Consent and Influences on Sexual Behavior
Consent in relationships
Aims.
•
To understand influences on sexual behaviour
and develop skills for self awareness.
•
To understand the role of consent in
relationships
•
Recognised and challenge victim blaming
•
To understand the impact of drugs and alcohol
on choices, consent and sexual behaviour
Groundrules
(Suggested)
•
Need to treat each other with respect.
•
Everyone has a right to an opinion and be
heard.
•
Listen to each other
•
Participate as much as you are comfortable
with.
•
Disagree with comments / opinions without
personal comments. Eg I disagree because…
Words for…
•
Write down on post-it note.
Reasons for Sex
•
Why? Remember there may be reasons over
which someone has little or no control.
•
Consider the different reasons people. have
sex and divide these into what you might
consider;
–
Positive / good
–
Negative / bad
When am I ready?
•
Normalising: ie most are not sexually active
under 16, although many say they are!
•
Resisting pressure
•
RU ready questions
Key messages
•
If you haven’t had sex by 16 you are not
alone!!
–
Only around a third of young people have had sex
by 16, although most have by 18.
•
Findings from latest surveys
–
¼ of men and 1/3 of women regretted first sex
with the majority wishing they had delayed sex.
–
Young women more likely (but not exclusively) to
be under pressure from partners to have sex.
RU Ready
•
Can you say Yes to these questions?
1.
Does it feel right?
2.
Do me and my partner feel the same about each
other?
3.
Have we talked about using condoms to prevent
STIs and HIV, and was the talk OK?
4.
Have we got contraception organised to protect
against pregnancy?
5.
Do I feel able to say "no" at any point if I change
my mind, and will we both be OK with that?
R U ready
•
And
answer No to these;
–
Do I feel under pressure from anyone, such as my
partner or friends?
–
Could I have any regrets afterwards?
–
Am I thinking about having sex just to impress my
friends or keep up with them?
–
Am I thinking about having sex just to keep my
partner?
Shanice and Julian
•
What strategies can you put in place to resist
pressure?
•
https://www.bbc.co.uk/teach/class-clips-
video/pshe-ks3--ks4-dealing-with-pressures-
to-have-sex/zbwd7nb
•
Sabrina (16) and Sean (18) have been seeing each other for
a while but have kept things quiet as Sean thinks it’s best.
At first Sean was very gentle and paid Sabrina lots of
compliments, but more recently has been under a bit of
stress at home, and is getting irritable, and putting Sabrina
down for any little thing. Sean has told her that if she really
liked him, then she would understand. Sabrina is ‘forgiving’
Sean and puts his behaviour down to the stress, but he’s
threatened her a couple of times lately. This night when
they meet up he tells Sabrina that he’s really wound up and
sex is a good way to help calm down. Sabrina agrees to this
and they have sex.
•
Has an offence been committed?
Scenario 1
Prompt Questions
1.
What impact, if any, does a relationship have
on the issue of consent?
2.
Does this appear to be a healthy
relationship? If not, why not?
3.
What might Sabrina’s state of mind be when
she ‘agrees’ to having sex?
•
Abi (21yrs) meets Jo (24yrs) leaving the Acapulco
night club in the early hours of the morning,
having consumed a substantial amount of
alcohol. Abi fancies Jo and strikes up a brief
drunken conversation! and they have a bit of a
laugh. Abi then decides to “make a move”, and
takes her (Jo) round the side of the building
where she starts kissing Jo and goes on to put her
hand down Jo’s pants. Jo doesn’t resist or say no.
•
Has an offence been committed?
Scenario 2
Prompt Questions
1.
Abi and Jo and both identify as female. Does
this have any bearing on the issue (or
perception) of consent?
2.
How might Alcohol have affected the
decision making ability of both Jo and Abi?
3.
Who has responsibility for obtaining and
giving consent in this scenario?
Consent is….
•
When someone “agrees by choice and has the
freedom and capacity to make that choice”.
(CPS 2014)
•
Consent is active and
not
passive.
•
Consent can be withdrawn at any point.
•
http://www.consentiseverything.com/
Learning points
•
Ask class to put on a post it what they have
learned through the session.
•
Ask students to reflect on how learning could
be put in to practice.
•
Follow-on activity
–
Ask students to write down one action they think
they could take in relation to the learning point.
