -
fulfils the meaning of his being and existence.”
(Pope John Paul II)
Learning objectives for students:
• to understand how hedonistic and utilitarian viewpoints can affect relationships;
• to consider how impractical it is to live our lives in the constant pursuit of pleasure and
avoidance of pain;
• to understand that humans are not mere ‘pleasure-machines’.
It is probably true to say that hedonistic and utilitarian viewpoints are nowadays most significant in
the areas of sexual ethics and morality, despite their original focus on spiritual, intellectual, or
otherwise non-sexual forms of pleasure.
TASK 4.1
A MORAL DILEMMA
Read the scenario which is outlined in Appendix 3. Then read Resource Sheet 3 in which
some of the characters explain their view points.
Working in groups of between 4 and 6, discuss all the viewpoints represented in this scenario.
Try to identify which of the people involved seem to be influenced by thinking which can be
described as:
a) hedonistic
b) utilitarian
c) other.
In each case (a, b or c) justify your decision.
page 10

TASK 4.2
WORDS OF ADVICE
Consider again the scenario describe in Appendix 3.
Imagine that you are the parent of this girl. Consider the advice which you would want to offer to
her - thinking of her emotional, physical and moral wellbeing. Write the words of advice which
you would use.
We cannot live our lives in the constant pursuit of pleasure, therefore it is important that we
understand what influences our decision-making. Both hedonism and utilitarianism may seem
outwardly attractive in seeking to fulfil a pleasurable lifestyle. However, if we buy too much into their
particular line of thought, they will severely impact on our understanding of the human person and
have a significant effect on our approach to sexual relationships.
We need to be clear that humans are not ‘pleasure machines’, designed only to give and receive
physical pleasure and satisfaction. While we know that it is a natural instinct for humans to seek
those things which give them pleasure, we understand that we need to refrain from indulging our
appetites if we are to remain healthy. Thus, we learn to control our appetites for certain foods and
we know to limit our alcohol intake to avoid damaging ourselves and possibly harming others.
When we are in relationship with someone, it is not possible to make decisions based solely on the
extent of pleasure that we might hope to receive, or even the pleasure which we might want to give.
If we use another person purely for the purposes of pleasure, or if we allow ourselves to be used for
this purpose, then we seriously damage our own dignity and that of the other person - a dignity
which is God-given and which is not ours to give away.
Reflection:
Who is at the centre of our lives? This is where we stand before God most fully. Sometimes we
may be distracted by false gods - celebrity, wealth, ambition. Only when we try to put God at
the centre of our lives will we find joy and full satisfaction.
Lord, you created us with a wonderful dignity and purpose. Protect us from the worship of
empty and meaningless idols and give us the grace to put you at the centre of our lives.
Extension Task:
Consider the philosophies of utilitarianism and hedonism. Think of any examples of song lyrics
which appear to be influenced by these viewpoints. Write out a few lines from the lyrics you
identify.
page 11

Created in Love:
5
Session 5
SESSION Responsible in Love:
THE OBJECT OF DESIRE
“It is neither the spirit alone nor the body alone that loves: it is the person,
a unified creature composed of body and soul, who loves.”
(Pope Benedict XVI)
Learning objectives for students:
• to consider what it means to damage the dignity of another person;
• to understand the human person as both body and soul;
• to understand how it is possible to ‘use’ a person.
In the previous session we saw how both hedonism and utilitarianism do damage to the dignity of
the human person. Hedonism, for example, reduces the human person to nothing more than
something from which to derive pleasure. Utilitarianism, this pursuit of pleasure or happiness for the
greatest number of people, places emphasis on the usefulness of human activity, and in doing so,
reduces our vision of humanity to that of nothing but objects which have no intrinsic value.
TASK 5.1
WHAT DOES IT MEAN TO ‘USE’ AN OBJECT?
Working in groups of about 4 to 6, each group should take two of the following items and make a
list of how each item may be used. Discuss your findings.
• A toaster • A games console • A pen
• A microwave • A screwdriver • A vacuum cleaner
• A kettle • A skateboard
What do all of the above objects have in common? Quite simply, they are objects that can be used,
and this makes them all essentially different from humans. As ‘objects’ they are quite different from
the ‘person’ that you are; nor can they do the sort of things that humans do. They do not have
intelligence of their own, they do not compose music, paint works of art, plan cities, or think about
their existence. They do not look back on past events with warmth or feeling; they do not make plans
for the future. These are the sort of things that humans do, and very much more.
page 12

SESSION
1
As humans, we are distinctly different from objects or other life forms. We are not just a collection of
bones held together by skin. We are not merely a collection of cells. A human being is an integral
unity of body and soul. We are transcendent, spiritual beings as well as physical, at one and the
same time.
We should, therefore, treat one another with dignity and respect, and we should not seek to use
another person, either for personal gratification or as a means to an end.
TASK 5.2
WHAT DOES IT MEAN TO ‘USE’ A PERSON?
Working in mixed groups of between 4 and 6, read over the series of statements on Resource
Sheet 4 that reflect attitudes which different people may hold. Discuss each one, and then tick
the appropriate column that reflects how your group finds these attitudes:
A = Acceptable N = Not Sure U = Unacceptable
Reflection:
O God, help all who must live with the strain of broken and tense relationships. Give us the
courage to love and the mercy to forgive all who have injured us in any way. May our work this
day bring us and all the world nearer to the quality of life to which you call us.
Extension Task:
“Anyone who treats a person as a means to an end does violence to the very essence of the
other.” (Karol Wojtyla - Love and Responsibility)
Write a few paragraphs to explain what you understand this sentence to be saying about ‘loving’
and ‘using’ another.
page 13

SESSION
6
Responsible in Love:
IN
GOD’S IMAGE
AND LIKENESS
“Happiness is being rooted in love.”
(Pope John Paul II)
Learning objectives for students:
• to develop understanding of what it means to be made in the image and likeness of God;
• to consider Natural Law and its implications for relationships.
We are not just physical entities, we are not just pleasure machines, and we are not simply some
higher form of animal life. If you accept this, then it has important implications for how you
should relate to others, particularly when it comes to sexual relationships. For what we do with our
bodies affects who we are at the very deepest core of our being. We are not distinct from our bodies.
What we do and say with our bodies can shape the sort of people we become and communicate the
people that we are, both body and soul.
TASK 6.1
THE BODY IS NOT A MACHINE
Working in groups of about 4, read the passage in Appendix 4, and discuss the following
questions:
1. When two humans come into physical contact, is this contact between two persons or two
machines?
2. Is a surgeon who performs an operation on a patient just the same as a car mechanic
performing a routine repair on a car?
The body is not a machine. It is not something that can be commodified, or treated as something
which can be bought and sold, something that can be owned or manipulated. The body is the means
through which the real ‘I’ can be communicated. The body is given to us so that we can express our
maleness and femaleness and who we are as persons in this physical world. If you believe this, you
should think very carefully about what you do with your body.
TASK 6.2
FIT FOR PURPOSE?
Working in the same groups as before, look at the images on Resource Sheet 5 and discuss
the questions relating to each image. Organise feed back to the rest of the class.
page 14

Each of the items discussed in the Task 6.1 above has a specific
purpose and has been designed to match that purpose. Each works
in a unique way in performing this function and there is a right and a
wrong way to handle each of them according to the designer’s plans.
As long as you maintain them and use them for their intended
purpose, they should work efficiently, according to how they were
‘programmed’ to function. If you use them for anything other than their
intended purpose, there is a very great risk that they will not work
efficiently or may not work at all.
Human bodies are also designed to fulfil specific functions. They are
‘programmed’ to work according to a ‘natural law’ which is built into them. It would be logical to assume
that in expressing ourselves in this world that we should avoid doing what is bad for us, what contradicts
the intentions of our designer and creator. How do we know what we should do? This is where we
discover what is called Natural Law.
TASK 6.3
A COMPOSITE PICTURE?
1. Working in groups of between 4 and 6, and using magazines and newspapers, find images of
parts of the male and female anatomy, such as eyes, nose, feet, hands, chest, etc.
2. Now stick these images onto the large sheet of paper provided.
3. Once you have done this, discuss the purpose of the anatomical parts you have identified,
e.g. What is the purpose of the mouth? Is the human hand just a tool?
4. Does the assembly of all the human anatomical parts make us ‘human’?
Our bodies express who we are in the world and Natural Law, in helping us to reflect on how and
why we have been made, enables us to decide whether or not the way we use our bodies fits with
God’s plans for us.
This is especially true when it comes to our sexuality, where we are expected to express our
maleness and femaleness in a way that is not an accident of nature or the evolutionary development
of our bodies. We have been designed as male and female, and when it comes to sexual
relationships, Natural Law gives us a very clear indication of the purpose of our sexuality and the
way in which it should be expressed in living a rich and fulfilled life according to God’s plan for us.
Reflection:
Almighty ever-living God, dispel from our hearts the darkness of sin and bring us to the true
light, Christ your Son, who lives and reigns with you and the Holy Spirit, one God for ever and
ever. Amen
page 15

SESSION
7
Responsible in Love:
DESIGN & PURPOSE
“True love is a love in which sexual values are subordinate to the value of the person.”
(Pope John Paul II)
Learning objectives for students:
• to understand what is meant by the language of the body;
• to grow in understanding of God’s plan for human sexuality.
The human body has imprinted within it what we refer to as a Natural Law which helps us to decide
the best way to behave and to express ourselves through our bodies. Our bodies are designed in
such a way that they can communicate the very essence of who we are.
The Natural Law ‘code’ which is programmed into our bodies - male and female - can also be
understood as the language of the body which expresses its natural purpose and design. We can
gain an understanding of this by exploring the meaning of the Genesis story of the Creation of Man
and Woman.
TASK 7.1
IN THE BEGINNING – DESIGN & PURPOSE
1. Read Appendix 5 which provides an excerpt from the Book of Genesis 2: 18-24.
2. Working in groups of between 4 and 6, discuss the following:
• Adam gives names to all of the wild beasts and the birds of heaven that are brought before
him. In doing so, Adam is saying what he is not, and that he is a person.
• In creating Eve, God shows that mankind is both male and female and that this is the way
in which they will give themselves to one another in love.
• Marriage is an integral part of what it means to be human, part of God’s plan for us, and
built into the language of the body.
• A man leaves his parents, joins himself to his wife, and they become one body.
God has a very clear plan for us if we are to live rich and fulfilling lives and
this can be described as our vocation or calling in life. Through the
language of our body, God wants us to be expressions of His love in
the world. To give us an example of what it means to be made in
the image of God, he sent His Son to us so that we could
follow Christ’s example and teaching:
“The fact is that only in the mystery of the Incarnate
Word is light shed on the mystery of man . . .
Christ who is the new Adam, by revealing the
mystery of the Father and his love, also reveals
man to himself and makes his exalted vocation
known to him.”
(Gaudium et Spes, no 22)
page 16

Jesus himself said something very profound about the nature and purpose of man and woman.
When some Pharisees asked him a question about divorce, Jesus quoted from the Old Testament to
explain that God had written a law, or language, into what it means to be male and female:
“Some Pharisees approached him, and
to test him they said, ‘Is it against the
Law for a man to divorce his wife on
any pretext whatever?’
He answered, ‘Have you not read that
the Creator from the beginning made
them male and female and that he said:
This is why a man must leave father
and mother, and cling to his wife, and
the two become one body? They are
no longer two, therefore, but one body.
So, then, what God has united, man
must not divide.’” (Matthew 19:3-6)
TASK 7.2
THE LANGUAGE OF THE BODY
Working in mixed groups of between 4 and 6, do the following:
1. Make a list of songs that are about sex and/or relationships.
2. Choose one or two of these and think carefully about the lyrics. How would you describe the
relationship between the people in the song?
3. How do their relationships fit in with God’s plan for our bodies?
Reflection:
Loving compassionate God, you made us in your image and likeness, gifting us with free will.
May all our decisions and choices be life-giving and sustaining. Help us to avoid, through our
thoughts words or actions, harming ourselves or one another. We make this prayer through
Christ our Lord. Amen
Extension Task:
Write one or two paragraphs to explain what you understand by ‘Natural Law’ and what it means
for human relationships.
page 17

SESSION
8
Responsible in Love:
GOD’S IMAGE REFLECTED
THROUGH ME
“Deep within yourself, listen to your conscience which calls you to be pure.”
(Pope John Paul II)
Learning objectives for students:
• to understand how sex is portrayed through the media and how this affects our viewpoints;
• to understand the difference between making love and having sex.
When you look in a mirror, what do you see? Do you ever consider yourself as made in the
image and likeness of God? How do others see you? In the things that you say and do with
your body, how are other people able to see God through you?
Perhaps it would be useful if we briefly revised the main points of what we have covered so far:
• It is not always possible to live your life in pursuit of pleasure and avoiding pain.
• Humans are not objects, and they are not pleasure machines.
• We are not distinct from our bodies, but are a combination of body and soul, the body
serving as a vehicle through which the real you – your soul - can become known.
• There is a natural law which assists us in communicating who we are in the world.
• We did not happen by chance, nor are we simply an evolutionary development from
animals.
• Humans are made in the image and likeness of God, created in His image as male and
female.
• Our understanding of our maleness and femaleness is essential in developing our
understanding of human sexuality.
• We communicate who we are to the world through the language of our bodies.
The teachings of the Catholic Church offers us an insight into how God intended things to be for us
and how God wants us to use our sexuality in a positive way that allows us to lead enriched and
fulfilled lives.
Of course, in our world this message tends to get lost, and is countered
by an opposing message, one where sexual pleasure is portrayed as a
human right which should be enjoyed without limit, freely determined
by individuals, according to their personal tastes.
page 18