Contributes towards;
KS4
R18 about the concept of consent in maturing relationships
R19 about the impact of attitudes towards sexual assault and to challenge victim blaming, including when abuse occurs online
R20 to recognise the impact of drugs and alcohol on choices and sexual behaviour
R21 the skills to assess their readiness for sex, including sexual activity online, as an individual and within a couple
R22 to evaluate different motivations and contexts in which sexual images are shared, and possible legal, emotional and social consequences
KS3
R8 that the portrayal of sex in the media and social media (including pornography) can affect people’s expectations of relationships and sex
Explore the role of consent in relationships and understand influences on sexual behavior, including the impact of drugs and alcohol. Challenge victim-blaming, recognize ground rules for respectful discussions, and consider reasons for engaging in sexual activities. Reflect on readiness for sexual experiences and key messages for young individuals. Determine readiness by asking important questions regarding comfort, communication, protection, and peer pressure.
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Presentation Transcript
Aims. To understand influences on sexual behaviour and develop skills for self awareness. To understand the role of consent in relationships Recognised and challenge victim blaming To understand the impact of drugs and alcohol on choices, consent and sexual behaviour
Groundrules (Suggested) Need to treat each other with respect. Everyone has a right to an opinion and be heard. Listen to each other Participate as much as you are comfortable with. Disagree with comments / opinions without personal comments. Eg I disagree because
Words for Write down on post-it note.
Reasons for Sex Why? Remember there may be reasons over which someone has little or no control. Consider the different reasons people. have sex and divide these into what you might consider; Positive / good Negative / bad
When am I ready? Normalising: ie most are not sexually active under 16, although many say they are! Resisting pressure RU ready questions
Key messages If you haven t had sex by 16 you are not alone!! Only around a third of young people have had sex by 16, although most have by 18. Findings from latest surveys of men and 1/3 of women regretted first sex with the majority wishing they had delayed sex. Young women more likely (but not exclusively) to be under pressure from partners to have sex.
RU Ready Can you say Yes to these questions? 1. Does it feel right? 2. Do me and my partner feel the same about each other? 3. Have we talked about using condoms to prevent STIs and HIV, and was the talk OK? 4. Have we got contraception organised to protect against pregnancy? 5. Do I feel able to say "no" at any point if I change my mind, and will we both be OK with that?
R U ready And answer No to these; Do I feel under pressure from anyone, such as my partner or friends? Could I have any regrets afterwards? Am I thinking about having sex just to impress my friends or keep up with them? Am I thinking about having sex just to keep my partner?
Shanice and Julian What strategies can you put in place to resist pressure? https://www.bbc.co.uk/teach/class-clips- video/pshe-ks3--ks4-dealing-with-pressures- to-have-sex/zbwd7nb
Scenario 1 Sabrina (16) and Sean (18) have been seeing each other for a while but have kept things quiet as Sean thinks it s best. At first Sean was very gentle and paid Sabrina lots of compliments, but more recently has been under a bit of stress at home, and is getting irritable, and putting Sabrina down for any little thing. Sean has told her that if she really liked him, then she would understand. Sabrina is forgiving Sean and puts his behaviour down to the stress, but he s threatened her a couple of times lately. This night when they meet up he tells Sabrina that he s really wound up and sex is a good way to help calm down. Sabrina agrees to this and they have sex. Has an offence been committed?
Prompt Questions 1. What impact, if any, does a relationship have on the issue of consent? 2. Does this appear to be a healthy relationship? If not, why not? 3. What might Sabrina s state of mind be when she agrees to having sex?
Scenario 2 Abi (21yrs) meets Jo (24yrs) leaving the Acapulco night club in the early hours of the morning, having consumed a substantial amount of alcohol. Abi fancies Jo and strikes up a brief drunken conversation! and they have a bit of a laugh. Abi then decides to make a move , and takes her (Jo) round the side of the building where she starts kissing Jo and goes on to put her hand down Jo s pants. Jo doesn t resist or say no. Has an offence been committed?
Prompt Questions 1. Abi and Jo and both identify as female. Does this have any bearing on the issue (or perception) of consent? 2. How might Alcohol have affected the decision making ability of both Jo and Abi? 3. Who has responsibility for obtaining and giving consent in this scenario?
Consent is. When someone agrees by choice and has the freedom and capacity to make that choice . (CPS 2014) Consent is active and not passive. Consent can be withdrawn at any point. http://www.consentiseverything.com/
Learning points Ask class to put on a post it what they have learned through the session. Ask students to reflect on how learning could be put in to practice. Follow-on activity Ask students to write down one action they think they could take in relation to the learning point.