TASK 8.1
HAPPY FAMILIES
Working in mixed groups of between 4 and 6, think of some of the characters that appear in
popular TV ‘soaps’ and discuss the following:
• How would you describe the quality of the relationship between the various characters?
• Are any of the characters married? To each other? To someone else?
• How would you describe their attitude to sex?
Quite often the attitude to sex and relationships in
TV programmes can seem remarkably casual, and
very seldom, if ever, do these programmes ever
seem to consider the health implications of having
sex.
Some storylines feature three people in a physical
relationship, two of whom are married to each other.
Sometimes none of the characters is married to the
other, but are involved in a relationship with one or
more partners.
TASK 8.2
IT DIDN’T MEAN ANYTHING!
Class discussion:
1. Why do you think someone who is married would want to have sex with another person?
2. Why do you think someone would want to have sex with someone whom they knew to be
married?
3. Script writers sometimes have a character say “It didn’t mean anything” in their defence if
they are ‘caught out’. What do you think this means?
4. Do you think the other partner in the affair would agree that it hadn’t meant anything?
Hopefully you realise that there is more to sex than just physical contact. Sex is not just a mechanical
process, for there is so much more involved. When you give yourself to someone so completely in
the act of sexual intercourse, you are giving your whole self. In that moment of intimacy, you are
saying something with the language of your body that is very deep and profound to another person,
not a body.
How, then, can sex “not mean anything”?
Reflection:
Most gracious God and Father, you are with us as we make our journey throughout this day.
Help us to look lovingly upon all people who come into our lives today and to walk gently upon
our land
page 19

SESSION
9
Responsible in Love:
TRUTH OR LIES?
“Man longs for love more than for freedom. Freedom is the means and love is the end.”
(Pope John Paul II)
Learning objectives for students:
• consider whether it is possible for sex to ‘mean nothing’;
• to understand the difference between love and lust;
• to understand that the language of the body is expressed truthfully within a loving, married
relationship.
“Love one another as I have loved you” (John 15:12)
These words of Christ sum up the meaning of life and the meaning of human sexuality. At its core,
sexual morality is about expressing God’s love through our bodies. This is why Pope John Paul II
could say that, if we live according to the truth of our sexuality, we fulfil the very meaning of our being
and existence. The opposite, however, is also true. If we don’t live according to the truth of our
sexuality, we miss the meaning of our existence altogether. We forfeit true joy, true happiness.
It is not possible to have sex with someone and believe that “it didn’t mean anything”. For the very
act of sexual intercourse is not just the union of two bodies; it is the union of two persons, both body
and soul. Such an act has meaning at various levels of significance. Your body has made a
statement, even if you mouth has not spoken any words.
Imagine a husband and wife, who outwardly seem to be fairly happy, but one of them is involved in an
affair with someone else. In this situation, does sex have the same meaning for all three people? Is
there a difference in the sex shared by a married couple and that shared in an extra-marital
relationship?
A person might describe sex with their married partner as being special or unique, yet sex with
another person is described as “meaning nothing”. This implies a difference between what a person
is saying with their body to their married partner and what they are saying with their body to the “third”
person. How would he/she describe this meaning to this person? Would they admit that “it meant
nothing”?
TASK 9.1
TRUE LOVE? – A CONTINUUM
Imagine a straight line running across the classroom floor. The teacher will read out several
statements and you are asked to stand in a position on this imaginary line that reflects your
opinion on each of the given statements. One extreme of the line represents total agreement
with each statement, and the other represents total disagreement. Discuss the outcome.
page 20

In the second chapter of Genesis, Adam and Eve realise that they are naked, yet feel no shame. Why?
There is no shame in loving as God loves, only joy. In their nakedness, Adam and Eve discovered ‘the
nuptial meaning of the body’. Through their bodies, they are able to become a gift for each other and
to express the love that fulfils the very meaning of their existence.
We can see the difference between ‘love’ and ‘lust’ in the story of Tobiah
and Sarah from the Old Testament Book of Tobit. In this story, Sarah
had already been married seven times, but each groom had died
before having intercourse with her. When an angel appears to
Tobiah and tells him that he is to marry Sarah, everyone
presumes that Tobiah will suffer the same fate, but Tobiah
survives this test. Why? Because Tobiah’s love for Sarah
was supported by prayer – “love is victorious because it
prays.”
Man and woman are made for each other and have
been created to complement each other perfectly.
We are made for love and we are made to love.
The language of the body is only truthfully
expressed within a loving, married relationship.
Reflection:
Lord, help us to be open today to learn, to live, and to love like you. We ask this as we pray
together: Our Father . . .
Extension Task:
Read a short passage about Sarah and Tobiah (Tobiah 8:5-8)
“Lord, I have chosen Sarah because it is right, not because I lusted after her.” Write a few
paragraphs to explain how you understand the distinction which Tobiah is making and how you
relate this to relationships today.
page 21

SESSION
10
Responsible in Love:
HAVING SEX OR
MAKING LOVE?
“Chastity is a difficult long-term matter; one must wait patiently for it to bear fruit,
for the happiness of loving kindness which it must bring.
But at the same time, chastity is the sure way to happiness.”
(Pope John Paul II)
Learning objectives for students:
• to understand what is meant by ‘sexual activity’;
• to deepen in understanding of ‘sexuality’;
• to consider further the difference between making love and having sex.
It is possible to tell a lie, using the language of the body. When a person makes love with his/her
spouse, their minds and their bodies as one are saying something distinctly different from that
which they are saying in an extra-marital affair. In marriage, a person gives himself/herself completely
to another. But in an extra-marital affair they are unable to do this, and can only give as much as will
prevent the affair being discovered.
TASK 10.1
SEXUAL ACTIVITY
1. Working in mixed groups of between 4 and 6, write down as many terms/words/phrases (non
vulgar) that name sexual activity.
2. Now look at the words you have written. Draw a circle around any of the words that your
group think says something positive about sexual activity.
3. What do these suggest about our attitude to sex and sexual activity?
Language is a very important element in the development of
relationships, whether it be spoken language or body
language. Words, for example, can convey a whole range of
information, emotions, feelings, but can also be very
confusing and/or hurtful when not used properly. Sometimes
words can also help to hide the real, true meaning and it is
only when we think more carefully about them that their
meaning becomes more apparent.
page 22

sexUALITY
Look at this word, for example. What is it telling us? It has been typed in a particular way to
emphasise a very important, but frequently misunderstood ‘truth’: sex is only a very small part of what
we understand by our sexuality.
Our sexuality is about our maleness and femaleness. It is about how we relate to each other and is
about what we are, as opposed to something that we do. We express our sexuality and our sexual
identity as a male or female through the language of the body.
TASK 10.2
MAKING LOVE OR HAVING SEX?
Working in mixed groups of between 4 and 6, discuss the following:
‘What is the difference between making love and having sex?’
One person from each group should be prepared to report back to the class.
If you really love a person, you love them for who they are, not
because of what they can do for you or what you can get from
them. Once we lose sight of this, and once we stop seeing
those we love as persons, we have erred greatly, for we have
reduced them to the state of an object that can be used. In
other words we have removed their humanity.
‘Making love’ to a person implies something more complete and
meaningful than merely ‘having sex’. In the act of making love,
we enter into a very special relationship where we give our
whole selves to another. To talk in terms of ‘having sex’
however, depersonalises the act of sexual intercourse and
reduces it to more of a mechanical process in which you are
using someone, not loving them.
We can either love, or use, other people. If we love them
completely, we can give ourselves to them completely - in all
our being, for all time. If we only want their love for a limited
period of time, we should admit that we are using them and that
we will discard them when they are no longer of use to us.
Reflection:
God knows well the doubts that afflict you, the temptations that press upon you. He knows your
true needs; He hears your prayers. He is ready to grant you everything that is required to
enable you to be His loving child. All you have to do is ask. . .
page 23

SESSION
11
Responsible in Love:
USING OR LOVING?
“Those who seek the accomplishment of their own human and Christian vocation in marriage are
called, first of all, to make the theology of the body . . . the content of their life and behaviour.”
(Pope John Paul II)
Learning objectives for students:
• to understand why people choose to live together, rather than or before marrying;
• to explore the concept of ‘using’ a person;
• to consider Catholic teaching in regard to extra-marital and casual sex.
“Love can’t simply be equated with sexual attraction toward, or sexual desire for, another person.
Love is not something that ‘happens’ to people. Love is a decision.”
(Christopher West, Good News About Sex and Marriage)
Many newspapers have week-end supplements that provide the television listings for the coming
week. A quick glance through any of the programmes listed will provide a sizeable selection of
programmes where it is quite obvious that sex outside of marriage is promoted as being acceptable,
or as the norm. The same applies to the many glossy magazines that are popular today. It is hardly
surprising, therefore, that so many people choose to ‘live together’.
TASK 11.1
WHY DO PEOPLE LIVE TOGETHER?
Working in groups of between 4 and 6, use the cards on Resource Sheet 6 to consider a
number of possible reasons why people might live together.
Discuss the statements on each card within your group and decide which is the better reason for
living together and arrange the cards accordingly on Resource Sheet 7.
People may decide to live together for a number of reasons; many people living together eventually
get married. Research shows that couples who marry after having lived together are at a 35% to
50% greater risk of separating and/or divorcing than those who did not cohabit (Seltzer, 2000;
Teachman, 2002; Teachman, 2003). In another study it was found that 90% of married women were
monogamous, compared to 60% of cohabiting women; 90% of married men remained faithful,
compared to only 43% of cohabiting men. (Ciavola, 1997).
page 24

TASK 11.2
EXTRA-MARITAL AND CASUAL SEX
Working in the same mixed groups, read over Resource Sheet 8 and discuss these and other
reasons why sex outside of marriage can cause problems.
Sex puts pressure on unmarried relationships. Deep down, your heart knows that it has given itself
completely. The relationship isn’t at that level of commitment where that gift can be protected. You
have given yourself completely, and you know that as a result, you could be rejected completely. That
realisation leads to a tremendous amount of vulnerability, insecurity and fear.”
(Mary Beth Bonnacci, ‘Real Love’)
Being ‘responsible in love’ implies not only concern for physical health but for emotional and moral
wellbeing. The risks associated with early sexual activity go beyond those (very real) risks of
pregnancy and sexual infection. The most common experience of those who engage in early sexual
activity is regret - over the spoiling of a precious gift and the spurning of emotions offered in sincerity
to another.
Reflection:
Father, help us to examine our hearts. Help us to love others as you love them, and not to see
people as a means to our ends but, rather, as unique human beings.
Extension Task:
‘Till death us do part’ has been replaced by ‘as long as I am happy.’
(David Popenoe, Professor of Sociology, Rutgers University)
Write a few paragraphs to support or to take issue this view on the permanence of marriage.
page 25

Created in
12
Love: Session 12 11
SESSION Responsible in Love:
SAFE(R) SEX?
“Passing encounters are only a caricature of love; they injure hearts and mock God’s plan.”
(Pope John Paul II)
Learning objectives for students:
• to explore what is meant by ‘safe sex’;
• to consider methods of contraception;
• to understand that while some methods of contraception may make sex ‘safer’ they do not
remove the risk of pregnancy, STIs or HIV/AIDS;
• to reaffirm Catholic teaching that the moral context for sexual intercourse is within marriage.
When you hear the term ‘safe sex’, what is the first thing that comes into your mind? In most
cases, it will possibly be one word – condom. Does the use of a condom make sex safe? Some
might argue that the use of a condom makes sex ‘safer’, and therefore not completely safe. What do
we really expect when we think of ‘safe sex’? And more importantly, what can we do to ensure that
sex is safe?
TASK 12.1
WHAT MAKES SEX SAFE?
Working in groups of between 4 and 6 students, each group is asked to consider TWO available
methods of birth control listed in Appendix 6. Make brief notes about each before reporting
back to the class.
You should give consideration to the following points:
• What it is • How it works
• Any perceived advantages • Possible disadvantages
• How effective it is • What makes it less effective
• Who can use this method of birth control
From the task above, it should be clear that ‘safe sex’ is not something that anyone can guarantee in
absolute terms. Many of these methods are, if used properly, able to offer a relatively high level of
protection against pregnancy, with some offering a good level of protection against the transmission
of HIV. But most offer little or no protection against sexually transmitted infections.
Does ‘safe sex’ actually exist, or do these various means only provide ‘safer sex’?
page 26

TASK 12.2
SAVED SEX
Working in the same mixed groupings, read over the following and then write a list of the
possible arguments for and against the viewpoint that sex should be “saved” for Marriage:
“The Catholic Church teaches that the proper context for sexual intercourse is within a loving,
permanent and committed married relationship which remains open to the possibility of giving
new life.”
Reflection:
Forgiving God, look not upon our failings but upon our wish to serve you and one another. Help
us to embrace our failings in loving union with your goodness. May we be a source of strength
and courage for others.
Extension Task:
“Every man and every woman fully realises himself or herself through the sincere gift of self.
For spouses, the moment of conjugal union constitutes a very particular expression of this.”
(Pope John Paul II, ‘Letter to Families, no. 12, 1994)
Imagine that you are the parent of a young teenager. Write a few paragraphs in which you
encourage your son / daughter to “save sex” for marriage.
page 27

Appendix 1
APPENDIX1
FIRST LOVE
First Love
Lisa and Scott are both aged 17 and have known each other since primary school as friends and
neighbours. They live across the road from each other. In the past year they have become closer
as friends, seeing each other much more often, and about 6 months ago Scott eventually
plucked up the courage to ask Lisa out. They had been dating since then, and spent most of
their free time together. They had discussed sex several times and Lisa had told Scott that she
wasn’t quite ready to take their relationship to that level. However, Scott was quite insistent that
he loved Lisa and wanted to ‘go all the way’. Despite her protests, Lisa really wanted this too, as
she loved Scott and knew he felt the same way about her.
On the Friday night when it actually happened Lisa felt on top of the world, as though it were the
best night of her life. But two weeks later things had changed completely. It seemed as if Scott
didn’t want to know her, despite her calls and texts. Scott just ignored her, even though he still
lived across the road.
Discuss:
1. Why was Lisa so certain that Scott loved her?
2. Why has Scott treated her as though she doesn’t exist since ‘that night’?
3. What was Lisa expecting from this relationship?
4. What was Scott was expecting?
Party Animal
Hi! My name is Mikey and I am 16. Andy, my mate, had an ‘empty’ a few weeks ago, so he
decided to throw a party on the Saturday night. He even promised to fix me up with someone.
Anyway, I got there at about 9 o’clock, and to be honest, I didn’t know half the people who were
there, but Andy seemed to know them. He handed a beer to me as I went in and showed me
over to the couch where this girl was sitting. She was very pretty, I suppose, and Andy introduced
us. Her name was Paula. Andy disappeared off somewhere, and Paula and I got talking. We
spent quite a time, having a few drinks and just chatting. I had just sat down again after getting
us another drink, when this guy appeared downstairs with a girl from my English class. They
were both still adjusting their clothes and you didn’t need to be a genius to figure out what they
had just been doing. Then Andy came over to us and said “So how about you two then?” I
suppose I blushed a bit, but Paula smiled, took my hand, and I thought to myself, “It’s now or
never!”
I never saw Paula again after that night.
Discuss:
1. How would you describe the relationship between Mikey and Paula?
2. Are you surprised that they ended up in the bedroom together? Why?
3. What possibly helped them to arrive at this decision?
4. Why do you think they never saw each other again?
page 28

Appendix 1
APPENDIX1
First Love (continued)
Hopelessly Devoted
I’m Pete and I was 17 a couple of weeks ago. I’ve been seeing Kate, my girlfriend, for just over 8
months now, and what a time it’s been. She is definitely the one for me, no doubt about it. I just
can’t get her out of my head, night or day, and I just can’t describe the buzz I get when she’s
around.
I suppose we’ve had a few problems along the way and sometimes I think it’s crazy that we’re
still together, but I just can’t bear to be away from her for too long. I know this feeling inside me
has to be love . . . believe me, there’s nothing I wouldn’t do for Kate.
They keep telling us at school about how sex outside marriage is such a bad thing, with all sorts
of side effects and nasty things that can happen to you, but I just don’t see it. Kate and I have
sex all the time, and nothing has ever happened to us. I don’t see how they can say our
relationship can have suffered.
Discuss:
1. How would you sum up Pete’s feelings for Kate?
2. Do you think it is healthy that Pete should feel this way? Why?
3. How would you describe the relationship between Pete and Kate?
4. Pete doesn’t think having sex all the time has hurt their relationship. Do you agree/disagree?
Choices and Consequences
By the age of 17 I had made my mind up that I was going to wait until I was married before I got
too intimate with anyone. I was going to save myself for that one special person. I suppose you
could say that I had made my stance pretty clear, which probably explains why some of my
friends used to tease me a bit. “There she goes, Mags the nun,” they would say, or “Here comes
St Mags”. But I didn’t care, because I was doing it for myself and my future husband, not for
them.
I had been going out with Brian for quite a while, and although he had brought the subject of sex
up on more than one occasion, I had told him that if he really loved me he would respect my
feelings. One night, however, possibly because of the amount I had to drink, I let my principles
slip, and Brian and I went all the way.
Now I’m seven weeks pregnant and I don’t know what I’m going to do. I was supposed to be
going to university next year, so how will I manage? We did briefly talk about having an abortion.
Brian only has a part-time job just now so money would be a real problem. But I just couldn’t do
that. And, besides, my parents would go ballistic – and there’s no way I could have one without
them finding out. Anyway, I don’t want to kill my baby. But how can I possibly keep it and throw
away all I have worked for over the last few years?
1. Why do you think Mags had decided to postpone having sex until she was married?
2. Why do you think she might have “set aside my principles” and had sex with Brian?
3. How does she describe the result of being pregnant?
4. Do you agree or disagree with how Mags sums up her position?
page 29

Appendix 3
APPENDIX2
TWO PHILOSOPHICAL VIEWPOINTS
Hedonism
From the Greek word “hedone”, meaning ‘pleasure’, Hedonism is the view that focuses on
increasing pleasure and reducing pain. Its basic principal is that all actions can be measured
on the basis of how much pleasure and how little pain they produce. Tracing its roots back to
Epicurus, who lived in the third century BC, this particular line of thinking considers that
pleasure is the highest good, and that you can basically do whatever you want, if it brings
pleasure, although moderation was also advised. Hedonism is difficult to describe, since it is
not easy to define what constitutes pleasurable or painful activities. Some people who indulge
their sexual appetites can be described as “hedonistic”.
Utilitarianism
From the Latin word “utilis”, meaning ‘useful’, Utilitarianism seeks what is good for the greatest
number of people, sometimes referred to as the ‘common good’. It is connected to Hedonism
in as much as the likely consequences of our behaviour are measured in terms of pleasure or
happiness. Two of its greatest exponents, Jeremy Bentham and John Stuart Mill, proposed the
rule that ‘The right action is the one that produces the greatest happiness or good for the
greatest number of people.” If someone takes a “utilitarian” view of life their conduct will be
governed by the likely consequences of an action, rather than by any other sense of moral
values.
APPENDIX3
A MORAL DILEMMA
You are the mother of a 16 year old daughter who has just told you that she is going on
holiday with her 17 year old boyfriend in a few months. She confides that she is worried about
getting pregnant and says that she wants to go on the Pill.
She is not sure whether this is the right or the wrong thing to do and she asks for your advice.
She asks that you keep this matter confidential and do not disclose her intentions to her father.
You have to make some decisions:
• what advice to give your daughter
• whether to tell you husband about this situation.
page 30

Responsible PLEASURE in Love: MACHINE? FAMILY LIFE
APPENDIX4
“If the body is a machine, then in any physical contact between two human bodies two
machines touch, not two persons. The bodily union of husband and wife would be
indistinguishable from the contact of two robots with one another. It would also be
indistinguishable from the touching of two cars in a crash.
When a doctor treats a patient or a surgeon operates, they would be a technician making
adjustments on another malfunctioning machine. Clearly with this understanding of the body,
in heart surgery it would not be an individual’s, that is, a person’s, heart healed by surgery but
rather a machine part adjusted by another machine.”
(R M Hogan & J M LeVoir, Covenant of Love)
APPENDIX5
MAN AND WOMAN
“God said, ‘It is not right that the man should be alone. I will make him a helpmate.’
So from the soil God fashioned all the wild beasts and all the birds of the heavens.
These he brought to the man to see what he would call them; each one was to bear
the name the man would give it.
The man gave names to all the cattle, all the birds of heaven and all the wild beasts. But no
helpmate suitable for man was found for him. So God made the man fall into a deep sleep.
And while he slept, he took one of his ribs and enclosed it in flesh. God built the rib he had
taken from the man into a woman, and brought her to the man. The man exclaimed: ‘This at
last is bone from my bones, and flesh from my flesh! This is to be called woman, for this was
taken from man.’
This is why a man leaves his father and mother and joins himself to his wife,
and they become one body.”
(Genesis 2:18-24)
page 31

Appendix 6
Responsible METHODS in Love: OF CONTRACEPTION
APPENDIX6
Natural Family Planning
What it is?
• Natural Family Planning is a way of using the body’s natural indicators or signs to work out a
woman’s fertile and infertile times of the menstrual cycle.
• It is sometimes referred to as the Billings Method.
• Withdrawal before ejaculation is not a natural method of family planning.
How it works?
Indicators or sign within a woman’s body show when it is safe to have sex without risking pregnancy.
• A woman is trained to identify these signs, such as changes in waking temperature, cervical
secretions, and a calculation based on the length of the menstrual cycle.
• The woman is able to tell when she is either in her fertile or infertile phase of this cycle.
Advantages?
• Natural Family Planning has no side effects.
• When used properly, it can help to either plan or avoid pregnancy.
• It involves a couple working closely together in a way that helps to strengthen their relationship.
Disadvantages?
• Natural Family Planning does not protect against sexually transmitted infections.
• It involves abstaining from sex during the fertile times.
• It must be taught properly to be effective.
• It needs a high level of commitment from both partners.
How effective is it?
• When used correctly, Natural Family Planning is thought to be up to 98% effective.
• This means that 2 women in every 100 who practice Natural Family Planning will get pregnant in
a year.
Who makes it less effective?
• Natural Family Planning must be taught properly by a qualified instructor.
• A couple must be prepared to trust each other and to work together for Natural Family Planning
to be effective.
Who can use it?
• Any woman who has been given the required training in identifying the indicators or signs from
her body can use NFP.
• It does, however, require a great deal of commitment and the sharing of responsibility between
the woman and her partner.
page 32

Appendix 6
Responsible (continued)
Love:
APPENDIX6
FAMILY LIFE
Male Condom
What it is?
• A sheath of latex (rubber) or polyurethane, often lubricated to make it easier to use, that is placed
over the man’s erect penis prior to sexual intercourse.
How it works?
• The condom stops the sperm from entering the woman’s vagina, and since it is intended to
prevent sperm from meeting an egg, the condom is referred to as a barrier method.
• A new condom has to be used each time sexual intercourse takes place, and the condom must
be stored away from heat and light to prevent it from drying out and possibly becoming fragile.
Condoms must also be used before their expiry date, which is clearly marked on the packaging.
Advantages?
• Condoms offer considerable protection against some sexually transmitted infections (STIs) as
well as pregnancy, when used correctly.
• Condoms are becoming increasingly easier to obtain and only need to be used when having sex.
Disadvantages?
• Putting on a condom can interrupt sex.
• Condoms can split if not used properly and can slip off if not used carefully.
• The man needs to withdraw carefully straight after ejaculation.
How effective is it?
• If used properly, the manufacturer’s claim that they are 98% effective.
• This means that at least 2 women in every 100 using a condom will get pregnant in a year.
Who makes it less effective?
• If the penis touches the area around the vagina before a condom is put on, sperm can still be
released into the vagina and possibly cause pregnancy.
• Similarly, any contact in the genital area can still leave open the possibility of contracting some
sexually transmitted infections, particularly Genital Warts.
• The condom can be ripped by sharp nails or rings.
• Oil-based products, such as hand cream or Vaseline, can damage rubber condoms.
• Condoms can slip off.
Who can use it?
• Male condoms are suitable for most people, although some men and women are allergic to either
the rubber or the spermicides used in the manufacturing process, in which case it is possible to
use polyurethane condoms or latex condoms without spermicide.
page 33

Appendix 7
APPENDIX 6Responsible (continued)
Love: FAMILY LIFE
Female Condom
What it is?
• The female condom is made from soft polyurethane and is put inside the vagina. It is held in
place by a ring at either end.
How it works?
• The female condom lines the vagina and stops sperm from getting in.
• Since it is designed to prevent sperm and egg meeting, the female condom is referred to as a
barrier method.
Advantages?
• Protects against most sexually transmitted infections (STIs) as well as pregnancy.
• Its use has no side effects and only needs to be used during sex.
Disadvantages?
• Inserting the female condom can interrupt sex.
• It can slip if not used properly.
• It is more expensive to buy than the male condom.
How effective is it?
• If used properly the female condom is thought to be 95% effective.
• This means that 5 women in every 100 using a female condom will get pregnant in a year.
Who makes it less effective?
• It can be pushed out of place and can slip.
• It must be inserted properly.
Who can use it?
• Female condoms are suitable for most women, and since they are made from polyurethane,
they do not usually cause allergies.
page 34

Appendix 8
APPENDIX6
(continued)
Combined Pill
What it is?
• The combined pill is an orally taken tablet that contains two hormones, oestrogen and
progestogen.
How it works?
• The combined pill stops ovulation, therefore the woman does not release an egg for
fertilisation.
• It also thickens the mucus around the cervix, making it difficult for sperm to get into the womb.
Advantages?
• The use of the combined pill does not interrupt sex.
• It offers protection against cancer of the ovary and the womb.
• Bleeding may be lighter and Pre-Menstrual Tension (PMT) is less likely.
Disadvantages?
• The combined pill offers no protection against sexually transmitted infections.
• In a small number of women it can cause serious side effects, such as blood clots and cancer
of the breast or cervix.
• It should only be prescribed by a medical practitioner who is familiar with the medical history
of the woman’s family.
• It can cause weight gain and/or skin problems.
How effective is it?
• If used properly, the combined pill is thought to be 99% effective.
• This means that 1 woman in very 100 taking the combined pill will get pregnant in a year.
Who makes it less effective?
• The combined pill must be taken each day and at the same time.
• Taking it more than 12 hours late greatly reduces its effectiveness.
• Vomiting soon after taking it or very severe diarrhoea can mean that you are not protected.
• Some prescription and complementary medicines, including antibiotics, can negate the
effectiveness of the combined pill.
Who can use it?
• The combined pill is not suitable for all women.
• A doctor or nurse will need to know about the woman’s medical history, including any
illnesses or conditions suffered by immediate family members, including history of stroke, liver
disorder, blood disorder, etc.
• There may be medical reasons why the combined pill may not be appropriate.
page 35

Appendix 7
APPENDIX 6Responsible (continued)
Love: FAMILY LIFE
Progestogen-Only Pill (POP)
What it is?
The mini pill is an orally taken tablet that contains the hormone progestogen.
How it works?
• Progestogen makes the mucus around the cervix (opening to the womb) thicker, making it
more difficult for sperm to get into the womb.
• In some women it stops ovulation.
• It can also make it difficult for an egg that has been fertilised from implanting in the womb.
• The action of the mini pill could be described as being ‘contraceptive’ in preventing the
sperm from meeting an egg, but may also be described as ‘abortifacient’ in preventing the
implantation of an already fertilised egg.
Advantages?
The use of the mini pill does not interrupt sex.
• It can be taken by some women who are unable to take the combined pill.
• It can also be used during breastfeeding.
Disadvantages?
• The mini pill offers no protection against sexually transmitted infections.
• The use of the mini pill can lead to irregular periods.
How effective is it?
• If taken properly, the mini pill is thought to be 99%effective.
• This means that one woman in every 100 using the mini pill will get pregnant in a year.
Who makes it less effective?
• The mini pill must be taken at the same time each day.
• Taking it more than three hours late can affect its effectiveness.
• Vomiting soon after taking it or severe diarrhoea can mean that you are not protected.
• Some prescription and complementary medicines, including antibiotics, can negate the
effectiveness of the progestogen-only pill.
Who can use it?
• The progestogen-only pill is not suitable for all women.
• A doctor or nurse will need to know about the woman’s medical history, including any
illnesses or conditions suffered by immediate family members, including history of stroke,
liver disorder, blood disorder, etc.
page 36

Appendix 8
APPENDIX6 (continued)
FAMILY LIFE
Contraceptive Injection
What it is?
• An injection containing the hormone progestogen.
• There are two main types of injectable contraceptive: Depo-Provera, which lasts for 12 weeks,
and Noristerat, which lasts for 8 weeks.
How it works?
• The hormone progestogen stops ovulation and thickens the mucus around the cervix (neck of
the womb).
• This makes it difficult for sperm to get into the womb.
Advantages?
• The contraceptive injection does not interrupt sex.
• Women do not have to remember to take a pill each day.
• Can offer some protection against cancer of the womb.
Disadvantages?
• The contraceptive injection does not offer any protection against sexually transmitted infections.
• Periods may become irregular, and may even stop altogether.
• Can cause headaches and skin problems.
• After stopping treatment, it can take a year or more for regular periods to return.
• Possible side effects last for as long as the injection lasts, if not longer.
• Depo-Provera works by lowering levels of the female hormone oestrogen, and this can cause a
slight thinning of the bones by reducing bone mineral density and possibly leading to the
development of other medical conditions such as osteoporosis.
How effective is it?
• Injectable contraception is thought to be 99% effective.
• This means that 1 woman in every 100 using injectable contraception will get pregnant in a year.
Who makes it less effective?
• Some prescription and complementary medicines, including antibiotics, can negate the
effectiveness of the injectable contraceptive.
• Follow-up injections must be given on time.
Who can use it?
• The contraceptive injection is not suitable for all women.
• A doctor or nurse will need to know about the woman’s medical history, including any illnesses
or conditions suffered by immediate family members, including history of stroke, liver disorder,
blood disorder, etc.
page 37

Appendix 7
APPENDIX 6Responsible (continued)
Love: FAMILY LIFE
Contraceptive Patch
What it is?
• The contraceptive patch is a small beige patch applied to the skin, just like a plaster, and
which protects against pregnancy.
How it works?
• The patch releases two hormones, oestrogen and progestogen, into the bloodstream through
the skin.
• It stops the ovaries from releasing an egg.
• It thickens the mucus around the cervix (neck of the womb) making it difficult for sperm to get
into the womb.
• Patches can be worn discretely on most areas of the body, including the arm, shoulders and
buttocks, but should not be applied to the breasts or to broken and/or irritated skin.
• The patch works continuously for seven days, but must be removed and disposed of on the
eight day, immediately replacing it with a new one.
• After wearing a patch for three weeks you don’t wear one for 7 days, after which a new patch
is applied and a new cycle of 3 weeks with a patch and 1 week without begins again.
Advantages?
• The use of a contraceptive patch does not interrupt sex.
• The patch can be worn while swimming, having a bath or exercising.
• Women do not have to remember to take a pill.
Disadvantages?
• The contraceptive patch offers no protection against sexually transmitted infections.
• It can lead to severe headaches and skin problems.
• Since it contains the same hormones as the combined pill, it can lead to a number of potential
side effects, including blood clots and breast cancer.
How effective is it?
• If used properly, the contraceptive patch is thought to be 99% effective.
• This means that 1 woman in every 100 using a contraceptive patch will get pregnant in a year.
Who makes it less effective?
• The patch must be changed after seven days of constant wearing.
• If a patch fall off and is not reapplied or a new one put on the patch cannot be guaranteed to
work effectively.
• The use of some prescription and complementary medicines, including antibiotics, medicines
to treat epilepsy, HIV and TB, and the complementary medicine St John’s Wort, can negate
the effectiveness of the patch.
Who can use it?
• The contraceptive patch is not suitable for all women.
• A doctor or nurse will need to know about the woman’s medical history, including any illnesses
or conditions suffered by immediate family members, including history of stroke, liver disorder,
blood disorder, etc.
page 38

Appendix 8
APPENDIX6
(continued)
Contraceptive Implant
What it is?
• The contraceptive implant is a small rod containing the hormone progestogen.
• It is inserted under the skin, usually on the upper arm, and will last for up to three years.
How it works?
• The hormone progestogen stops ovulation.
• It also thickens the mucus around the cervix and makes it difficult for sperm to enter the
womb.
Advantages?
• The contraceptive implant does not interrupt sex.
• It can work for up to three years.
• Fertility returns immediately following the removal of the implant.
Disadvantages?
• The contraceptive patch offers no protection against sexually transmitted infections.
• Periods may become irregular or stop altogether.
• It can cause severe headaches and skin problems.
How effective is it?
• The contraceptive patch is thought to be 99% effective.
• This means that one woman in every 100 using the contraceptive patch will get pregnant in a
year.
Who makes it less effective?
• Some prescription and complementary medicines, including antibiotics, can negate the
effectiveness of the patch.
Who can use it?
• The contraceptive patch is not suitable for all women.
• A doctor or nurse will need to know about the woman’s medical history, including history of
stroke, liver disorder, blood disorder, etc.
page 39

Appendix 7
APPENDIX 6Responsible (continued)
Love: FAMILY LIFE
Intrauterine Device (IUD)
What it is?
• The IUD is a small plastic and copper device, often T-shaped, which is inserted into the
womb.
• Also available is the intrauterine contraceptive implant, which consists of copper beads
threaded on to a length of nylon and which is attached to the top of the womb.
How it works?
• The IUD stops sperm and egg meeting
• It may also stop a fertilised egg from implanting in the womb.
• The action of an IUD may be described as ‘contraceptive’ in preventing an egg and sperm
meeting, but may also be described as ‘abortifacient’ in preventing the implantation of an
already fertilised egg.
Advantages?
• The use of an IUD does not interrupt sex.
• It works immediately after insertion.
• It continues to work for between 3 to 10 years, depending on the type of IUD fitted.
Disadvantages?
• An IUD offers no protection against sexually transmitted infections.
• Periods may become heavier, more painful or last longer.
• If it fails there is a risk that a pregnancy will develop in the fallopian tube, known as an ectopic
pregnancy.
How effective is it?
• Depending on the type used, IUDs are thought to be between 98 and 99% effective.
• This means that between 1 and 2 women in every 100 using an IUD will get pregnant in a
year.
Who makes it less effective?
• If the IUD moves out of place it will be less effective.
• Regular check ups are important.
Who can use it?
• The IUD is not suitable for all women.
• A doctor or nurse will need to know about a woman’s medical history and that of her
immediate family to see if there are any medical reasons why it might not be suitable.
• It is not usually the first choice of contraceptive method for women who have not had
children.
page 40

Appendix 8
APPENDIX6
(continued)
FAMILY LIFE
Diaphragm/Cap with spermicide
What it is?
• A flexible rubber or silicone dome-shaped device which is used along with a spermicide.
• It is placed in the vagina to cover the cervix (neck of the womb) each time a woman has sex.
How it works?
• The Diaphragm or Cap prevents sperm from entering the womb.
Advantages?
• The Diaphragm may prevent against some sexually transmitted infections and cancer of the
cervix.
• It only needs to be used during sex.
• It can be put in before sex.
Disadvantages?
• Putting the Diaphragm in can interrupt sex.
• It must be initially fitted by a doctor or nurse to make sure that it is the right size.
• It can cause cystitis.
How effective is it?
• If used properly, the Diaphragm is thought to be 92 to 96% effective.
• This means that between 4 and 8 women in every 100 using a Diaphragm will get pregnant in
a year.
Who makes it less effective?
• The Diaphragm or Cap must be left in place for 8 hours after sex.
• More spermicide must be used if you have sex again, or if you have sex more than three
hours after inserting it.
• If a woman gains or loses more than 7lbs in weight, has a baby, a miscarriage or an abortion,
the fitting of the Diaphragm/Cap must be checked by a doctor or nurse to ensure that it still
fits.
Who can use it?
• Diaphragms/Caps are suitable for most women.
• Some women are allergic to rubber or spermicides or may have other conditions which
prevent a diaphragm or cap from being used.
page 41

Appendix 7
APPENDIX 6Responsible (continued)
Love: FAMILY LIFE
Female Sterilisation
What it is?
• Female sterilisation involves an operation to block or cut the fallopian tubes.
How it works?
• Eggs are unable to travel down the cut or blocked tubes to meet sperm.
Advantages?
• This is a permanent method of contraception.
Disadvantages?
• Female sterilisation offers no protection against sexually transmitted infections.
• In rare cases, fallopian tubes that have been cut can rejoin.
How effective is it?
• Female sterilisation is thought to be over 99% effective.
• This means that fewer than 1 in every 100 women who have been sterilised will get pregnant
in a year.
Who can use it?
• This method is only chosen by women who are not intending to have any(further) children.
• For this reason it is very rarely performed on young women.
Male Sterilisation
What it is?
• Male sterilisation involves a minor operation to block or cut the tubes carrying sperm.
How it works?
• Male sterilisation works since there are no sperm cells present in the semen.
Advantages?
• Male sterilisation is a permanent method of contraception.
Disadvantages?
• Male sterilisation offers no protection against sexually transmitted infections.
• In a small number of men, the tubes may subsequently rejoin.
How effective is it?
• Male sterilisation is thought to be over 99% effective.
• This means that fewer than 1 in every 100 women whose partners who have been sterilised
will get pregnant in a year.
Who can use it?
• This method is usually chosen by men who are not intending to have any (further) children.
• For this reason it is rarely performed on young men.
page 42

Appendix 8
APPENDIX6 (continued)
FAMILY LIFE
Emergency Contraception
What it is?
• Emergency contraception, sometimes referred to as the ‘morning-after pill’ is a dose of two
pills taken at specific intervals, or as a single pill.
• It is taken within 72 hours of sexual intercourse to prevent pregnancy.
How it works?
• Emergency contraception prevents a fertilised egg from implanting in the lining of the
womb.
Advantages?
• Emergency contraception can be used where it is believed that the usual method of
contraception has not worked.
• It can be used in extreme circumstances, such as to prevent pregnancy following a rape.
Disadvantages?
• Emergency contraception must be taken as soon as possible after intercourse and certainly
within 72 hours.
• If fertilisation and implantation have already occurred, emergency contraception will not
work and pregnancy has occurred.
How effective is it?
• If taken up to 72 hours after intercourse, Emergency Contraception has a variable rate of
effectiveness.
• If taken up to 24 hours after intercourse, it is thought to be 95% effective.
• This falls to 85% effective if taken between 25 and 48 hours, and to 58% if taken between
49 and 72 hours.
Who makes it less effective?
• It may only be effective up to 72 hours after intercourse.
• The longer the length of time after intercourse it is taken the less likely it is to be effective.
Who can use it?
Emergency contraception is not suitable for all women.
• A doctor or nurse will need to know about the woman’s medical history, including any
illnesses or conditions suffered by immediate family members, including history of stroke,
liver disorder, blood disorder, etc.
• Emergency contraception is not intended to be used frequently, and if taken more than once
is likely to alter the timing of the woman’s next period.
• This would put her at a greater risk of pregnancy.
page 43

© Scottish Catholic Education Service 2008
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